• International Journal of Computer Science & Network Security
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• v.21 no.8
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• pp.97-104
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• 2021

The key challenges and problematic aspects of the formation of intellectually and innovation-oriented strategies of regional entities at the present stage of their development are considered. The main tasks that arise in the process of strategizing the potential-forming development of regional economic systems in the context of digitalization are identified. The list of key organizational and economic directions of strategic character of providing intellectual and innovative development of regional economic systems is formed, which includes clustering of centers of high-tech development of regions, creation of creative hubs, development of knowledge infrastructure and improvement of interregional cooperation; a brief description of each of the presented strategic organizational and economic directions is given. Based on the analysis, the key strategic guidelines for the development of regional economic entities in the context of digitalization under the influence of potential-forming determinants, which form the content basis for further processes of strategizing qualitative aspects of development of specific regional entities.

• The Journal of Asian Finance, Economics and Business
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• v.8 no.4
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• pp.225-237
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• 2021

The current study aims to classify what determines entrepreneurial leadership among small and medium enterprises (SMEs) in the Saudi Arabian context. It also attempted to recognize the role played by entrepreneurial leadership by supporting SMEs in the nation's sustainable economic growth. The study is based on a primary survey administered among SMEs in the Riyadh region of Saudi Arabia. Overall, 152 responses were collected. However, after data cleaning, only 107 were found to be fit for final analysis. Structural Equation Modelling using SmartPLS® Software was applied for analysis. The findings emerged from the study immensely concluded that entrepreneurial leadership is an essential instrument for managers/owners of the SMEs sector who aim to improve the efficiency of tasks and contextual performance in Saudi Arabia. The study came across that "ability to absorb uncertainty," "ability to build commitment," "the ability to frame the Challenge," "the ability of path-clearing," and "ability to specify limits," are the five constructs that help frame the entrepreneurial leadership in the Saudi context. The study suggests that leadership trainers, SME policymakers must focus on precisely these skills to inculcate the ability of entrepreneurial leadership among Saudi entrepreneurs, SMEs owners, and managers.

• Human Ecology Research
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• v.62 no.2
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• pp.197-216
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• 2024

The dual aims of this study were i) to explore the effectiveness of an assessment method that can measure the competencies learned through high school home economics and ii) develop a competency-based assessment framework for high school home economics, including components of competency-based assessment, item development system, and other elements. The study involved the following stages: literature analysis, draft development, concretization, validity verification, and final version. Based on the results of the literature analysis and expert deliberation, a competency-based assessment framework for high school home economics was developed which comprised three dimensions: 'core idea' × 'process' × 'context and value'. Based on this, an item analysis table was presented to systematize various activities for the competency-based assessment of high school home economics, following which a holistic rubric suitable for competency assessment tasks was proposed by referring to the newly developed 'process' dimension assessment criteria. This study is significant in that it is the first to propose a competency-based assessment framework that systematically presents a variety of assessment activities. These will facilitate the development of assessment standards and tools that teachers can refer to or trust in the changing school environment due to the introduction of the standard-based assessment system based on a high school credit system, and the guarantee of a minimum achievement level.

• English Language & Literature Teaching
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• v.18 no.1
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• pp.23-43
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• 2012

This study investigates the effects of three different types of instruction, namely form-based, comprehension-based, and production-based on the development of Korean university students' (n=137) comprehension and production of English relative clauses (RCs). The extent of improvements was analyzed by administering pre-and post-tests consisting of two comprehension tests (selecting the right form of RCs and the right picture descriptions) and one production test (combining two sentences). Findings of this study suggest that all three types of instruction increased participants' comprehension and productions of RCs. However, there appeared differential effects by the instruction type. It was found production-based instruction was most effective in promoting comprehension, followed by comprehension-based instruction. Comprehension-based instruction worked best with the development of production, suggesting that the effects of comprehension training did not only work for increasing comprehension skills, but also transfer to production skills. The type or level of tasks employed for each instruction appeared to play an important role in causing such results. Form-based instruction displayed the lowest improvements in both comprehension and production of RCs. A sentence-combination task employed for form-based instruction appear to result in mere explicit rule explanations without chances to notice rules in context or use their knowledge in practice.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.1
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• pp.49-72
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• 2017

Despite the importance and necessity of functional thinking in a primary school there has been lack of research in this area, specifically regarding young children. Given this, this study analyzed how students aged from 7 to 9 would figure out and represent the co-variational relationships in context-driven tasks. Semi-clinical interviews were conducted with a total of 12 students. Interview tasks included three types of functions: (a) y=x, (b) y=x+1, and (c) y=x+x. The results of this study showed that most students were able to figure out co-variational relationships in diverse ways. Some factors such as types of function or characteristics of tasks had an impact on how students recognized the relationships. The students also could represent the relationship in diverse ways such as gesture, picture, natural language, and variables. They usually used natural language, but had a trouble using variables when representing the relation between co-varying quantities. Based on these results, this study provides implications on how to foster functional thinking ability at the elementary school.

• Journal of the Korean earth science society
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• v.41 no.1
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• pp.61-74
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• 2020

The purpose of this study was to compare rock descriptors used by students in two different task contexts and to suggest the characteristics of a task suitable for learning of rocks. Twenty-four 3^rd grade students were given descriptive and inferential tasks about three types of sedimentary rocks, and the rock descriptors used by the students were analyzed from a resources-based view (RBV) about students' conceptions. The result showed that the number of students using everyday descriptors to describe properties of the rocks and the frequency of using the everyday descriptors decreased in the inferential task. It was also revealed that the students using disciplinarily more appropriate descriptors were more likely to infer the process of rock formation in scientifically valid ways. By contrast, student inferences lacking scientific validity were mostly those that used everyday descriptors to express properties of the rocks. Based on these findings, it was concluded that inferential tasks would be suitable for student learning of rocks which is to be authentic to the essential features of earth science practices.

• Journal of the Korean Society for Library and Information Science
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• v.50 no.3
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• pp.361-381
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• 2016

This study proposed two topical relevance models, simple and complex models, using EEG/ERP techniques. In the simple model regarding simple search tasks, N300 and P3b components are used. The N300 is specific to the semantic processing of pictures and the P3b reflects mechanisms involved in the decision about whether an external stimulus matches or does not match an internal representation of a specific category. In the complex model regarding complex search tasks, on the other hand, N400 and P600 components are used. The N400 reflects activation of an amodel system that integrates both image-based and conceptual representations into a context, whereas the P600 is related to complex cognitive processes. Our research results can be used as a source to design an EEG-based interactive multimedia system.

• Journal of Educational Research in Mathematics
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• v.14 no.1
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• pp.39-69
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• 2004

This paper investigates the teaching and learning of Linear function relating functional contexts and suggests the improved methods of representation-shift through this analysis. The methods emphasize the link between students' preacquired knowledge of mathematical representations and the way of using those. This methods are explanatory teaching, teaching and teaming based on modelling perspectives or tasks (interpretation, prediction, translation and scaling). We categorize the 8th grade middle school students' errors on the linear function relating real contexts and make a comparative study of the error-remedial effects and the teaching and teaming methods. We present the results of a study in which representation-shift methods based on modelling perspectives and tasks are more effective in terms of flexible connection of representations and error remediation. Also, We describe how students used modelling perspective-taking to explain and justify their conceptual models, to assess the quality of their models and to make connection to other mathematical representation during the problem solving focusing on the students' self-diagnosis.

• Electronics and Telecommunications Trends
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• v.35 no.6
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• pp.1-11
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• 2020

Recently, autonomous things, which are pieces of equipment or devices that grasp the context of circumstances on their own and perform actions appropriate for the situation in the surrounding environment, are attracting much research interest. This is because autonomous things are expected to be able to interact with humans more naturally, supersede humans in many tasks, and further solve problems by themselves by collaborating with each other without human intervention. This prospect leans heavily on AI as deep learning has delivered astonishing breakthroughs recently and broadened its range of applications. This paper surveys application trends in deep learning-based AI techniques for autonomous things, especially autonomous driving vehicles, because they present a wide range of problems involving perception, decision, and actions that are very common in other autonomous things.

• Research in Mathematical Education
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• v.26 no.2
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• pp.105-120
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• 2023

With the rapid advancement of educational technology, recent studies have connected teachers' professional noticing with the use of digital resources in mathematical instructions. In this study, I examined elementary mathematics preservice teachers' attending and interpreting a mathematical software, ST Math, in the exploring and implementing phases. The findings indicate that preservice teachers paid attention to visual representations and manipulation prior to interactions with children and further took into consideration on task structures and situated context after interactions. They interpreted the events based on connected mathematical knowledge of prior interactions and further reflected on the progression of problem-solving strategies and sequence of tasks. In addition, four distinctive profiles of transitioning of evaluation on ST Math activities were identified with illustrations. Implications for noticing and teacher education were discussed.