• The Journal of the Korea Contents Association
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• v.17 no.1
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• pp.444-454
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• 2017

Stop-motion animation is highly valued for realistic imagery and its ability to captivate the five senses of the audience. Despite this, practical research in this area is limited to date. The long hours required to produce stop-motion animation and turn these into profits can be attributed for the lack of knowledge in this area. In production research, the matter is made worse as it is difficult to protect the intellectual property made through the collaborated efforts of students and teaching staff through each laborious stage of planning, broadcasting and making 2D models. Meanwhile as the animation industry finds the investigation of new production processes taxing, it has maintained its focus on pre-existing processes such as the use of pipeline. This paper aims to shed light on new production methods that can be used to improve the effectiveness of existing stop-motion production. In addition, by working with Taktoon Enterprises on its T.V series Galaxy Kids the paper will revise real world production methods including the traditional use of hand made models. Thus by investigating the use of graphic technology such as 3D printing the paper will be able to extend current business models. Research conducted in this paper is a necessary part of overcoming various contents production obstacles. Furthermore, it may help publicize issues faced in production leading to the discussion and sharing of new innovations.

• Journal of Korea Multimedia Society
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• v.14 no.3
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• pp.449-461
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• 2011

In the field of computer science, operating system concept is taught in university, but we now teach it in the middle and/or high school. Computer is also taught not only in college but also in middle and high school. If we look up the education of computer that is trained in school, basic principles or core techniques of computer science is educated only with its theory. If the theoretical education of computer science is just trained, sometimes students are not interested in it because of lack of shortage of mass media. Therefore, we could say that it is important that the computer education features a diverse range of media, including prints, paintings, sculpture, digital photographs, mixed media, and a simulation program. For all this reason, we design and implement a program for simulation with computer operating systems especially, CPU scheduling. There are many CPU scheduling algorithms we suggest to make students understand scheduling with some different examples in practical use. In this paper, we practically propose a new approach to be used with a study tool to make a motivation for students. We design a simulation program for teaching computer operation systems to show CPU scheduling and we implement a program to make use of comparison of FCFS, SJFS, PS, and RR scheduling algorithms. With our simulation program we present a comparative analysis between scheduling algorithms could be possible.

• Journal of Korean Academy of Nursing
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• v.6 no.1
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• pp.12-22
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• 1976

Amongst varieties of clinical nursing role, the administration of medication is often highlighted as of prime importance. In order to attain data for the improvement of teaching strategies of medication, diagnostic evaluation of the knowledge level is a necessity. This study was performed from August through December 1975. 449 registered nurses, randomly sampled from general hospitals:16 of Seoul and 7 of Taegu and Pusan, were tested through 54 test questionaries based on 4 practical dimensions of administration of medication. Results are as follows ; 1. Status of respondents: Length of clinical experiences; the average length revealed to be 2 years and 7 months, 72% revealed to have had less than 3 years of experience; 38.6%-less than 1 year, 19 .2%-over 1 year and less than 2 years, and 14, 2%-over 2 years and less than 3 years. Type of Nursing education received ; 9.4% revealed to have graduated technical high school of nursing, 67.5o/o the 3 year diploma school and 21, 7% the baccalaureate degree program. The knowledge Level; Degree of self-satisfaction on knowledge level revealed that;27, 4% responded to "more or less satisfied", 48.8% "more or less un-satisfied" and 19.8% to "not satisfied". The average level of basic knowledge revealed to be moderate by 66.95 points. The level of knowledge of 4 questionnaire categories revealed that; drug action category by average of 66.5 points, methodology category by 65.4 Points, safety measure category by 71.4 points and terminology and concepts category by 64.6 points, Questionnaire items which revealed high points are of;6 of drug action category, 4 of methodology, 4 of safety measure, and 3 of terminology. The items of low points are: 8 of drug action, 3 of methodology, 3 of safety measure and 5 of terminolology categories. 3. The type of nursing education revealed to have no significant influence on the level of knowledge on the administration of medication. 4. The length of clinical experience revealed to have no significant influence on the level of knowledge. 5. 75. l% responded that the actual practice of medication modes are "similar" to that included in the fundamentals of nursing course. 6. In-service education on medication; 54.0% revealed to have some incidental in-service education on medication while 34.0% receive programmed in- service education. 61.8% revealed to have expressed the need of systemic In-service education as one of the means for improvement of medication. 32.7% revealed to obtain information concerning medicine by reading commercial publications on drug package, while only 20.9% by reading specific information channel.

• Journal of Korean Academy of Nursing
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• v.28 no.4
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• pp.1027-1035
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• 1998

The purpose of this study is to develop the first domestic professional hospice educational program. We investigated the present condition of Korean hospice education and analyzed the prerequisite need for a dedicated hospice course in the professional education process. Research was conducted between June and November 1996 for nursing professors teaching at each nursing education institute to find out how much hospice is being discussed and by whom, in which course it is being discussed, and also to find out the contents that needed to be included in the professional education process. From a total of 49 colleges(29 three year colleges, 20 four year colleges) out of 99, 162 nursing professors replied, the collection rate was 49.5%. The conclusions are as follows ; 1. The present condition of the hospice nursing education. 1) Whether hospice is included in the education program. \circled1 89.65% of 3 year colleges and 90% of 4 year colleges included hospice education in their education program. \circled2 In graduate studies three schools included hospice in their program and three schools expressed their plans to include hospice education 2) Hospice related education were commonly discussed in adult nursing(26.3%), fundamental nursing(22.8%), and psychiatric nursing(20.2%). In 3 year colleges its commonly discussed in the first and second year and in 4 year colleges it is taught in the second and third year. 3) Hospice related theory/practical education hours were averages of 6.5/7.0 hrs in 3 year colleges and 14.2/11.3 hrs in 4 year colleges. 4) The majority of professors in charge of hospice education were in the following order adult nursing, psychiatric nursing, and fundamental nursing. 5) The courses that are thought to be adequate to manage hospice related education were adult nursing(29.3%), community health nursing(21.7%) and the desired method of education was the method currently being used (36.5%). 2. The demand for hospice nursing education. 1) Over 70% demanded professional hospice education program, the highest demand was for the value and meaning of life followed by the role and qualification of the hospice team and the mental maintenance of a dying patient. 25 categories showed over 90% demand. 2) The highest demand was for the value and meaning of life (98.2%) and the lowest demand were for danjeon breathing(71.0%)and acupuncture(71.0%). 3) Other contents that need to be discussed in the professional hospice education program were hospice nursing, the attitude and reaction of death, bereavement care, and the prospects of hospice.

• Korean Journal of Childcare and Education
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• v.9 no.2
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• pp.239-262
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• 2013

The purpose of this study was to examine the types of image that early childhood teachers have about nursery teachers in detail in an effort to provide some information on how to build an ideal image of a nursery teacher. Another goal was to determine the right directions for teacher education based on the subjective opinions of early childhood teachers, which has not been covered in earlier studies. The Q-methodology was utilized to determine the awareness of early childhood teachers about the types of the images of nursery teachers and each type's characteristics. A Q-population was constituted by 310 types of images based on the results of earlier studies about the images of nursery teachers, and 48 Q-samples were selected according to frequency. And then 20 nursery teachers and 20 kindergarten teachers were asked to classify the images of nursery teachers in nine stages by using the Q-sort, and the data were analyzed by the statistical package PASW 18.0. As a result, four different types of images appeared that the early childhood teachers had about nursery teachers, and the images were respectively named 'a practical-teaching-oriented type of teacher', 'a negative-system critical type of teacher', 'a positive-humanistic type of teacher' and 'a neutral-emotionally type of teacher'.

• The Journal of Korean Academic Society of Nursing Education
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• v.9 no.2
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• pp.288-297
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• 2003

This study was attempted to find out the actual conditions about drug education among the elementary school teachers. Subjects consisted of nurse-teachers 175, class-room teachers 240 and athletics teachers 53 at the elementary schools in Pusan city. The data collecting period was December 23th through December 28th, 2002 and the collected data were analyzed by SPSSWIN 10.0 program using frequency, percentage, mean, standard deviation and $x^2$-test. The results of this study were as follows: 1. The importance of the drug education in special curriculum has been agreed with 96.0% of nurse-teachers, 90.4% of classroom teachers and 92.4% of athletics teachers. 2. For the drug education, nurse-teachers used to get information through the professional knowledge books(61.1%), and internet (33.1%), on the other hand class-room teachers(80.0%) and athletics teachers (48.9%) used to get information from various media. 3. Until now, the drug education has been performed by 80.6% of nurse-teachers, 34.2% of class-room teachers and 41.5% of athletics teachers. After drug education, the results of self-evaluation showed that 73.8% of nurse-teachers and 51.9% of athletics teachers were satisfied with it, but 69.5% of class-room teachers were not. In terms of the education methodology, most nurse-teachers(85.8%) usually used both verbal lecture and multi-media materials for teaching, but class-room teachers(97.8%) and athletics teachers(81.8%) just gave the verbal lecture. 4. About practical difficulties of drug education, the biggest problem was the absence of no systematic curriculum for nurse-teachers(22.9%), the insufficient expert knowledge for class-room teachers (26.3%) and a lack of education materials for athletics teachers(37.7%). The subjects were responded that the well-qualified personnel in charge of drug education in elementary school were nurse-teachers (52.0%) or nurse-teachers and class-room teachers.

• Journal of Technologic Dentistry
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• v.30 no.1
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• pp.121-130
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• 2008

The purpose of this research project is to assess students' stress during clinical rotations and to suggest strategies for enhancing professional skills as well as the quality of clinical rotations among the students of dental technology. The participants included 200 sophomores and juniors from dental laboratory college located in Daegu and Jeju. Data was collected December 7, 2007, and March 7, 2008, by survey samplings. A total of 185 completed surveys were obtained and analyzed for this study. Findings from the study are summarized below. When age and stress were compared, it was found that younger students had higher levels of stress related to their environment, role, and activities. Regarding grade level and stress, students in lower levels were slightly (p<.01) more likely to have stress (Sophomore =2.91, junior =2.49). When the stress level was compared with students' satisfaction with their major, the less students were satisfied, the higher their level of stress was. The study found a slight (p<.05) difference between groups [satisfaction group (M=2.44), group in between satisfaction and dissatisfaction (M=2.58), and dissatisfaction (M=2.82)) in the relationship between satisfaction with the major and overall stress. Again, it appears that stress levels increase as satisfaction with the chosen major decreases. Third, the intensity of stress was affected by the environment in which students practiced, classmate relationships, roles, goals and values, and activities, and areas of performance. It showed that the groups unsatisfied and in-between with the quality of practice have more intensified stress than the group with satisfaction. The study showed a slight (p<.01) difference amongst groups [(satisfaction group (M=2.17), group in between satisfaction and dissatisfaction (M=2.68), and dissatisfaction (M=2.96)) in the relationship between satisfaction with the quality of the clinical rotation and overall stress. It appeared that higher levels of stress were seen with lower satisfaction with the major. Overall, students' level of stress was correlated with age and grade level, level of satisfaction in the major and the quality of the clinical rotation. Furthermore, schools need to focus on improving the environment where students practice, classmate relationships, roles, goals and values, and activities, and areas of performance. Dental laboratory colleges should concentrate on the basic case with the quality of clinical rotation and the chosen major. More skillful teaching and properly assigned clinical rotations and classes, along with a strong practical knowledge base applicable to clinical rotations will be needed in order to address these sources of dissatisfaction.

• The Journal of Information Systems
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• v.25 no.2
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• pp.1-25
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• 2016

Purpose The innovation capability nowadays has become increasingly prominent in the universities not only for schools but also for teachers. However, due to less attention to the knowledge utilization and management, also some objective constraints, which caused the low level of the innovation capacity for our universities teachers under the current development in China. Meanwhile, transactive memory system (TMS) and knowledge sharing are important contents in knowledge management. The combination of both systems will contribute to a much more comprehensive understanding and performance of knowledge management. The purpose of this study is to investigate the structural relationships between TMS, knowledge sharing, and innovation capability among Chinese university teachers' teams, and to propose the practical implication to integrate effectively internal knowledge of the team to improve innovation capability. Design/methodology/approach In order to exam and verify the hypothesis proposed, we developed a questionnaire with 16 survey items, and each item comes with a five-point Likert-type scale. Hyperlink of online questionnaire was shared through WeChat. It's collected 201 responses from 14 universities in China, and the responders are teaching groups' leaders. And all together 191 responses were filtered out as the valid samples. And we analyze the data set and test research hypotheses by using SPSS 22.0 and AMOS 22.0. Findings All hypotheses are supported. The results reveal that knowledge sharing plays an important role in this study as the mediating role. TMS is positively associated with the innovation capability. And the knowledge sharing plays a significant role as mediating value between them, and influences the TMS's effect on innovation capability. It's thus cleared that if our teachers could well communicate, exchange and collaborate with other teachers in the same group, the innovation capability among the teachers would be improved effectively.

• Journal of Korean Home Economics Education Association
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• v.23 no.2
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• pp.109-130
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• 2011

The purpose of this study was to examine the elements of green life education reflected in the Korean and Japanese secondary school Home Economics curricula. Although sustainable living at home has been emphasized as one of the main issues of Home Economics since the first curriculum period, green growth education has more reinforced in recent revised Home Economics Curricula of both countries. Thus the 2007 revised secondary school Home Economics Curriculum of Korea and 2008 revised middle school and 2009 revised high school Home Economics Curriculum of Japan were analyzed. The content analyses were done to examine the elements of green life education reflected in 'Characteristics and Objectives', 'Contents', and 'Teaching learning/Contents dealing Strategies' parts of the curriculum through two checking steps. The elements of green life education were included in all parts of the Home Economics Curricula of both countries except the 'Characteristics and Objectives' part of Japanese Curriculum. In both the Korean and Japanese Curricula, the element of green life was the most frequently and concretely reflected in the 'Contents' part, contrary to the 'Characteristics and Objectives' part where the element was the most rarely and abstractly reflected. The practical aspects of the green life education were more emphasized than the theoretical ones in both countries' curricula. The green life educational elements need to be included in all parts of Home Economics curriculum with concrete manner to ensure these elements to be reflected in Home Economics textbooks and to be actively implemented in classroom.

• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.523-536
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• 2015

In this study, we analyzed the co-reflection of pre-service teacher community in three years of post-class discussions (PCD) on the basis of cultural historical activity theory in the case of an biological laboratory class program. We figured out the sociocultural elements of co-reflection of community using activity system suggested by $Engestr{\ddot{o}}m$. We also analyzed the aspect of reflection in terms of both 'the diversity of reflection subjects' and 'the practicality of reflection.' Finally, limitations of co-reflection were sought in a process of continuos circulation of reflection and practice. The results show that the sociocultural factors of 3-year-PCD changed, and in these changes, 'regular PCD,' 'introduction of tools for facilitating reflection,' 'transition of the subject in PCD from researcher to pre-service teachers' are remarkable. And in these process, co-reflection made positive progress since the content of reflection became diverse and practical. However, in some subjects such as 'managing time,' 'participation of students,' 'mentor's role (a kind of teaching manual),' reflective practice have not developed and similar patterns of discussion were repeated. From these results, we suggested ways of facilitating pre-service teacher community's co-reflection from the viewpoint of an activity system.