• Journal of Fisheries and Marine Sciences Education
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• v.24 no.5
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• pp.627-642
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• 2012

The purpose of this study was to develop and validate a teacher's praise dispositions scale(TPDS). On the basis of a literature review of praise, we developed 19 Likert-type items to measure praise dispositions of elementary and secondary school teachers. The developed scale was examined with 342 teachers. With an exploratory factor analysis we extracted 3 sub-factors of the scale consisted of 16 items; frequency, intention, and standard of praise. Cronbach's ${\alpha}$ coefficients of sub-scales were from .60 to .85 and split-half reliabilities were from .60 to .84. A confirmatory factor analysis was conducted to assess the suitability of three components model. It was found that some correlation coefficients, not all of them, between gratitude disposition and praise disposition were statistically significant. It suggested that teachers'praise disposition scale is related to gratitude disposition but is not the same scale. In conclusion, TPDS could be used to measure praise dispositions of teachers. However, for further validity and reliability, repeated research is necessary.

• Journal of the Korea Society of Computer and Information
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• v.21 no.10
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• pp.167-174
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• 2016

This study aims to reveal the influence of praise effects of elementary school students on their self-esteem and school adjustment resilience. First, it conducted theoretical study and reviewed the preceding studies and assumed that verbal and physical praise which are sub-factors of praise effects in elementary school students affected their self-esteem and school adjustment resilience. It was also assumed that there was a mediating effects of self-esteem between praise effect and school adjustment resilience of elementary school students. As a result of study on praise effects of elementary school students, it was found that verbal praise had an influence on their self-esteem and school adjustment resilience and physical praise affected their learning attitude. Self-esteem of elementary school students had an influence on their school adjustment resilience. Verbal praise of elementary school students had the greatest influence on their learning attitude. This study proposed policy suggestions of self-esteem and school adjustment resilience as an alternative based on the results of the study.

• Journal of the Korea Safety Management & Science
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• v.12 no.3
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• pp.21-26
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• 2010

This study compared the effects of praise and punishment for improving safety behaviors. Participants were 30 volunteer undergraduate students and they were randomly assigned to one of two experimental conditions: (1) praise under which positive feedback was delivered for safe behaviors, (2) punishment under which negative feedback was delivered for unsafe behaviors. A simulated computerized work task was developed specifically for this study. Participants had to work on the work task and follow seven safety rules while working. When they follow all the seven safety rules, their behaviors were considered safe. If they did not follow any one of the rules, their behaviors were considered unsafe. Results showed that the percentage of safe behavior under group of praise feedback was significantly higher than under group of punish feedback.

• Proceedings of the Korean Society of Computer Information Conference
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• 2019.01a
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• pp.115-118
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• 2019

무선 센서 네트워크(Wireless Sensor Network)는 낮은 배터리, 짧은 통신거리 등의 제한된 센서들의 성능에 기인하여 내부자공격(insider attacks)에 취약한 것으로 알려져 있는데, 내부자 공격에 대응하기 위한 대표저인 방법으로 노드들의 행위 관찰하여 신뢰도를 평가하고 낮은 신뢰도를 갖는 노드들을 제거하는 신뢰메커니즘(Trust Mechanism: TM)이 있다. TM은 평가노드 자신의 직접관찰 정보뿐만 아니라 이웃노드의 간접관찰 정보를 함께 고려하도록 발전되어 왔는데, False-Praise 공격은 의도적으로 거짓 관찰 정보를 평가노드에게 제공하여 TM의 신뢰도 평가 프로세스의 신뢰성을 훼손하는 지능적 공격이다. 본 논문에서는 False-Praise 공격에 대응을 위한 합의 알고리즘을 기반의 개선된 TM 제안하고, 실험을 통해 제안 체계의 성능과 효과를 검증한다.

• Journal of Fisheries and Marine Sciences Education
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• v.22 no.1
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• pp.141-150
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• 2010

The purpose of this study was to examine the effect of three types of praise activities on school adjustment of sixth graders. We assume that there are three types of praises; Verbal reinforcement, Encouragement, and Social acknowledgment. The study is based on pretest-posttest experimental design. The subjects of this study were 55 six- grade students who enrolled to two classes of an elementary school located in Busan. One class (26 students) was an experimental group and the other class(29 students) was a control group. Three types of praise activities were applied to the experimental group for 11 weeks. The activities were composed of classroom activities for understanding of the concept of praise, online activities, praise card activities for practicing three types of praises. School Adjustment Scale developed by Lee Young-Sun(1997) was administrated to all the subjects as the pre and post-test. To verify the effects of the experiment, ANCOVA was conducted. The treatment group showed a statistically significant increase in school adjustment, but the control group that received a neutral intervention did not.

• The Korean Journal of Elementary Counseling
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• v.11 no.1
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• pp.1-20
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• 2012

The purpose of this study is to investigate the home connected praise and encouragement program which it affects the interpersonal relationships and subjective well-being of elementary children. To achieve this purpose, 58 fifth grade students were measured based on the interpersonal relationships and subjective well-being scale. Then 29 students were placed in the experimental group while the other 29 children were placed in the control group. The experimental group participated in home connected praise and encouragement program, the control group didn't. The quantitative analysis results verifying the effects of the program were as follows: The experimental group treated by the home connected praise and encouragement program showed significant improvement in interpersonal relationships and subjective well-being compared to the control group. Follows are results from qualitative analysis. First, children have increased positive personal relations with companion, parents, teacher, and improved closeness with family by the home connected praise and encouragement program. Second, children have increased edification of self-confidence, satisfaction in school and home by them. These results supported our hypothesis that the home connected praise and encouragement program effectively improved interpersonal relationships and subjective well-being of elementary school children.

• The Korean Journal of Elementary Counseling
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• v.9 no.1
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• pp.95-110
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• 2010

The purpose of this research is to investigate how the Peer-Praise Activity program influence the Elementary School Students' Peer-Relationship and Class Cohesiveness. 2 Classes from the 5th grade of J elementary school in Seoul were selected as experimental group and control group. After the Peer-Praise Activity program was applied to experimental group, a post-test was given to verify the effects of the program. After one month, follow up-test was conducted to check the effect of durability on program. The program was applied to experimental group to check the inadequency and problem. Contrastively, control group had no application of the program. The results of this study are as follows : Compared to control group, experimental group that participated in the Peer-Praise Activity program showed significant improvement(p<.05) in Peer-Relationship and Class Cohesiveness. To supplement the results of quantitative analysis, opinion documents and qualitative analysis were executed. It shows that children had help of having confident school life by improving friendship and having a sense of unity and community spirit. In follow up-test result, it is known that the effect of Peer-Praise Activity Program is continued in Peer-Relationship and Class Cohesiveness and its all sub-factors except Communal life with friends which is one of the sub-factor in Peer-Relationship. The results above prove that Peer-Praise Activity Program has a positive effect on the Peer-Relationship and Class Cohesiveness for elementary school students. But it is needed to study long-term conducted program to improve durability effect. And curriculums and subjects which is able to connected with program should be studied continually.

• The Korean Journal of Elementary Counseling
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• v.5 no.1
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• pp.159-184
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• 2006

Lately, the rapid social and family system change, the entrance examination-centered circumstance in education have a negative influence not only on making up the affirmative self-esteem but also on building up the personal relationship through mutual communication with friends of the same age. Making children adapt well to school life and develop a good relationship in the class is an important subject in educational field. Thus, various school activities should offer lots of opportunities to increase their affirmative self-esteem and more specified performance-centered programs are required toform a harmonious relationship among parties of students. The purpose of this study is to improve an affirmative self-esteern and a desirable personal relationship of children through developing friend-praise program and adapting it to children. Based on the above purpose, the following subjects for this study 'are suggested. Firstly, is the friend-praise program effective in forming an affirmative self-esteem of elementary students? Secondly, is the friend-praise program successful in improving a desirable personal relationship in an elementary school? In addition, two hypotheses of study are decided on the basis of theoretical background and the former study. Hypothesis 1. The friend-praise program will have a meaningful effect on improving an affirmative self-esteem. Hypothesis 2. The friend-praise program will have a meaningful effect on improving a desirable personal relationship. In order to improve the above hypotheses, the experiment was carried out with two classes on the fourth grade in M elementary school in Wonju with being divided into one experimental group and the other comparative group. The friend-praise program which was adapted to the experimental group was composed with four steps as 'introduction', 'preparation', 'operation' and 'closing'. This program which has twelve categories was executed once or twice in a week and each class was continued for forty or sixty minutes. Contrastively, comparative group had no application of the main program. For the purpose of proving the hypotheses after adapting the program to students, I have executed both self-esteem test and personal relationship test. The tests were performed with using SPSS/Windows V10.0 and the statistic was conducted through independant sample t-test for the difference between groups and contrastive sample t-test for the individual difference in each group. The results of this study can be summarized like the followings: Firstly, from the result of previous and after tests, there was no meaningful change in the comparative group, but the experimental group showed meaningful difference in all categories of self-esteem(t=-4.496, p=.000). Especially, the general self-esteem(t=-3.216, p=.003), social self-esteem(t=-2.680, p=.012), homely self-esteem(t=-3.732, p=.001), and school self-esteem(t=-3.902, p=.000) showed a meaningful difference. At the same time, the experimental group also showed meaningful difference with the comparative group in self-esteem(t=-4.758, p=.000). Especially, the general self-esteem(t=2.581, p=.017), social self-esteem(t=3.160, p=.003), homely self-esteem(t=4.283, p=.000), and school self-esteem(t=4.110, p=.000) showed a meaningful difference. As a result of this experiment, the friend-praise program will have a meaningful effect on improving an affirmative self-esteem was proved. Secondly, there was no meaningful change in the comparative group, but the experimental group showed meaningful difference in all categories of personal relationship(t=-4.131, p=.000). Specifically, satisfaction(t=-2.113, p=.045), communication(t=-3.381, p=.002), confidence(t=-3.517, p=.001), intimacy(t=-3.958, p=.000), sensibility(t=-2.955, p=.006), openness(t=-4.318, p=.000) and interest(t=-2.941, p=.000) showed a meaningful difference. In the same instant, the experimental group also showed meaningful difference with the comparative group in all categories of personal relationship(t=3.897, p=.000). Especially, satisfaction(t=2.257, p=.003), communication(t=3.527, p=.001), confidence(t=3.704, p=.001), intimacy(t=3.904, p=.000), sensibility (t=4.382, p=.000), openness(t=2.648, p=.013) and interest(t=2.944, p=.006) showed a meaningful difference. Accordingly, the friend-praise program will have a meaningful effect on improving a desirable personal relationship was proved. Judging from all these results, we should provide primary students with various opportunities to take part in active programs which help them to set up their righteous sense of value, to solve their own problems and to develop their potentials. Consequently, many kinds of practice-centered program like the friend-praise program should be developed more systematically and teachers should apply all those programs to students according to their individual level and developmental stage.

• Journal of Popular Narrative
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• v.26 no.4
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• pp.43-76
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• 2020

After comparing three video dramas based on Yoon Sim-duk and Kim Woo-jin, this paper intensively explores the movie Praise of Death(1991), which has the most meaningful traits in embodying the characters, focusing on the relationship with the previous works of the director or an actress. The movie Yoon Sim-duk(1969) focuses on meiodramatic narrative around the issue like love triangle or a relationship between out-of-wedlock woman and the wife of one man. The TV drama Praise of Death(2018) is pursuing ideal youth genre between attractive two lovers adorning even the suffering of the Japanese occupation with customary visual image. In comparison, the movie Praise of Death(1991) focuses on visual beauty, while overlaps the agony of two characters as pioneering artists with frustrated love narrative. In the process, this film reveals two-sided characteristics, especially the heroine, compared to the other two. She shows a rift between the passivity for the salvation of man and the activity of choosing even the fall of her own life. In order to examine this trait, we have to explore the other works which affect the movie Praise of Death. This came from the tendency director Kim Ho-sun and actress Jang Mi-hee had built in 1970s films. It also relates in the movies Jang Mi-hee had worked with director bae Chang-ho in the 1980s. The tendency to show a pursuit of classical cultures in the field of popular movies, and to overlap the problems of desire, including sexuality, with mental and intellectual issues, continues from the previous films to the movie Praise of Death for shaping a main female character. This study results in examining the movie Praise of Death in two contexts. One is the context of three video dramas having same materials, Yoon Sim-duk and Kim Woo-jin. And other is the context of the works that director Kim Ho-sun and actress Jang Mi-hee have continued together, or the works that Jang Mi-hee have continued with director Bae Chang-ho. Until now, Yoon Sim-duk and Kim Woo-jin has been used as a material for cultural contents in the various genres over and over again. Under this circumstance, by looking at this movie, one of representative case dealing with Yoon and Kim, in the complex context, it can reaffirm the effect and difficulty in fictionalisation of them as a subject matter.

• Korean Journal of Hospice Care
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• v.5 no.1
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• pp.74-81
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• 2005

Purpose: The purpose of this study is to help apply spiritual care in clinics by testing whether spiritual support like prayer and praise, which is appled on a patient who has been cared for by Facility Hospice can have an effect on their physical pain, emotional anxietv, loneliness and well being. Method: This research was done on a subject patient who had been hospitalized in Saemmul from Jan, 2002 to June, 2003, and who could easily communicate. Questionnaire of quality of life, they had this test from the date of admission into the hospital 1week, 3week, 5week later. The Target was 182 people for the hospital data, 124 people after one week, 84 people after 3 weeks and 54 people after for 5 weeks later. For statistics, SPSS for Window(SPSS inc. ver.10), student T-test and one way ANOVA were used. The interrelation between pray and pain was analyzed by the "Pearson correlation". In case where the P-value was below 0.05, we concluded it had statistical-value. Results: When we compared both the party which had a low degree of peace by prayer and praise and the B party which had the highest degree, B party had an increasing tendency for less anxiety and loneliness and more well-being. Each of the data 0, 1, 3 and 5 week showed visible difference between both parties. Conclusion: First, in case that a late cancer patient is hospitalized, the difference for tranquility and pain control by prayer and praise is not noticeable. While, 1 and 3 weeks later, the difference is visible, so we concluded the relationship between the cancer patient's spiritual tranquility and physical pain are closely related with each other. Also the patients who are in spiritual peace by prayer and praise can control the pain better than the other patients. Second, because the patient who can feel calm from the data of being admitted into the hospital is mentally calm, both party's difference is noticeable in each period of the 1, 3 and 5th week. Compared with other patients, the object patients who have spiritual tranquility will have less anxiety and loneliness and more tranquility.