• Management & Information Systems Review
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• v.34 no.3
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• pp.273-302
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• 2015

This empirical study analyzed the influence of transformational leadership on knowledge management activities and organizational commitment, and examined the mediating effect of knowledge management in the relationship between transformational leadership and organizational commitment. A survey was employed as the research method. The survey targeted 635 participants working in the service, manufacturing, and IT industries. The results were used to compare and analyze the relationships among industry-specific variables. Transformational leadership is defined as the tendency to strive for change and innovation despite the achievement of objectives, develop the potential capabilities and strengths that each member of the organization possesses, amplify their self-esteem and passion, and lead them to surpass their expected objectives by stimulating positive strengths. Such type of leadership has been perceived as a precedent that enhances organizational effectiveness. In summary, this study has yielded the following results: First, the transformational leadership exhibited by organizational leaders was found to have a significant positive impact on knowledge management activities as well as organizational commitment. Second, knowledge management activities were found to have a significant positive influence on organizational commitment. Third, the transformational leadership exhibited by organizational leaders was found to have a partial mediating effect on the mediating role of knowledge management activities in the relationship with organizational commitment. Fourth, analyzing industry-wise, the influence of transformational leadership on knowledge management activities was the most significant in the service industry, which was also the case for the influence of knowledge management activities on organizational commitment. The influence of leaders' transformational leadership on organizational commitment was the most significant in the information technology industry. Finally, based on the aforementioned research results, suggestions were made regarding the meaning of the influence of transformational leadership on knowledge management activities and organizational commitment and the differences by industry thereof, while also suggesting the limitations of this work.

• Korean Journal of Child Studies
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• v.1
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• pp.65-81
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• 1980

This study is aimed at investigating the compensatory education which was already implemented or is being implemented in the U.S.A. and Japan; and at studying the types of programs and their characteristics; and at sounding out the possibilities of the application of such programs in family and social conditions is Korea. In order to achieve the above mentioned objectives, the established items for the study are as follows: (1) Various types of early children's education (2) Programs of compensatory education for the disadvantaged Children (3) Head Start Program, Early Training Project and Montessori School (4) Integrated Preschool Programs (5) Day-Care Center for employed mothers We investigated the various compensatory education programs for the preschool children who are in economically, socially, culturally disadvantaged conditions. Head Start Programs were federally supported programs for preschool children and opened as summer programs in 1965 for the first time. The purpose of Head Start has been to give preschool children the kinds of experiences they need in preparation for school. The Head Start children were found to be significantly better prepared for school than the normal children. However, after six to eight months, their initial advantages had virtually. disappeared and then the simple problem with Head Start and other such programs was that little long-term good could be evidenced unless the high quality educational environment was maintained. Therefore, to solve this problem, three other programs were funded as part of the overall Head Start. These three programs are the Parent-Child Center, Home Start, and the Child and Family Resources Program. The Early Training Project for disadvantaged children was implemented by Klaus and Gray of Peabody College in 1962. The program was a field research study concerned with the development and testing over time of procedures for improving the educability of young children from low income homes. Its major concern was to study whether it was possible to offset the progressive retardation observed in the public schooling careers of children, living in deprived circumstances. Children, who were trained through the Early Training Project were superior to control groups in the test of IQ and vocabulary as well as linguistic abilities, and preparation for reading. This project showed the possibilities which could prevent preschool children from being disadvantaged socially, culturally and mentally. In 1907, Montessori School was established by Maria Montessori in Italy and her school program has been introduced at present to several countries in the world as one compensatory educations. She first began her experimental methods with retarded children, followed by disadvantaged children from the tenements of Rome. The Montessori approach futures a prepared environment and carefully designed, self-correcting materials. The Montessori curriculum presents tastes that feature sequence, order, and regularity, in addition to those that develop motor and sensory skills. She was interested in children's intellectual development and in developing good work habits. One of the latest developed programs for disadvantaged children is "Integrated Preschool Program" which has successfully integrated handicapped and nonhandicapped children. Several studies have showed that handicapped children in integrated school environments are accepted by and interact with their nonhandicapped peers. In fact, this program provides a number of potential, and perhaps opportunities for nonhandicapped children to serve as valuable resources in fostering the development of their handicapped peers. Next we turn to Japanese programs which are divided into two different types. One is Day-Care Center which was established by Child Welfare Law and the other is kindergarten organized by School Education Law. The kindergarten opened in 1876 and it has been part of school systems since 1947 by the implementation of education law, and the Day-Care Center which started in 1890 for the employed mothers. was changed into Day-Nursery by the enactment of child welfare law in 1947. The laws and operational regulations for the Day-Nursery were set up and were put in effect by the establishment standard acts of children welfare facilities, and the Day-Nursery has been operated in various types by the increasing demand, chiefly because of the socio-economical changes of family structures in both urban and suburban areas. Nursery education for physically and mentally disadvantaged children is for those who are blind, deaf and dumb, mentally retarded; physically disadvantaged by accidents or diseases. Montessori education in Japan was started in 1968 and many research groups for studying Montessori were organized. In 1977, Montessori remedial education society was also organized in which they started a number of studies; a study for developing materials; in-service training for the remedial education; and seminars and lectures, etc It is strongly suggested that we study the early educations that are being implemented in Japan and a variety of compensatory educations that were already implemented in the U.S.A. and modify them for the organization of our own model and properly accommodate them to our social needs.

• Korea Journal of Hospital Management
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• v.7 no.1
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• pp.41-63
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• 2002

The purpose of this study is to analyze the interrelation of influential factors in organizational conflict and organizational commitment. The data for this study were collected through a self-administered survey with a structured Questionnaire to 1,167 subjects from several nursing staff members, administration staff members and medical technicians of six hospitals. In this analysis frequency test, t-test, ANOVA, hierarchical multiple regression and structural equation model were used. The main findings of this study are as follows. 1. Factors which influence organizational conflict were analyzed. The type of occupation and the year of service were socio-demographic variables which influenced organizational conflict positively. Adjusted R square was 0.03. Perceptions on organizational structure and organizational culture were analyzed with two- level variables that were added. The findings were as follows. Adjusted R square increased to 0.25. The year of service, internal process culture and rational goal culture were positive variables. The design of organizational structure, human relations culture and open system culture were negative variables. 2. Variables which influence organizational commitment were analyzed. Age and the year of service were positive variables, while academic background based on high school education was a negative variable. Adjusted R square was 0.16. Perceptions on organizational structure and organizational culture were analyzed with two-level variables that were added. The findings were as follows. The characteristics of organizational structure, human relations culture and organizational culture were positive variables. Adjusted R square increased to 0.55. The variables of organizational conflict were added in 3 steps. Findings were as follows. The variables of hierarchical conflict showed negative influence and were included in two-level influential variables. Adjusted R square increased to 0.56. 3. Structural equation model was analyzed in order to examine the relation between organizational structure and the variables of organizational culture, organizational conflict and organizational commitment. Thirteen path coefficients out of seventeen path coefficients were significant. Age had negative influence on organizational conflict and positive influence on organizational commitment. The year of service had positive influence on organizational conflict and organizational commitment. The design of organizational structure, human relations culture and open system culture had negative influence on organizational. conflict. They had positive influence on organizational commitment. Internal process culture and rational goal culture had positive influence on organizational conflict. Organizational conflict had negative influence on organizational commitment. The squared multiple correlation of this model was 25.1% in organizational conflict and 52.7% in organizational commitment. The conclusion of this study is as follows. Factors in organizational structure and organizational culture, rather than socio-demographic factors, had a stronger influence on the organizational conflict and organizational commitment of hospitals. In order to decrease organizational conflict, to increase organizational commitment and to maximize the effectiveness of hospital management, it is necessary to understand the overall relation between organizational structure, organizational culture, organizational conflict and organizational commitment, with the effort of improving personalized factors and individual factors of organization management.

• Journal of dental hygiene science
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• v.10 no.5
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• pp.403-409
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• 2010

The purpose of this study was to examine the teaching efficiency of clinical training for dental hygiene students in Gyeonggi Province. The subjects in this study were 371 dental hygiene juniors in seven different colleges in Gyeonggi Province, on whom a self-administered survey was conducted. The collected data were analyzed with a SPSS WIN 12.0 program, and the findings of the study were as follows: 1. The teaching efficiency of clinical training that the dental hygiene students undergone was on the average. As for evaluation of the factors of teaching efficiency, they gave the highest marks to the role model factor(3.40). 2. The size of the institutions where they received clinical training made no statistically significant differences to the teaching efficiency of their clinical training. The university hospitals ranked first in professional knowledge, one of the sub-directory of teaching efficiency, and the gap between them and the others was statistically significant(p=.005). 3. Concerning links between satisfaction level with the major and view of teaching efficiency, stronger satisfaction with the major led to better perception of teaching efficiency(p=.001). Among the subdirectory of teaching efficiency, that made statistically significant differences to view of interpersonal skills, performance as a supporter, fair evaluation, academic organization skills(p=.005), encouragement and support, teaching methods, professional academic knowledge(p=.001), communicative competency, performance as a role model and cooperation with the staff of dental clinics(p=.000). 4. There were no statistically significant gaps in teaching efficiency according to teaching styles. Among the sub-directory of teaching efficiency, statistically significant differences were found only in encouragement and support(p=.005). The above-mentioned findings suggest that the teaching efficacy of the clinical training was approximately on the average, and that a better satisfaction with the major led to a higher teaching efficacy. Therefore a wide variety of teaching methods and systematic training programs should be developed to boost the quality of clinical training to improve its teaching efficacy.

• Journal of Korean Home Economics Education Association
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• v.20 no.1
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• pp.137-152
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• 2008

This study examined the organization and operation of home economics curriculum of specialized middle school in the form of regular school among alternative schools and analyzed the perceptions of teachers and students about home economics class. Interviews were conducted with teachers of 6 specialized schools in order to determine the operations and teachers' perceptions of home economics education. Students' perceptions for home economics class were gathered through surveys with students from the 3 (of the original 6) schools that authorized the questionnaire survey. The final analysis utilized 205 student responses. Survey data were analyzed using the SPSS program. The results of the research were as follows: First, home economics education within specialized middle schools was mostly conducted according to the form of the technology-home economics curriculum, which is the national common basic curriculum. Compared to the 7th national curriculum, the class of technology-home economics curriculum in 4 schools occurred 1 hour less each week. Each school incorporated various specialized curricula related to home economics. Second, as for the operation of home economics education in specialized schools, most home economics classes were conducted by teachers who had majored (or minored) in home economics. Moreover, all but 1 school, which used self-made materials, used the national textbook and dealt with the entire content of the textbook. For teaching-learning methods and instructional media, various means were utilized. For evaluation methods, most schools based grades on paper-and-pencil tests(50-60%) and performance tests(40-50%). Third, among teachers' perceptions of home economics education, the meaning of home economics education was focused on practical help and the pursuit of home happiness; the purpose was to realize the happiness of students and their homes by applying these to actual living, and increase students' ability to see the world. In regards to difficulties in educational operations, most pointed out poor conditions of practice rooms. As for differences from general schools, most teachers mentioned the active communication with students. Fourth, through the home economics class, it was found that students perceived the goal of technology-home economics curricula as lower than average. Among students' perceptions about home economics class, most were negative. Perceptions about goal of technology-home economics curricula and home economics class also showed meaningful differences according to each school. Students of the school, which had more home economics class hours and specialized curricula related to home economics, perceived more positively. Also, students who were more satisfied with school and learned from a teacher who majored in home economics tended to perceive home economics class more positively.

• Journal of the Korean Institute of Traditional Landscape Architecture
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• v.28 no.2
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• pp.75-85
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• 2010

The purpose of this study is to attempt new analysis on Soswaewon Garden(瀟灑園) where is Korea's traditional garden, focusing on which the tendency of its change is a relational-formation tool similar to the Eastern Mode of Thought, with paying attention to conversion as the new view of world. Accordingly, the aim is to reanalyze by connecting with Soswaewon Garden based on the theory of complexity, which tries to look at the whole through relationship rather than characteristics in individual components. Given summarizing findings, those are as follows. First, it was found that complexity shown in space and open system of physical dimension was characterized by 'event(situation)', 'non-determination' and 'homogeneous relationships between part and whole', and a variety of techniques introduced the nature positively. In particular, it was found that there were many cases of topographic usage, since the Soswaewon Garden selected its construction site proactively and was a product from architectural works in compliance with a given flow of natural topography. This has a nature of open text in the situation of emergent behaviors. Second, it was found that complexity shown in experiences and open system on the invisible dimension was characterized primarily by 'event(situation)' and 'relationships of interactive response between actors and environment', and various techniques appeared as a space for interactive combination of nature and daily experiences. This is typical of bilateral harmony based on interactions between subject and object, and between mankind and nature, and becomes also a space to accommodate temporary emergent behaviors in our life. Third, the compositional elements are reconstituted as space of organic property with dismantling steady relations. Especially, 'Soswaewon Garden's 48 poems(瀟灑園四十八詠)' will be the origin of the emotionally spatial experience to the current performers. Ultimately, the performer in the space of Soswaewon Garden simultaneously becomes a creator of space, and will generate new space with intertextuality with environment. Therefore, Soswaewon Garden becomes a place of binding me and the other together while maintaining mutual relationship based on organic thinking between a human being and nature and between the whole and a part.

• Journal of Science and Technology Studies
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• v.16 no.2
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• pp.99-147
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• 2016

This paper critically reviews the previous discussion over public engagement with science and technology by Science and Technology Studies literatures with a focus on justification and acceptance. Recent studies pointed out that the "participatory turn" after the late 1990s was followed by confusion and disagreement over the meaning and agency of public engagement. Their discussion over the reproduction of the ever-present boundary between science and society along with so-called late modernity and post-normal science and sometimes through the very processes of public engagement draws fresh attention to the old problem: how can lay participation in decision-making be justified, even if we agree that privileging the position of experts in governance of science and technology is no longer justified? So far STS have focused on two conditions for participatory turn-1) uncertainties inherent in experts' ways of knowing and 2) practicability of lay knowledge. This paper first explicated why such discussion has not been logically sufficient nor successful in promoting a wide and well-thought-out acceptance of public engagement. Then the paper made a preliminary attempt to explain what new types of expertise can support the construction and sustainment of participatory governance in science and technology by focusing on one case of lay participation. The particular case discussed by the paper revolves around the actions of a civil organization and an activist who led legal and regulatory changes in wind power development in Jeju Special Self-governing Province. The paper analyzed the types of expertise constructed to be effective and legitimate during the constitution of participatory energy governance and the local society's support for it. The arguments of this paper can be summarized as follows. First, an appropriate basis of the normative claim that science and technology governance should make participatory turn cannot be drawn from the essential characteristics of lay publics-as little as of experts. Second, the type of 'expertise' which can justify participatory governance can only be constructed a posteriori as a result of the practices to re-construct the boundaries between factual statements and value judgment. Third, an intermediary expertise, which this paper defines as a type of expertise in forming human-nonhuman associations and their new pathways for circulations, made significant contribution in laying out the legal and regulatory foundation for revenue sharing in Jeju wind power development. Fourth, experts' conventional ways of knowing need to be supplemented, not supplanted, by lay expertise. Ultimately, the paper calls for the necessity to extend STS discussion over governance toward following the actors. What needs more thorough analysis is such actors' narratives and practices to re-construct the boundaries between the past and present, facts and values, science and society. STS needs a renewed focus on the actual sites of conflicts and decision-making in discussing participatory governance.

• The Korean Journal of Archival Studies
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• no.26
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• pp.63-93
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• 2010

This document illustrates the culture of archives should be improved to get better in local autonomy. In 1994, the municipal elections were held to perform autonomous activities in Korea. It has been sixteen years, since the first municipal election had been held. The local autonomy can be accomplished well, based on the economic independence from the central government and growing awareness of locals. Not only that, if local records were well archived and suitably used, autonomy could be more active. However, since the independence from Japan in 1945, records of the self-government has not been archived well. Not only archives of local government have not been established, but also organization, budget and professional staff have not been arranged well. This brought about local records administration's inactive performance. As a result, numerous number of meaningful records are lost and people are difficult to make out the local administration policy. If the records of local government preserved well, administrative efficiency, responsibility, transparency can be realized in better way. When local officials' work experiences and achievements were on record and referred to a successor of officials properly, administrative efficiency would be highly promoted. In addition, with the well-preserved work records, people are able to see where the responsibility lies. A local autonomous entity might be able to obtain administrative transparency by showing administrative processes and results to locals to the public. In this manner, the premise to archive the records of local autonomous entity is to establish a department which can archive local records and the disposition of professional archivists. According to "the law on public archives management", the governor of a province should discuss with a minister of administration to set up plans for archives' establishment and management. In this way, local archives administration would work well, when not only the department of local records administration is established, but also the department of local archives places local records under their control at the same time. Moreover, based on active records movement, municipal officials and locals would realize the importance of local record and examine local records administration systems. Not only that, when local records are shown to public and utilized properly, the local autonomy would improve a lot.

• Journal of vocational education research
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• v.37 no.3
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• pp.85-111
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• 2018

The purpose of this study is to derive the competence of nursing teacher in Specialized vocational high school. The knowledge, skills, and attitudes required for the nursing teachers were verified and the competency groups and sub-competencies were verified and priorities were suggested. To do this, 23 nursing teachers who were currently working in the Specialized vocational high school were selected as expert panels and the study was conducted using Delphi and Layered Analysis(AHP) technique. The results of this study were as follows. First, the competency group of the nursing teacher in Specialized vocational high school showed teaching and learning methods & techniques, student guidance, curriculum development and operation, school management support, industry-academy cooperation, self-development and professionalism improvement. The total number was 6. Second, the sub-competency is composed of knowledge and skills related to the curriculum, planning and preparation of instruction, instruction operation, guidance of experiment and practice, instruction evaluation, development and utilization of teaching and learning medium, instruction environment, guidance on student education activities outside the curriculum, career guidance, life guidance, class management, guidance of technology and qualification, development of school curriculum, organization and operation of school curriculum, planning and operation of field practice, work planning, school management support, teacher evaluation and personnel management support, leaning support(practice place and equipment), establishment and operation of industry-academia cooperation, strengthening community cooperation, public relations in the school(department), field research for improvement of educational activities, participation in conferences and training, exploration of new knowledge and technology, The total number was 26. The most important of the relative importance was the curriculum development and operation. The subordinate competencies that have a high priority in each competency group were guidance of experiment and practice, guidance of technology and qualification, planning and operation of field practice, leaning support(practice place and equipment), management and work planning, establishment and operation of industry-academia cooperation, exploration of new knowledge and technology. The competency system derived from this study will be applied to the training and evaluation of nursing teachers in the future and can be used as basic data for related research.

• Journal of agricultural medicine and community health
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• v.44 no.1
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• pp.11-27
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• 2019

Dementia is major epidemic disease of the 21st century in the world. Dementia is one of the major issues in public health globally. Also in Korea, the estimated prevalence of dementia was 8.7%(0.47 million) in 2010, the number will reach the 1 million mark in 2024, it will become a 15.1%(2.71 million) by 2050. Among Koreans aged 65 or older, 725,000 are estimated to be suffering from dementia in 2017. Against dementia, Korea developed three National Dementia Plans in 2008, 2012, and 2016. The 1st plan was came into effect in 2008 and focused on prevention, early diagnostic, development and coordination of infrastructures and management, and improving awareness. The 2nd plan was launched in 2012, addressed the same priorities but had a stronger focus on supporting family members. In 2012 the Dementia Management Act established a statutory basis for organization of the National Dementia Plans. Under the Dementia Management Act, the government is required to produce a comprehensive plan for dementia every 5 years. The Act also orders that the government should register the dementia patients and collect statistics on epidemiology and the management of the dementia conditions. The Dementia Management Act of Korea required the operation of the National Institute of Dementia and Metropolitan/Provincial Dementia Centers to make and carry out dementia management plans throughout the nation. The Act also mandate to establish Dementia Counselling Centers in every public health center and the National Dementia Helpline. The 3rd National Dementia Plan of 2016 aims to build a dementia friendly community to ensure people with dementia and their carer live well. This plan focus on community-based prevention and management of dementia, convenient and safe diagnosis, treatment, and care for people with dementia, the reduction of the care burden for family care-givers of people with dementia, and support for dementia research through research, statistics and technology. In 2017, Moon's government will introduce the "National Dementia Responsibility System," which guarantees most of the burden caused by dementia. This plan include that the introduction of a ceiling on self-pay for dementia diseases, expansion of the application of dementia care standards through alleviating the support criteria for long-term care insurance for mild dementia, expansion of dementia support centers, expansion of national and public dementia care facilities. In the meantime, Korea has accomplished many accomplishments by establishing many measures related to dementia and promoting related projects in a short time, but there are still many challenges.