• Korean Journal of Digital Imaging in Medicine
• /
• v.5 no.1
• /
• pp.98-101
• /
• 2002

대조도와 관용도사이의 손실 교환은 투사 방사선 촬영에 있어서 잘 알려져 있고 또한 오랫동안 지속되어온 영상의 질에 있어서의 제약이었다. 전자적인 영상획득의 도입으로 한 영상 내에 넓은 영역의 X-Tay 노출을 포획하는 것이 가능해 졌다. 그러나, 진단에 필요한 세부영역 들을 위해 적절한 대조도를 유지하는 반면, 일반적으로 기대되는 관용도 범위 이외의 정보가 시각화 되어지는 것과 같은 영상의 rendering과 displaying의 문제가 남아 있었다. 이 문서에 묘사되는 EVP(Enhanced Visualization Processing)는 이 문제를 중점적으로 다룬다. 방대한 진단용 CR 영상 데이터베이스로부터 선택된 14개의 검사유형 당 각각 5개의 영상들을 포함한, 총 70개의 영상들을 사용하여 임상 보고서가 제출되었다. 각 영상에 대해, control rendering은 현재 개발되어 있는 automatic tone scaling algorithm(자동 톤 스케일 알고리즘)에 의해 생성되었고, test rendering은 그 control of image에 EVP를 인가함에 의해 생성되었다. 10명의 radiologist들은 각자 개별적으로 140개의 이미지들(70개의 test renderings와 70개의 control renderings)을 9점의 진단 상의 품질 척도로 평가했다. EVP는 세부 대조도의 부당한 손실 없이 증가된 노출 관용도를 제공했다. 많은 영상에서 EVP는 과소 투과 영역에서의 정보의 손실을 줄여주고, 반면 과다 투과 영역의 밝게 빛나는 현상을 실제적으로 감소시켰다. 진단상의 품질 평가는 EVP image와 control image 모두 평균적으로 높았다. 그럼에도 EVP images의 평균 등위는 control image의 그것보다 1 단계 완전히 높은 범위에 있는 것으로 평가되었다. 쌍으로 그 영상들을 보면, EVP images의 76%가 일치하는 control images의 평가 단계보다 1 또는 그 이상 높은 범주인 것으로 평가되었고, 반면 control image의 6% 만이 일치하는 EVP 영상보다 우수한 것으로 평가되었다. 유사한 결과가 연구된 14개의 검사유형에 대해 획득되었다.

• Journal of Digital Convergence
• /
• v.19 no.4
• /
• pp.339-347
• /
• 2021

The purpose was to analyze the trend of sport pedagogy in secondary teacher certification examination based on the secondary teacher qualification criterion in Korea Institute for Curriculum and Evaluation since abolition of multiple-choice questions from 2014 to 2020. The result showed the questions for sport pedagogy were 48 question since 2014, and found 83 sub-questions. The implications are as follows. First, the frequency of sub-questions in sport pedagogy has increased, causing an integrated question. Second, the serious unbalanced issue of questions for examination was presented. Third, dependence on specific domains was excessively high. Fourth, the confusion caused by the overlapped domains with the content knowledge of physical education subject was intensified. Therefore, evaluation factors based on 2016 KICE classification table should be clear and field application questions should be developed.

• Korean journal of food and cookery science
• /
• v.23 no.5
• /
• pp.650-663
• /
• 2007

The purpose of this study was to identify the sanitation management items of school foodservice suppliers that require improvement, by assessing their sanitation practices with food commodities. Our field assessment was performed using a total of 20 vendors supplying agricultural products, meat products, seafoods and processed products; all were located in the Seoul and Gyeonggi areas. The assessment tool for sanitation management was composed of 93 checklist items and was used to evaluate seven different categories; the facility and environment, management of the facility and equipment, food materials management, process control, water management, personal hygiene management, and laboratory instrument management. A score of two was given for "satisfactory", one for "fair", and zero for "unsatisfactory". The overall average supplier score was 1.7/2.0 (85.8%). The score of the seafood vendors was highest at 1.9 (95.4%), while the lowest score of 1.3 (65.7%) occurred with the processed product suppliers. Among the sanitation management categories, water management was scored at 2.0, while inspection management was lowest at 1.4. The subcategories indicating needed improvements for the processed product suppliers were raw materials, storage, transport and recall. For the agricultural product suppliers it was preparation management. furthermore, one item within the laboratory instrument management category was unsatisfactory for both the agricultural and processed product suppliers. In conclusion, these results can be used to develop sanitation management procedures for suppliers, as well as by administration agencies to evaluate and guide those suppliers.

• Journal of Nutrition and Health
• /
• v.57 no.1
• /
• pp.1-15
• /
• 2024

Purpose: This study aimed to develop a comprehensive tool for assessing dietary guideline adherence among older Korean adults, focusing on the domains of food and nutrient intake, eating habits, and dietary culture. Methods: Candidate items were selected through a literature search and expert advice. The degree of adherence to dietary guidelines was then evaluated through a face-to-face survey conducted on 800 elderly individuals across five nationwide regions. The items for dietary guideline adherence evaluation tool were selected through exploratory factor analysis of the candidate items in each of the three areas of the dietary guidelines, and construct validity was verified by performing confirmatory factor analysis. Using the path coefficient of the structural equation model, weights were assigned to each area and item to calculate the dietary guideline adherence score. A rating system for the evaluation tool was established based on national survey results. Results: A total of twenty-eight items were selected for evaluating dietary guideline adherence among the elderly. Thirteen items related to food intake, seven to eating habits, and eight to dietary culture. The average score for dietary guideline adherence was 56.9 points, with 49.8 points in the food intake area, 63.2 points in the eating habits area, and 58.6 points in the dietary culture area. Statistically significant correlations were found between dietary guideline adherence scores and food literacy (r = 0.679) and nutrition quotient scores (r = 0.750). Conclusion: The developed evaluation tool for dietary guideline adherence among Korean older adults can be used as a simple and effective instrument for comprehensively assessing their food and nutrient intake, dietary habits, and dietary culture.

• Journal of Elementary Mathematics Education in Korea
• /
• v.24 no.3
• /
• pp.279-297
• /
• 2020

The purpose of this study is to find ways to establish and operate Process-focused Assessment in the classroom as the 2015 revised curriculum has emerged. As a way of doing so, we proposed a Process-focused Assessment through self-assessment and looked at the impact of the applied classes on the mathematical academic performance and affective domain of fifth-grade elementary school students. After selecting two classes of fifth grade with proven homogeneity for research, the experimental group applied Process-focused Assessment through self-assessment and the teacher-led Process-focused Assessment to the comparative group. As a result, it was confirmed that the classes applying Process-focused Assessment through self-assessment significantly improved the math and academic performance of fifth-grade elementary school students. The affective domain of the experimental group did not change significantly, but the analysis of the students' comments and interview data showed that they had more interest and confidence in mathematics.

• Journal of the Korea Convergence Society
• /
• v.13 no.2
• /
• pp.303-312
• /
• 2022

In this study, the importance-performance analysis (IPA) of the content components of remote graduate students was conducted. To this end, an online survey of 221 remote graduate students at J University obtained the following results. First, the importance of content components by area was in the order of learning content, interaction, teaching-learning strategy, and evaluation, and the degree of execution was in the order of teaching-learning strategy, interaction, evaluation, and learning content. Second, it was found that there were significant differences between importance and performance in the four areas of content components: learning content, teaching-learning strategy, interaction, and evaluation. The importance-execution analysis (IPA) was conducted in two dimensions: region-specific and item-specific, and the results are as follows. The learning content was found to be the maintenance area, the teaching-learning strategy and interaction were the key improvement areas, and the evaluation area was the overinvestment area. The results of this study can be used as basic data to diagnose the present of remote graduate school content and to gauge what needs to be improved in the future based on it.

• Journal of Korean Society of Archives and Records Management
• /
• v.16 no.1
• /
• pp.195-221
• /
• 2016

In a situation where the recognition of archival services remains minimal, an evaluation of archival information services by users could provide a better understanding of users' practical needs and present helpful information for improved services. A service evaluation by users using questionnaires was conducted in university archives, which can similarly categorize their user groups and have frequent interactions with the users for the provision of services. Questionnaires suitable for the evaluation of university archives were developed based on the review of the evaluation tools in archival information services. From April to October 2015, 113 users' evaluation results were collected from 13 university archives. As a result of goodness of fit tests, the users' service evaluation items were categorized into four parts: Use Results, Provision of Information on Archives, Accessibility to Archives, and Interaction. For those four parts, evaluation by descriptive statistics, T-test, correlation analysis, and regression analysis were conducted. Users evaluated Interaction parts highly while they were less satisfied with Provision of Information on Archives. T-test results showed that university archives with search engines and with electronic records management systems were evaluated higher than archives without such technology. In the regression analysis, the Interaction and Provision of Information on Archives parts were found to have an influence on the Use Results part.

• Journal of the Korean Society for information Management
• /
• v.36 no.4
• /
• pp.53-81
• /
• 2019

The 3rd Library Comprehensive Development Plan (2019-2023) of the Committee on Library and Information Policy under IFLA-UN 2030 Agenda emphasize the role of libraries in practicing social inclusion. At home and abroad, this is shedding new light on libraries as the public service institutions aimed at resolving information inequality. This study thus developed the information inequality measurement indicator optimized for libraries. For this purpose, FGI and Delphi technique were implemented as the verification stage of the expert group. As a result, the final indicators were derived in three evaluation areas, twelve evaluation items, and 30 evaluation indicators. Specifically, first, 3 evaluation items and 8 evaluation indicators were derived in the access evaluation area; second, 5 evaluation items and 12 evaluation indicators were derived in the competency evaluation area; and third, 4 evaluation items and 10 evaluation indicators were derived in the utilization evaluation area. This study is considered to be of great significance in that the information inequality measurement indicators optimized for libraries were developed, the first of its kind.

• Journal of Science Education
• /
• v.47 no.1
• /
• pp.75-87
• /
• 2023

This study analyzed correlation among peer evaluation, self-evaluation, and instructor evaluation of argumentation writing conducted in the 'Biology logic and essay' class. To this end, 14 pre-service biology teachers wrote argumentation four times, and peer evaluation, self-evaluation, and instructor evaluation were conducted on these results. The peer evaluation for argumentation writing averaged 2.70 points, the self-evaluation average was 2.68 points, and the instructor evaluation average was 2.71. Looking at the average of each sub-evaluation area, scientific knowledge was the highest in peer evaluation, and the composition area was the highest in self-evaluation. In addition, the area of scientific knowledge was the highest in the instructor evaluation. As a result of examining the standard deviation, the standard deviation of self-evaluation was the largest. As a result of analyzing the correlation between evaluation types, there was a high correlation between peer evaluation and instructor evaluation, and there was a moderate correlation between self-evaluation and instructor evaluation. On the other hand, there was no significant correlation between peer evaluation and self-evaluation. As a result of analyzing the correlation by evaluation area, there was no significant correlation between peer evaluation and self-evaluation in all four areas of scientific knowledge, scientific argumentation, composition, and expression. On the other hand, in the analysis between peer evaluation and instructor evaluation, there was a significant correlation in the areas of scientific knowledge, scientific argumentation, and composition. In addition, there was a significant correlation between self-evaluation and instructor evaluation only in the area of expression. The results of this study show that peer evaluation is highly likely to be applied in the 'Subject logic and essay' class. It also suggests that it is necessary to subdivide evaluation criteria according to the type of evaluation in order to use peer evaluation and self-evaluation.

• Journal of The Korean Association For Science Education
• /
• v.25 no.7
• /
• pp.736-745
• /
• 2005

The purpose of this paper was to develop and execute self-appraisal test items on secondary science teachers. Test items included 6 sub-fields-subject knowledge, teaching strategies, teaching skills, assessment, laboratory management, and professional development - and 77 items. Using these test items, science teachers were able to evaluate their ability as prescribed by a 5-point Likert scale. Furthermore, teachers were able to comprehend fields showing their highest and lowest scores among the 6 sub-fields. They could then place special attention on the lowest field insuring self-growth as a science teacher. Self-appraisal test items were developed by analyzing related references on teacher evaluation criteria and standards. 220 subjects composed the sample on which these test items were executed. The results of this study were as follows. First, content validity of the test items was 80.8%. The range of sub-field reliabilities was .76 - .86 and the reliability coefficient of the entire test was .95. The range of correlation coefficient between each subfield was .54 - .69 and that of subfields and entire test was .54 - .79. The correlation coefficient between professional development and the whole test was .79, the highest coefficient observed. Second, significant difference was found according to teaching experience. More experienced teachers had higher scores in all 6 sub-fields (p<.05). In addition, a significant difference according to gender was observed in subject knowledge and laboratory management (p<.05); male teachers had higher scores than female teachers. Also, the higher the level of experience, the higher the scores for subject knowledge (p<.05). Lastly, the teacher's major did not result in any significant differences.