• Journal of the Korean Data and Information Science Society
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• 제16권4호
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• pp.1013-1015
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• 2005

Liu[Fuzzy Optimization and Decision Making, 2(2003), 87-100] proved that convergence in credibility does not imply convergence a.s. and convergence in mean does not imply convergence a.s. by giving counter-examples. But these examples are not true. In this note, we prove that convergence in credibility implies convergence a.s. and convergence in mean implies convergence a.s.

• 지식경영연구
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• 제20권1호
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• pp.77-99
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• 2019

This study aims to examine validity and reliability of the convergence talent measurement. Based on the comprehensive literature review on convergence and convergence talent, we draw 4 main competencies (convergence cognitive, accomplishment, problem solving, and attitude) and 10 critical aspects (creative thinking, critical thinking, cooperation, communication, problem-solving, knowledge accessibility, resource utilization, trust, openness, caring) for building an effective convergence-oriented organization. A validity and reliability test survey were conducted for the analysis to investigate the convergence talent scale. With a data of 151 employees in diverse companies, the results show that the factors demonstrated acceptable levels of validity and reliability. The empirical evidences of our study are 10 key aspects comprising four main dimensions which suggest an available scale for measuring the convergent talent for enhancing convergence-oriented organizations. Our research contributes to the expansion of academic and practical implications on convergence, especially in convergence-oriented organizations.

• 한국IT서비스학회지
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• 제12권1호
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• pp.143-161
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• 2013

Convergence is now the trend of knowledge information society. Information technology and knowledge transfer are main sources of convergence. There are many articles which studied outcomes of convergence while there are few articles that try to study the process of convergence. The purpose of this study is to investigate how convergence is dynamically formalized. For the analysis, we used Institutional Analysis and Development(IAD) framework from the point of convergence. IAD framework could synthetically study the origin and the process of convergence. We investigated the case of sillicon valley whether or not dynamics of ICT convergence could be explicable by IAD framework. The results shows that ICT technology and knowledge could be the enabler for the formation of convergence. ICT technology accelerates convergence and knowledge convergence from information converge different technologies and industries. This article provides a theoretical foundation for future research to analyze dynamics of ICT convergence by the IAD framework. For the future work, it is recommended that a study is to be empirically analyzed the dynamics of ICT convergence.

• Journal of applied mathematics & informatics
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• 제40권1_2호
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• pp.191-204
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• 2022

This paper introduces the statistical convergence concepts of double sequences of complex uncertain variables: statistical convergence almost surely(a.s.), statistical convergence in measure, statistical convergence in mean, statistical convergence in distribution and statistical convergence uniformly almost surely(u.a.s.).

• 유통과학연구
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• 제16권6호
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• pp.77-84
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• 2018

Purpose - The aim of this study was to analyze the educational needs of distribution company salespeople in core competencies for convergence and their general perception of convergence education. Furthermore, this study provides basic data on core competencies for convergence needed by them. Research design, data, and methodology - A survey was conducted on 104 distribution company salespeople who worked near Seoul, Korea to analyze the perceptions of their educational needs in core competencies for convergence education, according to their socio-demographic characteristics. The socio-demographic characteristics were gender, age, workplace size, education background, work experience and business category. The questionnaire consisted of demographic factors (7 questions), general perception of convergence education (5 questions), perception of importance of core competency for distribution company salespeople (9 questions), and current perception of distribution company salespeople on core competency of convergence workers (9 questions). Park et al.(2014)'s categorization of convergence core competencies was used: Cognitive convergence (creative thinking, critical thinking and understanding of convergence knowledge), convergence performance (problem solving, communications, collaboration and application of convergence tools) and attitude toward convergence (empathy and responsibility). Data was collected through an independent sample of t-tests and a one-way analysis of variance and the Borich Needs Assessment Model was used to identify the educational needs of distribution company salespeople in the core competencies of convergence education. Results- The results show that the subjects recognized the need for convergence education to be high among the general perceptions. The perception scores for workers of different backgrounds only varied according to the size of the business. Moreover, the results of the educational needs analysis and the ranks of the required core competencies of convergence workers by the subjects were as follows: 1. convergence knowledge understanding competency, 2. creative thinking competency, 3. convergence tool application competency, 3. communications competency, 4. problem solving competency, 5. collaboration competency, 6. critical thinking competency, 7. empathy competency, 8. responsibility competency. Conclusions - This study highlights the necessity of developing university curriculum that can nurture the core competencies of conversion education reflecting distribution company salespeople's requests as well as cultivating qualified convergence workers required by distribution company workers.

• 한국정보시스템학회지:정보시스템연구
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• 제18권1호
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• pp.47-76
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• 2009

The economic growth that depended on IT industry is reaching to a limit. In order to overcome the limit, the convergence industry that makes new market and products is essential. However, companies preparing a jump into the convergence industry must understand the exact visions and characteristics of convergence. Therefore, we investigated the structural changes of industries caused by convergence and importance characteristics of convergence. Also, we demonstrated the current status of the convergence industry and analyzed economical, social/cultural, and technological environments that the companies are facing, and elaborated the opportunities of convergence. At last, we suggested basic requirements and strategies for companies starting a convergence business and IT utilization methods to accelerate the convergence business activation.

• 대한수학회보
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• 제54권3호
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• pp.917-933
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• 2017

In this paper, seven equivalent conditions of complete moment convergence and complete integral convergence for negatively orthant dependent (NOD, in short) sequences are shown under two cases: identical distribution and stochastic domination. The results obtained in the paper improve and generalize the corresponding ones of Liang et al. [10]). In addition, an extension of the Baum-Katz complete convergence theorem: six equivalent conditions of complete convergence is established.

• 한국수학교육학회지시리즈B:순수및응용수학
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• 제3권1호
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• pp.33-40
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• 1996

A convergence structure defined by Kent [4] is a correspondence between the filters on a given set X and the subsets of X which specifies which filters converge to points of X. This concept is defined to include types of convergence which are more general than that defined by specifying a topology on X. Thus, a convergence structure may be regarded as a generalization of a topology. With a given convergence structure q on a set X, Kent [4] introduced associated convergence structures which are called a topological modification and a pretopological modification. (omitted)

• 공학교육연구
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• 제20권6호
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• pp.12-21
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• 2017

The purpose of this study is to develop an educational program to enhance convergence competence of undergraduate engineering students and analyze its educational effects. Prior to the development of the convergence education program for engineering students, 13 experts in engineering education field surveyed the needs of the convergence education program and 829 students from four engineering colleges in the Seoul metropolitan area, Chungcheong area and Honam area were assessed for the level of convergence competency. The educational program was developed based on the needs analysis and the program consisted of four major themes: convergence lecture, convergence competence, convergence practice, and convergence vision. The validity of the program was confirmed through the two expert validation tests. A total of 40 students participated in the selection of 10 students from each of the four universities. As a result of pre-post comparison of students' convergence competencies, the average of all competencies increased, and it was found that there were statistically significant differences in convergence mindset, differentiation mind, commitment, communication, and social value competence. Implications for the improvement of education programs and convergence education were suggested.

• 공학교육연구
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• 제22권2호
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• pp.46-54
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• 2019

The purpose of this study is to discuss the current status and limitations of convergence education in universities and to explore new possibilities of engineering convergence education by analyzing characteristics and cases of self - design semesters as convergence education. As a result of this study, it was found that the education for fostering convergence ability is insufficient for the viewpoint of education. The types of convergence education could be classified into three categories. However, the concept and paradigm of convergence education has not been established precisely because it is made in a 'top-down' manner by the government. In addition, there was a limit of the lack of a foundation to operate the convergence education. However, A university's self-design semester, it shows the possibility of cultivating the overall convergence ability by giving autonomy and subjectivity to learners and through the acquisition of contextual knowledge and the ability of collaboration.