• Proceedings of the Technology Innovation Conference
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• 1998.06a
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• pp.131-163
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• 1998

The interest in the evaluation of government-sponsored research institutes (GRIs) has increased markedly in Korea in 1990s; this is mainly because of the increasing needs 1) to improve the quality of R&D at GRIs, and 2) to reorient the GRIs' strategic position in Korean national innovation systems due to the enhancement of R&D capabilities of private companies and universities during last decade. As a first attempt to diagnose the managerial and strategic issues of GRIs, a Multi-Ministerial Evaluation Committee was established as an ad hoc task force under the Prime Minister's Office in 1991. According to the recommendations of the committee, the Ministry of Science and Technology (MOST) to which most of GRIs were affiliated, made it a rule to evaluate the annual performance of GRIs since 1992. This paper examines the recent experience of MOST's evaluation of Government-sponsored Research Institute in Korea. After several years'efforts of Science & Technology Policy Institute(STEPI) to build prospective evaluation systenL MOST decided to apply two supplementary approaches for the evaluation of GRIs; one is summative annual evaluation and the other is formative 3-year evaluation. The annual evaluation system that is designed as a temporary measure is to monitor and to guide the self-evaluation activities of GRIs. In the process of annual evaluation, MOST tries to minimize its direct involvement, and allows each GRI to develop self-evaluation system that is most appropriate for the unique characteristics of the institute. If there exist urgent issues under scrutiny, however, it can be incorporated and examined by a group of external experts as special issues in the annual evaluation system. The aim of 3-year evaluation is both to examine the past performance of each GRI and to investigate whether the strategic role of each GRI is viable in the future. Its major focus, however, lies not on auditing past performance but on strengthening future strategic position of each GRI. The MOST designates a group of evaluation experts with appropriate knowledge and competence as members of the General Evaluation Committee for one year. With the help of STEPI, a specialized research institute for R&D evaluation, the General Evaluation Committee develops methodology and procedures for the actual evaluation of GRIs. Based on the evaluation reports and recommendations from the General Evaluation Committee, the MOST develops various policy measures for strengthening GRIs.

• Asian-Australasian Journal of Animal Sciences
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• v.31 no.9
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• pp.1420-1430
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• 2018

Objective: Epigallocatechin-3-gallate (EGCG) is a major ingredient of catechin polyphenols and is considered one of the most promising bioactive compounds in green tea because of its strong antioxidant properties. However, the protective role of EGCG in bovine oocyte in vitro maturation (IVM) has not been investigated. Therefore, we aimed to study the effects of EGCG on IVM of bovine oocytes. Methods: Bovine oocytes were treated with different concentrations of EGCG (0, 25, 50, 100, and $200{\mu}M$), and the nuclear and cytoplasmic maturation, cumulus cell expansion, intracellular reactive oxygen species (ROS) levels, total antioxidant capacity, the early apoptosis and the developmental competence of in vitro fertilized embryos were measured. The mRNA abundances of antioxidant genes (nuclear factor erythriod-2 related factor 2 [NRF2], superoxide dismutase 1 [SOD1], catalase [CAT], and glutathione peroxidase 4 [GPX4]) in matured bovine oocytes were also quantified. Results: Nuclear maturation which is characterized by first polar body extrusion, and cytoplasmic maturation characterized by peripheral and cortical distribution of cortical granules and homogeneous mitochondrial distribution were significantly improved in the $50{\mu}M$ EGCG-treated group compared with the control group. Adding $50{\mu}M$ EGCG to the maturation medium significantly increased the cumulus cell expansion index and upregulated the mRNA levels of cumulus cell expansion-related genes (hyaluronan synthase 2, tumor necrosis factor alpha induced protein 6, pentraxin 3, and prostaglandin 2). Both the intracellular ROS level and the early apoptotic rate of matured oocytes were significantly decreased in the $50{\mu}M$ EGCG group, and the total antioxidant ability was markedly enhanced. Additionally, both the cleavage and blastocyst rates were significantly higher in the $50{\mu}M$ EGCG-treated oocytes after in vitro fertilization than in the control oocytes. The mRNA abundance of NRF2, SOD1, CAT, and GPX4 were significantly increased in the $50{\mu}M$ EGCG-treated oocytes. Conclusion: In conclusion, $50{\mu}M$ EGCG can improve the bovine oocyte maturation, and the protective role of EGCG may be correlated with its antioxidative property.

• The Journal of the Korea Contents Association
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• v.16 no.1
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• pp.60-74
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• 2016

There are increasing numbers of North Korean defectors. Many of them enter universities and major in social welfare in order to get jobs. As a required course, they must participate in field practicum and many difficulties are expected. This study aims to examine the North Korean defectors' practicum experience in specific, and to support more effectively in the field work education. To achieve this purpose, female North Korean defectors who go to G cyber university and have finished their field practicums, were interviewed in an in-depth interview. The data were analyzed with the open coding through the constant comparison method as Grounded theory's initial analysis. As the result, the following was found: 49 concepts, 18 sub-categories, and 7 categories. The categories include difficulties in the process of preparation for and beginning with various obstacles; confusion due to the differences between the North Korean and South Korean culture; tasks and functions that were not expected, personal relationships which were burdensome to them; feeling a lack of professional competence; inevitable environmental circumstances, and personal problems. Based on the results, suggestions for better support in field practice education in the side of universities, community agencies, individual students and the general society were addressed.

• Journal of Practical Engineering Education
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• v.12 no.1
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• pp.109-116
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• 2020

The effects of mentoring education bring positive effects such as mentees' capacity building, knowledge improvement and positive attitude. The major difficulties that nursing college students experience in clinical practice are low adaptability, lack of confidence, etc. Therefore, this study developed mentoring education program to improve the problem-solving ability, learning attitude, and confidence in nursing skill before clinical practice for nursing college students and evaluated their effectiveness. In order to develop the program, a group of experts consisting of professors and clinical nurses selected 11 topics after discussing nursing skills and knowledge, which were most required in clinical practice. The program involved 14 mentors who operated practice, counseling, video clips, and contextual discussions for two days to a group of 9 to 10 people. Nursing college students who received the mentoring education program showed a significant increase in learning attitude and confidence in performance of nursing skills, but there was no statistically significant difference in problem-solving ability. This study is meaningful in that it has improved the educational effect by using mentoring methods, away from formal in-school practice education. In the future, it will be necessary to evaluate whether the mentoring education program affect the problem-solving ability of nursing students by applying it before, during, and after clinical practice rather than in a short period.

• The Journal of the Korea Contents Association
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• v.11 no.4
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• pp.468-476
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• 2011

A lack of basic academic skills of junior college students has negatively impacted on the quality of vacational education and student dropout prevention, and yet it is true that there still are unclear alternatives or solutions to come up with that concern. As a way to find out the actual levels of basic academic skills of junior college students and educational efforts to improve these skills, the study investigated prior studies and benchmarked strengths and weaknesses of the related educational programs and supporting systems operated by ten junior colleges around the nation. Further, the study addressed emerging issues and challenges related to basic academic skills, based on the case study of D college. Major research methodologies included literature review, surveys for students and faculty members and focus-group interviews of faculty members in order to examine the states of students' basic academic skills in the area of language, in particular. Accordingly, the study proposed several suggestions with which educational practitioners could assist in supporting students to acquire improved basic academic skills(such as the development of a competence-based curriculum, implementation of reliable diagnosis tools and supporting educational systems for evaluating students' basic academic skills and upgrading of diverse teaching and learning resources and methods).

• Journal of Educational Research in Mathematics
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• v.9 no.1
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• pp.351-367
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• 1999

This study aims to study the discourses influencing high school students' concept and attitude toward mathematics, and to examine how gender differences concerning mathematical aptitude are created. This study is based on the results of previous two studies which suggested that mathematical competence differs not only according to gender, region and school year, but also even within the same gender. For this study, 12 students ranking in the top 10% at two co-ed high schools were interviewed to find out 1) what discourses are related to gender and mathematics, 2) in what way these discourses are formulated and gain currency, and 3) how they have affected students in general. Common notions concerning mathematics may be summed up as follows: 1) Most of the students believe that gender difference in mathematical aptitude results because biologically men tend to be strong in mathematics and analytical skills while women tend to have better linguistic ability. This concept can help male students' studying to have a greater learning toward mathematics. 2) A large number of the students believe that male students' studying method is based on comprehension whereas female students' method is based on retention, and hence the former group tends to be better at applying their learning than the latter group. This notion seres to encourage male students and discourage female students from tackling difficult mathematical problems. 3) Many students believe that, although female students may surpass their male counterparts in middle school or the first year of high school, they will eventually fall behind by the 3rd year. Despite research which shows that these common beliefs are not grounded in scientific proof, high-school girls, who may be strong in mathematics, lose self-confidence and feel a sense of crisis. The mechanisms which produce and reinforce such concepts as those mentioned above can be summarized as follows: 1) Regarding the choice of majors and future career paths, parents show different attitudes toward sons and daughters, and this tends to influence high-school girls and hinders them from entering mathematics-related fields. 2) Teachers with value systems based on stereo-typed gender roles affect students a great deal, and give different advice according to gender of their students, for selecting their major fields - for instance, whether to study the natural sciences as opposed to humanities. 3) This study indicates that peer-group behavior, of either support or exclusion, also reinforces the process of internalizing notions of gender difference related to mathematical aptitude. 4) The gender-based notion that men are naturally more inclined to have better mathematical ability has caused male students to choose the natural science subjects and female students to turn to the humanities. The discourses discussed above, propagated in schools and homes, and in the mass media, are continually reinforced along with general gender inequalities in the society at large.

• Communications of Mathematical Education
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• v.34 no.3
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• pp.235-256
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• 2020

The purpose of this study was to investigate the experience of pre-service mathematics teachers who attended at a university course combined with teaching practicum based on design thinking process to identify the change of their awareness of its activities. For the research, 8 pre-service mathematics teachers participated in a mathematics major course, consisting of 5 phases of design thinking formed by Stanford d.school. In the end of the course, qualitative data were collected through individual and focus group interviews and the course activities. By data analysis, the results of this study were as follows. Firstly, the participants' perspectives of design thinking activities were changed from the difficulty and ambiguity of its activity in the beginning of the process to positiveness with competence of solving authentic problem in terms of teaching practicum over time. Secondly, the participating pre-service teachers emphasized that design thinking activities helped them prepare well teaching practicum and raise understanding of students they met in the school fields. Thirdly, some research participants went through the difficulty in utilizing their products drawn from 4th phase (prototyping) of design thinking process depending on the acceptance of their guidance teachers. Fourthly, the research participants also pointed out that the design thinking was a significant activity in that they learned how to understand and communicate with their students and how to collaborate with team members and it gave an insight about the preparation for a class. Through these results, this study identified the possibility of using the design thinking process for pre-service mathematics teachers' teaching practicum. In addition, the research put forward some implications for better use of design thinking in teacher education.

• Journal of Service Research and Studies
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• v.8 no.2
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• pp.25-39
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• 2018

In the period of great change in human society, a change in educational services is also necessary. Thus, the current research investigates a new model of educational services to prepare people to be successful in an era of service and the fourth industrial revolution. We analyzed all the educational service models from the first educational institution, The Academy, founded by Plato to one of the most innovative institutions, Minerva schools. Then, we designed both an educational institution model and an educational service model that will cultivate and educate prospective students to be multidimensional to fit to the new upcoming eras. Since the era of service in the 21st century is also the era of job creation, we designed models focused on developing the broad knowledge and practical skills need to solve the most complex issues of our time. A new model was designed based on the results of the survey of existing major programs, analysis of the demands of the new generation, competency requirements, and etc. The newly designed conceptual model was improved from study focusing on tools to study that focuses on intrinsic discipline and competence, nurturing dream and imagination. In order to realize the new educational service, we developed technical conditions and a methodology for improving educational service performance. In the future, it is necessary to deepen the study and carry out research on implementing new educational service. In addition, an empirical study of the performance of the new model will also be needed.

• Journal of Agricultural Extension & Community Development
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• v.20 no.1
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• pp.105-141
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• 2013

This study focuses on the vision-sharing practices, actual management capabilities and marketing competence for management which are supposed to be associated with the performance of village-based agricultural production sector. For this, vast literatures related to this issues were reviewed and analyzed. and which were used to establishment of research model. And then questionnaire were developed along the research model, survey were implemented using the questionnaire. In survey both of questionnaire and interview were used to obtain proper opinion. Total of 51 completed questionnaires were obtained and used to empirical analysis. The correlation method was used to investigate the relationships between factors affecting performance of agricultural production unit and performance. Major findings are as follows: (1) in overall, factors related to the vision-sharing or communication are not so important or even negative effects on the performance (2) in overall, factors of management competences are relatively associated with the performances positively (3) in overall, general management capabilities like planning or analyzing were positively related to the performance (4)significant factors which were related to the positive effects on the performances were alternatives considering risk of depreciation, securing stable customers, retention of professional personnels.

• The Journal of Korean Association of Computer Education
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• v.21 no.2
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• pp.31-40
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• 2018

The purpose of this study is to analyze the perception of elementary and secondary parents on 'Informatics' education to solve the various social problems that can occur due to the application of mandatory 'Informatics' subject and find the stable public education settlement plans. For this purpose, we conducted and analysis of questionnaire survey on 'Informatics' education for parents of elementary and secondary students who participating the SW education camp in K university. The major results of this study are as follows. Firstly, both of elementary and secondary parents show high interest in the SW education policy of the government, but they are showing distrust about the timeliness of the actual SW education policy and the support of elementary and secondary education. Secondly, both of the elementary and secondary parents showed high awareness of the necessity and importance of 'Informatics' education and they recognized that 'Informatics' education should be done in high school. Thirdly, parents of elementary and secondary school students perceive that there is not enough time for 'Informatics' education and both of elementary and secondary parents to secure teachers with professional competence as a leading factor for stable settlement of 'Informatics' education in public education field. In this study, we suggested the stable settlement plans in public education field based on the analysis results.