• Fire Science and Engineering
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• v.20 no.3 s.63
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• pp.101-106
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• 2006

This study set up hierarchies and indices of manmade disasters and determined weighted values and priorities of the evaluation indices for each hierarchy. It found that the relative importance of the prevention sphere is the most essential in measuring the weighted values and priorities, followed by that of the countermeasure sphere. The reason is that manmade disasters are sure to lead to damages, against which countermeasures should be taken by all means to search and save the injured persons.

• 대한공업교육학회지
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• v.45 no.2
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• pp.86-107
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• 2020

The purpose of this study is to increase the effectiveness and efficiency of invention education by presenting basic evaluation criteria that can be used when designing and preparing invention education programs in various educational institutions that operate invention education. The results of this study are as follows. First, the stage of the Invention Education Program was named '4P stage' as 4 stages of 'Planning, Preparation, Process, and Product'. Second, the areas of evaluation of the planning stage of the invention education program are 'goal setting, demand analysis' and curriculum design. The preparatory stage evaluation area is 'Developing an Invention Education Program, Securing Human Resources, Securing Physical Resources'. The evaluation area of the course level is 'program operation, program management, learner management'. The evaluation area of the calculation stage is 'education performance, achievement results, and education evaluation'. Invention education program evaluation criteria will play a role to enhance and manage the quality of invention education program. In addition, it is judged that this will be the basic data for developing evaluation criteria for the invention education program through the reconciliation process through reflux and the validation process of related experts at various invention education institutions.

• Journal of vocational education research
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• v.29 no.3
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• pp.157-185
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• 2010

This study aims to develop a process-oriented evaluation criteria that can be applied during the collection, description, and the provision of information necessary to improving and sustaining the cyber education program for human resource development. The conclusion obtained in the study is as described below. First, the process-oriented evaluation criteria of cyber education program for human resource development was divided into 4 dimensions, 13 evaluation categories, 29 evaluation sub-categories, and 125 evaluation clauses. Secondly, the process-oriented evaluation criteria of cyber education program for human resource development was divided into 4 dimensions, 13 evaluation categories, 29 evaluation sub-categories, and 125 evaluation clauses through the Delphi research method. Thirdly, the contents validity ratio (CVR) of each clauses ranged between .31-1.00 and therefore can be said to be valid. Also, the Cronbach's credibility for the validity of the developed evaluation criteria scored .980.

• 대한공업교육학회지
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• v.44 no.1
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• pp.52-71
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• 2019

The quality of school education is a key element for national education development. An important factor that determines the quality of school education is qualities of teachers who are in responsible for school education in the field. Therefore, it is necessary to hire competent teachers in the teacher appointment exam for the secondary school. This necessity is evident especially for vocational high schools and Meister high schools with the introduction of 2015-revised curriculum based on NCS that separates each three subjects, "Electrical, Electronics Communication" resulting in the change of question mechanism, which requires new designing of assessment and content area. So, this study analyzes curriculum in college of education for "Electrical", "Electronics", "Communication", 2015-revised curriculum based on NCS and the development of standards for teacher qualifications and assessment area and evaluation of teaching ability in the subjects of the teacher appointment exam, "Electrical, Electronics Communication" Engineering" in 2009. The assessment area and content elements of "Electrical", "Electronics", "Communication are extracted from the analyzed results and they are verified by experts' consultation and presented as follows; First, the assessment area and content elements of the "Electrical" subject were designed to evaluate the NCS - based 2015 revised curriculum by presenting the NCS learning module to the evaluation area and content element in the basic subject "Electrical and Electronics Practice". Second, the section of "Electronics" presented the assessment area and content elements applying the Electronic Circuit, basic subject of the NCS and it also added "Electromagnetics", which is the basic part of Electronics in the Application of Electromagnetic waves that could be applied to the assessment. Third, the assessment area and content elements of "Communication" consist of the communication-related practice that is based on "Electrical" and "Electronic", considering the characteristics of "Communication Engineering". In particular, "Electrical and Electronics practice" which adds network construction practice and communication-related practice makes it to be able to evaluate the communication-related practical education.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.34 no.1
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• pp.167-188
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• 2023

This study reviewed the current status of low-experienced teacher librarians with less than 5 years and attempted to identify their educational needs through IPA analysis, Borich Priority Formula, and The Locus for Focus Model. A survey was conducted on low-experienced teacher librarians with less than 5 years of experience to analyze their process in the pre-service teacher training and experiences before an appointment and to identify teacher librarians instructional expertise. The results of the analysis of the study are as follows. First, there was a statistically significant difference between the importance and performance in all areas of instructional expertise of low-experienced teacher librarians. Second, 'reading education-practice progress' was recognized as a 'Keep up good work' with high importance and satisfaction, and 'library-based instruction planning, progress evaluation', 'information literacy-curriculum design', and 'digital and media literacy education-progress and evaluation' were recognized as areas of 'Concentrate here' through IPA analysis. Third, In the Borich Priority Formula, 'teaching-learning evaluation', 'teaching-learning progress', and 'teaching-learning plan' in the Library based instruction area showed the highest educational needs. Fourth, the library-based instruction was shown to the high discrepancy/high importancy area as same as the Borich Proity Formula. The results of this study can provide implications for improving the instructional expertise of teacher librarians.

• Proceedings of the Korea Water Resources Association Conference
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• 2011.05a
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• pp.434-434
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• 2011

가뭄은 홍수와는 달라서 정확한 발생시점, 지속시간, 피해반경 등을 정의하기 어렵다. 가뭄은 가뭄지수를 통해서 정의되며 정해진 지속시간에 따라서 가뭄의 특성을 평가하는 것이 일반적이다. 이러한 가뭄의 심도를 평가하기 위해서 많이 사용되는 지수로 표준강수지수(standardized precipitation index)가 있다. 본 연구에서는 6개월 지속시간에 SPI 지수를 대상으로 연구를 수행하였다. 최근 가뭄연구에서 시공간적 거동을 평가하는 연구가 중요한 연구주제로 자리 잡고 있다. 가뭄은 홍수와는 달리 공간적으로 전이되는 특성을 가지고 있어서 가뭄의 시작점과 영역반경을 평가하는 것은 가뭄을 예측하는데 있어서 기본적으로 선결되어야 한다. 그러나 상대적으로 가뭄의 시공간적 분석 연구는 많이 진행되지 않았다. 본 연구에서는 질량모멘트 개념을 도입하여 가뭄의 중심과 영역을 평가하는 기법을 개발하였다. 가뭄의 중심(centroid)은 1차모멘트를 통해서 추정되며 가뭄의 영역은 2차모멘트 즉, x방향의 공분산, y방향의 공분산, xy의 공분산을 통해서 타원(ellipse)형태로 수치적 접근이 가능하다. 다음 그림과 같이 가뭄의 중심을 1차모멘트로 추정하게 되면 +형태로 표시될 수 있으며 분산을 타원체로 표현하여 가뭄의 영역을 정의할 수 있다. 1, 2차모멘트를 추정하는데 있어서 Threshold 로 -2.0 이하의 값만을 이용하였으며 각 격자별 SPI 강도를 가중인자로 이용하였다. 그림과 같이 가뭄이 서해안에서 시작되어 시간에 따라 중동부로 퍼져나가는 것을 정량적으로 확인할 수 있다. 본 모형을 통해서 추출된 1, 2차 모멘트 정보를 활용하여 가뭄의 특성을 범주화하고 이를 기상학적 특성과 연결시키면 기상특성을 고려한 가뭄 예측모형으로의 개발도 가능할 것으로 판단된다.

• Korean Journal of Childcare and Education
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• v.7 no.4
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• pp.301-324
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• 2011

The purpose of this study was to examine the perception of the childcare teachers regarding accreditation procedures and feasibility of the second accreditation index according their past participation in the accreditation process. The objects were 193 childcare teachers working at child care centers that were accredited using the initial accreditation index. The collected data was analyzed using frequency, percentile, $X^2$, and t-test. The major findings are as follows: First, childcare teachers without accreditation experience perceived 'continuing education of child care center directors and teachers' to be the most important for quality maintenance after successful accreditation. In contrast, childcare teachers with accreditation experience placed the most importance on 'childcare teachers' motivation and continuing enrollment'. Second, childcare teachers with accreditation experience perceived higher feasibility in the subcategories of 'art activity materials' in the category of child care environment, 'providing operation policies and information of child care teachers', 'care for children', and 'employment contract' in the operation & management category, 'sanitary management of food, cooking and feeding', 'care of sick or injured child', 'health management of children and childcare teachers', 'snacks for children' in the category of health and nutrition and 'safe procedures for handing over children' in the category of safety. In general, childcare teachers with accreditation experience perceived higher feasibility of the second accreditation index in all categories.

• Proceedings of the Korea Information Assurance Society Conference
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• 2004.05a
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• pp.167-172
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• 2004

In the process of presenting the additional criteria, ISST, developed to evaluate teachers' capacity of applying information, suggests the criteria without considering teacher's own task. Information Ethics and Security Model is made up of two parts. In one part, it deals with four areas concerning with Information Ethics evaluation to measure the sensibility of Information Ethics of Information Teacher In another part, it is divided Information Security Evaluation into three areas which estimate technical method to secure the information system tying in the environment of information-oriented education.

• Journal of the Korean Society for Library and Information Science
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• v.47 no.4
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• pp.49-78
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• 2013

This article examines how to improve military library services by evaluating management and performance of 160 Korean military libraries in 2011. Results indicated that the average performance rate in entire areas was 59.4%. The 'facility' area and 'inter-library cooperation' area showed high performance rates (79.2% and 71.0% respectively). On the other hand, the 'strategic management plan' area and 'support' area showed relatively low performance rates (28.3% and 33.0% respectively). Results concluded that a strong commitment for strategic planning and execution by the authorities is required to enhance military library services in the future. Also, the implications of annual evaluation on military libraries should be taken accounted for improvement plans and ultimately lead to the establishment of revitalization policies for military library services.

• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.465-475
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• 2015

The purpose of this study is to analyze the results of physics (optics) in nationwide standardized assessment and to investigate middle-school students' characteristics of achievement by using an option response rate distribution curve. For this purpose, we analyzed the 10 optics problems from the National Assessment of Educational Achievement (NAEA) items for middle school science subject conducted in 2010-2013. The results of this study are as follows; First, students showed a little higher achievement in optics than classical mechanics and electromagnetism. Second, students achieved significantly worse in 'formation of image' in 'light' part and 'variation of phase in propagation of wave' in 'wave' part. Third, students showed a context-dependent problem solving strategy and result. Additionally, we suggested some implications about the readjustment of some optics concepts level of national science curriculum, the need for teaching and learning strategies for basic level students, and the need for teaching and learning strategies focused on the realistic context.