• Korean Journal of Adult Nursing
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• v.21 no.1
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• pp.117-128
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• 2009

Purpose: The purposes of this study were as follows; 1) To review the definitions of critical thinking from various perspectives, 2) To examine the critical thinking measurements throughout nursing research, and 3) To review the nursing studies with regard to critical thinking. Methods: This study was a literature review with regard to the critical thinking in nursing in aspects of conceptual meaning, measurements, and research. Results: The definition of critical thinking in nursing included decision making in clinical setting, inference with logical construct to increase nursing quality, interpretation in the context, and evaluation. The critical thinking was a core concept, which meant not only simple nursing process, but included decision making ability. The critical thinking has been conceptualized by both critical thinking disposition and skill. However, there was no nursing specified critical thinking measurement. Critical thinking research has been conducted to describe critical thinking disposition and critical thinking, to determine relationships between critical thinking and clinical competency, and to evaluate the effectiveness of educational programs. Conclusion: The instruments for measuring critical thinking disposition and skill that contain cultural difference and clinical specificity need to be developed to measure critical thinking and increase it.

• Korean Journal of Adult Nursing
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• v.18 no.1
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• pp.31-40
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• 2006

Purpose: The descriptive-correlational study was undertaken in order to investigate the relationships between critical thinking disposition and critical thinking skill in clinical nurses. Methods: A convenience sample of 50 registered nurses was obtained from E University Hospital. The instruments used in this study were general characteristics, California Critical Thinking Disposition Inventory (CCTDI) and California Critical Thinking Skill Test(CCTST) developed by Facione & Facione (1994). The data were analyzed by descriptive statistics, t-test, ANOVA, Duncan test and Pearson's Correlation Coefficient with SPSS 12.0 Program. Results: 1) There was a statistically significant difference in critical thinking disposition according to age (F=3.23, p=.03) and educational background (F=39.07, p=.00). 2) There was a statistically significant difference in critical thinking skill according to age (F=3.40, p=.02), educational background(F=32.51, p=.00), and period of professional nursing experience(F=3.56, p=.02). Conclusion: A significant positive correlation between critical thinking disposition and critical thinking skill was found(r=.68, p=.00). Critical thinking disposition and critical thinking skill according to age and educational background had statistically significant differences. Therefore, it is needed to emphasize the necessity of continuous education and training of nurses which prepare their critical thinking ability.

• The Mathematical Education
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• v.52 no.3
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• pp.319-334
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• 2013

This study is a literature research on critical mathematics education. In this study, we analyzed the literature about critical theory and critical education, especially focused on Freire's educational works. And also, we reviewed studies and lesson examples about critical mathematics education. The purpose of this research is to improve understanding about critical mathematics education. We found the connection between the goals, teaching methods and contents of critical mathematics education and Freire's theory of critical pedagogy. Critical mathematics lessons stimulated student's sense of social agency and induced student's inquiry. Critical mathematics education has a merit on aspect of mathematical connection and communication by adopting social issues and student's discussion in mathematics lessons. Although there are many obstacles to overcome, critical mathematics education is one of the educational direction to seek.

• Korean Journal of Adult Nursing
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• v.15 no.2
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• pp.287-295
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• 2003

Purpose: This descriptive study was conducted to project the number of critical care APNs needed in critical care units in an acute care hospital setting, up to the year 2020. Method: Necessary data and information were collected from various funded reports, professional literature, web-sites and personal visits to national and private institutions. The demand of critical care APNs were projected based on two critical care APNs per critical care units. Result: The projected number of critical APNs for the critical care units in acute care hospital settings as follows: 1) The total projected number of critical care APNs needed for critical care units were 1,270 in 2001. 2) By the year 2020, total number of projected critical care APNs needed in critical care units will be 1,080-1,700. Conclusion: In order to match the supply to the need, the professional organization should direct their efforts toward enacting legislation. Educational systems should identify strategies in initiation of critical care APN programs in masters level as well as standardizing curriculums across the programs.

• Journal of the Korean Institute of Telematics and Electronics C
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• v.36C no.4
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• pp.1-16
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• 1999

Critical is used frequently in many test generation procedures. In this paper, the critical-pair is defined as a extended concept of critical. Also, the criticality, the critical rate, the critical number, and the critical setting rate are defined which represent the characteristics of critical. In these elements, it is proved that the usage of the critical-pair is more efficient than that of the single critical. in FFR, it is also showed that the critical-pair is more efficient in evaluation number of critical values when the test pattern is generated, in the number of searching lines, and the test generation time. The experimental results of the critical-pair on the ISCAS85 benchmark test circuits are compared and analyzed to the single critical using simulation.

• Fashion & Textile Research Journal
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• v.21 no.5
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• pp.540-551
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• 2019

This study analyzes a new fashion phenomenon for critical fashion. Critical fashion is a message-centered fashion that delivers consciousness and sociocultural issues for contemporary society. The research method for this study combined literature reviews and case studies along with a research scope, that reviewed aspects of critical fashion through works, presentations, and images of collections, various media, and joint projects from the 2000s to the present day. This study indicates that critical fashion exhibits a conceptual pattern that metaphorically expresses the message of designers' perspectives on society and the fashion system. Critical fashion designers' socially critical messages began to emerge in avant-garde fashion influenced by avant-garde art movement that then developed into a conceptual fashion heavily influenced by conceptual art movement before it evolves into concepts of critical fashion. Critical fashion has been influenced by community-oriented critical art, which signifies that the characteristic of criticism of an art system is expressed through the language of fashion. In conclusion, critical fashion resists the idea of the integration of a cultural industry whose homogeneity is continuously collapsing the differences for the purpose of consumption and challenges to the established fashion system.

• Architectural research
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• v.13 no.2
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• pp.23-30
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• 2011

Critical regionalism has been consistently influential in architecture since the 1980s. While acknowledging its contribution to the discipline of architecture, this article inquires into two co-related issues in critical regionalism as elaborated upon by Kenneth Frampton: critical subjectivity and identity. Regarding critical subjectivity, critical regionalism demands one to stand critical of both tradition and technological development. It assumes that one can locate herself in a neutral zone unshackled from both conditions so that she can make an unbiased judgment. This article criticizes this form of subjectivity by illuminating the situated nature of the subject in the continuity of tradition within which one always stands. The second issue is identity. Keeping the identity of a region through architecture is accepted as a rule in critical regionalism. However, how we shall understand the identity is unclear. This article introduces a notion of identity as rooted in the dialectics of opposites, and demonstrates it by referring to Le Corbusier's architecture and Tetsuro Watsuji's philosophy of climate. The objective of this series of inquiries is not to shake the validity of critical regionalism, but to renew and extend its significance for contemporary architecture.

• English Language & Literature Teaching
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• v.15 no.3
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• pp.59-81
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• 2009

The primary goal of this paper was to develop a critical point of view to critical pedagogy when applied to EFL contexts. Critical pedagogy is more concerned about how language can affect personal and social change of teachers and students than it is with how to teach language effectively or in ways that encourage critical thinking on the part of teacher and students. For this goal, this paper introduces the definition, emergence and major constructs of critical pedagogy in a broad way at first. Then, this paper presents how critical pedagogy has an impact on ELT, focusing on how critical pedagogy is applied in ELT contexts and why the application of critical pedagogy in EFL can be criticized, through the review of empirical studies. Reflection of Korean English teaching situation and applicational difficulties of critical pedagogy in Korean ELT are followed.

• Journal of Engineering Education Research
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• v.24 no.1
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• pp.46-52
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• 2021

The purpose of this study is to clarify that critical writing can be a positive stimulus factor for the cultivation of critical thinking through actual cases of writing education targeting engineering students in universities. Critical writing education is a very important way to develop critical thinking necessary for acquiring scientific knowledge, sharing social values, creativity and cultivating new production capacity. Especially, when critical writing education is performed with materials that maintain critical view of social reality such as the movie "Bowling for Columbine", it is characterized by the fact that it is naturally combined with the dimension of engineering ethics faced by engineers from the analysis and judgment of social reality. This is an example of the fact that critical thinking education for engineering students does not necessarily meet their major areas.

• Journal of Engineering Education Research
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• v.23 no.6
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• pp.51-59
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• 2020

ABEEK's professional liberal arts education reflecting critical thinking, has been well received by professors and students in the engineering discipline. Also, the demand for further utilization of critical thinking within the engineering curriculum is increasing. To meet such demand, there is a need for experts in the area of critical thinking education and engineering education to come together and search for the most effective method in using critical thinking in engineering design education courses. In this paper, we were able to confirm, through specific application cases, that the problem-solving process of critical thinking can be effectively transferred to an engineering design process, and the elements and criteria of critical thinking can be used as a successful design tool. Also, we explore the possibility of further improving engineering education on the basis of critical thinking.