• Journal of Korean Academy of Nursing
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• v.18 no.2
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• pp.162-188
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• 1988

The purpose of this study is to guide the direction of the Korean nursing education to analysize ⑴ the philosophy and objectives ⑵ curriculum, and ⑶ educational environment. This analysis is based on the data from 50 nursing schools (14 4-year colleges and 35 3-year colleges) The survey was conducted from Dec. 1986 through Jan. 1987 by mail. 1) Educational philosophy and objectives 10 4-year colleges and 8 3-year college program have curricular philosoph. Most popular curricular philosophies are human beings, health, nursing, nursology, nursing education, nurses role in the present and in the future. 10 nursing schools mentioned that human being is the subject to interact with : environment physically, mentally and socially. 2 schools mentioned that health is the state of functioning well physically, mentally and socially. 13 schools mentioned that the nursing is the dynamic act to maintain and to promote the highest possible level of health. 4 schools mentioned that the nursology is an applied science. 4 schools mentioned that nursing education is the process to induce the behavioural changes based on the individual ability. There is different opinion about the nurses' role between 4-year college and 3-year college. In the responses from 4-year colleges they focus on the leadership in effective changes, self-regulating and self-determining responsibilities, applying the new technology, continuing education, and participation in research to further nursing knowledge. In the responses from 3-year colleges, they focus on the education in college, primary health care nursing, direct care provider and public health education. Among 50 respondents 40 schools have educational goals which can be divided into two categories. One is to establish the moral and the other is to develop the professionalism. 2) Curriculm The analsis of curriculum is only based on the data from the 4-year colleges because the most of 3-year colleges follow the curriculum guideline set by the Ministry of Education. a) Comparison of the credits in cultural subject and in nursing major. The average required credit for graduation is 154.6 and the median credit is the range of 140-149. The average credit of cultural subjects is 43.4. In detail, the average number of credit of required course and elective courses are 24.1 and 19.3 respectively. The average credit for major subject is 111.2. In detail, the average credit for required courses and electives course are 100.9 and 10.4 respectively. In 5 colleges, students are offered even on elective course b) Comparison of the credit by class. The average earned credits are as follows : 41.1 in freshman, 400 in sophormore 38.3 in junior and 32.4 in senior. Cultural subjects are studied in early phases. c) Comparison of the compulsory and elective cultural subject by institute. The range of credit is 7-43 in compulsory cultural subjects and there are lot of differences among institutions. While all respondents require liberal arts as compulsary subjects, few respondents lists social science, natural science and behavioral science as required subjects. Social science-related subjects are frequently chosen as cultural subjects d) Distribution of creditsin cultural subjects by institute. The liberal art subjects are taught in 20 institute. English and physical education courses are taught in all instituions. The social science subjects are taught in 15 colleges and the basic Psycology and the Basic sociology are the most popular subjects. The natural science subjects are taught in 7 colleges and Biology and Chemistry are the most popular subjects among them. e) Distribution of credits in major basic courses by institute. Most of the institutes select Anatomy, Microbiology, Physiology, biochemistry and Pathology as basic major courses. f) Comparison of the required and elective courses for nursing major by institutions. Subjects and credit ranges in major are varing by institute. More than half of the respondents select the following subjects as required major subjects. (1) Adults Health Nursing and Practice (19.5 credits) (2) Mother and Child Care and Practice (8.9 credits) (3) Community Health Care and Practice (8.5 credits) (4) Psychiatric Nursing Care and Practice (8.1 credits) (5) Nursing Management and Practice (3.9 credits) (6) Fundamental of Nursing, Nursing Research and Health Assessment and Practice. Three institutions select Introduction to nursing, Rehabilitation Nursing, School Nursing, Public Health Nursing, Nursing English, Communication, Human Development as electives in nursing major. 3) Educational environment a) Nursing institution There are forty-three 3-year colleges and seventeen 4-year colleges and 81.4% of which are private b) Number of students and faculty 19.2% of the students are in 4-year colleges and 80.8% of the students are in 3-year colleges. In 4-year colleges, the number of nursing faculty members is in the other of assistant professor, instructor and professor. In 3-year colleges, the orderiis lecturer, associate professor, full time instructor and assistant professor. In 4-year colleges, 18.8 students are allocated per nursing faculty and in 3-year colleges, 33.1 students are allocated per nursing faculty. c) Clinical practices 66.7% of the 4-year colleges practice over 1201 hours in clinic and 28.5% of 3-year colleges practice over 1201 hours in clinic. In 4-year colleges, 11.5 students are allocated per nursing faculty and in 3-year colleges,17 students are allocated per nursing faculty The survey shows no difference in the procedure between 4-year colleges and 3-year colleges but 3-year colleges choose the more variety practicing site such as special hospital and community health clinic. d) Audiovisual facilities The survey shows a lot of difference in audiovisual facilities among institution and 3-year colleges are less equipped than 4-year colleges.

• Journal of the Korean Society for Library and Information Science
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• v.10
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• pp.71-120
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• 1983

In this study, a model curriculum for the Library and Information Science programs in Junior Colleges is presented by comparing those curricula of the Republic of Korea, the United States of America, England and Japan. In Korea, 80 credits are required for graduate of Junior College and 60 credits of that total credits are for major courses. At Toshokan Danki Daikagu in Japan, 73 credits are opened for the Department of Library Science and 87 credits for the Department of Library and Information Science respectively. In the United States of America, 30 credits for major courses out of 90 total credits are opened at Lansing Community College and 24 credits for major courses out of 60-64 credits at Mesa Community College distinctively. On the basis of the various analyses, the following principles are applied in designning the model curriculum; (1) Possibly 3 credits per subject are assigned, (2) Major credits for graduate are 60-64 credits including possible optional subjects, (3) 20 percents of those 60-64 credits shall be applied for electives, so that 72-78 credits are assigned for major, (4) In order to combine theory and practice, and to select practice areas as required major, the ratio between required and elective must be adjusted, (5) In order to avoid duplication of subject, adequate individuality must be provided, (6) The Information Science areas must be dealt with in Library Science since computer systems are being rapidly adopted in libraries and the education for resources of materials and foreign languages are also important for successful fulfillment of mediator's roles between materials and users. Therefore the following model curriculum is suggested; 31 credits in 11 subjects for required major, 46 credits in 18 subjects for electives in major, total 77 credits for 29 subjects are established, and it includes such areas as material organization, foreign languages, resources of materials, library management, information science, fundamental studies, services and practice.

• Journal of Wellbeing Management and Applied Psychology
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• v.4 no.3
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• pp.10-22
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• 2021

Purpose: This study aims to be used as a reference for setting the direction of university major education & policy. Research design, data and methodology: The satisfaction survey were nine major curriculum surveys for each college, targeting students enrolled in a university. One university consisted of 9 colleges and 49 departments or majors. The survey period is approximately one month. Results: The highest item in the major curriculum reflects the educational goal of the department, with a score of 3.95. Conversely, the lowest item is 3.65 points, indicating that the major curriculum offers a wide range of subjects to choose from. As the questions are higher than the average score (3.83 points), the major curriculum is helping me grow my competency through academic achievement (3.90 points), the major curriculum is helping me set my career and finding a job (3.88 points), The major curriculum suggests specific performance standards for judging the achievement of a set target competency (3.88 points), and the major curriculum reflects social demands and changes (3.85 points). Conclusions: Students want that their major education faithfully reflects the educational goals of their major and that major education helps their ability to grow for academic achievement.

• Journal of Fisheries and Marine Sciences Education
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• v.2 no.1
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• pp.1-14
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• 1989

The authors studied on the modification of the curriculum for the department of fishing technology in Fisheries junior college, by collecting and analyaing the references, questionaires and consultation according to the trends in industry and employment. Especially, rapid develop of the fishing technology with the modernization and automatization of fishing vessels, the present curriculum formulated in 1983 is required to be rearranged. Accordingly, the authors studied on the development of characteristic curriculum which could cultivate the professional fishing engineers. The results obtained can be summarized as follows : 1. Total open credits should be 160 credits. 2. Cultural subjects are set 32credits, 20% of total open credits, but the subjects may be choosen by the situation of each fisheries junior college. 3. Major subjects are set 128 credits with 36 subjects including the 3rd year course. 4. The proportion of the compulsory to the elective credits in the major subjects are made 1 to 2. 5. Compulsory major subjects are set 29 credits with 11 subjects during the 1st and 2nd year course. Training on the board (I) and (II) are set 40 credits during 3rd year course and evaluated as pass or not. 6. The proportion of the credits of subjects concerning to fishery and navigation is made 1 to 1. 7. In order to strengthen the computation education, the E.D.P.S. is sets 3 credits in the cultural subjects.

• Korean Journal of Child Studies
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• v.31 no.3
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• pp.215-233
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• 2010

The purpose of this study was to investigate the differences between the kindergarten teachers and teachers working at child care centers in terms of their professionalism, teaching efficacy and their perceptions regarding the integration of kindergarten and child care centers. Furthermore, this study examined whether those differences which were revealed were found between the subjects by their college major degree and place of employment. The 598 teachers who served as subjects for this study completed self-administered questionnaires. The data were analyzed by descriptive statistics, chi-square tests and t-tests. The main results were as follows. The significant differences were found between the subgroups by college major degree in teaching efficacy and perceptions regarding the integration system. In addition, the subjects from child care centers had higher levels of teaching efficacy than their counterparts in other work environments, even though they had majored in the same subjects of early childhood education.

• Journal of Technologic Dentistry
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• v.23 no.2
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• pp.17-47
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• 2002

The purpose of this study was to examine the 2001 curricula in 17 departments of dental technology across the nation in an attempt to find out the educational realities of the departments by term and school year and serve as a basis for the development of more advanced, efficient dental technology curriculum and common educational objectives. For that purpose, the 2001 curricula of the three-year dental laboratory technology departments were analyzed by school year and term to calculate the amount of required credit, the number of subjects, and the weekly classes for electives and major. The findings of this study could be listed as below: 1. The departments of dental laboratory technology nationwide investigated require students to get 120 to 135 credits in total. Out of the credits, 10 to 25 credits are assigned to the electives, and 106 to 11 8 credits are given to the major. 2. There are 50 to 68 subjects in the departments of dental technology. 5 to 16 subjects are the electives, and 41 to 59 are the major. 3. There are 150 to 196 classes per week, which consist of 10 to 30 ones for the electives and 137 to In for the major. 4. The curricula for the first semester of the first year are as follows: 1) 20 to 24 credits are required. 4 to 11 credits are alloted to the electives, and 9 to 19 credits are assigned to the major. 2) The number of subject is 9 to 13, which are composed of 2 to 7 for the electives and 4 to 9 for the major. 3) The weekly classes are 22 to 29. The classes for the electives range from 4 to 14 per week, and 10 to 20 classes a week are for the major. 5. The curricula for the second semester of the first year are as below: 1) There are 20 to 25 credits. 3 to 12 credits are assigned to the electives, and 12 to 19 credits are for the major. 2) The number of subject is 10 to 14, which consist of 2 to 6 for the electives and 6 to 10 for the major. 3) The weekly classes are 22 to 29. and 3 to 12 classes a week are for the electives, and 15 to 24 classes are for the major. 6. The curricula for the first semester of the second year are as below: 1) The number of credits ranges from 20 to 24. Only six colleges offer 2 credits for the electives and the major account for 18 to 24 ones. 2) There are 8 to 12 subjects. Only six colleges offer one or two electives, and 8 to 12 are the major. 3) The weekly classes are 23 to 33. Only six colleges offer 2 or 3 classes a week for the electives, and 21 to 33 classes are for the major. 7. The curricula for the second semester of the second year are as below: 1) The number of credits ranges from 19 to 24. Only two colleges offer 2 credits for the electives and the major account for 18 to 24 ones. 2) There are 7 to 12 subjects. Only two colleges offer one or two electives, and 8 to 12 are the major. 3) The weekly classes are 24 to 36. Only two colleges offer 2 classes a week for the electives, and 24 to 36 classes are for the major. 8. The curricula for the first semester Of the third year are as below: 1) There are 16 to 24 credits. Just a college assigns 2 credits to the electives, and 16 to 24 credits are given to the major. 2) The number of subject is 5 to 12. Only a college offers one elective for optional course, and 5 to 12 are the major. 3) The weekly classes range from 18 to 39. Just a college offer 2 classes a week for the electives, and 18 to 39 classes are for the major. 9. The curricula for the second semester of the third year are as below: 1) There are 16 to 23 credits. Just a college assigns 2 credits to the electives, and 16 to 23 credits are given to the major. 2) The number of subject is 5 to 12. Only a college offers one elective for optional course, and 5 to 12 are the major. 3) The weekly classes range from 18 to 39. Just a college offer 2 classes a week for the electives, and 18 to 39 classes are for the major.

• Journal of Nutrition and Health
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• v.24 no.6
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• pp.534-546
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• 1991

Three-day dietary records data from 237 college students(male 65, female 172) were used as the basis to estimate total dietary fiber(DF) intake of Korean adults & to investigate the major food sources of fiber. Mean daily DF intake of the subjects was 15.2$\pm$3.7g range being 7.5-34g When related to energy intake women consume more DF(7.7$\pm$1.5/1000kcal) than men(6.8$\pm$1.7g/1000kcal) Mean daily crude fiber(CF) intake of the subjects was 6.2$\pm$2.4g The mean DF:CF ratio for the subjects was 2.5$\pm$0.5 indicating that DF intake is 2-3 times of CF intakes The intakes of the two measures of fiber were highly correlated(r=0.791) The major food sources for DF in Korean are vegetables cereals and fruits and 14.3% respectively In comparision with limited international data on the DF intake by adults DF intake by the subjects was similar to those of developed countries. Present study indicates that DF intakes of the subjects are considerably lower than recommended level and they need to consume more DF than the present level.

• Korean Journal of Community Nutrition
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• v.13 no.1
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• pp.24-33
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• 2008

The purpose of this study is to examine the nutrition knowledge, characteristics related to, nutrient intakes, anthropometrics, biochemical indices of university female students by major (food and nutrition versus physical science). Data were taken from 120 university female students (60 from each major) and the results follows. The mean age of the subjects was 19.6 years old. Most of subjects responded that they were healthy; subjects majoring in physical science scored higher in regular exercise (p < 0.01) and were more satisfied with their own body figures (p < 0.01), compared with the counterparts. The total nutrition knowledge score was $81.01{\pm}12.3$ for food and nutrition majors and $72.5{\pm}15.2$ points for physical science majors. (p < 0.01) The percentages of body fat were significantly higher in the food and nutrition students than the counterparts. (p < 0.001) The result of biochemical analysis showed that both groups were in normal range. But there was some statistically significant difference between groups in GTP, HDL-cholesterol and ALP levels. It suggests that regular exercise might have a positive effect on the body. This study showed that although both groups had different knowledge of nutrition, there was not much difference in the intakes of nutrients. But especially, the intakes of calcium and iron were quite low in both groups. Subjects majoring in Physical science had more lipid intake, but they had lower body fat. This suggests that regular exercise in this group might have effects on the percentages of body fat. In future study, nutrition education might be planned to increase nutrition knowledge and to connect nutrition knowledge to eating behaviors and to promote health to regular exercise. Also, the desire and the social perception for pursuing alean body figure and being underweight should be changed for optimal health.

• The Journal of Korean Society for School & Community Health Education
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• v.6
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• pp.49-63
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• 2005

The purpose of this study was to investigate the weight control behaviors, the degree of fatness and dance major on behalf of finding the effects of eating disorders. 779 female high school students, 283 dance major students and 496 general major students, were participated in the study. A self-reporting type of questionnaire survey was conducted during the period from $6^{th}$ May to $18^{th}$ April of 2005. Collected data were processed using SPSSW in 12.0; they were analysed through frequencies, percentages, means and standard deviation, and stepwise multiple regression analysis. The results of this study are as follows : 1. With regard to the level of eating disorders(EAT-26), 33.9% of risk group of eating disorder female dance students, and 13.7% of risk group of eating disorder female general major students. Weight-control behaviors in this research were 1) weight control concerns, 2) weight control trial, 3) weight control methods (prescription of M.D., ways of weight control), 4) eating habits. First, 56.6% of subjects had high concerns about weight control, and 92% of subjects had tried weight control. Second, only 5.1% of subjects were prescribed by M.D. Third, subjects had been using wrong methods(25.7%) of weigh control such as fasting, using drugs, vomiting, wearing laps etc. Fourth, 42.7% of the subjects had bad eating habits. The degree of fatness was as follows: 1) BMI(Body Mass Index), 2) self report about weight 3) distorted body image. Depending upon the BMI, the subjects with obesity were not found in female dance students; Comparatively, 36.9% of dance students were fat and 1.4% of the students were very fat. In terms of distorted body image, only 14.9% of all subjects were the same between the subjective degree of fatness and the objective degree of fatness. 2. As a result of multiple regression, six variables were found significant($R^2=11.6%$, P < 0.01). Concerns about the weight control significantly influenced on eating disorders(EAT-26). At the same time, major(dance), wrong methods of weight control, distorted body image, prescription of M.D, and eating habits had significantly influenced on eating disorders. This results indicates that the risk of eating disorders among female dancer students was very high. Therefore, professional intervention is needed for female dance students to prevent the eating disorders.

• Journal of Korean Dental Hygiene Science
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• v.2 no.1
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• pp.41-50
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• 2019

Education should consider the social consensus that changes according to the times and the social environment, and it is also necessary to consider the technically useful subjects. We collected and reported the 4-year course curriculum of dental hygiene when Korean dental hygiene education has continued over 50 years. Each 4-year course curriculum was collected by searching each university website, or requested by email. The curriculum of 23 among 27 schools was collected. According to the classification of dental hygiene in the dental hygienist national examination classification or the Korean society of dental hygiene science, the subjects of the course were divided into clinical dental hygiene, clinical dental treatment support, basic dental hygiene, social and educational dental hygiene, and collected 23 curriculum courses. The average major curriculum was 104.9 credits and the average number of subjects in major courses was 34.3. The average subjects' number of clinical dental hygienic courses was 33.9 (37.5% of the total major credits), clinical dental treatment support was 30.6 (30.2% of the total major credits), basic dental hygiene was 21.8 (20.8% of the total major credits), and social and educational dental hygiene courses was 13.6 (13.0% of total major credits). Integrated subjects' name in clinical dental hygiene was used in all schools of the survey, such as clinical dental hygiene education (and practice), comprehensive dental hygiene education, and integrated dental hygiene. There were 13 schools (56.5%) that use the integrated name in clinical dental treatment support, such as clinical dentistry. There were 14 schools (60.9%) to open dental clinic management, and 22 schools (95.7%) to open national health insurance claims. The basic dental hygiene curriculum maintained the title of each subject and social and educational dental hygiene education was established in most schools, such as community dental health, oral health statistics, and oral health education. Other subjects were English conversation in dental clinic (8 schools) education, clinical dental treatment support, basic science in dental hygiene, social and educational dental hygiene. We knew the clinical dental hygiene and clinical dental treatment support were changing into the integrated subjects, and most schools run dental hygiene research.