• Journal of Korean Home Economics Education Association
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• v.19 no.1 s.43
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• pp.99-114
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• 2007

This study aims at investigating how middle school students perceive the content of the 'Me and My Family Relations' unit in the technology and home economics textbook, act on such perceptions and how this connects with their healthy family relations. In addition, the study also points at inquiring into what kind of differences and mutual influences can be found in the above-mentioned three factors according to family environment. With this objective. this research has analyzed survey data conducted on 401 7th grade middle school students residing in Incheon Greater city, collected by the random sampling method. The findings are as follow: First, the students were found to have positive perceptions on the 'family relations and communication' unit in the technology and home economics text book. However. they were also found to perceive that the content was not as realizable in their everyday family lives. Second, the number of students who perceived their family lives to be healthy was found to be quite high. The students perceived their family lives to be healthy projecting from such aspects as the degree of gratification and affection, extent of family bonding, communication patterns, and problem solving abilities, in the same order. In addition, the higher the families' socio-economic level, and in the cases that the students had working mothers and the fathers held higher degrees, the degree to which the families were perceived to be healthy was higher. Third, in investigating the influence that such factors as the students' family environment, the degree that students perceived the text book content positively, and the degree that the students perceive the content to be realizable have on healthy family relations, among these factors, the students' perceived degree of how healthy their family relations are had the most bearing over the above-mentioned factors. The second influential factor on how healthy family relations are was the family's affectional environment, found to be more influential than such factors as family type, the mother's employment status, living standards, and the parents' educational level. On the other hand, the perceived level of realizability was found to have a lower influence on the students' family relations than the perceived positivity.

• Journal of Gifted/Talented Education
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• v.21 no.3
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• pp.631-658
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• 2011

The impact of the academic achievements of science high school graduates during the science high school period on their creative productivity, higher education, occupation, and income were investigated with 244 science high school graduates who belonged either to top 30% or bottom 30% in terms of their high school GPA. The factors contributed to the choice of current occupations and life were also investigated through retrospective approach. Survey questionnaire was administered to 244 adults who graduated from 18 science high schools before 2001. Thirteen graduates who completed questionnaire were interviewed face-to-face. Their ages ranged from 28.00 to 42.84. The high achievers were belonged to top 30% and the low achievers were belonged to the bottom 30% and the two groups demonstrated significant differences in their higher education and creative productivity. More doctoral degree holders and more number of creative products were found in the high achievers than the low achievers. 58.1% of the high achievers and 42.7% of the low achievers were working as professional scientists. Significantly more high achievers were working on tasks which require creative problem solving abilities and their income was significantly higher than the low achievers. For both groups, parents were the most significant individuals and then teachers were the second most important persons who impacted to their life and the choice of their occupation. Interviews with 13 graduates confirmed the survey results especially in their choice of life style and occupation. They were also influenced the most by parents, then teachers, and their friends who were more interacting with the socioeconomic environment when they selected university, major, and occupation. The results implies that high school achievement has significant influence on their future achievement to some extent and schools need to provide guide on the career choice not only to the students but also to their parents, since students' career choices are much influenced by their parents.

• Journal of the Korean Geosynthetics Society
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• v.20 no.2
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• pp.23-33
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• 2021

In Korea, many reservoirs have been built for the purpose of solving the food shortage problem and supplying agricultural water. However, the current 75.6% of the reservoirs are in serious aged as more than 50 years have passed since the year of construction. In the case of such an aging reservoir, the stability due to scour and erosion inside the reservoir is very reduced, and if concentrated rainfall due to recent abnormal weather occurs, the aging reservoir may collapse, leading to a lot of damage to property and human life. Accordingly, each agency that manages aging reservoirs uses Ordinary Portland Cement (OPC) as an injection material and applies the grouting method. However, in the case of OPC, it may deteriorate over time and water leakage may occur again. And there are environmental problems such as consumption of natural resources and generation of greenhouse gases. So, there is a need to develop new materials and methods that can replace the OPC. In this study, an laboratory test and analysis were performed on the grout material developed to induce a curing reaction similar to that of OPC by recycling power plant byproduct. In addition, test in the field such as electric resistivity survey, Standard Penetration Test (SPT), and field permeability test were performed to analyzed to reinforcement effect and determine the possibility of using instead of OPC. As a results of the test, in the case of recycled power plant byproduct, the compressive strength was 2.9 to 3.2 times and the deformation modulus was 2.3 to 3.3 times higher, indicating that it is excellent in strength and can be used instead of OPC. And it was analyzed that the N value of the reservoir was increased by 1~2, and the coefficient of permeability (k) decreased to the level of 8.9~42.5%. showing sufficient reinforcing effect in terms of order.

• Journal of The Korean Association For Science Education
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• v.29 no.8
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• pp.990-1010
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• 2009

To derive brain-based evolutionary educational principles, this study examined the studies on the structural and functional characteristics of human brain, the biological evolution occurring between- and within-organism, and the evolutionary attributes embedded in science itself and individual scientist's scientific activities. On the basis of the core characteristics of human brain and the framework of universal Darwinism or universal selectionism consisted of generation-test-retention (g-t-r) processes, a Model of Brain-based Evolutionary Scientific Teaching for Learning (BEST-L) was developed. The model consists of three components, three steps, and assessment part. The three components are the affective (A), behavioral (B), and cognitive (C) components. Each component consists of three steps of Diversifying $\rightarrow$ Emulating (Executing, Estimating, Evaluating) $\rightarrow$ Furthering (ABC-DEF). The model is 'brain-based' in the aspect of consecutive incorporation of the affective component which is based on limbic system of human brain associated with emotions, the behavioral component which is associated with the occipital lobes performing visual processing, temporal lobes performing functions of language generation and understanding, and parietal lobes, which receive and process sensory information and execute motor activities of the body, and the cognitive component which is based on the prefrontal lobes involved in thinking, planning, judging, and problem solving. On the other hand, the model is 'evolutionary' in the aspect of proceeding according to the processes of the diversifying step to generate variants in each component, the emulating step to test and select useful or valuable things among the variants, and the furthering step to extend or apply the selected things. For three components of ABC, to reflect the importance of emotional factors as a starting point in scientific activity as well as the dominant role of limbic system relative to cortex of brain, the model emphasizes the DARWIN (Driving Affective Realm for Whole Intellectual Network) approach.

• Journal of Venture Innovation
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• v.7 no.3
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• pp.183-228
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• 2024

This study aimed to develop a competency evaluation scale tailored to the specific needs of key talent in the ICT startup sector. Existing competency assessment tools are mostly designed for environments in large corporations or traditional small and medium-sized enterprises, failing to adequately reflect the dynamic requirements of rapidly evolving startups. For startups, where a small number of individuals directly impact company success, key talent is a critical asset. Accordingly, this study sought to create a scale that measures the competencies suited to the challenges and opportunities faced by startups, helping domestic startups establish more effective talent management strategies. The research initially selected 71 items through a literature review and in-depth interviews. Based on expert feedback that emphasized the need for more precise and clear descriptions, the item descriptions were revised, and a total of 65 items were developed through four rounds of content validation. Following preliminary and main surveys, a final set of 58 items was developed. The main survey conducted further factor analysis based on the three broad competency factors?knowledge, skills, and attitude?identified in the preliminary survey. As a result, 10 latent factors emerged: 6 items for task comprehension, 6 items for practical experience (tacit knowledge), 6 items for collaboration, 9 items for management and problem-solving, 9 items for practical skills, 4 items for self-direction, 5 items for goal orientation, 5 items for adaptability, 5 items for relationship orientation, and 3 items for organizational loyalty. The developed scale comprehensively covers the multifaceted nature of competencies, allowing for a thorough evaluation of essential skills such as technical ability, teamwork, innovation, and leadership, which are critical for startups. Therefore, the scale provides a tool that helps startup managers objectively and accurately assess candidates' competencies. It also supports the growth of employees within startups, maximizing the overall organizational performance. By utilizing this tool, startups can build a strong internal talent pool and continuously enhance employees' competencies, thereby strengthening organizational competitiveness. In conclusion, the competency evaluation scale developed in this study is a customized tool that aligns with the characteristics of startups and plays a crucial role in securing sustainable competitiveness in rapidly changing market environments. Additionally, it offers practical guidance to support the successful growth of domestic startups and help them maintain their competitive edge in the market, contributing to the development of the startup ecosystem and the growth of the national economy.

• Korean Security Journal
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• no.33
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• pp.51-80
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• 2012

This study is to summarize main contents which was mentioned by Beomseok Kim' doctoral dissertation. The purpose of this study focuses on presenting the outplacement countermeasure and retention level examination analysis about outplacement competency of special security government official through implement of questionnaire method. The questionnaire for retention level examination including four groups of outplacement competency and twenty subcategories was implemented in the object of six hundered persons relevant to outplacement more than forty age and five grade administration official of special security government officials, who have outplacement experiences as outplacement successors, outplacement losers, and outplacement expectants, in order to achieve this research purpose effectively. The questionnaire examination items are four groups of outplacement competency and twenty subcategories which are the group of knowledge competency & four subcategories including expert knowledge, outplacement knowledge, self comprehension, and organization comprehension, the group of skill competency & nine subcategories including job skill competency, job performance skill, problem-solving skill, reforming skill, communication skill, organization management skill, crisis management skill, career development skill, and human network application skill, the group of attitude-emotion competency & seven subcategories including positive attitude, active attitude, responsibility, professionalism, devoting-sacrificing attitude, affinity, and self-controlling ability, and the group of value-ethics competency & two subcategories including ethical consciousness and morality. The respondents highly regard twenty-two outplacement competency and they consider themselves well-qualified for the subcategories valued over 4.0 such as the professional knowledge, active attitude, responsibility, ethics and morality while they mark the other subcategories below average still need to be improved. Thus, the following is suggestions for successful outplacement. First, individual effort is essential to strengthen their capabilities based on accurate self evaluation, for which the awareness and concept need to be redefined to help them face up to the reality by readjusting career goal to a realistic level. Second, active career development plan to improve shortcoming in terms of outplacement competency is required. Third, it is necessary to establish the infrastructure related to outplacement training such as ON-OFF Line training system and facilities for learning to reinforce user-oriented outplacement training as a regular training course before during after the retirement.

• Journal of Gifted/Talented Education
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• v.15 no.2
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• pp.59-76
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• 2005

We examined the relations between the score of the divergent thinking in mathematical (Mathematical Creative Problem Solving Ability Test; MCPSAT: Lee etc. 2003) and non-mathematical situations (Torrance Test of Creative Thinking Figural A; TTCT: adapted for Korea by Kim, 1999). Subjects in this study were 213 eighth grade students(129 males and 84 females). In the analysis of data, frequencies, percentiles, t-test and correlation analysis were used. The results of the study are summarized as follows; First, mathematically gifted students showed statistically significantly higher scores on the score of the divergent thinking in mathematical and non-mathematical situations than regular students. Second, female showed statistically significantly higher scores on the score of the divergent thinking in mathematical and non-mathematical situations than males. Third, there was statistically significant relationship between the score of the divergent thinking in mathematical and non-mathematical situations for middle students was r=.41 (p<.05) and regular students was r=.27 (p<.05). A test of statistical significance was conducted to test hypothesis. Fourth, the correlation between the score of the divergent thinking in mathematical and non-mathematical situations for mathematically gifted students was r=.11. There was no statistically significant relationship between the score of the divergent thinking in mathematical and non-mathematical situations for mathematically gifted students. These results reveal little correlation between the scores of the divergent thinking in mathematical and non-mathematical situations in both mathematically gifted students. Also but for the group of students of relatively mathematically gifted students it was found that the correlations between divergent thinking in mathematical and non-mathematical situations was near zero. This suggests that divergent thinking ability in mathematical situations may be a specific ability and not just a combination of divergent thinking ability in non-mathematical situations. But the limitations of this study as following: The sample size in this study was too few to generalize that there was a relation between the divergent thinking of mathematically gifted students in mathematical situation and non-mathematical situation.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.9 no.4
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• pp.77-85
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• 2014

A goal of Bizcool entrepreneurship education targeting on the youth falls on letting understand the process of starts-up, enhance entrepreneurship will and their business creativities rather than training trivial starts-up skills such as writing business plan for successful starts-up. The effects of education enable Bizcoo students to recognize rightly the concept of starts-up training and lead to spread out demand for entrepreneurship education. The feedback check-up for how entrepreneurship education affects students getting through of it is necessary and possible to bring its' improvement alternatives. Despite of such highlight, not many measuring tools and indexes of evaluating an effectiveness of entrepreneurship education are developed and studied up until. This research suggests for the optimal indexes for them. In specific, this research 49 the first question sets of evaluating an effectiveness of entrepreneurship education classified 3 large categories and 11 following sub categories each of them such as entrepreneurship orientation, creativity, entrepreneurship preparing activities etc,. representing embedding education effects though entrepreneurship education. This research carry out the empirical survey research utilizing driven question sets against 5 different Bizcools sampling 287 students. The survey research delivers the final 3 large categories and 8 following sub categories(Innovativeness, risk-taking, problem-solving potent, cooperative decision-making potent, efficient behavior capacity, data collecting potent, career search, starts-up search and preparation), and 38 measuring indexes by search and confirming factor analysis. This research never drop the confidence test over each indexes and obtain the proper figures. Last but not least, this research confirm the gap between starts-up club members and non members as to an effectiveness of entrepreneurship education and 9 different indexes.

• Journal of the Korean Association of Geographic Information Studies
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• v.19 no.4
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• pp.52-62
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• 2016

Smart City is urban development for complex problem solving that provides convenience and safety for citizens, and it is a blueprint for future cities. In 2008, the Korean government defined the construction, management, and government support of U-Cities in the legislation, Act on the Construction, Etc. of Ubiquitous Cities (Ubiquitous City Act), which included definitions of terms used in the act. In addition, the Minister of Land, Infrastructure and Transport has established a "ubiquitous city master plan" considering this legislation. The concept of U-Cities is complex, due to the mix of informatization and urban planning. Because of this complexity, the foundation of relevant regulations is inadequate, which is impeding the establishment and implementation of practical plans. Smart City intelligent service facilities are not easy to define and classify, because technology is rapidly changing and includes various devices for gathering and expressing information. The purpose of this study is to complement the legal definition of the intelligent service facility, which is necessary for integrated management and operation. The related laws and regulations on U-City were analyzed using text-mining techniques to identify insufficient legal definitions of intelligent service facilities. Using data gathered from interviews with officials responsible for constructing U-Cities, this study identified problems generated by implementing intelligent service facilities at the field level. This strategy should contribute to improved efficiency management, the foundation for building integrated utilization between departments. Efficiencies include providing a clear concept for establishing five-year renewable plans for U-Cities.

• The Korean Journal of Petroleum Geology
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• v.6 no.1_2 s.7
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• pp.20-24
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• 1998

Expert system is one type of artificial intelligence softwares that incorporate problem-solving knowledges and experiences of human experts by use of symbolic reasoning and rules about a specific topic. In this study, an expert system, PLAYMAKER2, is used to interpret sedimentary facies and depositional settings of the sedimentary sequence. The original version of the expert system, PLAYMAKER, was developed in University of South Carolina in 1990, and modified into the present PLAYMAKER2 with some changes in the knowledge-base of the previous system. The late Cenozoic sedimentary sequence with maximum 10,000 m in thickness, which is located in the Korean Oil Exploration Block VI-1 at the southwestern margin of the Ulleung Basin, is analysed by the expert system, PLAYMAKER2. The Cenozoic sedimentary sequence is divided into two units-lower Miocene and upper Pliocene-Pleistocene sediments. The depositional settings and sedimentary facies of the Miocene sediments interpreted by PLAYMAKER2 in terms of belief values are: for depositional settings, slope; $57.4\%$, shelf; $21.4\%$, basin; $10.1\%$, and for sedimentary facies, submarine fan; $35.7\%$, continental slope; $26.3\%$, delta; $16.1\%$, deep basinplain; $6.1\%$ continental shelf; $3.2\%$, shelf margin; $1.4\%$. The depositional settings and sedimentary facies of the Pliocene-Pleistocene sediments in terms of belief values we: for depositional settings, slope; $59.0\%$, shelf; $22.8\%$, basin; $7.0\%$, and for sedimentary facies, delta; $24.1\%$, continental slope; $22.2\%$, submarine fan; $17.3\%$, continental shelf; $7.0\%$, deep basinplain; $4.8\%$, shelf margin; $2.6\%$. The comparison of the depositional settings and sedimentary facies consulted by PLAYMAKER2 with those of the classical interpretation from previous studies shows resonable similarity for the both sedimentary units-the lower Miocene sediments and the upper Pliocene-Pleistocene sediments. It demonstrates that PLAYMAKER2 is an efficient tool to interpret the depositional setting and sedimentary facies for sediments. However, to be a more reliable system, many sedimentologists should work to refine and add geological rules in the knowledge-base of the expert system, PLAYMAKER2.