• Asian Pacific Journal of Cancer Prevention
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• 제15권9호
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• pp.3885-3890
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• 2014

Background: This study aimed to determine nursing student knowledge, behavior and beliefs for breast cancer and breast self-examination receiving courses with a traditional lecturing method (TLM) and the Six Thinking Hats method (STHM). Materials and Methods: The population of the study included a total of 69 second year nursing students, 34 of whom received courses with traditional lecturing and 35 of whom received training with the STHM, an active learning approach. The data of the study were collected pre-training and 15 days and 3 months post-training. The data collection tools were a questionnaire form questioning socio-demographic features, and breast cancer and breast self-examination (BSE) knowledge and the Champion's Health Belief Model Scale. The tests used in data analysis were chi-square, independent samples t-test and paired t-test. Results: The mean knowledge score following traditional lecturing method increased from $9.32{\pm}1.82$ to $14.41{\pm}1.94$ (P<0.001) and it increased from $9.20{\pm}2.33$ to $14.73{\pm}2.91$ after training with the Six Thinking Hats Method (P<0.001). It was determined that there was a significant increase in pre and post-training perceptions of perceived confidence in both groups. There was a statistically significant difference between pre-training, and 15 days and 3 months post-training frequency of BSE in the students trained according to STHM (p<0.05). On the other hand, there was a statistically significant difference between pre-training and 3 months post-training frequency of BSE in the students trained according to TLM. Conclusions: In both training groups, the knowledge of breast cancer and BSE, and the perception of confidence increased similarly. In order to raise nursing student awareness in breast cancer, either of the traditional lecturing method or the Six Thinking Hats Method can be chosen according to the suitability of the teaching material and resources.

• 간호행정학회지
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• 제13권4호
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• pp.553-561
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• 2007

Purpose: This study aimed to assess needs of training programs for APN practice courses and continuing education programs for APNs to provide baseline data to improve APN education and practice. Methods: A total of 98 questionnaires were distributed to professors in 38 nursing institutions and 64 (65.3%) were returned. Data collection was performed in November and December, 2007 through email. Results: Professors in charge of geriatric and home care nurse practitioner programs constituted 43.7% of the study participants. Forty-one percent answered that they were satisfied with the practice programs they currently have operated, while 36.5% responded to have difficulty in appointment of institutions for practice programs and 56.3% had problems in assignment of preceptorship. In case of developing training programs for APN practice courses, 58.7% answered that they are willing to participate, and 90.6% felt needs for development of continuing education programs for APNs. Regarding liability insurance for APN students, only 11.5% provided insurance policy. Conclusion: The study results indicated that standardized training programs are needed to assure quality of APN education, and continuing education programs are required to provide opportunities for APNs to improve competencies.

• 한국가구학회지
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• 제26권3호
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• pp.187-195
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• 2015

School activities which are opened after-school or during a vacation have been social issues as our society is nuclearized and both parents are working, so that elementary school students and middle school students are less taken care of and less concerned by their parents. It is regrettable that students are spending too much time on private academies in the situation where they cannot help but staying alone after school and where frantic fever of private education pervades their lives. For the sake of those students, the Ministry of Education announced, "Each school can open its after-school programs or vacation programs based on students and their parents' demands making it a rule of a student's voluntary participation. After school programs for elementary and middle school students are operated by local communities providing extra courses or programs in addition to regular classes. Those programs are paid by participants or supported by financial aids in order to decrease parents' burdens of costs of private education and to reduce educational gaps between rich and poor children or between the regions. After school programs are either curricular or non-curricular educational activities with students' voluntary participation, and the programs are meant to supplement and strengthen the role of public school education. Non-curricular courses that consist of various programs, in particular, are receiving good reputations by students and parents. Therefore, this study develops and operates "children's making D.I.Y. furniture" program that is one of non-curricular courses and an activity-oriented art program for children to improve their designing creativity and to help them experience their future jobs in advance. The purpose of this study is to analyze advantages and disadvantages of the program using survey and assessment methods and to find out a developmental direction focused on future-oriented and specialized educational programs for children.

• 한국콘텐츠학회논문지
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• 제16권10호
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• pp.617-626
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• 2016

이 연구는 간호학과 학부 과정에서 경험한 시뮬레이션 학습이 신규간호사의 문제해결과정과 임상수행능력에 미친 영향을 파악하기 위한 서술적 조사연구이다. 연구 대상자는 학부과정에서 시뮬레이션 학습 경험이 1회 이상 있으며 임상 경력 12개월 미만의 신규간호사 202명이다. 연구를 통해 학부에서 경험한 시뮬레이션 학습의 횟수와 신규간호사의 문제해결과정 및 임상수행능력에 미친 영향 간에는 유의미한 상관관계가 없었으며, 시뮬레이션 학습의 설계와 문제해결과정 및 임상수행능력에 미친 영향 간에는 유의미한 양의 상관관계가 있는 것으로 나타났다. 연구 대상자들이 경험한 시뮬레이션 학습의 설계를 군집분석으로 유형화하여 문제해결과정 및 임상수행능력에 미친 영향의 차이를 분석한 결과에서도 유의미한 차이를 나타냈다. 이 연구를 통해 학습의 효과를 향상하기 위해서 시뮬레이션 학습의 설계가 중요하다는 점을 확인하였으며, 효과적인 운영을 위한 기초 자료로 활용할 수 있을 것으로 기대한다. 추후 학부 과정의 시뮬레이션 학습이 간호사의 임상 능력에 미치는 영향에 대하여 보다 면밀한 평가가 이루어질 필요가 있다.

• Journal of Korean Neurosurgical Society
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• 제49권2호
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• pp.102-106
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• 2011

Objective : Although there are several explanations for a duplicated middle cerebral artery (DMCA), its embryological origin is still an open question. We reviewed these anomalous vessels to postulate a theory of their different origins, sizes, and courses. Methods : A retrospective review of 1,250 cerebral angiographies, 1,452 computed tomography (CT)-angiographies, and 2,527 magnetic resonance (MR)-angiographies was performed to identify patients with DMCA. Results : Twenty-five patients had 25 DMCAs. Conventional angiography detected nine patients with DMCA (9/1250, 0.72%), MR-angiography detected seven patients with DMCA 0.28%), and CT-angiography detected nine patients with DMCA (9/1452, 0.62%). The DMCAs originated near the internal carotid artery terminal in eight patients (type A), and between the origin of the anterior choroidal artery and the terminal internal carotid artery in 17 patients (type B). The diameters of the eight type A DMCAs were the same or slightly smaller than those of the other branch of the DMCA. All type A DMCAs showed a course parallel to that of the other branch of the DMCA. The diameters of the 17 type B DMCAs were the same, slightly smaller, or very much smaller than that of the other branch of the DMCA. Nine type B DMCAs showed parallel courses, and the other eight curved toward the temporal lobe. Conclusion : The two branches of the type A DMCAs can be regarded as early bifurcations of the MCA. The branches of the type B DMCAs had parallel courses or a course that curved toward the temporal lobe. The type B DMCA can be regarded as direct bifurcations of the MCA trunk or the early ramification of the temporal branch of the MCA.

• 한국융합학회논문지
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• 제11권11호
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• pp.103-114
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• 2020

본문의 연구목적은 디자인 교육의 도형 기초 다자인 과정에서 다양한 지식차원의 교육콘텐츠에 대한 플립러닝 수업모델의 효율성을 테스트하고, 도형 기초 다자인 과정을 대상으로 한 플립러닝 수업방안 및 의견을 제시함으로써 교육효과를 높이는 데 있다. 블룸의 교육목표 분류학의 지식차원을 사용하여 도형 기초 다자인 과정의 교육내용을 분류하고, 120명의 학생을 4개의 실험조로 나눈 다음, 다양한 지식차원과정 콘텐츠의 플립러닝 학습을 각각 진행하고, 수업 전에 실시한 테스트와 수업 이후 실시한 테스트를 통해 실험데이터를 얻어 분석을 진행하였다. 그 중 사실성과 개념성 지식 수업의 경우 자기주도적 학습, 절차성과 메타인지 부류의 지식수업에서의 플립러닝 수업방식은 학습의 적극성을 유발하여 학습효율을 높일 수 있다. 연구결과와 학생의 피드백을 근거로 도형 기초 다자인 과정 콘텐츠의 분류방법 및 도형 기초 다자인 과정 플립러닝모델에 대한 수업전략을 제시하였다.

• 한국조경학회지
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• 제33권6호
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• pp.51-77
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• 2006

Pond management is a critical part of overall golf course management, both during growth and maintenance modes of turf care. This study investigated 48 ponds in nine 18- or 27-hole golf courses to analyze the environmental characteristics of ponds. The research process had three phases: (1) inventory and analysis of grading plans and drainage plans, (2) field verification and interviews with greenskeepers, and (3) analyses of water quality and statistics. All data were collected from May to August in 2004. The results of this study can be summarized as follows: 1. It is desirable to site a golf course in a small watershed with high watershed eccentricity to control storm water runoff efficiently and to minimize soil erosion during construction. 2. The siting and size of a pond should be determined through a land-use analysis of the watershed for the purpose of ecological management. The bigger the forest-to-golf course ratio, the better the water quality will be. 3. The size and capacity of each individual ponds varied and there were many somewhat longish rather than round ponds. 4. There were many differences among golf courses in naturalness of the ponds, and the correlation between naturalness and area of aquatic plants was very high. 5. Analyses of pond water quality indicated that the degrees of Dissolved Oxygen, Chemical Oxygen Demanded and Suspended Solids were relatively low values but Total Phosphorus and Total Nitrogen were too high. Therefore a systematic approach is needed to solve e problem. Pesticide residues were not detected in all ponds. 6. Water depth and area of hydrophyte should be considered when designing an ecological pond. 7. All ponds used storm water as a main source of water supply and added underground water. Aquatic plants and physical methods such as water aeration and spray fountains were the main choices for maintaining a healthy aquatic environment.

• Journal of Advanced Marine Engineering and Technology
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• 제39권10호
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• pp.1054-1061
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• 2015

The International Maritime Organization (IMO) has been regulating emissions by making mandatory the compliance with institutions aimed at protecting air quality such as the Energy Efficiency Design Index (EEDI), Ship Energy Efficiency Management Plan (SEEMP) and Tier III. Under the circumstances, one of the response measures considered to be the most feasible is the replacement of existing marine fuel with Liquefied Natural Gas (LNG). The industry has been preemptively building infrastructure and developing and spreading engine technology to enable the use of LNG-fueled ships. The IMO, in turn, recently adopted the International Code of Safety for Ships Using Gases or Other Low-Flash-Point Fuels (IGF Code) as an institutional measure. Thus, it is required to comply with regulations on safety-related design and systems focused on response against potential risk for LNG-fueled ships, in which low-flash-point fuel is handled in the engine room. Especially, the Standards of Training, Certification and Watchkeeping (STCW) Convention was amended accordingly. It has adopted the qualification and training requirements for seafarers who are to provide service aboard ships subject to the IGF Code exemplified by LNG-fueled ships. The expansion in the use of LNG-fueled ships and relevant facilities in fact is expected to increase demand for talents. Thus, the time is ripe to develop methods to set up appropriate STCW training courses for seafarers who board ships subject to the IGF Code. In this study, the STCW Convention and existing STCW training courses applied to seafarers offering service aboard ships subject to the IGF Code are reviewed. The results were reflected to propose ways to design new STCW training courses needed for ships subject to the IGF Code and to identify and improve insufficiencies of the STCW Convention in relation to the IGF Code.

• Korean Journal of Acupuncture
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• 제35권3호
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• pp.117-122
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• 2018

Objectives : Most meridians have each well point located at the distal end of fingers or toes, congruous with their meridian courses. Exceptively, ST45(Yeotae), stomach meridian(ST)'s final point, is located at the lateral side of the tip of the second toe, while the tip of the second toe was not mentioned in the course of ST. So, we studied the course of lower limb region of ST. Methods : Courses of ST in Categorized Collection of Literatures on Chinese Meridians and Collaterals(CCM) was examined. The literatures included in CCM was selected as study subjects to be studied if the meridian route was different from "Youngchu" or more detailed notes were attached. There are 3 branches in lower limb region of ST, we analyzed theories of scholars of all time about the 3 branches of ST. Results and Conclusions : Branch 1 descends along the lateral margin of the fibula to the dorsum of foot, entering into the medial side of the middle toe. Branch 2 leaves ST36 separately, terminating at the lateral side of the middle toe. Branch 3 leaves ST42 and descends to the end of the great toe. The medial side of the middle toe equate to the lateral side of the second toe, and it is connected to ST45. So branch 1 is the main stream of ST. Branch 3 drives to the great toe passing between first and second toe, it goes medial side of LR2.

• 가정간호학회지
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• 제11권1호
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• pp.57-70
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• 2004

Purpose: This study was to develop a cost-effective and efficient curriculum for advanced practice nurse (APN) programs in home health care and hospice. Method: The process was to: (1) compare and analyze the present curriculum in home health care and hospice programs, (2) identify the needs of 7 expert nurses in home health care and hospice, and (3) develop a common curriculum structure and contents between home health care and hospice specialty courses. Result: Out of the 10 credits constituting the home health care and hospice specialty courses respectively, 6 credits were identified the common courses, Common content areas included introduction to hospice, communication skills, pain control. symptom control. teaching methods, and agency management. Conclusion: These results can be utilized in the development of APN programs for home health care and hospice in terms of qualified and cost-effective aspects of education.