• Korean System Dynamics Review
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• v.10 no.3
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• pp.5-23
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• 2009

Transportation systems around the world are difficult to maintain sustainability that, in a broad sense, is the capacity to endure. By connecting Entropy theory and systems thinking, we find the current problems and seek alternative plans. Distortions of the current transportation system to improve individual's ease and increasing traffic congestion, impose us the heavy energy consumption and will make increase whole entropy. UNEP reports are presented following three reasons that undermine the sustainabillity. The first one is that the prevalent traffic system highlight benefits of accessibility than benefits of mobility, the second, deteriorate excessive energy consumption, and the last reason is that personal vehicles has inhibited the use of public transportation. Alternative ideas to enhance the sustainable transportation system are these; (1) changeover from 'Ease of movement' to 'space efficiency', (2) evolving the smart traffic system instead of the construction or expansion of the road and (3) creating more comfortable the use of mass transportation. In addition, there are another ways that encouraging modal shift that increase traffic of goods, transport over railway lines and waterways, decongesting transport corridors and elevating technology to improve public transportation. The most importantly, we converse our cognitive process to be willing to enjoy uncomfortable and annoying life.

• Korean Institute of Interior Design Journal
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• no.34
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• pp.53-60
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• 2002

It was investigated on the logical inter-relationship with plastic thinking systems in interior space constitution. Followings were produced the conclusion of study from the plastic thinking. First of all plastic thinking could be interpreted as the stage-oriented process from various approaching by intuitional, experimental techniques through the expansion of thinking capability with linguistic activities. And also interior space constitution could be extracted from the plastic language relating with design concept, could be extracted the design element by processing on the formation process based on material's physical properties. Next, space perception and constitution should be followed the massive perception between empty and full space based on the interrelationship. Additionally the constitution of interior space could be established through axis, integrated with detail functions. Interior space constitution could be accomplished on the study of material based on the characteristics of material, planned to coincide with the space's characteristics in selection for texture.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.16 no.4
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• pp.459-471
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• 2009

Introduction: Critical thinking involves identifying problem(s), assessing resources, and generating possible solutions and allows clinical nurses to decide which solution is the most reasonable under the given circumstances, taking into consideration the "hat ifs" and how they will affect the end result. This research was conducted to further understanding and identification of subjective factors in critical thinking in clinical nurses. Methods: The research design was a Q-Methodological Approach. Q-population was formulated from a non-structured questionnaire and interviews from 17 experienced clinical nurses. Thirty selected Q-statements were sorted by 30 experienced clinical nurses. Results: Four factors for critical thinking were identified: (1) Deductive reasoning based on causal relation, (2) Construction of an effective model based on patients' responses, (3) Formulating categories based on priorities for effective interventions, and (4) Judging validity of the situational significance on clinical performances. Conclusion: Critical thinking is an attitude and reasoning process. From this study, the frame of reference for clinical nurses in formulating critical thinking within the context of clinical settings is identified and indicates the way nurses utilize thinking skills when they care for patients and areas that need further exploration as nurses and faculty develop education systems to advance clinical performance competency.

• KSII Transactions on Internet and Information Systems (TIIS)
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• v.12 no.8
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• pp.4057-4071
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• 2018

The software centered world following the fourth industrial revolution is rapidly approaching us. Countries around the world attach importance to software's ability as one of the key elements for training future human resources. In order to train software centered human resources, each university has designated Software Education as an essential curriculum for not only major but also non-majors. In the past Software Education was an education for a major, but recent Software Education was changed to the essential education that is necessary for all living in the software centered world. In the past the curriculum was focused on software development and implementation-oriented education, but recent curriculum emphasizes sequential arranging and thinking of problem solving. In order to reflect trends in recent Software Education in detail, we integrate Software Education with major concept of Computational Thinking. In this paper, we analyzed the effect of the main concept of Computational Thinking on Software Education for non-majored learners who received Software Education based on Computational Thinking (here refers to learners who major in humanities, social sciences and arts). In addition, research models of satisfaction, self-efficacy, and occupational change was established as the elements of Software Education, and it was found that there was a relation between Computational Thinking and Software Education.

• Journal of the Korean earth science society
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• v.45 no.2
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• pp.157-171
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• 2024

The purposes of this study were: (1) to revalidate the revised Systems Thinking Measuring Instrument (Re_STMI) reported by Lee et al. (2024) among Vietnamese high school students and (2) to investigate the differences in systems thinking abilities between Korean and Vietnamese high school students. To achieve this, data from 234 Vietnamese high school students who responded to translated Re_STMI consisting of 20 items and an Scale consisting of 20 items were used. Validity analysis was conducted through item response analysis (Item Reliability, Item Map, Infit and Outfit MNSQ, DIF between male and female) and exploratory factor analysis (principal axis factor analysis using Promax). Furthermore, structural equation modeling was employed with data from 475 Korean high school students to verify the latent mean analysis. The results were as follows: First, in the item response analysis of the 20 translated Re_STMI items in Vietnamese, the Item Reliability was .97, and the Infit MNSQ ranged from .67 to 1.38. The results from the Item Map and DIF analysis align with previous findings. In the exploratory factor analysis, all items were loaded onto intended sub-factors, with sub-factor reliabilities ranging from .662 to .833 and total reliability at .876. Confirmatory factor analysis for latent mean analysis between Korean and Vietnamese students yielded acceptable model fit indices (χ²/df: 2.830, CFI: .931, TLI: .918, SRMR: .043, RMSEA: .051). Lastly, the latent mean analysis between Korean and Vietnamese students revealed a small effect size in systems analysis, mental models, team learning, and shared vision factors, whereas a medium effect size was observed in personal mastery factors, with Vietnamese high school students showing significantly higher results in systems thinking. This study confirmed the reliability and validity of the Re_STMI items. Furthermore, international comparative studies on systems thinking using Re_STMI translated into Vietnamese, English, and other languages are warranted in the context of students' systems thinking analysis.

• International Journal of Contents
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• v.7 no.1
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• pp.52-57
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• 2011

The organizational theory and design in future encourages us to bring a fluid perspective to the problems and challenges face. Organizational structure, strategy, management style, teamwork, organizational change, and even products and services can be vitalized and re-formed through creative images that allow us to act in new ways. Leaders and educators sat all levels must gain comfort in dealing with the insights and implications of diverse perspectives. In a leadership paradigm in action, leaders and educators who have more flexibility and willingness to create a learning organization are successful in improving productivity and student empowerment. The key element to organizational structure and changes for interior design education becomes communications. Finally, we need to recognize that despite its roots in mechanistic thinking, organization is a creative process of imagination. We organize as we imagine, and it is always possible to imagine in new ways.

• Korean System Dynamics Review
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• v.4 no.1
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• pp.55-68
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• 2003

1960년대 이후 서양에서 발전된 시스템 사고는 동양 사고와는 상이한 사고 체계로 받아들여져 왔다. 피드백 시스템에 초점을 두는 시스템 사고는 오히려 전통적인 동양 사고와 유사하다는 점을 본 논문을 통하여 밝히고자 하였다. 특히 본 논문에서는 노자의 도덕경에서 자신의 행위가 자신에게로 되돌아온다는 순환적 사구 즉 피드백 사고를 발견할 수 있다는 점을 지적하였다. 아울러 동양의 전통적 관점이라고 할 수 있는 음양오행이론 역시 피드백 사고로 해석될 수 있다는 점을 밝히고자 하였다. 본 논문은 이러한 사상적 유사성이야말로 시스템 사고를 동양 사회에 도입할 수 있는 유연한 토대를 제공한다는 점을 지적하였다. 동양사고와 시스템 사고의 유사성이야말로 시스템 사고를 동양 사회에 적용하고 확산시키는데 있어서 지렛대의 역할을 수행할 것이다.

• Journal of the Korea Safety Management & Science
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• v.9 no.2
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• pp.235-257
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• 2007

Concept about health is rapidly changed into 21C. thinking logic of customer about food is changed from just food to safety food by disposition of consumption about foodsafety. But government, manufacturer, distribution trader and seller which have different recognitions about foodsafety lose trust of customer. Because they did't focus on thinking changed of customer about foodsafety. Our thinking about rapidly changed food safety being intergrated with IT technology is helping to expand and supply into market. In this article, We'll study Traceability System about cattle and pig related to food. this system was developed in livestock market. In this study, we problems from these systems after studying present construction positions of these systems and purpose of this study is investigation of actual use condition. Also purpose of this study abstracts problems which will be developed and researched.

• International conference on construction engineering and project management
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• 2009.05a
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• pp.51-59
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• 2009

Lean construction researchers and practitioners have established a new paradigm for managing construction projects. This paradigm stems from insights gained by viewing project delivery as one kind of production and, inspired by the success of the Toyota Production System, leveraging Toyota's 'lean thinking' in the context of such one-of production. Premises of lean construction are that (1) production systems are riddled with variation, (2) variation can be good or bad, but most of it is bad, (3) most of this variation-good or bad-is self-inflicted; consequently 'lean' passionately promotes good- and relentlessly eradicates bad variation. This paper surveys a few of many lean construction means to manage variation. Lean thinking encompasses a lot more than thinking about variation, but that is the lens used here through which construction project management is viewed. Pairing these premises with lean variation-management tools may help readers broaden the insights they can gain from reading the lean construction literature.

• Journal of Korean Academic Society of Home Health Care Nursing
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• v.23 no.2
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• pp.147-154
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• 2016

Purpose: This study aimed to develop and apply simulation-based education, and to verify the effects of this type of education on nursing students' presence in education, systems thinking, and proactivity in problem solving. Method: Subjects were 69 senior college students recruited through convenient sampling. This study used a one-group pre-posttest quasi-experimental design. A structured survey was administered a week before and after provision of the simulation-based education once a week for 4 weeks. Data were analyzed using descriptive statistics and t-tests. Results: Teaching presence increased after the educational intervention; instructional design and organization, and aspect of direct facilitation subscales improved. Learning presence increased after the educational intervention; although cognitive presence did not change, emotional presence increased. With regard to emotional presence, perception and expression of one's emotional status increased, although emotional management did not change. Moreover, systems thinking increased. Among the subscales, team learning showed an increase after the educational intervention. However, there was no significant difference in proactivity in problem solving, although it showed an increase after the educational intervention. Conclusion: Based on the aforementioned study results, there is need to establish educational environments for qualitative teaching and learning presence, and devise strategies to increase learning effects with various teaching methods and type of content.