• Korean Journal of Childcare and Education
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• v.10 no.6
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• pp.347-368
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• 2014

The purpose of this study was to examine whether there was a difference in the recognition and teaching strategies for the young child's behavioral problems according to teachers' socio-demographic variables and ego-resiliency level by analyzing survey responses from 238 teachers of 3, 4, and 5-year-old children. This study found that the group of teachers with the education level of junior college graduation or higher showed higher degree of recognition of children's behavioral problems than the group of teachers with a lower level of education. And the group of teachers at kindergartens showed a higher degree of recognition of children's behavioral problems than the group of teachers at day care centers. Regarding the difference according to the level of ego-resiliency, the group of higher ego-resiliency showed higher degree of recognition of children's behavioral problems than the group of lower ego-resiliency. In terms of teachers' teaching strategies for the behavioral problems, differences were recognized at sub-categories. To explain, differences were recognized in accordance with the teachers' age and career as well as their education level and work place; the higher the teachers' age, career, and education the more often they used the positive prevention strategy I. And teachers at kindergartens resorted to the negative response strategies more often than those at day care centers. Finally, the teaching strategies for the behavioral problems according to the teachers' ego-resiliency, group differences were seen in all the sub categories. The result of this study suggested that the need to develop and apply such programs for pre-service teachers and for teacher reeducation reflect those variables.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.2
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• pp.342-348
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• 2017

This study examined the difference between parents' and teachers' recognition about problem behaviors of children. The findings showed that there was a distinct difference between parents' and teachers' recognition about all problem behaviors of children. Especially, teachers had more recognition about problem behaviors of children than parents. And the reactive interaction and the actual prevention in educational institutions were preferred in the difference between parents' and teachers' recognition about a teaching strategy for children, such that teachers had significantly higher recognition about a teaching strategy for children than parents did, while there was no significant difference in the strategy for social emotion. This means that teachers should originally control and manage various problem behaviors based on the common teaching strategy, which is socio-emotionally recognized, rather than the biased teaching strategy. But the teaching strategy of reactive interaction is preferred in accordance with the type of problem behaviors between teachers and children and the children who show problem behaviors. Especially, teaching strategies of reactive interaction and actual prevention focused on the inhibition and prevention of children's problem behaviors are preferred in light of children's characteristics of many unexpected problem behaviors.

• Proceedings of the Korea Database Society Conference
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• 2000.11a
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• pp.142-151
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• 2000

전자상거래 시장의 폭발적인 성장에도 불구하고 전자상거래 업체들은 날로 치열해 지는 글로벌 시장경쟁 하에서 성공적인 기업으로 성장 발전해 나가기 위해서는 효과적인 사업전략을 구사하고 기업 고유의 차별적 경쟁우위를 확보해야 할 필요성이 대두되고 있다. 이를 위해서는 기업 경쟁전략 및 업무 부문별 실천전략 수립과 구체적인 제품 및 서비스의 제공전략 등이 종합적인 차원에서 일관성 있게 수립되어야 한다. 본 논문은 이와 같은 연구의 필요성 인식 하에서 EC의 기본적인 사업전략 수립 프레임워크와 기능부문별 전략(특히 마케팅 전략)을 종합적으로 검토하는 것을 연구 목적으로 삼고자 한다. 이를 위하여 본 연구는 첫째, Porter의 본원적 전략에 취급상품의 범위 및 경쟁전략을 독립변수로 추가하여 EC 전략을 제시하고자 한다. 본 연구에서 제시하는 EC 전략의 횡축은 총체적 비용우위 전략, 차별화 전략을, 종축은 포터의 집중화 (Focus) 전략에 대한 구분의 형태이다. 둘째, EC의 마케팅전략은 기존의 4P전략에 근거하여 수익획득방식, 상품취급방식, 운영방식, 광고홍보방식으로 구분하여 제시한다. 궁극적으로 EC전략에 따른 EC 마케팅전략의 차이를 분석함으로써 종합적인 EC 전략의 수립이 가능할 것으로 판단된다.

• Journal of Korea Society of Industrial Information Systems
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• v.3 no.1
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• pp.193-215
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• 1998

본 연구는 채택한 경영전략과 정보시스템(Information System : IS) 의 전략적 활용유형간의 상호관련성을 규명하고, 이러한 상호관련성이 기업의 재무적 성과에 미치는 영향을 실증적으로 분석하였다. 그리고 경영전략과 IS 전략적 활용유형간의 적합도에 영향을 미치는 조절영향도 실증적으로 검증하였다. 검증결과, 경영전략과 IS 전략적 활용유형간의 상호관련성과 재무적 성과에 대한 영향이 부분적으로 입증되었으며, 이용자 참여, 의사소통, 정보시스템 관리자참여의 조절영향도 규명이 되었다.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.4
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• pp.457-484
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• 2015

This study aims to investigate an approach to teach proportional reasoning in elementary mathematics class by analyzing the proportional strategies the students use to solve the proportional reasoning tasks and their percentages of correct answers. For this research 174 sixth graders are examined. The instrument test consists of various questions types in reference to the previous study; the proportional reasoning tasks are divided into algebraic-geometric, quantitative-qualitative and missing value-comparisons tasks. Comparing the percentages of correct answers according to the task types, the algebraic tasks are higher than the geometric tasks, quantitative tasks are higher than the qualitative tasks, and missing value tasks are higher than the comparisons tasks. As to the strategies that students employed, the percentage of using the informal strategy such as factor strategy and unit rate strategy is relatively higher than that of using the formal strategy, even after learning the cross product strategy. As an insightful approach for teaching proportional reasoning, based on the study results, it is suggested to teach the informal strategy explicitly instead of the informal strategy, reinforce the qualitative reasoning while combining the qualitative with the quantitative reasoning, and balance the various task types in the mathematics classroom.

• Journal of Information Management
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• v.34 no.4
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• pp.85-107
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• 2003

This paper describes the results of a usage analysis on the scientific and technical journals in order to optimize the collection development at KISTI. By comparing usage data for the journals from 1997/2002, this study identifies the short-term changes in journal use, which were shown on the subject field, language, publication country, SCI journal and electronic journal. The changing of journal use has important implications for collection development strategy in sci-tech libraries.

• Journal of Science Education
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• v.40 no.3
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• pp.219-237
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• 2016

The purpose of this study was to improve the reflective thinking education so far and to improve the reflective thinking, academic achievement and scientific attitude of elementary school students. Two sixth grade classes were divided into two groups. Experimental group(13 boys, 11 girls) was treated with elementary science class using Reflective Thinking promotion strategies using Thinking maps and comparison group(14 boys, 10 girls) was treated with traditional way. The results of this study were as follows: First, reflective thinking strategy program using thinking maps has positively influenced the reflective thinking of elementary school students. Second, reflective thinking strategy program using thinking maps did not significantly affect elementary school students' academic achievement. Third, reflective thinking strategy program using thinking maps positively influenced elementary school students' scientific attitudes. Fourth, elementary school students' satisfaction with reflective thinking strategy programs using thinking maps was generally high. Most of students felt that this program was useful to learn, and to be interest in science. Based on these results, reflective thinking promotion strategies using thinking maps may be effective for reflective thinking and scientific attitudes of elementary school students.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.21 no.11
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• pp.2199-2205
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• 2017

The development of modern ICT technology constitutes cyber world by using infrastructure in country and society. There is no border in cyber world. Countries around the world are carrying out cyber attacks for their own benefit. A cyber killer strategy is needed to defend cyber attacks. In order to defend the cyber attack or to determine the responsibility of attack, it is important to grasp the attacker origin point. Strategic cyber kill chains are needed to strike against the attacker origin. In this paper, we study the analysis of attacker origin. And analyze the cyber kill chain for attacker origin point strike. Study the efficient and customized cyber kill chain strategy for attacking the origin point. The cyber kill chain strategy will be a practical strategy to replace the power of nuclear and missiles with asymmetric power.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2017.10a
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• pp.306-309
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• 2017

The development of modern ICT technology constitutes cyber world by using infrastructure in country and society. There is no border in cyber world. Countries around the world are carrying out cyber attacks for their own benefit. A cyber killer strategy is needed to defend cyber attacks. In order to defend the cyber attack or to determine the responsibility of attack, it is important to grasp the attacker origin point. Strategic cyber kill chains are needed to strike against the attacker origin. In this paper, we study the analysis of attacker origin. And analyze the cyber kill chain for attacker origin point strike. Study the efficient and customized cyber kill chain strategy for attacking the origin point. The cyber kill chain strategy will be a practical strategy to replace the power of nuclear and missiles with asymmetric power.

• The Journal of the Korea Contents Association
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• v.20 no.1
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• pp.345-355
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• 2020

The purpose of this study was to explore the differences of the metacognitive awareness of reading strategies which gifted English language learners (GELLs) and general middle school learners (GMSLs) used while reading English test-typed texts. 74 GELLs in a gifted program of C city and 90 GMSLs in the southern part of C city participated in this study. The MARSI questionnaire was administered to the GELLs and GMSLs at the end of the semester. Frequency and t-test were used to examine the differences in metacognitive awareness of reading strategy use between GELLs and GSMLs when reading the English test-typed texts. Based on the analysis, the study discovered that GELLs were likely to use metacognitive awareness of reading strategies more frequently than GMSLs. Also, GELLs tended to use more global and problem-solving strategies than GMSLs. However, there is no significant difference in support strategy use between the two groups. In conclusion, the study suggests pedagogical implications for GELLs and GMSLs' effective English reading.