• Korean Journal of Occupational Health Nursing
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• v.27 no.4
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• pp.235-246
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• 2018

Purpose: This study aimed to comprehend the real context of metabolic syndrome-related factors of Korean male blue-collar workers from small-sized companies based on the health belief model. Methods: A total of 37 workers from three companies were interviewed, and three series of focus group interviews were conducted. Data were analyzed using deductive content analysis. Results: Data were classified into four categories: knowledge, perceived susceptibility and severity, perceived barriers, and beliefs. Knowledge referred to low knowledge level; perceived susceptibility and severity referred to unawareness of susceptibility and severity; perceived barriers referred to shift work, overtime work, and a social context including having no choice but to drink; and beliefs referred to believing that health promotion behaviors do not relate to preventing metabolic syndrome, believing that one cannot prevent metabolic syndrome oneself, and believing that professional help is required. Conclusion: To prevent and reduce the risk of metabolic syndrome among Korean male blue-collar workers, interventions should focus on strategies to increase metabolic syndrome-related knowledge and perceptions, social support, and self-efficacy for practicing health behaviors. In addition, it is necessary to develop policies for establishing a healthy drinking culture in companies.

• Structural Engineering and Mechanics
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• v.82 no.5
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• pp.557-569
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• 2022

The retrofit of existing structures in high seismic zones is a crucial issue in the earthquake engineering field. The interest of the research community is particularly high for the structures that do not respect current seismic codes and present structural deficiencies such as poor detailing and lack of capacity design provisions. A reinforced concrete (RC) school building is used as case study to show the influence of different knowledge levels on the seismic retrofitting cost assessment. The safety assessment of the case study building highlights deficiencies under both vertical and seismic loads. By considering all the possible knowledge levels defined by the Italian such as by the European codes in order to derive the mechanical properties of the school building constitutive materials, the retrofit operations are designed to achieve different seismic safety thresholds. The retrofit structural costs are calculated and summed up to the costs for in-situ in tests. The paper shows how for the case study building the major costs spent for a large number of in-situ tests allows to save a consistent amount of money for retrofit operations. The hypothesis of demolition and reconstruction of the building is also compared in terms of costs with all the analyzed retrofit options.

• Journal of Information Science Theory and Practice
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• v.11 no.2
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• pp.12-21
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• 2023

This study aims to develop ontologies regarding cultural knowledge of Thai-Khmer textiles by applying the Knowledge Engineering Methodology to build upon the ontologies. The process includes 1) generating the ontologies' objectives, 2) building ontologies, and 3) evaluating the ontologies. The researchers used OntOlogies Pitfall Scanner (OOPS!) to minimize defects and asked two experts to evaluate the ontologies' design. Protégé was used to design the ontologies, and WIDOCO was used to present the ontologies through the World Wide Web. It was found that the developed ontology consists of two classes, 16 sub-classes, and 16 relationships. The ontologies assessment found that there were seven items to fix according to the OOPS! software. Apart from the assessment program, the experts mentioned that all five aspects were suitable; namely, the ontology design was evaluated at 4.51 (Likert), the process of identifying scopes of definitions and objectives of development was 4.61, the applications and guidelines for further development was 4.58, the process of forming classes was 4.53, and the process of generating class's properties was 4.50.

• Journal of The Korean Association For Science Education
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• v.21 no.1
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• pp.22-29
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• 2001

The purpose of this study is to investigate the effects of lessons adopting portfolio assessment regarding feedback on elementary school student's scientific knowledges, inquiry abilities and their perceptions of it. For this study, two classes of 5th grade elementary school in suburb were selected. As an experimental group, one class was selected to apply the lessons adopting portfolio assessment regarding feedback, and the other class as a control group was selected to apply the lessons adopting portfolio assessment without feedback. The investigator taught and assessed both group students. The results showed a significant difference in scientific knowledge between the experimental group and the control group (p<.05). More detailed analysis of scientific knowledge found that the feedback effect was statistically positive in the memory and the understanding domain, but there was no effect in the application domain. No statistical difference was identified in inquiry abilities. The results of the questionnaire on the perceptions of portfolio assessment showed that students of the experimental group had higher positive responses on the 'perception about the effects of lesson' and on the 'perception in scientific attitudes' than the control group. However, the control group students had higher positive responses on the 'perception about self-evaluate of their own portfolio' and the 'perception about need of feedback' than the experimental group.

• Journal of Gifted/Talented Education
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• v.26 no.4
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• pp.677-697
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• 2016

This study analyzed the difference in evaluation results in evaluating identical products by applying two different types of evaluating scales, Creative Product Analysis Matrix (CPAM) and Creative Product Semantic Scale (CPSS) by O'Quin and Bessember (1989). As a result, evaluation based on explicit knowledge scored lower than evaluation based on implicit knowledge, implying that the evaluation becomes stricter. When evaluated with CPSS, which as relatively more segmentalized grading criteria, all sub-dimensions of creativity showed low scores, and it show that when evaluator's first impression or personal evaluation standard on the products is firm, they may not be evaluated by the evaluation tools. Gifted education teachers were giving similar evaluations as experts in creative product evaluation, and understanding the product evaluation tool fully in advance before teaching or evaluating products may lead to the generation of newer, more useful and appropriate, and highly creative product with high solvability.

• Knowledge Management Research
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• v.18 no.3
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• pp.231-246
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• 2017

As an interest in the efficiency of public sector expenditures has spread across the world, Korea has operated a self-evaluation system for government projects as a part of the performance-based budget system. However, an evaluation system for public information technology project has been criticized for its lack of validity, which stems from the uniformity of performance management. This study draws insight from knowledge management literature in an attempt to address the problems with the extant performance evaluation system in public agencies. To realize benefits from IT investment, an agency needs to develop its own performance management model for information systems projects, with a focus on the interaction of IT and organizational system. The knowledge management-based framework for IT projects was verified through a case study, with which we discussed the applicability of knowledge management to the evaluation of public information systems projects.

• The Mathematical Education
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• v.55 no.2
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• pp.171-192
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• 2016

As teachers' competency is evaluated based on their teaching performance. pre-service teachers need to have an opportunity to reflect on themselves by systematically analyzing and evaluating their own lesson planning and teaching performance through self-assessment. In this study, we aimed to examine what evaluation criteria for lesson planning and teaching performance pre-service mathematics teachers consider in the process of self-assessment. This study used a mixed-methods research design. To draw the self-evaluation criteria for lesson planning and teaching performance, pre-service self-reported assessments were analyzed using qualitative analyses. In addition, descriptive statistics were used to investigate the pre-service teachers' distribution across the criteria and check the ratio of pre-service mathematics teachers for each element. As a result, it was disclosed that pre-service mathematics teachers considered eight elements in self evaluating their own lesson planning and teaching performance. In addition, we found that pre-service mathematics teachers tended to consider Pedagogical Content Knowledge (PCK) more than Subject-Matter Knowledge (SMK). Moreover, the results of this study provide educational implications for the curriculum in the pre-service teacher's education program.

• Nuclear Engineering and Technology
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• v.42 no.2
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• pp.145-150
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• 2010

The paper is describing work being developed in the frame of a 5-year IAEA Coordinated Research Programme (CRP) started in late 2005. Participants gained knowledge of modelling methodologies and experience in the development and use of rather sophisticated simulation tools in support of site characterization and performance assessment calculations. These goals were achieved by a coordinated effort, in which the advantages and limitations of numerical models are examined and demonstrated through a comparative analysis of simplified, illustrative test cases. This knowledge and experience should help them address these issues in their own country's nuclear waste program. Coordination efforts during the first three years of the project aimed at enabling this transfer of expertise and maximizing the learning experience of the participants as a group. This was accomplished by identifying common interests of the participants (i.e., Process Modelling and Total System Performance Assessment methodology), and by defining complementary tasks that are solved by the members. Synthesis of all available results by comparative assessments is planned in the coming months. The project will be completed end of 2010. This paper is summarizing activities up to November 2009.

• English Language & Literature Teaching
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• v.15 no.4
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• pp.157-175
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• 2009

This paper offers a critical review of a newspaper argument regarding the problems of high school education assessment for university entrance examination system in the United Kingdom. The media account raises three sets of questioning to hold that the nation's long-standing A-levels have failed and is no longer viable as a high-stakes test. However, it is found that the writer's argumentations involving misleading conceptions can be deconstructed because of invalid reasoning and unreliable evidence. So, it is proposed that a reasonable solution to replace the discredited A-level exams should be to adopt an eclectic approach for assessing candidates' multiple capabilities; performance, potentiality and critical thinking skills. These criteria for component-oriented assessments are designed to measure their high school academic achievements and intellectual capacity for tertiary education; in the process of such measurement, critical-logical reasoning abilities for sound judgment and problem-solving tasks should be incorporated with the basic precondition that each university possesses its own discretion for the determination of adequate proportions to reflect each of the assessment outcomes. It is, therefore, expected that this critical review will inspire the readers to understand aspects of assessment as an educational field and to confirm how seriously they may be misguided by a distorted media argumentation without substantive background knowledge.

• School Mathematics
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• v.2 no.1
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• pp.203-241
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• 2000

This study aims to suggest a model of task development for mathematics performance assessment and to develop performance tasks for the fifth graders in the primary school on the basis of this model. In order to achieve these aims, the following inquiry questions were set up: (1) to develop open-ended tasks and projects for the fifth graders, (2) to develop checklists for measuring the abilities of mathematical reasoning, problem solving, connection, communication of the fifth graders more deeply when performance assessment tasks are implemented and (3) to examine the appropriateness of performance tasks and checklists and to modify them when is needed through applying these tasks to pupils. The consequences of applying some tasks and analysing some work samples of pupils are as follows. Firstly, pupils need more diverse thinking ability. Secondly, pupils want in the ability of analysing the meaning of mathematical concepts in relation to real world. Thirdly, pupils can calculate precisely but they want in the ability of explaining their ideas and strategies. Fourthly, pupils can find patterns in sequences of numbers or figures but they have difficulty in generalizing these patterns, predicting and demonstrating. Fifthly, pupils are familiar with procedural knowledge more than conceptual knowledge. From these analyses, it is concluded that performance tasks and checklists developed in this study are improved assessment tools for measuring mathematical abilities of pupils, and that we should improve mathematics instruction for pupils to understand mathematical concepts deeply, solve problems, reason mathematically, connect mathematics to real world and other disciplines, and communicate about mathematics.