• Journal of Distribution Science
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• v.19 no.12
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• pp.15-22
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• 2021

Purpose: There is still lack of guidance for merchants toward price discount presentations (absolute/relative), especially for consumers in different purchase contexts. Based on the general evaluability theory, this study investigates consumers' preferences for the presentation of discounts in various contexts through experiments. Research design, data and methodology: The relationship between discount presentation and consumers' preference is investigated in Study 1 using a two-factor between-subject design of 2 (purchase type: material vs. experiential) ×2 (discount type: absolute vs. relative). The Moderating effect of thinking mode has been examined in Study 2 via a multi-factor intergroup design of 2 (purchase type: material vs. experiential) ×2 (discount type: absolute vs. relative) ×2 (cognitive load: high vs. low). One-way ANOVA and planned contrast have been performed for analysis. Results: Experiment 1 reveals that consumers prefer absolute discounts rather than relative discounts when in material purchases. However, when in experiential purchases, they are willing to choose relative discounts. Experiment 2 verifies the boundary conditions of matching effect and illustrates the generation of matching effect is determined by thinking mode. Conclusions: Our study enriches the theories of purchase type and thinking mode. Simultaneously, the results provide practical guidance for merchants to formulate the discount presentation and distribution pricing strategies.

• Journal of the Korean Society of Safety
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• v.31 no.4
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• pp.120-125
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• 2016

Usually, a risk can be expressed as a product of likelihood and consequence of a hazard factor. Therefore, conventional risk assessment is carried out by frequency analysis and severity analysis, in turns. However, it is well known that intuitive thinking is another excellent way of thinking of human beings. This study aimed to confirm whether there exist any difference in risk assessment results derived by two different procedures - intuitive and analytical. Thus, the present study showed 10 different illustrations to 30 undergraduate students. Their responses were organized as fuzzy membership functions, and summarized as risk assessments, and compared. The results were also verified with the help of statistical hypothesis testing, which showed no significant difference. On the contrary, however, similarity measure used in fuzzy set theory was not credible as anticipated. Many cases failed to satisfy statistical hypothesis even with similarity measure higher than 0.60 so that only a trend could be accepted. In addition, a subject showed a somewhat consistent logical discrepancy in his response, which implied the necessity of sincere analysis in fuzzy formulations.

• Archives of design research
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• v.21
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• pp.1-12
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• 1997

This research is that it could use a theory from a .cognitive science, making a hypothesis to explain the thingking steps of designing, adapting the problem solving of the design from knowledge of a cognitive science, to meet the possiblity which it can be developed the new way of the thinking. Design is a field where it needs a complexity with hi-brain activities. And cognitive science is a science which it study human brain activities. However, it is also quite possible to bo adaped over all design by linking with design and cognitive science. I explaned the ideation of the thinking steps on this study by the knowledge of cognitive science, to observe to be possible. I found out the new ways of possibilities from design thinking process. It is a result that I've been interpretated the design process and the thinking process out of the theory of knowledge structure.

• The Mathematical Education
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• v.60 no.1
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• pp.77-110
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• 2021

In this study, a student participation-centered class based on student mathematical thinking as a the meaningful subject was called a student thinking-based math class. And as a way to support these classes, I paid attention to lesson design. For student thinking-based mathematics classes, it is necessary not only to anticipate student thinking and teacher feedback, but also to plan in advance how to properly arrange and connect expected student responses. The student thinking-based lesson design template proposed in this study is a modified three-step(introduction, main topic, summary) lesson design template. The reason for revising the existing design template is that it has limitation that it cannot focus on mathematical thinking. Using the conceptual framework of student thinking-based mathematics lesson as a lens, the difference between the three-step lesson design prepared by pre-service teachers and the students' thinking-based lesson design prepared by the same pre-service teachers was analyzed. As a result of planning lessons using the student thinking-based lesson design, more attention was paid to the cognitive and social engagement of students. In addition, emphasis was placed in the role of teachers as formative facilitator. This study is of significant in that it recognizes the importance of classes focusing on students' mathematical thinking and provides tools to plan math classes based on students' thinking.

• Journal of muscle and joint health
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• v.27 no.3
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• pp.307-315
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• 2020

Purpose: This study sought to identify the effects of emotional intelligence, self-leadership, and critical thinking disposition on clinical reasoning competence among nursing students. Methods: Data were collected from 149 nursing college students using structured self-reported questionnaires, and analyzed using descriptive statistics, independent t-tests, one-way analysis of variance, Pearson correlation coefficients, and multiple regression analysis via the software SPSS version 25.0. Results: Clinical reasoning competence was positively correlated with emotional intelligence (r=.61, p<.001), self-leadership (r=.50, p<.001), and critical thinking disposition (r=.48, p<.001). Emotional intelligence (β=.46, p<.001), self-leadership (β=.24, p=.002), and age (β=-.15 p=.017) were identified as factors that influence clinical reasoning competence(Adjusted R2=.42). Conclusion: To enhance clinical reasoning competence among nursing students, their emotional intelligence and self-leadership need to be improved, and the age of students should be considered, as the level of clinical reasoning competence tends to decrease in students over 31 years old.

• Journal of Fashion Business
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• v.27 no.6
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• pp.147-159
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• 2023

Fashion is the second most polluting industry. We must strive to transition to a form of industry that does not cause environmental pollution. These efforts drive may fashion brands to produce and sell products with redesigned methods that delight the inventory flow. Accordingly, it is necessary to develop creative apparel up-cycling design using the creative thinking method. This study aims to produce clothing redesign works by introducing design idea types for systematic redesign creation. In this research, we conducted a literature review on the concept of up-cycling design and employed heterotopa spacial concept reflected fashion design creation methodology types. The RE;CODE, a leading domestic up-cycling design brand, was used in case analysis. According to the command of shape transformation, it is spreading, stacking, dropping, inverting and crossing, from the creative thinking method reflecting heterotopia spacial concepts, showing designers a concrete way to transform form into new apparel. Seven works of apparel up-cycling design were developed by conducting process of RE;CODE. Also, to establish an apparel up-cycling design creation process for creating works. In this study, we proposed a systematic method for apparel up-cycling design, including a method for reorganizing two or more different materials to create something new and ultimately reversing the structure. The value and significance of this study is that it proposes a systematic method for apparel up-cycling design to make it new.

• Hwankyungkyoyuk
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• v.13 no.1
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• pp.44-52
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• 2000

In this study, the effects of structured controversy strategy, individual learning, and traditional learning on the learning of environmental unit in ‘General Science’ were compared. One hundred and forty-three 10th-graders had been taught about environmental issues-self purification, biological concentration, acid rain, greenhouse effect, noise, and radioactivity-for 6 class hours. Prior to the instructions, environmental attitudes test and self-esteem test were administered. After the instructions, their achievements, critical thinking, environmental attitudes. self-esteem, and views on Science-Technology-Society were examined. The results of 2-way ANCOVA and/or Kruskal-Wallis test revealed that there were no significant main effects in the scores of the achievement test and the critical thinking test. The environmental attitudes test scores tended to be highest in the structured controversy group, and lowest in the traditional learning group. Self-esteem scores of the structured controversy group and the individual learning group were higher than those of the traditional learning group. Significant differences by students' prior achievement level in students' critical thinking, environmental attitudes, and views on Science-Technology-Society were also found.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.12
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• pp.660-671
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• 2020

This study is a descriptive survey study that attempted to confirm clinical nurses' consciousness of biomedical ethics, moral sensitivity, critical thinking deposition, and nursing ethics code of clinical nurses, as well as to identify the factors influencing the recognition of the nursing code of ethics. The general and ethical characteristics of the subject were calculated by frequency, percentage, mean, and standard deviation, and the difference for each variable according to the general and ethical characteristics was analyzed using SAS 9.4, independent t-test, and one-way ANOVA, and Scheffé test. The average, standard deviation, and the minimum and maximum values were used for the scores of each variable, and the correlation was determined using the Pearson correlation coefficient. Multiple regression was used to identify the factors that influence the recognition of the nurse's code of ethics. All variables showed significant correlations. Critical thinking deposition (p<.05) was the most influential variable in recognizing the code of ethics for nurses. Critical thinking deposition (p<.001), consciousness in biomedical ethics (p<.001), and moral sensitivity (p<.001) were shown to be affected in order, with 27.4% explaining power. Therefore, it is necessary to develop and apply educational programs to clinical nurses that can improve critical thinking, life and bioethics, and moral sensitivity.

• Journal of Digital Convergence
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• v.16 no.12
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• pp.511-521
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• 2018

The purpose of this study was to investigate the effect of critical thinking, clinical decision making ability, patient safety knowledge and attitude ability to perform patient safety activities during clinical practice on nursing student's. Data were analyzed using t-tests and one-way ANOVA using the SPSS 21.0 program. As a result, the subjects' safety nursing activities was positively correlated critical thinking disposition(r=.278, p=.001), clinical decision making ability(r=.202, p=.014), patient safety attitude(r=.421, p<.001).The significant predictors of perform safety nursing activities were gender(${\beta}=.175$, p=.031), patient safety education(${\beta}=-2.266$, p=.025), critical thinking disposition(${\beta}=3.354$, p=.001), patient safety attitude(${\beta}=.368$, p<.001). These factors explained 31.5% of the variance(R2=.561, F=4.56 p<.001). It is necessary to establish a curriculum for critical thinking disposition, clinical decision making ability, and patient safety education in order to improve patient safety performance necessary for clinical practice education of nursing college students.

• The Journal of Korean Academic Society of Nursing Education
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• v.24 no.3
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• pp.279-289
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• 2018

Purpose: The study is to confirm the influence of self-efficacy, critical thinking disposition, self-leadership, and communication competency on the core competencies of the preceptor. Methods: Data were collected from August 27 to September 7, 2017 using structured questionnaires for 127 preceptors at a general hospital located in Korea. SPSS/Win 23.0 was used to analyze the frequency, percentage, mean, standard deviation, independent t-test, one-way ANOVA, Pearson's correlation coefficients, and stepwise multiple regression. Results: The mean score of the core competencies of the preceptors was $3.94{\pm}0.35$ (range 1-5); self-efficacy was $3.88{\pm}0.49$; critical thinking disposition was $3.54{\pm}0.36$; self-leadership was $3.66{\pm}0.39$; communication competency was $3.71{\pm}0.35$. There were no statistically significant differences between the core competencies of the preceptor and general characteristics. The core competencies of the preceptors were significantly correlated with self-efficacy (r=.61, p<.001), critical thinking disposition (r=.69, p<.001), self-leadership (r=.59, p<.001), and communication competency (r=.58, p<.001). The core competencies of the preceptors were affected by critical thinking disposition (${\beta}=.54$, p<.001), followed by communication competency (${\beta}=.24$, p<.001). The explanatory power by the factors was 51% (F=63.66, p<.001). Conclusion: The results suggest that critical thinking disposition and communication competency are important predictors of the core competencies of the preceptors.