• Journal of the Korean association of regional geographers
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• v.18 no.2
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• pp.232-251
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• 2012

This paper is to examine new programme of study for geography by a revised geography(including historical, geographical and social understanding) National Curriculum in England. The new primary and secondary National Curriculum was respectively issued in 2007 for implementation from September 2008 and 2010 for implementation from September 2011. The revised National Curriculum was changed more than that of 1995 and 2000 in terms of its formation and content. Especially, Primary National Curriculum was rebuilded to the six areas of learning, in the end KS1-2 geography was integrated in 'historical, geographical and social understanding'. As a result of that, the subject named as geography only remains for KS3. Nevertheless, the new National Curriculum is consisted of programme of study(PoS) and attainment target(AT). But new programme of study was changed more than that of former curriculum in terms of its formation and content. Programme of study for primary school is organized with curriculum aims, the importance of areas of learning, essential knowledge, key skills, cross-curricular studies, breadth of learning and curriculum progression. On the other hand, that of geography for KS3 is organized with curriculum aims, the importance of geography, key concepts, key processes, range and content, curriculum opportunities. This paper examined on categorical features of new programme of study for KS3 geography and its implications for effective geography curriculum design and planning.

• Journal of Digital Convergence
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• v.11 no.11
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• pp.753-766
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• 2013

Even though civilization is developing at a fast rate, human beings and their living environments do not look happy. Given that the civilization comes from the human mind, which is changing in interaction with human body, society, and nature, it is hard to think that the human mind is changing in the desirable direction. This paper described a whole changing paradigm of the human mind and its causes through the cognitive mechanism in the brain from which all the diverse minds are formed. According to the cognitive mechanism, the human mind can change from the first free and peaceful mind through the middle mind to the last obsessive and anguish mind in accordance with the change of one of the factors in the origin of the human mind. Today's unfavorable changes in human beings, society, and the natural environment including the excessive development of civilization are the results of the undesirable changes of the human mind. This paper specified the respective characteristics of the first, middle, and the last mind and discussed where individuals' minds are and where they are going. Lastly, this paper suggested the specific ways to return to the first original mind based on the cognitive mechanism.

• Journal of Industrial Convergence
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• v.20 no.12
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• pp.213-217
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• 2022

The purpose of this study was to investigate the relationship between age, physical activity (walking, strength exercise), subjective body shape recognition, and weight change with subjective health status in the population aged 30 years or older among the data of the National Health and Nutrition Examination Survey (2018) of Koreans. The subject and method of this study was a secondary analysis study using the 7th 3rd year National Health and Nutrition Examination Survey (2018). Age, walking days per week, strength training days per week, subjective health status, subjective body shape recognition, and weight change during the year were used the SPSS (p<.01). The response rate of walking for 7 days (every day) was 21.9% for those aged 30-45, 27.2% for those aged 50-64, and 26.6% for those aged 65 or older. aged 8.4% and over 65 years old 7.9% (p<.001). The subjective health status was positively correlated with age (.091), number of walking days per week (.739), number of days of strength exercise per week (.530), subjective perception of body shape (.256), and weight change over one year (.303). There was a relationship (p<.01). In this study, the age group that answered 'bad' in subjective health status was the highest at 21.4% of those aged 65 or older, followed by 15.7% of those aged 50-64 and 11.0% of those aged 30-45. This could be expected to improve subjective health status by walking and strength training. Based on these results, it was intended to provide basic data for preparing health-related programs to improve subjective health status of individuals according to age.

• The Journal of the Korea Contents Association
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• v.16 no.12
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• pp.310-326
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• 2016

A lot of colleges have made continued efforts to help freshmen adapt themselves to a new school life and environment and build a decent relationship with faculty and other students. Therefore, this study attempted to figure out the effectiveness of team teaching(team teaching by academic advisor, standard textbook-centered guidance vs. autonomous mentoring) on strategic cultural curriculum as a way to help freshmen adapt themselves to a school life. For research subjects, 31 enrolled freshmen and 5 professors from a college in Chungbuk were selected. In terms of research tools, 'Communication Competence Assessment Sheet' provided by Strategic Cultural Curriculum Development Team and a simple questionnaire on 'curriculum satisfaction, adaptation to school and intimacy' were applied. For data analysis, paired t-test, independent samples t-test and rating scale were conducted. The study results found the followings: First, according to analysis on the effects of two different types of team teaching on the goal of strategic cultural curriculum('improvement of communication competence'), significant effects were found in a standard curriculum(textbook)-centered team. Second, when adaptation to a school life(school adaptation, intimacy) perceived by the students who completed the strategic cultural curriculum according to two different types of team teaching curriculum was analyzed, significant changes were found at standard textbook-centered guidance team. Third, this study has examined other changes, satisfaction, opinions and perception(strength, weakness, opinions for improvement) on the curriculum perceived by the students(learners) and faculty regarding about team teaching curriculum. Based on these results, educational implications of this study were reviewed. And a suggestion and limits were presented.

• 한국노년학
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• v.30 no.4
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• pp.1311-1327
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• 2010

This study was conducted to identify the relationship between depression and subjective/objective health status, and to examine predicting factors on depression in the elderly in Korea. This study was a secondary analysis using the data of Korea National Health and Nutrition Examination Survey(VI-1) 2007. A total of 939 data from the subjects ≥60 years who completed health-related survey were used for analysis. Data were analyzed using SAS (version 9.1) PC program. Depression was identified in the 20.3% of the older subjects. Multiple logistic regression analysis showed that women (OR=2.04), senior high school graduation (OR=0.27) and lowermiddle household income (OR=2.83) were significant associating factors(p<0.05). After adjustment for socio-demographic factors, hypertension (OR=1.93) and asthma (OR=3.32) as objective health status, and stress (OR=7.27), limited activity in daily living due to fracture or joint injury (OR=6.59) and poor self-rate health (OR=1.64) as subjective health status were found as factors predicting depression in the elderly(p<0.05). According to the type of health status, the subjects who had chronic disease or perceived poor physical health were 5.94 times more likely to have disposition to depression than the subjects who had no chronic disease or perceived good physical health (p=0.001). These findings suggest that preventive education and intervention focus on preventing and managing chronic diseases such as hypertension, asthma, fracture and joint injury should be needed to decrease depression in the elderly.

• Journal of the Korean association of regional geographers
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• v.14 no.6
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• pp.664-679
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• 2008

This paper attempts to evaluate the local economy and the local economic development policy in Goryeong County and to propose some policy alternatives for local economic development. Goryeong County has a locational advantage, which is not just geographically proximate to Daegu, a large metropolis, but also connected directly to the national highway networks. This region can also be regarded as a rural area, in a sense that the primary industry still plays a more important role for the local economy than the secondary industry and the tertiary industry. However, it is problematic that the local economic development strategies of Goryeong are universal rather than strategic and systematic. In order to design an effective regional economic development policy, the policy makers are necessary to deliberately consider regional specificity and geo-political and geo-economic situations around the region. In addition, it is important to say that policy makers, particularly in rural regions, need to break from the fantasy of high-tech industries. In this context, I propose some region-specific and context-specific policy ideas, including the promotion of the agro-food cluster and the build-up of the em-industrial complexes specialized in mechatronics and transportation equipment manufacturing.

• Journal of the Korea Convergence Society
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• v.8 no.8
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• pp.215-224
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• 2017

The purpose of this study was to analyze the cases of verbal interactions occurring during the mathematics lessons taught in middle school special classes in order to examine the elements and types of verbal interactions that occur between the teachers and students. Data were collected and analyzed for the sessions on geometric units that formed part of the mathematics lessons routinely implemented in the special classes. The analysis showed that the teachers initiated 237 (84.1%) of the 291 instances of verbal linguistic interactions. A total of 240 teachers' questions were analyzed, and questions in the area of knowledge occurred the most frequently, at 160 times (66.7%). A total of 617 student responses were analyzed, and short answers occurred the most frequently, at 367 times (59.5%). Teacher feedback occurred 581 times in total, and correct/incorrect (simple) feedback occurred the most frequently, at 234 times (40.3%). A total of 237 verbal interactions were observed between the teachers and children, and the I (RF) type (one teacher question, one student response, and one instance of teacher feedback) occurred most frequently, at 83 times (35.0%).

• Journal of Digital Convergence
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• v.19 no.1
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• pp.431-441
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• 2021

In this study, the hygiene control status of meals for the elderly was investigated for the elderly care facilities, communal living families, and day care centers, which are members of the Cheongju Social Welfare Food Management Support Center, and the improvement of food hygiene management was compared and analyzed to find out the effectiveness of the pilot project after conducting management support such as hygiene education for the elderly and providing related supplies and information. The study found that after the first support, the average score of overall feeding hygiene control increased significantly from 63.13 points (out of 100) to 75.10 points (p<0.001) and from 75.10 points (out of 100) to 80.89 points (p<0.001). After primary support, 16 out of 29 items showed significant differences in average scores in the checklist, and 7 out of 29 after secondary visit support (p<0.05, p<0.01, p<0.001). Based on the effectiveness of the above-mentioned pilot project to support senior citizens' meal service management, more welfare facilities for senior citizens should be continuously supported by the Foodservice Management Support Center.

• Therapeutic Science for Rehabilitation
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• v.8 no.3
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• pp.83-95
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• 2019

Objective: The purpose of this study was to investigate the effects of the Power Card strategy on the receptive vocabulary and expressive vocabulary in children with autism spectrum disorders. Method: Three children with autism spectrum disorder were selected for this study and the power card strategy language intervention was applied, using a multiple baseline design across individuals. The target vocabulary was selected by examining the individual preferred characters. Power cards were constructed, and intervention was applied to improve the receptive vocabulary and expressive vocabulary through the baseline stage, intervention, and maintenance. Result: The application of the power card strategy showed that the acquisition rate of receptive vocabulary in children with autism spectrum disorder was increased, and expressive vocabulary acquisition rate was also improved. Conclusion: During the intervention period using the power card strategy, the children's target receptive vocabulary and expressive vocabulary acquisition rates improved, and the acquisition rate was maintained, even after the intervention. This suggests that the power card strategy is effective in improving the vocabulary of autistic children with disabilities, of school age.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.7 no.1
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• pp.743-752
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• 2017

This paper analysis the creative convergent person and the analysis of educational purpose system based competence in the 2015 revised curriculum. For this end, first, It discuss the educational purposes of the elementary and secondary school. The educational purposes are specified in the law, the general guideline and subject matters of the national curriculum. Second, It find out the relationship between creative convergence person and educational purposes. The core competencies that emerged from 2015 revised curriculum are an important role for the realization of creative convergence person. Finally, each purpose for the promotion of creative convergence person review how adequately defined. The review divided the three; the stipulation of legislation, general guideline of the national curriculum, subject matters of the national curriculum. As a result, the purpose of the direct role for the realization of creative convergence person is core competence and special competency of a subject matters. These competencies are reflected in achievement standards of the contents system in subject matters of 2015 revised curriculum. The core competence is a kind of educational purposes in terms of learners.