• Journal of The Korean Association For Science Education
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• v.32 no.2
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• pp.388-401
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• 2012

This study attempted to propose a theoretical model for STEAM education, entitled to the Ewha-STEAM education model, which could provide more concrete guidelines for science educators and curriculum developers to execute STEAM ideas. We identified key knowledge and key competencies to nurture future creative/convergent human resources. Key knowledge included an understanding of core ideas cutting across traditional disciplinary boundaries as well as the nature of different disciplines. And additionally, key competencies implied such abilities as to explore the scientific world, to resolve problems, and to communicate and collaborate with others. We also added creativity and character as an essential part of key competencies. In order to provide more specific guidelines when developing, implementing, and evaluating STEAM curriculum, we suggested three elements of convergence to consider: 1) unit of convergence (i.e. concept/skills, problem/phenomenon, activity), 2) degree of convergence (i.e. multi-disciplinary, inter-disciplinary, extra-disciplinary), and 3) context of convergence (i.e. personal, societal, global). It is expected that the Ewha-STEAM education model would contribute towards diverse education communities understanding the direction of STEAM education and its educational potentials.

• Journal of Korean Academy of Nursing
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• v.33 no.3
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• pp.376-385
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• 2003

Purpose: This study was conducted to develop gerontological curriculum model which reflects the need of Korean society. Method: Three round Delphi survey method was applied to find consensus of gerontological nursing competencies (knowledge, attitudes and skills) for graduates of nursing schools from the panel of gerontological nursing practice experts. Important concepts in gerontological nursing were delineated from literature review and discussions of gerontological nursing educators. Based on these results the gerontological nursing curriculum model was developed and course structure outlined by the researchers as a group. Result: As the result of delphi survey, 32 items of knowledge, 29 items of attitude, and 21 items of skill were identified. The curriculum model constructed around a cube with three plane- functional capacity levels, settings, and nursing practice. Specific knowledge, attitudes and skills for gerontological theory and practicum course were suggested. Competency items were assigned to theory and/or practice. Conclusion: A curriculum model for gerontological nursing has been developed by a group of gerontological nursing educators. The curriculum model should be further tested and developed with detailed theory and practicum course outline and textbooks.

• The Journal of Industrial Distribution & Business
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• v.9 no.2
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• pp.17-26
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• 2018

Purpose - The purpose of this study is to provide a formalized process of decision making for companies or organizations that need to make various decisions in the age of uncertainty. Therefore, this study aimed to proposes a strategic decision-making approach citing the relatively easily accessible using IPA(important-performance analysis) and SWOT/AHP analysis. Research design, data, and methodology - To be specific, the first step is to derive necessary attributes and conduct IPA. The second step is to subdivide the IPA results into internal strength and weakness factors and the external opportunity and threat factors, hierarchize those factors, and weight them accordingly. The third step is to build a causality model to propose a method of supporting a rational decision making. Results - The foregoing approach seems to facilitate the diversification of decision-making strategies by helping businesses or organizations to measure and analyze the attributes needed for certain decisions. Additionally, the perceived importance and satisfaction (or achievement) usage of those derived attributes can be used as the reference data for SWOT/AHP analysis. Conclusions - The proposed stepwise approach is applicable to businesses or organizations in need of making stepwise decisions in line with their retained competencies in comparison to conventional or intuitive decision-making practices.

• Journal of Information Science Theory and Practice
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• v.11 no.4
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• pp.51-81
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• 2023

This study aimed to study its required performance requirements and proposes a competency framework necessary for the digital workforce of the Provincial Offices in Thailand. The specific primary informants were determined as 17 people. The collecting process was performed using the Delphi technique and the electronic Delphi technique in two phases, totaling four rounds. In the first time, a structured interview was used to conduct online interviews for 15 people. Content validation was performed to determine issues of the competency framework essential for the digital workforce with 7-level scaled questionnaires, and then online reviews were collected between 10-15 people (2nd to 4th times). A consensus was found and confirmed four times with descriptive statistics, namely frequency, mean, standard deviation, mode, median, and the absolute value of the difference between mode and median, interquartile range, and application of the conceptual framework. The research findings revealed that the essential competency requirements for the digital workforce were covered in digital literacy (six aspects), digital skills (four aspects), and digital characteristics (four aspects). Consensus was confirmed for 84 issues. Therefore, it was concluded that 61 points for building an essential competency framework for the digital workforce made them effective in using digital technology as a labor-saving instrument, as well as for expanding the breadth of development of digital expertise to include members of the organization's digital practitioner network. This development will benefit government agencies and the private sector, both national and international, in the future.

• Journal of Distribution Science
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• v.17 no.4
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• pp.59-68
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• 2019

Purpose - The purpose of this study is to examine the differential mediating effects of three dimensions of buyer trust in the influence of supplier characteristics on the relationship performance. In this study, transaction characteristics were classified into competences and assets. The corporate reputation is considered as intangible assets, the customer-linking capability is considered among the competencies and transaction specific asset is selected from tangible assets. This study is also to examine the moderating effect of technical environment uncertainty in the effects of integrity and benevolence on the intention to continue trading. This study aims to provide a guide on which dimension suppliers should manage and how to improve their trust in order to maintain business with companies in technical environment uncertainty. Research design, data, and methodology - The data for the empirical analysis of this study were obtained by interviewing the 274 purchasing managers of Daegu - Gyeongbuk small and medium enterprises. The items used in this survey were partially modified to fit the characteristics of the B2B industry. The reliability and validity of the variables were analyzed using SPSS 18.0 and AMOS 18.0 programs and hypotheses were verified through the structural equation modeling. Results - In this study, reliability was examined by Cronbach 'α test. Composite Reliability and Average Mean Variance extracted value exceeded the baseline values. As a result of hypotheses testing, the hypothesis that the transaction specific asset will improve the benevolence and that benevolence will improve the intention to continue the transaction were rejected and all the other 9 hypotheses were adopted include 2 moderating hypothesis. Conclusions - This study shows which dimension of trust suppliers should appeal to the buyer according to the uncertainty of the technology environment in order to maintain the transaction with the buyer. competence and integrity are important when technology environment uncertainty is low, and competence and benevolence are important when technical environment uncertainty is high. In order to improve competence, corporate reputation and transaction-specific asset are important. To improve integrity, corporate reputation and customer-linking capability are important. In order to improve benevolence, customer-linking capability is important. And various implications were discussed.

• Education of Primary School Mathematics
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• v.26 no.4
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• pp.369-385
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• 2023

As the 2022 revised mathematics curriculum emphasizing competency cultivation was announced, the researcher analyzed the connection between competency, content system, and achievement standards in elementary school mathematics curriculum. The results of the analysis of the link between the competency of the curriculum revision research report, its sub-elements, the 'process and skills' of the curriculum content system, and the achievement standard verb are as follows. First, most of the five curriculum competencies (problem solving, reasoning, communication, connection, and information processing) of the mathematics department are implemented as "process-skills" of the content system, which is further specified and presented as an achievement-based verb. Second, the five competencies were not implemented with the same weight in all areas, and the appropriate process-skills were differentiated and presented according to the content of knowledge-understanding by area/grade group. Third, verbs of the achievement standards were more rich than before in the 2022 revised elementary school mathematics curriculum. Fourth, 'understanding' throughout the entire area was still presented as the highest proportion. Through the research results, the researcher discussed clearly establishing the meaning of problem-solving capabilities in the future and developing and presenting "understanding" as a more specific process or skills.

• Journal of The Korean Association For Science Education
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• v.44 no.1
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• pp.87-103
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• 2024

The content system table of the subject-matter curriculum is considered important in the Korean national curriculum, textbook writing, and teaching and learning in the classroom. However, studies that comprehensively organize the issues concerning the format of the subject-matter curriculum content system have been scarce. This study scrutinized the evolution of the content system from its inception in The 6th Curriculum to the most recent 2022 Revised National Curriculum, focusing on science curricular. The following issues and suggestions were derived for the format of the subject content system. First, caution should be exercised in using terms such as "domain," "field," and "category," and it should be clarified whether these terms are intended simply for logical differentiation or to serve as a content organizer with a specific emphasis. Second, the nature of components such as "core ideas," which can serve as innovative content organizers, should be strictly defined. Third, while the introduction of three-dimensional content elements such as "knowledge and understanding," "process and skill," and "value and attitude" is viewed positively, it is suggested that a further delineation be made, elaborating how each can be utilized to form core competencies. Fourth, the construction of the subject-specific content system in national curriculum needs caution because whether it will resolve or exacerbate the 'disparity between general curriculum and subject-matter curriculums' is uncertain. Finally, as an apparent pendulum motion of the subject-matter content system is observed in national curriculum documents, efforts should be made to ensure that it does not result in meaningless repetition, but instead achieves meaningful dialectical progress.

• Journal of the Korea Society of Computer and Information
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• v.29 no.6
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• pp.121-130
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• 2024

In this paper, we propose and design an NCS-based job matching system for individuals with disabilities. This system allows users with disabilities to access it, input basic information (personal and disability-related details), and take a simple test related to job performance. The system then provides NCS job-related information appropriate to their type and degree of disability. To effectively link various NCS-based jobs, it is essential to consider the degree of disability for each type of disability. However, most evaluation tools target specific types of disabilities or assess the vocational abilities of individuals with disabilities in a limited manner, focusing only on cognitive levels or certain physical functions. This makes it challenging to apply these tools to an NCS-based job matching system for individuals with disabilities. Therefore, in this paper, we utilize the ICF coresets for VR to assess the cognitive levels or physical functions required for performing specific jobs. Additionally, we use the NCS vocational competency evaluation tools to determine the levels of vocational competencies required for performing specific jobs. By doing so, we match NCS-based jobs according to the type and degree of disability. The proposed NCS-based job matching system relies on the user's interaction with the system, which may pose challenges for visually impaired individuals or those with intellectual and autism spectrum disabilities who have low literacy levels. Enhancing the accessibility of this system could enable individuals with disabilities to receive recommendations for NCS-based jobs that suit their vocational abilities.

• Journal of The Korean Association For Science Education
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• v.43 no.2
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• pp.111-124
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• 2023

The aim of this study was to explore science teachers' perceptions of good science teaching. To this end, the Korean Teaching Observation Protocol (KTOP), which was developed for the purpose of observing and improving science teaching, was utilized. In the first survey, teachers were asked whether they thought each item in the KTOP was important for good science teaching, the extent to which they implemented these items, and the level of difficulty in implementing them. The second survey asked teachers what they believed to be the reasons and solutions for the KTOP items that they had responded as difficult to implement. The responses obtained from 63 teachers in the first survey and 35 teachers in the second survey were categorized based on the characteristics of the responses. The categorized contents were then summarized and discussed for their features. As a result, science teachers responded that all items in KTOP, except for one, are important for good science teaching. However, it was also shown that the level of execution was low in cases where implementation was difficult. For the 13 KTOP items that were considered important but difficult to implement and showed relatively low implementation level, many respondents (69%) attributed the reason to both students and teachers. However, the most common response (60%) was that the teacher should solve those difficulties. From this, it was found that understanding and supporting teachers, as well as enhancing their competencies, are more important for good science teaching than external factors. We hope that this research findings will help to better understand the specific difficulties that science teachers face in their classes and contribute to practical efforts that aim to address these challenges.

• Journal of Korean Society of Industrial and Systems Engineering
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• v.39 no.2
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• pp.119-128
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• 2016

Use of ICT in Government has ability to improve service delivery to its citizens, and yet many developing countries have lagged behind in the implementation of e-Government. Many e-Government initiatives also failed to achieve their objectives in developing countries. This paper therefore aims to identify critical failure or success factors in Kenya, using Heeks' Factor Model. A survey questionnaire was developed and data were collected and analyzed from officials and interested citizens. The analysis results enabled to highlight seven specific success and failure factors, and their constituent elements in Kenya. The Kenyan overall e-Government implementation score belongs to the Zone of Improvement (3.52 of total 5.0), which means partial success or failure. The enablers of e-Government projects are good strategy formulation, and internal and external drive, whereas main failures of e-Government are weak ICT infrastructure. The areas for improvement are project management, design, competencies and funding. Data analysis highlights both strengths and weaknesses for each factor or variable. In particular, Kenyan government excels at the drive for change by top to bottom government officers as well as external stakeholders, while the government officers who are using e-Government are satisfied with the availability of vision, strategy and plan of e-Government implementation. Both technologies and e-transactions laws were the worst of all the variables in e-Government implementation. Two areas should be improved using immediate corrective action. In-depth study reveals that government officers and citizens can't fully use their laptop and mobile devices due to the lack of both ICT network and its operating technology, and legal system associated with the transaction of business information. Finally, the study ends up with recommendations for policy makers to shape the future of e-Government system in both developing and developed countries.