• 대한공업교육학회지
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• v.42 no.2
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• pp.1-19
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• 2017

The purpose of this study is to analyze the job performance hours and reasonable job performance hours of teachers working at secondary level technical vocational education institutes. This study analyzed the differences in the job performance hours and reasonable hours that have been investigated according to special subject teachers and general subject teachers. Based on Job Specifications of Teachers Working at Secondary Level Technical Vocational Education Institutes, the development of research tool was finalized, and questionnaires were used as the research tool. The results of this study are as follows. First, the total job performance hours and total reasonable job performance hours perceived by teachers working at secondary level technical vocational education institutes were found to be 2,787.8 minutes and 2,934.7 minutes respectively with a difference of 146.9 minutes. In regards to the job category-specific job performance hours, they were found to be high in the order of lesson administration, extracurricular student guidance, school affairs and administrative duties, and lesson preparation and planning, while the reasonable job performance hours were found to be high in the order of lesson administration, lesson preparation and planning, extracurricular student guidance, and school affairs and administrative duties. As for the job categories with shorter reasonable job performance hours compared to job performance hours, they were found to be lesson administration, extracurricular student guidance, and school affairs and administrative duties. In other job categories, it was found that longer job performance hours are needed. Second, the job performance hours perceived by each subject teacher from other schools, they were found to be 2,888.3 minutes for special subject teachers and 2,536.1 minutes for general subject teachers, while showing 3,021.8 minutes for special subject teachers and 2,716.8 minutes for general subject teachers regarding reasonable job performance hours. The differences between the job performance hours and reasonable job performance hours perceived by teachers from other schools were found to be 133.5 minutes for special subject teachers and 180.7 minutes for general subject teachers.

• International Journal of Concrete Structures and Materials
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• v.7 no.3
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• pp.203-214
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• 2013

This study investigates quantitative methods for assessment of infrared analysis of concrete admixtures using correlation coefficients by performing IR scans following the ASTM C494/C494M-11 specifications. In order to achieve this goal, numerous IR scans were performed on specimens supplied by the manufacturer from different batches to ensure uniformity and equivalency. These scans were then analyzed to create correlation coefficients for each admixture. The correlation coefficients were used to quantitatively evaluate and interpret IR Scans of job samples. The study focused on 23 most commonly used concrete admixtures by the New Jersey Department of Transportation (NJDOT). They include air-entrainers, accelerators, retarders, water reducers, and other combinations of these admixtures. Their correlation coefficients were established by analyzing a total of 12 scans of each admixture from three different batches supplied by the manufacturer at different time intervals. In order to validate the obtained correlation coefficients and establish a target correlation, job samples were tested and compared to the obtained correlations. The study also evaluated the effects of drying time and using different types of KBr on correlation coefficients.

• Fire Science and Engineering
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• v.24 no.3
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• pp.78-85
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• 2010

Currently, there are various institutions performing fire investigation and identification, such as fire stations and police stations as well as institutes related to fire safety, etc. And the manpower working at the institutions reaches a large number of persons. But there is no objective index on the expertise of the persons. In this paper, we suggested the examination criteria through job analysis and the enforcement method of the exam system. And we developed suitable exam subjects and exam content specifications for qualification of fire identification and estimation that investigate a fire cause, combustion, escape circumstances and fire facilities at the scene of a fire, survey the fire damage and analysis fire cause, etc. It will increase the public trust to develop national technical qualification items of the fire identification and estimation engineer.

• Proceedings of the Korea Concrete Institute Conference
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• 2006.05b
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• pp.349-352
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• 2006

Pull-off test is generally used as a method of evaluating bond strength of FRP with concrete at the job site. However, pull-off test damages FRP composites and the maximum pull-off strength is limited up to tensile strength of concrete. Accordingly, it is required to set-up a test method that can simply evaluate bond performance of structural adhesive. This study suggested compression and bending test of epoxy resin as test methods that can indirectly evaluate performance of adhesive, as well as standardized test specification for different types of specifications from various countries. In this study, the section dimension of compression and bending test specimens is unified, and standard test specimen size is achieved by test results.

• Culinary science and hospitality research
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• v.5 no.2
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• pp.93-112
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• 1999

The purpose of this study making clear the range of overlapping affairs since many parts of cooker's & dietitian duties are overlapped in the Law of Hygiene & its over-ranked laws. The fact that there're overlapped parts in the different qualifying system endowed by the government may lead too many troubles between cooker's & dietitian who have their own qualification, so it's important to grasp correctly job specifications of cooker's & dietitian and to make clear the sphere of business. This studies present following affairs as cooker's duties through analysis. 1. Participation in the overall Management & Policy department. 2. Making the Menu & Standard recipe. 3. Purchasing, Inspection, Market research on Food materials. 4. Sanitary management. 5. Facility manage & Safety Management. 6. Research & Development on cooking Know-How. 7, Teaching for the members of department. 8. Supervision & business appraisal of cooking members. 9. Sales management & Cost control. 10. Utensil management & its Maintenance.

• 대한공업교육학회지
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• v.42 no.1
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• pp.30-52
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• 2017

The purpose of this study is to investigate the duties of teachers working at secondary level technical vocational education institutes, and analyze job importance, difficulty and frequency of performance perceived by teachers. For deducing the duties of teachers working at secondary level technical vocational education institutes, they were theoretically devised by reviewing related legislations & regulations and domestic & overseas literatures. The devised duties were reviewed by 16 current teachers and 3 education experts to be revised and supplemented to complete the job model. Based on this, development of research tool was finalized, and questionnaires were used as the research tool. The results of this study are as follow. First, the job categories of teachers working at secondary level technical vocational education institutes consisted of 7 categories that are subject instruction, student instruction, class management, curriculum organization & administration, school affairs & administrative duties, PR & field practical training and expertise enhancement. Based on the CFA, they consisted of 46 sub-factors in 10 categories with 3 categories of lesson preparation & planning, lesson administration and academic evaluation for subject instruction, and 2 categories of extracurricular student guidance and school life guidance for student instruction, and class management, curriculum organization & administration, school affairs & administrative duties, PR & field practical training and expertise enhancement. Second, job importance perceived by teachers working at secondary level technical vocational education institutes was found to be high overall with 4.10, while above average in difficulty with 3.45 and average in frequency of performance with 3.12 (1-3 times a month). As for categories with high job importance, they were found to be in the order of academic evaluation (4.32), lesson preparation & planning (4.28), expertise enhancement (4.27), lesson administration (4.26), school life guidance (4.25), class management (4.17) and PR & field practical training (4.12). In regards to categories with high job difficulty, they were found to be in the order of PR & field practical training (4.07), curriculum organization & administration (3.73), expertise enhancement (3.55), school life guidance (3.48), academic evaluation (3.35) and extracurricular student guidance (3.22). As for categories with high frequency of job performance, they were found to be in the order of class management (3.88), lesson administration (3.77), school life guidance (3.52), school affairs & administrative duties (3.40) and lesson preparation & planning (3.17).

• Journal of the Korea Convergence Society
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• v.11 no.4
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• pp.277-285
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• 2020

To advance the competitiveness of dental hygienist students, the concept of 'employment competitiveness index' was introduced. By utilizing the index, the preparedness of employment and awareness of employment was studied, to enhance the understandings of students' career and preparations for employment. Both hypothesis 1-basic contents of a student's resume or so-called "specifications" and employment competitiveness index have positive correlation-and hypothesis 2-the 'inspirational factors' and employment competitiveness index have positive correlation-were accepted. Among the 'basic factors', attractiveness and foreign language scored the least while understanding of employers, certificates, and job experiences scored the least among the inspirational factors category. Using this study, various organizations such as universities will be able to provide better guidelines regarding employment or career. In conclusion, this study aims to provide advanced, effective and competitive guidelines for dental hygienist curriculum planning, developing non-curriculum courses, special lectures, and providing advice regarding employment.

• Journal of Agricultural Extension & Community Development
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• v.11 no.1
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• pp.21-36
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• 2004

The objectives of this study were to explore theoretically the factors that were associated with role conflict of rural extension educators, to investigate the consequences of this conflict, and to suggest possible solutions to the role conflict. This study was carried out through literature review. The findings from this study were as follows : 1) The causes of role conflict were divided into individual characteristics and social or organizational characteristics. Existing research papers examining the cause of rural extension educators' role conflict had focused mainly on individual characteristics. Therefore, social characteristics of the role conflict should be included in future research activities. 2) The consequences of role conflict were made up of individual dimensions and organizational dimensions. However, pervious researches on rural extension educators' role conflict had dealt with the individual dimensions only. Therefore, the consequences of organizational dimensions should be added to future researches. 3) Revision of roles and job specifications, developing professional competencies, and raising achievement motivation were some of the possible solutions to rural extension educators' role conflict. These solutions, if managed effectively, may improve the performance of extension organizations, as well as that of the individuals by solving the role conflict of rural extension educators.

• Journal of the Korean Society of Manufacturing Technology Engineers
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• v.23 no.6
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• pp.580-589
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• 2014

Demands for automation in the cell production process of IT products are becoming increasingly sophisticated. In particular, the dual-arm robot has drawn attention as a solution because it has a flexibility and works similarly to humans. In this paper, we propose an automation system for cellular phone packing processes using two dual-arm robots. Applied robots are designed with specifications to meet the requirements of cellular phone packing jobs. In addition, a robotic cell production system is proposed by applying a method of task allocation for efficient packing of cellular phones. Specifically, a task is assigned to reduce takt-time and to avoid collision between two robots. Finally, we discuss some experimental results that include the packing job of five unit boxes with seven kinds of accessories.

• Journal of the Korea Fashion and Costume Design Association
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• v.21 no.1
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• pp.115-129
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• 2019

This study aimed to develop methods for technical design education that can be intimately connected to the industrial field. For this, technical design jobs performed in the fields of the domestic and foreign fashion industries and their required competences were examined, and educational methods based on constructivism were proposed. Korean fashion technical designers' works were identified, and then the fashion technical designer's responsibilities and qualifications were collected and analyzed from global employment sites. On the basis of the collection and analysis, hands-on staff members and education experts were interviewed about required competences for the actual business and possible suitable methods for education. The results of research showed that in the case of the US, job systems and relevant duties for technical designers were clearly defined by clothing brands, whereas in Korea, businesses were systematized around vendors, not brands, and as a result the businesses of technical package composition and specification proposals were not performed properly. This study organized the contents of technical design education into fit development and specification, the composition of technical design packages, the evaluation and approval of samples, fit schedule management and fitting, block pattern setting and pattern correction, sewing specifications appropriate for styles and materials, grading, technical terms, and production management. As for the technical design education models, the cognitive apprenticeship model, resource-based learning, the problem-based and anchored model, and the problem-based and resource-based models were proposed.