• Journal of Fisheries and Marine Sciences Education
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• v.2 no.1
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• pp.15-28
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• 1989

The aim of this study is to improve the curriculum for the fisheries processing department in fisheries junior college in Korea. For this study, questionaries to alumani and students of the fisheries processing department of Tong-Yeong Fisheries Junior College are made and meeting materials of professors concerned and some leading managers of food processing company. In addition, curricula of the department food processing in two year or four year colleges both domestic and foreign are refered. The results obtained can be shown as follows ; 1. Subjects of the standard laboratory work designated by the Ministry of Education and required at the practical techique examination for the food precessing technitian certificates were chosen to student compulsorily, and the other subjects necessary to acquistion of the techniques were opened in this course electively. 2. The food processing departments in nationwide twenty-three junior college open seventy-eight major subject courses. Among those subjects, we choose the subjects only related to fisheries processing ones to put stress on the features of fisheries processing department. 3. The selected courses in improved curricula of this work are total 119 credits spending 142 class-hour per weeks. Detailed curricula are as follows ; liberal arts are consist of 13 subjects-24 credits, essential major subjects 12 subjects-32 credits, elective subjects 24 subject-56 credits and interdisciplinary subjects 2 subjects-5 credits. 4. The linking system of industrial-educational co-operation have to be established to fulfil the field practice, and legal basis should be made to support these educational circumstances. 5. To make sure a live education in junior college, present education terms should be extended more than 1 year, and improved textbook, method of experiment, practice and evaluation continuously.

• Journal of the Korean Society of Marine Environment & Safety
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• v.26 no.4
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• pp.346-352
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• 2020

It has been about 30 years since women students entered the Maritime College at Mokpo National Maritime University (MMU) and Korea Maritime & Ocean University to train as maritime seafarers. The women have been choosing a maritime college regardless of the Boarding Service Reserve System. Therefore, it is necessary to continuously study the motivation for admission, preferences for boarding, and desired career paths to guide the distinction and vision of maritime colleges. Accordingly, this study conducted a questionnaire survey on 93 women students attending the Maritime College at MMU. Of the respondents, 35.5 % said that they enrolled to become maritime officials and 30.1 % to become maritime seafarers. In addition to the current training for maritime seafarers, additional courses are required to train maritime experts. The study found that 88.2 % of the respondents thought that women's embarkation was more difficult than usual. It is considered that a systematic education program is needed for the onboard life of women maritime seafarers in schools and shipping companies. It was found that 69.6 % of the respondents preferred to embark as seafarers after graduation. After graduating from university, 32.3 % of the respondents said that they preferred to become navigation officers or engineers. It was also found that 24.7 % preferred to become marine-related civil servants / professionals, and 18.3 % preferred to become marine police. From the total, 83.9 % hoped for careers in marine-related fields. It is, therefore, necessary to organize courses and further education according to the motives for admission and preferred occupations of women students.

• Asian Journal of Turfgrass Science
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• v.19 no.1
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• pp.1-16
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• 2005

This study was conducted to effect a complex fertilizer treatment on a recovery of damaged turfgrass caused by competing with tree at area under trees, and to seek for effective management system on damaged areas under trees in golf courses. Available phosphorous and potassium were enough to grow up turfgrass in plots of East valley and Ji San Golf Club. But these plots were acid soil ranged from pH 5.3 to pH 5.5, so that lime fertilizer was required for improving the chemical of soil. The effect on complex fertilizer showed significant f3r the recovery of damaged turfgrass. Turfgrass recovery ratio by complex fertilizer was better in low-density(LD) section of fertilizer than in high-density(HD) section of control. As the result of surveying turfgrass characters according to dates, dry matters in HD sections of control plots were higher than these in LD sections of fertilizer plots in 6 Aug. before sprinkling a complex fertilizer. But dry matters in LD section of fertilizer were, on the contrary, higher than in 6 Sep. after sprinkling complex fertilizer. In view of the result so far conducted, a turfgrass recovery to LD sections of complex fertilizer was batter than that of HD sections of control. Sprinkling complex fertilizer on turfgrass damaged by competing with trees will maintain the turfgrass growth, even though happen to compete between trees and turfgrass.

• The Journal of Korean Society for School & Community Health Education
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• v.5
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• pp.85-105
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• 2004

The purpose of this study is to provide basic data for practical and concrete program development, which can give students satisfaction in sex education. To achieve this purpose, an actual status of sex education for high school student and their sexual experience were investigated. And then tried to find out if there is difference of satisfaction in sex education and contents that they want to learn based on having sexual experience or not. For this study, a questionnaire of sexual awareness was conducted on 562 students among first graders and second graders of high school located in Kongju city, from on October 4th, 2004 to on October 15th. But only 550 answer sheets among 562 were analyzed, for 12 answer sheets were not proper enough to apply to this study. The collected data was computerized using SPSS WIN in frequency and percentage for actual condition of sex education and sexual experience and for satisfaction at the result of sex education based on having sexual experience or not. And then the $x^2$-test was verify the difference. The requirement for sex education, based on having sexual experience or not, was analyzed using t-test by computerizing the average and standard deviation. The conclusion of this study are as followings; 1. 93.8% students have ever been taught for sex education by teachers, but nursing teacher among them was the higher percentage than any other teachers. They took courses for sex education in discretion class, and the teaching method was a kind of lecture. 2. After taking sex education, 37.6% students said that it was boring, for they had already known the contents of the courses, and 43.8% students said that they acquired sex knowledge through the Internet and mass media. 3. It was highest percentage that 36.9% students had no agony about sex. The most serious worry was a sexual impulse and the sexual psychology of the opposite sex. To solve these worries, 61.6% students said that they consulted with their friends. 4. It showed that 89.9% male students and 71.6% female students had experiences various lascivious materials, 81.4% male students, 7.2 female students experienced masturbation, 52.7% female student and 44.8% male students experienced kissing or hugging, and 13.7% male students and 9.9% female students experienced sexual intercourse. 5. The satisfaction for sex education based on having sexual experience or not was different. In short, it showed that the students who experienced sexual experiences such as accessing to lascivious materials, kissing, hugging, and sexual intercourse except masturbation thought that sex education was important than the students who didn't experience sexual experiences. On the other hand, the students who didn't experience sexual experiences were more satisfied with the contents and level of sex education than the students who experienced sexual experiences. 6. The requirement for sex education based on having sexual experience or not was also different. The students who experienced sexual experiences wanted to learn an acquaintance with the other sex than the others. On the other hand, the students who didn't experience sexual experience wanted to learn friendship and love. The students who experienced sexual experience except masturbation was more desirable for taking sex education than the other students. In conclusion, it is fully required that sex education should be regular subject in school and teachers who are charge of sex education should be experts in this field, for only expert can teach systematic and adequate sex knowledge to students. In addition, it is also essential to understand contents of sex education which can be satisfactory for students' requirement. So we should develop concrete and practical programs for sex education.

• The Journal of Korean Academic Society of Nursing Education
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• v.3
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• pp.99-116
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• 1997

In response of the increasing demand for professional degree in nursing, some university in Korea offers RN-BSN program for R. N. from diploma in nursing. However, RN-BSN program in Korea is in formative period. Therefore, the purpose of this survey study is for the comparative analysis of RN-BSN curriculum in Korea and U.S.A. In this study, subjects consisted of 18 department of nursing in university and 5 RN-BSN programs in Korea and 18 department of nursing in university and 12 RN-BSN programs in U.S.A. For earn the degree of Bachelor of Science in Nursing, the student earns 134 of mean credits in U.S.A., whereas 150.3 of mean credits in Korea. The mean credit for clinical pratice is 30.1 in U.S.A., whereas 23.9 in Korea. Students are assigned to individually planned clinical experiences under the direction of a preceptor in U.S.A. In RN-BSN program, total mean credits through lecture and clinical practice for earn the degree of BSN is 35.5(lecture : 27.7, practice ; 7.8)in U.S.A., whereas,48.1 (lecture;42.1, practice;6.0) in Korea. RN-BSN program can be taken on a full-or-part time basis in U.S.A., whereas didn't in Korea. Especially, emphasis is place on the advanced nursing practicum that focus on the role of the professional nurse in providing health care to individuals, families, and groups in community setting in U.S.A. 27.7 of mean credits was earned through lecture in U.S.A., whereas 42.1 of mean credits in Korea. It means that RN-BSN program in Korea is the lesser development in teaching method and appraisal method than in U.S.A. Students of RN-BSN program in U.S.A. can earns credit through CLEP, NLN achievement test, portfolio review session etc as well as lecture. Therefore, the authors suggests some recommendations for the development of curriculum of RN-BSN program in Korea based on comparative analysis of RN-BSN curricula in U.S.A. and Korea. 1. The curriculum of RN-BSN Program in nursing was required to do some alterations. Nursing care, today, is complex and ever changing. According to change of public need, RN-BSN curriculum intensified primary care program in community setting, geriatric nursing, marketing skill, computer language. 2. The various and new methods of earning credit should be developed. That is, the students will earn credits through the transfer of previous nursing college credits, accredited examination of university, advanced placement examination, portfolio review session, case study, report, self-directed learning and so on. Flexible teaching place should ile offered. 3. Flexible teaching place should be offered. The RN-BSN curriculum should accommodate each RN student's geographical needs and school/work schedule. Therefore, the university should search a variety of teaching places and the RN students can obtain their degrees comfortably throughout the teaching place such as lecture room inside the health care agency and establishment of the branch school in each student's residence area. 4. The RN-BSN program should offer a long distance education to place-bound RN student in many parts of Korea. That is, from the main office of university, the RN-BSN courses are delivered to many areas by Internet, EdNet (satellite telecommunication) and other non-traditional methods. 5. For allowing RN student to take nursing courses, program length should be various, depending upon the student's study/work schedule. That is, the various term systems such as semester, three terms, quarter systems and the student's status like full time or part time should be considered. Therefore, the student can take advantage of the many other educational and professional opportunities, making them available during the school year.

• The Journal of the Korea Contents Association
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• v.11 no.5
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• pp.242-251
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• 2011

A curriculum of study demands a change as period of time and society evolve. Therefore, at this point where changes are required, this study is to analyze and evaluate the curriculums which will enhance and improve current studies as a preceding stage. The research was based on the survey by groups of education experts and 19 universities with current curriculum of study in radiologic science, and their references. The study was focused on the scope of work by radiologic technologist, change of college systems, academic research about radiologic science, and the improvement and the future of radiologic science field in perspective to globalization and the digital era. In terms of work scope, angiography and interventional radiology at 6 to 8 schools, fluoroscopy at 4 schools, ultrasound and practices at 6 schools, magnetic resonance image at 2 schools were found to be unestablished. The basic medical subjects, humuan physiology, human anatomy and practices, medical terminology courses were set up at most schools; however, pathology at 5 schools, image anatomy at 6 schools, clinical medicine at 11 schools were yet opened. Among the basic science and engineering subjects, general biology and its practices at 11 schools, general physics and its practices at 14 schools, and general chemistry and its practices at 8 schools were established which is about a half from a total number of schools. Only 4-5 schools established digital subjects such as, health computer, computer programming, PACS which are the basic major subjects. In order to provide academic improvement in radiologic science, digitalized education and globalization, and basis for future-oriented education for the field of radiologic science, including expanded scope of work, it is acknowledged that curriculums that are opened and run at each school need to be standardized. Therefore, the need for introduction of certificate for the radiologic science education courses are suggested.

• Clinical and Experimental Pediatrics
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• v.53 no.3
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• pp.349-357
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• 2010

Purpose : Transient tachypnea of the newborn (TTN) is usually benign and improves within 72 hours. However, it can also progress to prolonged tachypnea over 72 hours, profound hypoxemia, respiratory failure, and even death. The aim of this study is to find predictable risk factors and describe the clinical courses and outcomes of prolonged TTN (PTTN). Methods : The medical records of 107 newborns, >$35^{+0}$ weeks of gestational age with TTN, who were admitted to the NICU at Seoul Asan Medical Center from January 2001 to September 2007 were reviewed. They were divided into 2 groups based on duration of tachypnea. PTTN was defined as tachypnea ${\geq}72$ hours of age, and simple TTN (STTN) as tachypnea <72 hours of age. We randomly selected 126 healthy-term newborns as controls. We evaluated neonatal and maternal demographic findings, and various clinical factors. Results : Fifty-five infants (51%) with total TTN were PTTN. PTTN infants had grunting, tachypnea >90/min, $FiO_2$ >0.4, and required ventilator care more frequently than STTN infants. PTTN had lower level of serum total protein and albumin than STTN. The independent predictable risk factors for PTTN were grunting, maximal respiration rate >90/min, and $FiO_2$ >0.4 within 6 hours of life. Conclusion : When a newborn has grunting, respiration rate >90/min, and oxygen requirement >0.4 of $FiO_2$ within 6 hours of life, the infant is at high risk of having persistent tachypnea ${\geq}72$ hours. We need further study to find the way to reduce PTTN.

• The Journal of Korean Academy of Prosthodontics
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• v.51 no.2
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• pp.90-98
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• 2013

Purpose: Prosthodontics education of Korean dental schools is developing under liberal regulation according to the character of each school. Diversity in the current environment and condition for each school make it impossible to apply the same and uniform education curriculum. Therefore the purpose of this paper is to analyze and validate the status of the 2012 prosthodontics education curriculum in Korean dental schools, and to suggest future direction. Materials and methods: A survey was completed by all the 11 dental schools in South Korea. Results: The number of students, age, sex, credits for prosthodontics lecture and practice courses, evaluation method before senior students' clinical practice, modalities for minimum requirement for graduation, beginning and finishing timing of clinical practice and faculty personnel involved in the education varied among the dental schools. Conclusion: High-quality educators leading an expanded teaching personnel are required, education hours must be increased and efficient curriculum must be organized to improve the prosthodontics education.

• Asian Pacific Journal of Cancer Prevention
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• v.16 no.16
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• pp.6987-6990
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• 2015

Background: Oral cancer is one of the most prevalent cancers and one of the top ten causes of death in the whole world. Most oral cancers are diagnosed at late stages. Since dentists play a critical role in early detection of oral cancer, they should be knowledgeable and skillful in oral cancer diagnosis. The aim of this study was to survey dentist knowledge about oral cancer in Southern Khorasan Province. Materials and Methods: This descriptive, cross-sectional study was conducted with dentists who participated in an in-service educational program at the Faculty of Dentistry of Birjand University of Medical Sciences in spring 2014. A questionnaire including demographic information with 11 questions regarding oral cancer was prepared. The participants were required to be complete the questionnaires within a specific time span. The data were analyzed using SPSS 15 software by t-test and one-way ANOVA at 0.05 confidence level. Results: A total of 73 dentists out of 80 answered the questionnaires - 36 (49.3%) were females and 37 (50.7%) were males. Total mean score of knowledge was $7.91{\pm}1$ of 11. Mean scores of knowledge of male and female participants were $7.70{\pm}1.83$ and $8.13{\pm}1.94$ respectively. Mean knowledge score of general dentists was $7.41{\pm}1.79$ and of dental specialists was $9.44{\pm}1.0$ In spite of higher knowledge score of women compared to men and general dentists compared to dental specialists, these differences were not statistically significant (p=0.09). Tukey testing showed a significant difference between groups with 1-4 years of experience (8.74) and over twenty years of experience (6.50) ( p=0.001). Conclusions: Considering the good knowledge level of young dentists and the specialists and the importance of early diagnosis of oral cancer, it seems necessary to pay more attention to academic education for dentistry students, as well as holding retraining courses for experienced dentists, so that their knowledge not be reduced over time.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.9
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• pp.236-243
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• 2017

The purpose of this study is to investigate the relationship between the OKgram and abuse awareness, and between the the characteristics of the major field and abuse awareness of pre-service child care teachers who are taking the (child care) course as part of their university curriculum. Positiveness isclassified into 2 subfactors,self-positiveness and other positiveness, while abuses are classified into 4 sub factors,viz. body, sex, emotion and neglect, in order to investigate and analyze the effectsof each sub factor. Asurvey was carried out for students of the department of Child Care and the department of Social Welfare of the universities in Gyeonggi-do, Gangwon-do and Seoul, during the 5 day period from 8th May to 12th May, 2017. After conducting a frequency analysis, correlation and multiple regression analyses were performed, from which we madethe following conclusions. First, it was found that positiveness influences abuse awareness, and that when other positiveness is higher than self-positiveness, abuse awareness is increased. We also concluded that we should provide more personality programs that enhance others positiveness. Second, the seriousness of abuse level showed an average value of 4.594, which is highly recognized, while the level (required) to recognize the index wasin the order of sexual(4.789), physical(4.587), neglect(4.510), emotional(4.498), with the index of emotion beingthe lowest. This indicatesthe necessity to strengthen the social standard on emotion abuse awareness. Third, in the characteristics of the major field, the respondents answered that their actual work experience of being a pre-service child care teacher was helpful to raise their abuse awareness, and thatchild care practice wasthe most important.Therefore,we concluded that it is necessary to arrange practical courses which increase the chance of obtaining actual work experience and provide child care practice during child care teacher training.