• The Journal of the Korea Contents Association
• /
• v.11 no.3
• /
• pp.389-402
• /
• 2011

Previous research on the management of health care organization has heavily focused on health care quality and operational efficiency, whereas this research deals with flexibility, an important strategic priority in the field of operations management. Particularly, this research analyzes the effects that internal and external resources of volume and product flexibilities have on the organization's financial performance. Survey data from various types of sampled domestic hospitals have been collected using the developed questionnaire and analyzed with a regression model. The results show that volume flexibility based on internal resources has not only main effects but also interaction effects with internal and external resources of product flexibility. However, volume flexibility based on external resources is not shown to have any effect on performance. The explanation and managerial implications from the results are discussed.

• Journal of Internet Computing and Services
• /
• v.8 no.2
• /
• pp.15-22
• /
• 2007

As we detect defects and eliminate them in early stages, we can make better quality software. For doing this task, we need to use a defect tracking system which con effectively track and manage defects that give severe effects on software quality. Those existing defect tracking systems have some weaknesses as we apply them to organizations that use CMMI for process improvements. Major problems of those systems are that they require the organizations to collect many types of defect data at a time without providing the proper explanation and even without the support of defect management process. The organizations at CMMI maturity level 2 and 3 have problems for analyzing those defects because there is no specific process area at CMMI maturity level 2 and 3 which directly handles defect managing activites. This paper resolves those problems by developing a defect tracking system which offers methods of managing defects. And the system provides guidelines of which defects should be gathered for each CMMI mathurity levels. The system also has functions to generate various status and statistic information on defects, and to assign defect data to the person in charge so that he or she track the defect to the closure

• Journal of KIISE:Software and Applications
• /
• v.30 no.5_6
• /
• pp.559-569
• /
• 2003

Annotation is used for inscribing personal opinion, explanation, and summary. Various methods for processing annotation efficiently in digital document environments are being studied. However, previous studies placed much emphasis on function of annotation, so either they did not support Intuitive paper-based input interface or the systems that support it still have low reusability problems, because relation between annotation and original document are not explicit. Thus, in our study, we define context-based annotation modeling for digital document environments, and suggest annotation interface based on the modeling. To design annotation model, we define annotation types, context information of document, and relationship between annotation and original document. Also, a system based on the modeling is implemented to support pen-based annotation and annotation DTD. As a result, unlike previous studies, it is possible to explicitly define context-based annotation in pen-based input environments. We present various functions using the modeling and various possibilities of application.

• Journal of The Korean Association For Science Education
• /
• v.23 no.5
• /
• pp.544-560
• /
• 2003

The purposes of this study were (1) to investigate the characteristics of the exhibits at three representative science centers or museums in Seoul, and (2) to analyse students' perceptions about the most and the least favorite exhibits selected by students as visitors. Three science centers investigated were Seoul National Science Museum, Seoul Education & Science Research Institute, LG Science Hall. The subjects for students' perception survey were 290 middle school students who visited the three science centers. The investigation of the exhibits showed that the goals, the contents, the visitors' viewing and manipulating activity types, and the explanation types of the exhibits depended on the purposes and the target visitors of each science center. Students' responses indicated that they most favored hands-on exhibit. And students preferred the exhibits that had new and comprehensible contents and the were related to what they had learned in school. Students said that they felt that science was exciting and that they came to experience what they did not do in school. Students said that reading or hearing given explanations was helpful to understand the exhibits, but about 20% of the students responded that they did not read explanation on panels at all. Students also said that guide's oral explanations were more understandable than written explanations on panels. Some of the students commented that having to wait for access because of crowds or because of the resetting time required for hands-on activities was inconvenience.

• Journal of Korean Elementary Science Education
• /
• v.25 no.2
• /
• pp.126-140
• /
• 2006

The purpose of this study was to design a 'Form of Abduction' which is the 'guide form used in generating hypothesis through abduction', and to analyze the features of the hypotheses generated with the 'Form of Abduction' compared with those generated without any special guide form. Through a review of Peirce's literature regarding the meaning and frame of abduction, a 'Form of Abduction' was designed as a three step format as follows: (i) writing down what is doubted, (ii) wiling tentative explanations which replace what is doubted with what is believed, (iii) writing the tentative explanations as hypotheses. The thirty four pre-service elementary teachers were asked to generate hypotheses without a 'Form of Abduction' at first, and then were asked to do so again using the form. The results of analysing the features of the hypotheses were as follows: in the case of using a 'Form of Abduction', firstly, the types of misunderstanding or mis-adapting the meaning of hypothesis were found to be rare, and secondly, the types of 'giving explanation about the cause of problematic situations through analogical inferencing from the existing knowledge' were found to be double the rate of when no special guide form was used. In conclusion, the hypotheses generated with the 'Form of Abduction' had the features of satisfying the original meaning of hypothesis, i.e. 'explaining the cause of phenomenon and leading to knowledge expansion'. These results also showed that using a 'Form of Abduction', although its form was simple, could be a way of helping students generate hypothesis properly in science classes.

• Journal of Korean Elementary Science Education
• /
• v.41 no.2
• /
• pp.307-324
• /
• 2022

This study examined the content diversity of seven authorized science textbooks by comparing the characteristics of the science concept description and the contents of inquiry activities in the "weight of objects" unit. For each textbook, the flow of concept description content and the uniqueness of the concept description process were analyzed, and the number of nodes and links and words with high connections were determined using language network analysis. In addition, for the inquiry activities described in each textbook, the inquiry subject, inquiry type, science process skill, and uniqueness were investigated. Results showed that the authorized textbooks displayed no more diversity than expected in their scientific concept description method or their inquiry activity composition. The learning elements, inclusion of subconcepts, and central words were similar for each textbook. The comparison of inquiry activities showed similarities in their contents, inquiry types, and scientific process skills. Specifically, these textbooks did not introduce any research topics or experimental methods that were absent in previous textbooks. However, despite the fact that the authorized textbook system was developed based on the same curriculum, some efforts were made to make use of its strengths. Since the sequence of subconcepts to explain the core contents differed across textbooks, this explanation process was divided into several types, and although the contents of inquiry activities were the same, the materials for inquiry activities were shown differently for each textbook to improve and overcome the difficulties in the existing experiments. These findings necessitate the continuation of efforts to utilize the strengths of certified textbooks.

• Journal of the Korea Convergence Society
• /
• v.10 no.7
• /
• pp.93-100
• /
• 2019

The purpose of this study is to measure abdominal muscle thickness when Pelvic Floor contraction (PFC) and Abdominal Drawing-In Maneuver (ADIM) were separately applied and combined exercise was applied and to compare the effects of the exercise. After the pre-investigation, the subjects were given a explanation of the purpose and the method of the research and then an experiment was conducted targeting a total of 30 subjects, who voluntarily agreed with this. Thicknesses of internal oblique (IO), transverse abdominis (TrA) and external oblique (EO) were measured during a break and then three types of exercise. All the measured values of the experiment were processed using Repeated measure ANOVA, and Bonferroni method was applied. As a result, the three types of exercise showed significant differences in thicknesses of IO, TrA and EO. In conclusion, the subjects had the thickest muscles and muscular activity increased during PFC+ADIM, compared to PFC and ADIM.

• Journal of the Korean earth science society
• /
• v.41 no.2
• /
• pp.194-207
• /
• 2020

The purpose of this study is to identify the types and characteristics of elementary school pre-service teachers revealed in the process of resolving the change of lunar phases, which emphasizes the context of actual observation, and to provide suggestions for areas to be considered in the elementary school teacher training program. To this end, we analyzed the 30 pre-service teachers' explaining the observable lunar phases, and the main research results are as follows. First, the phase change of the moon was often explained by introducing the timetable for each phase of the moon rather than based on observation of the phenomenon and scientific reasoning. Second, an alternative concept of the type that the moon is invisible when the sun rises or that the moon can always be observed has been identified. Third, there was a case of explaining that the time and orientation for observing the moon can be observed regardless of the position of the sun or when observing the sun. Also, the date of observing the moon was assumed to be approached by assuming the lunar calendar. Based on the above results, pedagogical implications were discussed.

• Communications of Mathematical Education
• /
• v.24 no.2
• /
• pp.325-344
• /
• 2010

The purpose of this study is to investigate what influences students' preferences on empirical and deductive proofs and find their relations. Although empirical and deductive proofs have been seen as a significant aspect of school mathematics, literatures have indicated that students tend to have a preference for empirical proof when they are convinced a mathematical statement. Several studies highlighted students'views about empirical and deductive proof. However, there are few attempts to find the relations of their views about these two proofs. The study was conducted to 47 students in 7~9 grades in the transition from empirical proof to deductive proof according to their mathematics curriculum. The data was collected on the written questionnaire asking students to choose one between empirical and deductive proofs in verifying that the sum of angles in any triangles is $180^{\circ}$. Further, they were asked to provide explanations for their preferences. Students' responses were coded and these codes were categorized to find the relations. As a result, students' responses could be categorized by 3 factors; accuracy of measurement, representative of triangles, and mathematics principles. First, the preferences on empirical proof were derived from considering the measurement as an accurate method, while conceiving the possibility of errors in measurement derived the preferences on deductive proof. Second, a number of students thought that verifying the statement for three different types of triangles -acute, right, obtuse triangles - in empirical proof was enough to convince the statement, while other students regarded these different types of triangles merely as partial examples of triangles and so they preferred deductive proof. Finally, students preferring empirical proof thought that using mathematical principles such as the properties of alternate or corresponding angles made proof more difficult to understand. Students preferring deductive proof, on the other hand, explained roles of these mathematical principles as verification, explanation, and application to other problems. The results indicated that students' preferences were due to their different perceptions of these common factors.

• Journal of The Korean Association of Information Education
• /
• v.12 no.3
• /
• pp.355-363
• /
• 2008

In order to enhance the effect of Problem-based Learning, the role of scaffold as a learning support strategy is necessary. Collective intelligence provides scaffolding in the sense that it integrates users' knowledge, information, experiences, values, etc. Based on these factors, collective intelligence determines the direction of behavior, revises the direction continuously, and provides problem-solving methods. Teaching and learning situations emphasize learners' initiative, voluntary, and active participation. Thus, this study was conducted to find out if collective intelligence can be an effective and attractive alternative of learning strategy. Specifically, this study purposed to examine how collective intelligence performs the role of scaffold on the Web and what types of scaffolding are provided to learners. According to the results of this study, collective intelligence had a positive effect on learners' learning attitude, confidence, interest, etc. in the affective aspect, but its effect on the cognitive aspect was different according to learners' school year and learning level. Because collective intelligence had a positive effect on learners, we identified scaffolding types explanation, suggestion of direction, illustration and feedback in the cognitive aspect, and positive response and encouragement in the affective aspect.