Journal of the Korea Institute of Information Security & Cryptology
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v.31
no.5
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pp.973-985
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2021
South Korea has been guaranteed the efficiency and the convenience of administrative work based on long-term experience and well-established ICT infrastructure. Vice versa, South Korea is always exposed to various scale cyber-attacks. It is an important element of national competitiveness to secure cybersecurity resilience and response in the public sector. For this, the well-trained cybersecurity professionals' retention and support for their capacity development through retraining are critical. As the Special Act on Balanced National Development, most public agencies moved to provincial areas, but the provincial areas are not ready for this, thus the workforce can't get enough retaining courses. We study to analyze whether there is a gap in cybersecurity educational opportunities or needs in the public sector depending on regions, institution type, and personal traits. This paper aims to suggest solutions for the cybersecurity education gap in the public sector based on the empirical analysis results.
The purpose of this study is to analyze changes in gender differences of Korean students in PISA mathematics assessment and investigate possible factors influencing the decrease of gender gap in mathematics performances. According to the results of PISA mathematics assessment, Korea showed significant large gender differences in mathematics achievement in both 2000 and 2003. The gender gap in favor of boys, however, has decreased since 2006. An interesting point from these results is that Korean girls' significant improvement led to the decrease in gender difference in 2006 and 2009 assessment. Based on a review of literature on gender differences in mathematics, possible explanations for the girls' improvement in mathematics achievements are identified as follows: the Korean government policy to encourage and support girls' study in mathematics and science and supportive environments could influence positively girls' attitudes toward mathematics and their mathematics learning; the changes in the mathematics curriculum and textbooks which emphasize similar characteristics to PISA mathematics assessment could affect the girls' improvement by reducing their unfamiliarity with PISA mathematics assessment items.
This study examines the awareness of traditional Korean food culture among immigrant housewives in multicultural families, with the aim of introducing educational plans suitably designed for them. Our survey shows that Korean traditional holidays most well-known to the immigrant housewives are New Year's Day and Chusuk. Sambok and Chusuk are at the top in terms of preference. Samgyetang, Ddukguk, and Ogokbab are among the best known festive food to immigrant housewives for holidays such as New Year's Day, Jeongwol Daeboreum, Sambok, Chusuk, and Dongji; Samgyetang is the most preferred food, followed by Ddukguk and Patjuk. In addition, a vast majority of immigrant housewives who have ever attended Korean traditional cuisine education programs found the need for such an experience, with the score of 4.16 out of 5. In addition, the survey shows the order in which the immigrant housewives want to learn: the recipe of Korean food (53.5%), followed by table setting and manners (16.5%) and then nutrition (15%). The recipe of interest for most respondents is the one concerning daily food (69.5%). And more than half of the respondents prefer cooking practice as a desirable educational method. The difficulties that they have when attending such an educational course are usually inability to understand the language, difficulty in identifying the ingredients (seasonal), and lack of cultural understanding. The most preferred educational method is direct lecture (71.5%), followed by written materials such as books and newspaper (10.5%) and the Internet (9.5%). Finally, strategies for promoting traditional food culture are suggested as following: developing educational resources (31.5%), making various educational programs more available (25%), narrowing the cultural gap (22%), and improving the educational environment (21.5%). Therefore, this study proposes that there is a need to develop and diffuse Korean traditional food culture first, and then provide many immigrant housewives with a variety of educational programs. It is expected that these efforts will solve the problems caused by cultural differences in the early stage of international marriages and eventually contribute to the harmony in multicultural families.
This study was conducted to help establish the status of comparative education as an academic discipline by investigating its relationship with educational evaluation. Comparative education as a subfield of education covers other areas of study in education, while educational evaluation is a study of methodology. First, international comparative study was investigated, and recent methodologies in educational evaluation were introduced. International comparative study started in 1960's, and is being expanded. The participating countries hope for better education by comparing their educational curricula and practices with others. For international comparative studies, a differential item functioning analysis as a multigroup analysis can provide information on what sociocultural factors other than the construct are affecting the measurement results. The study dataset has a hierarchical structure so that multilevel item response theory is suitable to obtain multidimensional national profiles. Although there have been methodological advances in educational evaluation, the methods are not available in comparative education. In order to reduce the gap, scholars in educational evaluation should try to make the methods easily available, while those in comparative education should try to use the exact and precise methods in their studies.
This paper examines the American role in shaping South Korean nation-building during the early Cold War by considering how the United States attempted to form South Korea's education and how Koreans responded to these efforts. It looks at education as an arena where "American" ideas such as democracy and liberalism were received, transformed, and utilized by Koreans. This study pays particular attention to the gap between American intentions and Korean expectations, as well as to the competition between American and Japanese systems, which explains the contradictory role America played in South Korean nation-building. In order to better assess the role of the United States in shaping South Korean education, this article considers the complex dynamics between the Japanese legacies, American influence, and Korean actors. Americans had exerted a great effect on Korean education since the beginning of their relationship. American missionaries, U.S. military government, and educational mission teams had all contributed to the expansion of educational opportunities for Koreans. Through the educational institutions that they established or helped establish, Americans tried to spread "their" ideas. In this process, Americans had to struggle with two obstacles: Korean nationalism and the legacies of Japanese colonialism. Many Koreans used American missionary schools for their own purposes and resisted U.S. military government's policies which ignored their desire for self-determination. American education missions had limited effect on Korean education due to the heterogeneous Japanese system that was still influencing South Korea even after liberation. The ways in which Americans have influenced the democratization of South Korea have not been simple. Although "American" democratic ideas reached Koreans through various routes, Koreans understood the "American" idea within their own historical context and in a way that fit their existing socio-political relations. Oftentimes suspicious of "American" democracy, Koreans developed their own concept of democracy. The overall American influence on Korean democratization, as well as on Korean education, was important but limited. While Americans helped Koreans build educational infrastructure and tried to transfer democratic ideas through it, Koreans actors and Japanese colonial legacies limited its impact.
Developing countries, including Africa, are experiencing very little human resources development due to the deprivation of equal educational opportunities, poor educational conditions, and the gap in information technology with developed countries. Developing countries that do not have excellent human resources are lagging behind in globalization competition with developed countries, and the problem of 'human resource development' in developing countries can not be avoided. In developing countries, education budgets are too low to meet education needs and compulsory education, and therefore they are not adequately responding to the increasing demand for education. The lack of education budget is due to the lack of education infrastructure. In this study, the NAS based server is configured to configure functions such as educational content and learning management, and the client area is presented with solutions for various media such as tablet, PC, and beam projector. And to support optimized e-learning services in developing countries by constructing a SCORM-based platform.
Background: This study aims to analyze radiation safety management and regulatory perceptions, focusing on companies that must report radiation sources. The intent is to reduce the gap between regulation measures and addressing real concerns while improving practical safety management measures and regulations for all stakeholders. Materials and Methods: Radiation safety officers at a total of 244 reporting companies using radiation generators (79.8%) and sealed radioisotopes (15.1%) were surveyed using a questionnaire. Results and Discussion: The perception that regulation is stronger than the actual risk of the radiation source used was 3.47 points (out of 5 points), indicating a score above average. The most important factors and considerations were education and training (48%) as a human factor, safety devices of the radiation source (71.3%) as a hazardous material factor, the use of radiation (50.8%) as an organizational environment, and the radiation effect of nearby facilities (67.2%) as a physical environment. Radiation safety management educational experience (F= 5.030, p< 0.01), the group with high subjective knowledge (t= 6.017, p< 0.001), and the group with high objective knowledge (t= 1.989, p< 0.05) was found to be better at radiation safety management. Conclusion: It is necessary to standardize the educational experience regarding radiation safety management because each staff member has individual differences in educational experience. It is necessary to provide more information on how to solve radiation accidents via educational content. Applying radiation safety regulations based on the factors that significantly affect radiation safety management shown in this survey will help improve safety.
Journal of Information Technology Applications and Management
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v.31
no.1
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pp.177-188
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2024
In this research, a cohort of two children, aged 7-8 years, was selected to participate in a specialized three-week training program aimed at enhancing their working memory. The program consisted of three sessions, each lasting approximately 30 minutes. The primary goal was to investigate the impact and developmental trajectory of working memory in school-aged children. Working memory plays a significant role in young children's learning and daily activities. To address the needs of this demographic, products should offer both educational and enjoyable activities that engage working memory. Digital educational tools, known for their flexibility, are suitable for both older individuals and young children. By updating software or modifying content, these tools can be effectively repurposed for young learners without extensive hardware changes, making them both cost-effective and practical. For example, memory training games initially designed for older adults can be adapted for young children by altering images, music, or storylines. Furthermore, incorporating elements familiar to children, like animals, toys, or fairy tales, can increase their engagement in these activities. Historically, working memory capabilities have been assessed predominantly through traditional intelligence tests. However, recent research questions the adequacy of these behavioral measures in accurately detecting changes in working memory. To bridge this gap, the current study utilized electroencephalography (EEG) as a more sophisticated and precise tool for monitoring potential changes in working memory after the training. The research findings were revealing. Participants showed marked improvement in their performance on n-back tasks, a standard measure for evaluating working memory. This improvement post-training strongly supports the effectiveness of the training program. The results indicate that such targeted and structured training programs can significantly enhance the working memory abilities of children in this age group, providing promising implications for educational strategies and cognitive development interventions.
The purpose of this study are to provide the basic data materials and implementations for successful performance of electric-work field representatives of South Korean firms by identifying their roles and competency and examining their educational need. For this research purposes, three phased analysis was followed on: (1) the roles of electric-work field representatives, (2) competency of electric-work field representatives and (3) educational need for their competency. This research method was to conduct a focus group interview for 10 expert field representatives along with survey. The collected data materials were processed by MS Excel and SPSS 21.0 for statistical analysis including average, standard deviation and other basic statistics; the gap in awareness of field representatives; and need values. For the needs analysis, the difference between significance of field representatives' competency and current status was examined by t test. And the awareness gap between competency importance and current status was identified based on the Borich equation. The Locus for Focus model was employed herein to identify the kinds of competency with high importance and high inconsistency to prioritize. As a result, this research has found as follows: first, the roles of field representatives were found to be in 13 different kinds of roles. Second, electric-work field representatives were found to need to have 16 different skills. Third, regarding the 16 abilities, the gap between current status and significance was analyzed herein. The results showed statistically significant differences in all cases. The Borich needs analysis found the first required ability was communication ability followed by power of execution, conflict management ability, analytical thinking and time management ability. Also, the results of Locus for Focus model analysis displayed that the first quadrant(HH) included 7 highly-demanded abilities of communication ability, analytical thinking, decision making ability, specialty, time management ability, power of execution and drive for work implementation. The top-priority group was found to have 5 items of communication ability, analytical thinking, time management ability, power of execution and drive for work implementation which were commonly seen in the Locus for Focus model outcomes. Based on these findings, this research could identify the roles and competency of electric-work field representatives and provide the basic data materials applicable to future personal management of electricity companies including recruitment, division of work, job description, evaluation, etc. Also this research offered guidelines on demanded abilities in the field and where to place priority. The kinds of abilities with high educational demand as found in this research must be considered in designing educational programs for the competency building of field representatives. This research is expected to provide useful information in developing such educational programs for field representatives.
Kim, Jung-Hee;Ju, Dong-Beom;Chung, Il-Hwan;Jeong, Jin-Chul;Kwon, Dong-Taek;Choi, Chang-Beom;Lee, Hyun-Min
Korean Journal of Comparative Education
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v.27
no.4
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pp.155-186
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2017
The purpose of the study is to analyze the operational case of gap year which can explore about guidance in some times before college entrance or during college life in the universities of main nations(England, American, and Japan) and draw from some implications for possibility of it's introduction in Korean university. It means that before students enter the college after finishing high school, they have various guidance activity and voluntary service activity for experiencing self-understanding out of regular curriculum. The study analyzed four universities in America, two universities in England, and one university in Japan. The main results indicate that the gap year can divide into system and university assisting finance. Based on the results and their implications of gap year case analysis in universities of England, America, and Japan, the study suggests that it needs to consolidate the related system of university and assist some finances, and systematic steps such as career exploration, career decision-making, career plan, and career preparation should be constructed.
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