• The Journal of the Korean dental association
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• v.50 no.12
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• pp.763-770
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• 2012

The purposes of this work were to assess the cognition of the registered nurse(RN) on oral and maxillofacial emergency treatment and to compare cognition of the RN with that of the 119 emergency medical technician(EMT). 450 RNs who were working at each of secondary hospitals in Jeju province had responded to the questionnaire. Independent sample t-test and chi-square test were used to assess the state of RN on dental emergency treatment and to compare RN with EMT. The question 'education time on dentistry in formal education' that marked '0 hour' and '1-3 hours' were 73.3% and 20.0%, respectively. The question 'refresher training class on dentistry' that marked '0 hour' and '1-3 hours' were 92.9% and 6.7%, aggregately 99.6%. The results showed low score in the question 'reduction of temporo-mandibular joint(TMJ)'($1.67{\pm}0.857$), 'fixation of dislocated TMJ'($1.70{\pm}0.853$) and 'post-avulsed tooth treatment'($1.78{\pm}0.774$) by 5-point Likert scale. Likewise, the scores were $2.02{\pm}0.806$ in the question 'treatment of maxillofacial trauma', $2.76{\pm}1.061$ in the question 'emergent care of avulsed tooth', $2.70{\pm}1.095$ in the question 'treatment time of avulsed tooth' and $2.79{\pm}1.056$ in the question 'mouth guard', respectively. Compared to EMT, results of RN showed a statistically lower figure(p<0.05) in all items compared except the question 'medicine control', and the question 'doctor care in emergency room' was borderline(p=0.069). From this study, it is necessary for RN and student of nursing science to be educated on the oral and maxillofacial emergency treatment for the initial management of injuries. Authors suggest further co-study and nation-wide research with nursing care.

• Science of Emotion and Sensibility
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• v.19 no.4
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• pp.95-110
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• 2016

The purpose of this study was to propose a proper method for the multilevel mediation analysis, for which the hierarchical method should be utilized, then MLM (multilevel modeling) approach as a hierarchical method has been popularly utilized until MSEM (multilevel structural equation modeling) approach was not proposed. This purpose was covered by three research questions about statistical methods, analytic procedure, and real example. First, MSEM statistical method was preferred to MLM method for its estimation accuracy and analytic flexibility. Second, the four-step procedures of model building, assumption examination, model comparison, and coefficient testing were proposed for the multilevel mediation analysis. Third, the real data of 2695 students of elementary and secondary schools and 89 teachers were analyzed in the multilevel directions of $2{\rightarrow}2{\rightarrow}1$ and $1{\rightarrow}1{\rightarrow}2$. Out of these directions of $2{\rightarrow}2{\rightarrow}1$, and $1{\rightarrow}1{\rightarrow}2$ model, only the coefficient of $2{\rightarrow}2{\rightarrow}1$ model was significant at the 95% CI. Mplus programs used for the real example are attached on the Appendix. Based on the results, significance and limitations of this study, were discussed in detail.

• School Mathematics
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• v.18 no.1
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• pp.143-157
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• 2016

North Korea had been reorganized its educational curriculum and new contexts were authored in 2013. In this study, mathematics contexts of North Korean secondary school's first grade in 2009 and 2013 were investigated. And the changes of content structure, content development, and content composition were analyzed. Results were as follows: First, with respect to the content structure, 1 chapter decreased, while lesson number was intact and 4 subunits increased. Second, with respect to the content development, considerable changes were presented. The tendencies that encouraged student and pursued a student friendly form were investigated. Third, with respect to the content composition, obvious changes were presented. It was investigated that the ratio of numbers and number operations, letters and expressions decreased nearly half. And new contents were supplemented in the areas of patterns, geometry, functions, probability and statics, equation of figures, set and statement. This changes suggests that differences between contexts of South and North Korea is narrowing compared to the past. In conclusion, the direction of North Korean mathematical education is changing for the general direction of South Korean mathematical education.

• Journal of Digital Policy
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• v.1 no.1
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• pp.27-37
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• 2022

The purpose of this study attempted to provide basic data for the safety awareness intervention program by identifying smoking, drinking and safety awareness survey using raw data from the National Health and Nutrition Examination Survey (KNHANES VIII-1, 2019). The self-reported questionnaire was used to assess the gender, age, smoking, drinking, and safety awareness. Descriptive statistics and chi-square test were used for the general characteristics according to gender and the difference between smoking and drinking. positive thinking, emotional expressivity, public speaking anxiety. The SPSS WIN 23.0 version program was used for data analysis. The data were analyzed using descriptive statistics and Chi-square test were used for the general characteristics according to gender and the difference between smoking and drinking. There were significant difference between wearing a seat belt while driving and smoking for life (𝑥²=6581.46, p<.001). Among safety awareness, there was a statistically significant difference between wearing a seat belt while driving and lifelong drinking experience (𝑥²=6421.29, p<.001). It is considered that this can be used to prepare a customized smoking prevention education and alcohol prevention education intervention program to improve safety awareness.

• Korean Journal of Medicinal Crop Science
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• v.7 no.4
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• pp.251-256
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• 1999

Growth rate and saikosaponin content of Buplurum falcatum hairy root on MS and RCM basal media were measured. And using hairy root cultured in those media, it was investigated whether some correlation between differences in growth rate and saikosaponin content and histiological difference was or not. Results obtained showed that among media tested, MS and 3RCM medium which showed the faster growth in fresh weight and dry weight, respectively. And saikosaponin content of hairy root cultured in 3RCM was $2.2{\sim}5.5$ times higher than that of 1 year cultivated roots, whereas that in MS was extremely low. On the other hand, histological differences of root tips and about 1 cm region from root tip cultured in both MS and 3RCM were not prominent, however, in mature region, a lot of cells only in 3RCM contained densely stained vacuoles or organelles which probably contain tannin, suggesting that development of those has a correlation with biosynthesis of secondary metabolites containing saikosaponin.

• Journal of The Korean Association For Science Education
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• v.32 no.4
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• pp.570-585
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• 2012

The Korean national curriculum for secondary school emphasizes scientific problem solving. In line with the national curriculum, many educational studies have been conducted in relation to science education. The objects of these studies were well-defined and well-structured problems. The studies were criticized for overlooking ill-defined and ill-structured problems. Some research has dealt with problem finding in ill-structured problems, which is related to creativity. There is a need for a study of scientific problem finding process in an ill-structured problem situation, because this study will help teachers wanting to teach scientific problem-finding in an ill-structured problem situation. The objective of this study was to conduct an empirical study on the scientific problem finding process in an ill-structured problem situation. One task of scientific problem finding in an ill-structured problem situation was assigned to 92 university students; thereafter, 32 of them participated in the research through interviews. Results indicated that the scientific problem finding process depended on initial clues and tentative solutions. Initial clues were affected by students' experiences, such as major classes, films, and novels. Tentative solutions were influenced by background knowledge of the tasks. Students screened information browsed on the Internet. They applied some standards for selection, particularly emphasized reliability standards, which are supposed to be studied in other contexts. All the students used assumptions to make their problems appear probable, which could be a useful tool to articulate.

• Journal of Gifted/Talented Education
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• v.22 no.3
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• pp.619-637
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• 2012

The purpose of this study is to develop a new program for elementary math-gifted students by using 'Girih Tililng' and apply it to the elementary students to improve their math-ability. Girih Tililng is well known for 'the secrets of mathematics hidden in Mosque decoration' with lots of recent attention from the world. The process of this study is as follows; (1) Reference research has been done for various tiling theories and the theories have been utilized for making this study applicable. (2) The characteristic features of Mosque tiles and their basic structures have been analyzed. After logical examination of the patterns, their mathematic attributes have been found out. (3) After development of Girih tiling program, the program has been applied to math-gifted students and the program has been modified and complemented. This program which has been developed for math-gifted students is called 'Exploring the Secrets of Girih Hidden in Mosque Patterns'. The program was based on the Renzulli's three-part in-depth learning. The first part of the in-depth learning activity, as a research stage, is designed to examine Islamic patterns in various ways and get the gifted students to understand and have them motivated to learn the concept of the tiling, understanding the characteristics of Islamic patterns, investigating Islamic design, and experiencing the Girih tiles. The second part of the in-depth learning activity, as a discovery stage, is focused on investigating the mathematical features of the Girih tile, comparing Girih tiled patterns with non-Girih tiled ones, investigating the mathematical characteristics of the five Girih tiles, and filling out the blank of Islamic patterns. The third part of the in-depth learning activity, as an inquiry or a creative stage, is planned to show the students' mathematical creativity by thinking over different types of Girih tiling, making the students' own tile patterns, presenting artifacts and reflecting over production process. This program was applied to 6 students who were enrolled in an unified(math and science) gifted class of D elementary school in Daejeon. After analyzing the results produced by its application, the program was modified and complemented repeatedly. It is expected that this program and its materials used in this study will guide a direction of how to develop methodical materials for math-gifted education in elementary schools. This program is originally developed for gifted education in elementary schools, but for further study, it is hoped that this study and the program will be also utilized in the field of math-gifted or unified gifted education in secondary schools in connection with 'Penrose Tiling' or material of 'quasi-crystal'.

• Journal of the Korean earth science society
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• v.22 no.5
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• pp.360-376
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• 2001

This qualitative research investigated in-service science teachers' perceptions about cooperative learning and their perceived barriers in implementing cooperative learning in their classrooms. The underlying premise for cooperative learning is founded in constructivist epistemology. Cooperative learning (CL) is presented as an alternative frame to the current educational system which emphasizes content memorization and individual student performance through competition. An in-depth interview was conducted with 18 in-service science teachers who enrolled in the first-class teacher certification program during 2001 summer vacation. These secondary school teachers's interview data were analyzed and categorized into three areas: teachers' definition of cooperative learning, issues with implementing cooperative learning in classrooms, and teachers' and students' responses towards cooperative learning. Each of these areas are further subdivided into 10 themes: teachers' perceived meaning of cooperative learning, the importance of talk in learning, when to use cooperative learning, how to end a cooperative class, how to group students for cooperative learning, obstacles to implementing cooperative learning, students' reactions to cooperative learning, teachers' reasons for choosing (not choosing) student-centered approaches to learning/teaching, characteristics of teachers who use cooperative learning methods, and teachers' reasons for resisting cooperative learning. Detailed descriptions of the teachers' responses and discussion on each category are provided. For the development and implementation of CL in more classrooms, there should be changes and supports in the following five areas: (1) teachers have to examine their pedagogical beliefs toward constructivist perspectives, (2) teacher (re)education programs have to provide teachers with cooperative learning opportunities in methods courses, (3) students' understanding of their changed roles (4) supports in light of curriculum materials and instructional resources, (5) supports in terms of facilities and administrators. It's important to remember that cooperative learning is not a panacea for all instructional problems. It's only one way of teaching and learning, useful for specific kinds of teaching goals and especially relevant for classrooms with a wide mix of student academic skills. Suggestions for further research are also provided.

• Asian Journal for Public Opinion Research
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• v.5 no.4
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• pp.319-345
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• 2018

Effective higher educational management in undergraduate nursing programs is an important issue from the viewpoint of stakeholders. This qualitative research aimed to examine the characteristics of nursing students and curriculum development of undergraduate nursing education from the opinions of Boromarajonani College of Nursing Saraburi, Thailand stakeholders. The population included 4 groups: 1) the alumni who have graduated within the past 5 years and currently work in primary, secondary, and tertiary care units, 2) the supervisors and colleagues of the alumni, 3) nursing lecturers, and 4) the current nursing students. The respondents who are the alumni, nursing lecturers, and current nursing student were selected using a purposive sampling, for the supervisors and colleagues were selected using snowball techniques. Semi-structured interview questions were used for data collection. Group discussions were conducted until saturation on 55 key informants. The qualitative data was analyzed using content analysis. Results showed the viewpoints of stakeholders on the characteristics of future nurse graduates were comprised of four elements: knowledge that meets standards; essential skills for self-development and lifelong learning process; good morals and professional ethics in providing nursing care; and nurse competencies in teamwork, communication, language, research, management, IT, life skills, and global literacy. The viewpoints on the development of the nursing curriculum focus on four elements: the learner, teaching and learning, course content, and instructor tasks. For learners, the admission criteria should include a minimum not only of knowledge, but also positive attitude, science, and art skills, since the nursing profession is both a science and the art of caring. Teaching and learning elements should be authentic, including exposure to real situations, an integrated network, and activities that improve nursing care. Course content was comprised of an updated curriculum, humanized nursing care, student center, theory and practice with moral integration, case-based study, critical thinking, multidisciplinary work, and love for the nursing profession. Instructor tasks are to elicit student ideas, provide opportunities to learn, support infrastructure, support technology use, and extra-curricular activities to develop the competencies of nursing students. Recommendations were that the curriculum administration should review the selection process of student candidates and instructional management to achieve expected outcomes of nursing characteristics in the future. The nurse lecturer should provide authentic and integrated instruction, decrease lecturing, cultivate a lifelong learning process, and sustain the nursing characteristics.

• Korean journal of food and cookery science
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• v.26 no.1
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• pp.104-109
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• 2010

Korean Chinese cabbage (Brassica campestris L. ssp. pekinensis) is one of the major cruciferous vegetables. Cruciferous vegetables contain a series of relatively unique secondary metabolites of amino acids called glucosinolates. Although glucosinolates do not appear to be bioactive, they are hydrolyzed by plant myrosinase when the cells in plants are damaged, and release biologically active compounds such as isothiocyanates, nitriles, and thiocyanates. The objective of this study was to determine the myrosinase activity and total glucosinolate levels of Korean Chinese cabbages by different salting times (0, 12, 18, and 24 h) and salt concentrations (6, 10, 14%). The total water content, salt content, and pH of brined cabbages decreased with increasing salting time. The myrosinase activity as determined by a glucose kit, decreased with increasing salting time and salt content. The total glucosinolates were purified using an anion exchange column and measured by UV-visible spectrophotometer. The fresh Korean Chinese cabbages contained $25.38{\pm}1.45\;{\mu}mol/g$ dry weight of glucosinolates. However, the total glucosinolates of brined cabbages decreased with increasing salting time and salt concentration. After 24 h of salting time, the total glucosinolates of brined cabbages rapidly decreased by $16.12{\pm}11.09$, $11.25{\pm}10.91$, $9.29{\pm}10.73\;{\mu}mol/g$ in 6%, 10%, and 14% salt solution, respectively. Overall, the total glucosinolate levels of Korean Chinese cabbages were found to vary inversely with salting time and salt concentration.