Reviewerly/exHarmony huggingface dataset:
Analysis of the Relationship between Satisfaction and Learning Outcomes in the Liberal Arts based on Core Competency and Core Competencies of College Students: Focused on D University

This study attempted to examine the degree to which college students’ satisfaction with liberalarts education based on core competencies set for each university and perceived learningperformance level are related to the core competency level(correlation, regression, and IPA). Tothis end, students at D university were asked to respond using DEU liberal arts educationsatisfaction and learning outcomes questions and the DEU-CCDS(core competency scale). As aresult, there was a significant correlation between all variables except for 'democraticcommunication' of core competencies. In addition, it was found that the satisfaction andlearning outcomes of liberal arts education significantly explained all core competencies exceptfor ‘democratic communication’. On the other hand, as a result of IPA analysis, the corecompetency components related to the satisfaction of liberal arts education were distributed inthe areas of maintenance reinforcement(5), continuity maintenance(1), and progressimprovement(1). In addition, the core competency components related to the learning outcomesof education were distributed in the areas of maintenance reinforcement(5), continuitymaintenance(1), progressive improvement(3), and focus improvement(1). This is significant inthat the quality level of liberal arts education was confirmed through the satisfaction andlearning outcomes of liberal arts education, and at the same time the core competencycomponents for enhancing the quality of liberal arts education were examined.
Using the Q methodology A Study on the Subjectivity of Mother’s Perceptions of Parental Education

Objectives In this study, we seek to find out the mothers' perception of parental education experience and discover the subjectivity and characteristics of parental education experience to contribute to vitalization of parental education as a follow-up study. Methods To this end, a total of 140 statements were derived through literature analysis and in-depth interviews for a total of 32 days from July 28 to August 30, 2022, and 32 mothers with early childhood children were selected as the P sample and Q classification was conducted. did The collected data were analyzed using the PC-QUANL Program. Results As a result of the study, there were four types of parental education experiences for mothers with early childhood children, Type 1 was “parent education priority type”, Type 2 felt the need for parental education after parental education experience, Type 3 was “relationship-centered type”, and Type 4 was more “linear” emphasizing parental change than parental education experience. Conclusions Through the results of this study, the subjective perception structure of mothers with early childhood children was classified and confirmed, and it is expected to be used as basic data to increase access to parent education for mothers with early childhood children.
Development and application of Python teaching⋅learning strategies with block programming language as a advanced organizer

Objectives The Purpose in this study, a teaching⋅learning strategy was developed to lower the cognitive load when novice learners with block programming experience learn a text programming. Methods According to previous studies, Python was selected as a text programming language, and Python teaching⋅learning strategies with block programming language as a preceding organizer were developed and reviewed by experts. In addition, the developed teaching⋅learning strategy was applied to 19 elementary school students (8 experimental groups and 11 control groups) to measure computing thinking in a preliminary inspection and cognitive load in a post inspection. Results The teaching⋅learning strategy was finally completed after receiving a validity review from computer education professors and field experts. As a result of applying teaching⋅learning strategies, it was confirmed that they were homogeneous groups in the preliminary examination, and when teaching⋅learning strategies were applied, the cognitive load was measured lower than that of the control group. Conclusions Through prior research and expert review, teaching⋅learning strategy and learning materials with block programming language as a advanced organizer were developed. When learning Python with the developed strategy and learning materials, it was confirmed that the cognitive load was measured lower than with the direct teaching strategy. This is expected to increase academic achievement by allowing learners to have room for cognitive capacity and promoting learning due to the lower cognitive load when learning Python.
An Analysis of Research Trends in the Use of Social Robots in Early Childhood Institutions

이 논문은 소셜 로봇의 보급화에 주목하여 영유아 교육기관에서의 소셜 로봇활용 연구 경향을 분석하는 데 목적이 있다. 이에 2008년부터 2022년까지 국내 학술지에 게재된 논문 38편의 게재 경향, 연구 특성과 로봇활용 특성을 분석하였다. 분석결과, 발행연도별 연구편수는 2011 ~ 2013년에 그 수가 가장 높고 이후 감소하다 최근 들어 다시 증가하는 경향을 보였다. 연구주제 및 연구대상에서는 영유아 대상의 프로그램 효과성 검증과 아동-로봇 상호작용 연구가 가장 많고, 그다음으로 교사 대상의 로봇활용 태도 및 인식 연구 순으로 나타났다. 연구주제에 따른 특정 연구방법이 편중되어 있었으며, 연구에 사용된 로봇명은 제니보와 아이로비큐가 대다수를 차지하였다. 로봇활용 기간 범위는 한 달 미만에서 다섯 달 이상이었으며, 대체로 로봇 투입 기간이 길어짐에 따라 로봇활용 빈도가 낮아졌다. 이를 바탕으로 최근 영유아 기관에서의 소셜 로봇활용 연구가 증가하고 있지만 타학문과의 협력을 통해 연구가 활발히 이루어질 필요가 있으며, 연구주제와 연구대상, 연구방법론적 측면을 보완하고, 로봇활용 특성에 따른 로봇활용 프로그램 효과성 검증의 필요성을 제기하였다.The purpose of this study is to analyze research trends in the use of social robots in early childhood institutions. A total of 38 research publications published in South Korean journals from 2008 to 2022 were analyzed in the criteria of publication trends and features of research. As a result, the number of publications was the highest in 2011 to 2013, decreased thereafter, and recently showed a tendency to increase again. In terms of research topics and participants, child-directed programs and child-robot interaction studies were the most common, followed by teacher’s attitudes and perceptions of robot use. Research methods were biased according to the research subject, and Genibo and IrobiQ were the most used robots. The period of robot use ranged widely and the frequency of robot use generally decreased as the period of robot use became longer. Based on these findings, although research on the use of social robots in early childhood institutions has recently increased, research needs to be conducted actively through cooperation with other disciplines and to be supplemented in the aspects of research topics, participants, and methodologies.
Associating Mnemonic Categories with Memorization Content

Objectives The purpose of this study is to explore the connection between mnemonics methods and memorization contents through mnemonics category analysis. Methods To this end, through literature review, types and classifications of mnemonic methods were comparatively analyzed to find associativity between characteristics of various mnemonic methods and characteristics of the contents to be memorized. Results Firstly, the classification of mnemonic methods was found not to be a hierarchical relationship, and that the characteristics of various mnemonic methods that were used as classification criteria are additive and combinable across different methods rather than exclusive to each method. Accordingly, the classification was reorganized by first separating 1) the catalog list of mnemonic method types from 2) the characteristics categories of mnemonic methods, and then associating the relationship between 1) and 2) in a matrix format. Secondly, the catalog list of mnemonic methods were presented as 10 types (method of loci, peg word method, link method, acronyms, acrostics, story method, rhyme method, gestures method, keyword method, and digit-consonant encoding method). Thirdly, the characteristics categories of mnemonic methods were divided into two main sub-categories: “strategic characteristics of mnemonic methods” and “characteristics of memorization content.” The former was in turn sub-divided into visual and verbal strategies, and the latter was sub-divided into “individual characteristics of elements,” and “co-relational characteristics between the group of elements”. Additionally, the correlation of these characteristics with each mnemonic method type was associated as being either basic (given requirement) or optional (additionally associable), and the overall relationships were presented as a Venn diagram and a matrix format relationship. Conclusions By categprizing the characteristics of mnemonics into two separate categories, strategic characteristics of mnemonic methods, and characteristics of memorization contents, and showing the association of these characteristics with the mnemonic methods, this study hopes to provide a useful reference to help educators in selecting, adapting and utilizing pertinent mnemonic methods for classroom situations and in developing teaching materials.
A Study on the Administrative Staff's Perception, Satisfaction, and Importance of University Specialization Policy

Objectives The purpose of this study was to find out the effectiveness of university specialization policies of four-year universities, focusing on the perception, satisfaction, and importance of administrative staff. Methods The subjects of the study were 107 administrative staffs of nationwide four-year general, educational, and industrial universities. Using SPSS 25.0, we performed t-test and ANOVA analysis(Scheffé post-verification) to verify the difference between demographical backgrounds. The difference between the research variables (awareness, satisfaction, and importance) was verified by ANOVA analysis(Scheffé post-verification). Results The main results are as follows. First, on the results that showed statistically significant differences, the importance of university specialization policies and the sub-area the specialized business performance showed statistically significant differences according to the gender. According to the age, the perception of university specialization policies, the sub-are vision goals, the importance of university specialization policies, the sub-area administrative service and specialized business performance showed the significant differences. Also on the working period, the importance of university specialization policies and the sub-areas curriculum, administrative services, and specialized business performance had a statistically significant differences. According to the working experience in the office of planning, it appeared in the perception of university specialization policies, the whole sub-areas, the satisfaction with university specialization policies, the sub-area vision goals, teaching activities, curriculum, educational facilities and environment, and specialized business performance. It appeared in the importance of university specialization policies, the sub-area specialized business performance. Depending on the size of the university, it appeared in the perception of university specialization policies, the whole sub-areas, the satisfaction with university specialization policies, the whole sub-areas, the importance for university specialization policies, the sub-areas administrative service, and specialized business performance. By area, it appeared in the importance of university specialization policies, and its sub-areas curriculum and administrative service. Second, statistically significant differences among the perception, satisfaction, and importance of university specialization policies were found, and the importance was higher than perception and satisfaction. Conclusions The results of this study are meaningful in that they provide basic data when establishing policies to support the four-year university specialization policy effectively. In addition, it is believed that it helped to present customized supporting ways through the results of difference verification analysis according the characteristics of administrative Staffs in university.
The direct and indirect effect of organizational justice on employee intention to comply with information security policy: The case of Ethiopian banks

Organizations today are greatly challenged by information security threats, which is often due to employee non-compliance with the information security policies (ISPs). By drawing on the organizational justice and citizenship behavior theories, this study develops a theoretical model that examines how each dimension of organizational justice such as perceived distributive justice, perceived procedural justice, perceived informational justice, and perceived interpersonal justice and citizenship behavior affect employees’ ISP compliance intention. We empirically tested the proposed theoretical model with 276 survey responses collected from IS users in governmental and private banks in Ethiopia. Employees’ perceived fairness of security policy compliance outcome, procedures used to design and implement security policies, adequacy of information regarding security policies and interpersonal treatment employees received during ISPs enforcement are found to directly influence employee ISP compliance intention. The study results also suggest that security related citizenship behavior partially mediates the effects of procedural justice, informational justice, and interpersonal justice on ISP compliance intention. This study contributes to the behavioral information security literature by showing the significance of perceived organizational justice and citizenship behavior on employee ISP compliance behaviors. Our results are also helpful for organizations seeking to improve their employees ISP compliance behavior.
A Study on Calculating Additional Costs for Equity in Educational Finance Operation Process: Considering the Socioeconomic Gap

The purpose of this study is to calculate the additional cost for equity in the Educational finance operation process, considering the socioeconomic level of the unit school. To this end, data provided by the Edu Data Service (EDSS) related to public elementary schools in Seoul from 2016 to 2018 were analyzed, and the main results are as follows. First, the socioeconomic level of the unit school affects the education expenditure per student. As a result of estimating the cost function for calculating the additional cost, it was found that the socioeconomic level has a positive effect on the actual education cost per student. Second, to raise the average level of all schools to at least 90% compared to the school with the highest socioeconomic level, about 4.63 million won per student is required. This is an amount that requires an additional cost of 210,000 won compared to the average level of 2018, which was the standard for calculation. Third, the current distribution of educational expenses is aimed at making up for the gap in socioeconomic level, so the scale of additional cost per student to make up for the gap in socioeconomic level is not larger than making up for the shortfall in income paid by beneficiaries. This can mean that the current scale of educational finance is insufficient to achieve equity in the educational finance operation process.
Korean university students’ language performance in synchronous online text chats

The present study investigated the effects of task types on synchronous online text chats by Korean university students. A total of 26 students with low and intermediate oral proficiency participated in this study and performed a convergent and a divergent task in groups using the KakaoTalk mobile messaging app during English classes. The text chats were evaluated for complexity, fluency, and number of turn - taking. The results showed that when compared to divergent tasks, students used more words during convergent tasks, which require agreement to complete, and also employed more turn - taking through the use of interactional modifications. Nonetheless, there was almost no difference in fluency between the two tasks due to their duration for the task completion. Meanwhile, in the divergent task, students used more complex sentences, likely due to the use of mobile dictionaries. The limitations of the research as well as pedagogical implications are also mentioned.
ESRGAN-DP: Enhanced super-resolution generative adversarial network with adaptive dual perceptual loss

The proposal of perceptual loss solves the over-smoothing problem of images caused by pixel-wise loss and improves the visual quality of the images, but it also inevitably produces a large number of artifacts and distortions in images. The reason for this phenomenon is that the perceptual features only rely on a single pre-trained visual geometry group (VGG) network, which results in the features of the image being unable to be fully extracted, thus limiting the reasoning ability of the model. To fundamentally reduce the generation of artifacts and distortions, this paper proposes the Dual Perceptual Loss (DP Loss). First, we improve the perceptual feature extraction method so that it no longer only extracts single-type VGG features. In addition, a residual network (ResNet) feature that has a complementary relationship with the VGG feature can also be extracted. Then, we propose a dynamic weighting method to eliminate the magnitude difference between perceptual losses. Finally, to obtain the excellent effect of image reconstruction, enhanced super-resolution generative adversarial network (ESRGAN) with strong learning capability is used in this paper to adapt the complexity of DP Loss. The abundant experimental studies and evaluations are conducted on benchmark datasets. Results are encouraging and better than those previously reported on these datasets. The code is available at https://github.com/Sunny6-6-6/ESRGAN-DP.
Differences in inferential comprehension of high school students according to reading motivation level

Objectives The purpose of this study is to analyze the difference in high school students' inferential comprehension according to the level of reading motivation. Methods Reading motivation and inferential comprehension of 517 high school students were measured using reading motivation and inferential comprehension tests. Based on the response results, descriptive statistics and correlations were confirmed using Google's colab, and the effect size was calculated with Cohen's d. Results First, the correlation coefficient between reading motivation and inferential comprehension was .308, and the reading efficacy factor showed the highest correlation with inferential comprehension. A difference of about 0.51 was confirmed when calculating the effect size for inferential understanding between a group with high reading motivation and a group with low reading motivation. Second, the correlation between reading motivation and inferential comprehension was high in both the high and low reading motivation groups. Third, when calculated by the effect size, a difference of about 0.19 was confirmed in the inferential comprehension by gender of the group with high motivation to read, but a difference of about .01 was confirmed in the inferential comprehension by gender in the group with low motivation to read. Conclusions First, it is necessary to consider reading motivation when teaching reasoning comprehension, and it is necessary to check reading motivation in advance and design teaching and learning considering it when teaching reasoning comprehension targeting students with low reading motivation. Second, when teaching literature subjects that mainly deal with narrative texts, it is necessary to check students' reading motivation and consider it, and the use of narrative texts can be effective when teaching inferential understanding. Third, if female students are expected to have a higher level of inferential understanding than male students, and instruction in reading may not achieve the intended educational effect.
Support Model for Psychological and Pedagogical Classes: Experience in Development and Implementation

The article deals the experience of implementing a project to support psychology and education classes at Novosibirsk State Pedagogical University in cooperation with educational organizations of basic general education. The theoretical foundations for constructing the concept of psychology and education classes are disclosed, the organization of activities and developing and implementing a model for supporting psychology and education classes of all participants of the educational process are described. The object of the analysis of the article was the priority directions for the introduction of the model of psychology and education classes in educational institutions. The purpose of the article is to identify tools for the formation of an individual professional trajectory for students of psychology and education classes.
Changes in 3rd and 4th grade elementary student’s mathematical achievement before and after the outbreak of COVID-19: Focusing on latent profile analysis

Objectives The purpose of this study is to empirically verify whether there is a change in the mathematical achievement of 3rd and 4th grade elementary students before and after COVID-19, focusing on latent profile analysis. Methods For this purpose, tests were conducted using the Elementary Math Word-problem Curriculum Based Assessment before the COVID-19 pandemic(2019) and after the COVID-19 pandemic(2020). Excluding the data with missing values, the main results obtained by analyzing the data of 324 3rd graders and 280 4th graders, total 604 students in 2019 and 389 3rd graders and 317 4th graders, total 706 students in 2020 are as follows. Results First, as a result of examining the difference in mathematical achievement for each sub-domain between the 3rd and 4th graders in 2019 and 2020, it was found that there was no significant difference in the 3rd grader, but the 4th grader showed a decrease in mathematical achievement. In particular, the decline in academic ability was remarkable in the areas of figures and measurement, which is important to understand concepts using concrete objects. Second, as a result of latent profile analysis for 3rd grader, the number of latent profile from 4 in 2019 decreased to 3 in 2020. Third, as a result of latent profile analysis for 4th grader, It was confirmed a polarized distribution with decreasing middle class ratio. Conclusions This means that elementary school students also have an achievement gap due to COVID-19. Based on the results of this study, the significance and limitations of this study were discussed.
DeeR-Gen: A pseudo random number generator for Industry 4.0 / IoT

Random binary bit sequences or random numbers are very useful in cryptographic applications. These sequences are used as a key in different encryption algorithms. Also, they can be used as random nonce in many mutual authentication protocols. Because these sequences are used at very basic level in cryptographic applications there generation should be fast, secure, and energy-efficient. Particularly in the case of Industry 4.0/IoT, a lightweight implementation is much needed along with high security and rapid production. The earlier generators of random numbers used the true source of randomness but the same is not feasible in current scalable Industry 4.0/IoT scenario. Many works have already been done to generate random numbers through PRNGs. Some examples are J3Gen, Warbler, LAMED, and ARROW. However, it is essential to bring a completely programmed, highly secured, energy efficient and a fast paced algorithm for random number generation. In this paper, a novel algorithm, named DeeR-Gen, which works with one multiplexer and two NLFSRs is presented. It requires only 245 GE on ASIC, lowest hardware requirement till date. Proposed methodology has also been tested for EPC test of randomness. The authors found the proposed algorithm secure and energy-efficient to be used in any lightweight cryptographic algorithm.