• Research in Community and Public Health Nursing
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• v.20 no.2
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• pp.123-133
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• 2009

Purpose: This study aimed to classify nursing interventions by developing a list of interventions for family nursing care. Methods: A new intervention list was confirmed after the researchers' discussion and professional consult. All possible interventions were re-organized. Results: Five grand categories were identified, which include health education, providing direct nursing care, utilization and referral of community resources, reinforcing family resources, and stress management. The category of health education consists of anticipatory guidance, training and education, providing information, and consult and motivation. The category of providing direct nursing care consists of identifying problem, providing technical nursing, providing family tailored nursing care, family contract, monitoring or evaluation, and collaboration with experts. The utilization and referral of community services includes utilization of health care facilities, utilization of social welfare facilities, use of neighbors, friends, and relatives, connecting to professionals or supporting groups, and utilization of other sources. Reinforcing family resources includes reinforcing economic resources, reinforcing physical resources, and reinforcing human resources. Stress management includes reorganization of perception, resolving conflicts, division of role, preparing communication strategies, time management, creating familiarity, supporting spirituality, and developing sense of humor. Conclusion: This study provides useful resources to promote nursing activities by identifying possible family nursing interventions.

• Educational Technology International
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• v.13 no.1
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• pp.207-231
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• 2012

The purpose of this study is to analyze the effects of Critical Thinking Strategy supporting argumentation activities between learners. The research question is whether the form of Critical Thinking Strategy offered to support meaningful interaction of collaborative argumentation between learners influences the knowledge acquisition, learning outcome, and student satisfaction. For this, the collaboration outcome of the group, the level of individual knowledge acquisition, the level of students satisfaction were measured as outcome of argumentation activity and their differences analyzed. This study concludes the following: A comparison of the group that was provided with Critical Thinking Strategy (test group) and the group provided with general argumentation scaffolds (compared group) showed there wasn't statistically significant differences in the quality of the learning outcome of collaboration between the groups and in students satisfaction. But there was significant difference in the degree of individual acquisition depending on the offering of scaffolding for Critical Thinking. Therefore, as premised in this study, supporting meaningful mutual interaction between learners during collaborative argumentation using Critical Thinking Strategy has a positive influence on the individual acquisition of domain knowledge. The group provided with scaffolding for Critical Thinking gained higher effect in the degree of knowledge sharing and individual acquisition of domain knowledge compared to the group provided with general argumentation scaffolding.

• Educational Technology International
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• v.10 no.1
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• pp.1-23
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• 2009

Learners are often posited in a paradoxical situation where they are not fully involved in decision making processes on how to learn, in designing their tools. Cognitive artifacts in e-learning are supposed to effectively support learner-centered e-learning. The purpose of the study is to analyze cases of cognitive artifacts and to inquire those design principles for facilitating the learner-centered e-learning. Four research questions are suggested: First, it will be analyzed the characteristics of learners with respect to design of cognitive artifacts for supporting the learner-centered e-learning. Second, characteristics of four cases to design cognitive artifacts in learner-centered e-learning environment are analyzed. Third, it will be suggested the appropriate design principles of cognitive artifacts to facilitating learner-centered learning in e-learning environment. Four cases of cognitive artifacts design in learner-centered e-learning was identified as follows: Wiki software as cognitive artifacts in computer-supported collaborative learning; 'Play Around Network (PAN)' as cognitive artifact to monitor learning activities in knowledge community; Knowledge Forum System (KFS) as a cognitive artifact in knowledge building; cognitive artifacts in Courses-as-seeds applied meta-design. Five design principles are concluded as follows: Promoting externalization of cognitive artifacts to private media; Helping learners to initiate their learning processes; Encouraging learners to make connections with other learners' knowledge building and their cognitive artifacts; Promoting monitoring of participants' contributions in collaborative knowledge building; Supporting learners to design their cognitive artifacts.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.15 no.4
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• pp.245-261
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• 2020

The aim of this study is to investigate the correlation between the support activities provided by the franchiser and how they affect the intention of the contract renewal and business performances made by franchisees, developing dynamic trust between these transactional partners. Various supportive activities between franchiser and franchisees were divided into financial and non-financial activities and dynamic trust into Transitional-based trust, Calculative-based trust, Relational-based trust, and Balanced-based trust. These trust types, which are variable and adjustable based on the opportunistic behaviors of business parties, were applied to define the impact of the support activities on the contract renewal intention and the performances. This study was developed around domestic franchisees. An investigator visited business owners and manager level-employees, explained the purpose of the survey prior to the response, and the answers were directly written by hands. A total of 348 copies were used for the analysis. As the results of the analysis, first, financial support activities were found to have a positive(+) effect on transitional-based trust, calculative-based trust, and balanced-based trust. On the other hand, non-financial support activities were found to have a positive(+) effect on calculative-based trust, relational-based trust, and balanced-based trust, and there was no significant relationship on transitional-based trust. Second, the dynamic trust had a statistically significant positive(+) effect on inducing the contract renewal. Lastly, in the relationship between the dynamic trust and its impact on business performances, only transitional-based trust, and relational-based trust were found to have a positive(+) effect on the financial performances. In addition, relational-based trust showed a meaningful positive(+) relationship on the non-financial performances, and non-financial performace showed a meaningful positive(+) relationship on the re-contract intention. From the results, it can be concluded that the financial and non-financial activities for a win-win partnership between franchiser and franchisees are essential in not only forming dynamic trust but also boosting business performances as well as maintaining the business relationship. Thus, it suggests that building a win-win partnership can be promoted more efficiently by specifying activities best suitable for a particular relationship. In addition, a specific set of activities could be presented for establishing the level of trust that is formed in situations that vary depending on transaction risks and interdependency arising from having the transactional relationship based on the contract as the franchise industry features. Eventually, it is expected that this study can provide a way to promote the qualitative improvement of the franchise industry by identifying factors essential to establishing a sustainable win-win system and relationships that can improve the business performance of franchisees.

• The Journal of the Korea Contents Association
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• v.11 no.7
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• pp.1-8
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• 2011

In modern society, the amount of information has been significantly increased according to the development of Internet and IT convergence technology and that leads to develop information obtaining and searching technologies from lots of data. Although the system integration for medicare has been largely established and that accumulates large amounts of information, there is a lack of providing and supporting information for nursing activities using such established database. In particular, the judgement for the intervention of pains depends on the experience of individual nurses and that leads to make subjective decisions in usual. In this paper, a pain nursing supporting method that uses the existing medical data and performs collaborative filtering is proposed. The proposed collaborative filtering is a method that extracts some items, which represent a high relativeness level, based on similar preferences. A preference estimation method using a user based collaborative filtering method calculates user similarities through Pearson correlation coefficients in which a neighbor selection method is used based on the user preference.

• Journal of the Korea Society of Computer and Information
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• v.16 no.1
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• pp.101-115
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• 2011

PECOLE (Peer-to-Peer Collaborative Environment) is a P2P-based multimedia distributed collaborative environment supporting a collaborative workspace which is composed of a variety of collaborative applications such as multi-chat, video conferencing, screen sharing and etc. Unfortunately, due to the PECOLE's simple group management, it is impossible to perform collaboration activities while joining multiple groups. In this paper, we present the design and implementation of PECOLE+ which is an extension of PECOLE. PECOLE+ resolves the drawback of PECOLE by providing the Group Management Service and the Workspace Management Service. The Group Management Service provides functionalities such as creating groups, joining multiple groups, and searching groups, and etc. The Workspace Management Service provides each group with an associated workspace, supporting the execution of collaborative applications over the workspace. In addition, any collaborative applications with the provided plug-in interfaces can be executed over the workspace as a PECOLE+ collaborative application.

• Journal of the HCI Society of Korea
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• v.1 no.1
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• pp.89-95
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• 2006

Prospective memory is memory for activities to be performed in the future, such as remembering to purchase a piece of fruit on the way home or remembering to give someone a telephone message. Due to the decrease in memory ability, the aged have difficulty in remembering the tasks they intended to perform in the future. Employing survey and experimental methods, we identified the UI requirements for enhancing prospective memory (PM) performance for the aged. The survey included subjective assessments of PM performance for the aged and their preferred usability components and PM-supporting systems in an ubiquitous computing environment. The experiment examined the effect of contextual cues on PM performance for the young and the aged. Practical implications of our results were discussed in the respects of PM-supporting UI design requirements for the aged.

• The KIPS Transactions:PartA
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• v.12A no.6 s.96
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• pp.547-556
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• 2005

Online collaborative teaming, which has emerged as a new type of education in knowledge-based society, is being discussed actively in the areas of action learning at companies and project-based learning and inquiry-based learning at schools. It regards as an effective method for improving learners practical and highly advanced problem solving abilities, and for stimulating their absorption into learning through pursuing common goals of learning together. Different from individual learning, however, collaborative learning involves complicated processes such as organizing teams, setting common goals, performing tasks and evaluating the outcome of team activities .Thus, it is difficult for a teacher to promote and evaluate the whole process of collaborative learning, and it is necessary to develop systems to support collaborative learning. Therefore, in order to monitor and promote interaction among learners in the process of collaborative learning, the present study developed an extensible collaborative teaming supporting agent (ECOLA) in online learning environments.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.2
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• pp.1164-1174
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• 2015

This study examined the factors influencing aging anxiety in university students. The participants were 239 nursing students from one university in Seoul. Data were collected from September to December in 2014 and analyzed using descriptive statistics, Pearson's correlation coefficient, and multiple regression. The average score for aging-anxiety was 2.94, for knowledge about the elderly 18.92, for attitude toward the elderly 65.5, for participants' supporting awareness of old parents 4.05, and for self-esteem 3.07. There were negative correlations between aging anxiety, attitude toward the elderly, supporting awareness of old parents, and self-esteem. Aging-anxiety was significantly influenced by age, gender, living with grandparents, attitude toward the elderly, supporting awareness of old parents, and self-esteem. In view of the results of this study, one of the strategic ways to help college students reduce aging anxiety is to provide an opportunity to participate in activities that they can experience positive relationship with elderly.

• Journal of Korean Elementary Science Education
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• v.34 no.1
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• pp.109-122
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• 2015

In National Curriculum of Science revised in 2007, free inquiry was newly introduced to increase student's interest in science and to foster creativity by having students make their own curiosity questions and find answers by themselves. The purpose of this study is to analyze elementary school students' perceptions on free science inquiry activities applying a brain-based evolutionary approach. For this study, 106 the fifth grade students participated, and then completed a questionnaire on free inquiry activities according to a brain-based evolutionary science teaching and learning principles. The students performed a series of steps of the Diversifying, Estimating-Evaluating-Executing, and Furthering activities in each of Affective, Behavioral, and Cognitive domains (ABC-DEF approach) and constructed their own free inquiry diary, then the observations by the researcher and interviews with the students were analyzed both quantitatively and qualitatively. The major results of the study were as follows: First, the majority of the students perceived the each domain and step positively although a few of them perceived negatively. The reasons perceived as negatively were categorized into two; preference dimension of like or dislike and ability dimension of metacognitive or self-reflective capacity. Also, they perceived the free inquiry experience in the form of ABC-DEF as helpful to understand the nature of scientists' scientific activities. Based on these findings, implications for supporting authentic inquiry in school science are discussed.