• Journal of The Korean Association For Science Education
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• v.25 no.5
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• pp.571-582
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• 2005

In spite of the importance of cognitive conflict in conceptual change, there has been little research on the characteristics of cognitive conflict in students enrolled at vocational high schools. The purpose of this study was to expose these students' cognitive conflict types and investigate characteristics of cognitive conflict according to the type of cognitive conflict. This paper examined how vocational students' motivational beliefs and epistemological beliefs affect the process of cognitive conflict when students are confronted with an anomalous situation related to the action and reaction concept. Results indicated that many vocational students experienced low levels of cognitive conflict and remained passive during the explanation of anomalous phenomenon or easily desisted any attempt to resolve the conflict situation because of their epistemological belief to depend on the external absolute knowledge of teachers, an extrinsic motivation to choose easier tasks, or reliance on the teachers' reputations. Therefore, Instructors need to recognize these characteristics in order to facilitate vocational students' conceptual change when presenting cognitive conflict tasks.

• Journal of The Korean Association For Science Education
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• v.24 no.2
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• pp.408-415
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• 2004

The purpose of this study is to investigate the effect of the delayed resolution of cognitive conflict on middle school students' conceptual change in learning the concept of the action and reaction with cognitive conflict strategy. The subjects were divided into 3 groups according to the time in which teacher tried to resolve cognitive conflict: instant resolution group, 2-day delay resolution group, and 7-day delay resolution group. Pretest, just before test, posttest, and delayed posttest were examined to measure the degree of conceptual change. Delay resolution groups' students answered the questionnaire asking what they had done to resolve cognitive conflict during the period which had been delayed resolution of cognitive conflict. The results of this study were as follows. First, instant resolution group showed significantly more scientific conceptual change than delay resolution groups. Secondly, most of delay resolution groups' students who tried to resolve cognitive conflict interacted with their peers. Also, delayed resolution of cognitive conflict was not helpful to resolve cognitive conflict. Thirdly, in delay resolution groups, we found the tendency that students who spent more than 30 minutes trying to resolve cognitive conflict altered their preconceptions into scientific concepts more easily than the others did. According to the results of this study, instant resolution of cognitive conflict is more effective on scientific conceptual change than delayed resolution of cognitive conflict.

• Child Studies in Asia-Pacific Contexts
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• v.3 no.1
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• pp.49-68
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• 2013

The purpose of the present study was to examine how dimensions of socialization practice and relationship quality may function to manage or increase parent-adolescent conflict. Of particular concern was to examine the comparative efficacy of potential predictors of parent-adolescent conflict across three cultural groups consisting of samples from Mainland China, Russia, and the U.S. as well as across gender-of-parent/gender-of-adolescent dyads from each culture. Findings from a sample of 1,365 adolescents indicated that adolescents' perceptions of parental influences on parent-adolescent conflict differ across cultural groups and gender-of-adolescent. The use of punitive behavior by parents was the strongest and most consistent predictor of parent-adolescent conflict across all cultural groups and gender dyads, suggesting that a general pattern exists for punitiveness to increase parent-adolescent conflict cross-culturally. Perceptions of support, monitoring, conformity to parents, and autonomy from parents influenced parent-adolescent conflict within some of the cultures and selectively for adolescent boys and girls.

• Asia Marketing Journal
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• v.20 no.2
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• pp.1-27
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• 2018

This study examines the effects of dependence and conflict on organizational performances in partnership, qualitatively (trust) and quantitatively (sales) under four control variables (period of business, number of goods, competition density, and number of employees). Also, this study presents termination cost and alternative attractiveness as the antecedents of dependence, goal incongruity and unfairness as the antecedents of conflict. As the results of analysis with survey data from 360 distributors in manufacturer-distributor partnership, 7 hypotheses are supported and 2 hypotheses are rejected. The results of structural equation modeling (SEM) verify that termination cost increases dependence, that alternative attractiveness reduces dependence, that goal incongruity and unfairness increase conflict, that dependence reduces conflict, that dependence increases trust, and that conflict reduces trust. However, unexpectedly, dependence reduces sales, and conflict has no impact on sales. The results of this study provide insightful implications theoretically and managerially to scholars and practitioners interested in partnership.

• Journal of The Korean Association For Science Education
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• v.24 no.4
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• pp.687-708
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• 2004

The purpose of this study is to investigate the relationships between cognitive conflict and students' causal attributions and to find out what kinds of attributions affect successful resolution of cognitive conflict in learning physics. Twenty-nine college students who attended a base general physics course took an attribution test and a conceptual pretest related to action and reaction concept. Of these, twenty students who revealed alternative conceptions were selected. They were confronted with a discrepant demonstration and took part in the cognitive conflict level test, a posttest, and delayed posttest. Those students who experienced high levels of cognitive conflict were selected and interviewed to find out what kinds of attributions affect resolving the conflict. When confronted with the discrepant event, the students who attributed success outcomes to "effort" experienced higher levels of cognitive conflict than those to "task difficulty." However, those students who revealed high levels of cognitive conflict and attributed success outcomes to effort did not always produce conceptual change. They had different perspectives on effort and conducted different effort activities to resolve the cognitive conflict. In addition, these effort activities appeared to include their motivational beliefs, metacognitive and volitional strategies. The results of this study indicate that in order for the conflicts to lead to change, students need to have the perspective on effort implying the use of the self-regulated learning strategy and to conduct effort activities based on them. Beyond cold conceptual change, this article suggests that there is a management strategy of cognitive conflict in the classroom context.

• International conference on construction engineering and project management
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• 2017.10a
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• pp.291-296
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• 2017

Infrastructure development as national project suffers from social conflict which is one of main risk to be managed. Social conflicts have a negative impact on not only the social integration but also the national economy as they require enormous social costs to be solved. Against this backdrop, this study analyzes social conflict using articles published by online news media based on web-crawling and natural language processing (NLP) techniques. As an illustrative case, the Jeju Naval Base (JNB) project which is one of representative conflict case in South Korea is analyzed. Total of 21,788 articles and representative keywords are identified annually. Additionally, comparative analysis is conducted between the extracted keywords and actual events occurred during the project. The authors explain actual events in the JNB project based on the extracted words by the year. This study contributes to analyze social conflict and to extract meaningful information from unstructured data.

• Strategy21
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• s.36
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• pp.180-214
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• 2015

The Republic of Korea navy challenged from the unexpected surprise attacks by the North Korea navy, albeit, the developments of up-to-date naval forces' technology, and the ceaseless efforts for war preparedness. My study divided into two categories. Qualitative methods used for literature review of international relations theory related to the war onset and for investigating events occurred on the Peninsula and its surrounding seas from 1968 to 2007. Quantitative method used such as the analyses of national power index of the two Koreas, the United States, and China, the uses of equation model to calculate power index of alliance, COPDAB(Conflict and Peace Data Bank) index analysis. Like Choi's study on East Asia maritime conflict, as a conclusion, considering both AT theory and maritime national power as a tool for predicting maritime conflict in the Peninsula proved significant. Based on the study, ROK navy need to prepare for the maritime conflict because the results showed North Korea would initiate maritime disputes sooner or later using fatal asymmetric forces and methods. As a policy suggestion, we are required to maintain a concrete ROK-US alliance ties and to construct naval forces due to the deterring functions of maritime national power.

• Korean Journal of Adult Nursing
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• v.18 no.2
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• pp.304-313
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• 2006

Purpose: The purpose of this study was to describe role conflict and job satisfaction of Neurosurgery Clinical Nurse Specialist(NCNS) and to identify associated factors. Method: The target populations was 77 NCNSs from 30 general hospitals. Data were collected with self-administered questionnaires and analyzed using t-test and ANOVA. Results: The overall mean scores of role conflict and job satisfaction were $3.60({\pm}0.54)$ and $3.04({\pm}0.46)$ respectively. Significant variables affecting role conflict were the working period as NCNS, the number of colleague NCNSs in working hospital, and assignment of prescription rights. The significant variable affecting job satisfaction was assignment of prescription rights. There was no statistically significant correlation between job and role conflict. Conclusion: The variable effecting both role conflict and job satisfaction was the extent of prescription rights. In order to improve the quality of patient care and to protect Neurosurgery Nurse Clinical Specialist, the enactment of law on prescription practice is needed.

• Journal of Agricultural Extension & Community Development
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• v.12 no.1
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• pp.69-81
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• 2005

The objectives of this study were to measure role conflict of 4-H leaders and to verify the differences of role conflict and self-efficacy according to individual characteristics. The data were collected from 99 leaders who took charge of guiding 4-H youth organization in school as teacher advisor. The statistical techniques used for this study were frequency, t-test, one-way analysis of variance and correlation. The major findings of this study were as follows; 1) The 4-H leaders had some role conflict and role ambiguity in guiding youth activities in the school. 2) The leader advisor group with teaching experience of $5{\sim}9$ years showed higher role conflict and lower role ambiguity. 3) The 4-H leaders with age over 45 felt higher role conflict and lower role ambiguity. 4)The leaders' self-efficacy was positively correlated with self esteem, and negatively associated with role ambiguity.

• Journal of The Korean Association For Science Education
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• v.23 no.5
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• pp.574-591
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• 2003

According to conceptual change theory, cognitive conflict is known as an important factor in conceptual change even though there are still questions about its positive and negative effects on science learning. The purpose of this study was to examine the role of cognitive conflict in the conceptual change process in detail. Specific research questions are as follows, 1) Is presenting of an anomalous situation necessary or sufficient condition for cognitive conflict? 2) Is cognitive conflict necessary or sufficient condition for conceptual change? To answer these questions, we analyzed the theories and research results in the related literature. At the end, we discussed the complex role of cognitive conflict in the conceptual change and future research.