• Journal of Korean Home Economics Education Association
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• v.17 no.4 s.38
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• pp.117-131
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• 2005

The purpose of this research was to develop objectives of Housing contents in Technology$\cdot$Home Economics by three systems of action and to find out the importance of the objectives of the teachers have taught the class. The 303 teachers from 183 middle schools replied the mail questionnaire during September, 2003. The data were analyzed by SPSS/win. The 21 objectives for each system of action were developed based on the textbooks, teachers guides, and other related references. The importance of the objectives related to communicative system of action was the highest, respectively followed by the ones related to technical and emancipatory systems of action. Indoor Environment & Equipment was more likely to be important than Maintenance & Repairs as the objectives related to communicative system of action, while Usage of Living Space was less likely to be important than the other two sub-units. The importance of the objectives was somewhat differed by the general characteristics of the teachers. The older are the more important the objectives related to technical system of action. Female, Home Economics teachers, who learned philosophy of Home Economics were more likely to think than others objectives related to communicative and emancipatory systems of action to be important. This research showed the teachers' perspectives of the objectives of Housing contents were not the same among respondents and generally supported the previous results from other contents of Home Economics.

• Journal of Korean Home Economics Education Association
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• v.17 no.2
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• pp.239-255
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• 2005

The purpose of this study was to understand middle school Home Economics teachers' family value and needs on learning objectives of family life area, and to identify the relationship between the two. Data was collected from the survey mailed to the teachers responsible for family life area in $\lceil$Technology/Home Economics$\rfloor$ in middle schools in Korea. The collected 312 questionnaires were used for final analysis. SPSS/WIN program was used for calculating average, standard deviation, percentage, t-test, ANOVA with post-verification scheffe., and correlation analysis. Followings are the summary of the results of this study. Firstly, the family value of middle school Home Economics teachers was relatively modern. They had very modem sense of value in all of the sub-areas such as sense of value on marriage. on gender role. on children, on filial love, and familism. Secondly, regarding needs on family life area of learning objects of Home Economics teachers, the requirement on emancipatory system of action was the highest. technical system of action was the next, and Communicative System of Action was the lowest. Thirdly, in the relationship between the needs of teaming objects of family life area and the family value, the needs of technical and interpretive behavioral system had few things to do with the family value. However. the needs on teaming object needs of emancipatory system of action was higher as the family value was modern. The trend in the relationship with needs was same in all the sub-areas such as sense of value on marriage, on gender role, on children. on filial love, and familism. However, the family value and the achievement level of family life area goals did not show significant correlation. Fourthly, regarding the family value and the needs on teaming objectives of family life area of middle school Home Economics teachers, those who were female, who had certificates for Home Economics Teaching, who were young and who had less experiences in teaching had more modem family value and required more teaming objectives in emancipatory system of action. Considering the results of the study, it is needed to emphasize the learning objects of emancipatory system of action in family life education by inducing consensus on the proposition that Home Economics subject is a critical and practical subject. To do this. it is needed to provide Home Economics teachers with emancipatory interest and mature family value through educating and refreshing them. It is desirable to separate Technology and Home Economics so that certificated Home Economics teachers could teach family life area. In that case they can teach the subject in the point of practical criticism. If the area is to be taught by other subject teachers there should be enough understanding on the philosophy and nature of Home Economics subject beforehand.

• Journal of Korean Home Economics Education Association
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• v.32 no.1
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• pp.107-125
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• 2020

The purpose of this study was to analyze the dietary life units of Korean and American high school home economics textbook according to Habermas's three systems of action and to find out how the three systems of action are reflected in the learning objectives and activity tasks of the textbook. To achieve this purpose, this study analyzed the learning objectives and activity tasks of the dietary life units in the textbooks of 'technology & home economics' and 'home economics science' in Korea, and 'succeeding in life and career' in America using a content analysis technique based on Habermas's three systems of action. In analyzing the content, each learning objective or activity was matched with one of the three systems of action by examining the context. In some cases, two or more systems of actions were integrated in one activity. This is a case where a series of learning tasks that involve different action system were grouped into one. The numbers of learning objectives and activities of the units of 'technology & home economics', 'home economics science' textbooks of Korean high schools and 'succeeding in life and career' dietary life of American high schools were 3, 26, and 248, respectively. In Korean textbooks, the percentage of communicative action was highest among the three systems, that is, 66.7% for 'technology & home economics' textbooks and 50% for 'home economics science' textbooks. In comparison technical action was the highest in American textbooks at 66.5%. Activities related to technical action included cooking, conducting research on health and food, or conducting experiments. The activities related to communicative action included role play related to health and table manners, or writing reports after conducting surveys or interviewing professionals. The activities related to emancipative action were to social participation activities such as service project in relation to health and food, or to find problems that occur in dietary life and think about be best solution through practical reasoning.

• Journal of Korean Home Economics Education Association
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• v.32 no.2
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• pp.117-139
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• 2020

The purpose of this study was to develop curriculum of the elementary, and secondary school home economics that integrates three systems of action and to prepare a plan for convergence education in home economics curriculum. To achieve this goal, the characteristics of elementary, secondary school dietary curriculum integrating three systems of action, the focus of development, core competencies, and goals were derived through the review of literature. In this study, we set up perennial and sub-practical problems and selected content elements. The contents system of the developed curriculum was modified and supplemented by examining the validity of experts, and the achievement standard of the middle school home economics dietary education curriculum was developed by integrating the three systems of action. The content system of the elementary, and secondary school home economics curriculum that integrated the three systems of action is centered on practical problems, and the perennial problem is 'What should we do to practice healthy dietary life?' There are five areas of this curriculum: 'health and diet', 'food planning', 'food purchase and management', 'cooking', and 'meal', and the scope of curriculum is repeatedly expanded to 'personal and family', and 'social'. The practical problems in the five areas are composed of 10 practical problems in the two dimensions (personal & family, and society), and the practical problems and contents elements are spiralled by applying the principle of integration. The contents of this curriculum were compared with the achievement standards and learning elements of the dietary life in the 2015 elementary school practical arts, middle and high school 'technology & home economics', and the 'home economics science' curriculum. The results showed that the developed curriculum encompassed additional content beyond all the content already included in the 2015 revised curriculum.

• School Mathematics
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• v.12 no.2
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• pp.97-111
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• 2010

The purpose of this study is to examine a preservice elementary mathematics teacher's beliefs and stated-actions in which she planned and implemented mathematical activities in a field experience within a mathematics methods course. Results show that the preservice teacher seemed to be dealing with conflicts and trying to resolve them in order to make sense to herself. Results also suggest that the preservice teacher's beliefs about how children learn seem to get confirmed through the field experiences so that she was able to articulate, which influence her experience of focusing on an individual child. This, in turn, induces her to elaborate her beliefs. These processes would explain her beliefs and actions as a sensible system.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.12
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• pp.614-626
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• 2018

This study was conducted to review the literature and examine the factors related to problem behaviors among students of multicultural families in Korea. A systematic review of the literature was conducted using domestic documents retrieved through July 4, 2018 based on online searches of domestic databases (the Research Information Sharing Service, Korean Studies Information Service System and the National Diet Library). A total of 2,084 studies were searched, and 21 studies were used for analysis. The factors related to problem behaviors were related to individual factors (gender, school record, self-esteem, etc.), family factors (family type, parent support, mothers' enculturation stress, etc.) and environmental factors (friend support, teacher support, social support). The variables measured the problem behaviors among students of multicultural families were school life adjustment (10), psychological, social adjustment or maladjustment (4), and emotional problem behavior (3). Overall, the results indicate that social and policy efforts are needed to improve individual, family, and environmental factors based on more specific and consistent theoretical definitions related to problem behaviors among students of multicultural families in Korea.

• Defense and Technology
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• no.8 s.234
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• pp.48-55
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• 1998

현대적 의미의 전략은 "달성하고자 하는 바를 가장 효과적으로 성취할 수 있는 체계적인 행동계획"라고 정의할 수 있겠다. 전략은 복잡한 일을 성공적으로 달성가능케 하는 체계적인 방법이기 때문에 변화와 변수가 많은 업무에는 반드시 전략적 사고과정을 필요로 한다. 경쟁관계에 있는 모든 사회활동에 적용될 수 있는 유용한 수단이며, 올바른 전략수립여부가 승패를 결정한다.

• Proceedings of the Korean Society of Disaster Information Conference
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• 2017.11a
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• pp.213-214
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• 2017

지방자치단체는 국가에서 지정한 재난 유형에 대하여 해당 지자체에 위험성이 높은 재난 유형을 선정하여 현장조치 행동 매뉴얼을 작성하고 운영하고 있다. 2016년 행정안전부는 이러한 매뉴얼 작성 표준안을 제시하였으며, 지자체에서 작성된 매뉴얼은 이 표준안을 준수하고 있다. 본 표준안은 기존에 정의된 13개 협업기능에 재난 대응 프로세스에 대한 세부 조치 사항(SOP)을 코드화하여 매뉴얼의 규격화를 제공하는 구조적 체계를 제공하고 있다. 그러나 내용적 관점에서 재난 유형에 따른 단계 체계의 명확성, 조치사항 추가에 대한 방향성, 그리고 동일 조치 사항에 대하여 재난 유형에 따른 내용적 차이 등에 대한 기술이 부족하여 이에 대한 개선이 필요하다.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.11
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• pp.7293-7299
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• 2015

The issue of this research is to verify the influence of effort that university students putting and employment goal setting regarding employment preparation behavior. And which behavior affects to the employment goal achievement. This research could surely find that it is positive to employment goal setting. But employment goal setting is not enough to get a actual job. So we should manage job counseling program, and methodical subjects which is directly connected to employment. And also we have to enlarge the opportunity to experience actual job to help graduate students to get a job.

• Proceedings of the Korean Society of Broadcast Engineers Conference
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• 2019.11a
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• pp.14-16
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• 2019

스마트관제 시스템은 딥러닝 서버내 학습된 백본 네트워크 모델이 실시간으로 스트리밍 되는 CCTV 영상으로부터 이상행동 패턴을 선별적으로 탐지하고 관제요원에게 전달하여, 사전에 사건사고를 예방하거나 즉시 대응 체계의 유연한 운영을 가능케하는 시스템이다. 최근 지능형 CCTV(Closed Circuit Television) 서비스가 일부 지역에 선별 관제의 형태로 시범적으로 운영되고 있는 상황이다. 지능형 시범서비스는 공공 영역에서 선별 CCTV 관제의 형태로 이상행동 상황을 즉각 인지하여 사건사고를 예방하거나 피해를 최소화하고자 하는 목적으로 주로 사용되고 있다. 그러나, 범죄 등의 특정 시나리오에만 한정해서도 이상 행동 유형이 너무나 다양하기 때문에 이상행동 영상의 사전분류(Annotation)를 통해 딥러닝 모델을 학습시키는 것이 현실적으로 어려운 상황이다. 따라서 본고에서는 최신 이상 행동 탐지(Anomaly detection) 알고리즘과 응용사례를 분석하여 실제 현장에 적용할 수 있는 현장 중심의 기법을 제안하고자 한다.