• Applied Chemistry for Engineering
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• v.34 no.1
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• pp.75-79
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• 2023

The International Maritime Organization (IMO) Marine Environmental Protection Committee (MEPC) may adopt actions after completing impact assessments and reviewing results in accordance with the original strategy and impact assessment procedure (MEPC.1/Circ.885). The assessment of the impact of greenhouse gas (GHG) reduction measures is an important step in determining whether to implement GHG regulations. This study identifies and proposes improvements in the impact assessment procedure for future mid- and long-term measures. Improvements for future measures should start with a review of "the procedure for assessing impacts on states of candidate measures" and "the actual process of the comprehensive impact assessment for short-term measures in 2021." The procedural improvements were largely derived from the order and period of task performance, the clear definition of terms, and the review of task results through lessons learned, analysis, and expert workshops. The impact assessment of future mid- and long-term measures should be procedurally improved to ensure uniformity and consistency, which will provide objective results for Member States and industries to help smooth the adoption of measures.

• East Asian mathematical journal
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• v.31 no.4
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• pp.609-625
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• 2015

This study was subjected to 9th graders after making a conformity analysis about errors in function from a selected linear function domain learned in 8th grade, and using this we analyzed some errors learners have in the linear function domain. Learners showed the most deficiency in mastery of prerequisite facts concepts out of errors in linear functions and lack of skill in interpreting the content of the questions and technical errors occurred often as well. How the pre-service secondary school teachers prescribed these errors of linear function was analyzed from the point of problem solving strategies, accessing methods and whether or not the learner's error was used. Looking into the pre-service secondary teachers' prescription of the learners' errors in 3 fields, for the problem solving strategy a procedural strategy was used more than a conceptual strategy, and as for the accessing methods over 90% gave teacher led type explanations to the students. Also over 90% of pre-service secondary teachers did not use the learner's errors that turned up in problems.

• The Journal of Society for e-Business Studies
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• v.21 no.3
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• pp.129-151
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• 2016

The objective of this study is to examine the relationship of organizational justice, project performance and internal and external PMO (Project Management Office) capability by conducting survey of IT project participants worked with PMO. This study was the first case which classifies PMO capability into internal and external by ownership of PMO. PLS-SEM analysis, which used for this study shows internal PMO capability connects with distributive justice and procedural justice, and directly related to project performance. By comparison, external PMO capability has relationship only with procedural justice, but never related to project performance. Furthermore, distributive justice and procedural Justice all have correlation with project performance. In general, capability of external professional consulting firms is utilized for the fairness and objectivity in spite of sufficient internal project management capability. However, the internal PMO capability has greater influence on procedural justice than external's (internal PMO capability > external PMO capability). Also, distributive justice and project performance have direct correlation only with the internal PMO capability. This paper will be an indicator of finding human capabilities which are necessary for internal and external PMO performance, and has great significance of laying a groundwork of project management strategy by PMO.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.21 no.2
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• pp.111-127
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• 2010

This study aims for developing an instructional design strategy to improve collaborative teaching between teacher librarians and subject teachers in library-assisted instruction. Collaborative teaching is an important management activity enhancing teaching role of teacher librarians in their school community. But in the actual condition the level of the library-assisted instruction as its practical strategy is cooperation and subject teachers are leading teaching and learning except for selecting resources. Because library-assisted instruction is resource-based learning, the procedural knowledge of information literacy curricula and topics of subject specific curricula should be designed as a whole. Also, there must be possibilities of reducing trial and error and expanding successes. From these sides, the collaborative design strategy for library-assisted instruction can be planned like 'statement of learning situation-co designing-co teaching-co evaluating'.

• Journal of the Korean Society of Costume
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• v.64 no.3
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• pp.13-31
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• 2014

This study attempts to analyze relational structures among service failure-related variables after the moderation of fairness in the beauty service industry with the following purposes: First, it aims to review and investigate service failure & service recovery strategies, non-switching intentions after recovery, revisit intention, the intent to provide word-of-mouth recommendations and previous studies on service failure and recovery in the beauty service industry. Second, it targets the analysis of the role of fairness as a variable that moderates relations between service recovery strategies and post-recovery satisfaction in the beauty service industry. For this, the following research method was used: This study has investigated the effect of service failure and its recovery strategies (behavioral recovery strategy, psychological recovery strategy, monetary recovery strategy) on customer satisfaction for beauty service users and used the Structural Equation Model (SEM) to further analyze and verify the effect of the satisfaction on post-satisfaction behavior (non-switching intention, repurchase intention and the intent to provide word-of-mouth recommendations). The SEM was divided into a measurement model and structural model to determine if the model is appropriate and estimate the parameters of the path coefficient. In addition, this study examined to see if fairness (procedural fairness, distributive fairness and interactive fairness) works as a moderating variable while the service recovery efforts affect customer satisfaction. Then, the role of service recovery strategies, targeted to satisfy the customers who were dissatisfied because of service failure, were investigated. In addition, its effect on post-satisfaction behavior was analyzed from the structural aspect, and the moderating role was examined as well. Then, the role of the service recovery strategy, which can be used to satisfy dissatisfied customers, was examined, and the effect of the satisfaction on customer behavior was analyzed from a structural perspective. In addition, the moderating role of fairness was tested. As a result, this study is significant in that it helps service providers formulate service recovery-related strategies.

• 대한공업교육학회지
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• v.38 no.2
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• pp.176-194
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• 2013

In this research, 'Construction Technology and Environment' units in 12 different technology home economics textbooks for 1st~3rd year middle school students under the 2009 Revised Educational Curriculum and the content system of textbooks were analyzed based on Reigeluth's elaboration theory, and the following conclusions were derived. First, each of the 12 different textbooks presented the elaboration process by procedural method and composed the content system. Second, the 'Construction Technology and Environment' unit presented many 'Thought Opening' as the systematization strategy of advance learning ability, and 'Unit Summary' presented at the end of the unit as the use strategy of the summarizer was presented preponderantly. In addition, 'Learning Objective' that represents the degree of achievement of the students after learning the unit was presented most as the use strategy of the synthesizer although there are differences in terms. In all of the textbooks, 'Figure,' 'Table,' 'Diagram', and 'Explanation of Terms' were used, and particularly, in the vitalizer strategy of the cognitive strategy, overwhelmingly greater number of 'Figure's, compared with all other elements, were presented as the vitalizer strategy of cognitive strategy. Finally, 'Compensatory Learning,' and 'In-depth Study' were presented as the learner control strategy in each of the 4 different textbooks, and there was one textbook that presents the term 'Supplement Reinforcement' in which compensatory learning and in-depth learning were integrated. Third, the metaphor utilization strategy among the 7 teaching strategies of the elaboration theory was hardly used in the composition items in units of textbooks.

• The Journal of Korean Institute of Communications and Information Sciences
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• v.22 no.2
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• pp.381-391
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• 1997

This study aims at designing and calculating of the information index for efficient implementation of the regional information policy. The content and scope of this study are designing the struture of information index, measuring the informatization level in major cities of Korea and inducing rough idea for better performing of Korea information policy. Thereby we calculated tables ofinformation indexon seventy-eight cities in Korea from 1985 to 1994 and also basic strategy for better policy implementation. And we found that every citities share the benefit almost equal in the use of old media but not in that of new media. It can be expected that the bovernment will make a good use to get procedural validity in the course of designing some information policy based upon quantitative data.

• Journal of The Korean Association For Science Education
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• v.16 no.3
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• pp.239-248
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• 1996

Many science teaching models have been devised and published for the students' conceptual change by researchers. However, the science teachers have been confused with so many models to be used in teaching science. Since the models are composed of ambiguous statements, it seems to be difficult for the teachers to understand their characteristics and natures. Therefore, the models were difficult to be adopted in science instructions. In this study, the researcher developed two checklists which were devised especially for the teachers who apply the Cognitive Conflict Process Model (the Procedural Teaching Model using Cognitive Conflict Strategy) in Science Concept Instruction. One is for planning instructions using the model, the other is for examining or analysing them. Each of them consisted of 20 items and 33 items, respectively. Using these checklists, the Cognitive Conflict Process Model can be checked whether it was applied properly in actual instruction or not.

• Journal of The Korean Association For Science Education
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• v.27 no.8
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• pp.724-742
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• 2007

The purpose of this study was to develop a scientific inquiry model that makes scientific inquiry accessible to science teachers as well as students. To develop a scientific inquiry model, we investigated the research process demonstrated by ten scientists who were working at academic research institutions or industrial research institutions. We collected data through scientists' journal articles, lab meetings and seminars, and observation of their inquiry process. After we analyzed the scientists' inquiry strategies and processes of inquiry, we finally developed the Scientist's Methodology of Investigation Process model named SMIP. The SMIP model consists of four domains, 15 stages, and link questions, such as "if, why", and "how". The SMIP model stressed that inquiry process is a selective process rather than a linear or a circular process. Overall, these findings can have implication science educators in their attempt to design instruction to improve the scientific inquiry process.

• Journal of Information Technology Applications and Management
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• v.10 no.4
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• pp.29-50
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• 2003

This research provide the basic information to enhance the user-orientedness of usability design guidelines for software products and an effective empirical guidance to classify design attributes of internet shopping mall sites. The results of analysis show that design attributes can be classified into the procedural attribute group, the shopping tool attribute group, the visual attribute group, linguistic attribute group, and others. The results show that shopping tool attribute group can be divided further into the search tool attribute group and purchase tool attribute group and that the visual attribute group can be divided further into the screen condition attribute group and the character legibility attribute group. The research reveals that when designers design software interfaces and features they should take the compound effect of a group of design attributes into consideration to enhance the usability of the system.