• Journal of the Korean Geotechnical Society
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• v.39 no.2
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• pp.31-42
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• 2023

A study was conducted to use soil color obtained from digital im ages as an indicator of soil water content. Digital images of Jumoonjin standard sand with five different water contents were captured under nine different lighting conditions. Through digital image processing, the soil color of the sample was obtained based on the CIELAB color system, and the effect of lighting conditions and water content on the soil color was analyzed. The results indicated that L^* showed a high correlation with illuminance, whereas a^* and b^* showed a high correlation with color temperature. As the water content increased, L^*, which represents the brightness of the soil color, decreased, and a^* and b^* increased. Therefore, the soil color changed from green and blue to red and yellow. Based on the regression analysis results of lighting conditions, water content, and soil color, a water content predicting method based on the soil color of silica-based sand photographed under irregular light conditions was proposed. The proposed method can predict the water content with a m axim um error of 0.29%.

• Journal of Service Research and Studies
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• v.12 no.4
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• pp.94-105
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• 2022

Urban Air Transportation (UAM) is a three-dimensional transport within the city using eVTOL as an alternative to the saturation of land transportation due to overcrowding in major cities around the world. Design has played its roles in various fields in the development of transport, but research on the design application of UAM, which will be commercialized soon, is insufficient. Accordingly, there is a growing need for prior research on the forecasting the future environment and the design application through phenomenon analysis. The purpose of this study is to derive mega trends through STEP analysis for UAM and present ways to apply design in the UAM field based on this. The research method was conducted in the following order. First, the theoretical background of UAM was established by analyzing prior art documents on UAM. Second, five trends in the future environment centered on UAM were derived through STEP analysis. Finally, in order to derive a design application, five experts in each design area (product, visual, video, environment, service) discussed the design application focusing on the results of STEP analysis and derived a design application plan for each design area in the UAM field. Through this study, it was found that the most frequent design area in the STEEP analysis is product design and service design, and therefore related design development is important. After analyzing UAM's information provision plan, display method, and usage process suggested in this study, it is expected that it will lead to various prior design studies related to UAM, such as customized service design, to establish an infrastructure environment for commercialization of UAM.

• Journal of the Korean Society of Radiology
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• v.17 no.5
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• pp.783-790
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• 2023

The term edutech has recently been attracting attention as the convergence of education and technology is emphasized. Schools are also exploring teaching methods using edutech. The purpose of this study is to analyze the satisfaction of 210 radiology students after using Quizn Platform and the difference in satisfaction with Quizn Platform according to general characteristics. The research results are as follows. First, as a result of the satisfaction analysis according to class type, the following order was practical class, theory + practice class, and theory class. Second, the desired teaching methods among theory classes according to general characteristics were core classes (quiz solving), lecture-style classes, discussions, and discussion classes. Third, 'Quizn was used appropriately in class.' had the highest score at 4.27±0.60, and 'I am very interested in this subject.' had the lowest score at 3.98±0.74. Additionally, there was no significant difference in response to the teaching method (p>0.05). Fourth, 'Applying Quizn to class was interesting and fun' showed the highest score at 4.24±0.94, and 'Institutional support must be provided to continue using Quizn at 3.49±0.96. Additionally, there was no significant difference in satisfaction with classes according to gender and age (p>0.05). As a limitation of this study, although we investigated the satisfaction of students using Quizn, we were unable to investigate the satisfaction of instructors who interact with students. In the future, research that considers instructor satisfaction in classes using edutech should be conducted. Universities must provide institutional support and continuous interest until edutech is selected and utilized.

• Journal of The Korean Association For Science Education
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• v.30 no.8
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• pp.1002-1016
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• 2010

The purpose of this study is to investigate beginner and experienced Korean science teachers' perceptions about the science teacher preparation courses from which they graduated, and to compare them. The study was conducted as a qualitative study using in-depth interviews. For the study, interview questions were developed by the authors based on the questionnaire of 'The IMPPACT project' that was being conducted in America. The interview tool includes questions about their experience of science subject matter content knowledge, science pedagogical content knowledge, and general pedagogical content knowledge in their preparation courses. For the interview, seven beginning science teachers, less than five years of teaching experience, and five experienced science teachers, more than five years of teaching experience, were sampled from secondary schools in Korea. The research results are as follows: First, most of the beginner and experienced science teachers perceived that the teaching methods in the classes of science subject matter were not good model for teaching science in their secondary school, because they were not diverse enough and entailed mostly knowledge transfer just through lecture without teacher-student interaction. Second, most of the beginner science teachers perceived that they were affected positively by the teaching strategies and evaluation methods in the classes for science pedagogical subject matter and they could apply those strategies and methods in their current science teaching. Lastly, most of the beginner and experienced science teachers perceived that general pedagogical subject matter is important and prerequisite for science teaching in their schools, but the courses that they experienced at their university were not appropriate for their current teaching.

• Korean Journal of Soil Science and Fertilizer
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• v.45 no.3
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• pp.332-338
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• 2012

Soil compaction is one of the major problems facing modern agriculture. Overuse of machinery, intensive cropping, short crop rotations, intensive grazing and inappropriate soil management leads to compaction. This study was carried out evaluate of the effects soil texture and different compaction levels within the soil profile on the soybean root growth and productivity. The soybean plants were grown in $21cm{\o}{\times}30cm$ cylinder pots using three different soil textures (clay, fine loamy and coarse loamy) compacted at different compaction levels (1.25, 1.50, 1.75, and 2.00 MPa). Results revealed that soybean development is more sensitive on penetration resistance, irrespective of soil type. Soybean yield and root weight density significantly decreases with increasing levels of soil compaction in both clayey and fine loamy soils, but not in coarse loamy soil. The highest root weight density was recorded in coarse loamy soils, followed by fine loamy and clay soils, in descending order. The root growth by soil compaction levels started to decline from 1.16, 1.28 and 1.60 MPa for clay, fine loamy and coarse loamy soils. Soybean production in the field experiment decreased about 30% at compacted sub-soils compared to undisturbed soils.

• The Journal of Engineering Geology
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• v.22 no.2
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• pp.145-155
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• 2012

The matric suction and volumetric water content of Jumunin standard sand with a relative density of 60% were measured using an Automated Soil-Water Characteristic Curve (SWCC) apparatus during both drying and wetting processes. The test time for the drying process was longer than that for the wetting process, because the flow of water is likely to be protected by air trapped in voids within the soils during the drying process. Based on the matric suction and volumetric water content, the SWCC was estimated using the model proposed by van Genuchten (1980). For the drying process, the unsaturated fitting parameters ${\alpha}$, n, and m were 0.399, 8.586, and 0.884, respectively; for the wetting process, the values were 0.548, 5.625, and 8.220, respectively. The hysteresis phenomenon occurred in the SWCCs, which means the SWCC of the drying process is not matched with the SWCC of the wetting process. Using these unsaturated parameters, we estimated the Suction Stress Characteristic Curve (SSCC), based on the relationship between suction stress and the effective degree of saturation. The suction stress showed a rapid decrease when the matric suction exceeds the Air Entry Value (AEV). Therefore, the effective stress of unsaturated soils is different from that of saturated soils when the matric suction exceeds the AEV. The suction stress of the drying process exceeds that of the wetting process for a given effective degree of saturation. The hysteresis phenomenon was also recognized in SSCCs. The hysteresis phenomenon of SSCCs arises from that of SWCCs, which is induced by the ink bottle effect and the contact angle effect. In the case of a sandy slope, the suction stress is positive and acts to enhance the slope stability as the water infiltrates the ground, but is negative when the suction stress exceeds the AEV. The results obtained for the wetting process should be applied in analyses of slope stability, because the process of water infiltration into ground is similar to the wetting process.

• Journal of the Korean Chemical Society
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• v.52 no.3
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• pp.303-314
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• 2008

The purpose of this study was to understand the experiment for measuring chemical reaction rate by precipitate formation and to develop experiments applying small-scale chemistry. For this study, the experimental method for measuring the effect of concentration and temperature on chemical reaction rates presented in the 10 high school science textbooks were classified by their experimental methods of confirming production. Subsequently, problems observed in carrying out the experiments for measuring chemical reaction rates by precipitate formation frequently presented in the 10 high school science textbooks were analyzed. Experiments applying small-scale chemistry were developed measuring chemical reaction rate by precipitate formation. According to the result of this study, there were some problems in the experimental method of precipitate formation for measuring chemical reaction rates presented in the high school science textbooks. Those problems in the science textbook experiments were insufficient specification of mixing methods of reaction solutions, obscurity of knowing when the character letter X disappeared, time delay in collecting the experimental data, formation of hazardous sulfur dioxide, uneasiness of fixing water bath container, controlling the reaction temperature, and low reproducibility. Those problems were solved by developing experiments applying smallscale chemistry. Presenting the procedure of mixing reaction solutions on the A4 reaction paper sheet made the experimental procedure clearly, using well plates and stem pipette shortened the reaction time and made it possible to continuously collect the experimental data. Furthermore, the quantity of hazardous sulfur dioxide was reduced 1/7 times and the time when the character letter X disappeared could be observed clearly. Since experiments for measuring the effect of concentration and temperature on chemical reaction rates could be performed in 30 minutes, the developing experiments applying SSC would help students understand the scientific concepts on the effect of concentration and temperature on chemical reaction rates with enough time for experimental data analysis and discussion.

• Korean Journal of Soil Science and Fertilizer
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• v.32 no.2
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• pp.155-163
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• 1999

Nutrient balance during rice cultivation in the paddy of a local area under the environmental protection for drinking water supply was investigated. To compare nutrient balance in the paddy soil applied with different types of fertilization, 7 treatments were selected as followings : Recommended level of chemical fertilizers(R), Conventional fertilization(CF), Fresh cow manure(FCM), Cow manure compost(CMC), Straw compost+reduced chemical fertilizer(SCF), Fresh straw+recommended level of fertilizers(FSC), and no fertilization as control(C). Here, FCM, CMC and SCF were applied at the same level of total nitrogen as recommended in R. Rice yield was the highest in the recommendation(R) and fresh cow manure (FCM) treatments with $6,730kg\;ha^{-1}$(index 100), and followed by SCF (index 98), FSC (index 98), CMC(index 94), and CF(index 94). But statistically significant difference was not recognized among treatments except the control. Nitrogen infiltration loss was high in the simple chemical fertilizer treatments with $63kg\;ha^{-1}$ in CF and $58kg\;ha^{-1}$ in R during rice cultivation, respectively. Nitrogen infiltration loss was decreased below half level of chemical fertilizer treatments with cow manure treatments ($23kg\;ha^{-1}$ in FCM and $27kg\;ha^{-1}$ in CMC) and with reducing chemical fertilizer treatment by adding straw compost ($25kg\;ha^{-1}$). Phosphate was not leached during rice cultivation in paddy soil of a fluvial deposit type, in which oxidation horizon was developed broadly under around 15 cm depth of surface soil. Phosphate balance (A-B) was closed to 0 in all treatments except cow manure treatment (CMC), in which it was $+30kg\;ha^{-1}$ and show the possibility of over accumulation of phosphate by continuously replicated application of cow manure compost. Potassium balance was negative value in all but straw recycling treatment (FSC). It means that potassium was continuously supplied from soil minerals, uptaken by plants or eluted out of soil. In conclusion, by substituting inorganic fertilizer for organic fertilizer or reducing application rate of chemical fertilizer through mixing organic fertilizer, it would be possible to achieve the same rice yield as in the recommendation treatment and to decrease nutrient leaching below half level in rice paddy soil.

• Journal of the Korean earth science society
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• v.22 no.5
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• pp.360-376
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• 2001

This qualitative research investigated in-service science teachers' perceptions about cooperative learning and their perceived barriers in implementing cooperative learning in their classrooms. The underlying premise for cooperative learning is founded in constructivist epistemology. Cooperative learning (CL) is presented as an alternative frame to the current educational system which emphasizes content memorization and individual student performance through competition. An in-depth interview was conducted with 18 in-service science teachers who enrolled in the first-class teacher certification program during 2001 summer vacation. These secondary school teachers's interview data were analyzed and categorized into three areas: teachers' definition of cooperative learning, issues with implementing cooperative learning in classrooms, and teachers' and students' responses towards cooperative learning. Each of these areas are further subdivided into 10 themes: teachers' perceived meaning of cooperative learning, the importance of talk in learning, when to use cooperative learning, how to end a cooperative class, how to group students for cooperative learning, obstacles to implementing cooperative learning, students' reactions to cooperative learning, teachers' reasons for choosing (not choosing) student-centered approaches to learning/teaching, characteristics of teachers who use cooperative learning methods, and teachers' reasons for resisting cooperative learning. Detailed descriptions of the teachers' responses and discussion on each category are provided. For the development and implementation of CL in more classrooms, there should be changes and supports in the following five areas: (1) teachers have to examine their pedagogical beliefs toward constructivist perspectives, (2) teacher (re)education programs have to provide teachers with cooperative learning opportunities in methods courses, (3) students' understanding of their changed roles (4) supports in light of curriculum materials and instructional resources, (5) supports in terms of facilities and administrators. It's important to remember that cooperative learning is not a panacea for all instructional problems. It's only one way of teaching and learning, useful for specific kinds of teaching goals and especially relevant for classrooms with a wide mix of student academic skills. Suggestions for further research are also provided.

• The Journal of the Convergence on Culture Technology
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• v.5 no.2
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• pp.195-200
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• 2019

The purpose of this study is to present a model for enhancing the academic excellence of adult college students. For this purpose, 408 adult college students attending 2-year and 4-year colleges in Busan, Daegu, and Gyeongbuk were surveyed and analyzed. The components of the model are curriculum, educational methods, evaluation of education, educational administration, educational environment, and institutional support and the results are as follows. First, the curriculum preferred by adult college students was to acquire diverse academic knowledge for a degree, to acquire knowledge and skills to develop skills for the workplace, and to acquire new information and knowledge regarding issues in society as a whole. Second, the professors' qualification among the educational methods preferred by adult college students was professional competence of the professors based on their theoretical and practical skills. The preferred teaching methods were lecture, discussion, action learning, and the project learning method in that order and video and PowerPoint were preferred as effective teaching mediums. Third, the preferred course for adult college students is operated on weekends, and three years was preferred to get a bachelor's degree. The possible hours of learning per day is 3~6 hours, indicating the necessity of e-learning, B-learning, and prior learning experience recognition systems. Fourth, the education evaluation method preferred by adult college students was a compromise method which is a mixture of absolute evaluation and relative evaluation, and it also showed the need for Pass or Non Pass evaluation method. Fifth, the internal factors of college selection preferred by adult college students were the acquisition of new knowledge and skills, and the external factors were desire to receive many opportunities related to employment and job improvement. The classroom, which provides an effective environment, was a fixed seat classroom and an indoor classroom environment was emphasized for desired educational environment. Sixth, institutional support preferred by adult college students was computer-related programs and learning club support services.