This study analyzed the body shape of the body of 17~19 years old female students using the SPSS 20.0 statistical program according to the 7th Korea Human Body Survey. Factor analysis was based on six factors including body size, body height, shoulder length, and width, upper body length, hip length, and shoulder inclination related factors. Through this cluster analysis, the body shape of late adolescent female student was classified into four types. Body type 1 was the highest body height factor, and the upper body length and the hip length factor were lower. It was analyzed as ‘Long leg in the body’. Body type 2 is the ‘narrow shoulder skinny type’ with high hip and shoulder slope factors and low body size, body height, shoulder length, and width factor. Body type 3 showed body size, shoulder length, height and hip length factor, and body height factor was rather low ‘low hip obese body shape’. Body type 4 was analyzed as ‘lower shoulder long upper body type’ with higher upper body length factor and lower body size and shoulder slope factor. It is thought that when the pattern is made, it is possible to produce excellent patterns by fitting the dimensions of the body, as well as the dimensions of the shoulder width, the slope, and the hip length.

Purpose: The purpose of this study was to examine the impact of a problem-based simulation education program on nursing student’s academic achievement, academic efficacy, and clinical performance skills. Methods: This study examined a group of nursing students using the pretest-posttest test design. Second year pediatric nursing students studying the practical subject Integrated Simulation at S University in K region were asked to complete a self-administered questionnaire before and after using a problem-based simulation education program. In addition to using SPSS/WIN 21.0 for descriptive analysis, the data was analyzed using independent t-test, repeated measures ANOVA and Pearson- correlation. Results: After completing the simulation education program, participants showed statistically higher academic achievement (t = -5.795, p < .001) and clinical performance skills (t = -3.835, p = <.001) than before. However, there was no significant difference in academic efficacy score(t=-.217, p=.829). Conclusion: The results from this study indicate that lessons with various methods and content should be developed to –evaluate both theoretical knowledge and clinical performance skills. In addition, there is a need to develop a standard evaluation.

본 연구는 학생활동중심의 수업방법 적용을 통하여 미래지향적인 역량을 키울 수 있는 창의․인성을 바탕으로 행복마인드를 신장시키고자 하였다. 수업 주제로는 ‘행복, 성찰, 공감, 꿈’을 설정하였다. 1학 년 학생 93명을 대상으로 1학기에는 국어 수업과 독서 시간에 구안․적용하였고, 2학기에는 국어 수업과 자유학기제 선택 수업인 광고 수업에 구안․적용하여 행복마인드를 키우고자 하였다. 연구 결과 ‘행복마인드를 키우기 위한 학생활동중심 프로그램’은 학생들의 행복감, 성찰 능력, 공감 능력, 진로인식능력의 향상에 도움이 되었다.

본 연구는 수학 수업에서 배움의 즐거움을 찾지 못하고, 수학 자신감이 부족하여 수학 교과에 대한 두려움을 갖고 있는 학생들이 쉽고 재미있게 수학을 공부하는 경험을 통하여 학습자의 수학 흥미도와 자신감을 키울 수 있도록 수학 수업 방법을 변화시키기 위하여 이루어졌다. 연구의 목적을 효율적으로 달성하기 위하여 수학에 대한 흥미와 자신감을 키울 수 있는 학생 중심의 참여형 수업 구현을 위해 거꾸로 수학교실 적용을 위한 환경을 구축하였고, 학생 중심의 참여형 수업 방법과 융합적·창의적 사고력을 향상시킬 수 있는 평가 방안을 구안하였으며, 학생 중심의 참여형 수업을 함께 연구하는 수업 교사 동아리를 구성·운영하여 수업 방법 개선의 성공 경험을 공유하였다.

Vygotsky의 인지발달이론은 구성주의 철학을 뒷받침하고 있으므로 그 이론을 현장에 적용하는 것은 학생이 스스로 지식을 구성하는 교육의 실현에 한 발 가까워 질 수 있는 기초를 제공한다는 점에서 의미가 있을 것이다. 이에 본 연구는 Vygotsky의 비계 설정 이론을 고등학교 경제과 교수-학습 과정에 적용한 후, 비계설정의 효과 및 한계를 파악하고 이를 토대로 교수-학습 과정에서의 효과적 비계설정 방안을 제시하는 것을 목적으로 하였다. 이를 위해 경기도 농촌 소재 인문계 K고등학교 2학년 학생을 대상으로 동료 비계 전략을 활용한 수업을 진행한 후 형성평가와 총괄평가 결과, 효능감과 만족도 검사 결과를 분석하였다. 본 연구에서 도출된 교수-학습 과정에서 효과적 동료비계 적용을 통해 학습자의 인지적, 정의적 성장을 촉진하기 위한 방안은 학습자의 학습습관(개별학습 선호 또는 동료학습 선호 여부), 학업 성취도에 따른 비계 설정 방법 차별화를 통한 멘토의 효능감과 멘티의 만족감 극대화이다.

With a recognition of a profound effect that teacher identity has in students’ language learning, the present study explores how teacher identity, especially that of native speaking (NS) and nonnative speaking (NNS) teacher in EFL context, shapes the teacher-student interaction and influences students’ learning differently. Data was gathered through classroom observations and video recordings of teacher-student interaction of a total of six hours of class sessions. The data comes from the interactions of three nonnative Korean teachers, one native speaker, and six university students in Korean EFL co-teaching classroom. To analyze the data, the method of discourse analysis was used. The findings show that the native teacher acted as an interaction provoker who stimulated classroom discussion and also an expert of both target language and culture. On the other hand, nonnative teachers acted as an activity guider by helping student understand the classroom activities. As sharing L1 and the same culture, nonnative teachers were flexible with the language choice of the students and understood the difficulties they had in the class. The study further draws attention to the pedagogical implications regarding the co-teaching of native and nonnative teacher in EFL classroom.

Conventional expressions are considered an important area of study informing L2 pragmatics and inter-language pragmatics. This study investigates the differences between native English speakers’ and Korean EFL speakers’ productions of conventional expressions by employing an audio-visual production task (adapted from Bardovi-Harlig, 2009). Results show that EFL students statistically differ from their native speaker counterparts in about half of the scenarios involving the production of conventional expressions. While EFL learner productions were often grammatical and appropriate, they also displayed pragma-linguistically infelicitous utterances (e.g., I’m just looking out.) and more verbosity compared to their NS counterparts. Certain scenes including giving and deflecting thanks delivered less target-like expressions, which may lead to communicative failure in real time interaction. Pedagogical implications of this type of study are also discussed.

Purpose: This study was conducted to evaluate outcome-based delivery care with simulation in nursing student. Methods: One group pre-post design was utilized. 155 participants consisting of nursing students was recruited. The data were collected from august 25 to december 5, 2015. Five hours thirty minutes of outcome-based delivery care with simulations was operated. Results: The item showing the lowest mean score was ‘verbal communication’, the highest mean score was ‘core basic nursing skills’. Conclusion: The findings suggest that it would be useful to use the outcome-based delivery care with simulation in nursing students.

Metadiscourse has been recognized as an important aspect of effective persuasive discourse. In this study, we explore how metadiscourse features are deployed by 34 EFL undergraduate students to make their non-discipline persuasive texts effective. We find that students grasp at least some of the metadiscourse resources available to them, but are relatively limited in rhetorical sophistication. In fact, transitions, frame markers, code glosses and hedges were found to be critical elements contributing to student writing quality. The findings also show that both frequency and diversity of frame markers are positive predictors of overall writing quality. We also investigate the linguistic forms of metadiscourse used by the students to project stance in their writing. The students were found to have difficulty handling the range of stance construction they could take, and this was unfortunately couched in single-word modal verbs. Teachers should make the metadiscourse features of persuasive writing explicit to students to assist them in making stronger arguments.

This study was to evaluate the taste of the wine assessment gap analysis to compare the taste of the wine intended for college student wine consumers and wine experts. Research analysis was carried out frequency analysis to the strength of the wine taste a difference in the intensity of the consistency review and wine for the wine flavor between the two groups. According to result, red wine, bitter and salty taste was perceived higher. For white wines are perceived sweetness of wine was sour and higher consumer groups. Body was found that wine experts perceive higher. The Second difficulty is when college student wine consumers selected wine got another show to the lack of information, lack of expertise, price, taste, the combination of food. Another wine on difficult points during the wine expert wine recommendations wine selection, price, prejudices then guest it showed a preference and communication, considering that the customer's budget, customer preferences, taste and aroma, the combination of the food and the customer response was configured. Although the criteria have different tastes for wine through college student wine consumers if future studies presented by symbolic reference to the wine tasting, can be self-objectification of subjective criteria subjective wine experts are wine consumers to take advantage of these data.

이 연구는 청소년기 자녀를 둔 중년 여성들이 학생상담자원봉사활동 참여 경험을 통해 청소년기 자녀 에 대한 이해 변화와 자기성장을 이루어가는 과정에 대해 살펴보고자 하였다. 이를 위해 한 지역의 학생 상담자원봉사협의회에서 4년 이상 봉사활동을 하고 있는 주로 40대에서 50대의 여성 봉사자 9명과 심층 면담을 실시하였다. 먼저, 청소년기 자녀 이해 변화 과정에 대하여 살펴보면 다음과 같다. 첫째, 학교 현 장의 아이들을 접하면서 이들은 청소년기 아이들에 대해 이해하게 되었다. 둘째, 청소년기 자녀 이해 과정 에서 이들은 자녀의 마음 읽기, 기다려주기 등 공감적 이해를 할 수 있는 계기를 갖게 되었다. 셋째, 상담 봉사 경험을 하게 되면서 자녀 양육태도도 점검하게 되고 부모-자녀관계의 개선을 위해 자신을 변화시키 고 있었다. 넷째, 상담교육과 경험을 통해 얻은 의사소통기술이나 대화법 등의 실제적 적용은 자녀와의 의 사소통에도 긍정적인 영향을 주며 자녀와의 관계 개선에도 기여하고 있었다. 이와 함께 연구 참여자들은 봉사활동 경험을 통하여 자기성장의 의미를 터득하고 있었다. 첫째, 상담 관련 교육을 받고 공부하는 과정 에서 봉사자들은 자기주도 학습 기회를 가지게 되었다. 둘째, 상담 관련 교육과 경험은 자기이해와 자기반 성의 기회를 제공하고 있었다. 셋째, 학생상담봉사활동을 통해 자기만족감, 성취감을 느끼고 있으며, 자아 존중감 향상에도 영향을 주는 것으로 나타났다. 넷째, 상담봉사활동을 통하여 타인의 관점을 이해하고 존 중할 수 있는 태도도 기르고 있었다. 다섯째, 학생상담자원봉사협의회의 회원으로 함께 활동하며 소속감 과 사회적 지지 향상에 도움을 얻게 되었다.

A conceptual paper is developed in regards to the influences of institutional research, word-of-mouth (via internal students and faculties), quality signaling (to external prospect students and stakeholders as potential customers), and customer relationship management, on student recruitment performance as a special form of customer decision. Grounded on the marketing communication perspective, we propose that the student recruitment performance is largely affected by word-of-mouth, quality signaling, and customer relationship management as strategic marketing communications, which are facilitated by institutional research. Institutional research is interpreted as a strategic marketing tool that can help identify, communicate, and visualize the strengths of a university. The conceptual model contributes to the search for marketing mechanisms through which institutional research can generate impact to external stakeholders. Formal propositions and their implications for future, larger-scaled surveys were discussed. From a non-profit organization’s marketing perspective, higher education institutions (HEIs) promote itself by actively communicating the strengths, features, unique positions, and so forth, to its internal and external “customers,” including existing and prospect students and parents, the surrounding community, and governmental units (Kotler, 1982; Licata & Frankwick, 1996). For example, the decision making of that a prospect student in determining if s/he is attending a college can be treated as a cognitive psychological process involving the interaction between a college’s quality signaling and a customer’s evaluation of that signaled quality. Put differently, the “customer decisions” of whether accepting services sold from an university can depend on the result of university-stakeholders communications. With the extant progress in educational theory and practices by adopting a marketing perspective, there are significant unresolved issues in research and practices that warrant more systematic investigation. Knowing the importance of marketing communication, for example, what is the foundation for universities to communicate with internal and external stakeholders? Through what mechanisms and occasions can universities communicate with and signal to stakeholders? To respond to such gaps in the literature, WE propose that institutional research of a university (Knight et al., 1997; Jedamus & Peterson, 1980) plays a role of strategic communication in facilitating internal and external stakeholder communication, engagement, and cognition building. Overall, the propositions include the following. Proposition 1. Institutional research outcomes (i.e., created knowledge) generates significant impacts on students recruitment performance Proposition 2. The impacts of institutional research on student recruitment performance is mediated by strategic marketing mechanisms, including quality signaling, word-of-mouth, and customer relationship management Proposition 3. Quality signaling, word-of-mouth, and customer relationship management intervene interactively on the effects of institutional research on student recruitment

This study reports on the findings of error analysis of a learner corpus consisting of 238 English argumentative essays written by Korean college students, specifically on errors that stem from confusion of lexical categories. A three-step error analysis was conducted following a procedure established by Rod Ellis in 1995. The results revealed 10 commonly confused lexical category dyads—coordinators or subordinators mistaken for adverbs, adverbs for conjunctions, gerunds for nouns, the adverb almost for either an adjective or a noun, the pronoun each other for an adverb, adverbs for nouns, conjunctions for prepositions, prepositions for conjunctions, the preposition to for an infinitive, and the adverbial for example for a preposition. Discussions of the causes of such confusion—homogeneous L1 translation, failure to correctly punctuate spoken language in writing, lack of L2 grammar knowledge, negative transfer of L1 morphosyntactic properties, and lack of L2 lexical knowledge—are delineated with specific examples. The limitations of the study and pedagogical implications are addressed.

본 연구는 초등학교 학생들의 금융이해력을 주제로 한 연구이다. 금융이해력은 금융 생활에 대한 지식과 적용능력, 의사결정능력, 책임을 포함하는 광범위한 능력이라 할 수 있다. 본 연구는 초등학생들의 금융이해력을 측정함으로써 경제·금융교육 전 반에 시사점을 줄 수 있는 잣대를 제시하는데 연구의 목적을 두었다. 초등 금융이해력은 중고등학생은 물론, 금융관의 체화 과정을 거쳐 성인기의 금융이 용 역량에도 절대적 영향을 미친다. 고도 압축경제 상황에서는 세대 간 성장 경험 의 단절로 각 세대의 금융경험이 공유되기 어렵지만, 성숙 사회로 진입할수록 어린 시절의 금융적 경험은 어른이 되어서의 금융 의사결정의 향방에 단초를 제공하게 된다. 본 측정은 모바일 환경이 정착되기 이전에 이루어졌고, 측정 표본도 인구통계학적으 로 우리나라 초등학생의 금융이해력을 대표할 수 있을 만큼 충분하지 않았다. 그러 나 응답 결과는 초등학생의 보편적 금융생활 역량을 파악할 수 있는 기본 자료를 형성해주었다. 초등학생의 금융이해력은 문항 설계 단계에서의 예상보다 높게 나타 났다. 학교나 가정에서의 체계적 지도가 미흡하다는 점을 고려하여 평균 점수가 60 점을 넘기 어려울 것으로 예상했으나, 측정 결과는 평균 75.6점으로 상당히 높게 나타났다. 특이할 만 한 점은 여학생의 평균 점수가 79.6점으로 남학생의 72.2점 보다 높았다는 것이다. 그 격차는「금융의사결정」, 「수입과 지출」, 「저축과 자산」 영 역에서는 큰 차이를 보이지 않았으나, 「신용과 부채」, 그리고 「위험관리와 보험」영 역에서 더 크게 나타났다. 돈 관리 특성에 따른 이해도 수준은 어린이들의 돈 사용 습관과 금융이해력과 상관 관계가 어떤가를 나타내는데 바람직한 돈 사용 습관을 가진 어린이들일수록 금융이 해력이 높게 나타났다. 비교 지출 습관은 금융이해력을 높이는 원인으로서, 금융교 육의 결과라고 할 수 있다. 비교의 관점과 비교 방법에 대한 조사를 더 진행한다면 초등학생 금융이해력 제고를 위해 더욱 양호한 자료를 제공할 수 있을 것이다.

본 연구에서는 해양·수산분야의 대학생 자원봉사활동에 대한 자료를 수집하여 활동유형을 유류방제작업, 어촌봉사활동, 해안 정화작업 등으로 분석하였다. 또한 자원봉사 참여자 대부분은 환경보호, 보람, 사회교류, 특별체험, 자연과의 동화측면에서 만족하고 있었다. 주제측면에서 체계성, 효율성, 활동의 다양성, 자원홍보활용, 봉사이후 보상, 자기봉사역량 측면에서 불만족스러워 한다. 이러한 연구 결과를 바탕으로 대학생 자원봉사의 정책적 측면에서 해양·수산분야의 자원봉사를 증진시킬 수 있는 방안을 제안하였다.

본 연구의 목적은 SOGA (Student Oriented Group Activity)수업을 통해 중학생이 갖추어야할 기본인 성 기르기이다. 인성함양은 모든 교과가 직면하고 있는 중요한 과제이다. 영어 수업시간에 이러한 기본인 성을 기르기 위하여 본 연구는 먼저 중학교 2학년 영어교과서의 읽기 자료를 분석하여 한 과당 한 개의 인성덕목을 추출하였다. 영어교과서의 읽기자료는 교과 융합적인 내용을 학생들에게 교훈을 줄 수 있는 방식으로 구성되어 있기에 이 덕목들을 추출하기에는 어렵지 않다. 이 기본 인성덕목들은 교육부가 중학 교에서의 성공적인 인성교육을 위하여 제시한 10가지의 인성덕목인 정직, 책임, 긍정, 자율, 존중, 예절, 공감, 소통, 시민의식, 공존을 그 준거로 하였다. 이 인성요소들은 영어 의사소통기능 학습과 자연스럽게 연결되어 학생중심모둠활동으로 진행되었다. 학생중심모둠활동 수업은 모둠내의 유대감 형성을 위한 모둠 세우기 활동을 그 전제로 한다. 이 수업을 통해 학생들은 주어진 과제를 해결하면서 영어의사소통능력과 기본인성덕목을 향상시킬 수 있었다.

This study adopts a flow theory perspective to investigate the learning engagement levels of 224 Korean high school students during EFL classes and the factors that may relate to differences in their engagement. Engagement was defined as the simultaneous experience of concentration, interest, and enjoyment. The experience sampling method was employed to measure 10th and 11th graders’ appraisals of instructional activities. Each participant was sampled twice randomly during each of three observed lessons. Momentary levels of engagement were examined in relation to students’ appraisals of activity qualities (importance for future goals, difficulty, possessed skills/competence in the area of the activity), and contextual factors (gender, grade, teacher, ability-track). Descriptive analyses, ANOVAs, and t-tests revealed that only 13% of the students were optimally engaged in lessons that were predominantly teacher-centered; increased engagement was associated with students’ appraisals of activity importance for future goals and with feelings of competence; and learner group engagement differed according to who taught them. Some teachers seemed to use an approach more conducive to engagement.

This study investigated the test scores and student responses about placement in the General Education English Program by level and major. Using composite scores of College Scholastic Ability Test for English (CSAT) and the in-house speaking test (SEPT), the study placed students into four levels (2–5). It also categorized 1,847 students into three groups: Humanities and Social Science (HS), Business Administration and Law (BL), and Science and Engineering (SE). Higher levels showed significant differences in oral proficiency while having similar results on the CSAT. Lower levels attained similar scores on the SEPT but represented a vast range of CSAT scores. Participants across all levels understood the purpose of the placement test, perceived the content of the SEPT as appropriate, and positively responded toward the accuracy of placement. HS and BL scored higher on the test than SE, confirming the contrast between engineering and non-engineering majors. HS, however, showed more positive evaluation on the accuracy of placement than BL and SE. Across groups and levels, all participants opposed exclusively using CSAT in course placement. This study discusses utilizing data by various variables to enhance differentiated instruction and to meet unique needs of students at all levels with different majors; it also addresses using CSAT scores as the exclusive criterion.

Purpose: This study was to develop a clinical competence scale to assess competence of nursing students in neonatal core nursing management after delivery in the simulation-based clinical situations. Methods: The assessment items developed with 14 items of 3 point scale. An expert panel of 4 professor and 1 nurse reviewed the scale for content validity by using the CVI(Content Validity Index). Following the establishment of content validity, 14 items of the checklist were developed. The simulation-based neonatal core nursing education that consisted of four sessions for 6 hours lecture and practice was provided to 26 small groups. Result: The total mean score of clinical competence in neonatal core nursing care was 20.04. Items with the highest mean score was 1.87 with 'apply clean gloves'. Items with lowest mean score was 1.15 with 'perform the body temperature management to the neonatal'. Reliability of between two evaluation using Cronbach's alpha was .86. Conclusion: This results show neonatal core nursing care assessment tool developed this study had reliability and validity. Further studies are needed to determine property of tool in neonatal core nursing care assessment tool.