• Korean Security Journal
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• no.25
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• pp.185-208
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• 2010

This study is to suggest the current security education programs and improvement of industrial security curriculums in Korea. We live in a world of insecurity; the world is changing at an ever accelerating pace. Life, society, economics, international relations, and security risk are becoming more and more complex. The nature of work, travel, recreation, and communication is radically changing. We live in a world where, seemingly with each passing year, the past is less and less's guide to the future. Security is involved in on one way or another in virtually every decision we make and every activity we undertake. The global environment has never been more volatile, and societal expectations for industrial security and increasing if anything. The complexities of globalization, public expectation, regulatory requirements, transnational issues, jurisdictional risks, crime, terrorism, advances in information technology, cyber attacks, and pandemics have created a security risk environment that has never been more challenging. We had to educate industrial security professional to cope with new security risk. But, how relevant is a college education to the security professional? A college degree will not guarantee a job or advancement opportunities. But, with a college and professional training, a person has improved chances for obtaining a favored position. Commonly, Security education and experience are top considerations to find a job so far, also training is important. Today, Security is good source to gain competitive advantage in global business. The future of security education is prospect when one considers the growth evident in the field. Modern people are very security-conscious today, so now we had to set up close relevant industrial security programs to cope with new security risk being offered in colleges or several security professional educational courses.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.12 no.5
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• pp.79-87
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• 2017

The previous studies of online entrepreneurship education were conducted only on the effect of education on actual entrepreneurship, but did not analyze the effectiveness of education. In this study, beyond of limits of previous studies, we investigated the effect of social presence on learning expectancy and educational satisfaction. In addition, we examined the influence of learning expectation on the relationship between social presence and educational satisfaction. For the research hypothesis test, we conducted a questionnaires survey on 189 graduate students who taken online courses related to entrepreneurship, hypothesis and questionnaires were made based on the research hypotheses precedent theories. And educational satisfaction was divided into operational satisfaction and content satisfaction. As a results of the analysis using the structural equation model, social presence has a positive effects on learning expectancy. Next, the learning expectancy has a positive effects on the operational satisfaction and the content satisfaction. Finally, when social presence affects operational satisfaction, learning expectation has a complete mediation effects and content satisfaction has a partial mediation effects. The implications of the results of this study were as follows. There was a need for a way to interacted with learners when conducted online entrepreneurial education. When increased the satisfaction level of the learning operation, it is necessary to reduced the burden of learners and raised the expectancy.

• Korean Journal of Childcare and Education
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• v.7 no.1
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• pp.67-92
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• 2011

The meaning of the mentee's experiences who participated in the mentoring program for freshmen of department of early childhood education The purpose of this study was to find the mentee's experiences and the meaning of mentee's experiences who participated in a mentoring program. The participants were 13 freshmen of early childhood education department in a three-year junior college. The data was collected through journal, open questionnaire, interview from March 21st to September 9th in 2010. The data was analyzed by segmenting, primary coding and depths coding. At the first session the mentees experienced complicated feelings, expectation of relationships with their mentors and acquired a lot of information from the mentoring program. Through the whole program mentees learned and executed many things: a time management, a good presentation skill, a reference searching way, preparation for exam, and career management. However, they felt sorry for that there was not informal meeting with their mentors. They thought the experience lucky, which is very difficult to have. So they want to give the experience back to their mentors and future mentees. They suggested advanced mentoring program based on their experiences as well.

• Journal of The Korean Association For Science Education
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• v.37 no.6
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• pp.951-960
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• 2017

The purpose of this study is to examine the effects of mentoring in enhancing the professionalism of low-experience science teachers on their general teaching and science teaching efficacies. The mentoring for low-experience science teachers was conducted on 24 science teachers with less than three years of experience over a nine-month period between April and December, 2016. The questionnaires developed by advanced researches were modified and used to test the teachers' general teaching and science teaching efficacies. As the result of a pre-test, the mean science teaching efficacy score was 3.02 points. In particular, the mean science teaching self-efficacy score was 2.86 points and the mean science teaching outcome expectancy score was higher at 3.17 points. In the domain of science teaching outcome expectancy, the mean for female teachers was higher than that of male teachers, and the mean for middle school teachers was higher than that of high school teachers in every domain. However, this result is not statistically significant. The results of a post-test showed that the mean science teaching efficacy score of mentee teachers increased to 3.08 points over the pre-test. In particular, the mean science teaching self-efficacy score was 3.11 points and the mean science teaching outcome expectancy score was 3.04 points in the post-test. This presents that the mentoring training conducted was effective in improving the science teaching efficacy of mentee teachers.

• Journal of Radiation Protection and Research
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• v.38 no.2
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• pp.100-105
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• 2013

With the export of commercial nuclear power plants to UAE and that of a research reactor to Jordan, as well as the additional construction of domestic nuclear power plants, the demand of nuclear manpower is expected to increase sharply. Accordingly, nuclear manpower development is recently becoming an important issue. Major institutes involved in nuclear programs are well equipped with education and training procedures and resources. However, small and medium sized businesses have difficulties to educate their employees due to their limited resources and capacity for the education. Addressing the difficulties, this study is intended to develop and education course in accordance with the "Systematic Approach to Training (SAT)". For this, a survey is conducted on the need of education in small and medium sized businesses, based on which a pilot course on the basics of radiation is developed and operated. An assessment on the development and operation using a survey regarding participants response has shown high grades of performance, i.e. above 4.0 points (full mark: 5.0 points) on each level of expectancy, satisfaction and lecturers' capacity. The experience from this study will be used to develop other programs of nuclear power and ASME code, which are also identified from the need analysis.

• Journal of the Economic Geographical Society of Korea
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• v.16 no.2
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• pp.198-217
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• 2013

This research aims to examine the behavior changes of telemedicine participants with regard to time-space reconfiguration and to address the implications of telemedicine in terms of extensibility and restrictions (ambilaterality). According to the results of this research, telemedicine can lead to behavior changes in telemedicine participants, particularly patients. However, it is difficult to anticipate the time-space reconfiguration of telemedicine participants drastically. In other words, although telemedicine minimizes patients' burden of accessibility to and utilization of medical institutions, it requires the patients to visit medical institutions at least once due to the restricted application of telemedicine related to technological problems, the characteristics of medical practice and mutual stakes among the medical institutions involved in telemedicine. And physicians (telemedicine providers as mediators between medical specialists and patients) and medical specialists (as the ultimate telemedicine providers) do not evidence considerable changes in their behaviors, except for offline meetings for information sharing and medical training. Because the present telemedicine system does not require simultaneity between physicians, patients and medical specialists. Furthermore, present telemedicine operation is absorbed into existing medical activities as a health care delivery method. These phenomena are due to 1) the interests among medical institutions and the limitation or generalization of telemedicine technologies to stimulate regional-based telemedicine operation and 2) the goal of face-to-face interactions between patients and doctors, which is to avoid misdiagnosis and side effects. Finally, medical activities related to telemedicine do not differ from general medical activities. The ambilaterality of telemedicine in terms of extensibility and the restriction of time-space reconfiguration is an unsettled problem in the ICT technologies of medical services.

• Journal of The Korean Association For Science Education
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• v.23 no.6
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• pp.671-683
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• 2003

The purpose of study was to investigate practicing elementary teachers' pedagogical content knowledge and the significant predictors of their pedagogical content knowledge in science teaching. The PCK instrument was used to measure elementary teachers' pedagogical content knowledge. It consists of 6 factors to measure teachers' pedagogical content knowledge of 1)instructional methods, 2)representations, 3)contents, 4)evaluations, 5)students, and 6)curriculum. A questionnaire that consists of 7 questions regarding the teachers' degree, their number of years of teaching their choice of teaching science, their personal science teaching efficacy, their science teaching outcome expectation, their science instructional methods, and their attitudes toward teaching science, was also used to identify the information as to significant predictors of teachers' pedagogical content knowledge. A sample of 332 practicing elementary teachers participated in this study. To determine statistically significant predictors, Pearson's correlation coefficient and multiple regression methods were used to analyze the results. The results showed that the significant predictors of practicing elementary teachers' pedagogical content knowledge were their number of years of teaching, their science instructional methods, their personal science teaching efficacy and their attitudes toward teaching science. Further research of how teachers develop and construct their pedagogical content knowledge is recommended especially through the use of varied research methodologies that include qualitative methods.

• Journal of the Korea Institute of Building Construction
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• v.10 no.6
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• pp.117-126
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• 2010

As one of the key IT applications, the project management information system (PMIS) has played a significant role in construction management processes. This is because PMIS is an information system that gathers, integrates, and disseminates the output of project management processes among project participants, and is used to support all aspects of a project, from initiation through closing. This paper aims to identify the CSFs(Critical Success Factor) of Project Management and quality associated with Project Management Information System (PMIS) in construction projects, to analyze the Effect of PMIS quality on Project Management Success. The CSFs of Project Management and the quality components for PMIS are identified through a review of the literature, and consolidated through interviews with professionals in the construction industry. A questionnaire instrument was sent out to experienced users (Construction Manager and Constructor), and 253 completed questionnaires were retrieved. To increase the applicability of the results, the respondents consisted of workers spread across various parts of the construction site. Using SPSS 12.0, the data was used to analyze the relationship between PMIS Quality and Project Management Success through multiple regression analysis. These findings help to clarify what the highly prioritized factors are, and could also be used as an assessment tool to evaluate the performance of PMIS and thus help to identify areas for improvement.

• Journal of Science Education
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• v.35 no.1
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• pp.13-22
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• 2011

There is an increasing emphasis on science teaching in inclusion education setting, but still few research and practice in science education field including science teacher training course as well. It is well known that teaching efficacy of teacher is an important factor to influence teaching behavior and students' learning, but it is hard to find related studies about self-efficacy on teaching science for the disabled students. In this study pre-service science teachers' self-efficacy on science teaching for the disabled students was investigated and analyzed. For this a questionnaire consisted of 3 sub-scale like learning efficacy scale, teaching efficacy scale, and outcome expectancy scale was enacted to 97 pre-service science teachers. As a result, pre-service science teachers showed relatively low efficacy in teaching but showed positive learning efficacy and outcome expectancy. There was no meaningful difference in distribution of efficacy belief by gender, however the experience of teaching science for the disabled students made difference in outcome expectancy. From this study the implication for science teacher training course was inferred to meet the needs for science education in inclusion setting.

• The Journal of the Korea Contents Association
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• v.19 no.7
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• pp.138-148
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• 2019

Although social relation factors are confirmed to be closely associated with the depression level of the elderly through the preceding studies, there has been no specific study on subfactors of social relation that influence the trajectory of depression level. Considering such limitation, this study aims to analyze influencing subfactors of social relation on the trajectory of depression of the elderly. The 3rd, 4th, 5th, and 6th-year data of the Korean Longitudinal Survey of Ageing (KLoSA), which were provided by the Korea Employment Information Service (KEIS), were used in this study and 2,484 people aged 65 and over who responded to all the four-session surveys were used as final analysis subjects. In the result of the longitudinal study on depression level of the elderly aged 65 and over, the individual depression level was confirmed become lowered over time, showing a positive change. Also, the conditional model of Latent Growth Modeling (LGM) was applied to identify specific social network factors that influence the longitudinal change of depression level of the elderly. In the result of the analysis, it was found that initial value of depression of the elderly was influenced by whether they have a spouse or not, number of household member, meeting with close people, whether they do economic activity or not, whether they have a religion or not, etc. and the rate of change in depression of the elderly was influenced by number of household member, meeting with close people, expectation about life, etc. Through above results, this study suggests a need for specific programs and supports to continuously lower the depression level of the elderly.