• Korean Journal of Comparative Education
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• v.27 no.4
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• pp.255-283
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• 2017

The purpose of this study is to analyze the comtent of the education system of US and the UK in order to build an integrated system that can develop the leadership competency of preschool principle. Based on this, the implications are as follows. First, competencies can developed through learning rather than fixed. Therefore, re-conceptualization of leadership competence appropriate to the characteristics and organization of the individual as the presiding authority of the preschool can be considered as ability to show visible knowledge and skills, invisible self concept. Therefore, it is necessary to establish a capacity development plan based on this. Second, the introduction and implementation of continuous and systematic training programs such as the training system that strengthens the capacity of the directors and principals of the United States and the United Kingdom is necessary. To do this, we must introduce a system that renews certification every five years, like the United States, rather than a system that acquires and maintains certification with a single training. Third, various training methods should be carried out. In the case of the US and the UK, we think it is desirable to train in various ways in the training period, the university, the teacher center, and the private organization or association. Therefore, it is necessary to build a cooperation system with various institutions such as training institutes, universities, teacher centers, educational information research institutes, and private organizations in each province, and strengthen them in various ways. Fourth, the contents and methods of qualification training and future job training of the director of the preschool should be deviated from the uniform level. Therefore, the systematic research that reflects the knowledge and contents of the administration required in the field should be given priority by the university or research organization that is in charge of the training.

• Journal of Distribution Science
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• v.11 no.2
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• pp.71-81
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• 2013

Purpose - The TOEIC test has been leading the change in the quality and the globalization of companies for about last 30 years. The TOEIC test is taken by about two million people each year and is used as a criterion to select new employees in companies or government offices, for performance ratings, and for overseas posting selections. Universities also use TOEIC test in various ways. Since the TOEIC test is used for the selection of new students for admission, transferring extra credits, scholarships, graduation certification, and admission of international students studying abroad, many universities all over the country provide students with TOEIC study lectures through their own language institutes. Despite the fact, there has been no research on the service quality or even the current situation of these institutes. Thus, this study aims to evaluate the factors that impact TOEIC lecture service quality and analyzes the effect of the expectation related to the education service quality and the result of education on intentional behavior. Research design, data, methodology - Data was collected by administering a survey to current TOEIC students from different university language institutes. The survey questionnaire comprised of a five-point Likert scale. The demographic analysis was conducted using the frequency analysis method and the factor analysis was conducted to verify the validity of questionnaire over any variable. The reliability analysis was conducted to verify the reliability of the results. Besides, multiple regression analysis, regression analysis, and mediated effect verification were also conducted. For education service quality, four different independent variables such as reliability, response, conviction, and sympathy were considered using the SERVQUAL survey model. Based on the research models, the study hypotheses below were formulated in order to recognize an effect relationship between the variables. The four hypotheses are, "the hypothesis on education service quality and TOEIC study result expectation," "the hypothesis on education service quality and behavioral intention," "the hypothesis on study result expectation and behavioral intention," and "the hypothesis on study result expectation and mediated effect." Results - The results are as follows. First, the factors like response, conviction, and sympathy have a positive influence on TOEIC study result expectations. Second, the TOEIC study result expectation has a positive influence on the factors of behavioral intention such as re-sign up, positive word-of-mouth, "loyalty towards school." Third, it was verified that the mediated effect on behavioral intention was influenced by education service quality at university foreign language institute, while the study result expectation has only a partial mediated effect. Conclusions - The implications of this study are summarized as follows: First, it suggests a new research model for the effect of the expectation related to the education service quality and the result of education in the university language institutes on the behavioral intention. Second, it has established a relationship between the education service quality and study result expectation by verifying the mediated effect on them.

• Hwankyungkyoyuk
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• v.11 no.2
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• pp.1-13
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• 1998

The purpose of this study is to investigate thel present situation and to analyze the needs and problems of the $\ulcorner$Environment$\lrcorner$ subject in secondary school of the current 6th curriculum in Korea and to indicate the directions of improvement environmental education. The first step of this research was to review the related literature and the result indicated that the number of secondary schools that selected $\ulcorner$environment$\lrcorner$ subject and the teachers who have $\ulcorner$environment$\lrcorner$ certification of a second-major has increased yearly but it shows much difference by regions. The second step was questionnaire surveys on 60 $\ulcorner$Environment$\lrcorner$ teachers in secondary school. According to the survey, 65% of teachers are not certificated and 50% of teachers have no self-confidence of teaching. And most of teachers thought it was difficult to select the modules out of textbook and teachers had difficulties such as the lack of appropriate reference materials and instructive experience of their own instructive experience of active researches. The third step was the questionnaire survey on a students group(606) learning the $\ulcorner$environment$\lrcorner$ subject and a students group(621) without the $\ulcorner$environment$\lrcorner$ subject in secondary school. The group learning $\ulcorner$environment$\lrcorner$ subject showed significantly higher scores than those of the group without $\ulcorner$environment$\lrcorner$ subject in most items. And among the students having $\ulcorner$environment$\lrcorner$ subject, the first year students achieved the highest score, and it revealed that the teaching was most effective to them. The suggestions based on the results of this study are as follows. First, the uncertifiable teachers currently teaching $\ulcorner$environment$\lrcorner$ subject should be given priority to the second-major certificate training program ; which are diverse in contents according to differences of majors and levels. Second, specific and practical re-training programs for the certificated teachers teaching the subject are needed. Third, considerable and continual adjustment of the textbook yearly is required in addition to regular curriculum amendment. Fourth, the more efficient and actual teaching.learning methods of $\ulcorner$environment$\lrcorner$ subject education that can attract students' interest must be developed. Fifth, it is most desirable to have first year students select the subject.

• Industry Promotion Research
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• v.8 no.2
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• pp.37-43
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• 2023

Sampling In this study, we examined the problems and their improvement plans associated with the reliability management sector in quality management engineer test conducted in Korea. First of all, there seems to be a problem in that the terminology is not unified and some techniques essential for reliability analysis are not included. We also looked at quality and reliability tests performed in foreign countries (especially USA) that Koreans often acquire. In particular, it can be seen that the CRE test almost overlaps with the contents of the reliability management engineer test in Korea. However, while the USA is an open book test, Korea is not, so the problem is that there are too many formulas to memorize on the part of the test takers. In addition, the analysis of the data is done manually without using computer software. If the test were an open book test like the CRE test in USA, it will be a test that can go beyond fragmentary knowledge and check whether test takers have the essential elements in reliability management. Lastly, if we adopt re-certification system through education and work within a certain period of time, as in USA, it will be a qualification test suitable for modern people living in a flood of information.

• Journal of Korean Home Economics Education Association
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• v.20 no.4
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• pp.173-186
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• 2008

This study aimed to examine the operation of the Home Economics education courses in the graduate schools of education, and to find out how graduate students perceive them. Data were collected with the use of handbooks issued by 11 graduate schools of education located in Seoul, and through telephone conversations with the administrative staff. To determine how graduate students majoring in Home Economics perceive their Home Economics courses, a survey was conducted among the graduate students in 10 graduate schools of education, and a total of 131 accomplished questionnaires were used for data analysis. The results of the study are as follows. First, all 11 graduate schools aimed to retrain their teachers, enhance their professionalism, and produce home economics education experts. The Home Economics Education courses come in two strands; a teacher's course and a major course. Most of the schools require a total of 30 credits. All Schools lack professors. Only 3 graduate schools have a home Economics Department in the College of Education. All graduate schools are offering a teacher's course based on a teacher's certification system. In a major course, Home Economics education has the largest number of subjects, with Clothing and Textiles and Food and Nutrition being given greater emphasis, and Consumer Economics, Home Economics Management, Child Care, and Family and Housing Studies being given less emphasis. Second, they mostly regard the graduate school of education as producer of experts, followed by producers of teachers and teacher re-trainers. Those who were majoring in Home Economics Education in college, and the teachers, are more interested in teacher re-training, while the non-teachers and those who were not majoring in Home Economics Education are more interested in producing teachers. They are less satisfied with the operation of the graduate school of education. But they are generally satisfied with the Home Economics Education course. Graduate students registered the lowest satisfaction with a major course, especially experimental subjects. For a teacher's course, the graduate students who are not teachers exhibited higher satisfaction, whereas the teachers showed lower satisfaction. But teachers registered more satisfaction with the practical use of major subjects in the educational field, thinking that their major was a big help in their work at a school. As for what has to be improved with regard to the Home Economics Education course, many cited the necessity of securing a good faculty and expanding the major subjects.

• Journal of the Korean earth science society
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• v.22 no.5
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• pp.360-376
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• 2001

This qualitative research investigated in-service science teachers' perceptions about cooperative learning and their perceived barriers in implementing cooperative learning in their classrooms. The underlying premise for cooperative learning is founded in constructivist epistemology. Cooperative learning (CL) is presented as an alternative frame to the current educational system which emphasizes content memorization and individual student performance through competition. An in-depth interview was conducted with 18 in-service science teachers who enrolled in the first-class teacher certification program during 2001 summer vacation. These secondary school teachers's interview data were analyzed and categorized into three areas: teachers' definition of cooperative learning, issues with implementing cooperative learning in classrooms, and teachers' and students' responses towards cooperative learning. Each of these areas are further subdivided into 10 themes: teachers' perceived meaning of cooperative learning, the importance of talk in learning, when to use cooperative learning, how to end a cooperative class, how to group students for cooperative learning, obstacles to implementing cooperative learning, students' reactions to cooperative learning, teachers' reasons for choosing (not choosing) student-centered approaches to learning/teaching, characteristics of teachers who use cooperative learning methods, and teachers' reasons for resisting cooperative learning. Detailed descriptions of the teachers' responses and discussion on each category are provided. For the development and implementation of CL in more classrooms, there should be changes and supports in the following five areas: (1) teachers have to examine their pedagogical beliefs toward constructivist perspectives, (2) teacher (re)education programs have to provide teachers with cooperative learning opportunities in methods courses, (3) students' understanding of their changed roles (4) supports in light of curriculum materials and instructional resources, (5) supports in terms of facilities and administrators. It's important to remember that cooperative learning is not a panacea for all instructional problems. It's only one way of teaching and learning, useful for specific kinds of teaching goals and especially relevant for classrooms with a wide mix of student academic skills. Suggestions for further research are also provided.

• The Korean Journal of Nuclear Medicine Technology
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• v.16 no.1
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• pp.115-118
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• 2012

Purpose: The Levey-Jennings chart controlled measurement values that deviated from the tolerance value (mean ${\pm}2SD$ or ${\pm}3SD$). On the other hand, the upgraded Westgard Multi-Rules are actively recommended as a more efficient, specialized form of hospital certification in relation to Internal Quality Control. To apply Westgard Multi-Rules in quality control, credible quality control substance and target value are required. However, as physical examinations commonly use quality control substances provided within the test kit, there are many difficulties presented in the calculation of target value in relation to frequent changes in concentration value and insufficient credibility of quality control substance. This study attempts to improve the professionalism and credibility of quality control by applying Westgard Multi-Rules and calculating credible target value by using a commercialized quality control substance. Materials and Methods : This study used Immunoassay Plus Control Level 1, 2, 3 of Company B as the quality control substance of Total T3, which is the thyroid test implemented at the relevant hospital. Target value was established as the mean value of 295 cases collected for 1 month, excluding values that deviated from ${\pm}2SD$. The hospital quality control calculation program was used to enter target value. 12s, 22s, 13s, 2 of 32s, R4s, 41s, $10\bar{x}$, 7T of Westgard Multi-Rules were applied in the Total T3 experiment, which was conducted 194 times for 20 days in August. Based on the applied rules, this study classified data into random error and systemic error for analysis. Results: Quality control substances 1, 2, and 3 were each established as 84.2 ng/$dl$, 156.7 ng/$dl$, 242.4 ng/$dl$ for target values of Total T3, with the standard deviation established as 11.22 ng/$dl$, 14.52 ng/$dl$, 14.52 ng/$dl$ respectively. According to error type analysis achieved after applying Westgard Multi-Rules based on established target values, the following results were obtained for Random error, 12s was analyzed 48 times, 13s was analyzed 13 times, R4s was analyzed 6 times, for Systemic error, 22s was analyzed 10 times, 41s was analyzed 11 times, 2 of 32s was analyzed 17 times, $10\bar{x}$ was analyzed 10 times, and 7T was not applied. For uncontrollable Random error types, the entire experimental process was rechecked and greater emphasis was placed on re-testing. For controllable Systemic error types, this study searched the cause of error, recorded the relevant cause in the action form and reported the information to the Internal Quality Control committee if necessary. Conclusions : This study applied Westgard Multi-Rules by using commercialized substance as quality control substance and establishing target values. In result, precise analysis of Random error and Systemic error was achieved through the analysis of 12s, 22s, 13s, 2 of 32s, R4s, 41s, $10\bar{x}$, 7T rules. Furthermore, ideal quality control was achieved through analysis conducted on all data presented within the range of ${\pm}3SD$. In this regard, it can be said that the quality control method formed based on the systematic application of Westgard Multi-Rules is more effective than the Levey-Jennings chart and can maximize error detection.

• Journal of Korean Society of Forest Science
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• v.25 no.1
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• pp.13-47
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• 1975

Among the many species of bamboo, it is well known that the dwarf-type is widely distributed in the tropical regions, and the slender type in temperated zone. In the temperated zone the trees have extensively differentiated into one hundred species in 50 genera. In many oriental countries, the bamboo wood is being used as a material for construction and for the manufacture of technical instruments. The bamboo shoot is also regarded as a good and delicious edible resource. Moreover, recent medical investigation verifies that the sap of certain species of the bamboo is an antibiotic effect against cancer. Fortunately, it is very easy to propagate the bamboo trees by using cutting from southeastern Asian countries. This important resource can further be used as a significant source of pulp, which is becoming increasingly important. The classification system of this significant resource has not been completely established to date, even though its importance has been emphasized. Initiated by Canlevon Linne in the 18th century, a classification method concerning the morphological characteristics of flowers was the first step in developing a classification. But it was not an easy task to accomplish, because this type of classification system is based on the sexual organs in bamboo trees. Because the bamboo has a long life cycle of 60-120 years and classification according to this method was very difficult as the materials for the classification are not abundant and some species have changed, even though many references related to the morphological classification of bamboo trees are available nowadays. So, the certification of bamboo trees according to the morphological classification system is not reasonable for us. Consequently, the classification system of bamboo trees on the basis of endomorphological characteristics was initiated by Chinese-born Liese. And classification method based on the morphological characteristics of the vascular bundle was developed by Grosser. These classification methods are fundamentally related to Holltum's classification method, which stressed the morphology of the ovary. The author investigated to re-establish a new classification method based on the vascular sheath. Twenty-six species in 11 genera which originated from Formosa where used in the study. The results obtained from the investigation were somewhat coordinated with those of Crosser. Many difficulties were found in distinguishing the species of Bambusa and Dendrocalamus. These two species were critically differentiated under the new classification system, which is based on the existence of a separated vascular bundle sheath in the bamboo. According to these results, it is recommended that Babusa divided into two groups by placing it into either subspecies or the lower categories. This recommendation is supported by the observation that the evolutional pattern of the bamboo thunk which is from outward to inward. It is also supported by the viewpoint that the fundamental hypothesis in evolution is from simple to complex. There remained many problems to be solved through more critical examination by comparing the results to those of the classification based on the sexual organs method. The author observed the figure of the cross-sectional area of vascular trunk of bamboo tree and compared the results with those of Grosser and Liese, i.e. A, $B_1$, $B_2$, C, and D groups in classification. Group A and $B_2$ were in accordance with the results of those scholars, while group D showed many differences, Grosser and Liese divided bamboo into "g" type and "h" type according to the vascular bundle type; and they included Dendrocalamus and Bambusa in Group D without considering the type of vascular bundle sheath. However, the results obtained by the author showed that Dendrocalamus and Bambusa are differentiated from each other. By considering another group, "i" identified according to the existence of separated vascular bundle sheath. Bambusa showed to have a separated vascular bundle sheath while Dendrocalamus does not have a separated vascular bundle sheath. Moreover, Bambusa showed peculiar characteristics in the figure of vascular development, i.e., one with an inward vascular bundle sheath and the other with a bivascular bundle sheath (inward and outward). In conclusion, the bamboo species used in this experiment were classified in group D, without any separated vascular bundle sheath, and in group E, with a vascular bundle sheath. Group E was divided into two groups, i.e., and group $E_1$, with bivascular sheath, and group $E_2$, with only an inward vascular sheath. Therefore, the Bambusa in group D as described by Grosser and Liese was included in group E. Dendrocalamus seemed to be the middle group between group $E_l$ and group $E_2$ under this classification system which is summarized as follows: Phyllostachys-type: Group A - Phyllostachys, Chymonobambus, Arundinaria, Pseudosasa, Pleioblastus, Yashania Pome-type: Group $B_2$ - Schizostachyum, Melocanna Hemp-type: Group D - Dendrocalamu Bambu-type: Group $E_1$ - Bambusa ghi.