• Journal of Navigation and Port Research
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• v.44 no.5
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• pp.414-422
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• 2020

In this study, an empirical analysis of 55 ship finance cases executed by a specific ship finance bank from 2009 to 2016 during the recession period was conducted. The purpose of this study was to find the factors affecting changes in the debt performance of Korean shipping companies. The main factors were the loan nature (investment purpose, loan-to-value (LTV), syndicated loans, loan terms, put-option, balloon, and spread), financial nature (total assets turnover, net profit-to-sales ratio, debt ratio, quick ratio, total borrowing, bonds payable to total assets, interest expenses-to-sales ratio, debt service coverage ratio (DSCR), and total assets), and the company nature (company age, chief executive officer's (CEO's) shares, and listing status). In this study, the factors affecting the debt repayment capability of domestic shipping companies (loan nature, financial nature, and company nature) were verified. The credit rating was used to measure the dependent variable, debt repayment ability. The variables of investment purpose, put-option, balloon, and spread in the loan nature, debt ratio in the financial nature, and the CEO's shares and company age in the company nature were found to be significant.

• Journal of People, Plants, and Environment
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• v.23 no.2
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• pp.125-138
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• 2020

The aim of this study was to review previous literature to determine the effects of nature-based program for workers. This systematic review was conducted in accordance with National Evidence-based Healthcare Collaborating Agency's guidance for undertaking systematic reviews for intervention. Literature search was performed using National Assembly Digital Library, Korean Studies Information Service System, and Korea Education & Research Information Service for literature published until March 2019. The participants were full-time workers, and intervention of nature-based programs was conducted in the outdoor, indoor, and indirect nature contact exposures, with comparators in the control group who did not receive the treatment. The results showed that the programs were effective in physical, psychological, and social health. The methodological quality of randomized controlled trials (RCT) was assessed using the Cochrane Risk of Bias(RoB) tool, while non-randomized controlled trials (N-RCT) were assessed using the Cochrane Risk of bias assessment tool for non-randomized studuies (RoBANS). A total of 16 studies were selected for assessment: two RCTs, 10 N-RCTs, and four one-group pretest-posttest designs. Most interventions were provided at the workplace and in the community. There were many kinds of nature-based interventions, and forest therapy and horticultural therapy programs were most common. Various interventions for workers effectively improved job stress, depression, serum cortisol and stress-response. However, the included studies lacked methodological rigor. Future research is needed to evaluate the long-term effectiveness of nature-based programs for workers using rigorous research designs.

• Journal of the Korean Institute of Navigation
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• v.15 no.2
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• pp.49-59
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• 1991

The purpose of this study was to explore the nature of the relationship between several factors representing shipping service quality enumerated in the service marketing literature and the adaptability to the marketing strategy of container shipping company. An empirical study was carried out to examine not only the determinants of shipping service quality but also its implications to the marketing strategy. The data investigation the determinants of shipping service quality were collected from 35 UK container shipping companies. Factor analysis was carried out to analyze the data.

• Journal of The Korean Association For Science Education
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• v.15 no.1
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• pp.104-115
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• 1995

Teachers' conception about the nature of science is considered to be an important factor to improve the students' conceptions of that. It is assumed that teachers' conception of the nature of science may be influenced by their views of learning. The first purpose of this study was to investigate the exploratory relationships between teachers' conceptions about the nature of science and their views of learning. The second one was to compare the their conceptions and views of learning before and after science education lectures during 1 semester. We administered the questionnaires for the nature of science and for constructivist's learning, respectively, consisted of 5 dimensions (relativism-positivism; inductivism- deductivism; decontextualism-contextualism; content-process; instrumentalism-realism) and of 6 aspects (student; learning; instruction; teacher; curriculum; evaluations) were administered to 57 pre-service elementary teachers (female=44; male=13) before and after lectures. In pre-test it was revealed that respondents had not the consistent conceptions about the nature of science. The conception of relativism was more dominant than those of positivism, deductivism than inductivism, decontextualism than contextualism, process than content and instrumentalism than realism. They had more constructivist views in the respect of process of learning than in other respects, that is, students, instruction, teacher, curriculum and evaluation. But no significant correlations between the dimensions of the nature of science and the aspects of the views of learning suggest that constructivst views of learning was not deeply related with their conceptions of the nature of science. In post-test we had similar results with those of the pre-test, but the process-content dimensions of the nature of science was correlated with the constuctivist views of learning. Therefore we concluded that elementary pre-service teachers had the constructivist views of learning which was isolated with their conceptions of the nature of science although they had science educations course. We need to develop the course to make the conceptions of the nature of science relate view of learning.

• Journal of Service Research and Studies
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• v.8 no.2
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• pp.67-76
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• 2018

Service quality research has been the subject of service studies for many years. This study is an exploratory study to improve the service quality measurement factor, and the research has been carried out reflecting the nature of the service; relationship quality, interactivity, horizontality, and harmony. Also, among the developed service quality measurement factors, the research model is reconstructed considering the major factors such as environmental quality, result quality, and convenience quality. Relationality and interactivity redesigned the quality factor, which is called interactive quality. The redesigned service quality factors consisted of interaction quality, result quality, environmental quality, convenience quality, harmonious quality, and horizontal quality. Experimental group evaluation was conducted on the quality factors and 18 measurement items were derived. A questionnaire was conducted to verify the validity of the 18 items. As a result of the questionnaire analysis, 6 factors and 15 items among the 18 items of service quality measurement factor were found valid. The six factors for the service quality measurement presented in this study are the results of the early stage research, but they can be used to improve the service quality factor in the future. However, this is significant because it reflects the characteristics of services that are consistent with the service economy. In particular, the horizontal quality and harmony quality factors are new factors not mentioned in the previous studies and need to be verified through further detailed studies. Further research is needed to improve the service quality measurement factors reflecting the nature of services and the characteristics of new services.

• Journal of the Korean Chemical Society
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• v.68 no.2
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• pp.107-116
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• 2024

The purpose of this study is to analyze changes in pre-service chemistry teachers' cognition of the nature of model in the evaluation and modification process of model using technology. Changes in cognition of the nature of model were analyzed focusing on the 'Abstraction' and 'Simplification' of the 'Representational aspect', 'Interpretation', 'Reasoning', 'Explanation' and 'Quantification' of the 'Explanatory aspect' that were deemed insufficient for pre-chemistry teachers in previous study. For this purpose, 19 third-year pre-service chemistry teachers at a teacher's college in Chungcheongbuk-do were asked to evaluate the model related to Boyle's law developed using technology, revise the model based on the evaluation results, and make a final evaluation. As a result of the study, it was confirmed that pre-service chemistry teachers' cognition of 'Simplification' of the 'Representational aspect' and 'Interpretation', 'Explanation', and 'Quantification' of the 'Explanatory aspect' changed positively through the evaluation and modification process of the model. Therefore, it was found that the evaluation and modification process of the model plays a key role in changing the cognition of the nature of model. However, there was little change in cognition of 'Abstraction' of the 'Representational aspect' and 'Reasoning' of the 'Explanatory aspect'. The cognition of these factors can be seen as more difficult to change than the cognition of other factors. To solve this problem, more sophisticated educational design for pre-service chemistry teachers is needed.

• Convergence Security Journal
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• v.13 no.5
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• pp.147-156
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• 2013

This research tried to find out the influence of organization nature on management outcome in security companies. First, in the relation between organization nature and management outcome (inside viewpoint) in security companies, factors of organization culture (t=2.534, p<.05) and job nature (t=6.425, p<.001), in organization nature, were shown to give statistically meaningful positive (+) influence on inside viewpoint, and the relative influence of independent variables measured in terms of beta coefficient was ${\beta}$=.226 for organization culture and ${\beta}$=.576 for job nature. Second, in the relation between organization nature and management outcome (study growth viewpoint) in security companies, factors of organization culture (t=2.070, p<.05) and job nature (t=10.507, p<.001), in organization nature, were shown to give statistically meaningful positive (+) influence on study growth viewpoint, and the relative influence of independent variables measured in terms of beta coefficient was ${\beta}$=.145 for organization culture and ${\beta}$=.741 for job nature. It may be concluded that the nature of security service organization affects organization culture relatively, with the implication that systematic educational practice system and organizational study should be accompanied for achievement of ultimate purpose of the organization. It is also implied that field support will be needed considering the job nature, because organization nature has a causal relationship with the specialty of security service job.

• Journal of The Korean Association For Science Education
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• v.17 no.4
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• pp.359-371
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• 1997

The purpose of this investigation was to examine and compare pre-service and in-service secondary tearchers' beliefs about STS, particulary beliefs about the nature of science and technology and their interaction within society. For this study, a belief was defined as something that people believe and accept as true. Instrument used in this investigation was empirically developed multiple-choice instrument entitled the Tearchers' Belief about Science - Technology - Society(TBA-STS) by Peter A. Rubba and William L. Harkness. The result of survey showed that large percentages of the preservice and in-service secondary science teachers in the two samples held misconception about the nature of science and technology and their interactions within society. And there was no apparent difference between the samples on their beliefs about STS interactions.

• Journal of The Korean Association For Science Education
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• v.32 no.5
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• pp.879-889
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• 2012

This study aims to investigate the effect of inquiry-based biology program of pre-service science teachers' perceptions on the nature of science and their affective domain of science. For the study, sixty-seven pre-service science teachers were sampled from students who enrolled in the 'Biology Laboratory', Spring semester, 2011. The experimental group taught by inquiry-based experiment and control group by observation-based experiment were composed. At the beginning and end of semester, pre- and post-tests on the nature of science and affective domain of science were administered. The average scores of experimental group were higher than those of control group in the post-test of the nature of science, but there were no significant differences between both groups (p>.05). For the post-test results of both groups' affective domain of science, the experimental group showed significantly higher scores than the control group in self-efficacy in science, importance of science, and importance of science for careers (p<.01). The inquiry-based biology program did not influence pre-service science teachers' perception on the nature of science, while it was effective for positive changes on pre-service science teachers' affective domain of science.

• Journal of the Korean Chemical Society
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• v.61 no.5
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• pp.263-276
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• 2017

The purpose of this study is to investigate the understanding of nature of scientific knowledge and attitudes toward scientific inquiry of pre-service science teachers experienced open inquiry. The study was conducted in 10 sessions of open inquiry-based chemistry experiment. The subjects were 40 pre-service science teachers recruited from the experiment class. They received pre-test, mid-test, post-test on understanding nature of scientific knowledge and attitudes toward scientific inquiry of open inquiry activities. 20 pre-service science teachers among them participated in the interview. The results of this study are as follows. First, there was a significant difference in pre-service science teachers' understanding of the nature of the scientific knowledge (p<.05). In particular, understanding of creativity and sociality parts improved gradually. Second, pre-service science teachers' attitude toward scientific inquiry had changed negatively until the middle of the semester, and then changed positively later. The post-test score was significantly higher than the mid-test score (p<.05).