• 한국과학교육학회지
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• 제16권3호
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• pp.270-277
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• 1996

The purpose of this study is to classify and state of evaluating objectives using three-dimensional assessment framework of science inquiry. The first, as an attempt to provide a theoretical base for developing an assessment framework taxonomies and classificatory schemes of educational objectives were analyzed Bloom's taxonomy, Klopfer's specification, NAEP(National Assessment of Educational Progress), and APU(Assessment of Performance Unit) framework. The second, three-dimensional assessment framework use in this study has formed a clear definition of three-dimensional matrix. These three dimensions consists of content, context and process. The third, the model of three-dimensional taxonomy of science inquiry developed in this study is presented. In addition, an example of classification and statement of evaluating objectives based on the model is presented.

• 한국과학교육학회지
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• 제23권4호
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• pp.319-330
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• 2003

The purpose of this study is to develop a Framework for Performance Assessment in Science Education(FPASE). Science educators in the past have paid more attention to science curriculum and teaching strategies than assessment. In recent years, attention has turned toward performance assessment which addresses the concerns of science curriculum and instruction, and which is consistent with goals of science education at various levels of interests. Science educators are trying to do performance assessment, yet they don't have a framework that is highly qualified in terms of science educational objectives for the future, and advantages of performance assessment. We, therefore, have developed a framework for performance assessment in science education, which may be useful for science teachers to understand and assess their students' abilities. We have extracted seven domains covering students' various abilities as the important objectives of science performance assessment and grouped them into three categories: General, Science specific, and Intermediate abilities. And we developed a F-PASE with a three dimensional solid figured structure, and illustrated it as the configuration of a com. F-PASE is useful for science teachers to develop and select a science performance assessment as well as have a more advanced understanding of their students' abilities. It is a creative and novel assessment framework in terms of structure, configuration, functions and meanings. It also suggests a new vision of an assessment framework in science education.

• 국제학술발표논문집
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• The 10th International Conference on Construction Engineering and Project Management
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• pp.714-721
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• 2024

Researching the phenomenon and answering research questions to generate an integrated management system to manage the post-disaster reconstruction phase calls for a well-created or structured framework for the research methodology plus a mixed method. Aim and Purpose: To produce an Integrated Management of Environmental, Occupational Health & Safety and Quality Management Systems, a Disaster Management framework for Post-Disaster Reconstruction Projects Management and Empirically Validate the Framework. Research methodology and mixed methods framework study activities are the following stages: Literature Review, Formulating Research Methodology and Mixed Methods, The Research Aim and Objectives, The Research Question Statements - Mixed Methods (Qualitative and Quantitative), Planning and Procedures for Participants and Service Users' Involvements, Designing of Questionnaires and Surveys Research Question, Using Mixed Method Design Data Collection and Analysis with NVIVO and Final Development of the Integrated Management System for Post-Disaster Construction Management Phase, Recommendation and Conclusion. OBJECTIVES: Explore the awareness and practice of environmental, occupational health, safety, and quality management systems, as well as disaster management practices for the post-disaster reconstruction phase and routine reconstruction. Furthermore, the mixed methods part addresses the research aim and objectives. Then, it facilitates the achievement of the research goals and contribution to the knowledge and development of an integrated management system for the post-disaster reconstruction management phase. The end addresses the significance of the research methodology and mixed methods framework developed.

• 한국전자거래학회지
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• 제11권3호
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• pp.1-12
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• 2006

본 연구에서는 차세대 기술로서 각광을 받고 있는 유비쿼터스 컴퓨팅에 대하여 사용자들이 어떠한 가치를 부여하는지를 탐색하여 그 가치 프레임워크를 구성하여 제시하였다. Keeney가 제시하였던 "가치중심사고(value-focused thinking)"의 방법을 활용하여 22명의 사용자들을 인터뷰하였고 이러한 인터뷰들에서 유비쿼터스 컴퓨팅에 바라는 바를 중심으로 435개의 진술을 확보하였다. 정형화되어 있지 않은 진술들을 정성적 방법으로 정화하여 166개의 '가치' 진술을 도출하였고 이어서 이들의 클러스터링을 통하여 사용자들이 유비쿼터스 컴퓨팅에 부여하는 가치를 내재하고 있는 37개의 목적 (objectives)을 확정하였다. 이 목적 진술들간의 관계가 유비쿼터스 컴퓨팅을 바라보는 가치의 구조이므로 이를 도출하기 위하여 포커스그룹을 시행하여 수단목적(means-objective)와 목표 목적 (ends-objective)들로 분류하였고 수단과 목적을 한 눈에 볼 수 있도록 네트워크다이어그램으로 구성을 하여 유비쿼터스 컴퓨팅을 바라보는 가치의 프레임워크를 제시하였다. 이 프레임워크는 유비쿼터스 컴퓨팅을 활용하여 비즈니스의 기회를 창출하고 심화하는 데 활용할 수 있을 것으로 보인다.

• 한국경영과학회:학술대회논문집
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• 한국경영과학회/대한산업공학회 2005년도 춘계공동학술대회 발표논문
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• pp.651-657
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• 2005

This study figures out the objectives of supply chain integration and proposes a conceptual framework for classifying the type of supply chain integration in order to help developing supply chain integration strategy. We figure out the objectives of supply chain integration by structural integration and functional integration and then develop a conceptual framework for classifying the type of supply chain integration by combining the clusters of structural integration factors and functional integration factors. Using the framework, a firm would be able to figure out which type of supply chain it belongs to and develop appropriate supply chain integration strategy.

• 한국간호교육학회지
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• 제2권
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• pp.56-74
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• 1996

In order to prepare for the coming twenty-first century and to meet changing social demands and health needs, it is necessary to improve the curriculum through development of new conceptual frameworks. The purposes of this study were : 1) to assess the needs of the curriculum of the students, the faculty, the graduates, and the nursing supervisors and head murses ; 2) to develop the conceptual framework which includes philosophy and goals of nursing education based upon needs assessment ; 3) to develop level objectives ; 4) to identigy the contents of the curriculum ; 5) and to develop the faculty. The curriculum was assessed and developed from April, 1995 to March, 1996 through twenty four weekly meetings, two seminars, and two workshops. The process and results of this study are as follows : 1. A needs assessment of the present curriculum was done of the 194 students, 177 graduates, 14 faculty members, and 60 nursing administrators in 5 main areas (objectives, planning and organization, teaching-learning process and methods, evaluation, revision of curriculum). The results showed that there were many descrepancies between expectations and actual situations in all the groups and in all the areas. This implies that there was a necessity for total curriculum revision. 2. To develop the conceptual framework, 1) the core concepts were identified(man, health, environment, and nursing) on the basis of the existing educational philosophy and educational objectives of our school, elicited by group discussions using the nominal group method, one of the needs assessment methods, the philosophy and objectives were restated. 2) Six essential componednts were indentified for the conceptual framework from the restated philosophy and objectives ; nursing process, communication, professional roles, client, health, and nursing. The vertical theread consists of the client and health/nursing ; and the horizontal thread consists of nursing process, communication, and professional roles. 3. The contents of the curriculum were selected on the basis of the educational objectives and organized according to the conceptual framework. 4. The level objectives were then restated. It is expected that the objectives of our school will be accomphished through developing the courses, choosing and Implementing, more effective teaching-learning methods, and evaluating the efficacy of changes implemented. The most important factor will be to continually upgrade the faculty and their teaching skills.

• KSII Transactions on Internet and Information Systems (TIIS)
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• 제12권6호
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• pp.2782-2805
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• 2018

We present a legorization framework that produces a LEGO model from user-specified 3D mesh model. Our framework is composed of two stages: voxelization and legorization. In the voxelization, input 3D mesh is converted to a voxel model. To preserve the shape of the 3D mesh, we devise a silhouette fitting process for the initial voxel model. For legorization, we propose three objectives: stability, aesthetics and efficiency. These objectives are expressed in a tiling equation, which builds a LEGO model using layer-by-layer approach. We legorize five models including characters and buildings to prove the excellence of our framework.

• 보건교육건강증진학회지
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• 제28권3호
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• pp.43-55
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• 2011

Objectives: The objectives of this study were to describe population-based prevention strategies for childhood obesity and to discuss its application in a city in Korea. Methods: Literature review and empirical findings for ongoing programs were performed to develop population-based prevention strategies for childhood obesity with the framework and principles of WHO population-based prevention strategies for childhood obesity. Results: The developed framework had five key strategies (supportive policies, supportive environment, supportive program, strategic development & leadership, and monitoring & evaluation) under hierarchic objectives (long-term, middle-term and short-term) with the vision of healthy growth and development of all children and youth. Each strategy included evidence-based action plans with WHO principles. Conclusions: The developed strategies have advanced the existing strategies for childhood obesity prevention by providing the sustainable and systematic framework and action plans based on ecological approach. Further, the feasibility for operating the strategies needs to be verified.

• Smart Structures and Systems
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• 제4권5호
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• pp.655-666
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• 2008

In the past 20 years, seismic isolation has see a variety of applications in design of structures to mitigate seismic hazard. In particular, isolation has been seen as a means of achieving enhanced seismic performance objectives, such as those for hospitals, critical emergency response facilities, mass electronic data storage centers, and similar buildings whose functionality following a major seismic event is either critical to the public welfare or the financial solvency of an organization. While achieving these enhanced performance objectives is a natural (and oftentimes requisite) application of seismic isolation, little attention has been given to the extension of current design practice to isolated buildings which may have more conventional performance objectives. The development of a rational design methodology for isolated buildings requires thorough investigation of the behavior of isolated structures subjected to seismic input of various recurrence intervals, and which are designed to remain elastic only under frequent events. This paper summarizes these investigations, and proposed a consistent probabilistic framework within which any combination of performance objectives may be met. Analytical simulations are presented, the results are summarized. The intent of this work is to allow a building owner to make informed decisions regarding tradeoffs between superstructure performance (drifts, accelerations) and isolation system performance. Within this framework, it is possible to realize the benefits of designing isolated buildings for which the design criteria allows consideration of multiple performance goals.

• 한국환경교육학회지:환경교육
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• 제14권2호
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• pp.51-67
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• 2001

In this study we developed a framework to evaluate environmental education programs through lived experience in nature and the framework was applied to a neat case,'2001 Green Camp'. The framework consists of 4 items; goals and objectives, instructional planning, teaching and learning, methods and learning operation and environment. Learning outcomes such as changes to the levels of knowledge, attitude, participation and environmental sensitivity are not included in the evaluation framework but evaluated through direct questions to students. Two researchers observed and evaluated programs with the framework. This study reflected various perspectives of researchers, teachers, students and staff members.