• Title, Summary, Keyword: 통합능력

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전문가 칼럼-문제해결자Ⅱ

  • Hwang, Bu-Yeong
    • Digital Contents
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    • no.11
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    • pp.66-67
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    • 2005
  • 지난 호에서는 문제 해결자가 되기 위한 마케터의 능력, 즉‘ 문제’에서‘ 문제점’을 도출해내 는능력이중요하다고했다. 그런데흔히문제라고제시되는것들은문제일수도있지만많은 경우표면적현상을기술할때가많다. 이에따라마케터는통합적인문제해결능력을갖춰야 한다. 즉, 전략적사고를배양하기위해서는묶어서보는능력을키우는것이중요하다.

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The Effect of Ayres Sensory Integration Intervention on Sensory Processing Ability and Motor Development in Children With Developmental Delay (Ayres 감각통합 중재가 발달지연 아동의 감각처리능력과 운동발달에 미치는 효과)

  • Park, Ha-na;Kim, Kyeong-Mi
    • The Journal of Korean Academy of Sensory Integration
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    • v.17 no.2
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    • pp.18-30
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    • 2019
  • Objective : The purpose of this study was to investigate the effect of Ayres's sensory integration (ASI) intervention on the sensory processing ability and motor development in children with Developmental Delay. Methods : 9 children in the experimental group and 8 children in the control group participated in this study for Developmental Delay children aged 3-5 years. For research tool, the Short Sensory Profile (SSP), Peabody Developmental Motor Scale-2 (PDMS-2) are used. In the experimental group, individual sensory integration therapy according to principle of ASI was performed for twice a week, 40 minutes, and 16 times for 8 weeks. Methods for the data analysis included Mann Whitney U test, Chi-square test, Wilcoxon's signed rank test, Cohen's d test of SPSS 24.0. Results : In the ASI Intervention group, the sensory processing ability showed statistically significant difference in total score, movement sensitivity, auditory filtering and low energy/weak compared to the control group without ASI intervention (p<.05). In the ASI Intervention group, the motor development showed statistically significant difference in Gross Motor Quotient, Fine Motor Quotient and Total Motor Quotient compared to the control group without ASI intervention (p<.05). Conclusions : In this study, ASI intervention had a positive effect on the sensory processing and motor development in children with Developmental Delay.

The Study of Integrated Document Training Materials Related to NCS Communication Ability for Petty Officer Majors (NCS 의사소통능력과 연계된 부사관과의 자료통합적 문서 교육 연구)

  • Yu, Yong-tae
    • Convergence Security Journal
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    • v.19 no.2
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    • pp.137-146
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    • 2019
  • This study seeks into an education goal and an achievement level based on investigating relationships between NCS communication abilities and communication educations for petty officer major students. Also, the study looks deep into approriate Integrated document training materials. A goal of the petty officer's communication education, which is supposed to achieve more than the average standard is improving abilities to understand documents and create documents related to the real petty officer's life. The goal of this communication study is designed with considering the petty officers' ability factors and the detailed weekly achievement goals based on characteristics of petty officers. the proper way to reach the goal of the Integrated document training materials is constructed as three step process; Presenting subject - group activity - handing in final activity report. Also, the education is designed to write evaluation forms continuously for students to keep eyes on their achievement levels. As the importance of NCS is emphasized these days, the Integrated document training materials present the ways how this education is needed to go on, and this shows ways to improve students' document writing abilities. For the last, the study mentions a proposal for further tasks on this field.

Development and Application of Integrated Nursing Practice Program preceded Role-play related to Clinical Communication Situation (임상적 의사소통상황 관련 역할극을 선행한 통합실습프로그램의 개발 및 적용)

  • Kang, Seo-Young;Lim, You-Jin
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.15 no.5
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    • pp.3037-3045
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    • 2014
  • For this study, we developed and applied the integrated nursing practice program preceded role-play related to clinical communication situation to 115 nursing students and compared their communication ability, clinical competence and problem solving process scores between before and after the program. Integrated nursing practice program is composed of 6 role-play scenarios related to clinical communication situation, 3 role-play scenarios related to clinical situation and 3 core nursing skill practices. This program was conducted 4 hours a week for 8 weeks. Data were collected using self-report questionnaire before and after the program from March to June, 2013 and analyzed using descriptive analysis and t-test with SPSS/WIN 19.0. There were significant increase in communication ability, clinical competence and problem solving process scores after the program. These results indicate that this program is effective nursing practice education method. Therefore, this program would be used for other students.

Analysis of Achievement Standards, Activities, and Assessment Items in Integrated Science, Chemistry I, Chemistry II Textbooks on Science Core Competency: Focusing on Acid·Base·Neutralization and Oxidation·Reduction (통합과학, 화학 I, 화학 II의 성취기준과 교과서 활동 및 평가 문항의 과학과 핵심역량 분석: '산·염기·중화반응'과 '산화·환원'을 중심으로)

  • Ko, EunAh;Choi, Aeran
    • Journal of the Korean Chemical Society
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    • v.63 no.6
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    • pp.486-504
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    • 2019
  • This study analyzed achievement standards in the 2015 Science Education Standards as well as activities and assessment items in the Integrated Science, Chemistry I, and Chemistry II textbooks using science core competencies and subcomponents. All five scientific core competencies, in order of scientific thinking capacity, scientific inquiry capacity, scientific communication capacity, scientific problem solving capacity, and scientific participation and lifelong learning capacity, were included in the achievement standards of Integrated Science. Scientific thinking capacity, scientific inquiry capacity, and scientific communication capacity were included in the achievement standards of Chemistry I. The achievement standards of Chemistry II only included scientific thinking capacity. All five scientific core competencies were involved in activities of Integrated Science, Chemistry I, and Chemistry II textbooks and the highest propotion was scientific thinking capacity and scientific inquiry capacity. All five scientific core competencies were involved in assessment items of Integrated Science, Chemistry I, and Chemistry II textbooks and the highest proportion was scientific thinking capacity.

The Effects of Sensory Integration Group Program on Praxis and Socialization for School-aged Children With Sensory Integration Dysfunction (그룹 감각통합치료가 학령기 감각통합장애 아동의 실행능력과 사회성 향상에 미치는 효과)

  • Kim, Eun-Young;Park, Yun-Yi;Kim, Kyeong-Mi
    • The Journal of Korean Academy of Sensory Integration
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    • v.7 no.2
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    • pp.37-47
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    • 2009
  • Objective : The aim of this study is to verify the effects of group sensory integrative intervention on praxis and socialization for school-aged children with sensory integration disorder. Method : The subjects are five children aged between 7 and 13 with sensory integration disorder. All children had participated in 26 sessions of group sensory integrative intervention. The Bruininks-Oseretasky Test of Motor Proficiency(BOT-2) and The Scale for Basic Socialized Function were used so as to evaluate the praxis and socialization. One group pretest-posttest design was used to verify the effect of group sensory integration(SI) intervention. The statistical difference between before and after the group SI intervention in the BOT-2, Scale for basic socialized function is tested by the Wilcoxon matched-pairs signed ranks test. Results : There is a significant difference in BOT-2(Z=-2.023, p=.043) and Scale for basic socialized function(Z=-2.023, p=.043) scores comparing pre-intervention with post-intervention. Conclusions : The results of this study showed that the group sensory integration intervention is effective in improving the praxis and socialization for school-aged children. However, it is difficult to generalize the conclusion because the number of subjects was limited and the environmental confounding factors had not been considered. Therefore, in the future research, it should supplement the aspect these limitations before applying the sensory integration intervention in order to suggest standard criteria for norm data.

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Development of Integrated Water Resources Knowledge Management System (수자원 지식관리시스템 개발)

  • Kim Sung;Shim Kyu-Cheol;Lee Sung-Hack;Kim Hak-Soo
    • Proceedings of the Korea Water Resources Association Conference
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    • pp.1518-1522
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    • 2005
  • 국내외적으로 기업의 경쟁력제고, 문제해결능력 향상 위하여 무형의 지식자원을 관리하고 이용하는 것은 아주 보편화되어 있으며, 이를 위한 시스템의 개발에 많은 노력을 기울이고 있는 실정이다. 수자원분야에서도 통합수자원관리를 위한 의사결정지원도구, 모델링 능력향상 등을 위하여 지식을 효율적으로 관리하고 이용하기위한 많은 노력이 진행되고 있다. 국내에서는 한국수자원공사의 물포탈, 수자원관리종합정보시스템, 수자원정보센터 등이 운영되고 있으며, 외국의 경우 통합수자원관리시스템 구현을 위한 Global Water Partnership의 ToolBox, EU Water Framework Directive에서 추진 중인 모델링에 있어 품질보증을 위한 HarmoniQuA의 MOST가 대표적인 예라고 할 수 있다. 한국수자원공사의 수자원관리종합정보시스템은 수자원관리를 위한 데이터와 일반 자료의 제공을 주목적으로 하는 시스템인 반면, 통합수자원관리를 위한 다양한 목적별로 정보 및 경험지식을 제공하는 시스템들이 개발되어져 있으며, 현재에도 꾸준히 개발되고 있다. 본 연구에서는 수자원분야의 지식관리시스템 구축을 위해 실시한 설계의 내용과 일반적인 지식관리시스템과 수자원분야의 지식관리시스템에 대한 차이와 이의 적용방법에 대하여 설명하고자 한다.

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The Recognition and Needs of Elementary School Teachers about STEAM Education (STEAM 교육에 대한 초등교사의 인식과 요구)

  • Geum, Young-Choong;Bae, Seon-A
    • 대한공업교육학회지
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    • v.37 no.2
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    • pp.57-75
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    • 2012
  • The purpose of this study was to survey and analyze the recognition and needs of elementary school teachers about STEAM education. Mail and E-mail surveys were conducted for 533 elementary school teachers for the purpose of the study. The following were found results of the study were as follow: First, although elementary school teachers understood positively the necessity of STEAM education, showed average levels of recognition on STEAM education. Second, the rate of the elementary school teachers who had experience in applying STEAM education was low. Third, elementary school teachers required to education closely related to real life, and interesting education according to the direction for STEAM education. Fourth, elementary school teachers asked for the integration centering activities related real life, followed by the integration focusing on thema related to real life, the integrating centering student's needs and interests, and the integration focusing on issues according to the appropriate integration methods for STEAM education. Fifth, elementary school teachers required creative design/problem solving ability, academic performance ability, and interpersonal relationship skills with regard to the ability to develop through STEAM education. Lastly, elementary school teachers demanded the development and distribution of STEAM education, teacher's recognition and attitudes towards STEAM education, teacher's training for STEAM education, the distribution of reference materials and etc in order to stimulate STEAM education.

The Effect of Parent Education Program Based on Sensory Integration Approach on the Parent's Understanding of Sensory Processing Ability of Children With Developmental Delays (감각통합접근 부모교육이 발달지체 아동의 감각처리능력에 대한 부모의 이해도에 미치는 효과)

  • Park, Hae-Seong;Kim, Kyeong-Mi;Chang, Moonyoung
    • The Journal of Korean Academy of Sensory Integration
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    • v.13 no.1
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    • pp.33-43
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    • 2015
  • Objective : The purpose of this study is to investigate the effect of parent education program with sensory integration approach on the parent's understanding of sensory processing ability of their own children with developmental delays. Methods : The period of this study is from March 15, 2015 to May 10, 2015. The participants of this study were thirty of parents who have children with developmental delays. The participants were randomly divided as experimental group (15 parents) and control group (15 parents) and an educational program was provided to those parents in the experimental group. The education program was developed based on sensory integration approach and 1:1 intensive individual counseling education. Short Sensory Profile (SSP) & a specially designed questionnaire were used to evaluate the parent's understanding of sensory processing ability of their children with developmental delays. The effect of between the groups was analyzed using an independent two samples t-test, and the effect of the intervention within a group was measured using the paired t-test. Results : After the intervention of parent education program, the total score of SSP was significantly decreased and the score of the parent questionnaire was significantly increased (p<.05). Conclusion : The results of this study show that parent education program with sensory integration approach is effective to improve the parent's understanding of sensory processing ability of their children with developmental delays. This study can be used as a good resource for therapists who is planning to provide sensory integration treatment for children with disabilities.

Effects of Integrated Movement on Children's Fundamental and Expressive Movement Ability in All-day Kindergarten (통합적 동작활동이 종일제 유아의 기본운동능력 및 신체표현능력에 미치는 영향)

  • Jung, Se Ho;Ohm, Jung Ae
    • Korean Journal of Child Studies
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    • v.23 no.5
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    • pp.153-166
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    • 2002
  • This study investigated the effectiveness of integrated movement on children's fundamental and expressive movement ability in all-day kindergarten. Subjects were 52 children in 2 all-day kindergartens in Daejeon. The Subjects were divided into an experimental and a control group. Integrated movement activities were applied in the experimental group for 7 weeks. Integrated movement activities were focused on the life theme according to the annual and weekly education plan and were composed by integrating both the basic area and the application area of movement. At the end of the training period, differences were found in fundamental and expressive movement ability between the experimental and the control groups.

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