• Knowledge Management Research
• /
• v.19 no.2
• /
• pp.47-68
• /
• 2018

Business environment is shifting from industrial economy to knowledge based economy. Enterprises go through numerous trials for successful management in changing environment. Along with trial tests, research area has been growing simultaneously. Unlike initial research which focused on basic concepts such as: form of business model and success points. Current research emphasizes on actualization of business that enterprises plan, which brought academic research with perplex form of knowledge structure. On the other hand, there is limitation in understanding business model systematically due to preceding research primarily centered on analyzing definition and case study. In order to analyze knowledge structure, this study utilized social network analysis based on "relationship". For the analysis, 13,412 keywords were extracted from 36years worth of article or research related to business model stored in SCOPUS database. From the analysis, it was shown core research subject was INNOVATION and the number of co-authors has increased due to the academic diversity. Business model research is divided into five sub-categories (E-commerce, SMEs, sustainability, open-source, and e-book). Through cognitive map analysis on each of research characteristics of sub-category, it has shown that E-commerce, SMEs, sustainability, and open-source are core categories.

• The Journal of the Korea Contents Association
• /
• v.16 no.4
• /
• pp.780-788
• /
• 2016

The purpose of this study was to research the limits of sports films from the perspective of social structural on the category, the material, the formulas and the mixture of the materials in the movie. The results were as follows: First, Sports films have been faced with the basic problem as to what a standards the category were classified with because of the conceptual confusion about what sports movie was. Second, sports movies could not catch up with a lot of changes in the movies. Third, sports movies were confined, without flexibility, within old fashioned formality of stories which prevails in modern sports. Lastly, they didn't have the mixture of the materials due to the fixed recognition on sports.

• Fashion & Textile Research Journal
• /
• v.12 no.2
• /
• pp.139-148
• /
• 2010

As a designer, Rei Kawakubo had become one of the most influential woman of the 20th century. Comme des Garçons, which means "like boys"-what women in the early 1980s were least supposed to be-expressed criticism of the prevailing social construct of women and, importantly, of the very concept of fashion. The press had a field day with the so-called post Hiroshima look, with its aesthetic of destruction, poverty, and hunger and with its depressing mood engendered by the use of the color black. This research divided the change of design transition on Kawakubo's fashion by the three categories. The first category was experimental pattern, the second category was esthetics of omission and the third category was innovation of body consciousness. The costume messages through these design works of Kawakubo could summarize 5 items, punk sprit, beyond sex, reality, proposal of new body consciousness and representation of black.

• Child Health Nursing Research
• /
• v.10 no.4
• /
• pp.431-441
• /
• 2004

Purpose: The purpose of this study was to develop a sexuality education course of study for students in the lower grades of elementary school. Method: On the basis of the sexuality education guidebook for elementary school students published by Korea Ministry of Education & Human Resources Development, the state-designated textbooks for first to third grade were analyzed. Results: 1) In the category of physical and psychological development, physical development and psychosexual development content were covered, but not sexual health content. 2) In the category of understanding of human relationship, marriage and family, and the opposite sex and love were presented but self-determination and selection were only partially presented. 3) In the category of sexual culture and sexual ethics, sexual role in society was covered, but not social environment or equality of the sexes. Conclusion: These results suggest that content on sexuality which is not covered in textbooks for students in lower grades should be included in other school courses or activities in class.

• Journal of Korean Society for Geospatial Information Science
• /
• v.22 no.4
• /
• pp.21-30
• /
• 2014

Lately, new influentials have secured a large number of volunteers on social networks due to vitalization of various social media. There has been considerable research on these influential people in social networks but the research has limitations on location information of Location Based Social Network Service(LBSNS). Therefore, the purpose of this study is to propose a spatial detection methodology and application plan for influentials who make comments about diverse social and cultural issues in LBSNS using spatial statistical analysis methods. Twitter was used to collect analysis object data and 168,040 Twitter messages were collected in Seoul over a month-long period. In addition, 'politics,' 'economy,' and 'IT' were set as categories and hot issue keywords as given categories. Therefore, it was possible to come up with an exposure index for searching influentials in respect to hot issue keywords, and exposure index by administrative units of Seoul was calculated through a spatial joint operation. Moreover, an influential index that considers the spatial dependence of the exposure index was drawn to extract information on the influential areas at the top 5% of the influential index and analyze the spatial distribution characteristics and spatial correlation. The experimental results demonstrated that spatial correlation coefficient was relatively high at more than 0.3 in same categories, and correlation coefficient between politics category and economy category was also more than 0.3. On the other hand, correlation coefficient between politics category and IT category was very low at 0.18, and between economy category and IT category was also very weak at 0.15. This study has a significance for materialization of influentials from spatial information perspective, and can be usefully utilized in the field of gCRM in the future.

• Korean Journal of Social Welfare Studies
• /
• v.49 no.1
• /
• pp.163-190
• /
• 2018

The citizen-initiative has been frequently mentioned in community building project which is being promoted by Seoul City. The citizen-initiative has become an important concept in the direction of community welfare efforts. However, this concept has not been defined clearly in social welfare. In this context, the purpose of this study is to find how the practitioners of the social welfare practice field recognize the concept of citizen-initiative. In this study, concept mapping method was used to generate 59 statements about the citizeninitiative in 10 social workers in Seoul. Multidimensional scaling analysis and hierarchical cluster analysis are used to do mapping and grouping the 59 statements. The results are as follows. A total of 6 categories were derived. The six categories are named "Inducement of Participation", "Practice", "Procedure", "Awareness and Interest extension", "Expression of Opinion", "Attitude and Emotion". "Practice" category was revealed as a core category in the concept of citizen-initiative. This study is meaningful as a first step to discuss "what is the citizen-initiative?" and to make consensus in social welfare academic area and practice field.

• Korean Journal of Occupational Health Nursing
• /
• v.12 no.2
• /
• pp.171-176
• /
• 2003

Purpose: To investigate difference in health status by social classes in Korea through second analysis the 1999 Social Statistic Survey raw data performed by National Statistic Office. Method: 52,100 subjects were 20-64 years old and students were excluded. Health status was measured self-rated health and disease prevalence past 2 weeks. Social classes were classified 5 categories by occupations and working status and 1 category by unemployment. Result: Unemployed people reported the worst self-rated health on average, the lower social classes, the worse self-rated health and higher disease prevalence. Health inequality still existed between social classes after adjusting sex, age, and education level. Conclusion: A certain strategy for improving unemployed people's health and people who are working in craft, simple manual labor, agriculture, fishery, and forestry.

• Proceeding of Spring/Autumn Annual Conference of KHA
• /
• 2008.11a
• /
• pp.479-482
• /
• 2008

The purpose of this study is a proposal about the flexibility of the performance category to revitalize the "Housing Performance Grading Indication System". This system consists of 5 main performance parts, 14 performance categories and 20 detailed performance lists. 5 main performance parts are Noise and Acoustics(Light-weight impact sound control, heavy-weight impact sound control, sound control of toilet, sound control of party wall), Long-life(flexibility, remodeling & maintenance, durability), Landscape & Indoor Environment(landscape, formaldehyde control& ventilation, daylighting, thermal environment), Welfare & Barrier-free(playground and community center, welfare space, barrier-free design), Fire Safety(fire safety, safe place, fire-resisting quality). The flexibility of the performance category is conformed to Long-life housing related grading and can realize the Long-life housing in response to resident needs about the space rearrangement. Now, The flexibility of the performance category is limited to the evaluation of the private space, that is, the Skeleton evaluation. This study would suggest alternatives to improve uppermost limits through analyzing 60 examples from January 9th 2009 to October 30th 2008. The flexibility of the performance category is possible to estimate not only the Skeleton evaluation but also the Infill evaluation in response to social changes.

• The Korean Journal of Community Living Science
• /
• v.22 no.1
• /
• pp.181-194
• /
• 2011

The purpose of this study was to investigate the effect of the child care center director's transformational leadership on the organizational committment of the child care teachers. The research subjects were 292 child care teachers who worked in 43 facilities of the eastern part of Jeon Nam Province. The data analysis was performed by using SPSS Win 15.0 Program. The results of this study were as follows. First, the teachers rated the transformational leadership of the director as 2.39 points in a scale of 5 points which was recognized as a normal level. Among the transformational leadership categories, the category of vision setting was the highest and the category of setting an example was the lowest. Second, the level of organizational committment of the teachers is rated 3.70 points in a scale of 5 points. Among the organizational commitment categories, the category of normative committment was the highest and followed by the category of affective and continuance commitment. More transformational leadership was related to more organizational commitment from teachers.

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