• Journal of the Korean School Mathematics Society
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• v.13 no.3
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• pp.357-379
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• 2010

There are many studies about the method of trying leveled class because we say the Excellence of Education after high school's Equalization Policy. After the leveled c1ass, Ministry of Education, Science and Tech. announced the induction of leveled classes' evaluation in 2008, it is called that students take classes adapted to their levels. This study illustrates criteria of forming evaluation, it composes leveled assessment tests referenced by Gibb's evaluation effects & Cotton's evaluation principles. Before anything else, this study induced contents of studies which is emphasized the structure rather than the arithmetic that is based on Foucault' s analysis of mathematics' class and examination & MacGregor's point of algebra. Since then we made leveled assessment tests which made by students' Question. And then, In this study, we modified evaluation tests appropriately by criteria of evaluation and analysing the result.

• Journal of the Korean Society of Propulsion Engineers
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• v.24 no.1
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• pp.9-16
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• 2020

A performance evaluation of the 200 N-class GCH₄/LOx small rocket engine was performed through ground hot-firing test. As a result, the combustion pressure and thrust raised with the increase of the oxidizer supply pressure, and thus the specific impulse, characteristic velocity, and their efficiency increased. The characteristic velocity was measured at about 90% performance efficiency. The change of chamber aspect ratio did not affect the performance of the rocket engine in the test condition specified. In addition, uncertainty evaluation was conducted to ensure the reliability of the test results.

• Journal of Korean Home Economics Education Association
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• v.13 no.1
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• pp.39-53
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• 2001

The purpose of this study is to develop lesson plan and to evaluate its application for the chapter of 'family life and housing'in the class of Home Economics in the third grade of middle school through the application of the Universal Design. This study has been done in three phases : analysis. development. and evaluation phase. The results of this study were as follows : First. in the development of the concept of the Universal Design. the objective of learning aimed to build the housing and utilities for all family members. Moreover. the various learning materials such as computer program. video materials. and worksheets of the group work were utilized to enhance the effectiveness of the lesson plan. Second. the evaluation of the students was examined through the assessment of the concept of the design. and the degree of class participation of student at the end of class. The LT cooperative learning as an instructional method was perceived to be appropriate and the participation of the cooperative work was also enhanced. The use of the computer programs. and video tapes was considered to be useful. Third. the response of the teachers was found to be both positive and negative. Teachers'positive reactions indicated that the use of the Universal Design facilitated student's participation in class stimulating their motivations and creative ideas not only in the classroom but also in the real life as for the negative reactions. teachers perceived understanding of the concept of the Universal Design. the activities of the students and class hours were relatively shout. These should be added to by the further study with the teachers endeavor.

• The Journal of the Korea Contents Association
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• v.16 no.10
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• pp.277-290
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• 2016

This research is about brief accomplishment analysis of Low-Income Class Business Incubator Project, based on applicants' perspective who has been supported by this project, which is funded by the enterprise. As a result of 'quality focused evaluation method', it shows that Low-Income Class Business Incubator Project's applicants experience both economic and non-economic accomplishments such as "work with responsibility," "better future in reality," "Self and change of relationships around self". It concludes that "experience of difference" or "providing hope for Low-income class" brought positive effects on applicants who participated in this projects. The study revealed the virtue of this Low-Income Class Business Incubator Project and reassured its message: the importance of major corporate' responsibility in solving social issues, especially in poverty and its independence.

• The korean journal of orthodontics
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• v.50 no.3
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• pp.170-180
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• 2020

Objective: To compare short- and long-term dentoalveolar, skeletal, and rotational changes evaluated by Björk's structural method of superimposition between children with Class II malocclusion treated by functional appliances and untreated matched controls. Methods: Seventy-nine prepubertal or pubertal children (mean age, 11.57 ± 1.40 years) with Class II malocclusion were included. Thirty-four children were treated using an activator with a high-pull headgear (Z-activator), while 28 were treated using an activator without a headgear (E-activator). Seventeen untreated children were included as controls. Lateral cephalograms were obtained before treatment (T1), after functional appliance treatment (T2), and after retention in the postpubertal phase (T3). Changes from T1 to T2 and T1 to T3 were compared between the treated groups and control group using multiple linear regression analysis. Results: Relative to the findings in the control group at T2, the sagittal jaw relationship (subspinale-nasion-pogonion, p < 0.001), maxillary prognathism (sella-nasion-subspinale, p < 0.05), and condylar growth (p < 0.001) exhibited significant improvements in the Z- and E-activator groups, which also showed a significantly increased maxillary incisor retraction (p < 0.001) and decreased overjet (p < 0.001). Only the E-activator group exhibited significant backward rotation of the maxilla at T2 (p < 0.01). The improvements in the sagittal jaw relationship (p < 0.01) and dental relationship (p < 0.001) remained significant at T3. Condylar growth and jaw rotations were not significant at T3. Conclusions: Functional appliance treatment in children with Class II malocclusion can significantly improve the sagittal jaw relationship and dental relationships in the long term.

• Journal of the Korea Convergence Society
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• v.12 no.10
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• pp.249-254
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• 2021

This study is about the class model that can demonstrate the modeling ability using the spatial perception capability on basic modeling required for jewelry design majors and the most important perspective method in jewelry design. The outputs were obtained by presenting the topics for creative activities to students after theoretical explaining how to present a spatial sense and presenting practical classes on basic shapes, stereoscopic shapes and perspective methods. While the existing basic molding classes were only practical classes, this study presented students with a class model that allows them to use creativity, basic perspective, and spatial sense together. And it was found out evaluation method that both students and professors can relate to each other through the intensive education effects and clear evaluation standards. I hope that this paper will continue to study more diverse materials and convergent class models.

• Korean Management Science Review
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• v.19 no.1
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• pp.1-12
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• 2002

Performances of common zone with various sizes are examined for possible demand rate variations for an AS/RS. Common zone is a middle area located between the 1st class and the 2nd class to be used by the 1st class Items if the assigned racks are not enough. This area is designed to resolve the rack shortage problem associated with a particular class. In the previous researches, effect of demand rate variation is Ignored since flxed demand rate is assumed. It is found that rack shortage rate is decreased up to 67% of common zone size. However, no difference is found at above 70%. Waiting time tends to be longer with Increased common zone while travel time and throughput are not affected at all with the common zone sloe.

• Proceedings of the KSME Conference
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• 2001.06a
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• pp.316-321
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• 2001

A previous feasibility study for the Korean lead plant, PLiM Phase I, showed a strong possibility of continued operation beyond the original licensed period. In 1998, PLiM Phase II study was initiated aimed at performing additional detailed evaluations on a wider range of components. The objective of this paper is to present the Korean PLiM efforts for Class 1 piping which is identified as one of the critical components with regard to long-term operation. The key findings such as typical design features, degradation mechanisms, technical issues, draft results from the lifetime evaluation for Class 1 piping of the lead plant are briefly described.

• Proceedings of the KIEE Conference
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• 2007.07a
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• pp.1466-1467
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• 2007

A new parameter W/R for the class I test have been introduced in the IEC 61643-1 published in 2005. One of the possible test impulses which meets the parameters for class I test is the 10/350 [${\mu}s$] waveshape proposed in IEC61312-1. 10/350 [${\mu}s$] waveshape meets parameters for class I test in the IEC 61643-1. The impulse generator for making the 10/350 [${\mu}s$] waveshape is consist of IVG, ICG, crowbar coil and crowbar switch. The electric change Q and the specific energy W/R were measured and calculated using the exclusive use measuring software according to the formula of IEC 611643-1. We verified the correspondence between measured results using impulse generator and recommended parameters by IEC 61643-1.

• Journal of Engineering Education Research
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• v.19 no.3
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• pp.35-43
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• 2016

The purpose of this study is to explore directions for improvement of teaching at college of engineering based on analysis of differences from course evaluation of students and instructors. Data was collected from 86 instructors' ratings on courses and their 3004 students' ratings on courses at college of engineering in a two-year, a three-year college and a University from 2010 to 2013. The results of the survey indicate significant differences in the statistics from the several questions between the instructors and the students as well as between the course in a two-year, a three-year college and in a University. First, instructors' self evaluation of the course is higher than students' satisfaction ratings of the course on the average. Instructors' self evaluation are high on the questions 'The subject was proper for the course', 'The course provided the latest theory and trend of the field', and 'Fairness and objectivity about the exams and the assignments'. Also, the difference between Instructors and students on the questions is significant in the statistics. The professor must make sure that students know well how to organize the course content and the method for feedback to test result and homework. Second, instructors have higher satisfaction ratings on the six questions and students have higher satisfaction ratings on the one question('Make students participate in the class effectively') at a two-year and a three-year college. However, students have higher satisfaction ratings on the three questions('Make students participate in the class effectively', 'Concern about students' learning process', and 'Use of E-learning and media equipments') and instructors have higher satisfaction ratings on the one question. It means instructors at a University feel pressure on a teaching and they are unsatisfied with their teaching skills. Third, the result of comparing six parts of the questions shows that students' satisfaction ratings are higher on 'Students participation' and 'Application of media equipments' parts whereas instructors' self evaluation are higher on 'Exams and assignments' part. Fourth, the question 'Make students participate in the class effectively' is significant in statistic based on comparison of instructors and students, and comparison of in a college and a University. Students' satisfaction ratings are higher than instructors' self evaluation.