• Proceedings of the Korea Water Resources Association Conference
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• 2017.05a
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• pp.279-279
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• 2017

토양유실로 인해 발생된 토사는 강우 유출수와 함께 하류로 흘러들어 하천 및 호소의 탁수문제를 야기시킨다. 토양유실에 관한 현황을 파악하기 위해서는 유역 내 토지이용현황과 피복되어 있는 작물 등의 현황조사와 더불어 유역 내 발생되는 토양유실량에 대한 장기모니터링을 수행할 필요가 있다. 하지만 유역 내 발생되는 토양유실량에 대한 장기모니터링을 수행하기에는 많은 시간과 인력이 필요하므로 토양유실량 산정 및 유사거동특성을 계산하는 모형을 활용한 연구가 국내외 많은 연구자들에 의해 수행되고 있다. 토양유실량을 산정하는 모형 중 가장 많이 사용되고 있는 범용토양유실량산정공식(Universal Soil Loss Equation, USLE)은 5개의 인자를 사용하여 연평균 토양유실량을 산정한다. 국내의 경우 환경부에서 제정한 '표토의 침식 현황 조사에 관한 고시'에 표토침식현황을 조사하는 방법으로 USLE 공식을 사용한다. USLE 모형을 구성하는 인자 중 식생피복인자는 작물의 생육과정에 따른 변화를 고려하지 않고 작물에 대한 획일적인 값을 제시하고 있어 밭에서 발생되는 정확한 토양유실현황을 예측하는데 한계가 있다, 따라서 본 연구에서는 국내에서 사용하는 USLE 모형의 구성인자인 식생피복인자의 한계점을 인식하고 이를 유역별 월단위 인자값으로 산정하는 방법을 제시하기 위해 국내의 4대상 유역 중 대청호 유역, 소양호 유역, 주암호 유역, 임하호 유역을 선정하여 각 유역의 기후 및 지역특성을 고려한 식생피복인자를 제안하였다. 월단위 식생피복인자를 제안하기 위해 SWAT모형을 사용하여 일단위 식생피복인자를 출력하도록 모형을 구성하였으며, 구축된 인자의 지역적 한계를 보완하기 위해 4대강 유역에 대한 작물 재배일정을 조사하여 모형에 반영하여 모의하였다. 모의 결과 산정된 월단위 식생피복 인자는 모든 작물에 대해 작물이 파종되는 시점에서 수확되기까지 점차 감소하는 경향을 보였으며, 작물에 따라서 그리고 동일한 작물일지라도 유역에 따라 다소 차이가 있는 것으로 확인되었다. 따라서 본 연구를 통해 제안된 월단위 식생피복인자는 토양유실에 직접적인 영향을 주는 지표피복변화를 고려한 식생피복인자로써 정확한 토양유실량을 산정하는데 기여할 것으로 판단된다.

• Proceedings of the Korea Water Resources Association Conference
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• 2018.05a
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• pp.244-244
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• 2018

전 세계적인 기후변화로 인한 기상이변 현상으로 국지성 호우가 빈번하게 발생하는 시점에 강우로 인한 토양유실 문제가 심각하게 대두되고 있다. 특히 토양유실은 도시지역보단 농업지역에서 다량 발생되고 있어 많은 영양염류가 하천으로 유입되 환경문제가 빈번히 발생되고 있다. 이러한 토양유실문제를 저감시키기 위해서 환경부에서는 비점오염원관리지역을 지정하여 관리하고 있다. 강원도 내 비점오염원관리지역으로 선정된 홍천군 자운지구는 소양호 상류에 위치한 지역으로 대부분의 농경지가 고랭지밭으로 구성되어 있다. 홍천군 자운지구 내 고랭지밭은 대규모 농업단지로 구성되어 있어 지역 내 위치한 구거가 무단으로 점용되어 농경지로 활용되는 문제점이 발생하고 있다. 이에 홍천군에서는 농경지로 점용된 구거를 복원하는 사업을 진행하고 있지만 길제 구거 복원으로 저감되는 토양유실량에 대한 분석은 수행되지 않고 있다. 따라서 본 연구에서는 비점오염원관리지역으로 지정된 홍천군 자운지구의 지적 상 농경지로 이용되고 있는 구거를 복원할 경우 발생되는 토양유실저감효과를 분석했다. 구거복원에 따른 토양유실저감효과를 분석하기 위해 사용된 모형은 SATEEC L Module이다. SATEEC L Module은 수치표고모형과 최대 허용 경사장을 이용하여 경사장을 산정한 후 Moore and Burch의 방법을 이용하여 LS factor를 산정하도록 구성되어 있다. 해당 Module을 사용하여 산정된 LS factor와 USLE 공식을 적용하여 구거 복원 시 저감되는 토양유실량을 분석했다. 분석결과 점용된 구거를 복원하면 자운지구 내 발생되는 토양유실량을 약 16.6%를 저감할 수 있는 것으로 분석되었다. 본 연구를 통해 분석된 결과는 비점오염원관리지역의 토양유실을 저감할 수 있는 방법연구에 기여할 것으로 판단된다.

• The Journal of Korean Medicine Ophthalmology and Otolaryngology and Dermatology
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• v.31 no.1
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• pp.71-80
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• 2018

Objectives : The purpose of this study is to evaluate the clinical aspects of patients with Soyangin vitiligo. Methods : This clinical investigation was made with 148 Soyangin Vitiligo patients who visited Haneulmaeum Oriental Medicine Clinic (Incheon) from July 1st 2007 to June 30th 2017. Results & Conclusions : 1. There were 73 males(49.3%) and 75 females(50.7%). 2. The Mean age at the first visit was 36.1 years(male: 36.4, female: 35.8). 3. The Mean age of onset was 27.9 years(male: 28.6, female: 27.4). 4. The mean duration of the disease was 8.0 years(male: 7.8, female: 8.3). 5. Of the 148 patients, 41(27.7%) had the symmetric lesions and 107(72.3%) had the asymmetric vitiligo lesions. Of the patients with asymmetric vitiligo lesions, 46(31.1%) had the localized lesions and 26(17.6%) had the segmental lesions and 35(24.3%) had the multiple lesions. 6. The most common site of initial involvement of the vitiligo was the face (39.2%). 7. The most common site of the vitiligo lesions was the face(49.3%). 8. Familial history was obtained in 12 patients(8.1%). 9. There was no known precipitating factor in most cases(89.4%). 10. Thyroid disease was the most common associated disease. 11. The progression of vitiligo was present in 92 patients(62.2%).

• Journal of The Korean Association of Information Education
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• v.25 no.2
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• pp.249-264
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• 2021

Many countries design and implement informatics curriculum based on core competencies to respond to the demands of development and reform in rapidly changing times. In this paper, we developed the core competencies framework of elementary information education by comparing and analyzing the core competencies and suggested the direction of the composition of elementary informatics subjects. We found that social-emotional skills, communication, creativity, responsibility, culture and ethics, problem-solving, collaboration and abstract competencies overlapped among the capabilities presented by each country and institution, and computational thinking and information technology utilization skills in Korea. Therefore, we proposed to reflect the core competencies of the framework in the elementary informatics curriculum. Moreover, we also suggested enhancing problem-solving skills, strengthening social responsibility and cultivating convergent skills to organize the curriculum. We hope that this thesis will expand the necessity of organizing an elementary information curriculum that reflects core competencies in the 2022 revised curriculum.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.8 no.9
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• pp.485-494
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• 2018

This study aims to summarize characteristics of teacher certification system in China and identify its problems and improvement directions through the analysis of examination contents and examination conditions and so on. The teacher certification examination in China, including written examination and interview, is dominated by Ministry of Education. And all districts and departments put into practice according to their own characteristics and practical situations. Without distinction between normal university students and non-normal university students, only when all specific conditions are met could candidates sit for the examination. Problems of teacher certification examination are as following. The limitation of examination conditions focus on educational requirements and some basic conditions, the negligence of educational experience and practical ability, and interview tends to become apparent and formalistic.

• Journal of Sasang Constitutional Medicine
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• v.11 no.1
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• pp.137-157
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• 1999

The purpose of this study is to help classifying Sasang Constitution through correlation with sound characteristic. This study was done it under the suppose that Sasang Constitution has correlation with sound spectrogram. The following result were obtained about correlation between sound spectrogram and Sasang Constitution by comparison and analysis 1. Soeumin answered his voice low tone, smooth and quiet in the survey. Soyangin answered his voice high, clear, fast and speaking random. Taeumin answered his voice low, thick and muddy. 2. Taeyangin was significantly slow compared with the others in the time of reading composition. Taeyangin was significantly slow compared with the others in Formant frequency 1. Taeyangin was significantly discriminated from Soeumin in Formant frequency 5. Taeyangin was significantly low compared with the others in Bandwidth 2. Soeumln was significantly low compared with Taeyangin in Pitch Maximum and Pitch Maximum-Pitch Minimum. Taeyangin was significantly high compared with the others in Energy mean. 3. In list of specification, the discrimination rate was higher than that by lists of 13 in the results of Multi-dimensional 4-class minimum-distance. The discrimination rate of three disposition except Soyangin was higher than that of four disposition in the results of One way ANOVA and Analysis of dis crimination in SPSS/PC+. In CART, the estimate rate of Sasang Constitution discrimination was higher than any other method. It is considered that there is a correlation between sound spectrogram and Sasang constitution according to the results. And method of Sasang constitution classification through sound spectrogram analysis can be one method as assistant for the objectification of Sasang constitution classification.

• Journal of the Korean earth science society
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• v.29 no.2
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• pp.175-188
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• 2008

The purposes of this study were to develop an Earth systems-based earth science module and to investigate the effects of field application. The module was applied to two classrooms of a total of 76 second-year high schoolers, in order to investigate the effectiveness of the developed module. Data was collected from observations in earth science classrooms, interviews, and questionnaires. The findings were as follows. First, the Earth systems-based earth science module was designed to be associated with the aims of the national Earth Science Curriculum and to improve students' Earth science literacy. The module was composed of two sections for a total of seven instructional hours for high schoolers. The former sections included the understanding of the Earth system through the understanding of each individual component of the system, its characteristics, properties and structure. The latter section of the module, consisting of 4 instructional hours, dealt with earth environmental problems, the understanding of subsystems changing through natural processes and cycles, and human interactions and their effects upon Earth systems. Second, the module was helpful in learning about the importance of understanding the interactions between water, rock, air, and life when it comes to understanding the Earth system, its components, characteristics, and properties. The Earth systems-based earth science module is a valuable and helpful instructional material which can enhance students' understanding of Earth systems and earth science literacy.

• Journal of The Korean Association For Science Education
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• v.32 no.1
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• pp.30-45
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• 2012

Educational communities around the world have concentrated on integrative efforts among science, technology, engineering and mathematics (Science, Technology, Engineering, and Mathematics: STEM) subjects. Korea has focused on integrative education among STEAM (Science, Technology, Engineering, Arts, and Mathematics) school subjects to raise talented human resources in the fields of science and technology. The purpose of this study was to analyze secondary school science, technology, and mathematics teacher's perceptions and needs toward integrated education and integrative STEM education. A total of 251 secondary school teachers from all areas of the country who have taught science, mathematics, and technology were surveyed by using a self-reported instrument. The findings were as follows: First, teachers have used little integrated education in their classes due to insufficient time in the actual preparation of the integrated education and the lack of expertise, teaching experience, and teaching-learning materials for the integrated education, while they have positive thoughts about the need of integrated education. Second, they presented several needs to facilitate the integrated education: development of a variety of integrated programs, school administrative and financial support, and in-service teachers' training. Third, overall perception toward integrated STEM education was not sufficient, but most teachers perceived the need toward integrated STEM education due to students' development in their creativity, thinking skills, and adaptability. Fourth, they perceived that it was imperative to develop the various integrated STEM education programs, distribute the materials, and help STEM teachers' understanding toward integrated STEM education. Fifth, they perceived that the most relevant method to integrate STEM subjects was the problem solving approach. In addition, they appreciate that the integrated STEM education is highly efficient in not only developing integrated problem solving skills and STEM related literacy, but also in positively impacting the rise of talented human resources in the fields of science and technology. In order to increase the awareness of STEM-related secondary school teachers and vitalize the integrated STEM education, it is necessary to develop and spread a variety of programs, effective teaching and learning materials, and teachers' training programs.

• The Journal of Korean Association of Computer Education
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• v.15 no.5
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• pp.11-22
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• 2012

This study aimed to analyze applying TAM model the process that flow factors such as 'harmony of challenge and technology' exert effects on learners' attitudes of keeping learning in STEAM class employing robots. For the study, the 'Energy and Tools' chapter of the science textbook for the 6th grade's second semester was re-arranged, and applied for 189 students, and among them, only the 174 usable data were used for the analysis. As a result of analysis, students' learning immersion factor(factor of harmony of challenge and technology) had deeper effects on the factor of ease of learning than usefulness of learning and this in turn, had an effect on their intention to keep learning ultimately through the factor of value of learning as the study found. As a result of research, it was found that for indications identified, in order to use robots in STEAM class, for the students' intention to keep learning, it's essential for learners to have proper and active attitudes towards learning and basic knowledge of robots, and aspects of values should be considered that based on this, robot can assist in learning and affect results of learning in STEAM class. On the other hand, the factors of ease of learning and the combination of the challenge and technology do not gives direct (+) effect on the intention to continue learning and the value for learning, respectively. However, each of the two factor has indirect influence on each of the dependent variable within the significant range, which is the reason the author includes the result of the analysis.

• Journal of The Korean Association For Science Education
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• v.32 no.2
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• pp.388-401
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• 2012

This study attempted to propose a theoretical model for STEAM education, entitled to the Ewha-STEAM education model, which could provide more concrete guidelines for science educators and curriculum developers to execute STEAM ideas. We identified key knowledge and key competencies to nurture future creative/convergent human resources. Key knowledge included an understanding of core ideas cutting across traditional disciplinary boundaries as well as the nature of different disciplines. And additionally, key competencies implied such abilities as to explore the scientific world, to resolve problems, and to communicate and collaborate with others. We also added creativity and character as an essential part of key competencies. In order to provide more specific guidelines when developing, implementing, and evaluating STEAM curriculum, we suggested three elements of convergence to consider: 1) unit of convergence (i.e. concept/skills, problem/phenomenon, activity), 2) degree of convergence (i.e. multi-disciplinary, inter-disciplinary, extra-disciplinary), and 3) context of convergence (i.e. personal, societal, global). It is expected that the Ewha-STEAM education model would contribute towards diverse education communities understanding the direction of STEAM education and its educational potentials.