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Hyeyoung K Park,Joohyun Chung,Jiyeon Ha 한국간호과학회 2021 한국간호과학회 학술대회 Vol.2021 No.10
Aim(s): Despite the various benefits of information and communication technology (ICT), such as convenience and efficiency, many older adults have trouble accepting new technologies. It is necessary to identify the reasons for low ICT use among older people despite their positive attitudes toward ICT to help older adults cope with social changes and bridge the digital divide. This study explored technology acceptance and related factors among older adults who live in rural areas by proposing a new conceptual framework for the level of technology acceptance based on the existing model (Senior Technology Acceptance Model, STAM) and tested the new framework using pathway analysis. Method(s): A semi-structured open-ended interview was conducted among three focus groups (n=15) and a survey questionnaire were collected from older Korean adults living in the rural area (n=233). Qualitative data were analyzed using directed content analysis, and quantitative data were analyzed using pathway analysis. Result(s): Four themes, 11 subthemes, and 18 codes were identified, and new conceptual framework was proposed based on the qualitative findings. The results of the model revealed significant positive direct paths from external controls (β=0.44, p<0.01), attitudinal belief (β=0.34, p<0.01), and cognitive health (β=0.10, p=0.03) to the internal abilities. Conclusion(s): It is necessary to develop and apply a targeted and tailored ICT education program to improve self-efficacy and reduce anxiety in using technology for older adults living in rural areas.
( Park Hyeyoung ),( Kim Junyeop ),( Kim Sungsook ) 국어교육학회 2017 國語敎育學硏究 Vol.52 No.5
Along with writing and arithmetic, reading is essential for building learning competencies. Not only the accumulation of low reading achievements can adversely affect additional subject areas, but it can also prevent students from entering into higher education and impede future employment. As a whole, low reading achievements will deteriorate the quality of national education that may eventually deepen social inequality. This study analyzes the educational context variables affecting the reading achievement level in Korea, Japan and Singapore by utilizing the reading results of PISA 2012. We attempt to identify country-common and country-differential factors that result in low reading achievements in these three countries. All three countries are located in East Asia, and these countries are exam-oriented with a high priority on education. They also scored very highly on the PISA 2012 reading. However, the educational contexts placed in such diverse socio-cultural backgrounds inevitably resulted in discrepant factors for low reading achievements. Based on these outcomes, this study suggests that first; there must be educational support for the “students vulnerable to low reading achievement”, who are equally affected by country-common factors. Also, school educational policy needs to support low reading achievers in Korea, Japan and Singapore by carefully considering the country-differential factors according to each country.
Park, Hyeyoung,Cha, Seung-Ick,Lim, Jae-Kwang,Nyeo Jeon, Kyung,Yoo, Seung-Soo,Lee, Jaehee,Lee, Shin-Yup,Kim, Chang-Ho,Park, Jae-Yong Elsevier 2017 The American journal of the medical sciences Vol.353 No.2
<P>Conclusions: The coexistence of PTE and respiratory tuberculosis rarely occurred in clinical practice. Compared with unprovoked PTE, PTE with respiratory tuberculosisis characterized by lower body mass index, higher levels of blood inflammatory markers, higher PESI and less frequent central PTE, but it is not associated with any differences in outcomes caused by PTE.</P>