• The Journal of Information Systems
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• v.25 no.2
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• pp.1-25
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• 2016

Purpose The innovation capability nowadays has become increasingly prominent in the universities not only for schools but also for teachers. However, due to less attention to the knowledge utilization and management, also some objective constraints, which caused the low level of the innovation capacity for our universities teachers under the current development in China. Meanwhile, transactive memory system (TMS) and knowledge sharing are important contents in knowledge management. The combination of both systems will contribute to a much more comprehensive understanding and performance of knowledge management. The purpose of this study is to investigate the structural relationships between TMS, knowledge sharing, and innovation capability among Chinese university teachers' teams, and to propose the practical implication to integrate effectively internal knowledge of the team to improve innovation capability. Design/methodology/approach In order to exam and verify the hypothesis proposed, we developed a questionnaire with 16 survey items, and each item comes with a five-point Likert-type scale. Hyperlink of online questionnaire was shared through WeChat. It's collected 201 responses from 14 universities in China, and the responders are teaching groups' leaders. And all together 191 responses were filtered out as the valid samples. And we analyze the data set and test research hypotheses by using SPSS 22.0 and AMOS 22.0. Findings All hypotheses are supported. The results reveal that knowledge sharing plays an important role in this study as the mediating role. TMS is positively associated with the innovation capability. And the knowledge sharing plays a significant role as mediating value between them, and influences the TMS's effect on innovation capability. It's thus cleared that if our teachers could well communicate, exchange and collaborate with other teachers in the same group, the innovation capability among the teachers would be improved effectively.

• Journal of the Society of Disaster Information
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• v.18 no.3
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• pp.581-588
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• 2022

Purpose: This study is about offering ways of improving existing technical standards in order to propose how to deal with coal deep-seated fire and to increase effectiveness of wetting agent. Method: This study conducts infiltration experiment using eight tons of coal, three types of wetting agents and fire water. And this study analyzes domestic and international technical standards, overseas experimental cases. Result: It is found that two findings are identified; one is fire water cannot infiltrate into the coal due to high level of surface tension, and the other is three types of wetting agent can infiltrate into the coal to the depth of 5~25cm. Also, domestic wetting agent technical standards include measuring surface tension only and testing wood on extinguishing capacity test. On the other hand, this study found that deep-seated fire experiment using cotton, B-class fire test using heptane are used from abroad. Besides it is analyze that capillary rise test, sink test, contact angle measurement are conducted to increase effectiveness of wetting agent at the U.S. Bureau of Mines. Conclusion: Based on standards and cases of U.S. NFPA and Bureau of Mines, this study suggests that domestic technical standards should include adding a new test standard which measures infiltration directly.

• Culinary science and hospitality research
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• v.18 no.4
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• pp.59-69
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• 2012

This study examines the role of mathematics anxiety as a mediator between self efficacy and mathematics skills using a series of regression analyses suggested by Baron RM & Kenny DA(1986). The participants include college students who enrolled in the Food Service Production and Operation course in a department of hotel and restaurant management at a college in the United States. Descriptive analysis, principal component analysis, reliability test, and a series of regression analyses were used for data analysis using SPSS 19.0. In order to collect data for the study, General Self Efficacy Scale(GSES) and Math Anxiety Rating Scale(MARS) were utilized, and they turned out to be reliable(${\alpha}$=.906 and ${\alpha}$=.890, respectively). A significant negative relationship was found between self efficacy and mathematics anxiety. In addition, it was found that self-efficacious students performed better mathematics skills than those who had lower level of self efficacy. However, the relationship was no longer significant when the concept of mathematics anxiety was added, which satisfies the condition of mediation.

• Korean Journal of Hospice Care
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• v.1 no.1
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• pp.46-69
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• 2001

Hospice Care is the best way to care for terminally ill patients and their family members. However most of them can not receive the appropriate hospice service because the Korean health delivery system is mainly be focussed on acutly ill patients. This study was carried out to clarify the situation of hospice in Korea and to develop a hospice care delivery system model which is appropriate in the Korean context. The theoretical framework of this study that hospice care delivery system is composed of hospice resources with personnel, facilities, etc., government and non-government hospice organization, hospice finances, hospice management and hospice delivery, was taken from the Health Delivery System of WHO(1984). Data was obtained through data analysis of litreature, interview, questionairs, visiting and Delphi Technique, from October 1998 to April 1999 involving 56 hospices, 1 hospice research center, 3 non-government hospice organizations, 20 experts who have had hospice experience for more than 3 years(mean is 9 years and 5 months) and officials or members of 3 non-government hospice organizations. There are 61 hospices in Korea. Even though hospice personnel have tried to study and to provide qualified hospice serices, there is nor any formal hospice linkage or network in Korea. This is the result of this survey made to clarify the situation of Korean hospice. Results of the study by Delphi Technique were as follows: 1.Hospice Resources: Key hospice personnel were found to be hospice coordinator, doctor, nurse, clergy, social worker, volunteers. Necessary qualifications for all personnel was that they conditions were resulted as have good health, receive hospice education and have communication skills. Education for hospice personnel is divided into (i)basic training and (ii)special education, e.g. palliative medicine course for hospice specialist or palliative care course in master degree for hospice nurse specialist. Hospice facilities could be developed by adding a living room, a space for family members, a prayer room, a church, an interview room, a kitchen, a dining room, a bath facility, a hall for music, art or work therapy, volunteers' room, garden, etc. to hospital facilities. 2.Hospice Organization: Whilst there are three non-government hospice organizations active at present, in the near future an hospice officer in the Health&Welfare Ministry plus a government Hospice body are necessary. However a non-government council to further integrate hospice development is also strongly recommended. 3.Hospice Finances: A New insurance standards, I.e. the charge for hospice care services, public information and tax reduction for donations were found suggested as methods to rise the hospice budget. 4.Hospice Management: Two divisions of hospice management/care were considered to be necessary in future. The role of the hospice officer in the Health & Welfare Ministry would be quality control of hospice teams and facilities involved/associated with hospice insurance standards. New non-government integrating councils role supporting the development of hospice care, not insurance covered. 5.Hospice delivery: Linkage&networking between hospice facilities and first, second, third level medical institutions are needed in order to provide varied and continous hospice care. Hospice Acts need to be established within the limits of medical law with regards to standards for professional staff members, educational programs, etc. The results of this study could be utilizes towards the development to two hospice care delivery system models, A and B. Model A is based on the hospital, especially the hospice unit, because in this setting is more easily available the new medical insurance for hospice care. Therefore a hospice team is organized in the hospital and may operate in the hospice unit and in the home hospice care service. After Model A is set up and operating, Model B will be the next stage, in which medical insurance cover will be extended to home hospice care service. This model(B) is also based on the hospital, but the focus of the hospital hospice unit will be moved to home hospice care which is connected by local physicians, national public health centers, community parties as like churches or volunteer groups. Model B will contribute to the care of terminally ill patients and their family members and also assist hospital administrators in cost-effectiveness.

• Journal of Korean Academy of Nursing
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• v.4 no.2
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• pp.1-16
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• 1974

This Study involved the development of a survey form and the collection of data in an effort-to provide information which can be used in the improvement of nursing curricula. The data examined were the kinds courses currently being taught in the curricula of nursing education institutions throughout Korea, credits required for course completion, and year in-which courses are taken. For the purposes of this study, curricula were classified into college, nursing school and vocational school categories. Courses were directed into the 3 major categories of general education courses, supporting science courses and professional education course, and further subdirector as. follows: 1) General education (following the classification of Philip H. phoenix): a) Symbolics, b) Empirics, c) Aesthetics. 4) Synthetics, e) Ethics, f) Synoptic. 2) Supporting science: a) physical science, b) biological science, c) social science, d) behavioral science, e) Health science, f) Educations 3) Professional Education; a) basic courses, b) courses in each of the respective fields of nursing. Ⅰ. General Education aimed at developing the individual as a person and as a member of society is relatively strong in college curricula compared with the other two. a) Courses included in the category of symbolics included Korean language, English, German. Chines. Mathematics. Statics: Economics and Computer most college curricula included 20 credits. of courses in this sub-category, while nursing schools required 12 credits and vocational school 10 units. English ordinarily receives particularly heavy emphasis. b) Research methodology, Domestic affair and women & courtney was included under the category of empirics in the college curricula, nursing and vocational school do not offer this at all. c) Courses classified under aesthetics were physical education, drill, music, recreation and fine arts. Most college curricula had 4 credits in these areas, nursing school provided for 2 credits, and most vocational schools offered 10 units. d) Synoptic included leadership, interpersonal relationship, and communications, Most schools did not offer courses of this nature. e) The category of ethics included citizenship. 2 credits are provided in college curricula, while vocational schools require 4 units. Nursing schools do not offer these courses. f) Courses included under synoptic were Korean history, cultural history, philosophy, Logics, and religion. Most college curricular 5 credits in these areas, nursing schools 4 credits. and vocational schools 2 units. g) Only physical education was given every Year in college curricula and only English was given in nursing schools and vocational schools in every of the curriculum. Most of the other courses were given during the first year of the curriculum. Ⅱ. Supporting science courses are fundamental to the practice and application of nursing theory. a) Physical science course include physics, chemistry and natural science. most colleges and nursing schools provided for 2 credits of physical science courses in their curricula, while most vocational schools did not offer t me. b) Courses included under biological science were anatomy, physiologic, biology and biochemistry. Most college curricula provided for 15 credits of biological science, nursing schools for the most part provided for 11 credits, and most vocational schools provided for 8 units. c) Courses included under social science were sociology and anthropology. Most colleges provided for 1 credit in courses of this category, which most nursing schools provided for 2 creates Most vocational school did not provide courses of this type. d) Courses included under behavioral science were general and clinical psychology, developmental psychology. mental hygiene and guidance. Most schools did not provide for these courses. e) Courses included under health science included pharmacy and pharmacology, microbiology, pathology, nutrition and dietetics, parasitology, and Chinese medicine. Most college curricula provided for 11 credits, while most nursing schools provide for 12 credits, most part provided 20 units of medical courses. f) Courses included under education included educational psychology, principles of education, philosophy of education, history of education, social education, educational evaluation, educational curricula, class management, guidance techniques and school & community. Host college softer 3 credits in courses in this category, while nursing schools provide 8 credits and vocational schools provide for 6 units, 50% of the colleges prepare these students to qualify as regular teachers of the second level, while 91% of the nursing schools and 60% of the vocational schools prepare their of the vocational schools prepare their students to qualify as school nurse. g) The majority of colleges start supporting science courses in the first year and complete them by the second year. Nursing schools and vocational schools usually complete them in the first year. Ⅲ. Professional Education courses are designed to develop professional nursing knowledge, attitudes and skills in the students. a) Basic courses include social nursing, nursing ethics, history of nursing professional control, nursing administration, social medicine, social welfare, introductory nursing, advanced nursing, medical regulations, efficient nursing, nursing english and basic nursing, College curricula devoted 13 credits to these subjects, nursing schools 14 credits, and vocational schools 26 units indicating a severe difference in the scope of education provided. b) There was noticeable tendency for the colleges to take a unified approach to the branches of nursing. 60% of the schools had courses in public health nursing, 80% in pediatric nursing, 60% in obstetric nursing, 90% in psychiatric nursing and 80% in medical-surgical nursing. The greatest number of schools provided 48 crudites in all of these fields combined. in most of the nursing schools, 52 credits were provided for courses divided according to disease. in the vocational schools, unified courses are provided in public health nursing, child nursing, maternal nursing, psychiatric nursing and adult nursing. In addition, one unit is provided for one hour a week of practice. The total number of units provided in the greatest number of vocational schools is thus Ⅲ units double the number provided in nursing schools and colleges. c) In th leges, the second year is devoted mainly to basic nursing courses, while the third and fourth years are used for advanced nursing courses. In nursing schools and vocational schools, the first year deals primarily with basic nursing and the second and third years are used to cover advanced nursing courses. The study yielded the following conclusions. 1. Instructional goals should be established for each courses in line with the idea of nursing, and curriculum improvements should be made accordingly. 2. Course that fall under the synthetics category should be strengthened and ways should be sought to develop the ability to cooperate with those who work for human welfare and health. 3. The ability to solve problems on the basis of scientific principles and knowledge and understanding of man society should be fostered through a strengthening of courses dealing with physical sciences, social sciences and behavioral sciences and redistribution of courses emphasizing biological and health sciences. 4. There should be more balanced curricula with less emphasis on courses in the major There is a need to establish courses necessary for the individual nurse by doing away with courses centered around specific diseases and combining them in unified courses. In addition it is possible to develop skill in dealing with people by using the social setting in comprehensive training. The most efficient ratio of the study experience should be studied to provide more effective, interesting education Elective course should be initiated to insure a man flexible, responsive educational program. 5. The curriculum stipulated in the education law should be examined.

• Korean Journal of Clinical Pharmacy
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• v.24 no.1
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• pp.33-38
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• 2014

Background: Diabetes is accompanied by complications. One of the chronic complications, diabetic retinopathy is the most common cause of the loss of eyesight and thus has enormous impacts on the quality of life to the patients. It has been reported that thorough glucose regulation can prevent or postpone the outset of diabetic retinopathy in diabetic patients and that the patients who received anti-diabetic manage & care education would be capable of more thorough glucose-level regulation than those who did not. Method: This study set out to investigate the current state of education on anti-diabetic manage & care in South Korea and connections between anti-diabetic manage & care education and occurrence of diabetic retinopathy in diabetic patients based on the Korea National Health and Nutrition Examination Survey of 2011. Results: Of the 410 diabetes patients, 74 received anti-diabetic manage & care education, which means that only 15% of diabetic patients benefited from the education in the nation. The occurrence rate of diabetic retinopathy was 28% in the education group and 24% in the non-education group with no significant differences between them. The anti-diabetic manage & care education group recorded a higher occurrence rate of diabetic retinopathy, one of the chronic diabetic complications, than the non-education group contrary to the hypothesis. One of the reasons was that the educated group had a significantly longer duration of diabetes and significantly higher HbA1c than the noneducated group, which indicates that anti-diabetic manage & care education is provided to those who have progressed farther along the course of diabetes instead of the early stage and cannot regulate their glucose-level well in the nation. Conclusion: Those findings raise a need for active educational policies in order to provide anti-diabetic manage & care education under the goals of preventing complications through anti-diabetic education for many patients in early stages of diabetes.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.7 no.1
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• pp.189-206
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• 2012

It is urgently requested to innovate the management process of business-service areas in all industry such as financial business, services and manufacturing because of recent business trend - de-manufacturing trend and the weight increment of service in all industries. Many enterprises introduce various management - innovation methodologies in order to meet the rapidly changing business environment. Especially in Korea, it is a vogue to introduce the innovation methodology of the advanced company's. According to this style, the six sigma has been introduced over 10 years since late 1990's and it has become a synonym of innovation indeed. But the result of six sigma introduction has not reached to the level of expectation in its beginning. And the "Lean" have been introduced in Korea in the situation of global financial crisis, economic slump and the pursuit of developing country such as China. Many Korea companies pay attention to the "Lean" innovation activity because the TPS(Toyota Production System) is the matrix of Lean and is the motive power of Toyota growth. In this study, it was analyzed for the evolution course, distinctive features and effects of Lean management and was examined for the difference of Lean management between manufacturing industry and business-service areas. From this results, the characteristics of Lean management in business-service was analyzed. After survey of innovation agent in Korea company, the Lean model of business-service Industry was developed and applied. This study will be worthy to show the right direction to the enterprises which are to apply lean methodologies, or the enterprises which examine lean management for competitive advantages or the peoples who research the same topics.

• Journal of Practical Engineering Education
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• v.14 no.2
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• pp.225-234
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• 2022

There is an increasing number of competency-based major courses organized and operated to develop various competencies. Here, competencies include key competencies/major competencies in the evaluation of basic competency diagnosis in universities, Program Outcomes of engineering education certification, and NCS competency units. The Ministry of Education's evaluation of basic university competency requires all major courses to be organized and operated to improve the major competency of the department, and major courses in the department that operates engineering education certification should be linked to Program Outcomes. Various types of competency-based major courses should be educated to improve related competencies, and educational performance should be measured by selecting a competency evaluation method that allows students to check the level of achievement in consideration of both the process and results of performance. Therefore, this paper examines the types of competency evaluation used to measure educational performance in major subjects related to competency, proposes an evaluation method that synthesizes and measures various types of competencies at the subject level, and presents examples of applying them to major subjects.

• The Journal of the Korea Contents Association
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• v.15 no.11
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• pp.658-671
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• 2015

The present study explores the effect of blended action learning program on the improvement of the self-directed learning skills of university students. For this, students in the college of education at D University located in the capital area were selected to form 30 students of the experimental group and 30 of the control group. The average age of the subjects is 22.3. They are students in the $2^{nd}$ to $4^{th}$ year of university and the demographic background is relatively homogeneous. The experiment was conducted in the Sociology of Education class (a teacher training course). The self-directed learning skills were pre-tested at the beginning of the term. After that, the experimental group had the class with blended action learning program, and the control group had the class with action learning program. The post-test was carried out at the end of the term. For data analysis, ANCOVA was carried out to compare the scores on post-test of the two groups in consideration of the scores on the pre-test. The results show that first, for the improvement of self-directed learning skills of university students, blended action learning program is more effective than action learning program. Second, in the class for learners with lower degree of cognition and experience, blended action learning program was more effective than action learning program. Third, in terms of management of learning resources and utilization of learning strategies, both action learning program and blended action learning program were not effective. In summary, for improvement of the self-directed learning skills of university students, action learning program, which is a learning method focused on learner's participation and practice, is more effective than the traditional collective lecture among diverse teaching methods. Yet in consideration of the elementary level of university students in terms of intelligence and experience, active use of blended action learning program is required.

• Journal of Digital Convergence
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• v.19 no.3
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• pp.187-194
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• 2021

OSINT(Open Source Intelligence), rapidly increasing on the surface web in various forms, can also be used for criminal investigations by using profiling. This technique has become quite common in foreign investigative agencies such as the United States. On the other hand, in Korea, it is not used a lot, and there is a large deviation in the quantity and quality of information acquired according to the experience and knowledge level of investigator. Unlike Bazzell's most well-known model, we designed a Korean-style OSINT-based profiling technique that considers the Korean web environment and provides timeline information, focusing on the improved workflow. The database schema to improve the efficiency of profiling is also presented. Using this, we can obtain search results that guarantee a certain level of quantity and quality. And it can also be used as a standard training course. To increase the effectiveness and efficiency of criminal investigations using this technique, it is necessary to strengthen the legal basis and to introduce automation technologies.