• 복식문화학회:학술대회논문집
• /
• 복식문화학회 2001년도 International Costume Culture Conference
• /
• pp.8-14
• /
• 2001

• Asian Pacific Journal of Cancer Prevention
• /
• 제13권12호
• /
• pp.6481-6484
• /
• 2012

Background: In 2008, the Health Authority in Abu Dhabi (the capital of the United Arab Emirates) introduced HPV vaccine free of charge for high school girls entering grade 11, becoming the first state in the Middle East to do so. The objectives of this study were to assess the knowledge, attitude and practice of school nurses in the Emirate of Abu Dhabi about HPV infection and the vaccine. Materials and Methods: A quantitative study was designed and conducted from June to August 2012 in Emirate of Abu Dhabi. Data were collected through direct face to face interviews. from one hundred and twenty five nurses. Results: Knowledge of HPV infection and HPV vaccine was almost universal among the school nurses (97%). The majority of the participants (71%) thought that the HPV vaccine was good. Cultural unacceptability (45%) and lack of women's concern about their own health (21%) were rated as the top barriers for the successful introduction of the vaccine in the UAE. More than half of the sampled nurses (58%) have either given this vaccine to school girls or taken it themselves. The majority (95%) did not come across any side effects from the vaccine. The level of qualification and the place of work did not significantly affect the correct knowledge of HPV infection or cervical cancer prevention methods. Conclusions: The knowledge and attitude of the sampled school nurses in Abu Dhabi State about HPV infection and vaccine is very good in both the public and private sectors. However, a knowledge gap in cervical cancer screening methods was identified.

• 한국지구과학회지
• /
• 제25권3호
• /
• pp.160-175
• /
• 2004

This study examined the knowledge and practices of scientific inquiry displayed by three student teachers and two beginning teachers at secondary levels. Observations using the instrument of OTOP designed by the research team of OCEPT (Oregon Collaborative for Excellent in the Preparation of Teachers) generalized similar teaching strategies of scientific inquiry between student and beginning teachers, such as using group work for students' first hand experience, using concrete materials for experimentation or visual tools for demonstration, using questions for factual knowledge mainly without opportunities to understand how scientific knowledge is constructed. Those scientific inquiry activities were very confirmative ones to follow the steps without opportunities of understanding nature of science or nature of scientific inquiry. However, all participants in this study hold knowledge of scientific inquiry envisioned by the National Science Education Standards [NSES] (NRC, 1996), where students identify their hypothesis, use critical and logical thinking, and consider alternative explanations through argumentation as well as experimentation. An inconsistent relationship between participating teachers knowledge and practices about scientific inquiry resulted from their lack of pedagogy skills of implementing it in the classroom. Providing opportunities for these teachers to reflect on their beliefs and practices about scientific inquiry was recommended for the future study. Furthermore, increasing college faculty interest in new teaching approaches for upgrading the content knowledge of student teachers and beginning teachers was recommended as a solution, since those teachers showed evidence of influence by college faculties at universities in their pedagogy skills.

• 한국지구과학회지
• /
• 제25권3호
• /
• pp.194-204
• /
• 2004

The purpose of this literature review is to investigate what kinds of research have been done about scientific inquiry in terms of scientific argumentation in the classroom context from the upper elementary to the high school levels. First, science educators argued that there had not been differentiation between authentic scientific inquiry by scientists and school scientific inquiry by students in the classroom. This uncertainty of goals or definition of scientific inquiry has led to the problem or limitation of implementing scientific inquiry in the classroom. It was also pointed out that students' learning science as inquiry has been done without opportunities of argumentation to understand how scientific knowledge is constructed. Second, what is scientific argumentation, then? Researchers stated that scientific inquiry in the classroom cannot be guaranteed only through hands-on experimentation. Students can understand how scientific knowledge is constructed through their reasoning skills using opportunities of argumentation based on their procedural skills using opportunities of experimentation. Third, many researchers emphasized the social practices of small or whole group work for enhancing students' scientific reasoning skills through argumentations. Different role of leadership in groups and existence of teachers' roles are found to have potential in enhancing students' scientific reasoning skills to understand science as inquiry. Fourth, what is scientific reasoning? Scientific reasoning is defined as an ability to differentiate evidence or data from theory and coordinate them to construct their scientific knowledge based on their collection of data (Kuhn, 1989, 1992; Dunbar & Klahr, 1988, 1989; Reif & Larkin, 1991). Those researchers found that students skills in scientific reasoning are different from scientists. Fifth, for the purpose of enhancing students' scientific reasoning skills to understand how scientific knowledge is constructed, other researchers suggested that teachers' roles in scaffolding could help students develop those skills. Based on this literature review, it is important to find what kinds of generalizable teaching strategies teachers use for students scientific reasoning skills through scientific argumentation and investigate teachers' knowledge of scientific argumentation in the context of scientific inquiry. The relationship between teachers' knowledge and their teaching strategies and between teachers teaching strategies and students scientific reasoning skills can be found out if there is any.

• 대한가정학회지
• /
• 제49권1호
• /
• pp.1-16
• /
• 2011

This study analyzed the items for the Home Economics teacher selection test, which were carried out through the school year 2002 to 2010, based on Pedagogical Content Knowledge in Home Economics Education (H-PCK). Two frameworks were used: (1) H-PCK matrix transformed from the Content Knowledge in Home Economics Education (H-CK) and the Pedagogical Knowledge; (2) Five components of H-PCK. The results of this study were as follows: (1) The test items were classified into H-CK items and H-PCK items from the H-PCK matrix analysis. (2) While the number of items on knowledge of teaching strategies was the highest, no item on knowledge of understanding students was identified. Since the test can be considered as Measurement-Driven Instruction, it will have backward influences on the teacher education program in universities. Thus, if promising and capable new Home Economics teachers are to be recruited, the test items should include all the components of H-PCK.

• Asia pacific journal of information systems
• /
• 제21권3호
• /
• pp.51-69
• /
• 2011

Security has been considered one of the most critical issues for managing IT resources in many organizations. Despite a growing interest and extensive research on security at various levels, little research has focused on the comparison of security knowledge levels between different cultures. The current study investigates and compares the security knowledge level between Korea and the U.S. Based on the literature review of spyware, Hofstede's cultural dimensions, and security knowledge, this study identifies three constructs (i.e., security familiarity, spyware awareness, and spyware knowledge) to examine the difference of security knowledge levels between Korea and the U.S. Six hundred ninety-six respondents from Korea and the U.S. participated in the survey, and an in-depth analysis based on analysis of covariance (ANCOVA) was carried out. The results show that the levels of security familiarity, spyware awareness, and spyware knowledge are significantly lower in Korea than in the U.S., as expected. These findings present a significant association between national culture and security knowledge, and the degree of individualism (or collectivism) plays an especially critical role in the perception of security. A number of implications for academia and practitioners emerge. Limitations and future research directions are discussed in the conclusion.

• International Journal of Computer Science & Network Security
• /
• 제22권5호
• /
• pp.11-16
• /
• 2022

The main purpose of the study is to determine the main elements of the state management of the development of national cybersecurity. Cybersecurity ensures the protection of the properties of information resources and the operability of technical and software users and is directed against relevant cyber incidents. Therefore, today it is impossible to ignore the importance of public administration of the processes taking place in it. The methodological support of our study is determined by its goals and objectives and is based on the use of a combination of general scientific and special methods of scientific knowledge, which ensured the completeness and reliability of the results obtained. The article has limitations and concerns the lack of practical implementation of the research results. The study is purely theoretical to reflect the main aspects of the modern system of state management of the development of national cybersecurity. Further research requires an analysis of the world experience of state management of the development of national cybersecurity.

• East Asian mathematical journal
• /
• 제27권4호
• /
• pp.471-483
• /
• 2011

The purpose of this study is to introduce the Common Core State Standards (CCSS) for mathematics which is released on June 2, 2010 in the U.S.A. The common core state standards are aligned with college and work expectations, and include rigorous content and application of knowledge through high-order skills. The most distinguishable differences between the CCSS standards and the NCTM standards are that the CCSS standards considers the mathematical modeling as one of the mathematical content domains such as algebra, geometry, ets, and the standards are designed by working together with school leaders of all states.

• 대한전기학회:학술대회논문집
• /
• 대한전기학회 1990년도 추계학술대회 논문집 학회본부
• /
• pp.450-456
• /
• 1990

In this paper, production system is implemented with the inferential neural network model using semantic network and directed graph. Production system can be implemented with the transform of knowledge representation in production system into semantic network and of semantic network into directed graph, because directed graphs can be expressed by neural matrices. A concept node should be defined by the state vector to calculated the concepts expressed by matrices. The expressional ability of neunal network depends on how the state vector is defined. In this study, state vector is overlapped and each overlapping part acts as a inheritant of concept.

• 지능정보연구
• /
• 제1권2호
• /
• pp.57-71
• /
• 1995

This paper presents a rule extraction algorithm RE to acquire explicit rules from trained neural networks. The validity of extracted rules has been confirmed using 6 different data sets. Based on experimental results, we conclude that extracted rules from RE predict more accurately and robustly than neural networks themselves and rules obtained from an inductive learning algorithm do. Rule extraction algorithm for neural networks are important for incorporating knowledge obtained from trained networks into knowledge based systems. In lieu of this, the proposed RE algorithm contributes to the trend toward developing hybrid and versatile knowledge-based system including expert systems and knowledge-based decision su, pp.rt systems.