• Korean Journal of Clinical Pharmacy
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• v.26 no.3
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• pp.213-219
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• 2016

Objective: Although guideline recommends beta blockers (BBs) as first line antianginal agent and calcium channel blockers (CCBs) as alternatives after percutaneous coronary intervention (PCI), the prescription patterns in real practice are not in accordance with the guideline. We aimed to investigate the prescribing patterns of primary antianginal drug and relating factors in patients who underwent PCI. Methods: Patients who have undergone PCI without myocardial infarction (MI) from November 2012 to June 2014 and followed up at least one year in a tertiary teaching hospital were included. Prescribing patterns of primary antianginal drug before, at the time of, and one year after PCI were described. Factors affecting drug selection, and their relationship with incidence of clinical outcomes defined as MI and repeated PCI, unscheduled admission or visit related with heart problem were analyzed with multivariate logistic regression. Results: A total of 506 patients were included and as primary antianginal drugs, BB, CCB, and both were prescribed in 32.2%, 24.5%, and 17.8% of patients, respectively. Also, neither BB nor CCB was prescribed at the time of PCI in 25.5% of patients. Compared with BB, CCBs were more likely prescribed in patients who had hypertension (Odds Ratio, OR 2.18, 95% confidence interval, CI 1.16-4.07), use of same class before PCI (OR 7.18, 3.37-15.2) and concomitant angiotensin receptor blocker (ARB) use (OR, 1.92, 95% CI 1.10-3.33). Incidence of clinical outcomes were not significantly greater in patients who prescribed CCB compared with BB at the time of PCI (aOR 1.32, CI 0.65-2.68). Conclusion: This study demonstrated that half of the patients who underwent PCI were prescribed BB. CCB were favored in patients with hypertension, use of same class before PCI, and concomitant ARB use. Significant difference in clinical outcome was not observed between BB and CCB selection as primary antianginal drug.

• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.499-508
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• 2015

The purposes of this study are to investigate elementary students' perception of science classroom through an analysis of students' answer to an open-ended question and to suggest a framework for the analysis of science classroom culture, as the first step to develop an analysis tool for qualitative exploration of science classroom culture. We analyzed 571 responses and developed an analysis framework with six categories (i.e. major factors; power structure of a classroom community; focused domains of the science classroom; student concerns; atmosphere of science classroom; participation form). The details of the six categories can be summarized as follows: (1) major factors were revealed to be practical work, fun, teacher, community and others; (2) the power structure of classroom community was in the order of peer students, teacher, and individual student himself/herself; (3) the focused domains of the science classroom perceived by students were more about affective and behavioral domains than cognitive one; (4) major student concerns were teachers' teaching, having practical work, and the understanding of and the sharing of knowledge and opinions (5) science classroom atmosphere was noisy and pranky but fun and interesting; (6) the students participation forms were to be total participation or voluntary participation or cooperative practice. Through this study, not only suggesting the framework, but we could also get implications for the cultural aspects of science classroom based on the results of data analysis in this study.

• Journal of The Korean Association For Science Education
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• v.40 no.1
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• pp.29-40
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• 2020

The purpose of this study is to explore how a high school science teacher (Teacher E) shifted her understanding and facilitation of scientific modeling through participation in a professional learning community (PLC) for over a year. Based on socially situated theory of learning, I focused on examining Teacher E's frames about scientific modeling from her social interactions. Teacher E participated in her school-based PLC over a year and collaborated with other science teachers, coaches, and researchers to improve science instruction. I qualitatively explored her participation in 6 full-day professional learning opportunities-studios-where the PLC members collectively planned, implemented, and debriefed modeling-based lessons. Especially, I focused on two Studios (Studio 2, 6) where Teacher E became the host teacher and implemented the lessons. I also examined her classroom teaching in those Studios. To understand how the PLC inquiry affected the shifts observed in Teacher E's understanding and practice, I explored how the inquiry evolved over the 6 Studios. Findings suggest that in Studio 2, Teacher E viewed students' role in scientific modeling as to fill out the worksheet with "correct" answers. Meanwhile, in Studio 6, she focused on helping students collaborate to construct explanatory models of phenomena using evidence. The PLC inquiry, focused on supporting students' construction of evidence-based explanations and collaboration in scientific modeling, seemed to promote the shifts observed in Teacher E's understanding and facilitation of scientific modeling. These findings can inform educational researchers and practitioners who aim to promote teachers' professional learning to support students' epistemic practices.

• The Mathematical Education
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• v.58 no.4
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• pp.567-588
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• 2019

This study is a follow-up to Lee(2019). Lee(2019) investigated the method of collecting information on the curriculum of elementary and middle school math teachers, when differences were observed between elementary and middle school math teachers in the method of collecting information on the curriculum. Following Lee(2019)'s study, this study looked at the perceptions and experiences of high school math teachers in their curriculum.At the time when the curriculum was changed from time to time, the authority for restructuring curriculum was strengthened. In addition, the role of teachers as 'curriculum restructuring practitioners' became important. However, previous studies have pointed out the structural problem that teachers empathize with the necessity of restructuring the curriculum and have a negative perception of the willingness to practice the curriculum. Therefore, the researcher examined high school teachers who are sensitive to the characteristics and evaluation of the highly hierarchical mathematics subjects. A total of six interviews were conducted with ten high school mathematics teachers in three groups of ten years of teaching experience. Through this, it was possible to observe how teachers as curriculum reconstruction practitioners had thought about curriculum restructuring, and I could observe what difficulties teachers' experienced. This suggests that teachers have two ideas for restructuring the curriculum: 'realistic curriculum reconstruction' and 'ideal curriculum reconstruction'. In addition, the teachers found that there are 'sides of incongruity in the school system' and 'difficulties in the management of teachers'.

• Asian Pacific Journal of Cancer Prevention
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• v.13 no.12
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• pp.6059-6062
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• 2012

Regional cancer epidemiology is an important basis for determining the priorities for cancer control in different countries worldwide. There is no reliable information about the pattern of head and neck cancer in western Nepal and hence an attempt was here made to evaluate the situation based on hospital data, which provide the only source in the western region of Nepal. A clinicopathological analysis of head and neck cancers treated between 2003 and 2006 in Manipal Teaching Hospital affiliated to Manipal College of Medical Sciences, Pokhara, Western Development Region, Nepal was performed. A total of 105 head and neck cancer cases were identified with a male to female ratio of 1.8:1. The median ages of male and female patients were 62 and 64 years, respectively. Ninety-seven (92.4%) of the cancer patients were suffering from carcinoma, three (2.9%) had blastoma, three (2.9%) had sarcoma, and two (1.9%) had lymphoma. The majority (61.9%) of carcinoma cases were squamous cell carcinoma followed by anaplastic carcinoma (7.2%). Of the carcinoma cases, the most common site of primary lesion was larynx (19.6%), followed by the thyroid (14.4%), the tongue and hypopharynx with 10.3% cases each. Comparative analysis among males and females did not reveal any sex difference in type of head and neck cancers. The head and neck cancer pattern revealed by the present study provides valuable leads to cancer epidemiology in western Nepal and useful information for health planning and cancer control, and future research in western Nepal.

• Asian Pacific Journal of Cancer Prevention
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• v.14 no.11
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• pp.6451-6457
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• 2013

Background and Purpose: Indigenous people who leave their hometowns and move to the city to earn a living became urban aboriginals. During the process of adapting to urban living situations, they may use various coping strategies such as smoking to overcome their stress. Therefore, it is crucial to provide health education including smoking prevention, increasing knowledge regarding of tobacco hazard, self-efficacy of anti-smoking, and adjusting smoking behavior so as to empower their anti-smoking motivation to prevent lung cancer. The purpose of this study was to explore the effectiveness of an anti-smoking program on urban aboriginals in Taiwan. Methods: A quasi-experimental study design with purposeful sampling was employed. A total of 125 aboriginal subjects were recruited from two local churches at Shu Lin area in northern Taiwan. Subjects were divided into an experimental group (n =64 ) and a control group (n = 61). Both took pre-tests in order to set baseline values, and only the experimental group participated for 3-weeks in the anti-smoking program classes. Both groups took post-tests immediately after the intervention in order to evaluate the immediate effects of the teaching program, and a follow-up test was conducted four weeks after the intervention. Data were analyzed using descriptive statistics, one-way ANCOVA, and repeat measure ANCOVA. Results: After controlling for confounding variables, the results showed that there were statistically significant differences in the self-efficacy of anti-smoking and smoking behavior between experimental and control groups in the immediately post-test and the follow-up test (p < 0.05). However, there was no significant differences in the recognition of hazards of smoking at eiter time point. Conclusions and Implications for Practice: The findings of this study revealed that the anti-smoking program effectively improved self-efficacy of anti-smoking, and decreased the smoking behavior in urban aboriginals. They provide useful information as a reference regarding of aboriginal health promotion to health providers. It is imperative that anti-smoking be reinforced for those regular smokers to prevent induction of lung cancer.

• Journal of Educational Research in Mathematics
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• v.27 no.1
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• pp.113-135
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• 2017

The purpose of the research was to develop an analysis framework for Korean mathematics textbooks from a critical mathematics education perspective. For this, we conducted a comprehensive literature review regarding critical theory, critical education, and critical mathematics education. Based on the literature review, we derived a preliminary framework for textbook analysis. To validate the preliminary framework delphi survey was carried out twice with 21 expert panelists in the field of mathematics education and multicultural education. The first delphi survey was conducted with open-ended questions to investigate diverse opinions regarding educational goals, contents, and teaching methods of critical mathematics education. The second delphi survey was conducted with Likert-type scale and it was analyzed using Mean, Contents Validity Ratio, Degree of Consensus. As the result of the whole research procedures, the final analysis framework was developed consisting of four categories: classical knowledge, community knowledge, communicative knowledge, and political knowledge. A development of the analysis framework from a critical mathematics education perspective could give a significant impact on the mathematics curriculum or mathematic teacher education in the Korea and a meaningful initial step for the effort of practicing critical mathematics education. It is expected that this study could not only incite consideration for the better mathematics education but also expand the prospect of research and practice in mathematics education. This study would provide a new paradigm of future mathematics education with which to teach and guide students to become members of world civil society with mathematical power and critical competency.

• Journal of Korean Home Economics Education Association
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• v.23 no.1
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• pp.143-157
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• 2011

It is a story through which people share their ideas and express their thoughts. Storytelling is temporally and spatially interconnected narration that consists of characters, background, its beginning and its conclusion. Furthermore, the story in storytelling is a means of delivering culture and history; thanks to the development of various media, delivering and exchanging the story are conducted in a variety of forms. Due to the technological advancement, the way storytelling is done has changed, which was a method called digital storytelling. This storytelling has been frequently used in education; that is, teachers utilize stories to communicate their thoughts. As receivers, students understand a shade of meaning and the role of language, thus reorganizing the important factors in the context of meaningful events. However, in practice the classes are so teacher-centered that the role of students are relegated to that of passive learners, thus debilitating the interaction between participants; as a result, this situation shows serious limitations in that it does not improve students' practical skills. Despite this situation, home economics has attempted to broaden students' practical knowledge and has enabled them to acquire procedural knowledge as its main objectives in the context of the entire life. To overcome this problem, this study attempts to demonstrate the lesson model utilizing the storytelling where the lively participation in the process and results of learning can increase learners' self-confidence and responsibility. This lesson model is believed to facilitate the communication among participants including teachers and students. Through this alternative teaching method, learners can participate in the process of learning so that they can acquire practical knowledge: this method can be a step-stone for further development. In conclusion, the development of curriculum and lesson plans should be encouraged.

• Journal of Korean Home Economics Education Association
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• v.24 no.1
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• pp.73-84
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• 2012

The purpose of this study was to explore the role of home economics education in a low fertility society in the contexts of curriculum contents, community involvement, public policy participation, and advocacy. The results showed following. First, home economics is a key subject matter in dealing with a low fertility problem among 2007 revised curriculum for secondary education level. Home economics curriculum contents was systematically organized through 8th grade to 10th grade in 4 units, where as curricula contents of social studies, science, and moral education deal with a low fertility problem in partial. Second, it is proposed to be active in community involvement incorporating with secondary education, college education, and lifelong education by service learning, outreach program, and extension program. Third, public policy and advocacy participation of home economics teachers are crucial for transformative leadership and practice in enhancing the condition of individual, family, and community wellbeing such as a low fertility problem. To perform this role of home economics education, home economics teachers should participate in developing curricula and teaching materials for the extra curricula activity, creative experiencing activity, and service learning activity. Home economics teacher educators also should actively involved in outreach program and extension program as well as in public policy advocacy activity for solving a low fertility problem.

• Korean Journal of Community Nutrition
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• v.7 no.6
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• pp.781-793
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• 2002

This study was carried out to investigate the nutritional education status and the recognition of the importance of elementary school dietitians (N＝183) in the Gyeongnam area. The results are summarized as follows. All subjects took part in nutritional education program, but the educational methods were passive, as in the case of “home correspondence”(80.8%) and “bulletin board poster”(16.4%), and the education frequency was very low as in “one time/month”(90.2%). The subjects thought “as an independent subject”(41.5%) and “as a related subjects”(35.1%) were suitable teaching venues for the nutritional education. They were very low in individual counseling (4.5%) for school children because of “lack of opportunity”(42.2%) and “heavy work load”(24.1%). However, most of the subjects wished that nutritional counseling could offered in the future (95.5%). The parents＇ experience of nutritional education was also low (34.3%). Information sources for nutritional education were mainly the “internet”(53.1%) and “re-educational materials” (25.0%). The available instructional materials included “printed materials”(96.7%), “exhibition bulletin materials” (70.3%) and “electronic materials”(46.4%). The preferred education materials were “exhibitionㆍbulletin materials”(32.2%), “printed materials”(29.2%), and “electronic materials”(27.7%). However, materials they wished to purchase were “electronic materials”(54.5%) and “cubic materials”(26.0%). These results show a difference between the preferred materials and the possessed materials. Most school dietitians (98.4%) recognized the necessity of nutritional education with respect to “good table manners”(42.0%), “correction of food prejudices”(30.3%), and “proper nutrition for growth”(21.0%) Although they had a great interest in nutritional education, they had difficulty in cutting their teaming into practice because of “heavy work load”(30.9%), “lack of a systematic curriculum”(25.2%), and “lack of a educational opportunity”(22.8%). Ninety five percent of subjects wished to have nutrition education taught as an independent subject. They pointed out “kindergarten”(60.0%) and “lower grades in elementary school”(33.9%) as the optimal starting times for nutritional education and “school dietitians”(91.3%) as suitable teachers for these programs. The required topics chosen by the subjects for nutritional education for children were “proper eating habits”(54.2%) and “nutritional problem”(31.5%). The dietitians thought “food prejudices”(44.7%), “rat too much processed and instant foods”(36.5%), and “obesity”(11.8%) were the most common nutritional problems among elementary school children. These results suggest the necessity of solving the nutritional problems in children by developing a nutritional education program. Along with this program, if dietitian assisted programs for parents were developed, the effects of nutritional education could definitely be increased.