• YAKHAK HOEJI
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• v.16 no.3
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• pp.113-120
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• 1972

The last decade of this centry is now the accepted birth date of that sub-discipline of pharmacy that is now called 'biopharmceutics'. Wagner defines biopharmaceutics 'as the study of the influence of fomulation on the therapeutic activity of a drug product.' More specifically, he states that biopharmaceutics encompasses the study of the relationship between the nature and intensity of the biological effects observed in animals or man and the following factors: 1. The nature of the form of the drug (ester, salt, complex, etc). 2. The physical state, particle size, and surface area. 3. Presence or absence of adjuvants with the drug. 4. The type of dosage form in which the drug is administered. 5. The pharmaceutical process (es) used to make the dosage form. The philosophy inherent in this definition has revolutionized our thinking with respect to product development, quality control, and to the practice of pharmacy itself. Althoughthe the emphasis herein will be on quality control, the interrelationship between this and the other areas of pharmacy will be evident. The principles of quality control dictate that a wide variety of techniques be used to evaluate the quality of a dosage form. Since quality must be built into a dosage form, the pharmaceutical scientist begins the process at the research stage, continues it during the production stage, and ends it by applying the tests and procedures established by parmacopeial commissions. These stages are usually separate and distinct and, because of this, product quality has become synonymous with compliance with pharmacopeial specifications.

• The Journal of Korean Academic Society of Nursing Education
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• v.22 no.3
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• pp.283-293
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• 2016

Purpose: The purpose of this study was to study the effects of the reeducation of core fundamental nursing skills on clinical stress, critical thinking disposition, and self-confidence in nursing skills of senior nursing students. Methods: A quasi-experimental study with a non-equivalent control group pretest-posttest design was used. Participants were recruited from two nursing colleges. The sample consisted of an intervention group (n=33) that participated in the educational program and a control group (n=32). The data were collected using self-administered questionnaires. Data analyses utilized $x^2$-test & t-test. Results: After the reeducation of core fundamental nursing skills, senior nursing students had less clinical stress (t=-2.089, p=.041) and more self-confidence (t=1.008, p=.318) in nursing skills. However, it had no effect on critical thinking disposition (t=1.008, p=.318). Conclusion: Reeducation of core fundamental nursing skills is important to the nursing profession. Also, nurses who are self-confident in their nursing skills are less stressed about improving the quality of their work due to the reeducation of core fundamental nursing skills. Therefore, it is vital for nursing colleges to reeducate core fundamental nursing skills to their students before graduation.

• Journal of Korean Academy of Nursing Administration
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• v.21 no.2
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• pp.143-153
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• 2015

Purpose: The aim of this study was to describe competency in evidence-based practice (EBP) among clinical nurses and to explore critical thinking disposition (CTD) and organizational culture (OC) as possible predictors for competency in EBP. Also this study was conducted to identify baseline data for purpose of developing evidence-based OC to ensure safety of patients and to improve quality of nursing services in clinical setting. Methods: With a descriptive correlation study design, a competency in EBP questionnaire was administered to a convenience sample of nurses (N=393) from a single general hospital in Gyeonggi Province. Results: The overall mean score for competency in EBP was $3.03{\pm}0.53$. Factors influencing competency in EBP were education (${\beta}=0.23$, p<.001), attendance at lectures on EBP (${\beta}=0.18$, p<.001), intellectual eagerness & healthy skepticism (${\beta}=0.27$, p<.001) among CTD, and hierarchy-oriented OC (${\beta}=0.14$, p=.005), which explained about 35% of the total variance. Conclusion: Critical thinking and competency in EBP should be part of nursing education especially for undergraduate students as well as strengthening clinical practice by activation of EBP. The results of this study that hierarchy-oriented OC, is a significant predictor for competency in EBP is difficult to accept. Its seemed to require further exploration.

• The Mathematical Education
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• v.39 no.2
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• pp.151-166
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• 2000

The purpose of this study is to understand what two models of SOLO taxonomy and van Hiele theory suggest and find out what relation there is between the category system of the SOLO taxonomy and the thinking level of the van Hiele theory. The van Hiele theory describes in line of ranking level so that it may increase the teaching effects by putting together a class, which takes into consideration the students thoughts. The SOLO taxonomy focused on the response mode of the students rather than the thinking level or the developmental stage of them to pursuit the method that can describe the students understanding in depth quality-wise. Although the SOLO taxonomy and the van Hiele model seem to have different form and character from outside in terms of their goals, a closer examination reveals that the two stances have much in common and that the models are complementary. Although the van Hiele placed more focus on the thoughts, because the conclusion was based on the students responses, the van Hiele theory can be interpreted within the structure identified in the SOLO model. In this study, we have tried to understand how the response structure form the SOLO taxonomy and the thinking level of the van Hiele theory are related, based on the studies of Pegg and Davery1998). If you briefly look at them, there are following corresponding relation between the SOLO taxonomy and the van Hiele theory. a) The relational level(R) in iconic moe is van Hiele level 1. b) The multisturctural level(M$_2$) in the second cycle of concrete-symbolic mode is van Hiel level 2. c) The relation level(R$_2$) in the second cycle of concrete-symbolic mode is van Hiele level 3. d) The unistructural level(U$_2$) in the second cycle of formal mode is van Hiele level 4. e) The postformal mode is van Hiele levle 5. Though it would be difficult to conclude that these correspondences were perfectly done, if you look at their relation, you can see that the learning process of the students were not carried out uniformly. Therefore, by studying the students response structure, using the SOLO taxonomy, and identifying the learning cycle and understand the geometrical concept more in depth.

• Fashion & Textile Research Journal
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• v.17 no.3
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• pp.351-363
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• 2015

This research explores diachronic fashion design trends through a structure analysis of a connection network based on fashion show concepts implemented by modern fashion designers from S/S 2009 to F/W 2013. The findings from this research are as follows. First, four categories affect the inspiration and thinking of design: the experience of the designer, social atmosphere and phenomena, natural sensitivity (or formative characteristics of natural objects), and the influence and quality of other fields. Second, in cases where the designers' experiences influenced design inspiration and thinking, designers express personal memories with keywords like high school, grandmother's closet, prom, beauty and the beast, heritage, past, and reminiscence through design elements such as lines, silhouettes, materials, and colors. Third, the representative example of the social atmosphere and phenomena that influenced design inspiration and thinking was the 2008 Global Financial Crisis that reflected the social climate through design concepts of keywords such as Recession, Black, Economy, US, Depression, Gray, Dark Age, White and New York. Fourth, inspired by nature and the formative characteristics in design, the designers employed ornamental elements to collections and design concepts that focused on nature words connected to light, sun, wild, dirt, rock, moss, and trees. Fifth, the designers took their ideas from different fields of personal interest in the arts, science and humanities (sports, architecture, sculpture, painting, and literature) that were decisive in determining materials, design colors and silhouettes. The theme of architecture was analyzed as a central element that had an ongoing impact on the concepts of designers.

• Journal of The Korean Association of Information Education
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• v.23 no.4
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• pp.375-384
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• 2019

In a rapidly changing society with the Fourth Industrial Revolution, future students should have the skills to utilize and organize high-quality knowledge, not the amount of knowledge. With the launch of the revised curriculum in 2015, the curriculum has been reorganized based on competency and the software education has been seeking capabilities such as 'Cultural computing knowledge', 'Computational thinking', and 'Collaborative problem solving skills'. Therefore, practical collaboration tools and education programs that can be used in the field of education are developed based on Pair Programming, which is a specific collaborative learning strategy to develop cooperative problem solving skill. The educational program using this collaboration tool was developed with a focus on developing computational thinking and collaborative problem solving skills through Pair Programming rather than focusing on learning grammar of programming language and programming techniques. In a educational program, students will be able to use collaborative tools for pair programming and foster collaborative problem-solving skills.

• Journal of Industrial Convergence
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• v.22 no.5
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• pp.39-48
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• 2024

Due to COVID-19, much research has been conducted on learning loss and educational gaps due to the postponement of the start of school and prolonged online distance learning, and most of the research has focused on the phenomenon of educational gaps. If a pandemic situation like this occurs in the future, fundamental policies are needed to resolve the educational gap. A fundamental solution requires not only an understanding of the educational gap phenomenon, but also the structure behind the phenomenon. Therefore, from a structuralist perspective, this study sought to model the educational gap caused by COVID-19 as a prototype of systems thinking and identify its structure. In addition, we looked at the unintended consequences resulting from policies aimed at resolving existing educational gaps. In order to respond to similar disaster situations in the future, policies for resolving the digital gap, support for basic academic skills, quality improvement for distance learning, and self-directed learning were discussed based on the structure of this study.

• Korean Journal of Clinical Pharmacy
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• v.23 no.4
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• pp.291-299
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• 2013

Purpose: Problem-based learning (PBL) has been adopted to foster active and self-directed learning and enhance critical thinking and problem-solving skills in many health-care academic disciplines in Korea. Interest in PBL has rapidly grown with a 6 year pharmacy degree program in Korea. The objective of this study was to evaluate feasibility of PBL, student satisfaction and academic performance with a self-assessment survey questionnaire. Method: Sixty students participated in the PBL for pharmacotherapy course. Average scores from student self-assessment on participation, satisfaction, and academic performance were $3.85{\pm}0.55$, $2.94{\pm}1.04$, $3.09{\pm}0.91$ out of 5 point lickert scale (1-do not agree at all, 5-agree completely), respectively. Results & Conclusion: The level of participation was positively correlated with improvement of communication skill in academic performance (correlation coefficient 0.27, p=0.037). In the quality analysis of the cases provided for PBL, students who participated more in the PBL greatly agreed the cases given were appropriate to learn fundamental knowledge for each disease state. The students disagreed that PBL was fun. The students stated that PBL was good to experience self-directed learning and clinical context beforehand but too time-consuming to devote and too demanding to commit. Lack of facilitator and insight on active learning should be rectified for successful launch of PBL in Korean pharmacy education.

• Journal of Korean Library and Information Science Society
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• v.21
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• pp.291-323
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• 1994

The Result of the study can be summarized as follows : (1) Korean culture and public library look extremely wasted equally. Judging from this fact, I believe that it is impossible for public library can contribute to development of Korean culture. (2) But, public library can contribute to development of culture in the cultural environment that mental desire is prior to physical wants. This cultural environment can be built up with reading of good books. Therefore, if class to reading education and diverse reading education programs can be activated in a large portion of the nationwide public libraries and the majority of a local resident are capable of improving their creativity power, thinking power and imaginative faculty, public library can contribute to produce such cultural circumstances. (3) Quality, culture, a human and mind receive mu6 respect in Korean Society as advanced civil, democratic and industrial society in the future. The Society will be influenced by reason and rational culture will be suitable to this society. Creativity power, thinking-power, imaginative faculty, intelligence and power of information management are demanded to the greatest degree for the development of idea and new technology in the society under the control of rational culture. So, lifelong education with library use is the most fruitful and inexpensive way for the improvement of these powers.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.3
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• pp.567-581
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• 2010

The basic direction of mathematical education for a 21st century is focused on helping student to understand mathematics and develop their problem solving abilities, mathematical dispositions and mathematical thinking. Elementary mathematics teachers should help students make sense of mathematics, confident of their ability, and make learning environment comfortable for students to participate in. The best way is to provide chances to play a game for students, considering educational value of game and new directions for mathematical education. Therefore I would like to develop an mathematical game to conform mathematical ideas, and apply it, as well as strengthen students' mathematical disposition such as confidence, flexibility, interest and curiosity to improve quality of mathematical education. If students are helped to be interested in mathematics through mathematical games, they regard mathematics as interesting and challengeable subject to let themselves think many ways.