• Journal of Korea Water Resources Association
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• v.57 no.3
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• pp.151-164
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• 2024

In water treatment plants supplying potable water, the management of chlorine concentration in water treatment processes involving pre-chlorination or intermediate chlorination requires process control. To address this, research has been conducted on water quality prediction techniques utilizing AI technology. This study developed an AI-based predictive model for automating the process control of chlorine disinfection, targeting the prediction of residual chlorine concentration downstream of sedimentation basins in water treatment processes. The AI-based model, which learns from past water quality observation data to predict future water quality, offers a simpler and more efficient approach compared to complex physicochemical and biological water quality models. The model was tested by predicting the residual chlorine concentration downstream of the sedimentation basins at Plant, using multiple regression models and AI-based models like Random Forest and LSTM, and the results were compared. For optimal prediction of residual chlorine concentration, the input-output structure of the AI model included the residual chlorine concentration upstream of the sedimentation basin, turbidity, pH, water temperature, electrical conductivity, inflow of raw water, alkalinity, NH₃, etc. as independent variables, and the desired residual chlorine concentration of the effluent from the sedimentation basin as the dependent variable. The independent variables were selected from observable data at the water treatment plant, which are influential on the residual chlorine concentration downstream of the sedimentation basin. The analysis showed that, for Plant, the model based on Random Forest had the lowest error compared to multiple regression models, neural network models, model trees, and other Random Forest models. The optimal predicted residual chlorine concentration downstream of the sedimentation basin presented in this study is expected to enable real-time control of chlorine dosing in previous treatment stages, thereby enhancing water treatment efficiency and reducing chemical costs.

• The Journal of Korean Academy of Sensory Integration
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• v.22 no.1
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• pp.1-14
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• 2024

Objective : This study aimed to investigate the impact of Ayres' sensory integration (ASI) intervention on motor skills and occupational participation of preschool children with attention-deficit/hyperactivity disorder (ADHD). Method : Children with ADHD aged between 4 and 6 years who met the inclusion and exclusion criteria were randomly recruited through screening tests. The subjects were divided into an experimental group (10 subjects) and a control group (8 subjects). The instruments used were the Bruininks-Oseretsky test of motor proficiency-2 (BOT-2), Pediatric Evaluation of Disability Inventory (PEDI), and Goal Attainment Scale (GAS) to evaluate occupational participation. The subjects in the experimental group underwent individual sensory integration therapy according to the ASI principles for 40 minutes twice a week in a total of 16 sessions over eight weeks. The control group did not receive the ASI intervention. Data analysis was performed using the Mann-Whitney U test, chi-squared test, Wilcoxon signed-rank test, and Cohen's d test in SPSS 20.0. Results : The ASI experimental group had significantly higher scores in total motor composite, manual coordination, body coordination, strength, and agility in motor function than the control group (p<.05). The two groups did not differ significantly in terms of occupational participation (PEDI), but GAS scores for individual target activities were significantly higher in the experimental group than in the control group (p<.05). Conclusion : This study shows that the ASI intervention has positive effects on motor skills and occupation participation among preschool children with ADHD.

• Journal of the Korean earth science society
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• v.45 no.3
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• pp.239-259
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• 2024

In this study, a qualitative meta-analysis was conducted on research papers on earth science education to derive knowledge of students' understanding of specific science topics-greenhouse effect, global warming, and climate change-within the context of collective Pedagogical Content Knowledge (PCK). Twenty-two research papers addressing students' alternative conceptions (misconceptions) about these topics were selected and analyzed for their respective definitions, causes (mechanisms), and impacts. Semantic network analysis and a mental model framework were applied to synthesize the findings. The meta-analysis revealed several key insights: (1) Regarding the greenhouse effect, students often used the terms "greenhouse effect" and "global warming" interchangeably, lacked knowledge about the types of greenhouse gases, and misunderstood their roles. They commonly associated the greenhouse effect with environmental pollution or changes in the ozone layer, failing to recognize its relation to the heat balance between the surface and atmosphere. (2) Concerning global warming, students confused it with sea level rise and linked it to pollution, ozone layer changes, and glacier melting. They understood global warming as a disruption of the heat balance between the surface and atmosphere but had misconceptions about its environmental impacts. (3) In terms of climate change, students used the term interchangeably with global warming, weather change, and climate anomalies. They associated climate change with atmospheric pollution and ozone layer depletion but misunderstood its environmental impacts. As result, three mental models-categorical, mechanistic, and hierarchical misconceptions-were identified as collective PCK. The implications for enhancing earth science teachers' PCK were discussed based on these findings.

• Journal of Korean Home Economics Education Association
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• v.35 no.3
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• pp.21-45
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• 2023

The purpose of this study was to analyze the curriculum competencies of relationship-forming ability and practical problem-solving ability reflected in the activity tasks corresponding to the content elements of 'Love and marriage', 'Preparation for parenthood', 'Pregnancy and childbirth', 'Child care', and 'Family culture and intergenerational relationship' in the 2015 revised high school technology & home economics textbooks. The data are 330 activity tasks from 12 kinds of high school technology & home economics textbooks. The sub-factors of the relationship-forming ability were selected as Respect for Diversity, Consideration and Care, Family Relationship and Community Spirit, Empathy Ability, Conflict Management, and Communication, and the sub-factors of practical problem-solving ability were selected as Practical Reasoning, Decision Making, Value Judgment, Critical Thinking, and Executive Power. Based on the analysis criteria, the results of the two analyses and the expert review are as follows. First, regarding both the core concepts 'Development' and 'Relationship', the share of relationship-forming ability was relatively higher than practical problem-solving ability, and conflict management and executive power were the least reflected. For the core concept 'Development', Family Relationship and Community Spirit and Critical Thinking were the most reflected sub-factors, and for the core concept 'Relationship', Consideration and Care and critical thinking were the most reflected sub-factors. Second, in the case of the relationship-forming ability, the examples of activity tasks across sub-factors of each subject competency were devised to understand diverse opinions and sentiments and to develop competencies to care for each other and maintain healthy family relationships. In the case of practical problem-solving ability, the tasks allowed students to objectively analyze the socio-cultural background underlying the real-life problem, explore alternatives, and apply in their own lives.

• Journal of Christian Education in Korea
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• v.77
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• pp.63-84
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• 2024

Research Objective : The study aimed to investigate the satisfaction with the operation of theological university curricula from the perspective of learners experiencing the theological education curriculum in the field. The goal is to provide a basis for reflective introspection on the current theological education curriculum and for restructuring it to have influential impacts within the church and society. Content and Methodology : A survey was conducted with 80 learners currently enrolled in undergraduate, graduate, master's, and doctoral programs at a theological university to analyze satisfaction with current theological education programs. To interpret the survey results progressively, in-depth interviews were conducted with a randomly selected group of 6 participants. Survey Results : First, the satisfaction with the current theological education programs was found to be 60%, indicating a high level of satisfaction. Second, while 77.5% recognized the need for practical pastoral education, only 45.5% reported that practical pastoral education is currently provided in theological education programs, indicating a lower percentage than the perceived need. Third, 73.7% responded negatively regarding whether the current theological education programs can enhance pastoral competence for future society. Lastly, the areas identified as urgently requiring change for the restructuring of theological education programs were theological education content, methodology, and objectives, in that order. Conclusion and Recommendations : In an era of great transformation, our society is changing rapidly. In the face of this wave of change, the theological education curriculum also requires adaptation to suit the new era. Traditional theological education courses have primarily focused on imparting theory-centered knowledge. However, theological education in the new era necessitates a curriculum that enhances the pastoral capacity of churches and pastors to dynamically navigate through this era of significant transition. To achieve this, it is imperative to restructure the curriculum to one that is more closely related to the pastoral field. This involves offering a variety of constructivist-based, learner-centered teaching and learning methods within a theory-centered curriculum and methodology. Additionally, it entails establishing a practice-oriented theological school that can actively address the evolving pastoral landscape in this era of great transition. Restructuring of the process is essential to meet these goals.

• Korean Journal of Remote Sensing
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• v.40 no.4
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• pp.363-375
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• 2024

Waterbody change detection using satellite images has recently been carried out in various regions in South Korea, utilizing multiple types of sensors. This study utilizes optical satellite images from Landsat and Sentinel-2 based on Google Earth Engine (GEE) to analyze long-term surface water area changes in four monitored small and medium-sized water supply dams and agricultural reservoirs in South Korea. The analysis covers 19 years for the water supply dams and 27 years for the agricultural reservoirs. By employing image analysis methods such as normalized difference water index, Canny Edge Detection, and Otsu'sthresholding for waterbody detection, the study reliably extracted water surface areas, allowing for clear annual changes in waterbodies to be observed. When comparing the time series data of surface water areas derived from satellite images to actual measured water levels, a high correlation coefficient above 0.8 was found for the water supply dams. However, the agricultural reservoirs showed a lower correlation, between 0.5 and 0.7, attributed to the characteristics of agricultural reservoir management and the inadequacy of comparative data rather than the satellite image analysis itself. The analysis also revealed several inconsistencies in the results for smaller reservoirs, indicating the need for further studies on these reservoirs. The changes in surface water area, calculated using GEE, provide valuable spatial information on waterbody changes across the entire watershed, which cannot be identified solely by measuring water levels. This highlights the usefulness of efficiently processing extensive long-term satellite imagery data. Based on these findings, it is expected that future research could apply this method to a larger number of dam reservoirs with varying sizes,shapes, and monitoring statuses, potentially yielding additional insights into different reservoir groups.

• Tunnel and Underground Space
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• v.34 no.4
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• pp.393-412
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• 2024

In selecting a disposal site for high-level radioactive waste, the hydrogeological research of the site is very important, and the hydraulic conductivity and the storage coefficient are key parameters. In this study, the hydraulic conductivity obtained by two different types of field hydraulic test equipment and methods was compared and analyzed for the deep granite rockmass in the Wonju area to understand the hydraulic characteristics of the deep granite rockmass. One was to perform the lugeon test, constant pressure injection test, and slug test at a maximum depth of 602.0 m by using the auto pressure/flow injection system, and the calculated hydraulic conductivity ranged from 1.26E-9 to 4.16E-8 m/s. In the overall depth, the maximum and minimum differences of the hydraulic conductivity were found to be about 33 times, and in the same test section, the difference by test method or analysis method was 1.13 to 8.25 times. In the other, the hydraulic conductivity calculated by performing a constant pressure injection test and a pulse test at a maximum depth of 705.1 m using the deep borehole hydraulic testing system was found to be 1.60E-10 to 2.05E-8 m/s, and the maximum and minimum differences were found to be about 130 times. In the constant pressure injection test, the difference depending on the analysis method was found to be 1.02 to 2.8 times. The hydraulic conductivity calculated by the two test equipment and methods generally showed similar ranges as E-9 and E-8 m/s, and no clear trend was observed according to depth. It was found that the granite rockmass in the Wonju area where the field hydraulic test was conducted showed low or very low rockmass permeability, and although there are differences in the range of hydraulic conductivity and the depth of application that can be measured depending on the applied test equipment and test method, it is generally believed that reliable results were presented.

• Health Policy and Management
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• v.34 no.3
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• pp.319-333
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• 2024

Background: This study aims to identify the factors that influence the incidence of catastrophic health expenditure (CHE) for the elderly living alone and to discuss how to manage CHE for the elderly living alone. Methods: This study utilizes 6th (2016), 7th (2018), and 8th (2020) data from the Korean Longitudinal Study of Aging to identify the incidence rate of CHE among the elderly living alone and conducts a panel logit analysis. The dependent variable is the incidence of CHE (thresholds: 10%, 20%, 30%), and the independent variables include demographic factors (gender, age group, region), socioeconomic factors (education level, economic activity status, income quintile, financial support rate from children), health-related factors (subjective health status, regular exercise, smoking, drinking, number of chronic diseases), and healthcare coverage factors (type of health insurance, private health insurance). Results: Descriptive statistics classified by gender show that female elderly living alone are more vulnerable than male elderly living alone in terms of disease prevalence and socioeconomic status. In addition, the incidence of CHE is higher for elderly women living alone than for elderly men living alone across all thresholds. The main results of the panel logit analysis show that higher education, income quintile, and financial support rate from children are associated with lower odds of CHE, while poorer subjective health and a higher number of chronic diseases are associated with higher odds of CHE. Medical aid recipients are less likely to incur CHE than those covered by national health insurance. Conclusion: The implications of this study are as follows. First, vulnerable elderly living alone with multiple chronic diseases and low income and education levels are more likely to incur CHE. Second, it is necessary to review policies such as a CHE support program and chronic disease management programs focused on vulnerable elderly individuals living alone. Third, the CHE support program should be operated in a patient-centered manner, with consideration given to a customized system for selecting and supporting elderly individuals living alone who are in need.

• Journal of Korean Home Economics Education Association
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• v.29 no.4
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• pp.161-193
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• 2017

The purpose of this study was to develop and evaluate pre-parenthood education program(PPEP) based on Home Economics(HE) subject for high school students. The development and evaluation of PPEP based on HE subject in this study followed ADDIE model except implementation through 4 processes such as analysis, design, development, and evaluation. First, program development directions were set in three aspects such as 'general development', 'contents', and 'teaching and learning methods'. Themes of the program are 11 in total such as '1. Parenting, what is being a parent', '2. Choosing your spouse, happy marital relationship, the best gift to your children', '3. Pregnancy and birth, a moving meeting with a new life', '4. Taking care of a new born infant for 24 hours', '5. Taking care of infants, relationship with my lovely baby, attachment', '6. Taking care of young children, my child from another planet', '7. Parents and children in healthy family', '8. Parent-child relationship, wise parents to make effective interaction with their children', '9. Parents safety manager at home,', '10. Practice to take care of infants', and '11. Practice of community nurturing support service development'. In particular, learning activities of the program have major characteristics such as 1) utilization of cases including practice problems related to parenting, 2) community exchange activities utilizing learned knowledge and techniques, 3) actual life project activities utilizing learning contents related with parenting, 4) activities inducing positive changes in current life of high school students, and 5) practice activities for the necessities of life such as food, clothing and shelter supporting development of children. Second, the program was developed according to the design. Teaching-learning plans and materials for 17 classes were developed according to 11 themes. The developed plans include class flow and teacher's reference. It starts with receiving a class-related message from a virtual child at the introduction stage and ended with replying to the message by summarizing contents of the class and making a promise as a parent-to-be. That is the basic frame of class flow. Learning materials included various plans and reports necessary for learning activities and they are prepared in details so that they can be play the role of textbooks in regular curriculum. Third, evaluation of developed program was executed by a 5 point Likert scale survey on 13 HE experts on two aspects of program development process and program development results. In the evaluation of development process, mean value was 4.61 and index of content validity was 97.4%. For development results, mean value was 4.37 and index of content validity was 86.9%. These values showed that validity in the development process and results in this study was highly secured and confirmed that PPEP based on HE was appropriate and valid to enhance parent qualifications of high school learners.

• Journal of Korean Home Economics Education Association
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• v.30 no.2
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• pp.39-56
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• 2018

The purpose of this study was to develop Home Economics(HE) teaching and learning process plans applied Problem Based Learning(PBL) focusing on 'food and nutrition' unit for students with intellectual disability and to evaluate the effects of the HE instruction on their food choice·management knowledge and problem-solving skills after implementing the instruction for students with intellectual disability. To develop HE teaching and learning process plans applied PBL focusing on 'food and nutrition' unit for students with intellectual disability, problems that arise in daily life to trigger interest of students were firstly developed. The selected problems and teaching and learning process plans were reviewed for validity by one home economics education professor and three teachers who are experts in special education. This study used the one group pretest and posttest design, sampling 6 students who are in special-education middle school with the intellectual disability. After HE instruction of 6 sessions applied PBL method, this study tested the effects of the instruction. The first three sessions taught how to choose and keep food. The fourth session taught purchasing food ingredients and keeping them for sandwiches. The fifth and sixth sessions let the students make sandwiches and give them to others. The instruments of the study comprised of tools for food choice and management knowledge, tools for problem-solving skills evaluation, self-evaluation sheets, evaluation form of course satisfaction for students, evaluation form of behavior in class for teachers, and daily observation journal and all tools. These instruments were proved to have reliability and validity. The results of this study are as follows. First, all six students who took HE instruction applied PBL method focusing on 'food and nutrition' unit scored 30 points higher out of 100 points after taking the instruction in food choice and management knowledge and scored 5 points higher out of 14 points in problem-solving skills on average. Therefore, it was interpreted that HE instruction applied PBL affected the food choice·management knowledge and the problem solving skills of students with intellectual disability. Secondly, the students with intellectual disability participated actively in HE instruction applied PBL focusing on 'food and nutrition' unit and expressed satisfaction. Three special education experts evaluated HE teaching·learning process plans applied PBL focusing on 'food and nutrition' unit to be well-developed. This study showed that HE instruction applied PBL focusing on 'food and nutrition' unit allowed the students with intellectual disability to acquire comprehensive skills in choosing, keeping, and making safe food and helped them solve problems of their life by themselves. Therefore I suggest that Home Economics should be adopted as a formal subject matter in special school curriculum for students with intellectual disability.