• Journal of the Korean Society of Radiology
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• v.6 no.5
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• pp.421-426
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• 2012

The purpose of this study was to investigate the knowledge of dental hygiene students of the quality assurance of dental radiation such quality assurance and related educational experiences in an effort to accelerate the preparation of a curriculum for systematic quality-assurance. The subjects in this study were 453 dental hygiene students who participated in dental radiography courses. Varied statistical analyses such as frequency analyses, reliability, chi-square, and independent samples t-tests were conducted on the data collected, using SPSS 12.0. Scheffe test was also used after one-way ANOVA as post-hoc tests. Results showed that (a) the students' acknowledge level of Radiographic Quality Assurance was $7.71{\pm}1.7$ out of 12 on average. The more theory and practical classes students took, the higher points they got (p<0.001); (b) Most of the students experienced 1-3 lessons out of 13 in practical training and 26.3% of students did not take any practical lesson. ;(c)Students who did not take any practical training got 7.20 points out of 13, students who took 1-3 lessons got 7.84 points out of 13, students who took 4-5 lessons got 7.87 points out of 13, and students who took more than 6 lessons got 8.14 points out of 13 on average. The more practical classes they took the higher acknowledge level they were. Therefore it needs to provide adequate practical lessons to them.

• Journal of the Korean Institute of Traditional Landscape Architecture
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• v.37 no.3
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• pp.134-147
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• 2019

The purpose of this study was to analyze the functional unit system of NCS landscape field for correction and supplementation of NCS landscape field and the contents of the four-year college landscape course subject. First, 24 unconsolidated four-year universities were selected, and FGI was conducted and verified for 816 courses in 24 universities. The results of the study are summarized as follows, with three sections three, nine divisions and 65 sub-category. First, landscape design subjects accounted for 40.0% of the subjects organized by four-year universities. In addition, the ratio of 12.9% for ecological landscape, 11.3% for landscape construction, 10.2% for others, 10.0% for landscape information, 6.6% for landscape culture and 3.7% for landscape management was surveyed. Balanced and efficient modification and reinforcement of NCS is required in the future. Second, 10(18.9%) units with matching NCS performance criteria and educational objectives were found to be capable of different units(18.9%), 15(28.3%), and 37subjects with inconsistent NCS unit capability (56.9%). Third, looking at the criteria for the reference of each unit of capability presented by the NCS, it is deemed that one unit of capability should be organized separately to improve the practical ability, since it includes the contents of basic knowledge learning. Fourth, the objectives pursued on the basis of the contents of the NCS capability unit and four-year college curriculum were developed by focusing on the development of unit capabilities in the field of landscape construction and landscape management compared to the field of landscape design. It has been shown that a balance is needed for future development. This study is intended to put forward further research that re-examine specific curriculum assessment criteria that have not been classified in the course of classifications based on the curriculum handbook, which excludes interferences from each school.

• Journal of The Korean Association For Science Education
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• v.22 no.2
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• pp.299-313
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• 2002

A web-based instruction program for the enriched course under the 7th Revised National Curriculum of Biology in Korea was developed and the application effects to learners were analyzed. For the development of the web-based instruction program, five topics of biology from the enriched courses through 7th to 10th grades in the middle and high school science textbooks were selected and modulated with interrogative sentences. Each topic of programs was divided into four activity sections according to the learners' activity procedures supplemented with explanations and evaluations. Each activity was hyper-linked to multi-layers and animations. Further, a virtual experiment was also developed and an evaluation section designed by Java Script was attached. Among five topics, one topic of 'Reproduction and development' at 9th grade level was selected to examine the effects on students' learning. Among 247 9th grade students in the research subject school, only 67 students were able to accessible to ultra-thin Internet cables with their computers at home and they became an experimental group. A control group was assigned to those who are similar level of school science achievement to the experiment group and did not use the web-based program. It was found that most of 9th grade students are able to use Internet at home, however, they do not prefer to use Internet for homework or task project. Rather, most of students used Internet for e-mail or information navigation. Students used internet to solve problems of science and perceived the benefits of Internet for science learning. However, there are not many students to utilize Internet for science homework or task project. Students expressed that they do not prefer to use a web-based learning program for science learning due to lack of interests in science. The effects on students who studied with this program appeared to be significantly high compared to those who did not study with this program. Students who studied with this program positively evaluated this program, in particular, they enjoyed animation effect and virtual experiments. It was concluded that a web-based program for science learning should be developed and distributed through Internet in an attractive and interesting format for students. It was also concluded that various web-based programs for science learning with animation effect and virtual experiments should be developed to increase students' interests in science as well as to improve students' science achievements.

• Journal of Intelligence and Information Systems
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• v.20 no.3
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• pp.133-149
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• 2014

One of the main purposes of universities is to create new intellectual resources that will increase social values. These intellectual resources include academic research papers, lecture notes, patents, and creative ideas produced by both professors and students. However, intellectual resources in universities are often not distributed to the actual users or companies; and moreover, they are not even systematically being managed inside of the universities. Therefore, it is almost impossible for companies to access the knowledge created by university students and professors to utilize them. Thus, the current level of knowledge sharing between universities and industries are very low. This causes a great extravagant with high-quality intellectual and human resources, and it leads to quite an amount of social loss in the modern society. In the 21st century, the creative ideas are the key growth powers for many industries. Many of the globally leading companies such as Fedex, Dell, and Facebook have established their business models based on the innovative ideas created by university students in undergraduate courses. This indicates that the unconventional ideas from young generations can create new growth power for companies and immensely increase social values. Therefore, this paper suggests of a new platform for intellectual properties distribution with university-industry cooperation. The suggested platform distributes intellectual resources of universities to industries. This platform has following characteristics. First, it distributes not only the intellectual resources, but also the human resources associated with the knowledge. Second, it diversifies the types of compensation for utilizing the intellectual properties, which are beneficial for both the university students and companies. For example, it extends the conventional monetary rewards to non-monetary rewards such as influencing on the participating internship programs or job interviews. Third, it suggests of a new knowledge map based on the relationships between key words, so that the various types of intellectual properties can be searched efficiently. In order to design the system platform, we surveyed 120 potential users to obtain the system requirements. First, 50 university students and 30 professors in humanities and social sciences departments were surveyed. We sent queries on what types of intellectual resources they produce per year, how many intellectual resources they produce, if they are willing to distribute their intellectual properties to the industries, and what types of compensations they expect in returns. Secondly, 40 entrepreneurs were surveyed, who are potential consumers of the intellectual properties of universities. We sent queries on what types of intellectual resources they want, what types of compensations they are willing to provide in returns, and what are the main factors they considered to be important when searching for the intellectual properties. The implications of this survey are as follows. First, entrepreneurs are willing to utilize intellectual properties created by both professors and students. They are more interested in creative ideas in universities rather than the academic papers or educational class materials. Second, non-monetary rewards, such as participating internship program or job interview, can be the appropriate types of compensations to replace monetary rewards. The results of the survey showed that majority of the university students were willing to provide their intellectual properties without any monetary rewards to earn the industrial networks with companies. Also, the entrepreneurs were willing to provide non-monetary compensation and hoped to have networks with university students for recruiting. Thus, the non-monetary rewards are mutually beneficial for both sides. Thirdly, classifying intellectual resources of universities based on the academic areas are inappropriate for efficient searching. Also, the various types of intellectual resources cannot be categorized into one standard. This paper suggests of a new platform for the distribution of intellectual materials and human resources, with university-industry cooperation based on these survey results. The suggested platform contains the four major components such as knowledge schema, knowledge map, system interface, and GUI (Graphic User Interface), and it presents the overall system architecture.

• Journal of the Korean Society of Marine Environment & Safety
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• v.23 no.6
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• pp.690-698
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• 2017

Vietnam is a marine nation with more than 3,444 km of shorelines, thousands of islands, and 2,360 rivers and canals of over 42,000 km long. As the frequency and the volume of oil transportation by ships increase, the possibility of oil spill incidents becomes higher than ever. Fuel oil and cargo oil spills at sea have widespread impact and long-term consequences on marine ecosystems, coastal resources and human health as well as socio-economy. This study is to show not only the present state of marine oil spills in Vietnam such as the number and the volume of oil spills for two decades, and an overall about Vietnamese national response system like national framework for Oil Spill Response (OSR), etc. but also to present the recommendations for enhancing national capability in response to oil spill incidents in Vietnam, especially, with a comparison of national OSR systems between Vietnam and South Korea. As the result, the number and the volume of marine oil spills in Vietnam showed an upward trend as opposed to a downward trend in South Korea. This means that Vietnam has the possibility of oil spills in coastal waters. Therefore, three main recommendations for the enhancement of national OSR capability in Vietnam are proposed as follows: (1) the development of alternative plan for reenforcing national OSR system involving legal system for preparedness and response to oil spill pollution such as the acceptance and implementation of OPRC Convention as well as the establishment of national fund compensating for the damage and loss caused by oil pollution; (2) the enhancement of a consistent reporting, alerting and monitoring system; and (3) the development of training and exercise programs with standard contents of educational courses.

• The Korean Journal of Archival Studies
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• no.12
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• pp.137-178
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• 2005

The anticommunist guerrillas' activities that aretheconcern of this article took place largely in North Korea or behind the enemy-held lines. Verifying their history is accordingly difficult and requires careful attention, but despite their active operations the military as well as the scholarly community have been lax in studying them. The Korean War came to be perceived as a traditional, limited war with regular battles, so that the studies addressed mostly the regular operations, and guerrilla warfare is remembered as an almost 'exclusive property' of the communist invaders; a small wonder that the anticommunist guerrillas have not been studied much and the collection of materials neglected. Therefore, in contrast with the witness accounts concerning regular battles, witness resources were of a small volume about these "patriots without the service numbers." For the above reasons the guerrilla participants and their later-organized fellowships took to the task of leaving records and compiling the histories of their units. They became active preservers of history in order to inform later generations of their works and also to secure deserved benefits from the government, in a world where none recognized their achievements. For instance, 4th Donkey Unit published witness accounts in addition to a unit history, and left video-recordings of guerrilla witnesses before any institute systematized the oral history of the guerrillas. In the case of Kyulsa ("Resolved to Die") Guerrilla Unit, the unit history was 10 times revised and expanded upon for publication, contributing substantially to the recovery of anticommunist guerrilla history which had almost totally lacked documented resources. Now because the guerrilla-related witness accounts were produced through fellowship societies and not individually, it often took the form of 'collective memory.' As a result, though thousands of former guerrillas remain surviving, the scarcity of numerous versions of, or perspectives upon, an event renders difficult an objective approach to the historical truth. Even requests to verify the service of a guerrilla member or to apply for decoration or government benefits for those killed in action, the process is taken care of not at the hands of the first party but the veteran society, so that a variety of opinions are not available for consideration. Moreover, some accounts were taken by American military personnel, and since some historians, unaware of official documents or evaluation of achievements, tended to center the records around their own units and especially to exaggerate the units' performances, they often featured factual errors. Thefollowing is the means to utilize positively the aforementioned type of witness accounts in military history research. It involves the active use of military historical detachments (MHD). As in the examples of those dispatched by the American forces during the Korean War, experts should be dispatched during, and not just after, wartimes. By considering and investigating the differences among various perspectives on the same historical event, even without extra documented resources it is possibleto arrive at theerrors or questionable points of the oral accounts, supplementing the additional accounts. Therefore any time lapses between witness accounts must be kept in consideration. Moreover when the oral accounts come from a group such as participants in the same guerrilla unit or operation, a standardized list of items ought to be put to use. Education in oral history is necessary not just for the training of experts. In America wherethefield sees much activity, it is used not only in college or graduate programs but also in elementary and lifetime educational processes. In comparison in our nation, and especially in historical disciplines, methodological insistence upon documented evidences prevails in the main, and in the fields of nationalist movement or modern history, oral accounts do not receive adequate attention. Like ancient documents and monuments, oral history also needs to be made a regular part of diverse resource materials at our academic institutes for history. Courses in memory and history, such as those in American colleges, are available possibilities.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.15 no.6
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• pp.189-207
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• 2020

The government has achieved quantitative growth in university start-up education while supporting start-up education. However, it failed to systematize start-up education from an academic, policy, and practical perspective and to reveal the relationship between education and achievements in supporting start-ups. Therefore, there is a lack of interest and effort to promote effective education. In Europe, in-depth research has already been done over many years to establish an EntreComp system. Competences create values for others and attempt to apply them to education, viewing them as the people's lifelong competitiveness. On the other hand, it is urgent to improve the education system as domestic university start-up education is mainly focused on cultural level start-up skills and easy-to-access education from a business administration perspective. Based on this, the entrepreneurship competence-based start-up education system was designed. Next, eight EntreComp frames were drawn for university students through the Focus Group Interview (FGI) and Delphi survey methods, as well as domestic and international prior studies on EntreComp. In 2018, 919 start-up education programs of 42 start-up leading universities were conducted to derive the status of education by EntreComp. Prior studies of 25 entrepreneurship competences, including data from Bacigalupo et al.(2016), which studied EntreComp in the EU, were investigated and reflected the frequency of research and the importance of education and start-up perspectives. Based on the purpose of the university start-up education presented in this study, the entrepreneurship competence frame consisting of a total of eight, including spotting opportunities, value creation, self improvement, mobilising resources, technology application, strategic management, relationship, and learning through experience, was derived through expert verification. It also investigated the current status of education by competence, the degree of reflection of competence education, and the relationship with the results of support for start-ups that reflect the number of students enrolled in each university. Through this, it was suggested that future start-up education at universities could be improved from the EntreComp perspective. It has a differentiation in research in that it conducted a thorough survey using the data on start-up courses operated by leading startup universities for a certain period. However, it is difficult to generalize because the number of samples of leading startup universities is limited. Nevertheless, this study proposes the educational goal of advancing university start-up education from the perspective of entrepreneurial competence, cultivating future required competences, and fostering entrepreneurial talents that create value for others. In addition, it is meaningful in that it presents a clear direction for subsequent research by preparing a framework for research from a more essential perspective on the entrepreneurship competence frame.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.19 no.2
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• pp.197-214
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• 2024

This study aimed to investigate students' perceptions at science and technology specialized universities towards entrepreneurship support policies and to derive policy improvement measures by applying a bottom-up approach to reflect the requirements of the policy beneficiaries, i.e., the students. Specifically, the research explored effective execution strategies for student entrepreneurship support policies through a survey and analysis of KAIST students. The findings revealed that KAIST students recognize the urgent need for improvement in sharing policy objectives with the student entrepreneurship field, reflecting the opinions of the campus entrepreneurship scene in policy formulation, and constructing an entrepreneurship-friendly academic system for nurturing student entrepreneurs. Additionally, there was a highlighted need for enhancement in the capacity of implementing agencies, as well as in marketing and market development capabilities, and organizational management and practical skills as entrepreneurs within the educational curriculum. Consequently, this study proposes the following improvement measures: First, it calls for enhanced transparency and accessibility of entrepreneurship support policies, ensuring students clearly understand policy objectives and can easily access information. Second, it advocates for student-centered policy development, where students' opinions are actively incorporated to devise customized policies that consider their needs and the actual entrepreneurship environment. Third, there is a demand for improving entrepreneurship-friendly academic systems, encouraging more active participation in entrepreneurship activities by adopting or refining academic policies that recognize entrepreneurship activities as credits or expand entrepreneurship-related courses. Based on these results, it is expected that this research will provide valuable foundational data to actively support student entrepreneurship in science and technology specialized universities, foster an entrepreneurial spirit, and contribute to the creation of an innovation-driven entrepreneurship ecosystem that contributes to technological innovation and social value creation.

• Journal of the Korean Society of Radiology
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• v.18 no.3
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• pp.293-300
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• 2024

On October 31, 2023, the revision of the Medical Technologist Act made it mandatory to complete field training courses in order to obtain a license as a radiologic technologist. Therefore, we would like to survey the actual situation of field training in medical institutions to inform the revised Medical Technologist Act and propose improvement measures to increase the effectiveness of field training. A survey was conducted from March to April, 2023, among radiologic technologists working in medical institutions. The questionnaire was sent through a form on a domestic portal site, Company N, and 120 respondents completed it. Eighty-two respondents, or 68.3 percent, had experience in educating on-the-job training students. 58% of the respondents were aware of the fact that the amendment to the Act on Medical Technologist etc. made field training mandatory to obtain a radiologic technologist license. In accordance with Article 9 of the Medical Technologist Act, which prohibits unlicensed persons from practicing, 50% of the respondents were aware that those who are in training to complete an education course equivalent to the license they are seeking to obtain at a university or other institution are allowed to practice as medical Technologists. When asked what is currently taught during fieldwork, 6% of respondents said that they are required to perform radiation-generating activities in addition to observing, guiding patients, and positioning and moving patients. When asked about the future direction of education as fieldwork becomes mandatory for licensure, 77% of respondents said that they will teach more than they currently do. When asked about the appropriate total length of fieldwork, 35% said 12 weeks and 480 hours, 33% said 8 weeks and 320 hours, and 27% said 16 weeks and 640 hours. It can be seen that the current on-the-job training is inadequate according to various regulations, and students' satisfaction is low. However, with the revision of the Act on Medical Technologists, field training has become mandatory to obtain a license as a radiologist, and it is necessary to improve the educational conditions of field training. Therefore, it is necessary to comply with the Nuclear Safety Act and the Rules on the Safety Management of Diagnostic Radiation Generating Devices, introduce standardized training objectives and evaluation systems, designate training hospitals and radiologists in charge of training, and introduce extended training periods and simulation exercises to internalize field training.

• Journal of Intelligence and Information Systems
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• v.27 no.3
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• pp.95-112
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• 2021

In university education, the choice of major class plays an important role in students' careers. However, in line with the changes in the industry, the fields of major subjects by department are diversifying and increasing in number in university education. As a result, students have difficulty to choose and take classes according to their career paths. In general, students choose classes based on experiences such as choices of peers or advice from seniors. This has the advantage of being able to take into account the general situation, but it does not reflect individual tendencies and considerations of existing courses, and has a problem that leads to information inequality that is shared only among specific students. In addition, as non-face-to-face classes have recently been conducted and exchanges between students have decreased, even experience-based decisions have not been made as well. Therefore, this study proposes a recommendation system model that can recommend college major classes suitable for individual characteristics based on data rather than experience. The recommendation system recommends information and content (music, movies, books, images, etc.) that a specific user may be interested in. It is already widely used in services where it is important to consider individual tendencies such as YouTube and Facebook, and you can experience it familiarly in providing personalized services in content services such as over-the-top media services (OTT). Classes are also a kind of content consumption in terms of selecting classes suitable for individuals from a set content list. However, unlike other content consumption, it is characterized by a large influence of selection results. For example, in the case of music and movies, it is usually consumed once and the time required to consume content is short. Therefore, the importance of each item is relatively low, and there is no deep concern in selecting. Major classes usually have a long consumption time because they have to be taken for one semester, and each item has a high importance and requires greater caution in choice because it affects many things such as career and graduation requirements depending on the composition of the selected classes. Depending on the unique characteristics of these major classes, the recommendation system in the education field supports decision-making that reflects individual characteristics that are meaningful and cannot be reflected in experience-based decision-making, even though it has a relatively small number of item ranges. This study aims to realize personalized education and enhance students' educational satisfaction by presenting a recommendation model for university major class. In the model study, class history data of undergraduate students at University from 2015 to 2017 were used, and students and their major names were used as metadata. The class history data is implicit feedback data that only indicates whether content is consumed, not reflecting preferences for classes. Therefore, when we derive embedding vectors that characterize students and classes, their expressive power is low. With these issues in mind, this study proposes a Net-NeuMF model that generates vectors of students, classes through network analysis and utilizes them as input values of the model. The model was based on the structure of NeuMF using one-hot vectors, a representative model using data with implicit feedback. The input vectors of the model are generated to represent the characteristic of students and classes through network analysis. To generate a vector representing a student, each student is set to a node and the edge is designed to connect with a weight if the two students take the same class. Similarly, to generate a vector representing the class, each class was set as a node, and the edge connected if any students had taken the classes in common. Thus, we utilize Node2Vec, a representation learning methodology that quantifies the characteristics of each node. For the evaluation of the model, we used four indicators that are mainly utilized by recommendation systems, and experiments were conducted on three different dimensions to analyze the impact of embedding dimensions on the model. The results show better performance on evaluation metrics regardless of dimension than when using one-hot vectors in existing NeuMF structures. Thus, this work contributes to a network of students (users) and classes (items) to increase expressiveness over existing one-hot embeddings, to match the characteristics of each structure that constitutes the model, and to show better performance on various kinds of evaluation metrics compared to existing methodologies.