• Nuclear Engineering and Technology
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• v.54 no.11
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• pp.4170-4180
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• 2022

The task complexity (TACOM) measure was previously developed to quantify the complexity of proceduralized tasks conducted by nuclear power plant operators. Following the development of the TACOM measure, its appropriateness has been validated by investigating the relationship between TACOM scores and three kinds of human performance data, namely response times, human error probabilities, and subjective workload scores. However, the information reflected in quantified TACOM scores is still insufficient to determine the levels of complexity of proceduralized tasks for human reliability analysis (HRA) applications. In this regard, the objective of this study is to suggest criteria for determining the levels of task complexity based on logistic regression between human error occurrences in digitalized main control rooms and TACOM scores. Analysis results confirmed that the likelihood of human error occurrence according to the TACOM score is secured. This result strongly implies that the TACOM measure can be used to identify the levels of task complexity, which could be applicable to various research domains including HRA.

• Phonetics and Speech Sciences
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• v.1 no.3
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• pp.163-168
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• 2009

This study investigated the determination of speech rates, words per minute (WPM) and syllables per minute (SPM), of $5{\sim}7$ year-old normal children to understand if there are any differences in the rates according to the children's age and sex. All participants were required to conduct story retelling tasks (SRT) and picture description tasks (PDT). In SRT, there was a significant difference between the groups of 5 year-old and 7 year-old children on WPM. However, there was no significant difference between the groups of ages regarding SPM. In addition, there was no significant difference between the groups according to sex on WPM and SPM. In PDT, there was no significant difference between the groups according to their ages and sex on WPM and SPM. The current research found that the speech rates of the preschool children might be somewhat different in their utterance abilities according to their age, but there was no obvious difference according to their sex. The findings can advance development of a clinical tool to screen children with fluency disorders and to determine the steps in establishing speech rates of children in the language development period.

• Human Ecology Research
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• v.60 no.1
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• pp.147-162
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• 2022

Although the globally known one-child policy in China was abolished in 2016, the overall fertility rate in the country declined to 1.3 in 2020. In this study, we examined whether the achievement of major developmental tasks during the childrearing stage was associated with intentions to have a second child among Chinese married women. Based on family development theory, we included parenting adaptation, division of childcare responsibilities with the partner, and marital adjustment as key developmental tasks during the childrearing stage. The participants of this study were 315 married Chinese women who lived with a spouse and a child who had not yet entered elementary school. Data were collected through an online survey in February and March 2021. A multiple regression analysis of the data revealed that a lower level of economic parenting stress, a higher level of fairness in dividing childcare responsibilities with the partner, and a more positive change in their marital relationship after having the first child were associated with greater intentions to have a second child.

• Communications of Mathematical Education
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• v.29 no.3
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• pp.281-300
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• 2015

The purpose of this research is to analyze cognitive demands, answer types, and storytelling types on the basis of mathematical tasks in five different mathematics textbooks based on 2009 revised curriculum in order to suggest directions for the development and use of storytelling mathematics textbooks in school. Results show that first, PNC (Procedures without Connections) task was the largest category in cognitive demands of all mathematical tasks, Low-Level task was larger than others in cognitive demands of mathematical content tasks, and High-Level task was larger than others in cognitive demands of mathematical activity tasks. Second, a short-answer type was the largest category in answer types of all mathematical tasks, the majority of mathematical content tasks were a short-answer type, and the majority of mathematical activity tasks were both short-answer and explanation-answer types. Finally, storytelling connected to real-life was the largest category in storytelling types, and the number of mathematical activity tasks was less than that of mathematical content tasks. However, in the tasks reflected on storytelling, the percentage of mathematical activity tasks was higher than that of mathematical content tasks. Based on the results, while developing storytelling mathematics textbooks and using storytelling textbooks in school, it suggests to consider the need for balance and diversity in cognitive demands, answer types, and storytelling types according to mathematical tasks.

• Journal of Korean society of Dental Hygiene
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• v.18 no.3
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• pp.281-293
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• 2018

Objectives: This study was conducted to identify the requirements for the clinical dental tasks in the dental hygienists using the frequency of dental hygienists' tasks in the Korean dental clinics, and to provide them with the core competencies for achieving these. Methods: This study was based on evaluation of a self-reported survey. The dental hygienists were investigated upon classification of their tasks into direct and assistant performances, and the dentists were investigated by the competency level of the dental hygienists. The data from 481 clinical dental hygienists and 67 dentists were used for final analysis in this study, excluding the subjects who provided incomplete or inappropriate responses to the survey. The collected data were analyzed by frequency analysis. Results: The clinical dental core competency tasks of the dental hygienists were divided into 4 tasks for common dentistry, 4 for periodontics, 5 for conservative dentistry, 5 for pediatric dentistry, 5 for dental prosthodontics, and 3 for dental orthodontics. Clinical dental core competency tasks of the dental hygienists were performed more frequently of tasks performance than 8.0, and dentists required competence level was similar to that of most dental hygienists clinical dental core competencies. Conclusions: It is necessary to check whether the curricula of the universities include the competencies for the students enough to perform the corresponding tasks and the core competencies need to be reflected in the curricula. The clinical dental core competencies need to be agreed by dental hygienists, and it is necessary to be organized as the evaluation guide of the institute of dental hygiene education and evaluation and utilized as the national examination.

• Journal of KIBIM
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• v.9 no.3
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• pp.41-53
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• 2019

As a central part in smart construction, BIM has been rapidly spread in construction industry at large. However, the level of applying BIM in construction stage is still relatively lower than that in design stage due to unclear application method, inadequate design BIM model, technical faults of BIM itself, etc. Under these circumstances, public owners inevitably need to adjust the scope and pace in BIM application considering their internal support and capabilities of contractors. This study aims to suggest major BIM-applicable tasks during construction stage in the process of establishing gradual long-term and short-term introduction strategy for public apartment housing projects. Those major tasks were identified with the combination of the importance of tasks and the future benefits of BIM using IPA method. To do so, the degrees of contribution to achieving objectives in construction, current task execution, and communication requirement were investigated by internal site managers. On the other hand, the expected benefits and current level of using BIM were assessed by BIM experts. Among operational tasks by phases, design review, construction plan review, making as-built drawing, etc. were categorized as major tasks. In addition, progress control, regular meeting, master schedule development, work inspection, on-site quality check, etc. were also drawn as major tasks by management areas. The results of this study will provide the useful reference for owners concerned about the introduction of new technologies.

• Communications of Mathematical Education
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• v.33 no.3
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• pp.395-423
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• 2019

The purpose of the study is to analyze the levels of cognitive demands and components of the reasoning process presented in the mathematical sequence section of three high school mathematics textbooks in order to provide implications for the development of reasoning tasks in the future mathematics textbooks. The results of the study have revealed that most of the reasoning tasks presented in the mathematical sequence section of the three high school mathematics textbooks seemed to require low-level cognitive demands and that low-level cognitive demands reasoning tasks required only a component of one reasoning process. On the other hand, only a portion of the reasoning tasks appeared to require high-level of cognitive demands, and high-level cognitive demands reasoning tasks required various components of reasoning process. Considering the results of the study, it seems to suggest that we need more high-level cognitive demands reasoning tasks to develop high-level cognitive reasoning that would provide students with learning opportunities for various processes of reasoning, and that would provide a deeper understanding of the nature of reasoning.

• Journal of the Korean Dietetic Association
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• v.22 no.3
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• pp.193-213
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• 2016

The purpose of this study is to provide a standard job description for a nutrition teacher placed in primary and secondary schools by analyzing their duties. DACUM is an acronym for 'Developing A CUrriculuM'. It was used by experts to determine the job duties, tasks and task elements to establish the job descriptions of a nutrition teachers through the development of a DACUM chart. An expert panel consisting of 10 nutrition teachers participated in a DACUM workshop and derived nutrition teacher's DACUM chart. A total of 1,550 nutrition teachers across the country were targeted as the survey subjects for validation of the DACUM chart through their perception of the frequency, importance, and difficulty of each item in the job description. A tree structure, criticality analysis, and contents validity index were added for verification. The definition of the nutrition teacher's job and DACUM chart with 5 duties, 28 tasks, and 107 task elements were derived by the DACUM method. The definition of a nutrition teacher was 'A teacher who is responsible for food service management and nutrition education and counseling for health promotion and disease prevention for students in primary and secondary schools'. The validation results of the tree structure were the priorities of the 28 tasks with ranks 1 and 2. Because there was no third priority, it was considered to be a good representation of the tasks of nutrition teachers. The DACUM chart was found to be evenly distributed with relative importances of more than 17 or less than 11 through the criticality analysis. Since the C5-4 (Conduct simulation exercise against food poisoning)'s content validity index was significantly less than the reference value of 0.78, it was not included in the final job description. 5 duties, 28 tasks, 102 task elements were included in the final job description of a nutrition teacher.

• The Mathematical Education
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• v.58 no.1
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• pp.55-77
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• 2019

Textbooks play a very important role as a medium for implementing curriculum in the school. This study aims to analyze tasks for mathematical competencies in the high school 'mathematics' textbooks based on the 2015 revised mathematics curriculum emphasizing competencies. And our study is based on the following two research question. 1. What is the relationship between core competencies and mathematical competencies? 2. What is the distribution of competencies of tasks for mathematical competencies presented in the textbooks? 3. How does the tasks for mathematical competencies reflect the meaning of the mathematical competencies? For this study, the tasks, marked mathematical competencies, were analyzed by elements of each mathematical competencies based on those concept proposed by basic research for the development of the latest mathematics curriculum. The implications of the study are as follows. First, it is necessary to make efforts to strengthen the connection with core competencies while making the most of characteristics of subject(mathematics). Second, it needs to refine the textbook authorization standards, and it should be utilized as an opportunity to improve the textbook. Third, in order to realize competencies-centered education in the school, there should be development of teaching and learning materials that can be used directly.

• Journal of Agricultural Extension & Community Development
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• v.17 no.3
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• pp.527-548
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• 2010

The objective of this study is to suggest the developmental tasks for the successful fostering the Farmer's Study Group which have been guided by the agricultural extension work since 1994 in Korea. The 3,278 farmers study groups with 148,420 memberships have been organized in field of grains, cash crop, horticulture, livestock, improving living conditions, food processing and so on. Although the number of study groups have rapidly expanded, there also are tasks to be secured for their successful development in terms of (a) desirable phase of the study groups and goals of its fostering, (b) managements / administration of them, (c) long-term tasks to be reviewed. With regard to the desirable phase of the study groups and goals of its fostering, they should secure differential mission and the way of works compare to the other farmer's groups. Also, there should be consensus on the proper number of study groups to be fostered with a agricultural technical center at local level. With regard to the managements / administration of the study groups, there should be the different support, assistance and guidance according to the developmental level of the groups. For these, there should be evaluation works on the groups, and guidance manuals for the extension workers. Also extension works should facilitate the establishment of networks among groups over the counties. Finally, to establish the nationwide association in hierarchy and to make the cooperative works with similar farmer's group, doing the value-added activities rather than mere information exchange, and the introduction of capacity building programs for the extension workers are long-term tasks needed to review for the successful fostering study groups.