• The Monthly Technology and Standards
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• s.117
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• pp.32-34
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• 2011

2011년 6월 기술표준원과 아프리카지역표준화기구(ARSO)가 체결한 양해각서 'Action Plan'의 일환으로 표준화, 적합성평가와 측정 분야에 대한 한-아프리카 초청교육이 지난 10월 5일~15일까지 10일간 진행되었다. 교육에는 카메룬, 에티오피아, 가나, 케냐, 말라위, 나미비아, 나이지리아, 르완다, 탄자니아, 튀니지의 아프리카 10개국의 실무자 17명이 참가하였다. 초청교육에 참가했던 탄자니아 실무자 매리 밀라 씨의 참관기를 소개한다.

• The Journal of the Korea Contents Association
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• v.10 no.8
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• pp.341-348
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• 2010

The aim of this article is suggesting the training system of social enterpriser through the discussion about the promoting of social enterprise to meet the demands of the times. The part of discussion about the promoting of social enterprise addresses the social background, a fundamental concept, directivity, the present condition of social enterprise and the current social enterpriser's training program. The part of proposal about the training system of social enterpriser gives two areas that support social enterprise's establishment and conversion with supply a basic knowledge of social enterprise and deal with expert knowledge and management strategy making preparations as a social enterpriser. These suggestions introduced in the training system should go ahead in phases through the government aids.

• 한국벤처창업학회:학술대회논문집
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• 2016.04a
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• pp.211-220
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• 2016

이 연구의 목적은 성격 5 요인(외향성, 친화성, 성실성, 신경증, 지적 개방성) 조절효과를 통한 창업가정신이 중학생의 진로성숙도에 미치는 영향을 살펴보고, 효율적인 창업가정신 교육과 진로교육 방안을 모색하는데 있다. 이 목적을 달성하기 위해 대전에 있는 중학생 500명을 대상으로 설문 조사를 실시하여 얻어진 연구 결과를 분석하여 다음과 같은 결과를 얻었다. 첫째, 창업가정신(혁신 진취성, 위험감수성)이 높을수록 중학생의 진로태도 및 진로탐색능력은 높아지나, 진로준비행동에 있어서는 창업가정신의 하위요소 중 혁신 진취성만 진로준비행동에 유의한 영향을 준다. 둘째, 성격 5 요인은 창업가정신과 중학생의 진로성숙도의 하위요소인 진로태도에만 유의한 조절영향을 준다. 따라서 성격 5 요인에 따라 창업가정신을 함양할 수 있는 다양한 진로교육 프로그램을 제시하고, 개인의 성격특성 차이를 고려하여 지도한다면 중학생의 진로성숙도가 높아질 것으로 생각된다. 또한 현재 중학생의 진로성숙도를 키우기 위한 프로그램의 일환으로 자유학기제가 전면 실시되어 획일적인 프로그램을 운영하는 학교가 많은데 성격 5 요인에 따라 창업가정신을 함양할 수 있는 다양한 프로그램을 운영한다면 진로상담 뿐만 아니라 자유학기제 프로그램이 질적으로나 양적으로나 수준이 높아질 수 있을 것으로 생각된다.

• Korean Architects
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• no.11 s.367
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• pp.21-27
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• 1999

대한건축학회와 건설교통부, 한국건축가협회, 대한건축사협회에서 공동주최하는 '건축교육, 건축사제도 개선 및 건축교육인증원 발족을 위한 1차 공동회'가 지난 11월 19일(금)과 20일(토)에 대한건축학회 세미나실에서 열렸다. 이번 공청회는 건축교육, 설계실무 등에 대한 개선방안을 마련하여 건축교육의 국제화 및 국내건축사의 국제경쟁력을 향상시킨다는 주요명제하에 건축 3단체가 공동으로 준비하였다. 이번 공청회의 좌장은 이명호(중앙대 건축학과) 교수가 맡았으며, 주제발표는 '교육제도 개선 및 교육인증'에 대해서는 이문섭, 박한규씨가, '건축사제도 및 건축사보완'에 대해서는 최관영, 박서홍씨가 맡았고, 토론자로는 강병근(건국대 건축공학과 교수), 김우성(아키플랜 대표), 정의용(영남대 건축공학과 교수), 이영근(건설교통부 건축과 과장), 정진원(경기대 건축공학과 교수), 최수태(교육부 대학학사제도과장), 김광현(서울대 건축학과 교수), 김병현(장건축), 김영웅(진원건축), 심재덕(태두건축), 정태화(건설교통부 건축과 사무관), 최동규(서인건축)씨가 참여했다. 이번호에서는 건축교육제도 개선분야, 건축교육인증분야, 건축사제도 및 건축사보완 분야의 발표요약문을 게재한다.

• Journal of Digital Convergence
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• v.8 no.2
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• pp.55-68
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• 2010

This study identifies perceived importance and relative education necessity of entrepreneurship education program of university students. This research examine the major 5 factors of invention education program and identified the improvement of relative invention education program relation to entrepreneurship process. The sample survey of this research are 125 university student respondents and 5 invention entrepreneurs are participated. Research methods used means, percentile, frequency and factor analysis. Major findings are as follows; the selected course category of factor analysis categorized the understanding of invention concept, invention and management, invention and creativity, invention and patent and invention exercise. The mean value of perceived importance that invention and management, invention exercise, invention and creativity, invention concept and invention and patent are in order. But the perception of invention entrepreneurs to patent, management, creativity, invention exercise and invention concepts are in order. And the sub invention program's necessity degree relation to 'management and exercise' are higher than others. This study suggested that invention education program reinforcing the invention management and student takes interesting patent contents which accepted exercise program with easy.

• Journal of dental hygiene science
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• v.11 no.4
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• pp.319-324
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• 2011

This study aimed to investigate the current situation of toothbrushing guidance with child care teachers in day care facilities caring and managing infants and young children and to grasp problems neglected in using toothpaste and guiding toothbrushing to provide basic data for measures to cope with them. This study included 165 child care teachers or teachers of the kindergartens who agreed with its purpose. By excluding 10 questionnaires with omitted or conflicting answers, 156 ones were finally analyzed in this study. The correlation between education about oral health and toothbrushing guidance, the subjects with and without the experience of the education did not show any significant difference in time to encourage toothbrushing, behaviors of toothbrushing guidance, guidance on prevention of toothpaste intake and perception of an appropriate amount of toothpaste (p>0.05) while perception of the importance of oral health was significantly related with the education on oral health (p<0.05). Therefore, education system for specialists in oral health to offer a specific and systemic education and oral health education programs for child care teacher, are considered to be necessary.

• Journal of Internet of Things and Convergence
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• v.8 no.6
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• pp.93-97
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• 2022

The purpose of this study is to suggest implications for early childhood SW·AI education considering the characteristics of early childhood education through a survey on SW·AI education in kindergartens. For this study, data were collected from 194 kindergartens through convenience sampling. The data was analyzed using frequency distribution, and it was found that 44% of kindergartens are conducting SW·AI education. 22% are conducting SW·AI education in the form of regular curriculum, and 70% are conducting SW·AI education in the form of special activities after school. SW·AI education was found to be conducted mainly by external instructors (97%) in the classroom (80%). For SW·AI education, block coding-based programs developed by companies such as Naver and the Clova were used, and all of these programs used programs and teaching aids in a package format, including teaching aids and materials developed by companies. 56% answered that they are not currently conducting SW/AI education, and lack of awareness on SW·AI education and lack of human/environmental infrastructure were the main factors. In order to realize SW·AI education considering the characteristics of early childhood education based on this survey, First, SW·AI education programs should be developed to develop play-centered computational thinking skills. Second, systematic teacher education at the national level should be conducted. Finally, the establishment of a department dedicated to early childhood SW·AI consisting of early childhood education experts and SW·AI education experts and financial support at the national level should be provided.

• Journal of The Korean Association of Information Education
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• v.25 no.3
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• pp.449-457
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• 2021

Ministry of education recently announced to implement AI curriculum in elementary, middle school and highschool from 2025 which will include programing, basic AI principal and AI Ethics, and the media is releasing articles that have reservations on it. This study is focused on analyzing the perspective of elementary teachers - who are going to be in charge of AI education - on the implementation of AI education in elementary schools and the teachers are divided into two groups of 'software-experienced' and 'software-inexperienced' in relation to software training background. The results showed that 100% of the 'software-experienced' teachers agreed on implementing AI education and 80% of 'software-inexperienced' teachers also showed positive perspective on it. Among the reasons that 20% of 'software-inexperienced' teachers had negative perspective on AI education, it was highly rated that existing home economics subject covers fulfilling amount of software education. Both 'software-experienced' and 'software-inexperienced' teachers chose grade 5 and 6 as the most appropriate age for software education and considered one class per a week as the most appropriate amount of AI class. In terms of the subject format, 75% of the 'software-experienced' teachers chose the idea that software education has to be an independent school subject which will include AI education. Also, 54% of the 'software-inexperienced' teachers chose the ideas either AI education should be an independent subject or software education should be an independent subject which will include AI education. The preference of the content of AI education appeared in order of basic AI programing, principles of AI and AI Ethics.

• 한국벤처창업학회:학술대회논문집
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• 2018.04a
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• pp.43-47
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• 2018

최근 앙트러프러너십을 독자적인 학문의 영역으로 정의하고자하는 노력들이 진행되고 있다. Shane & Venkataraman 등의 학자들은 앙트러프러너십의 연구가 창업자가 되기 위한 사람들에 대한 관심에서 창업가 기질이 있는 개인과 가치있는 기회의 결합을 이해하는 것 쪽으로 옮겨져 가고 있다고 하였다. 한국은 대학을 기반으로 기업가정신교육 또는 창업교육이라는 이름하에 교육이 확산되고 있는 실정이며, 2010년 국내 최초로 숙명여자대학교에서 앙트프러너십 전공학과가 생성되기도 하였다. 기존의 연구를 통해 창업교육이 창업의지에 긍정적인 영향을 미친다는 다수의 연구 결과가 발표되었으나, 창업학의 학문적 차별성이라 주장하는 'opportunity'에 대한 연구는 미흡한 실정이다. 또한, 국내 유일의 앙트러프러너십 전공생들을 대상으로 앙트러프러너십 교육의 품질요인이 전공생들의 기회인식에 어떠한 영향을 주는지, 또한 창업자기효능감 및 교육의 몰입도에 따라 어떠한 영향을 미치는지에 밝혀진 바는 없다. 본 연구를 통해 앙트러프러너십 전공교육의 만족도가 창업기회인식에 어떠한 영향을 미치는지 검증하고, 교육의 몰입도에 따라 창업기회인식의 매개효과에 대해 살펴보고자 한다.

• The Journal of the Korea Contents Association
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• v.12 no.10
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• pp.408-417
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• 2012

This study analyzed the effect of entrepreneurship of real estate broker's on subjective performance, and confirmed if a entrepreneurship education between them has moderating effects. The research results of the analysis are as follows. First, needs for achievement and risk taking of real estate brokerage were significant with subjective performance, which is the dependent variable, and it was shown as the positive (+) direction. This means entrepreneur factors of high needs for achievement or submitting to risk preference have a significant effect in subjective performance. Second, moderating effect of a business school was only shown in needs for achievement. As a result of analysis after classifying it into two groups according to completion status of a entrepreneurship education, it was shown the group that took a entrepreneurship education has higher beta(${\beta}$) than the group that did not take a entrepreneurship education. In other words, real estate brokerage who took a entrepreneurship education shows increase in needs for achievement, which is the entrepreneur factor. This signifies a business school has a positive effect in subjective performance. Third, as a result of t-test for completion status of a entrepreneurship education and financial performance, it was shown the group that took a entrepreneurship education showed higher average of sales and net income than the group that did not take a entrepreneurship education. The net income, in particular, showed about the double difference.