• Fisheries and Aquatic Sciences
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• v.17 no.1
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• pp.1-11
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• 2014

The Kenyan aquaculture sector is broadly categorized into freshwater aquaculture and mariculture. Whereas freshwater aquaculture has recorded significant progress over the last decade, the mariculture sector has yet to be fully exploited. The Kenyan aquaculture industry has seen slow growth for decades until recently, when the government-funded Economic Stimulus Program increased fish farming nationwide. Thus far, the program has facilitated the alleviation of poverty, spurred regional development, and led to increased commercial thinking among Kenyan fish farmers. Indeed, national aquaculture production grew from 1,000 MT/y in 2000 (equivalent to 1% of national fish production) to 12,000 MT/y, representing 7% of the national harvest, in 2010. The production is projected to hit 20,000 MT/y, representing 10% of total production and valued at USD 22.5 million over the next 5 years. The dominant aquaculture systems in Kenya include earthen and lined ponds, dams, and tanks distributed across the country. The most commonly farmed fish species are Nile tilapia Oreochromis niloticus, which accounts for about 75% of production, followed by African catfish Clarias gariepinus, which contributes about 21% of aquaculture production. Other species include common carp Cyprinus carpio, rainbow trout Oncorhynchus mykiss, koi carp Cyprinus carpio carpio, and goldfish Carassius auratus. Recently, Kenyan researchers have begun culturing native fish species such as Labeo victorianus and Labeo cylindricus at the National Aquaculture Research Development and Training Centre in Sagana. Apart from limited knowledge of modern aquaculture technology, the Kenyan aquaculture sector still suffers from an inadequate supply of certified quality seed fish and feed, incomprehensive aquaculture policy, and low funding for research. Glaring opportunities in the Kenyan aquaculture industry include the production of live fish food, e.g., Artemia, daphnia and rotifers, marine fish and shellfish larviculture; seaweed farming; cage culture; integrated fish farming; culture of indigenous fish species; and investment in the fish feed industry.

• Journal of The Korean Association of Information Education
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• v.17 no.4
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• pp.457-466
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• 2013

It is possible to increase integrated thinking and problem solving ability ultimately through STEAM education. This study developed STEAM model to apply to subjects and scratch knowledge education that sixth grade students in elementary schools can learn each subject through STEAM learning by applying scratch programming and it was applied and analyzed during regular classes and afterschool classes for sixth grade students. As a result, it was possible that about 70% of sixth grade students, the subject of model application were able to do STEAM learning initiatively by applying scratch program. Other 30% of the students were able to do STEAM learning partially through scratch. As for the achievement assessment of STEAM learning, it was evaluated that most of the students for the evaluation subjects got satisfactory achievement level by getting overall average 7.83 out of ten. Thus, it is considered that STEAM learning model by applying scratch is very superior that applying existing programming language such as C, BASIC etc.

• Journal of The Korean Association of Information Education
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• v.17 no.4
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• pp.497-506
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• 2013

The purpose of this study is to explore and develop a new instructional approach to a technology-enhanced, collaborative learning environment called Smart technology-enhanced Team-Based Learning (S-TBL). We designed a novel instructional model that combines mobile technology, collaborative teamwork, a problem-solving process, and a variety of evaluation techniques from the viewpoint of a conventional team-based model. Based on the traditional TBL model, we have integrated smart learning technologies: 1) to provide a holistic learning environment that integrates learning resources, assessment tools, and problem solving spaces; and 2) to enhance collaboration and communication between team members and between an instructor and his or her students. The S-TBL instructional approach combines: 1) individual learning and collaborative team learning; 2) conceptual learning and problem-solving & critical thinking; 3) both individual and group assessment; 4) self-directed learning and teacher-led instruction; and 5) personal reflection and publication.

• Journal of Fisheries and Marine Sciences Education
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• v.28 no.5
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• pp.1478-1491
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• 2016

This study has designed to find out the effects of a project-based flipped learning model at universities on the self-directed learning ability, the self-leadership, and the learning competency. For the study, two procedures were performed. First, a flipped learning model for a project-based learning was developed on the basis of the literature reviews. The flipped learning model has three different steps: the pre-class, the in-class, and the post-class. In the pre-class, instructors provide mini-core courses using various technologies for learners outside the class. The in-class is the step to check whether learners prepare their learning or not. Also, in this step, the in-death learning and the teaching-learning process by interaction between instructors and learners would be performed. In the post-class, learners would be able to sustain the extended learning to develop the learning tasks and activities after flipped learning class. Through this step, the learners could be experienced integrated thinking and application, documentation and management, as well as sharing and spread of their learning. Second, the effectiveness of the developed flipped learning model on the self-direction, the self-leadership, and the learning competency was examined. The quantitative research method and the qualitative research method were used for this study. The results indicated that the flipped learning model showed improvement on the self-direction, the self-leadership, and the learning competency.

• Journal of the Institute of Electronics Engineers of Korea CI
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• v.38 no.6
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• pp.57-69
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• 2001

Expert system is one of AI area. It simulates the human's way of thinking to give solutions of problem in many applications. Most expert system consists of many components such as inference engine, knowledge base, and so on. Especially the performance of expert system depend on the control of efficiency of inference engine. Inference engine has to get features; first, if possible to minimize restrictions when it constructed the knowledge base. second, it has to serve various kinds of inferencing methods. In this paper we propose knowledge scheme for representing domain knowledge in ease, knowledge implementation technique for inferencing, and integrated knowledge-base engine with blackboard and inference engine. And we describe a expert system prototype that implemented in this paper using proposed methods, it perform diagnose about heavy industrial device. The fault diagnosis system prototype has been studied in this paper will be practical foundation in the research area of knowledge based system.

• Journal of Korean Society of Archives and Records Management
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• v.5 no.2
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• pp.5-25
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• 2005

The purposes of this study are to compare and analyze archival curriculums in Korea and the United States in aspects of specializations, changes, relationships between archival science and library and information science, numbers of the courses and their proportions, and to suggest a future direction of the revised archival curriculum. Archival Science in Korea needs to prepare a more systematic and firm foundation by opening commonly required or prerequisite courses according to each component of the archival body of knowledge. Based upon the reinforcement of the methods of using information technology in integrated environment and development of critical thinking skills, the effectiveness of archival management should be approached in curriculum. And strengthening of research skill through providing of systematic practicum and internship, seminar, workshops and writing thesis will prepare problem solving skills in complicated archival work.

• Journal of the Korea Convergence Society
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• v.11 no.9
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• pp.65-72
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• 2020

This study conducted to investigate the core competency of dental hygiene based on learning outcomes for establishing an educational evaluation and certification system for dental hygiene. The sub-categories of core competencies, the overall score of professional behavior and ethical decision-making ability (category 1) and the ability to apply scientific and professional clinical hygiene and knowledge and skills of clinical dental work (category 2) was highest. and the level of communication skills (category 3) was 4.48 points, and the level of evidence-based integrated thinking and problem solving skills (category 5) was 4.35 points. Furthermore, there was a strong correlation between the core competency sub-categories, and it is necessary to identify the core competency between health care service occupations and to qualitatively study the core competency of dental hygienists working in clinical practice.

• School Mathematics
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• v.9 no.3
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• pp.409-426
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• 2007

The relevance of secondary school algebra focused on paper and pencil manipulation has been reconsidered along with the expansion of universal education and the development of ICT such as computer or calculators. This study was designed to investigate the issues and trends of the recent algebra so as to provide implementations for algebra curriculum in Korea. The focus of algebra education has being shifted from paper pencil manipulation to algebraic thinking. The early algebra or informal algebra is one of the important traits of revolution, and the role of ICT is integrated in newly developed curricula. In Korea, algebra education has been retaining the traditional line even though the national curriculum documents allows ICT for instruction. The reasons of these discrepancies were analyzed and the tasks for the new curriculum in accordance with the current trends were suggested in this paper.

• Korean Journal of Community Nutrition
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• v.22 no.1
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• pp.74-83
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• 2017

Objectives: This study aimed to develop dietary education textbooks for elementary school students by focusing on the three core values of environment, health and gratitude from the National Food Education Plan. Methods: The contents of textbooks and teacher's guidebooks were developed with brainstorming of the authors as well as consultation with experts and by considering not only the three core values of environment, health, and gratitude, but also the performance indicators of the 2nd National Food Education Plan and the key competencies and creative convergence approach of the 2015 revised national curriculum. Results: A total of 12 different dietary education textbooks named 'Good Dietary Life Guide' and the teachers' guidebooks from the first to the sixth grade of elementary school were developed. The textbooks were fundamentally developed connecting the three core values, the outcome indices of the 2nd National Food Education Plan and the key competences of the 2015 revised national curriculum. Various educational activities such as thinking, debate, writing, cooperative learning, experience, practice were included to promote students' participation. These books could be utilized in every field of dietary education targeting elementary students such as creative experiential activity, convergent classes (integrated subjects, Practical arts, Social studies, Science, Moral education and Korean), after school classes, rural experience, general agricultural education, after-school child care services and community child care centers. Conclusions: The continuous and repetitive use of the textbooks from the first to the sixth grade would contribute to the improvement of food habits and the personalities of elementary school students, and consequently make the students grow up as healthy citizens.

• Journal of Intelligence and Information Systems
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• v.11 no.2
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• pp.123-149
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• 2005

What the structure of knowledge management capability (KMC) to improve the organizational performance is an important issue for researchers and practitioners with growing interest in recent years. In this paper, we begin with a deep thinking about the resource-based view and knowledge-based view of the firm applying to knowledge management issues. By exploring the two underlying theories of knowledge management, together with an intensive review and interpretation of existing literatures, we obtain six major dimensions of KMC. We then propose an integrated conceptual model of KMC and its relationship with organizational performance. A PLS analysis of the gathered data from organizations in Korea which already have enterprise-wide knowledge management systems is conducted to validate the proposed model. We discuss several meaningful implications and draw several insightful conclusions surrounding the KMC.