• Hwankyungkyoyuk
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• v.17 no.1
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• pp.12-24
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• 2004

The purpose of this study was to analyze and compare Korean middle school-level environmental education(EE) textbooks. More specifically, these analyses and comparisons were designed to explore the extent to which environmental investigation skills were addressed in these EE textbooks (i.e., curriculum inclusion), as well as the manner in which these skills were to be taught and learned (i.e., instructional approaches). To analyze EE textbooks, the researchers developed a 'Curriculum Analysis Chart' that include six skill clusters and four instructional strategies. This analytic chart permitted the researchers to determine which skills were featured in selected textbooks, as well as which skill-oriented instructional strategies accompanied each of those skills. The chart was revised several times through pilot analyses. Using the final version of this chart, the researchers analyzed and then compared the three textbooks. This analysis indicated that the Korean middle school-level EE textbooks were designed to support conceptual learning and understanding of environment and environmental problems/issues (i.e., content-oriented), and were designed to support skill learning to a moderate degree. On the basis of textbooks analysis, the researchers offered several recommendations for future research, and for educational practices in EE.

• The Journal of the Korea Contents Association
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• v.16 no.11
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• pp.53-62
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• 2016

This study aims to examine the difference in self-disclosure, Facebook use intensity, privacy concern, and trust between Facebook users with high and low levels of the privacy protection skills and then to investigate the effects of the variables on continuous use intention of Facebook. Results revealed that Facebook users with high level of privacy protection skill than those with low level of the skill show lower level of privacy concern, but higher level of Facebook use intensity and trust. In addition, privacy protection skill presented the significant moderating effects on the relationships between self-disclosure, trust, and continuous use intention of Facebook.

• Korean Journal of Applied Biomechanics
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• v.29 no.4
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• pp.205-211
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• 2019

Objective: The purpose of this study was to analyze the effects of skill and distance factors on CoP (Center of pressure) and CoM (Center of mass) during golf putting. Method: 38 golfers were participated in this study. 8 motion capture cameras (250 Hz) and 2 force plates (1,000 Hz) were used to collect CoP and CoM during 2 m and 3 m of distance golf putting. To identify main effect and interaction effect, it was performed Two-Way ANOVA at a significant level of a .05. Results: In the novice group, CoP distance was significantly difference in the A/P direction and main effect between skill level and distance. Both groups indicated that CoP distance was significantly different and main effect between skill level and distance in the M/L direction. Finally, both groups showed that CoM was significantly different and main effect between skill level and distance in the M/L direction. Conclusion: Therefore, novice golfers are expected to be able to perform more accurate and proper putting exercise through the practice of minimizing the center of mass(CoM) and center of pressure (CoP) in the M/L direction, which is the pendulum movement of the putter head.

• Asia-Pacific Journal of Business
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• v.12 no.1
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• pp.151-163
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• 2021

Purpose - The break-even point refers to the point where total profit and total cost coincide, and from this point on, the entrepreneur's decision-making takes a different route. Strategic decisions can be made for more efficient operation and eventually for more likelihood for growth and sustainability if a startup figures out when it recoups the investment and switches to a net profit. Design/methodology/approach - 748 creativity and skill-based sole proprietors in manufacturing industry were examined to demonstrate the effect of the entrepreneur's entrepreneurial experience and education level, the business launch preparation time, or the self-financing on the achievement of break-even point. Findings - While the business launch preparation time lowered the likelihood of reaching a break-even point, self-financing increased the likelihood. As a result of further analysis by subdividing into subgroups according to skill level, only the business launch preparation time was statistically significant in the highly skilled industries. In the low skilled industries, in addition to the business launch preparation time, the CEO's education level and the self-financing were statistically significant. Research implications or Originality - The longer the business launch preparation time, the higher the start-up cost, which increases the burden of initial cost recovery, and the agile response to market changes is thereby delayed, resulting in the business idea losing its appeal. Self-financing not only provides stability and strong motivation for the business operation but also promotes careful spending which contributes to the achievement of break-even point. In particular, it is found that practical experience is more useful than theoretical knowledge in low skilled industries. Due to the limitation of secondary data based on the recollection, the time required to reach a break-even point, percentage of financing sources, etc. may include cognitive errors. In addition, variables are not included that explain the characteristics of creativity and skill-based sole proprietorship, so it is necessary to exercise caution with the actual application.

• The Journal of Korean Society for School & Community Health Education
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• v.1 no.2
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• pp.17-27
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• 2000

This Study carried out for the purpose of basic data collection school teachers in Korea during September 2000 at Seoul, Kangwon province and JeonRaBuk province. 534 teachers among 600 school health teachers was analyzed by SPSS program. The major findings is as follows; 1. Mean score of Job-satisfaction is $25.52{\pm}4.46$ as 50 total point. Staff cooperation $2.96{\pm}.93$ is the highest score and promotion system $2.02{\pm}1.06$ is the lowest score as 5 total point by Job-satisfaction factor 2. Age-specific mean scores are $20.63{\pm}4.44$ at age of $20{\sim}29$, $25.77{\pm}4.15$ at age of $30{\sim}39$, $27.69{\pm}4.63$ at age of $40{\sim}49$ and $27.11{\pm}5.26$ at age of more than 50. 'Promotion', 'Health education', 'Cooperation of school physician', 'Allocation of professional' and 'Professional skill' are significantly different by age group. 3. Job-satisfaction of long period working teachers is higher than that of short workers, 'Salary system' and 'Professional skill' by factor are significantly different. 4. Job satisfaction by area is not significantly different, and 'Professional skill' as a factor of urban is higher than rural area. 5. Job-satisfaction by school level is not significantly different, and 'Health budget', 'Cooperation of school physician', 'Allocation of professional' and 'Professional skill' are significantly different by level of school. 6. Job-satisfaction of big size school is higher than that of small school and 'Health education' of big size school is high. 7. Job-satisfaction of low education is low score and 'Salary', 'Textbook for health education', 'Health facility' and 'Professional skill' are differnt. 8. 'Educational background', 'Size of school' and 'Level of school' are significantly affected to 'Salary system', this three varialbles explained 13.8% of the total. We can express job -satisfaction of 'Salary system' ; y=2.677-$.182X_6$(Education)+$.120X_5$(Size of school)+$.019X_4$(Level of school) 9. 'Age group', 'Working period' and 'Size of school' are affected to 'Cooperation of school physician', and three variables explain 13.2% of total. We can express job-satisfaction of 'Cooperation of school physician' ; y=2.644+$.247X_1$(Age)+$.179X_2$(Working period)-$.133X_5$(Size of school) 10. 'Working period', 'Education of teacher', and 'Working area' are affected professional skill, this three variables explain 13.5% of job-satisfaction of professional skill. We can express 'Professional skill' ; y=3.076+$.11X_2$(Working period)-$1.06X_6$(Education)-$.126X_3$(Working area). 11. 'Education', 'Age', 'Size of school' and 'Working period' are affected to total job-satisfaction, this four variables explain 14.2% of total satisfaction. We can express job-satisfaction of school health teacher; y=19.76-$.126X_6$(Education)+$.215X_1$(Age)+$.107X_5$(Size of school)+$.121X_2$(Working period).

• Journal of the Korean Society for Marine Environment & Energy
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• v.14 no.2
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• pp.107-113
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• 2011

To evaluate the performance of the hydrodynamic model, we introduced 10 skill assessments that are assorted by two groups: quantitative skill assessments (Absolute Average Error or AAE, Root Mean Squared Error or RMSE, Relative Absolute Average Error or RAAE, Percentage Model Error or PME) and qualitative skill assessments (Correlation Coefficient or CC, Reliability Index or RI, Index of Agreement or IA, Modeling Efficiency or MEF, Cost Function or CF, Coefficient of Residual Mass or CRM). These skill assessments were applied and calculated to evaluate the hydrodynamic modeling at one of Florida estuaries for water level, current, and salinity as comparing measured and simulated values. We found that AAE, RMSE, RAAE, CC, IA, MEF, CF, and CRM are suitable for the error assessment of water level and current, and AAE, RMSE, RAAE, PME, CC, RI, IA, CF, and CRM are good at the salinity error assessment. Quantitative and qualitative skill assessments showed the similar trend in terms of the classification for good and bad performance of model. Furthermore, this paper suggested the criteria of the "good" model performance for water level, current, and salinity. The criteria are RAAE < 10%, CC > 0.95, IA > 0.98, MEF > 0.93, CF < 0.21 for water level, RAAE < 20%, CC > 0.7, IA > 0.8, MEF > 0.5, CF < 0.5 for current, and RAAE < 10%, PME < 10%, CC > 0.9, RI < 1.15, CF < 0.1 for salinity.

• Asian Pacific Journal of Cancer Prevention
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• v.15 no.14
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• pp.5937-5940
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• 2014

Background: This study was conducted as a descriptive-correlational exercise with the aim of determining the effect of student perceptions of social skills on their pro and con perceptions of smoking. Materials and Methods: The study sample comprised 106 students at $6^{th}$, $7^{th}$ and $8^{th}$ grades in three primary schools. The data were collected through socio-demographic data collection form, Social Skill Perception Form and Child Decisional Balance Scale. Data were evaluated by percentage calculation, Student t test and correlation analysis. Results: While the point average of pro perception of smoking of the students with a high point average of social skill perception, was $8.6{\pm}3.1$, in those with a low social skill perception point average it was $10.7{\pm}4.2$, the difference being significant(p=0.012). The respective point averages of con perceptions were $26.8{\pm}3.7$ and $23.5{\pm}3.3$, again significant (p=0.000). While a positive medium level (r=0.410) relationship was determined between the point average of social skill perception and con perception of smoking, a negative low level (r=0.281) relationship was determined with the pro perception of smoking. Conclusions: As the social skill perception point average increases, children's con perceptions of smoking increase and their pro perceptions decrease.

• Journal of the Korean Applied Science and Technology
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• v.36 no.3
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• pp.789-796
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• 2019

The purpose of this study was to compare kinematic variables between elite golfer and novice during golf putting. 23 elite golfers and 19 novice were participated, and SAM Putt was used to collect kinematic variables. To identify main effect and interaction effect, it was performed Two-way Mixed ANOVA at a significant level of a .05. Elite and novice group, follow-through was significantly different and indicated main effect between distance and skill level. Impact, backswing, and loft angle were significantly different and showed main effect between skill level. Also, backswing rhythm and impact timing were significantly different and indicated main effect between skill level. Therefore, minimizing the movement of the wrist and keeping the putting strike rhythm may improve the putting ability.

• 제어로봇시스템학회:학술대회논문집
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• 1992.10b
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• pp.124-129
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• 1992

The goal of the proposed Intelligent Assisting System - IAS is to assist human operators in an intelligent way, while leaving decision and goal planning instances for the human. To realize the IAS the very important issue of manipulation skill identification and analysis has to be solved, which then is stored in a Skill Data Base. Using this data base the IAS is able to perform complex manipulations on the motion control level and to assist the human operator flexibly. We propose a model for manipulation skill based on the dynamics of the grip transformation matrix, which describes the dynamic transformation between object space and finger joint space. Interaction with a virtual world simulator allows the calculation and feedback of appropriate forces through controlled actuators of the sensor glove with 10 degrees-of-freedom. To solve the sensor glove calibration problem, we learn the nonlinear calibration mapping by an artificial neural network(ANN). In this paper we also describe the experimental system setup of the skill acquisition and transfer system as a first approach to the IAS. Some simple manipulation examples and simulation results show the feasibility of the proposed manipulation skill model.

• Journal of the Korean Society of Earth Science Education
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• v.2 no.1
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• pp.48-54
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• 2009

This study aims to find out any effect of a POE model in the earth science unit of middle school(POE: prediction-observation-explanation). So this report compared and analyzed the effect that POE class and teacher-oriented class have on the level of learner science process skill and science academic achievement. Two groups, which were composed of 66 students and 64 students of middle school 2rd grade in Gyeongsangnamdo for this study, respectively, were selected as an experimental group and a comparative group. Through the pretest, the level of learner science process skill and science academic achievement were investigated. And learner science process skill and science academic achievement was verified with t-test. The findings of the study are as follows: First, as a result of analyzing the pre-test and the post-test for finding out the effect of class offering the POE model on learner science process skill, the class offering the POE model was shown effective for improving learner science process skill. However, the POE class was found significantly effective for improving the sub-factors of operationally defining, designing investigations, graphing and interpreting data, but not effective for identifying and stating hypothesis, identifying variables. Second, as a result of analyzing the pre-test and the post-test for finding out the effect of class offering the POE model on learner science academic achievement the class offering the POE model was shown effective for learner science academic achievement.