• Journal of Intelligence and Information Systems
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• v.9 no.2
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• pp.171-184
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• 2003

A project planning is one of the most important processes that determines success and failure of the project. A pre-project planning is also essential job for information system implementations at the early stage of project planning, especially for management information system like ERP. However, pre-project planning is very difficult, because lots of factors and their relationships should be considered. Pre-project planning of ERP implementation has been done by project manager's own knowledge and experiences. In this article, we propose a system that help project manager to make a pre-project plan of ERP project with case-based reasoning(CBR) framework. The proposed CBR system saves previous cases of ERP pre-project planning in the case base. Then, the system finds the most similar case with the current pre-project planning problem. Project manager can make a pre-project plan by adjusting the most similar case. From the interview with project managers, we collect some field cases of ERP implementation. We organized these cases by using XML(Extensible Markup Language), which is good for representing hierarchical information. XML gives us some flexibilities to correct and maintain cases. We make a prototype system, PPSS(Project Planning Support System) that help project manager to make a pre-project plan of ERP implementations. The object of the system is to support project manager to make a pre-project plan of ERP. We hope the result of the study can be applied to other information systems. Our research would be extended to cover other stages of project planning.

• Proceedings of the KAIS Fall Conference
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• 2003.11a
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• pp.171-177
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• 2003

A project planning is one of the most important processes that determines success and failure of the project. A pre-project planning is also essential job for information system implementations at the early stage of project planning, especially for management information system like ERP. However, pre-project planning is very difficult, because lots of factors and their relationships should be considered. Pre-project planning of ERP implementation has been done by project manager's own knowledge and experiences. In this article, we propose a system that help project manager to make a pre-project plan of ERP project with case-based reasoning(CBR) framework. The proposed CBR system saves previous cases of ERP pre-project planning in the case base. Then, the system finds the best similar case with the current pre-project planning problem. Project manager can make a pre-project plan by adjusting the most similar case. From the interview with project managers, we collect some field cases of ERP implementation. We organized these cases by using XML(Extensible Markup Language), which is good for representing hierarchical information. XML gives us some flexibilities to correct and maintain cases. We make a prototype system, PPSS(Project Planning Support System) that help project manager to make a pre-project plan of ERP implementations. The object of the system is to support project manager to make a pre-project plan of ERP. We hope the result of the study can be applied to other information systems. Our research should be extended to cover other stages of project planning.

• Journal of Families and Better Life
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• v.24 no.3 s.81
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• pp.95-115
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• 2006

The purpose of this study was to analyze the affecting factors on male salary workers' pre-retirement plans and pre-retirement planning programs. The focus was on male workers' pre-retirement plans and programs for economy, housing, family relationship, leisure and health care in their elderly life. The major findings were as follows: First, the salary workers estimated their level of economic and health problems among their elderly life as relatively high. Second, the major factors affecting the level of planning for post-retirement were salary workers' age, job satisfaction, and reserved savings for their elderly life. Third, the major affecting factors on participation in pre-retirement planning programs were age, educational attainment, and spouse's job status. From these findings, it can be concluded that salary workers' level of pre-retirement planning and the needs of pre-retirement planning programs differed from their personal characteristics and preferences. Also, salary workers' characteristics related to job and retirement had more important effects on their pre-retirement planning than economic status.

• The Mathematical Education
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• v.55 no.2
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• pp.171-192
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• 2016

As teachers' competency is evaluated based on their teaching performance. pre-service teachers need to have an opportunity to reflect on themselves by systematically analyzing and evaluating their own lesson planning and teaching performance through self-assessment. In this study, we aimed to examine what evaluation criteria for lesson planning and teaching performance pre-service mathematics teachers consider in the process of self-assessment. This study used a mixed-methods research design. To draw the self-evaluation criteria for lesson planning and teaching performance, pre-service self-reported assessments were analyzed using qualitative analyses. In addition, descriptive statistics were used to investigate the pre-service teachers' distribution across the criteria and check the ratio of pre-service mathematics teachers for each element. As a result, it was disclosed that pre-service mathematics teachers considered eight elements in self evaluating their own lesson planning and teaching performance. In addition, we found that pre-service mathematics teachers tended to consider Pedagogical Content Knowledge (PCK) more than Subject-Matter Knowledge (SMK). Moreover, the results of this study provide educational implications for the curriculum in the pre-service teacher's education program.

• Journal of Korean Elementary Science Education
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• v.37 no.1
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• pp.54-65
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• 2018

The purpose of this study was to investigate the characteristics of lesson planning of pre-service elementary teachers to develop scientific communication skills for elementary school students. For this purpose, lesson plans and lesson planning journals written by the 53 pre-service teachers were collected and analyzed. The results of the research were as follows. The pre-service elementary teachers used an implicit and contextual approach to develop scientific communication skills. Teaching and learning activities for enhancing scientific communication were mainly conducted in words or in writing. There were many activities expressing elementary school students' thoughts and presenting the results of experiments in the lesson plan. There were many cases in which the pre-service teachers' lesson plans did not include the evaluation of scientific communication skills. In their lesson plans, there are a lot of mutual activities between teachers and students, team and whole students, and inter-students within teams together, and students' individual activities from requests of teachers. We found that the pre-service teachers had various difficulties when they planned the science lesson to develop scientific communication skills. The pre-service teachers were less likely to refer to specialized materials related to science education when planning their classes.

• Journal of The Korean Association For Science Education
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• v.34 no.2
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• pp.187-195
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• 2014

In this study, we investigated the characteristics of lesson planning of pre-service secondary science teachers and the factors which influenced in their lesson planning. Thirteen pre-service secondary science teachers at a college of education in Seoul participated in this study. Teaching-learning materials such as lesson plans and handouts, and lesson planning journals written by the pre-service teachers were collected. Semi-structured interviews were also conducted to obtain information about their lesson planning activities. The analyses of the results revealed that most of the pre-service teachers did not systematically consider the national science curriculum and focused on planning one lesson only. Instructional objectives were not only considered as minor element in lesson planning, but also limited to cognitive domain. Devising teaching-learning strategies was found to be the starting point of the lesson planning. They accommodated constructivistic teaching-learning theory presented in their method courses through reflective evaluation of the experiences of learning in their secondary schools. The experiment activities that were presented in the textbooks were used themselves when they planned experiments as student activities, but other activities were planned depending on their personal experiences. Most pre-service teachers did not plan assessment because they could not recognize it as an element of lesson planning. These results may offer some implications in educating pre-service secondary science teachers on lesson planning.

• International conference on construction engineering and project management
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• 2020.12a
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• pp.96-102
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• 2020

The construction industry remains serious accidents, injuries, and fatalities due to it's unique, dynamic, and temporary nature. On workplace sites, Safety pre-task planning is one of the efforts to minimize injuries and help construction personnel to identify potential hazards. However, the working conditions are complicated. Many activities, including tasks or job steps, are executing at the same time and place. It may lead to an increase in the risks from simultaneous tasks. This paper contributes to addressing this issue by introducing a safety risk interaction analyzing framework. To accomplish this objective, accident reports of the Occupational Safety and Health Administration (OSHA) are investigated. The pairs of task incompatibility, which have time-space conflicts and lead to incidents, are found. Ontology technology is applied to build the risk database, in which the information is acquired, structuralized. The proposed system is expected to improve pre-task planning efficiency and relieve the burdens encountered by safety managers. A user scenario is also discussed to demonstrate how the ontology supports pre-task planning in practice.

• Journal of Families and Better Life
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• v.25 no.1 s.85
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• pp.145-158
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• 2007

The purpose of this study was to elicit the multi-dimensions of retirement expectations, and explore sub-factors of retirement expectations which predict the possibility of worker's participation to each pre-retirement planning programs. The major findings were as follows: first, this study shows that there are four sub-factors; Imposed frustration, New beginning, Transition to rest, Continuing. And there was a significant difference in retirement expectation according to sex, age, income, and health status. Second, the major affecting factors on participation in pre-retirement planning programs were sex, age, job, educational attainment, and health status. Third, those who have retirement expectations of 'Imposed frustration' tend to attend re-employment, leisure, and health education. Those who have retirement expectations of 'Transition to rest' tend to attend re-employment, inauguration education. And those who have retirement of 'Continuing' tend to attend leisure education.

• Proceedings of the Korean Society of Precision Engineering Conference
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• 2005.10a
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• pp.131-134
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• 2005

This paper presents a computer-aided simulation and robotic-assisted execution technology of external fixation method to achieve fracture reduction and deformity correction in long bones. Combining the kinematic analysis with a graphic model of the tibia and the fixator allowed 3D simulation and visualization of the adjustments required to reduce fracture or correct bone deformity as a pre-operative planning tool. The developed robot model provided accurate deformity correction with small residual deformity based on the results of the planning. By incorporating the robot model with image-guided system and computer-aided planning, the integrated system could be useful for computer-aided pre-operative planning and robotic-assisted execution in fracture treatment and bone deformity surgery.

• Journal of Korean Elementary Science Education
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• v.29 no.3
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• pp.350-363
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• 2010

Recently there has been increasing emphasis on pedagogical content knowledge (PCK) for fostering science teachers' teaching professionalism that needs to be done from teacher training courses systematically. We investigated what were the PCK factors considered in planning instruction and the difficulties encountered in implementing it by pre-service teachers. In this study, 26 sophomores at an university of education in Gyeonggi province were asked to perform teaching demonstrations using scientific instruction models. They were also requested to write reflective journals and interview. Analyses of the results revealed that many pre-service teachers considered the teaching strategies such as the instruction organization and implementation when planning instruction. They had also regard to the learners' cognitive affective aspects, whereas the pre-knowledge of them was not properly considered. Especially, the curriculum and assessment were almost disregarded. Most of the difficulties encountered in planning instruction and implementing it were appeared in terms of the teaching strategies. For example, they had difficulties in considering the characteristics of each stage presented by the instruction models when planning instruction and implementing it. The frequencies of the difficulties in implementing experiment were especially higher than those of the other PCK factors. Educational implications of these findings are discussed.