• The Journal of the Korea Contents Association
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• v.21 no.11
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• pp.389-402
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• 2021

The purpose of this study is to examine early childhood teacher's perception and current implementation toward autonomy and to provide basic data for related research. The survey was conducted with 121 public and private kindergarten teachers. The study results are as follows: First, as for teachers' perception of autonomy, the majority of the survey respondents answered that "I am very interested in the concept of autonomy and have tried to practice it." In terms of areas for which they expect to be given autonomy, "autonomy in developing and operating education plans" was most answered. Second, as for teachers' practice of autonomy, teacher autonomy was answered most for "work and operation" in the development and implementation of education plans among "institutional autonomy." In terms of communication between parents and the local community, "operation of the kindergarten website" and "operation of teachers' personal e-mail" were most answered. In addition, "participation in teacher training" was most answered for the development of teachers' expertise, and "interaction with infants" for "autonomy in educational activity." Lastly, it is expected for follow-up research to perform case studies to understand the context of the implementation of teacher autonomy.

• Korean System Dynamics Review
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• v.15 no.1
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• pp.5-27
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• 2014

The purpose of this study is to analyze the school autonomy policy based on the system thinking perspective using causal loop diagrams. School autonomy was the main educational policy concerning school domain during the last government and was the instrument for school-based management, but it was not implemented effectively in site. The school autonomy policy practically disappeared as an explicit policy agenda in the current government. This study displays causal loop diagrams about the policy's logic and contents of school autonomy, in terms of curriculum, human resource management, and a supportive system. The causal loop diagrams depicting the implementation of the school autonomy policy are suggested concerning excessive enforcement and the confirmative mechanism for policy implementation. The conclusion provides some research implications and future directions.

• Journal of Fisheries and Marine Sciences Education
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• v.24 no.6
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• pp.989-1002
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• 2012

The purpose of this study was to figure out adoption of curriculum autonomy policy by a middle school. To achieve the purpose, official documents accepted or produced by the school were examined regarding how much curriculum autonomy was given to the school. As well as, minutes on curriculum organization and implementation and interviews with significant figures in the school were analyzed to reveal how the school exerted its curriculum autonomy. The results indicated that superior educational administrative institution that had made decision on curriculum autonomy policy and promoted it constantly sent to the school official documents that required it to report what had been done. Such practices prevented the school from autonomous organization and implementation of curriculum. In addition, as most decisions on curriculum organization and implementation at school level was made by administrator and teachers with special position, most teachers remained at passive status to accept what had decided by them. Parents'committee did not exercise their rights by lack of expertise and passive attitude.

• Korean Journal of Childcare and Education
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• v.18 no.1
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• pp.23-50
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• 2022

Objective: The purpose of this study was to develop an early childhood teacher's autonomy scale in the implementation of the Early Childhood Curriculum and to verify its validity and reliability. Methods: A literature review and a delphi survey were conducted in order to explore conceptual characteristics and develop a preliminary questionnaire. A main survey was conducted on 375 early childhood teacher to test their item quality, validity and reliability. Results: The final scale was composed of 24 items with four factors: 'support for child-centered play environment and interaction' (7 items), 'use of learning community' (4 items), 'cooperation and participation with family and local community' (6 items), and 'flexible daily management' (7 items). And the scale was verified as a stable and reliable tool. Conclusion/Implications: This is expected to contribute to the correct understanding of children's education and to actively realize the autonomy of early childhood teachers in the implementation of the Early Childhood Curriculum.

• Journal of Institute of Control, Robotics and Systems
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• v.13 no.1
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• pp.65-71
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• 2007

Adjustable autonomy architecture provides various ways for a human operator to participate as a member of a human-robot team in improving the performance of the team by resolving issues that the robots cannot deal with or performing tasks that the robots alone would unable to do. According to the level of involvement of the human operator, the robots have to adjust their level of autonomy and, in consequence, the operation mode of the overall system shifts. This paper deals with the implementation issues of seamless switching when the level of autonomy of the human-robot team shifts from one level to another. Especially, we focus on developing reliable methods for monitoring the task progress and maximizing the system flexibility by coping with the detailed differences between humans and robots in their characteristics of motions and their choices of positions, paths, and sequences of sub-goals to achieve a given task. To test and motivate the proposed methods, we have assembled three heterogeneous robots which work together to dock both ends of a suspended beam into stanchions.

• Journal of the Korean earth science society
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• v.35 no.3
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• pp.203-212
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• 2014

It is important to explore ways that reinforce teachers' curricular expertise at the school level as the school curriculum autonomy expands. This study investigated teachers' curricular expertise that is required for teachers' professionalism, autonomy, and accountability to cope with the increasing school curriculum autonomy. Teachers in the future school are expected to explore and develop school level curriculum within a given school context. Through literature reviews, domestic and foreign case studies, and survey of teachers, this study examined difficulties in science teachers' exercise of their professionalism on curriculum organization and implementation at the school level. Difficulties in exercising teachers' curricular expertise include lack of actual autonomy in curriculum operation at the school level, inadequate infrastructures, demanding accountability based on students' achievement results, lack of time for reflection, and lack of recognition for teachers as independent curriculum designers. In the conclusion section, a couple of ways to solve these difficulties are suggested including expansion of actual autonomy, activation of teachers' participation in policy decision making, reinforcement of qualitative components in school assessment, diversification of the teacher's career ladder, and activation of teachers' participation in professional learning communities.

• International Journal of Computer Science & Network Security
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• v.22 no.7
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• pp.75-84
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• 2022

The efficiency of the regional fiscal policy implementation is based on the achievement of target criteria in the formation and distribution of own financial resources of local budgets, reducing their deficit and reducing dependence on transfers. It is also relevant to compare the development of financial autonomy of regions in the course of decentralisation of fiscal relations. The study consists in the cluster analysis of the effectiveness of fiscal policy implementation in the context of 24 regions and the capital city of Kyiv (except for temporarily occupied territories) under conditions of fiscal decentralisation. Clustering of the regions of Ukraine by 18 indicators of fiscal policy implementation efficiency was carried out using Ward's minimum variance method and k-means clustering algorithm. As a result, the regions of Ukraine are grouped into 5 homogeneous clusters. For each cluster measures were developed to increase own revenues and minimize dependence on official transfers to increase the level of financial autonomy of the regions. It has been proved that clustering algorithms are an effective tool in assessing the effectiveness of fiscal policy implementation at the regional level and stimulating further expansion of financial decentralisation of regions.

• Child Health Nursing Research
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• v.24 no.4
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• pp.443-453
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• 2018

Purpose: This study was describes the development and implementation a sex education program with a blended learning method for university students. Methods: Sixty-eight university students were recruited either to the experimental group (n=35) or the control group (n=33). This program was developed based on the analysis, design, development, implementation, and evaluation model. The analysis phase consisted of a literature review, focus group interview, expert consultations, and target group survey. In addition, learning objectives and structure were designed, and a printed text-book, presentation slides, cross-word puzzle, and debate topics were developed. In the implementation phase, the program was conducted 3 times over the course of 3 weeks. The evaluation phase involved verification of the effects of the program on sex-related knowledge, sexual autonomy, and justification of violence, as well as an assessment of satisfaction with the program. Results: The experimental group had significantly higher scores on sex-related knowledge (t=5.47, p<.001), sexual autonomy (t=2.40, p=.019), and justification of violence (t=2.52, p=.015) than the control group. Conclusion: The results indicate that this sex education program with blended learning was effective in meeting the needs of university students and can be widely used in this context.

• Korean Association of Arts Management
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• no.53
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• pp.71-99
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• 2020

This study focuses on the case of the National Museum of Modern and Contemporary Art, Korea (hereafter MMCA) that has faced the issue of securing autonomy as an art institution in association with the neoliberal logic of economy as part of globalization. The MMCA was opened with limited operational autonomy due to the government's development-driven national system and bureaucratic perspective. Since being selected as an institution subject to a range of restructuring consequent to the IMF crisis in 1997, the MMCA is being assessed for its operational autonomy since then. This paper examines the socio-cultural background of the implementation of the Korean type of 'Executive Agency' and 'Non-Departmental Public Body'. Furthermore, regardless of the result of either implementation or withdrawal after the projects, this paper explains how these administrative reforms lead the conflicts between stakeholders, which would promote the MMCA's autonomy. As a result, the institutional restructuring process based on the neoliberal perspective might result in the operational dilemma that must simultaneously fulfil the publicness in a different context. Moreover, unlike the original intent to establish a performance-based system based on the principle of competition while minimizing government intervention, this study illuminates that the influence of the nation(or government) as the actual agent of the projects may become permanent. It implies that since the establishment and development project of MMCA has initialized the concept of statism based on legal authority, the operational autonomy of the MMCA which is premised on the reinforcement of expertise and publicness cannot be prioritized over the direction and control of the government.

• Journal of Information Technology Services
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• v.15 no.3
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• pp.15-31
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• 2016

Sales Force Automation (SFA) is a strategic information system and one of the components of operational CRM system. SFA supports salespeople's activities such as selection of potential customers, creative value proposition, after-sales services, etc. SFA is increasingly used in many companies because it has the advantages to raise the salespeople's productivity by developing forecasting ability, value proposition ability, after sales service ability etc. Many researches have shown that implementation of SFA leads to the increase of salepeople performance, organizational performance, and quality of customer relationship. However, Some prior studies have discussed on the SFA implementation failure and pointed out that one of important causes of this failure is salespeople's resistance to SFA. Although many researches explain SFA acceptance phenomenon using Technology Acceptance Model (TAM) and Theory of Planned Behavior (TPB), these researches didn't deeply investigate the salespeople's resistance to SFA. Therefore, this study focuses on the factors influencing salespeople's resistance to SFA and the relationships among these factors. This study identified three factors (salespeople's perceived loss of power, perceived loss of autonomy, and perceived time and effort waste) influencing salespeople's resistance to SFA. The hypotheses testing results showed that salespeople's perceived loss of power and perceived time and effort waste significantly increased salespeople's resistance to SFA. And salespeople's perceived loss of power plays a mediating role between perceived loss of autonomy/perceived time and effort waste and salespeople's resistance to SFA. At the end of the paper, theoretical and managerial implications of this study and the limitations and future research directions are discussed.