• Journal of the military operations research society of Korea
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• v.36 no.2
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• pp.53-69
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• 2010

The long-term purpose of Military Acquisition Program Management (MAPM) is to fulfill requested performance, budget, and timing of military capability building. The Defense Acquisition Program Administration was established in 2006 and it adopted Integrated Control System. Moreover, there have no much studies done to examine the condition of Defense Capability Improvement Project in Korea through an empirical research although there are sixty one organizations are operating currently under Defense Capability Improvement Project. The objective of this study is to recognize Military Acquisition Program Management as a single project and to critically review relationship between Critical Success Factors (CSF) and Military Acquisition Program Management. Accordingly, three determinants to lead to successful Military Acquisition Program Management are "Communication" "User Participation" and "User Requirement." This study also demonstrates that Critical Success Factors have distinctive influences on successful Military Acquisition Program Management based on characteristic, size and phase of project. In retrospect, it is meaningful that Integrated Project Team (IPT) could classify priority of management according to characteristic, size and phase of project in the course of implementation.

• Journal of Korea Multimedia Society
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• v.9 no.3
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• pp.353-359
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• 2006

For answering a given condition of education which tries groping various instruction way of learner-leading, project-based instruction is noticed that inducing motive and interest of study by learner maker the effect of teaming, instruction way of owner-leading which solve by themselves. In this thesis, it develops education contents for applying project-based instruction to visualbasic course. Using FLASH MX and PHOTOSHOP 6.0 program which became known web production means, in distinction from the instruction contents which is a freeze-frame, it makes prossible interaction between computer and learner, induce interest and concentration of learner. In result of applying this, it appears real effect to the learning effect.

• The Journal of Korean Association of Computer Education
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• v.22 no.2
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• pp.39-50
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• 2019

We designed and applied team project based learning for effective computer programming education and analyzed the effect on learning effect. Throughout simplified traditional theories and practices, teamed up with random lottery, divided role & responsibility, and conducted problem solving projects in a competitive way for a given task. When after completion of the course, we conducted questionnaires on learners in order to grasp the influence factors on the learning effect. As a result of the structural equation model analysis, it was shown that Team Project had a direct effect on the learning effect. The learning effect based on the relationships among the factors derived through exploratory factor analysis. Based on this analysis, we propose a more effective computer programming education way.

• Journal of the Korea Safety Management & Science
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• v.24 no.2
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• pp.97-104
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• 2022

This study examines the effects of participation purpose, corporate readiness, and acceptance of changes that may occur in the course of expert guidance on the performance of smart factory. For this study, 129 questionnaires obtained from SMEs participating in the Smart Meister support project were used, and SPSS 18.0 and the AMOS 18.0 program were used for statistical processing for empirical analysis of the hypotheses test. It was found that the company's business participation motivation and readiness status had a significant effect on the acceptance and cooperation of changes that occurred during the consulting process. In addition, the acceptance and cooperation of changes within the company had a significant effect on the satisfaction with the Meister support project and the financial performance. Companies participating in the Meister support project need to clarify their motives for participating in the project and make stable corporate readiness in advance. In addition, based on the CEO's support, it is necessary to have a motivational program and to build an organizational culture that can actively accept innovation.

• Educational Technology International
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• v.20 no.1
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• pp.57-81
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• 2019

This study aimed to investigate effects of peer feedback types and feedback acceptance levels on academic achievement in project-based learning. The participants were 70 middle-school students taking an English course. They were divided into corrective and suggestive feedback groups. These participants were asked to create user-created content (UCC) as an individual task and provide peer feedback on a peer's UCC in the same type of feedback group. Results showed that there were significant differences in academic achievement according to peer feedback types (corrective vs. suggestive) and feedback acceptance levels (high vs. low). In particular, the suggestive peer feedback group had higher academic achievement than the corrective peer feedback group. Moreover, the group with a high level of feedback acceptance gained higher academic achievement than the group with a low level of feedback acceptance. Moreover, there was an interaction effect between peer feedback types and feedback acceptance on academic achievement. These results indicate that peer feedback types and feedback acceptance should be considered for effective peer feedback activity. These findings provide practical implications for the design and implementation of peer feedback activity in project-based learning.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.12
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• pp.91-97
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• 2016

The purpose of this study is to identify the mediating effect of team efficacy between interpersonal competence and perceived learning in project learning for pre-service early childhood teachers. Based on a literature review, team efficacy and interpersonal competence were identified as variables having an effect on project learning. The data were collected from 172 students who participated in a project learning course offered by a university located in Seoul, Korea, and were analyzed by Baron & Kenny's (1986) framework. As a result, team efficacy was found to act as a partial mediator between the two variables, understanding of and consideration for other people and perceived learning. This study suggests that team efficacy and understanding of and consideration for other people should be facilitated in project learning courses. The possibility that some teaching strategies could enhance the project learning effect for learners and pre-service teachers is discussed.

• Journal of Gifted/Talented Education
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• v.21 no.1
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• pp.19-38
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• 2011

This study aims to apply a teaching-learning model using science oriented UCC created by students themselves(4C model) in a gifted students' project learning and investigate its effects in science-related affective property by gender in order to use UCC systematically in a gifted students' project learning course. After conducting of gifted students' using UCC project learning, We surveyed gifted students' recognition about it. Nonparametric test has done with the results of before and after science-related affective property tests of them. As results, gifted students took an active part in 'using UCC project learning'. Girls are more active and interested than boys whereas more boys felt a difficulty in creating UCC than girls. Girls' creativity was improved and anxiety about science was decreased whereas the results of boys were not statistically significant. Therefore, 'using UCC project learning' is more effective than tha of boys to girls.

• Geomechanics and Engineering
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• v.39 no.1
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• pp.1-11
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• 2024

Geotechnical parameter estimation is critical to the design, performance, safety, and cost and schedule management in Tunnel Boring Machine projects. Since these parameters vary within a certain range, relying on mean values for evaluation introduces significant risks to the project. Due to the non-homogeneous characteristics of geological formation, data may not exhibit a normal distribution and the presence of outliers might be deceptive. Therefore, the use of reliable analyses and simulation models is inevitable in the course of the data evaluation process. Advanced modeling techniques enable comprehensive analysis of the project data and allowing to model the uncertainty in geotechnical parameters. This study involves using Monte Carlo Simulation method to predict probabilistic distributions of field data, and therefore, establish a basis for designs and in turn to minimize project risks. In the study, 166 sets of geotechnical data Obtained from 35 boreholes including Standard Penetration Test, Limit Pressure, Liquid Limit, and Plastic Limit values, which are mostly utilized parameters in estimating project requirements, were used to estimate the geotechnical data distribution of the study field. In this context, firstly, the data was subjected to multi-parameter linear regression and variance analysis. Then, the obtained equations were implemented into a Monte Carlo Simulation, and probabilistic distributions of the geotechnical data of the field were simulated and corresponding to the 90% probability range, along with the minimum and maximum values at the 5% probability levels presented. Accordingly, while the average SPT N30 value is 42.86, but the highest occurrence rate is 50.81. For Net Limit Pressure, the average field data is 17.07 kg/cm², with the maximum occurrence between 9.6 kg/cm² and 13.7 kg/cm². Similarly, the average Plastic Limit value is 22.32, while the most probable value is 20.6. The average Liquid Limit value is 56.73, with the highest probability at 54.48, as indicated in the statistical data distribution. Understanding the percentage distribution of data likely to be encountered in the project allows for accurate forecasting of both high and low probability scenarios, offering a significant advantage, particularly in ordering TBM requirements.

• Journal of Korean Society on Water Environment
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• v.28 no.1
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• pp.1-9
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• 2012

It has been known that Golf course could impose negative impacts on water-ecosystem if pollutant-laden runoff is not treated well. It is important to control non-point source and re-use treated wastewater from the golf course to secure water quality of receiving waterbodies. At golf courses, the rainfall-runoff is affected by various practices to manage grasses. In many hydrological modelings, especially in simple rainfall-runoff modeling, effects on runoff of plant growth and cutting are not considered. In the study, the water erosion prediction project (WEPP), capable of simulating plant growth and various management, was evaluated for its runoff prediction from golf course under grass cutting and irrigation. The %Difference, $R^2$ and the NSE for runoff comparisons were 1.15%, 0.93 and 0.92 for calibration, and 18.12%, 0.82 and 0.88 for validation period, respectively. In grass cutting scenario, grass height was managed to be 18~25 mm. The estimated runoff was decreased by 27%. The difference in estimated total runoff was 11.8% depending on irrigation. As shown in this study, if grass management and irrigation are well-controlled, water quality of downstream areas could be obtained.

• Journal of the Korean Society of Costume
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• v.65 no.2
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• pp.125-143
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• 2015

This study is to propose an 'education-training-certificate of qualification' design of fashion accessories production, which can be applied to education in universities and individuals. It is based on the National Competency Standards (NCS), which was developed through the '2013 National Competency Standards Development Project' for the fashion accessories production. FGI (Focus Group Interviews), which is a research methodology, is carried out on target groups of educational experts and specialists in the field of fashion accessories production. Through this, five courses were suggested; first, 'fashion accessories design' course was proposed for the education and training of 'design development' and 'development of raw materials'. Secondly, 'fashion product production' course was proposed for the education and training of 'production of samples'. Thirdly, 'fashion product manufacture and planning' course was proposed for the competency element units: 'calculation of cost', 'determination of mass production model and price', 'planning of the main manufacturing process' and 'ordering of raw materials'. Lastly, 'mass production of fashion products' course and the 'field practice of fashion product manufacture' course were proposed for the competency element units: 'planning for mass production', 'preparation for mass production', 'mass production' and 'inspection of completed products'. In addition, a new certificate of 'technician of fashion accessory production' was proposed in order to test qualified skills for the fashion accessories production. The test is composed of a written examination of short-answer questions, technical drawing and production.