• Journal of the Korean earth science society
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• v.45 no.2
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• pp.157-171
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• 2024

The purposes of this study were: (1) to revalidate the revised Systems Thinking Measuring Instrument (Re_STMI) reported by Lee et al. (2024) among Vietnamese high school students and (2) to investigate the differences in systems thinking abilities between Korean and Vietnamese high school students. To achieve this, data from 234 Vietnamese high school students who responded to translated Re_STMI consisting of 20 items and an Scale consisting of 20 items were used. Validity analysis was conducted through item response analysis (Item Reliability, Item Map, Infit and Outfit MNSQ, DIF between male and female) and exploratory factor analysis (principal axis factor analysis using Promax). Furthermore, structural equation modeling was employed with data from 475 Korean high school students to verify the latent mean analysis. The results were as follows: First, in the item response analysis of the 20 translated Re_STMI items in Vietnamese, the Item Reliability was .97, and the Infit MNSQ ranged from .67 to 1.38. The results from the Item Map and DIF analysis align with previous findings. In the exploratory factor analysis, all items were loaded onto intended sub-factors, with sub-factor reliabilities ranging from .662 to .833 and total reliability at .876. Confirmatory factor analysis for latent mean analysis between Korean and Vietnamese students yielded acceptable model fit indices (χ²/df: 2.830, CFI: .931, TLI: .918, SRMR: .043, RMSEA: .051). Lastly, the latent mean analysis between Korean and Vietnamese students revealed a small effect size in systems analysis, mental models, team learning, and shared vision factors, whereas a medium effect size was observed in personal mastery factors, with Vietnamese high school students showing significantly higher results in systems thinking. This study confirmed the reliability and validity of the Re_STMI items. Furthermore, international comparative studies on systems thinking using Re_STMI translated into Vietnamese, English, and other languages are warranted in the context of students' systems thinking analysis.

• Journal of the Korean Society of Costume
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• v.60 no.9
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• pp.1-15
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• 2010

Fashion designer Jean Paul Gaultier incorporated his own boundless and unique artistic Into his design of dance costumes, presenting an unobstructed imaginary world that was filled with freedom, which is no less than one would expect from the one-time enfant t${\'{e}}$rrible of Paris fashion. This creativity of Gaultier was made possible only through the fantastic partnership he formed with the French modern dancer, R${\'{e}}$gine Chopinot. Gaultier and Chopinot shared a deep-rooted sympathy that enabled their own artistic worlds to fully mingle and cross over, resulting in a doubled synergy of their talent and their fame. This study analyzed 11 dancing costumes created through the collaborated efforts of those two enfants t${\'{e}}$rribles, one from the fashion industry and the other from the world of dance. The following are the results of my analysis. Gaultier's dance costumes served as a artistic venue for experimenting with a number of creative inspirations lurking in his mind, which were sometimes expressed in pr${\^{e}}$t-${\`{a}}$-porter collections. Instead of the decorative and expressive features of conventional dance costumes, his was the revival of the dancer's persona as a human being, ablaze with individuality and uniqueness. He pointed out that there is no good in the distorted turturro's fixed point of view, and the great joy of an opposing way of thinking that overturned the established. Leotard material was used as a second skin by transforming it into various styles and delivering his message. In addition, obscene and sexual expressions were delivered in a direct narrative. His eccentric ideas provided entertainment while showing his oppositional way of thinking. In the dance, the effect of the costumes was doubled by the use of cumbersome and exaggerated accessories, which is generally forbidden in modern dance.

• Journal of Korean Home Economics Education Association
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• v.33 no.3
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• pp.85-105
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• 2021

The purpose of this study is to develop and implement cooperative consumption education programs using design thinking in middle school home economics education classes to understand the impact on students' cooperative problem solving competency. Accordingly, a cooperative consumption education program based on design thinking was developed according to the ADDIE model, and the evaluation was conducted on a total of 25 students. The results of the study were as follows. First, based on prior research, we developed a consumption education program based on D. school's design thinking process under the theme of 'Creating a Shared School' for the practice of cooperative consumption. As a result of expert validity verification of the teaching/learning course plan and workbook for the eight sessions, the average question was 4.72 (out of 5 points) and the average CVI was 0.93, indicating that the content validity and field suitability were excellent. Second, to summarize the results achieved from the implementation of the cooperative consumption education program, the pre-/post-test using the revised and supplemented cooperative problem-solving competency tool, and the open-ended survey, It was confirmed that the developed program had a significant effect on improving not only the students' knowledge and perceived necessity for cooperative consumption along with the awareness of practice, but also the cooperative problem-solving competency. As a follow-up study, we propose to expand the research to a wider audience, and to further conduct research and develop programs applied with design thinking in home economics curriculum and in consumer competency development. This study confirmed that cooperative consumption education programs using design thinking are effective in improving youth's cooperative problem-solving competency and is meaningful in that they developed consumption education programs under the theme of 'cooperative consumption' in response to changing consumer education needs.

• Knowledge Management Research
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• v.13 no.3
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• pp.105-125
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• 2012

Previous studies have focused on individual and organizational learning. Amid an increasingly complex business environment, a team system designed to improve flexibility and adaptability constitutes the most basic part of an organization. Still, team learning has rarely been discussed. In addition, team learning behavior, despite being an important part of a team process, is often mentioned as a team-level outcome variable. Given that team learning behavior involves constant changes in thinking and behavior, a shared belief among team members is needed in order to positively influence innovative performance of a team. In spite of that, there has been only limited discussion of it. Besides, few domestic studies have dealt with R&D teams that can clearly demonstrate team learning behavior and team innovative performance. This study is an empirical analysis of the impact of team efficacy on team innovative performance and the mediating role of team learning behavior based on materials collected from team leaders and their immediate subordinates in 268 R&D teams. The analysis showed that team learning behavior actually has a positive effect on team innovative performance. Team efficacy also turned out to have a positive influence on team learning behavior. Lastly, the study found that team learning behavior played a mediating role in the relationship between team efficacy and team innovative performance. Based on those results, the study has identified implications and suggested directions for future research.

• Proceedings of the Korean Society of Precision Engineering Conference
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• 1997.10a
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• pp.993-998
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• 1997

The advanced technology of micro-machining is starting to penetrate our lives. This technology, with which it is possible to make micro-structures by means of processing on the order of nm (micrometer = 1/1,000 mm) or less, is realizing machines that were only part of our wildest imagination. However, the fact is that many issues remain in the quest for a variety of applications. With the advent of computing technologies, information technologies, and telecommunications technologies, we foresee the need for new approaches in design, process, and the use of materials, technologies, and people in a globalized manufacturing enterprise. A new thinking paradigm is needed to focus on quality of service on the products we design and manufacture. Factories in different regions need to be co-ordinated through use of the state-of-the-art information on productivity, diagnostics, and service evaluation of manufacturing systems could be shared among different locations and partners. In this research, We develope the internet based Diagnosis system for micro machining and evaluate its characteristics by using mechatronic sensor like Dynamometer, acoustic emission, Acceleration sensor, micro phone, vision, infra-red thermometer.

• Korean Journal of Health Education and Promotion
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• v.21 no.3
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• pp.151-177
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• 2004

Recently, the educational community has attempted to implement the theory of multiple intelligences. In approaching multiple intelligences, teachers have applied the same structural approach which has been so successful with cooperative learning. Cooperative learning is easy to learn and implement, fun for teachers and students, and produce profoundly positive outcomes along a remarkable number of dimensions. Different structures are designed for different outcomes, including enhanced mastery of subject matter, improved thinking skills, team building, class building, development of social character and social skills, communication skills, classroom management, classroom discipline, and development of and engagement of each of the multiple intelligences. Cooperative learning is becoming an increasingly popular teaching strategy. In this study, it is aimed to clarify the application of cooperative learning in health education. Cooperative Learning in health education enhances student learning by: 1) providing a shared cognitive set of information between students, 2) motivating students to learn the material, 3) ensuring that students construct their own health knowledge, 4) providing formative feedback, 5) developing social and health group skills necessary for success outside the classroom, and 6) promoting positive interaction between members of different cultural and socio-economic groups. Cooperative Learning structures and techniques in health education are following. Flash Card, Focused Listing, Structured Problem-solving, Paired Annotations, Structured Learning Team Group Roles, Send-A-Problem, Value Line, Uncommon Commonalities, Team Expectations, Double Entry Journal, Guided Reciprocal Peer Questioning, What if. Because the purpose of health education is the practice, therefore health specialists have to guide powerful and effective teaching method The application of cooperative learning in health education may improve its effectiveness.

• KIISE Transactions on Computing Practices
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• v.21 no.4
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• pp.299-307
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• 2015

Currently, many kinds of World Wide Web contents are produced by an individual journalism. Users who simply obtain information by surfing the web becomes the producer, and many contents created by these users reflect on their own interesting topics and social issues. Among these issues, the environmental contents are considered in this study, which we proposed as EcoMap, a media service platform for such contents. In terms of EcoMap, a way of thinking about our own environment would be affected, and the environmental information will be produced and shared more effectively by the users on the web.

• Journal of Korean Academy of Nursing Administration
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• v.5 no.1
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• pp.87-97
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• 1999

Rapidly changing healthcare environment and professional nursing practice need a strategy for the organizational development and goal attainment. An understanding of organizational culture could help managers enhance or expend their management strategy, thus increasing the probability of their success in the organization. On the other hand. organizational culture is an abstract concept and can show several views between sciences applying it. Therefore. organizational culture can be described to different ways with roots in each other discipline. Thus. it is necessary to define the concept of organizational culture in nursing perspective. This article reports a study conducted to analyze the concept of Nursing Service Organizational Culture. This study is performed by the guideline of Walker and Avant for concept analysis : selecting a concept. detering aim of analysis, identifying all use of concept. defining attributes. constructing model. contrary, borderline. related cases. identifying antecedents and consequences. According to the results of this study. the following definition attributes of Nursing Service Organizational Culture was suggested. We could define that nursing service organizational culture is the pattern of basic assumption and common belief that shared by the subordinates of nursing service. So, it provides a shared identity for all employees. Attributes of Nursing Service Organizational Culture were defined as (1) it is performed by the result of the interaction through formal. informal communication among nursing service organizational subordinations. (2) it has been performed unconsciously and reacts without ever thinking about the behavior. (3) it makes a unique pattern of behaviors to each nursing organization. which is different from other groups. (4) it has a broad and subtle forces to its subordinates. (5) it provides subordinates with the way of thought and behavior. (6) it influences on the output. stability. and de velopment of nursing service.

• Journal of Korean Home Economics Education Association
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• v.33 no.2
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• pp.27-44
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• 2021

This study is to identify the concept of action from the critical science perspective and to explore the agency of home economics teachers for the purpose of teacher education. The context and various characteristics of home economics teacher' agency were identified in terms of philosophy and teacher education. The results of the study indicates, first, the concept of action refers to an activity of individuals involving one's own intentions, and include the ability to reveal a unique identity that aims to reach a set purpose and decision, and this can be identified by mutual meaning in the public sphere. Second, teacher agency is influenced by a teacher's professional experiences and cultural and structural aspects, and it can create an environment which can promote self-directed and cooperative relationships among individuals and communities. Therefore, home economics teachers should be able to reasonably judge, contemplate, and act through reflections on the circumstances and consequences in which their agency is exercised. Third, home economics teachers can reflect and think critically about the values, roles, and sense of purpose of home economics education based on agency. Teachers should focus on the process of achieving their agency rather than on completing it, and they can continuously develop it through a perceived shared understanding among teachers. Therefore, the conceptualization of the agency of home economics teachers is to understand the practice revealed in a teacher's actions. This requires environmental support in school settings because it acts as a mechanism for strengthening the thinking and reflection of teachers through the creation of interactive environments in which professional knowledge and experiences can be shared.

• Science of Emotion and Sensibility
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• v.20 no.1
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• pp.105-114
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• 2017

Nowadays, novel and innovative technology including 3D printers, internet of things (IoT), and wearable devices are rapidly emerging. As we must constantly keep up with the most recent trends, words like convergence, multidisciplinarity, and design revolution indeed define society today. Due to the expansion of such diverse technological, industrial, and academic convergence trends, the role of design is becoming evermore essential in development of products as well as creative services. Even the government is pushing towards a 'creative economy' by encouraging ICT convergence to create novel industries as well as advanced jobs. In order to adapt flexibly to such changes in global trends, a solid academic curriculum centered around 'ICT+Design' must be developed. In the current research, we analyzed various literature and benchmarked the major universities both domestic and foreign. Also we utilized a survey-based approach against subjects who are experts or design specialists working in environments related to industry and research. In our proposed integrated ICT+Design educational curriculum, students familiarize themselves with design perspectives and methodology to creatively carry out the course. Moreover, experts from design and ICT came together in an act of 'Radical Collaboration' in which they shared their unique 'Design Thinking' in order to promote understanding and cooperation. Furthermore, industry experts have also taken part as mentors in order to create a workplace-oriented course with various integrated projects. Most importantly, the course was designed so that in addition to research, students can really get hands-on with their ideas in the creativity-integrated workplace.