• Journal of the Korean Society for Aviation and Aeronautics
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• v.2
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• pp.139-182
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• 1994

조종사들은 비행시에 일상 생활 환경에서는 경험하지 못하는 여러가지 적대환경에 폭로된다. 이러한 환경에서는 인체의 평형기관은 실제와 일치하지 않는 정보를 제공해 주는 경우가 허다하다. 예를들면, 내이의 미로 전정기관이나 피하압력기관기 등은 항공기의 기동으로 발생하는 중력과 지구의 중력을 구별 하지 못하는 기능의 한계성때문에 계기비행하에서는 대개의 경우 공간정위상실, 즉 비행착각을 유발한다. 이 착각으로 인한 항공기 사고는 통계상에서 상당 부분이 치명사고로 나타나고 있는데, 이러한 사실은 비행착각현상이 비행안전에 극히 위험한 요소가 되고 있다는 것을 실증한다고 할 수 있다. 그러므로 조종사들은 비행시 공간정위 유지를 위한 철저한 대비가 있어야 한다. 공간정위 상실현상이 잘 발생하는 경우는 야간이나 기타 계기비행 환경에서 주위시각이 제약을 받을 때이다. 즉, 계기비행 환경에서의 편대비행시나 고기동시, 그리고 대조물이 모호한 야간의 활주로에서 이착륙할때 등을 들 수 있다. 비행시 공간정위 상실현상을 예방하기 위해서는 첫째로 이러한 유형의 사고분석자료를 토대로 하여 항공기의 설계단계에서부터 제작에 이르기까지 착각을 유발할 수 있는 구조적 요인을 제거해야 한다. 둘째로는 이러한 착각을 유발하지 않는 운항이나 기동방식을 택하여 비행임무를 수행토록 해야한다. 세째로 조종사들은 이러한 착각을 정상적인 인체의 반응에 의한 것이므로 자신에게도 당연히 일어난다는 사실을 용인해야 한다. 네째로 조종사들은 계기비행에 대한 구체적이고 실제적인 훈련을 통하여 계기비행 경험을 쌓아야 한다. 다음은 조종사들의 실제비행시 공간정위 상실현상에 봉착했을때의 처리요령이다. 첫째로 계기비행상황에서 자신의 감각과 계기가 일치하지 않을 때는 즉시 계기를 Cross Check하여 항공기의 자세나 기동형태를 정확하게 파악해야 한다. 둘째로 계기가 조종사의 의도대로 나타나도록 조작하고 이를 철저하게 의지하고 믿어야 한다. 세째로 자신의 감각과 계기가 일치할때까지 수평비행을 유지해야 한다. 그리고 마지막으로, 고성능 항공기가 계기비행중 저공에서 비행착각에 봉착하게 될때의 행동절차를 철저하게 숙지하고 있어야 한다.

• Journal of The Korean Association For Science Education
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• v.25 no.3
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• pp.353-363
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• 2005

In this thesis, the cognition of students gifted in science on pseudo science was studied in order to acquire basic data to develop a learning program. As a first step, the difference of cognition on pseudo science between science-gifted students and general students in elementary, middle and high schools was studied. Findings revealed that science-gifted students had more negative thought on pseudo science than general students. In addition, there was no progress in their cognition on pseudo science as entered higher grades. Secondly, the cognition of students in a science high school, three times over a 6-month period, was studied. Through this study, it was found that student concepts of pseudo science was not firm, and it is quite possible to induce students to think logically and rationally with the help of a well-organized learning program. Lastly, the factors that might affect student ideas on pseudo science were researched. Students were affected by media such as television and books and also by personal experience. Therefore, students should be trained to correctly judge information presented in the media as authentic or false. Moreover, they should also be provided chances to look back on positive astrological experiences.

• Journal of KIISE
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• v.43 no.8
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• pp.848-856
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• 2016

Seeking and recognizing maritime targets are very important tasks for maritime safety. While searching for maritime targets using radar is possible, recognition is conducted without automatic identification system, radio communicator or visibility. If this recognition is not feasible, radar operator must tediously recognize maritime targets using movement features on radar base on know-how and experience. In this paper, to support the radar operator's mission of continuous observation, we propose an algorithm for automatic recognition of an unknown ship using movement features on radar and a method of detecting potential ship related accidents. We extract features from contact range, course and speed of four types of vessels and evaluate the recognition accuracy using SVM and suggest a method of detecting potential ship related accidents through the algorithm. Experimentally, the resulting recognition accuracy is found to be more than 90% and presents the possibility of detecting potential ship related accidents through the algorithm using information of MV Sewol. This method is an effective way to support operator's know-how and experience in various circumstances and assist in detecting potential ship related accidents.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.1
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• pp.121-139
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• 2011

This study conducted experimental problem posing activities using real-life materials. This study investigated the changes on students' mathematical thoughts and attitudes through the activities. This study is conducted via participation of students in a 5th grade class of N elementary school located in Daegu city. As a qualitative case study, this study focused on processes of problem posing rather than results. The problems applying new situations appear, and the used mathematical terms, units, and figures became more practical. The numbers of problems made are increased gradually, and more complex conditions are added as activities are performed. Most of the students revealed interests about problem making activities.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.6
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• pp.45-52
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• 2016

The purpose of this study was to investigate the meaning of conflict experience in cooperative learning activities of pre-service early childhood teachers. The subjects were 85 pre-service early childhood teachers in W university. The data were collected through unstructured interviews and journal writings of the participants. The study results were as follow. First, pre-service early childhood teacher's conflict experiences in cooperative activity are team meeting, fair participation and evaluation, and conflict of the personal relations. Second, pre-service early childhood teacher's conflict resolution experiences in cooperative activity are autonomy of the team meeting time, reflective thinking, sentimental support, recognition of others, and solving problems by the time spending together. Third, the meanings of conflict experience in cooperative activity are formation of felt responsibility, self-growth through consideration of others, reciprocity, and recognition of the meaning of cooperation.

• The Journal of the Convergence on Culture Technology
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• v.8 no.5
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• pp.341-349
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• 2022

This study explored in-depth emotional experiences influenced by childhood trauma of adult female survivors. For this purpose, in-depth interviews were conducted with married adult women who experienced trauma in their childhood. The collected data were analyzed using Colaizzi phenomenological research method. As a result of the study, 7 categories were derived: 'children who cannot protect themselves', 'childhood trauma,' 'insecure attachment and good child syndrome,' 'difficulties in interpersonal relationships,' 'difficulties in raising children,' 'somatization symptoms,' 'finding myself who is lost.' In addition, this study aims to understand the psychological experience of children in the family and the relationship between parents and children and the growth experience of healing them by comparing and contrasting the two cases of trauma. The foundation for healthy ego-resilience and emotional well-being has been laid through the research results on negative and maladaptive emotional experiences reflected throughout the life of adult women who suffered childhood trauma.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.4
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• pp.575-598
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• 2017

This study aims to explore the level-specific characteristics of arithmetical thinking based on the arithmetical thinking factors and develop an arithmetical thinking level test that can identify students' arithmetical thinking levels by specifying the levels of arithmetical thinking based on the factors. In order to solve the research problems, we categorized the arithmetical thinking factors into 1~4 levels based on the literature review and constructed items of the arithmetical thinking level test considering both content and process based on the arithmetical thinking factors and the level-specific characteristics of the arithmetical thinking which conformed to the Guttman scale. To investigate the adequacy of the analysis of the arithmetical thinking levels, we reanalyzed the level-specific characteristics of the arithmetical thinking by checking that it matched the factors classified to the test developed by the Guttman scale. From the results of this research, the following conclusions were drawn. First, the arithmetical thinking factors are categorized into four levels which have different characteristics. Second, the arithmetical thinking level test of this study was developed satisfying the Guttman scale and it reflects the level-specific characteristics of the arithmetical thinking levels from 1 to 4. It is possible to determine the students' arithmetical thinking level using this test. Third, according to the results of the final application of the arithmetical thinking level test for 5th and 6th graders, teachers should provide more abundant learning experiences related to the relation level (the level 3) and the application level (the level 4) to increase students' arithmetical thinking level.

• Korean Journal of Culture and Social Issue
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• v.17 no.2
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• pp.175-197
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• 2011

This study aimed to expand and reconstruct the Driving Behavior Determinants' factors in order to confirm the relationship between Driving Behavior Determinants(DBD) and drivers' reckless driving behavior level. To expand the structure of DBD, drivers anger, introversion and type A characteristics were added, which were never considered as related factors in existing DBD studies before. The correlations between the new factors of DBD and reckless driving behavior(includes driver's personal records of driving experiences for the last three years) were verified. A factor analysis result showed us that new DBD questionnaire consists of five factors such as, 'Problem Evading', 'Benefits/Sensation Seeking', 'Anti-personal Anxiety', 'Anti-personal Anger', and 'Aggression'. Also, reckless driving behavior consists of 'Speeding', 'Inexperienced Coping', 'Wild Driving', 'Drunken Driving', and 'Distraction'. The result of correlation between the DBD and reckless driving behavior indicates that inappropriate level of DBD is highly correlated with dangerous driving behavior and strong possibilities of traffic accidents. Based on these results, we might be able to discriminate drivers according to DBD level and predict their reckless driving behavior through a standardization procedure. Futhermore, this will make us to provide drivers differentiated safety education service.

• Journal of the Korea Society of Computer and Information
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• v.17 no.8
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• pp.181-188
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• 2012

In this paper, we propose an a strategy using writing based on STEAM Instruction for information gifted students' creative problem-solving. It is needed a complex and dynamic interaction of variety elements for creative problem solving. And it should be provided experience encompassing various disciplines thorough convergence education for leading to the these interactions and developing the ability to solve complex problems. Writing has already been verified educational effects in a variety subjects. And writing gives a positive impact on creative problem solving by helping awareness of the problem and encouraging critical thinking. In addition, writing can be used as an effective tool for improving problem solving based on similarities between problem-solving process. Learners will find algorithm thorough the process analyzing and writing experience with high-tech products like vending machines, mobile phones and can learn naturally the principles of various disciplines used in real life. Furthermore, learners will experience interaction, convergence of various thinking and cultivate creative problem- solving skills.

• Journal of dental hygiene science
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• v.8 no.1
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• pp.13-20
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• 2008

The purpose of this study was to find out experiences of dental hygienists working on dental care sites, to prevent potential malpractice accidents and disputes, and to examine why it is necessary to provide corresponding education or training courses. As a result, this study came to the following conclusions: 1. It was found that 32.5% had ever experienced in malpractice suits or disputes, and 55.0% of such experienced group had ever experienced in malpractice suits or disputes concerned with dental hygienists. 2. According to inquiry on whether dental hygienists have certain liability for malpractice disputes, it was found that 66.3% respondents ascribed the medical liability to dental hygienists. And according to inquiry for those respondents on liability ratio, it was found that 57.1% of them thought 11%~30% as appropriate liability ratio. 3. According to survey on extent of doubts about potential malpractice accidents and disputes in future, it was found that 72.4% respondents sometimes had doubts about them. 4. It was found that 64.2% respondents thought it necessary and urgent to provide education related to prevention and countermeasures for malpractice disputes.