• Korean Journal of Child Education & Care
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• v.17 no.4
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• pp.1-30
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• 2017

The purpose of this study is to investigate the awareness of daycare teachers by the nursery school operation performance of the National Competency Standards(NCS). For this purpose, 35 public and private daycare center, home daycare centers and corporation daycare center teachers were randomly sampled in Busan Metropolitan City. We conducted a questionnaire consisting of 230 sub-elements based on 45 sub-competency unit elements extracted from 12 areas of job ability of the national competence standards. Final questionnaires were collected from 117 questionnaires of 28 national daycare teachers, 30 private daycare teachers, 30 home daycare teachers, and 29 corporation daycare teachers. As a result, there was a difference in the awareness of importance among the four groups in all 12 performance capability units. For the 12 job performance units, the importance was recognized in the order of corporate daycare center, national daycare center, home daycare center, and private daycare center. Among them, "Establishment of Child Care Center Management Policy", "Construction of Child Care Service", "Child Care Activity Management", "Infant and Child Playing Guide", "Body and Art Activity Guidance", "Language, Nutritional guidance" there were no differences in the awareness of the importance of corporate daycare teachers and national daycare teachers, and there was no difference between national daycare teachers and home daycare teachers. However, there was a difference between corporate daycare teachers and home daycare teachers.. There is also a difference in the awareness of importance between home daycare teachers and private daycare teachers. In the remaining five job competence units, "Child Care Assessment", "Support for Infant and Toddler Development", "Cooperation with the Home and Community", "Child Care Management", and "Child Care Research", corporation daycare centers, national daycare centers. There was no statistically significant difference in the awareness of importance, but there was a significant difference from the private daycare teachers. Also this tendency was consistently observed in 45 sub-capacity unit elements.

• Proceedings of the Korea Water Resources Association Conference
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• 2019.05a
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• pp.184-184
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• 2019

농업용 저수지 가운데 약 90 %는 1970년 이전에 축조되어 기후변화에 따른 가뭄 및 홍수 등의 자연 재해에 효과적으로 대응하지 못하고 있다. 저수지의 용수공급능력은 수자원의 확보와 저수지 규모의 결정 등을 포함하는 수자원공급 계획 수립에 필수적인 요소이다. 현재 다목적댐의 용수공급능력을 평가하는데 적용된 평가 기준은 최악의 갈수기 동안에도 용수공급을 보장할 수 있는 최대 공급량을 의미하는 보장공급량과 일정비율로 물 부족을 허용하는 방법을 의미하는 신뢰도, 통계적 지표인 회복도, 취약도 등의 기준을 사용하고 있다. 농업용 저수지의 용수공급 안정성을 판단하는 지표 중 하나인 이수안전도는 한발빈도와 물수지 분석를 이용하여 평가할 수 있다. 본 연구에서는 한국농어촌공사에서 관리하는 주수원공 저수지를 대상으로 농업용 저수지의 설계한발빈도 및 최근 기상 및 유출량, 저수량의 변화를 고려한 물수지 분석과 시계열 빈도분석을 통해 재산정된 한발빈도를 이용하여 이수안전도를 평가하였다. 최근 기후변화에 따른 농업용 저수지의 이수안전도 변화로부터 설계 당시의 용수공급능력과 현재 용수공급능력을 비교하였으며, 본 연구의 결과는 기후변화로 인한 수문 사상 및 농업용수 수요 변화에 대응하여 농업용 저수지의 물공급안전도를 판단할 수 있다.

• Annual Conference on Human and Language Technology
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• 2024.10a
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• pp.560-565
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• 2024

공감은 인간 상호작용에서 사회적 유대감 형성에 중요한 요소 중 하나이다. 감정적 타당화 이론에 따르면, 적절한 공감 발화는 help-seeker의 상황을 관찰하고 반영하며, 그들의 감정적 고통에 공감하는 과정을 포함한다. 최근 대규모 언어 모델(LLM)의 발전으로 인해 유창하고 뛰어난 능력을 가지는 대화 에이전트들이 공개되고 있다. 그러나 LLM은 반복적으로 해결책만을 제시하며 help-seeker의 감정을 위로하지 못하고 공감 발화 생성 능력에 한계를 가진다. 따라서 본 논문에서는 감정적 타당화 이론에 기반하여 공감 대화 에이전트를 구축하기 위한 효과적인 학습 방법을 제안한다. 감정적 타당화 능력 학습을 위해 대화의 진행정도에 따라 적절한 감정적 타당화 단계에 해당하는 발화로 구성된 데이터셋을 제안한다. 또한, 모델이 감정적 타당화를 고려하려 공감 발화를 생성하는지 평가할 수 있는 새로운 메트릭을 제안한다. 실험을 통해 제안하는 방법이 공감 발화 생성 능력뿐만 아니라 감정적 타당화 능력을 크게 향상시킴을 증명한다.

• Korean Journal of Soil Science and Fertilizer
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• v.33 no.2
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• pp.114-120
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• 2000

The aim of this study was to investigate the effects of slow-released nitrogen fertilizer(SRNF) on the growth and yield of rice. SRNF produced from wasted paper was applied to a clay loam paddy field comparing to urea fertilized field and only P-and K-fertilized field. Some agronomic components like as growth development and yield component were observed and physico-chemical properties of the soils were analyzed. Plant height and tiller numbers per hill showed higher in rice plant treated with SRNF than in one treated with urea at the early grow stage whereas they appeared to be all much the same at the end of growth stage. While the chlorophyll content in SRNF-treated rice shoot was higher than in urea-treated one, the photosynthetic activity in urea-treated rice shoot was slightly higher than in SRNF-treated rice. In harvested grain, the nitrogen content was higher than in SRNF treated rice than in urea treated rice, but in straws the content was less. At the harvesting stage, nitrogen uptake in grains was about 4% higher in SRNF-treated rice than in urea treated rice whereas in straws rather 20% lower. The N efficiency in SRNF treated rice was lower than in urea treated rice. In the soils treated with SRNF, pH, organic matter and phosphorus were higher than in the soils treated with urea. Total N content in SRNF treated soil was lower after experiment than in urea treated soil.

• Journal of the Korean Chemical Society
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• v.52 no.2
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• pp.179-185
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• 2008

purpose of this study is to investigate the relationship between high school students' Problem Finding Ability (PFA) and chemistry problem solving ability. To achieve this purpose, the interrelationship between the results of PFA in ill-structured scientific problem situation and the scores of sham examination in chemistry I of College Scholastic Ability Test (CSAT) was analyzed. The results of this study turned out to be as follows: There was correlation (r=.346) between the score of PFA test and that of sham examination in chemistry I of the CSAT. And a little correlation (r=.390) between PFA and students application ability which is one of the sub factors in sham examination of the CSAT. Especially, in the high achievers group there was high correlation (r=.446) between students fluency which is one of the sub factors in PFA, and application ability. This implies that the application ability of high achievers has something to do with their PFA for a variety of problems. As for the PFA between high achievers and low achievers, there was no significant difference (t=.830, p=.411).

• Journal of Gifted/Talented Education
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• v.22 no.2
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• pp.371-386
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• 2012

Spatial ability has been valued as one component of intelligence and as an talented domain. The researchers agree that spatial ability is associated with the achievements in science, technology, engineering, and mathematics (STEM) disciplines and important in STEM education. The purpose of this study is to assess Korean middle school students' spatial ability and compare Gifted Students and General Students' spatial ability. For this purpose, 'The Revised PSVT:R' was translated into Korean and administered 509 Korean middle school students, and also internal consistency reliability evidence and construct validity evidence of 'The Revised PSVT:R' were examined. This study explored the spatial ability of Korean middle school students (graded 7 through 9), and investigated association between spatial ability and students' mathematics achievement, the students' spatial ability according to their gender and grade level. As a result, this study shows that gifted students were better than general students in spatial ability. And there were significant correlations between spatial ability and mathematics, science, Korean language achievement. According to these results, spatial ability should be included as one of the important components in identifying students for gifted education programs.

• School Mathematics
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• v.9 no.3
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• pp.353-373
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• 2007

The purpose of this study was to provide instructional suggestions by investigating the spatial sense and spatial reasoning ability of 6th grade students. The questionnaire consisted of 20 questions, 10 for spatial visualization and 10 for spatial orientation. The number of subjects for the survey was 145. The processes through which the students solved the problems were the basis for the assessment of their spatial reasoning. The result of the survey is as follows: First, students performed better in spatial visualization than in spatial orientation. With regard to spatial visualization, they were better in transformation than in rotation. With regard to spatial orientation, students performed better in orientation sense and structure cognitive ability than in situational sense. Second, the students that weren't excellent in spatial visualization tended to answer the familiar figures without using mental images. The students who lacked spatial orientation experienced difficulties finding figures observed from the sides. Third, students had high frequency rate on the cognition and use of transformation, the development and application of visualization methods and the use of analysis and synthesis. However they had a lower rate on a systematic approach and deductive reasoning. Further detailed investigation into how students use spatial reasoning, and apply it to actual teaching practice as a device for advancing their geometric thinking is necessary.

• Journal of the Korean Applied Science and Technology
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• v.38 no.1
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• pp.208-216
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• 2021

The purpose of this study is to survey the occupational therapists's vocational core competency. Study subjects were 138 occupational therapists and 95 students majored occupational therapy and they participated in the survey about the vocational core ability to confirm the factors about the vocational core ability. As the results of these, both occupational therapists and university students majored occupational therapy felt the need for vocational ability and communication skills, interpersonal relationship skills, and problem-solving skills were found to be important, and that they also possessed them. However, only in the group of students majored occupational therapy showed that technical skills were important, but they did not possess the most. Accordingly, it is necessary to consider a curriculum that can collect knowledge and information on various skills necessary for actual vocational performance as the occupational therapist.

• Proceedings of the Korean Society of Crop Science Conference
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• 1986.06a
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• pp.22-23
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• 1986

• Proceedings of the KGS Conference
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• 2002.11a
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• pp.127-132
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• 2002

정보화시대의 도래와 함께 급변하는 정보의 홍수 속에서 학생들이 학교에서 학습해야 할 지식의 양은 방대해진 반면에 미래의 변화하는 상황에 유연하게 대처할 수 있는 다양한 능력을 지닌 인재들에 대한 수요는 더욱 높아지고 있다. 이에 따라 미래의 사회가 필요로 하는 인간상을 구현하기 위해 많은 양의 지식을 가르치는 암기와 훈련 위주의 전통적 교수-학습방법을 탈피하고 학습에 필요한 핵심적 요소를 체계적으로 구조화하여 학습자 스스로 사고하여 문제를 해결하는 능력과 창의적 사고를 배양시키는 교수-학습방법의 필요성이 부각되고 있다.(중략)