• Tuberculosis and Respiratory Diseases
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• v.50 no.4
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• pp.409-414
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• 2001

Background : Legionella pneumophila has been recognized as an important cause of community-acquired pneumonia(CAP) requiring hospitalization. However, epidemiological data on the occurrence of legionella-related pneumonia is unavailable in Korea. The purpose of this study was to evaluate the etiological importance of legionella pneumophila serogroup 1 in patients hospitalized with CAP. Method : The CAP patients over 16 year-old were recruited from July 1999 to June 2000 at the Chunchon Sacred Heart Hospital. Fifty four patients (male 29, female 25, average age $63.8{\pm}15.3$) were included in this study. A diagnosis of a legionella pneumophila infection was based on a urinary antigen test using the Binax Company enzyme immunoassay. The severity of pneumonia was assessed using the Fine's PORT scoring system. Result : The average Fine's PORT score was 99.7(${\pm}44.9$). According to the risk classification proposed by the Infectious Disease Society of America, the number of patients in each class(from class I to class V) were 6(11.1%), 13(24.1%), 9(16.7%), 14(25.8%), and 12(22.2%), respectively. Thirty two patients(59.3%) were initially admitted to the intensive care unit. The mortality rate was 16.7%(9 in 54). In all patients, urinary antigens to Legionella pnewnophila serogroup 1 were not detected. Conclusion : Legionella pnewnophila may play little role in causing adult CAP in Korea. Therefore, the routine use of macrolide in the empirical treatment of the CAP patients based upon the ATS guidelines(1993) in Korea should be reevaluated.

• Journal of Korean Home Economics Education Association
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• v.20 no.4
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• pp.157-171
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• 2008

The year of 2007 Reformed Curriculum encourages various activity materials in the textbook facilitate students oriented self-help learning. The purpose of this paper is to find out how much the activity materials in housing area of middle school Technology and Home Economics are practiced in the class and why they are used or not used. The data were collected from 253 middle school teachers who had ever taught the housing unit in any of 6 textbooks. The analyses indicated that the most frequent teaching methode was lecture based on the textbook and internet data focused on the figures and contents of the individual textbook. The average rate of practicing the activity materials was differ by textbooks and the characteristics of the materials such as type of materials, feature of non sentence materials, and type of activity. The main two reasons to practice the activity materials were it's adequacy to class goals and application to everyday life. Low interests of students and shortage of time were the two main reasons why not used the materials. Textbook writers should consider these reasons as well as the characteristics of activity materials practiced in the class by the teachers in order to meet the goals of the reformed as well as current curricula.

• Journal of Korean Elementary Science Education
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• v.43 no.1
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• pp.48-63
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• 2024

This study aims to develop a class procedure for the application of classrooms that value context and to conduct science classes using this procedure to examine the effects. Among various contexts related to scientific knowledge, the study develops a teaching procedure for designing classes that focus on the contexts of discovery and real life. After verifying the content validity of the context-based design and the program to which it was applied, a class was conducted, and the responses of the children were checked. The final draft of the lesson design completed after revision and supplementation is as follows: context-based design was presented in four stages, namely, presenting, exploring the context, adapting the context, and organizing (share and synthesizing; PEAS). The goal is to enable people to experience the overall flow of scientific knowledge instead of focusing on the acquisition of fragmentary knowledge by covering a wide range of topics from the social and historical contexts in which scientific knowledge was created to its use in real life. To aid in understanding the newly proposed class procedure and verifying its effectiveness, we developed a program by selecting the "My Fun Exploration," 2. Biology and Environment unit of the second semester of the fifth grade. The result indicated that the elementary science program that applied the context-centered design effectively improved the self-directed learning ability of students. In addition, the effect was especially notable in terms of intrinsic motivation. As the students experienced the contexts of discovery and real life related to scientific knowledge, they developed the desire to actively participate in science learning. As this becomes an essential condition for deriving active learning effects, a virtuous cycle in which meaningful learning can occur has been created. Based on the implications, developing programs that apply context-based design to various areas and contents will be possible.

• The Journal of Sustainable Design and Educational Environment Research
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• v.17 no.1
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• pp.33-39
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• 2018

The number of elementary school classroom's students. It will be decreased to 21.1 OECD even and furthemore to 19.8 in 2030. Therfore fore the time being the number of elementary school classroom's students will be sustained in 20~22. But nowadays the classroom's area which is fitted the number of 30 is too big compare with the number of 20~22. This reserch is finding the profit module of elementary school's classroom of the number of 20~20. Using one student's unit and various displays of class by teaching methods, I found the conclusions as follows. 1st, the horizontal length of center line is 7,100~7,500 and the vertical length of center line is 7,000~8,000 in the classroom's area of a team of 2. 2nd, if you make adjustment those lenghts to 30cm module, horizontal length is transfered to 7.2m, 7.5m, and vertical length is transferred to 7.2m, 7.5m, 7.8m. Therefore unit classroom's module are $7.2m{\times}7.2m$, $7.5m{\times}7.5m$ in square, and $7.2m{\times}7.5m$, $7.2m{\times}7.8m$, $7.5m{\times}7.8m$ in rectangular. 3rd, the areas of modules are $7.2m{\times}7.2m(51.84m^2)$, $7.5m{\times}7.5m(56.25m^2)$, $7.2m{\times}7.5m(54m^2)$, $7.2m{\times}7.8m(56.16m^2)$, $7.5m{\times}7.8m(58.5m^2)$. Therfore th area of module is from $51.84m^2$ to $58.5m^2$ compared to nowadays' classrooms.

• Journal of Korean Home Economics Education Association
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• v.22 no.1
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• pp.51-65
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• 2010

The purpose of this study was to raise the awareness of LOHAS(Lifestyle of Health and Sustainability) in the secondary school students. We extracted the related contents to LOHAS from the unit of 'The choice and maintenance of clothing' in the second-year's textbook of Technology-Home Economics, and selected the learning subjects. We also developed the new teaching-learning process plan on practical problem focused lesson, and applied them to the eight classes located in Siheung, Gyeonggi-do, for 5 hours per each class. The learning subjects of the teaching-learning process plan included five items as followings; general awareness, organic fashion, natural fabric, recycled material fashion, and natural dyeing, which were related to LOHAS consumption. The overall topic of the teaching-learning process plan was 'What should do to raise the awareness of LOHAS in order to practice LOHAS consumption in the choice of clothing'. Consequently, the results were abtained as follow; The general awareness of LOHAS as well as the awareness of LOHAS consumption in the choice of clothing increased after classes significantly, compared to those before. Thirty-four materials including worksheets, reading materials and teacher's guide could help to raise the awareness of LOHAS. Also these classes enabled the students to raise their awareness of LOHAS, to improve their opinions and attitudes on LOHAS consumption in the choice of clothing, and to take an interest in the lesson of Home-Economics. This study might have the educational significance in that it made the students directly participate in the national and social trend of the awareness of LOHAS, and upgrade their quality as good LOHAS consumers. Also further teaching-learning process plan in Home-Economics are necessary to promote the awareness of LOHAS for better health, environment, and society.

• Journal of Elementary Mathematics Education in Korea
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• v.10 no.1
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• pp.67-87
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• 2006

This study is to recognize a problem in the practice of performance assessment in elementary school, and to find out some suggestive points for improvement of teaching·learning method in elementary mathematics through assessment by reducing time restriction according to assessment through the practice of self-assessment, peer-assessment and observation, and then by reflecting the results of assessment on teaching learning plan. For that, the questions of study set up are as follows ; 1. How should self-assessment and peer-assessment be applied to in elementary mathematics assessment? 2. How should the time for 'let's play an interesting game' be managed for assessment of elementary mathematics? 3. How should the results of assessment be reflected on the Process of teaching and learning of mathematics? To solve these problems, a researcher of this thesis performed self-assessment, peer-assessment on 40 students of second grade under her charge as a class teacher, and applied observation in the time management process for 'let's play an interesting game' for a semester. self-assessment was made by mathematics journal, self-assessment chart, peer-assessment was by the analysis of conversation record among students in the situations of assessment, and observation was by observation of activity when playing with the results data of play analyzed. the concrete methods of application as follows ; First, mathematics journal was applied $1{\sim}2$ times by each unit with reconstruction into the level of second grade on the basis of the preceding-study models. Second, peer-assessment was applied to the unit-assessment time and the play-activities time by the method of recording·analyzing the contents of conversation among students in the process of assessment. Third, mathematical attitude & dispositions of students making use of the self- assessment table were examined referring to the teaching learning plan. Fourth, the time management for 'let's play an interesting game' was made through the prior recognition of play method and the joyful play-activities by use of the play-plate. Assessment depended on analysis of play-activities results of students making use of an observation form. Fifth, the results of self-assessment, peer-assessment, and observation were analyzed, and then they were made use of as self-observation data, of teacher her/his self, or teaching·learning improvement data. Students' self-assessment datum (mathematics diary, self-assessment sheets, conversation contents in the process of assessment) and observation materials (check lists, Play-activity result materials, conversation contents in the process of play) obtained in the process of application was analyzed as follows ; 1. From the practice of self-assessment in form of mathematics journal, I could obtain not only datum showing how much students was understanding the learning aims by unit time and to any degree they reached but also information about their response to learning datum and favorable type of learning. 2. Assessment by self-assessment chart was useful in planning the mathematics teaching learning process because it helps ascertain mathematical attitude & dispositions of students. 3. Through the application of peer-assessment, students had the opportunity of communicating with other students looking back on his/her explaining process, and teachers could obtain basic materials for assessment of students. 4, In case of time management for 'let's play an interesting game', there was natural extension of play made through time-security by prior looking into the method of play-activity, and then, for a remained time, by making children play a new game. 5, I could easily record the activities of students by use of the observation. form, and make use of it as basic data for descriptive assessment. 6, Each kinds of data obtained from the results of assessment was helpful for securing self-observation materials in the process of teaching learning and for their betterment in mathematics subject. However, because they were in the second grade of elementary school and there was an individual difference, some students could not make use of mathematics diary or self-assessment form properly. In case of these students, assessment data would be obtained through interview or observation. And for effective operation of play, its purpose & method and matters that demand special attention when play-acting should be clearly guided. Also, when applying an effective play in addition to play activities in textbook, to lessons, interesting mathematics lessons could be guided.

• Journal of Digital Convergence
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• v.12 no.8
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• pp.1-18
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• 2014

Recently, many of the mobile network operators or telcos are introducing the LTE service in order to effectively cope with an explosive increasing mobile traffics due to an expansion of the use of smart phones. The 1.8GHz, 2.6GHz, and 800MHz band classes are most widely used for LTE. In particular, the 1.8GHz band class is the most useful one in terms of the reusability of the existing (2G) network, global harmonization, bandwidth, eco-system of equipments and devices, and so on. In recent years, major countries in the world have allocated the 1.8GHz band spectrum in a wide bandwidth unit suitable for the upcoming LTE-Advanced service. This paper surveyed the 1.8GHz band spectrum allocation policies of the 12 OECD countries, including Republic of Korea. From the survey, we have found that they rebuilt or refarmed the existing holders' bands, recovered the public (i.e., military)-use bands, and allocated the bands in a wide bandwidth and in an equal or similar size.

• Journal of Korean Society of Occupational and Environmental Hygiene
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• v.23 no.3
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• pp.212-221
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• 2013

Objectives: Asbestos fibers are accumulated in negative pressure unit (NPU) or vacuum cleaner in asbestos removal. Failure of operation or poor use performance of the NPU or vacuum cleaner causes asbestos fibers to spread in the air. Asbestos contractors should have an NPU fitted with a HEPA , vacuum cleaner, decontamination area, respirators, wetting equipment, and differential pressure manometer to register with the Ministry of Employment and Labor. There should be performance criteria of equipment used in asbestos removal. But there are none such criteria used in asbestos removal. This study was performed to investigate international or national performance criteria of equipment used in asbestos removal. Methods: Regulations, approved code of practice, guidance and national standards of the UK, USA and Korea were reviewed. A survey was done to investigate the requirements for equipment used in asbestos removal in Korea. Results: Air flow of NPUs used in Korea usually covers from$500m^3/h$ to over $3000m^3/h$. Some requirements for NPUs used in Korea were missing compared to the requirements of British standards for NPUs. All NPUs have different missing requirements. The UK also has separate British standard for leak tests for NPUs. Highly hazardous class vacuum cleaners should be used in asbestos removal in the UK. It has national standards on the operation of vacuum cleaners used in asbestos removal. There is only a certification system for less than 2.5kw rated voltage vacuum cleaners for home use in Korea. Powered (-assisted) respirators with mask are recommended in asbestos removal. Type 5 coveralls should be used in asbestos removal in the UK. There are international standards for requirements and leak tests of type 5 coveralls. A manometer for measuring differential pressure is needed in asbestos removal. The manometer's measuring range should cover less than ${\pm}125$ Pa and the gradation of manometer should be less than 2.5 Pa. The definition of decontamination area should be corrected. Installation of airlock and minimum area should be considered in decontamination area. Conclusions: Equipment should be used in asbestos removal proper performance and no leaks. There should be a certification system for equipment used in asbestos removal. This study can help to a certification system for equipment used in asbestos removal in Korea.

• Journal of Korean Society of Forest Science
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• v.90 no.4
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• pp.535-542
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• 2001

The objective of this study is to develop a spatial analysis modeling technique to evaluate the functional suitability of forest lands for land slide prevention. The functional suitability is classified into 3 categories of high, medium and low according to the potential of land slide on forest lands. The potential of land slide hazards is estimated using the measurements of 7 major site factors : slope, bed rock, soil depth, shape of slope, forest type and D.B.H. class of trees. The analytic hierarchical process is applied to determining the relative weight of site factors in estimating the potential of land slides. The spatial analysis modeling starts building base layers for the 7 major site factors by $25m{\times}25m$ grid analysis or TIN analysis, reclassifies them and produces new layers containing standardized attribute values, needed in estimating land slide potential. To these attributes, applied is the weight for the corresponding site factor to build the suitability classification map by map algebra analysis. Then, finally, cell-grouping operations convert the suitability classification map to the land unit function map. The whole procedures of the spatial analysis modeling are presented in this paper.

• Journal of the Korean Society of Earth Science Education
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• v.13 no.1
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• pp.53-63
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• 2020

The purpose of this study is to analyze the current status of the second year of application of Integrated Science and Science Laboratory Experiments, which are common courses of high school, and to explore suggestions for curriculum development in the future. To this end, the results of the survey of a total of 244 science-core and general high schools were compared with the survey result of 2018 school year. In addition, in-depth interviews were conducted with nine science teachers of the focus group to discuss the current state of curriculum implementation. According to the results, as in the first year, most of the Integrated Science courses were implemented in 6-8 units, and in most schools the number of teachers in charge of Integrated Science per class were 3-4. In the teacher's focus group interview, teachers insisted that Integrated Science requires integrated teaching approaches and is good for generating students' interest, but it is difficult to implement process-based assessment due to issues such as ensuring fairness of assessment. Most of Science Laboratory Experiments courses were implemented in two semesters, one unit per semester, and there was little link between Integrated Science and Science Laboratory Experiments because of the different teaching staff. The school life record entry method of Science Laboratory Experiments has been changed to criterion-based assessment starting in 2019, so students' satisfaction or flow of classes is much better than expected, and teachers can teach without burden. Based on the research results, ways to support the settlement of Integrated Science and Science Laboratory Experiments as common subjects, and ways to improve those subjects in the next curriculum revision were suggested.