• Title/Summary/Keyword: independent seminar

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How to Teach English Literature through the Independent Seminar Class in the Doctoral Program

  • Lee, Noh-Shin
    • English Language & Literature Teaching
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    • v.11 no.2
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    • pp.195-208
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    • 2005
  • This paper discusses the independent seminar as one of the appropriate courses, in particular, for the students who study English literature in the doctoral program. Those who take the Ph.D. program in English literature are considered as future scholars or teachers. In taking the coursework, they not only delve into the knowledge of literature, but also begin to establish broader and deeper senses of research ability. The independent seminar class helps them build such senses through the way in which they experience to the development of the syllabus by themselves. Furthermore, in contrast to a regular class, in which a group of students learn in a classroom, the independent seminar gives each student intensive interactions with his/her professor through the out-of-classroom circumstances, since the seminar is based upon one-on-one study between the student and the professor.

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Resident-Driven Rural Village Plan Based on Ecological Rural Amenity: Focused on Busu Area, Boeun-gun, South Korea (생태적 농촌어메니티 기반 주민주도형 농촌마을종합계획 -보은군 회인면 부수권역 '하얀민들레 생태마을'을 중심으로-)

  • Ban, Yong-Un;Youn, Joong-Shuk;Woo, Hye-Mi;Han, Kyung-Min;Baek, Jong-In
    • Journal of Korean Society of Rural Planning
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    • v.16 no.4
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    • pp.157-169
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    • 2010
  • This study has intended to devise a comprehensive rural planning, driven by residents based on ecological rural amenity paradigm for Busu area, Boeun-gun, South Korea. To reach the goal, this study has performed the following processes. First, we have analyzed the elements of threat, opportunity, weakness, and strength in both inside and outside village through 'SWOT analysis. Second, through strategic analysis and consultation, we have proposed developmental directions of Busu area. Third, based on an ecological rural amenity planning system composed of ecological economy system, ecological environment system, ecological history-culture system, ecological image system, and ecological society system, we have suggested research projects of each system Fourth, we selected projects through a general meeting with all stakeholders. Fifth, the selected projects were applied to Busu area by village residents and experts. Finally, the projects, which were appraised and revised by experts, residents, and governmental officers, were composed of ecological scenic agriculture center, resident's site for city dweller, energy independent village, eco-road, eco-pond, ecological park and parking lot, restoration of traditional culture, zone of ecological scenic agriculture, eco-tunnel, eco-fence, landmark, corporate identity, community center, forum and seminar, and education for residents' empowerment.

The Relationship among Learning Satisfaction, Learning Attitude, Self-efficacy and the Nursing Students' Academic Achievement after Simulation-based Education on Emergency Nursing Care (시뮬레이션기반 응급간호교육을 받은 간호학생의 학업성취도와 자기효능감, 학습태도 및 수업만족도의 관계)

  • Kim, Hae-Ran;Choi, Eun-Young;Kang, Hee-Young;Kim, Seong-Min
    • The Journal of Korean Academic Society of Nursing Education
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    • v.17 no.1
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    • pp.5-13
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    • 2011
  • Purpose: The purpose of this study was to develop a lesson plan related to a simulation for nursing students by understanding what relationship learning satisfaction, self-efficacy and learning attitude have after applying simulation-based education on emergency nursing care. Methods: Simulation practice, seminar, class and group self-study about a patient having a myocardial infarction were applied to nursing students for 5 weeks. After applying the simulation-based education on emergency nursing care, students rated their learning attitude, learning satisfaction and a sense of self-efficacy with a self-administered questionnaire and academic achievement was divided into written and performance evaluation. SPSS/WIN 17.0 was used for descriptive analysis, independent t-test, one-way ANOVA and pearson correlation were also used. Results: In this study, the performance evaluation score was related to learning attitude (r=.210, p=.018).Learning satisfaction (r=.220, p=.013)and written evaluation score was related to learning attitude (r=.211, p=.017) and learning satisfaction (r=.190, p=.032). Conclusion: In this study, simulation-based learning was a useful method for practical ability and this is good to acquire both of knowledge and technique. Not only evaluation of theoretical knowledge but performance ability related to practice has to be done by developing lessons with various methods and content. In addition, a standard evaluation method needs to be developed.

Transition of Occupational Health Nursing Education in Korea (한국 산업간호교육의 변화추세 분석)

  • Cho, Tong Ran;June, Kyung Ja;Kim, So Yeon
    • Korean Journal of Occupational Health Nursing
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    • v.6 no.2
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    • pp.144-155
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    • 1997
  • In December 1990, Occupational Safety and Health Law was amended to reinforce employer's responsibilities on employees' health and safety. Among the amended law it was important to expand the role of an occupational health nurse to the role of an occupational health manager. An occupational health manager should take charge of coordinating periodic health examination and environmental hazard evaluation, providing primary care, monitoring employees' health status, giving the workplace walk-through, selecting safe protection equipment, providing health information, counseling and health education, independently. This position of occupational health nurse is equivalent to the role of doctors or occupational hygienists. In 1991, government made a master plan to prevent occupational disease and injury. Under the plan, Korea Industrial Nursing Association (KINA) was established in 1994 with the purpose of improving health services and upgrading career opportunities for members. Therefore, this study was designed to analyze the transition of occupational health nursing education with the changes of law and policy in Korea between 1991 and 1996. In details, it was to analyze the rate of school providing occupational health nursing practice based lecture, lecture hours, lecture contents in undergraduate curriculum, program contents of graduate school, kinds of continuing education, etc. For this purpose, we conducted survey two times. In February 1991, baseline study was conducted with all nursing programs in Korea (19 BSN programs and 43 nursing departments of junior college). From April to May in 1996, the second survey was conducted with all nursing programs (38 BSN programs and 69 junior colleges). The first response rate was 66.1% and the second was 40.6%. Structured questionnaires were mailed to the deans or the community health nursing faculties. In the case of graduate school, telephone survey was conducted with 10 school of public health or environmental health area. Data from the yearbook of Industrial Safety Training Institute (ISTI), the history of Korea Industrial Health Association, and the journals of KINA were also included in the analysis. As the results, we found that there were remarkable improvement in undergraduate and graduate programs, obligatory as well as voluntary continuing education in terms of occupational health nursing expertise between 1991 and 1996. 1) The number of school providing occupational health nursing practice-based lecture was increased with the rate from 7.3% to 25.6%. The rate of school giving over 15 class-hours was increased from 33.3% to 46.6%. 2) Content areas were composed of introduction of occupational health, occupational epidemiology, industrial hygiene, occupational disease and injury, law and policy, health education, concept of occupational health nursing, role of occupational health nurse, occupational health nursing process, etc. Of content areas, occupational health nursing process was more emphasized with the increased rate from 43.9% to 88.4%. 3) In the case of graduate school, occupational health programs were increased from 4 to 10. One of them has developed occupational health nursing program as an independent course since 1991. 4) The law increased educational hours from 28 hours to 36 hours for introductory course at the time of appointment, and from 14 hours to 24 hours every 2 years for continuing education. Course contents were Occupational safety and health law, introduction of occupational health, health education methodology, planning and evaluation, periodic health exam, occupational disease care, primary care, emergency care, management, industrial environment evaluation, etc. In 1996, Korea Industrial Nursing Association has begun to provide continuing education after Industrial Safety Training Institute. 5) Various educational programs in voluntary base were developed such as monthly seminar, CE articles, annual academic symposium, etc. It was shown that changes of law and policy led rapid growth of occupational health nursing education in various levels. From this trend, it is expected that occupational health nurse expertise be continuously to be enhanced in Korea. Legal and political supports should proceed for the development of occupational health nursing in early stage.

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