• Journal of Korean Home Economics Education Association
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• v.34 no.2
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• pp.95-113
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• 2022

The purpose of this study is to analyze the 'Action Competence on Climate Change(ACoCC)' shown in 12 types of middle school 「Technology & Home Economics」 textbooks written according to the 2015 revised curriculum, and to suggest ways to improve the activity tasks. According to the results of the analysis, first, the 'knowledge on climate change' was the most frequently mentioned, and 'climate change communication' was the least frequently mentioned in the textbook among ACoCC. Second, all 12 textbooks dealt with 'knowledge about climate change' most frequently, yet the frequency of mentioning other competencies differed by publisher. In relation to the core concepts, the ACoCCs were most often discussed in the 'Management,' yet never discussed in the 'Life Design' at all. In relation to the academic sub-fields of home economics, the 'clothing life' showed the highest frequency of mentioning ACoCCs, while 'family life' the lowest frequency. Based on the results of the above analysis, it was suggested that the capacity to respond to climate change should be dealt with in the overall fields of home economics education. This study has implications as a basic study related to climate change in home economics education, and it is expected that various research and educational programs in home economics education that focus on climate change mitigation are implemented in the future.

• Journal of the Society of Disaster Information
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• v.19 no.3
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• pp.710-718
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• 2023

Purpose: The purpose of this study is to objectify the analysis results using the disaster safety awareness survey for high school students, which has been systematically and continuously educated since the Ferry Sewol disaster, and to promote educational effects by identifying the educational status. Method: The 12 questions of the disaster safety awareness survey were answered using the direct entry method on a Likert 5-point scale, and the SPSS 24 and varimax (orthogonal rotation) methods were used to establish and test research hypotheses. Result: As a result of the verification, it was found that the independent variables, knowledge competency and attitude competency, had a positive effect on the dependent variable, behavioral competency, and there was no multicollinearity, so it was verified that it was meaningful. Conclusion: As a result of the survey analysis, domestic disaster safety education showed a significant impact on the level of disaster safety awareness as an education that meets its goals. Various aspects of disasters show that the educational effect can be improved only when education is established as education by life cycle.

• 한국벤처창업학회:학술대회논문집
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• 2017.08a
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• pp.69-89
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• 2017

본 연구의 목적은 우리나라 대학의 도전적 창업문화 정착, 대학생의 창업역량 강화로 글로벌 경쟁력을 갖춘 창업 확대에 필요한 창업교육 방안을 제시하는 것이다. 4차 산업혁명 시대 창업의 국가경제적 의의와 함께 대학생의 진로 대안으로서 주목받고 있지만 우리나라 대학생의 창업인식은 낮은 수준에 머물고 있다. 대학생의 창업아이템이 글로벌 경쟁력을 갖출 만큼의 창의성이 뒷받침된 기술기반 창업과는 거리가 먼 경우가 많다. 최근 정부 및 대학에서 창업의 중요성을 인식하고 다양한 지원정책과 교육 프로그램을 운영하고 있다. 그러나 창업문화 확산을 통한 창업도전의 저변 확대, 시장과 산업 트랜드를 바꿀만큼의 시장 전환적이며, 창조적 파괴가 동반된 창업을 활성화하는 데에는 부족함이 많다. 이에 본 연구는 H대학교 신입생 1,092명을 대상으로 설문조사를 실시하여 대학생 창업인식을 분석하고 대학의 창업교육 고도화를 위한 유의한 사실을 발견하였다. 실태조사 결과를 이용하여 본 연구는 다음과 같은 창업교육 고도화 방안을 제시하였는데. 첫째, 생애주기적 진로대안으로서 창업의 의의 인식, 둘째, 학생의 개인적 특성에 기초한 맞춤형 창업교육 프로그램의 개발 운영, 셋째, 창업 전문성을 갖추면서 동시에 교육자로서의 역량을 갖춘 대학 내 외부 전문가들을 네트워킹하여 이론-실무의 우수한 창업 교육자 풀 구성 넷째, 효과적 창업교육 전략 및 프로그램 개발과 실행을 위한 구체적 대안으로 창업교육 목적의 명확화, 교육목적에 부합하는 실천적 교육 콘텐츠 개발 및 국내외 우수 창업교육 콘텐츠의 적극적 활용, 창의적 문제해결 능력 강화를 위하여 교육학적으로 효과적인 방법의 모색 등을 제시하였다.

• 한국벤처창업학회:학술대회논문집
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• 2019.04a
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• pp.143-148
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• 2019

시대적 변화에 따른 경력성공의 관점이 변화하고 있지만 다수의 연구들은 창업과 취업을 분리하여 연구되어 왔다. 또한 환경의 변화뿐만 아니라 개인 가치관의 변화에 따라 평생 직장의 개념이 사라졌으며 전 생애에 걸친 학습의 필요성이 대두 되고 있다. 학습의 형태는 기존의 지식을 전달하는 형태에서 다양하게 변화해왔다. 교실 수업의 형태는 팀활동과 미디어 활용을 중심으로 변화하고 있으며 교실 밖 수업에서는 자율적인 동아리 활동이나 커뮤니티의 참여 등을 통해 역량을 향상시키는 기회를 제공하고 있다. 개인의 경력은 인생에 걸친 학습과 일에 관련된 경험 및 행동과 연관된 태도로부터 발생한다. 이러한 경력을 이끌어가는 태도는 새로운 환경속에서 즉각적인 요구를 받아들이는 적응학습과 새로운 행동 및 지식을 유발하는 생성학습, 그리고 상호작용 패턴 인식을 통해 새로운 시도를 하는 전환학습을 지속적으로 일으킨다. 또한 이러한 무형식 학습들은 취업과 연계 될 뿐만 아니라 창업의도에도 긍정적인 영향을 줄 수 있다. 본 연구는 자기주도성과 가치지향성을 척도로 하는 프론티언 경력태도가 창업의도에 영향을 미치지 확인함으로서 기존의 취업역량과 연결시켜왔던 연구에 새로운 시사점을 제시하고자 한다. 또한 무형식학습 활동을 매개변인으로 투입하여 학습 과정에서 자연스럽게 발생하는 학습의 효과를 확인하여 변화된 교육형태의 중요성을 확인하는데 의의가 있다. 이에 더해 스마트미디어를 활용하는 능력인 스마트미디어 리터러시와 팀 학습을 지향하는 팀학습 선호도를 조절효과로 보아 분석함으로서 스마트미디어활용 학습과 팀학습의 형태로 변화하고 있는 교육 현장의 특성을 함께 확인하고자 한다. 이를 위해 2019년 3월부터 6월까지 교육과 경력 환경의 변화의 중심에 서있는 대학생들을 대상으로 설문조사를 실시하여 이를 분석하고자 한다.

• Korean Journal of Construction Engineering and Management
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• v.21 no.4
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• pp.50-61
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• 2020

Safety management has been one of the most critical issues in the construction industry for a long time. Despite continuous efforts, it still shows a higher accident rate than other sectors. To reduce the accident rate, a lot of studies have been performed, mostly focused on contractors or construction phase. Although the initial stage of the construction project has the most significant impact on construction safety and decision-makers at the initial stage play an important role, the safety management system throughout the project entire life-cycle is still insufficient. In addition, although a great deal of information is generated in the construction project and the value is increasing, while it shows an inefficient aspect. This is believed to be due to insufficient information exchange and a lack of standards. In this context, this study aims to analyze the efficiency of information handover in construction safety. For this purpose, a safety management framework for systematically and efficiently managing and utilizing for construction safety information is referred to as 'safety business functions', 'project life-cycle', and 'industrial hierarchy'. The 'safety business functions' are classified into three levels. And then, in order to analyze the efficiency of safety information handover, 'importance of safety business function' and 'efficiency of safety information handover' were evaluated by interviewing with experts. This study can be used as reference data for implementing systematical and efficient safety management, and can also increase construction safety competency.

• Proceedings of the Korean Society of Disaster Information Conference
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• 2016.11a
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• pp.171-174
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• 2016

각종 크고 작은 재난이 반복되면서 안전에 대한 국민 요구가 증가하고 스스로 재난에 대비할 수 있는 역량을 제고할 수 있도록 생애주기별 안전교육의 필요성이 강조되고 있다. 국민은 각종 재난으로부터 안전하게 보호받을 수 있는 교육을 받을 기회가 거의 없기 때문에 국가적인 차원에서 국민에게 안전교육을 받을 수 있는 기회를 제공하고, 사업자가 영업행위를 함에 있어서 국민의 안전을 우선적으로 생각하고 보호해야하는데, 2016년 5월 19일 제19대 국회 본회의에서 '국민 안전교육 진흥 기본법'이 의결되어 2017년 5월 30일에 시행된다. 이 법은 안전교육기본계획 수립 시행, 안전교육에 대한 점검 평가, 안전교육 교재와 프로그램 개발 보급, 학교 다중이용시설 사회복지시설 등에서의 안전교육, 안전교육 전문 인력 양성 활용 등을 담고 있다. 이에 따라 현행 각종 안전교육에 관한 사항을 하나의 단일 법안에 규정해 종합적이고 체계적인 안전교육을 실시하고 지원할 수 있는 법적 근거가 마련됐다.

• Proceedings of the Korean Institute of Building Construction Conference
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• 2021.05a
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• pp.305-306
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• 2021

Breakdown structure (BS) is a tool used to allocate information packages for various management functions and drive computerized information systems. Although several BS exists, work breakdown structures (WBS) and cost breakdown structures (CBS) are the most widely studied and used in previous literature. Nevertheless, heterogeneity of BS and respective management capabilities in current practices are not adequately addressed. In this context, this paper compared the management capabilities of various BS in both building and plant industries through systematic literature. Management requirements and applications scope, in terms of life cycle and stakeholder, were analyzed, respectively. Finally, finding and lesson-learned are outlined.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.15 no.6
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• pp.189-207
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• 2020

The government has achieved quantitative growth in university start-up education while supporting start-up education. However, it failed to systematize start-up education from an academic, policy, and practical perspective and to reveal the relationship between education and achievements in supporting start-ups. Therefore, there is a lack of interest and effort to promote effective education. In Europe, in-depth research has already been done over many years to establish an EntreComp system. Competences create values for others and attempt to apply them to education, viewing them as the people's lifelong competitiveness. On the other hand, it is urgent to improve the education system as domestic university start-up education is mainly focused on cultural level start-up skills and easy-to-access education from a business administration perspective. Based on this, the entrepreneurship competence-based start-up education system was designed. Next, eight EntreComp frames were drawn for university students through the Focus Group Interview (FGI) and Delphi survey methods, as well as domestic and international prior studies on EntreComp. In 2018, 919 start-up education programs of 42 start-up leading universities were conducted to derive the status of education by EntreComp. Prior studies of 25 entrepreneurship competences, including data from Bacigalupo et al.(2016), which studied EntreComp in the EU, were investigated and reflected the frequency of research and the importance of education and start-up perspectives. Based on the purpose of the university start-up education presented in this study, the entrepreneurship competence frame consisting of a total of eight, including spotting opportunities, value creation, self improvement, mobilising resources, technology application, strategic management, relationship, and learning through experience, was derived through expert verification. It also investigated the current status of education by competence, the degree of reflection of competence education, and the relationship with the results of support for start-ups that reflect the number of students enrolled in each university. Through this, it was suggested that future start-up education at universities could be improved from the EntreComp perspective. It has a differentiation in research in that it conducted a thorough survey using the data on start-up courses operated by leading startup universities for a certain period. However, it is difficult to generalize because the number of samples of leading startup universities is limited. Nevertheless, this study proposes the educational goal of advancing university start-up education from the perspective of entrepreneurial competence, cultivating future required competences, and fostering entrepreneurial talents that create value for others. In addition, it is meaningful in that it presents a clear direction for subsequent research by preparing a framework for research from a more essential perspective on the entrepreneurship competence frame.

• Journal of Hospice and Palliative Care
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• v.20 no.1
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• pp.46-57
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• 2017

Purpose: The purpose of this study is to identify the changes to nursing activities of nurses on patients with DNR (Do-Not-Resuscitate) order and factors associated to the changes. Methods: Data were collected using a structured questionnaire for 173 nurses at general hospitals. Logistic regression analysis was performed on the data using SAS 9.4. Results: With 39 nursing activities, an average of 60.4 (34.9%) nurses reported an increase in the activities, 102.4 (59.2%) no change and 10.1 (5.9%) a drop. The activity increase was the greatest in the social area, and the physical area was where the activities decreased the most. The activity increase was associated knowledge competency (9 items), attitudes (2 items), practical competency (4 items) and work load (14 items were). Conclusion: To offer systematical care for DNR patients, it is necessary to expand nurses' knowledge through end-of-life education and adjust their workload and provide a support system at the department level.

• Korean Journal of Heritage: History & Science
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• v.54 no.3
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• pp.106-125
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• 2021

This paper presents several reasons for the necessity of archaeological hands-on training and strategies for its implementation. First, it is necessary to produce a specialized manual for local cultural heritage education that can enhance the specialization and educational effectiveness of archaeological experience education. In addition, in order to secure professionalism in hands-on education and conduct it systematically, the ability of instructors to conduct education is important, so instructor competence reinforcement education needs to be conducted regularly. In addition, hands-on education needs a strategy of planning and content development of archaeological education programs, with consideration given to the subjects of learning, and the establishment of a cooperative network. It is time to cooperate with various experts to establish an education system necessary for cultural heritage education in the region and develop customized content for local archaeological heritage supplementary textbooks. Finally, due to Covid-19, we agonized over effective education plans for online archaeological heritage education, which requires active interaction class design and a strategy to promote interaction between professors and learners. In addition, such archaeological heritage education should be compatible with the goal of providing customized lifelong education.