• 패션비즈니스
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• 제16권5호
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• pp.178-191
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• 2012

This paper is purposed to study on the relationship of learning style, professor image, academic achievement in cosmetology majoring college students, and to find the effective education methods of them. The research methods are survey with 400 persons & statistics analysis such as frequency, factor, regression analysis, using SPSS V.14. The results are as belows; 1. Learning styles are divided by (1) shirker, (2) participate, (3) stand-alone, (4) dependent, (5) cooperative, (6) competitive, and professor images are divided by (1) professor ability, (2) professor relationship. 2. There is a relationship in learning styles and professor images. Especially cooperative, participate, dependent valued professor ability, shirker devalued it and cooperative, stand-alone, dependent, competitive valued professor relationship, shirker devalued it. 3. There is a relationship on learning styles and the academic achievement. participate, stand-alone, dependent achieve in high glades and shirker, cooperative low ones. 4. There is a no valid relationship with professor images and the students' academic achievement. 5. The conclusion are; there are the relationship of learning style, professor image, academic achievement in cosmetology majoring college students. So shirker need endless motive giving program, participate personal record management system, dependent creative motivating program, participate class attractive factors, stand-alone learner centered program.

• 한국치위생학회지
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• 제16권4호
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• pp.643-649
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• 2016

Objectives: The purpose of the study was to investigate the relationship between professor trust and learning flow in allied health students and to provide the basic data for the improvement of curriculum and teaching method. Methods: A self-reported questionnaire was filled out by 263 allied health students. The questionnaire consisted of 27 questions of professor trust by Likert 5 scale and 29 questions of learning flow by Likert 6 scale. Cronbach's alpha in this study was 0.97 in professor trust, 0.96 in learning flow. The data were analyzed using descriptive statistics, independent t-test, one-way ANOVA, correlation and stepwise multiple regressions. Results: The score was 3.72 in professor trust and 3.46 in learning flow. There were positive correlations between learning flow and professor trust including intimacy, professional, teaching skills and leadership. Stepwise multiple regression analysis revealed that learning flow was related with professor trust. Conclusions: The learning flow depends on professor trust. Based on the research, improvement directions that put strong emphasis on low section of professor trust and learning flow must be placed.

• 기본간호학회지
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• 제18권2호
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• pp.210-216
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• 2011

Purpose: The self-assessment ability of students is important in acquiring clinical skills. The study explored the self-assessment behavior of nursing students after OSCE (Objective Structured Clinical Examination). Methods: The participants were 90 nursing students. They assessed their performance just after an OSCE (assessment 1). They were given OSCE checklists and re-assessed their performance level (assessment 2). Assessments 1, 2, and an assessment by professor were compared and analyzed. Results: Students assessed themselves higher than professor. But, when students were divided into three groups according to score level, different behaviors were evident between the groups. The high-score group assessed themselves lower than the professor, while the mid-and low-score groups assessed themselves higher than the professor. Students' self-assessment more closely approximated the professor's assessment when they were given checklists. The correlation between assessments 1 and 2 was stronger in high-score group and weak in low-score group. Conclusion: The study results indicate that students tend to assess their skills higher than the professor, but their scores were more in line with the professor when they were provided with checklists, and students' self-assessment behavior differed in the different score groups, suggesting a need for customized feedback and a concern for students with low scores.

• 한국임상보건과학회지
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• 제2권2호
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• pp.79-89
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• 2014

Purpose. This study was conducted to provide basic data on the subjective happiness index and identify factors influencing college professor and staff by describing their perception of general characteristics, health behavior, suicidal ideation, and subjective happiness index. Methods. A survey was conducted with 198 professor and staff who were working University on K city. Data were analyzed using descriptive statistics, t-test, ANOVA, Pearson correlation coefficients and multiple regression with SPSS window 18.0 program. Result. The Mean scores of Subjective happiness in college professor and staff was 4.66 on a scale of 7. There were significant differences on the subjective happiness Index for the followings: age, breakfast for 2 day, blood pressure (Lt systolic), health status index (EQ-VAS). There was a negative correlation between the subjective happiness Index and suicidal ideation. Factors influencing of subjective happiness in college professor and staff were identified as age (${\beta}=.201$), breakfast for 2 day (${\beta}=-.180$), blood pressure (Lt systolic) (${\beta}=-.244$), health status index (EQ-VAS) (${\beta}=.408$). These factors explained 35.1% of variance in subjective happiness in college professor and staff. Conclusion. Results indicate that factors influencing subjective happiness are suggesting the need to establish policies of health behavior. health behavior program for a life of happiness among college professor and staff.

• 한국수자원학회:학술대회논문집
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• 한국수자원학회 2005년도 학술발표회(1)
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• pp.328-329
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• 2005

• 한국항해학회지
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• 제22권3호
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• pp.1-8
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• 1998

한자는 복잡한 상형문자로서 자모문자와 비교하여 볼 때, 문자의 처리, 프로그램의 작성 및 전송에 있어서 많은 차이점이 있다. 지금까지 NAVTEX프로그램중 한자 전송의 관건적인 기술을 해결하지 못하고 있다. 따라서, 본 논문에서는 NAVTEX프로그램중의 한자처리 방법을 모색 하고자 하였으며, 이러한 프로그램을 이용하면 NAVTEX 단말기에서 바로 한자를 인쇄할 수 있게 될 것으로 기대된다.

• 한국융합학회논문지
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• 제7권5호
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• pp.227-235
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• 2016

본 연구는 대학교수의 생애사를 고찰하여 대학교수에 대한 삶의 의미를 살펴봄으로써 유아기나 아동기 진로교육을 담당하는 부모나 교사들에게 진로정보를 제공하는데 목적이 있다. 이를 위해 25년간의 교수경력을 가진 K교수를 대상으로 교수 자신의 목소리와 용어로 묘사하는 내부자적인 관점으로 생애사 연구방법으로 수행하였으며, K교수의 심층면담, 저서, 이메일, 전화면담을 통해 자료를 수집하였다. 수집된 자료는 전사하여 컴퓨터로 폴더화하고 영역분석과 분류분석 단계를 거쳐 분석되었다. 분석 결과, K교수가 교수사회에 진입하게 된 동기와 계기에서는 피나는 노력과 가족의 지지, 수어지교의 만남이 있었던 것으로 나타났다. 또한 대학 진입이후에는 연구, 교육뿐만 아니라 보직교수로서 대학에서 핵심적 역할을 담당하였다. 정년 이후의 삶은 전문가와 실천가로서 사회공헌에 기여하고 있었다. 이와 같은 K교수의' 경험에서 교수역량에는 '끊임없는 노력과 부단한 자기혁신', '강인한 신념과 뚜렷한 소명의식', '따뜻한 인간애와 실천적 삶', '유연한 사고방식과 교육적 열정' 라는 의미가 도출되었다.

• 한국항해항만학회:학술대회논문집
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• 한국항해항만학회 2002년도 춘계학술대회논문집
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• pp.31-37
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• 2002

• 현장농수산연구지
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• 제3권1호
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• pp.3-19
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• 2001

This study was carried out to prepare some devices for the development the field professor's roll of the Korea National Agricultural College(KNAC). In this study, we had visited and interviewed twenty-four KNAC's field professors. Through this our experience of study, we could suggest several development devices of the roles of KNAC's field professor, so the results of this study as follows : (1) Main roles of the field professors could be classified into 4 categories, with these desirable aspects could be deducted. (2) Selecting the good field professors is an important work, so that we prepared a comprehensive checking list to be used to select the desirable field professor. (3) In order to enhance the selected field professor's roles and activities, workshop for the professors, orientation training for the students and various supporting activities should be well organized with recognizing those as the important factors.

• 한국간호교육학회지
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• 제22권1호
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• pp.5-13
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• 2016

Purpose: The purpose of this study is to provide essential resources on various evaluation strategies by identifying relationships between professor-evaluation, peer-evaluation, and self-evaluation of the core basic nursing skills in nursing students. Methods: Forty third-year nursing students who participated in core basic nursing skills were given the same checklist that was used for assessment by the examiners. Then, the scores of the professor and the students were compared and analyzed with SPSS/WIN 18.0. Results: The scores of the student peer (178.54) and student self-evaluation(177.74) was significantly higher than the scores of professor-evaluation (172.05),(F=5.03, p=.008). There was a significant, positive correlation between the professor-evaluation and the student-peer-evaluation in skill-scores(r=.47, p=.002) and attitude-scores(r=.52, p<.001). In addition, the professor-evaluation and the self-evaluation each showed a significant, positive correlation in skill-scores(r=.61, p<.001) and attitude-scores(r=.36, p=.023). Conclusion: The study result indicates that in order to expand the evaluation method, the professor evaluation, as well as the student self and the peer evaluation, will contribute to improve the educational achievement of learners.