• Management & Information Systems Review
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• v.36 no.5
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• pp.121-149
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• 2017

This study looks into individual entrepreneurship engaged in an enterprise; the effect of creative efficacy and internal and external networks on organizational commitment based on the previous studies. The hypothesis, the internal and external networks constructed in social context by individuals in the relationship between individual entrepreneurship and organizational commitment; and mediating effect through creative efficacy obtained by the previous experience can be in existence, is to be confirmed through an empirical study. The analysis data is collected from 244 of currently working employees via a survey. The determination of employee-oriented study is summarized as follows: first, the promotion of employee's individual entrepreneurship is significant as well as of the leader for the result of organizational commitment, because there are positive effects between the individual entrepreneurship and organizational commitment. Second, the internal and external networks owned by individuals affect one's own outcome as the internal and external networks of enterprise mediate the relationship between individual entrepreneurship and organizational commitment. Third, it is confirmed that the confidence in individual creativity is an essential factor as creative efficacy exhibits a mediating effect in relationship between individual entrepreneurship and organizational commitment. Particularly, it is verified that an enterprise is in need to expand education or programs not only for networks leading to an outcome but also for creativity improvement of affiliated individuals from the fact that creative efficacy, a hybridized concept of creativity and self-efficacy studied in the previous research, mediates the relationship between individual entrepreneurship and an outcome. In the conclusion, additional implications are offered; the thresholds and frameworks for the study are discussed.

• Journal of The Korean Association For Science Education
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• v.40 no.3
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• pp.337-346
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• 2020

In this study, we investigated the characteristics of students participating in Science Core high schools classes and their relevance to Positive Experiences on Science (hereinafter, PES), and factors causing PES, presented by the students of Science Core high schools. A total of 20 students and five teachers in four regions across the country participated in the in-depth interview, which were conducted with the focus group of students first, and then in-depth interviews with teachers. Based on the interview results, we explored teaching and learning experiences helpful to the PES, assessment experiences resulting in the PES, and ways to support Science Core high schools to enhance their PES. Students and teachers of Science Core high schools argued that students' participation will increase only if they engage in classes while drawing attention within the range that students can understand, students' PES such as scientific interest can be improved through experiments in which students choose topics or design their own exploration process, science competencies such as science problem solving ability and scientific thinking ability should be developed through exploratory experiment activities that fit the nature of science, etc. In addition, regarding ways to improve and support Science Core high schools to enhance PES, securing science class hours, restructuring the contents of science elective courses, and necessity of maintaining Science Core high schools are suggested. Based on the research results of science high school students' PES, ways to improve the PES of general high school students are discussed.

• Culinary science and hospitality research
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• v.16 no.2
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• pp.351-366
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• 2010

This study was conducted to develop a cookbook for children as a nutritional education material considering the dietary behaviors of elementary school students. Dietary behaviors were surveyed in 5th and 6th grade students(male 45, female 45) in Gangwon-do. 48.9% of the children ate breakfast every day, and 67.8% ate Korean food such as cooked rice, soup, and side dishes for breakfast. The reason for skipping the breakfast was 'have no time'. 42.2% of the children answered 'cook the foods that they want to eat' about the question how to eat when they are alone at home. 52.2% of the children ate snacks 1~2 times a day, and such snacks included fruits(46.6%), ice cream(22.2%), bread or cookies(21.1%), and instant foods(11.1%). Children preferred meats to vegetables and preferred Bokeum(27.8%), Twigim(25.6%), Guk Jjigae(21.1%) to other cooking methods. 96.7% of the children have cooked at least 1 time. 64.4% of the children have cooked because they 'just want to cook.' The kinds of the foods that they have cooked were Ramen(68.8%), fried eggs(53.3%), Bokeumbap(37.8%), and sandwiches(18.9%). Considering these results, cookbooks were categorized by 'cook by myself', 'cook snacks speedily', and 'show off my cooking skills' with 5~6 dishes in each. They have pictures of a cooking process about all dishes and provide information on the contents of protein, fat, calcium, sodium as well as energy, the method to plan balanced diet by using the food pyramid and the portion size for children. This cookbook gives basic knowledge about cooking such as measuring, sanitation, and the separation of food garbage. I expect that the cookbook can be used as a nutritional education material to improve the dietary behaviors of children.

• Journal of The Korean Association For Science Education
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• v.33 no.7
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• pp.1367-1384
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• 2013

The purpose of this study was to develop a Science Academic Emotion Scale for Elementary Students. To make a scale, authors extract a core of 14 emotions related to science learning situations from Kim & Kim (2013) and literature review. Items on the scale consisted of 14 emotions and science learning situations. The first preliminary scale had 174 items on it. The number of 174 items was reduced and elaborated on by three science educators. Authors verified the scale using exploratory factor analysis, confirmatory factor analysis, inter-item consistency and concurrent validity. The second preliminary scale consisted of 141 items. The preliminary scale was reduced to seven factors and 56 items by applying exploratory factor analysis twice. The seven factors include: enjoyment contentment interest, boredom, shame, discontent, anger, anxiety, and laziness. The 56 items were elaborated on by five science educators. The scale with 56 items was fixed with seven factors and 35 items to get the final scale by applying confirmatory factor analysis twice. Except for Chi-square and GFI (Goodness of Fit Index), other various goodness of fit characteristics of the seven factors and 35 items model showed good estimated figures. The Cronbach of the scale was 0.85. The Cronbach of seven factors are 0.95 in enjoyment contentment interest, 0.81 in boredom, 0.87 in shame, 0.82 in discontent, 0.87 in anger, 0.77 in anxiety, 0.81 in laziness. The correlation coefficient was 0.59 in enjoyment contentment interest, 0.54 in anxiety, 0.42 in shame, and 0.28 in boredom, which were estimated using the Science Academic Emotion Scale and National Assessment System of Science-Related Affective Domain (Kim et al., 1998). Based on the results, authors judged that the Science Academic Emotion Scale for Elementary Students achieved an acceptable validity and reliability.

• Korean Journal of Social Welfare
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• v.52
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• pp.241-272
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• 2003

The Self-Support Program was introduced as an antipoverty policy at 2002 year in Korea. But, the Self-Support Program's negative or positive effects have been debated from diverse perspectives to the present. Thus, in this paper, we analyzed the effects of the Self-Support Program using the survey data from program participants. Even though the effects of Workfare Programs can be evaluated by various indicators(ex. income, employment status, poverty status, etc.), in our analysis the effects of the Self-Support Program are evaluated by participants' self-reliant attitudes and behaviors. Major findings are as follows. First, we found that some kinds of self-reliant attitudes(ex. work commitment, self-esteem, etc.) were build up through participation on the Self-Support program, but some kinds of self-reliant factors(job competence and skill, self-sufficiency prospect, etc.) which are more relevant to the self-sufficiency were not build up thorough it. Second, we found the positive effects of the program among people who are females, olders, less educated, more healthy, and the participants who have acquired more certificate of qualifications. Third, we also found that self-support center's job training program, adequate task matching, agency climates and intra-networks influence on the positive effects of the Self-Support Program. These findings suggest that the Self-Support Program has not been successful up to now and it's reformations are required. It means that objectives of the Self-Support Program as an anti-poverty policy must be obvious and program contents must be diverse. And also program administration systems need to be reformed in oder to raise the effectiveness of the Self-Support Program.

• Journal of Korean Home Economics Education Association
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• v.27 no.2
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• pp.137-147
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• 2015

The target pattern is introduced for practicing a balanced dietary menu planning, but Korean soup and stew, cooked with several kinds of materials, have a problem with food group assignment in the target pattern. This study thus set out to calculate the representative nutritional values of Korean soup and stew based on intake(by 2010 Korean National Health and Nutrition Examination Survey, age group of 13~19) and preference(by select the 3 kinds of favorite soup and stew each). Total of 235 middle school students were participated by way of questionnaire, and data were analyzed. Representative energy value of vegetable soup and stew by intake were $65kca{\ell}$ and $116kca{\ell}$, respectively, which were very much different with the vegetable group representative energy value of $14kca{\ell}$ in target pattern. Representative energy value of meat fish egg legume soup and stew by intake were $149kca{\ell}$ and $211kca{\ell}$, respectively, which were very much different with the representative meat fish egg legume energy value of $94kca{\ell}$ in target pattern. As result, it is not proper to assign vegetable soup stew to vegetable food group and meat fish egg legume soup stew to meat fish egg legume food group. Representative energy values of soup and stew by preference were not much different except meat fish egg legume soup($149kca{\ell}$ by intake, $218kca{\ell}$ by preference). As conclusions, it maybe desirable to categorize soup and stew as independent food group. For more accurate energy adjustment in menu planning, devide soup and stew, and further divide to vegetable and meat fish egg legume groups may necessary.

• Journal of Korean Home Economics Education Association
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• v.32 no.1
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• pp.107-125
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• 2020

The purpose of this study was to analyze the dietary life units of Korean and American high school home economics textbook according to Habermas's three systems of action and to find out how the three systems of action are reflected in the learning objectives and activity tasks of the textbook. To achieve this purpose, this study analyzed the learning objectives and activity tasks of the dietary life units in the textbooks of 'technology & home economics' and 'home economics science' in Korea, and 'succeeding in life and career' in America using a content analysis technique based on Habermas's three systems of action. In analyzing the content, each learning objective or activity was matched with one of the three systems of action by examining the context. In some cases, two or more systems of actions were integrated in one activity. This is a case where a series of learning tasks that involve different action system were grouped into one. The numbers of learning objectives and activities of the units of 'technology & home economics', 'home economics science' textbooks of Korean high schools and 'succeeding in life and career' dietary life of American high schools were 3, 26, and 248, respectively. In Korean textbooks, the percentage of communicative action was highest among the three systems, that is, 66.7% for 'technology & home economics' textbooks and 50% for 'home economics science' textbooks. In comparison technical action was the highest in American textbooks at 66.5%. Activities related to technical action included cooking, conducting research on health and food, or conducting experiments. The activities related to communicative action included role play related to health and table manners, or writing reports after conducting surveys or interviewing professionals. The activities related to emancipative action were to social participation activities such as service project in relation to health and food, or to find problems that occur in dietary life and think about be best solution through practical reasoning.

• Restorative Dentistry and Endodontics
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• v.30 no.1
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• pp.38-48
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• 2005

The purpose of this study was to compare and evaluate the shaping ability of the three different Ni-Ti file systems used by undergraduate students. Fifty undergraduate students prepared 150 simulated curved root canals in resin blocks with three Ni-Ti file systems - $ProFile^{(R)}$ (PF), Manual $ProTaper^{(R)}$ (MPT), Rotary $ProTaper^{(R)}$ (RPT). Every student prepared 3 simulated root canals with each system respectively. After root canal preparation, the Ni-Ti files were evaluated for distortion or breakage Assessments were made according to the presence of various types of canal aberrations. The pre- and post-instrumented canal images were attained and superimposed. The instrumented root canal width were measured and calculated for the net transportation (deviation) and the centering ratio. Under the condition of this study, both $ProTaper^{(R)}$ systems allowed significantly more removal of root canal wall than the $ProFile^{(R)}$ system. In the important other aspects such as the centering ratio, there was no significant differences between the systems. Novice dental students were able to prepare curved root canals with any kinds of Ni-Ti file systems with little aberration and great conservation of tooth structure. Students want to learn effective methods and at the same time simple rotary procedures. The rotary $ProTaper^{(R)}$ systems were one of the most compatible to these students from the point of view of cutting ability The $ProFile^{(R)}$ system was also compatible in safe and gentle shaping.

• Journal of Korea Entertainment Industry Association
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• v.14 no.7
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• pp.599-608
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• 2020

This study aims to investigate the performance and satisfaction of occupational therapists at the Dementia Relief Center for health care of the elderly in local communities, and to provide basic data necessary for role establishment by checking occupational therapists' tasks according to the priority. The subjects of this study were occupational therapists in dementia care centers in the Honam area and Gwangju Metropolitan City, who were surveyed via mail and e-mail. The survey had a total of 54 items covering the general characteristics of the therapists and current state of the centers (n=8), performance and satisfaction with the service areas and task content of the centers (n=45), and tasks that were considered important (one short-answer question). It was found that occupational therapists at the Dementia Relief Center were mainly carrying out the "Dementia Prevention Management Projects", which provided the programs for the patients, and they showed the highest satisfaction. Although the 'MMSE-DS' is occupational therapists' own area with high performance and satisfaction, it was not assigned to the occupational therapists at the Dementia Relief Center, indicating that the role was insufficient. The tasks related "administrative works and strengthening community capacities" showed low performance and satisfaction, but they are essential for the operation of the Dementia Relief Center and the management of the patients, so the plans to increase the occupational therapists' performance should be established. The categories of projects that occupational therapists consider important were also consistent with those they had to perform. It means the occupational therapists at the Dementia Relief Center recognized their unique roles. In this context, to establish the role of occupational therapist at the Dementia Relief Center, it is necessary to amend the operating guidelines based on the performance, satisfaction, and priorities of the projects, and to develop the curriculums and programs that can improve the tasks with insufficient performance and low satisfaction.

• Korean Journal of Childcare and Education
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• v.10 no.3
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• pp.5-29
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• 2014

The purpose of this study was to find out various problem behaviors of children who were not diagnosed with any disability, but instead, engaged in problem behaviors. This study also intended to review the difficulties of children with problem behaviors, their teachers' difficulties and needs, to suggest support for child care and education teachers. This study conducted semi-structured qualitative interviews with eight child care and education teachers. The interviews were transcribed into text and analyzed by contents. The results of this study are as follows. Problem behaviors of children described by teachers were classified into external and internal types. In addition, children with problem behaviors had experienced difficulties in maintaining relationships with their teachers, peers and parents. Many teachers were not successful to provide appropriate support for preschoolers who demonstrated problem behaviors in classrooms or some teachers provided individualized support. Teachers adapted the behavioral and the psychological approaches to problem behaviors of preschoolers. However, teachers reported difficulties with children with problem behavior and brought up the following issues on teaching children with problem behaviors; managing troubled matters happening in the class, difficulty in controlling teacher's emotions on problem behaviors, the lack of time, the integrated child care time without teacher in charge of child, the interruption in activity progress, the lack of a special way to deal with problem behaviors, and difficulty in cooperation with families through parents-teacher counseling sessions. Teachers counseled with parents who had a child with problem behaviors and revealed that parents reacted to problem behaviors in various ways such as embarrassment, acceptance, ignorance, or avoidance. Most teachers received assistance and support for teaching children with problem behaviors, from families, local communities and in-service training. Lastly, teachers with preschoolers with problem behaviors needed the support of experts on managing behavior problems, assistant teaching personnel, education for parents and teachers, respects for teachers, psychological counseling or play therapy from professional service agencies, diagnosis service at child care and education centers which children attended, and support networking with agencies. Teachers also required the family support of medical diagnosis and psychological counseling and financial support from the government.