• Fashion & Textile Research Journal
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• v.20 no.4
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• pp.369-378
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• 2018

This study started with the need for transition to competency-based education as well as the witness of fast changes in fashion industry's job environment. The goals of this study were (1) to explore fashion designers' competencies that are necessary for a successful careers in global fashion industry, and (2) to establish fashion designer competency model. In-depth individual interviews were conducted with 15 participants who have charged for design department and moreover have shown high performance in national, licence or designer brands in Korea fashion industry. Grounded theory was adopted to analyze data. As a result of analysis, the 4 core competencies emerged: problem-solving, research, inter-personal, and self-development. Each core competency has sub-competencies. Creativity, commerciality, control, decision making were sub-competencies for the problem-solving competency. Information management, innovation understanding & application, trend analysis & forecasting were sub-competencies for the research competency. Consumer, inside company, and outside company relationships were sub-competencies for the inter-personal competency. Self-awareness, self-management, expertise were sub-competencies for the self-development competency. In order to acquire these competencies, knowledge (academic, practical, multi-discipline), skills (sense, analysis, synthesis, communication), and attitude (interest, enjoyment, perseverance, personality) were essential. Based on these findings, implications for university fashion design education and further research areas were suggested.

• Journal of Information Technology and Architecture
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• v.9 no.1
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• pp.79-93
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• 2012

This study is designed to define the competencies of EA experts. We investigated domestic and oversea curriculums and finally suggested basic and common competencies of EA experts. Especially, various EA stakeholder can commonly refer and use our competencies. Therefore those can be the foundation of continuous EA competencies development model. We define 4 EA core competencies such as common, development, analysis, management and provide definition of competencies. And we also classify the competencies importance of 3 career paths (Architect, Enterprise Architect, Chief Architect). The results of this research can help EA experts and IT personnel to understand EA and to enhance their competencies by providing standard competencies of teaching course and curriculum.

• Education of Primary School Mathematics
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• v.21 no.3
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• pp.351-374
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• 2018

The purpose of this study is to support the understandings of teachers about the instructional strategies of collaborative problem solving and mathematical modeling as presented in the 2015 revised mathematics curriculum. For this, tasks of the Cubes unit from six grader's and lesson plans were developed. The specific problem solving processes of students and the practices of teachers which appeared in the classes were analyzed. In the course of solving a series of problems, students have formed a mathematical model of their own, modifying and complementing models in the process of sharing solutions. In particular, it was more effective when teachers explicitly taught students how to share and discuss problem-solving. Based on these results this study is expected to suggest implications on how to foster students' problem solving ability as mathematical subject competency in elementary classrooms.

• Journal of Digital Convergence
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• v.19 no.8
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• pp.75-88
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• 2021

Along with the advent of the Fourth Industrial Revolution, fostering young talents with convergent mind is getting important. Moreover pre-service teachers' ability to design proper convergent classes can be a meaningful issue for high quality future education. This study proposes the role of professors' exquisite feedback is so significant for developing their competence in STEAM education, It analyzed how various theories regarding feedback support them to enhance convergent knowledge with e-learning. They participated in the 5 step group and individual activities for creating STEAM lesson plan and received suitable feedback. Lastly a survey was performed. The researchers did modeling how integrative feedback was applied to the procedure step by step according to the 'Ladder of Inference' theory. This strategic model contributed to elevating the participants' convergent knowledge, competence, achievement and satisfaction.

• Journal of Digital Convergence
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• v.18 no.11
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• pp.347-354
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• 2020

The purpose of this study is to develop a competency model for the revision of the dentistry education curriculum based on the competency of W College of Dentistry. For this, this study made progress of the competency model development procedure in three stages. The preparation stages of the competency model was developed by performing an analysis about the awareness investigation of the members, and the development stages were progressed through the competency level and behavioral index, etc. The content validity was verified by an expert for the evaluation stage. As a result, content validity index was high with CVI of .91 and a competency model was developed with the 4 key competencies, which are the common competencies of the university linked with job competency, the major competency. This study holds significance by the fact that the competency model development case developed through this procedure provided basic data for research that requires the development of the competency model and the education curriculum revision based on the competency of W College of Dentistry is planned to also be applied.

• Journal of Service Research and Studies
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• v.7 no.2
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• pp.53-66
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• 2017

This study was conducted to develop core competence model for bancassurance personnel. Prior studies have conducted both FGI and specialist workshops to explore and define the necessary competencies for bancassurance personnel. As a result, 17 such competencies have been identified. A survey involving 105 bancassurance personnel from affiliated banks was conducted to compare perceived importance with retention levels of the aforementioned required competencies. SPSS 20.0, T-test, Borich analysis, and The Locus for Focus model were utilized to confirm education priority and for statistical analysis. The bancassurance personnel competencies that were rated as high in importance and retention were as follows: relationship building, interpersonal understanding, proactive execution of duties, and introspective self-confidence. In chronological order, the educational priorities for the required competencies were found to be as follows: professionalism, proposal capability, achievement orientation, and relationship building.

• Proceedings of The KACE
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• 2017.08a
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• pp.11-13
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• 2017

컴퓨팅 사고력은 제 4차 산업혁명 시대에 접어든 우리 사회에서 필요로 하는 미래 역량으로 꼽히고 있으며, 우리나라에서도 2015 개정 문이과 통합형 교육과정을 통해 컴퓨팅 사고력 신장을 위한 SW교육을 강조하고 있다. 3D 모델링 교육은 컴퓨팅 사고력과 직접적인 관련이 있다. 3D 모델링을 위하여 실제의 구체물을 단순화 하거나, 모델링을 위하여 필요 없는 부분을 삭제하거나 추가하는 것이 컴퓨팅 사고력의 추상화에 해당된다. 그리고 모델링 프로그램을 사용하는 것은 일종의 자동화에 해당된다. 본 연구에서는 컴퓨팅 사고력 신장을 위한 3D 모델링 교육에서 권장할만한 3D 모델링 프로그램을 틴커캐드(TinkerCad)로 제시하였으며, 컴퓨팅 사고력 신장을 위한 틴커캐드 활용 초등 3D 모델링 교육 방법을 제시하였다.

• The Mathematical Education
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• v.62 no.3
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• pp.381-400
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• 2023

As the era of solving various and complex problems in the real world using artificial intelligence and big data appears, problem-solving competencies that can solve realistic problems through a mathematical approach are required. In fact, the 2015 revised mathematics curriculum and the 2022 revised mathematics curriculum emphasize mathematical modeling as an activity and competency to solve real-world problems. However, the real-world problems presented in domestic and international textbooks have a high proportion of artificial problems that rarely occur in real-world. Accordingly, domestic and international countries are paying attention to the reality of mathematical modeling tasks and suggesting the need for authentic tasks that reflect students' daily lives. However, not only did previous studies focus on theoretical proposals for reality, but studies analyzing teachers' perceptions of reality and their competency to reflect reality in the task are insufficient. Accordingly, this study aims to analyze in-service mathematics teachers' perception of reality among the characteristics of tasks for mathematical modeling and the in-service mathematics teachers' competency for designing the mathematical modeling tasks. First of all, five criteria for satisfying the reality were established by analyzing literatures. Afterward, teacher training was conducted under the theme of mathematical modeling. Pre- and post-surveys for 41 in-service mathematics teachers who participated in the teacher training was conducted to confirm changes in perception of reality. The pre- and post- surveys provided a task that did not reflect reality, and in-service mathematics teachers determined whether the task given in surveys reflected reality and selected one reason for the judgment among five criteria for reality. Afterwards, frequency analysis was conducted by coding the results of the survey answered by in-service mathematics teachers in the pre- and post- survey, and frequencies were compared to confirm in-service mathematics teachers' perception changes on reality. In addition, the mathematical modeling tasks designed by in-service teachers were evaluated with the criteria for reality to confirm the teachers' competency for designing mathematical modeling tasks reflecting the reality. As a result, it was shown that in-service mathematics teachers changed from insufficient perception that only considers fragmentary criterion for reality to perceptions that consider all the five criteria of reality. In particular, as a result of analyzing the basis for judgment among in-service mathematics teachers whose judgment on reality was reversed in the pre- and post-survey, changes in the perception of in-service mathematics teachers was confirmed, who did not consider certain criteria as a criterion for reality in the pre-survey, but considered them as a criterion for reality in the post-survey. In addition, as a result of evaluating the tasks designed by in-service mathematics teachers for mathematical modeling, in-service mathematics teachers showed the competency to reflect reality in their tasks. However, among the five criteria for reality, the criterion for "situations that can occur in students' daily lives," "need to solve the task," and "require conclusions in a real-world situation" were relatively less reflected. In addition, it was found that the proportion of teachers with low task development competencies was higher in the teacher group who could not make the right judgment than in the teacher group who could make the right judgment on the reality of the task. Based on the results of these studies, this study provides implications for teacher education to enable mathematics teachers to apply mathematical modeling lesson in their classes.

• Journal of the Korean Society of Hazard Mitigation
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• v.6 no.3 s.22
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• pp.29-35
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• 2006

Fiber element method in earthquake response analysis of bridges is used to represents a realistic flexural deformation according to nonlinear behavior of beam-column section. Nonlinear pseudo-static analysis of two column bent using fiber element is accomplished and failure mechanism of the plastic hinge region is studied. Load-displacement curve obtained by nonlinear pseudo-static analysis can be applicable to earthquake response analysis by capacity spectrum method. The nonlinear time history analysis of a full bridge model using fiber element experienced by the ground motion corresponding to the target response spectrum is accomplished. The result of time history analysis is similar to that of capacity spectrum method.

• 한국IT서비스학회:학술대회논문집
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• 2008.05a
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• pp.546-551
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• 2008

기업들 간의 경쟁이 치열해짐에 따라 기업들은 최종 제품뿐만 아니라 최종 제품을 생산하는 프로세스에 대한 효율에 관심을 갖기 시작하였다. 또한 기업들은 자사의 핵심 역량을 중심으로 기업 구조를 재편하고, 핵심 역량 이외의 부분은 아웃소싱을 맡기고 있다. 이러한 상황에서 기업은 다양한 파트너들과 비즈니스 프로세스를 공유하고, 결합 관계에 따라 유연하게 구성할 수 있어야 한다. 기업의 비즈니스 프로세스에 대한 중요성을 일찍 깨닫고 많은 기업들이 프로세스 혁신 작업을 수행하였다. 몇몇 기업은 주목할만한 큰 성공을 거두었음에도 불구하고 기대했던 성과를 거두지 못한 체 많은 비용만 소모한 기업도 존재한다. 이와 같은 일들은 비즈니스 프로세스 디자인을 위한 방법에 대한 개선이 필요함을 시사한다. 하지만 대부분의 방법은 프로세스 디자인을 시각화하고, 평가하는데 중점을 둔 분석 도구의 기능에 편중되어 있으며, 여전히 프로세스의 실제 디자인을 지원하는 형식적인 모델링에 대한 연구는 여전히 부족한 실정이다. 따라서 본 논문에서는 비즈니스 프로세스의 모델링의 응용 분야로 기업 어플리케이션 통합으로 각광받고 있는 웹 서비스를 선택, 웹 서비스로 이루어진 프로세스의 최적화된 디자인을 지원하는 수리 모델을 제시하고자 한다.