• Journal of Digital Convergence
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• v.17 no.2
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• pp.381-387
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• 2019

Since the development of NCS-based curriculum in field of game education is not well studied, so we carried out research on the curriculum development of game contents department of Kimpo University as the first study to link game education and NCS. In order to develop the NCS-based game education course, we analyzed the game industry environment and conducted a demand survey on the game industry officials to derive the vocational basic subjects required for game contents creation. In addition, we analyzed the types of manpower training by using on-site experts (SME). SME also designed the NCS curriculum by matching the manpower type comparing with NCS classification and capacity unit, analyzing the usefulness of each Capacity unit, and finally, by arranging each NCS and non-NCS subjects by semester. This research is meaningful as the first study linking NCS and game content creation, and it will be a reference for other education institutions planning game education course based on NCS. It also can be used as a basic material for researching game education quality management (CQI) as well as improvement methods for future game education courses.

• Journal of Science Education
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• v.43 no.1
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• pp.64-78
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• 2019

The purpose of this study is to investigate how Integrated Science, a new subject introduced under the 2015 revised curriculum, was implemented in 2018 when it was first enacted at the school level. Through a survey of 258 high school science teachers, we explored how Integrated Science was organized and implemented at the school level, how teaching & learning and assessment were conducted in Integrated Science courses, how teachers' learning communities were operated, what kinds of support are required for the settlement of Integrated Science, etc. Major results are as follows: A similar ratio is found between schools with eight units and schools with six units of integrated science, and in about 2/3 of surveyed schools, multiple teachers are in charge of Integrated Science lessons per classroom. In addition, lecture-type teaching methods are still dominant in the majority of the classes, and science teachers have difficulties with lack of understanding of non-major areas or burden of designing integrated teaching depending on their teaching experiences, and so on. Discussed and suggested in the conclusion are ways to raise awareness of curriculum integration, ways to support for activation of teacher learning communities, ways to support the settlement of Integrated Science, and reexamining the system of science teacher certification.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.5
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• pp.7-12
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• 2019

The naval surface vessels, which were often exposed to harsh marine environment, tended to be corrosive due to military operations on various sea-areas and courses. Although R.O.K Navy applied various methods to protect further corrosion, the hull corrosion occurred due to cavitation were found on the naval surface vessels at regular and occasional docking. Hull corrosion was a critical factor directly to affect the lifetime of ships and their operational capabilities adversely. In this paper, EH 2350, which was the main anticorrosion paint used by R.O.K. Navy, was compared with DuraTough DL by used by the U.S Navy to collect materials related to anti-corrosion paint. In addition, the paint compatibility verification was conducted through wear abrasion test. Assuming that it was exposed to sea-environment various both abrasion cycle and weight for objective verification. by varying both the abrasion cycles and weights. In this study, the reliability of the EH 2350 conformity, which was used in Naval surface vessels, was secured.

• Journal of Korean society of Dental Hygiene
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• v.19 no.1
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• pp.19-31
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• 2019

Objectives: The aim of this study was to propose a standardized guideline for clinical training courses among dental hygiene departments of colleges in Korea. This study comparatively evaluated periods and durations of the curricula and specific domains, credits and hours of clinical training classes, and institutions providing practical lessons, and calculated the total credits and hours. Methods: From August 15 to September 15, 2017, a literature review was conducted in dental hygiene departments of 82 schools around the country in order to investigate the current conditions of clinical training in each educational system. Furthermore, 5 colleges were selected from each type of educational system, and their credits and hours for clinical training were analyzed in subjects of practical training for clinical dental hygiene, practical training for dental clinic, practical training for local community dental health, clinical training, and pre-clinical level practical training. The total credits and hours were calculated on the basis of analysis results. Results: The findings revealed that the hours of clinical training classes and hours per credit for practical training in the dental hygiene departments as well as the practical training institutions varied between the colleges. In some cases, the hours of practical training were not indicated. Standardized clinical training in the dental hygiene department was allotted 675 hours, whereas practical training in local community dental health studies was allotted 105 hours, which totaled to 780 allotted hours. Conclusions: There was a significant difference among the colleges in terms of the current conditions of clinical training in the dental hygiene department. The literature review revealed that a total of 780 hours was allotted to clinical training, and this was significantly more than the standard (500 hours) set by the. Moreover, these clinical training hours were lower than in advanced countries or other health and medical treatment occupations. Therefore, efficient improvement is required in order to provide a timely guideline for clinical training.

• Journal of The Korean Association of Information Education
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• v.23 no.2
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• pp.131-139
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• 2019

From 2019, software education has become a required subject for all elementary school students. However, many teachers are still unfamiliar with how the classes should be instructed. So this paper presented the meaning, detailed competencies and achievement standard in order to help in the collection, analysis and representation of data among the computational thinking that are key to software education. And it also suggested the applicability of the classes. The full course of the paper is summarized as follows. First, existing studies have summarized the meaning, detail and achievement standard of data related competencies. Based on this, a preliminary investigation was instructed. Pilot study carried out both FGI and closed questions at the same time. This was done in response to the survey's questionnaire reflecting the opinions of experts. Second, the results of the questionnaire generated as a result of the above were verified for validity, stability, and reliability among the PhD, PhD courses, software education teachers, and software education workers. Third, I developed and applied the five lessons as a class objective as 'Choosing collection method-Select the collection method according to the problem situation.', 'Searching for meaning of data-Understand what the analyzed data mean..', 'Using various expression methods-Use a variety of expression tools.' using the backward design model to integrate education, class, and assessment. As a result, the detailed competencies of data collection, analysis, and representation and achievement standard were presented. This may help in setting specific and specific criteria for what direction classes are recommended when planning data-related classes in elementary schools.

• Journal of Practical Engineering Education
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• v.13 no.2
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• pp.305-320
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• 2021

Due to COVID-19, the education and training environment in vocational competency development has changed significantly. In vocational education and training, where the proportion of face-to-face training is more extensive than in other areas of education, some training courses had no choice but to be converted to online. This study presents a distance training system plan for non-contact vocational training by analyzing the learner's non-contact learning experiences. Non-face-to-face education experiences were investigated for learners of private vocational training institutions, universities, and public higher vocational training institutions. The main contents of the survey were to analyze the non-face-to-face learning experiences of these learners for the educational environment and educational purposes. Based on the results of the learners' non-face-to-face learning experiences, a draft of a remote training system construction plan for non-face-to-face education was composed, and a Delphi study was conducted on the draft non-face-to-face remote training system. A method for establishing a distance training system including non-face-to-face teaching and learning strategies, learning and operation support was proposed with these results.

• The Journal of Korean society of community based occupational therapy
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• v.11 no.1
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• pp.23-43
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• 2021

Objective : The purpose of this study was to establish a systematic educational operation platform by collecting expert opinions so that occupational therapists can use continuing education well as a means to become professional occupational therapists in a particular field. Methods : A Delphi study was conducted with 23 experts on continuing education courses in common areas, elderly or dementia, community-based, physical rehabilitation, and developmental disabilities conducted in 2019 and 2020. The first Delphi investigated the suitability of the course as a professional continuing education and the appropriate level of education. In the second Delphi, we derived the final platform by verifying its suitability with verification of its content validity. Results : As a result, 87 items were derived for common areas, 53 items for elderly or dementia, 66 items for community-based, 66 items for physical rehabilitation, and 85 items for developmental disabilities. The main contents included the expertise needed by occupational therapists, the role in various fields, the solution of difficulties in clinical practice, and the topic of preparing for the future. Conclusion : This study was meaningful in presenting an educational operation platform for training professional occupational therapists as a basic study. It is hoped that the optimal education operation platform will be developed to strengthen professional skills of occupational therapists efficiently through future research.

• The Journal of the Convergence on Culture Technology
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• v.7 no.3
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• pp.261-268
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• 2021

After developing literacy education programs using coaching techniques, applying them to literacy learners, in order to see how they have an impact on improving learning achievement, we selected 13 senior literacy learners in U city and chose qualitative research method based on in-depth interviews, observation journals, and learning materials. Literature education programs using coaching techniques are a process-oriented model consisting of four stages of mind-opening, introducing positivity, strengthening learning competence and assistance, confidence and persistence. You can find the results as following. Firstly, communication between teachers and learners was expanded in the first stage, and secondly, self-directed learning ability was strengthened in the second stage by forming a positive mind. Thirdly, the results of utilizing the three-stage balanced literacy teaching method and interaction teaching method resulted in confidence in reading and writing, leading to an increase in self-efficacy. Fourthly, the fourth stage showed the results of improving learning achievement, which overcame the fear of learning with active praise and continuous encouragement and implied hope for higher courses. As a result of the above-mentioned research, I think literacy education programs using coaching techniques can be useful as an educational method for learners in the field of literacy education.

• The Journal of Internal Korean Medicine
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• v.43 no.1
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• pp.1-21
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• 2022

Purpose: The standard tool for the pattern identification is used for identifying patterns in patients using a questionnaire. The purpose of this study is to reorganize the standard tool for the pattern identification of gastroesophageal reflux disease (GERD) developed in 2017 and to analyze the reliability and validity of the standard tool for pattern identification by applying it to GERD patients. Methods: To reorganize the standard tool for the pattern identification of GERD developed in the previous study, we searched the literature in the main databases, OASIS (Oriental Medicine Advanced Searching Integrated System) and CNKI (China National Knowledge Infrastructure). We added the search results to the data used in the previous study and went through the reorganizing courses, such as evaluating the validity of the translation, the Delphi technique, and a small survey. After reorganization, the patients who visited the Kyunghee University Korean Medicine Center for GERD symptoms were provided the questionnaire, including the reorganized standard tool for pattern identification. We analyzed the survey results to evaluate their reliability and validity. Results: Fifty patients completed the questionnaire. Reliability analysis results showed a pattern identification match rate of 86%, Cronbach's α coefficient of 0.834, and intraclass correlation coefficient of 0.907. The Mann - Whitney U test and logistic regression were implemented to check the relations between the survey questions and pattern identification results; the Pearson correlation, compared with other scales, showed a moderate score. Conclusion: We reorganized the standard tool for the pattern identification of GERD to be updated on current issues and so that it is easily used. The analysis results of the questionnaire showed that the reorganized standard tool had high reliability and moderate validity.

• Journal of Gastric Cancer
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• v.22 no.2
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• pp.94-106
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• 2022

Purpose: Laparoscopic proximal gastrectomy with double-tract reconstruction (LPG-DTR) is a function-preserving procedure performed for treating upper early gastric cancer (EGC). However, few studies have compared the outcomes of LPG-DTR with those of laparoscopic total gastrectomy (LTG). This study aimed at comparing the short-term outcomes of LPG-DTR between LTG and upper EGC. Materials and Methods: For upper-third EGC, a multicenter, prospective, randomized trial was performed to compare those who underwent LPG-DTR with those who underwent LTG. Short-term outcomes, including clinicopathologic results, morbidity, mortality, and postoperative courses, were evaluated using a full analysis set based on the intention-to-treat principle and the per-protocol set. Results: Of the patients, 138 who fulfilled the criteria were randomized to each group. One patient in the LPG-DTR group withdrew consent. Sixty-eight patients underwent LPG-DTR and 69 underwent LTG. The operative time (LPG-DTR=219.4 minutes; LTG=201.8 minutes; P=0.085), estimated blood loss (LPG-DTR=76.0 mL; LTG=66.1 mL; P=0.413), and the morbidity rate (LPG-DTR=23.5%; LTG=17.4%; P=0.373) between the groups were not significantly different. No mortality occurred in either of the study groups. Two weeks post operation, the Visick scores for postprandial symptoms, including reflux symptoms, were not significantly different between the groups (P=0.749). Laboratory findings on postoperative day 5 were not significantly different between the groups. Conclusions: The short-term outcomes of LPG-DTR for upper EGC were comparable to those of LTG.