• Journal of Korean Elementary Science Education
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• v.26 no.2
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• pp.149-160
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• 2007

This study was conducted to investigate the relationships between the patterns of elementary school teachers' explanations and the patterns of students' questions types on scientific phenomena. for the purposes of this study, we collected questions related to scientific phenomena from 255 $3rd{\sim}6th$ students in 2 elementary schools. Classifying the students' questions collected, 20 representative questions for each type were selected. Data regarding teachers' scientific explanation from 62 teachers of 3 elementary schools were also collected. The results of the analysis of the questions for each science field show that the students in the 3rd, 4th, and 5th grades have the most questions regarding biology, and those in the 6th grade have more questions regarding earth science. Regarding question types, object exploration questions and explican exploration questions formed the majority. Moreover, the higher the students' grades, a decrease in the number of conjectural questions and an increase in the number of causal questions were observed. As a result of the analysis of the teachers' explanation, the following explanation types could be discerned; conjecture, hypothesis, prediction, teleological explanation, information given to feed exploration questions, as well as verification and information supply fer verification purposes. There were 4 kinds of relationships between question types and explanation types. One was the explanation fitting to each question type, a second was the explanation with additional content than the question required, a third was where the explanation was inappropriate to the question, and a forth was where the teacher responded that they "don't know." This study, investigating the relationships between questioning as a scientific inquiry process and explanation, will help to promote discussion regarding science classes in elementary school.

• The Journal of the Korea Contents Association
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• v.9 no.5
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• pp.346-354
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• 2009

This paper proposes a new learning recommendation system for learning patterns that educators are applying to learners using item-based method. The proposed method in this paper first collects personal learning methods based on learning information that learners are performing through the internet contents site. Then this system recommends a learning method which is estimated most properly to learners after classifying learning elements based on these information. The students of a middle school took part in the experiment in order to evaluate the proposed system, and the students were divided into three groups according to their grades. We gave inter-attribute and intra-attribute weights to learning elements applying to each group for recommending the most efficient method to improve learning achievement. The experiment showed that the learning achievement of learners in the proposed method is improved considerably compared to the previous grades.

• Journal of the Korea Safety Management & Science
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• v.24 no.4
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• pp.61-70
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• 2022

In spite of lab safety act for over 10 years, over 100 safety accidents in the laboratory have been constantly occurring. The ideal safety management system is to prevent accidents by differential classifying and managing laboratory regulatory materials according to the risk level. In order to approach this system, in-depth interviews with safety managers were first conducted to identify the current status of safety management in domestic university laboratories. And then through comparative analysis of safety management systems in domestic and foreign laboratories, a new regulatory substance classification standard based on the analysis of the hazards and the classification of risk grades, and a safety management system are proposed. From this study, it will contribute to the creation of a safe laboratory environment by differential classification and management laboratory regulatory materials based on the risk level.

• Agricultural and Biosystems Engineering
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• v.4 no.1
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• pp.8-15
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• 2003

In Korea, quality evaluation of dried oak mushrooms are done first by classifying them into more than 10 different categories based on the state of opening of the cap, surface pattern, and colors. And mushrooms of each category are further classified into 3 or 4 groups based on its shape and size, resulting into total 30 to 40 different grades. Quality evaluation and sorting based on the external visual features are usually done manually. Since visual features of mushroom affecting quality grades are distributed over the entire surface of the mushroom, both front (cap) and back (stem and gill) surfaces should be inspected thoroughly. In fact, it is almost impossible for human to inspect every mushroom, especially when they are fed continuously via conveyor. In this paper, considering real time on-line system implementation, image processing algorithms utilizing artificial neural network have been developed for the quality grading of a mushroom. The neural network based image processing utilized the raw gray value image of fed mushrooms captured by the camera without any complex image processing such as feature enhancement and extraction to identify the feeding state and to grade the quality of a mushroom. Developed algorithms were implemented to the prototype on-line grading and sorting system. The prototype was developed to simplify the system requirement and the overall mechanism. The system was composed of automatic devices for mushroom feeding and handling, a set of computer vision system with lighting chamber, one chip microprocessor based controller, and pneumatic actuators. The proposed grading scheme was tested using the prototype. Network training for the feeding state recognition and grading was done using static images. 200 samples (20 grade levels and 10 per each grade) were used for training. 300 samples (20 grade levels and 15 per each grade) were used to validate the trained network. By changing orientation of each sample, 600 data sets were made for the test and the trained network showed around 91 % of the grading accuracy. Though image processing itself required approximately less than 0.3 second depending on a mushroom, because of the actuating device and control response, average 0.6 to 0.7 second was required for grading and sorting of a mushroom resulting into the processing capability of 5,000/hr to 6,000/hr.

• Journal of Wetlands Research
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• v.24 no.1
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• pp.1-24
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• 2022

This study was conducted to perform efficient conservation and management by classifying the types of wetlands distributed in forests of Korea and assigning grades according to the evaluation system from 2015 until 2019. From 2005 to 2014, 1,264 sites derived from the first national forest wetland survey and 16 additional excavated sites were classified and also evaluated 455 out of a total of 1,280 forest wetlands. Forest wetlands are divided into four types: natural type, abandoned paddy field type, man-made type, and modified type, and by reclassifying them in detail, a total of 11 detailed wetland types could be distinguished. Based on this, evaluation was performed according to various items such as plants and ecology, hydrology and hydrology, humanities and society, and the degree of disturbance was graded. As a result, the forest wetland value was sorted at 30 A- grade sites, high-value B-grade 201 sites, moderate C-grade 184 sites, and low-value D-grade 40 sites. Forest Genetic Resource Reserve (FGRR) and other effective area -based conservation measures (OECMs) were designated for 231 sites that received a high grade of A or B, and a long-term monitoring system should be established to systematically conserve forest biodiversity hotspot. It is judged that wetlands need to be managed more effectively and at the national level.

• Journal of The Korean Association For Science Education
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• v.29 no.3
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• pp.329-347
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• 2009

Science curriculums for elementary schools were, traditionally, developed to be balanced in content and contain equal proportions of the four branches of science: physics, chemistry, biology, and earth science. To develop a successful science curriculum, we asked some questions about how elementary students recognize these branches and about what they think of the domains of science in the science curriculum. Our study was designed to investigate how elementary students classify the domains of science in the curriculum. Previous research (Lee et al., 2001) seemed not to be successful, because verbal expressions in that research might be inappropriate for elementary students who were unaccustomed to the technical language of science. For this reason, instead of using only words, we developed image card instruments, made of picture duplicates of the introductory covers of each unit in the 3$^{rd}$, 4$^{th}$, and 5$^{th}$ grades' science textbooks. We asked students to classify these cards into their own categories and record the reasons for classifying them. The ratio and distribution of the units was then analyzed to identify their view of the science domains. 30% of the 4$^{th}$ grade students created the following categories: 'nature,' 'observation,' 'seasons,' 'living things,' 'sounds,' 'separating,' and 'the things necessary for everyday life'. In the case of the 5$^{th}$ grade, over 30% created the categories of 'living things,' 'weight,' and 'water.' Over 30% of the 6$^{th}$ grade created the categories of 'nature,' 'light,' 'water,' 'living things,' 'solution,' 'fire,' 'properties of an object,' and 'experiment.' Upon scrutinizing the above results, we discovered that the science domains selected by students into three types of domains: academic contents and concepts; activities related to a science class; and lessons and experiences in students ' lives. The last category was a new, complex kind of domain. We concluded that students did not utilize the four branches of science when constructing their own domains of science. Instead, they created many alternative domains, which reflected students' thoughts of and their experiences. The educational needs of elementary students suggest that when organizing science curriculum as 25 % allocation of the four science branches, newly-created domains should be considered.

• Journal of Environmental Impact Assessment
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• v.20 no.3
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• pp.313-324
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• 2011

The purpose of this study is to present the raw data for establishing the plan of top soil conservation in soil environment and preventing the soil loss by establishing the potential amount of soil loss using RUSLE. The results are as follows. To apply the RUSLE model, we calculated the potential amount of soil loss by using 5 factors; rainfall erosion factor(R), topographical factor(LS), soil erosion factor(K), land cover factor(C) and erosion control factor(P). The assessment map of soil loss was drawn up by classifying 5 grades. According to the soil loss estimation by the RUSLE, it showed that approximately 83.9% of the study area had relatively lower possibility of soil loss which was the 1 ton/ha in annual soil loss. Whereas, the 7.0% of the study area was defined as high risk area which was the 10 ton/ha in annual. Therefore, this area was needed that there was environment-friendly construction of farm land, improvement of cultivation environment and so forth. In future, if we will analyze the amount of soil loss of Gyeongju national park and Hyeongsan river watershed, we will offer the help to establishing the conservation plan of soil environment in Gyeongsangbuk-do.

• Proceedings of the Korean Society of Crop Science Conference
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• 2002.05a
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• pp.53-57
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• 2002

Quality evaluation must be more developed in order to offer the sufficient information for producer, distribution centers buyer, consumer. There are many parameters which influence the rice quality and cooked rice. It is difficult to evaluate the quality of rice and cooked rice by only some parameters. In the case of rice quality evaluation in Korea, physicochemical inspection is performed by examining the minimum and maximum limits of brown rice recovery, moisture content, damaged kernel, and colored kernel as inspection standard. Marketing standard of rice defines the limits of perfect, white core and belly, colored, damaged kernels, and broken rice, classifying into special, excellent, and normal grades. As a research direction for the development of rice quality evaluation, establishment as parts of technical field, must be further developed as follows : more detailed measure of characters, search of unknown taste-related components, creation and grade classification of quality evaluation factors at each management stages of treatment after harvesting, evaluation as food material as well as cooking rice, method development for simple evaluation and establishment of equation for palatability. In the side of policy, the following concerns must be conducted: price discrimination in conformity to rice cultivar and grade under the basis of qualify evaluation method developed, fixation of head rice branding, and introduction of low temperature circulation.

• Journal of Practical Engineering Education
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• v.11 no.2
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• pp.305-311
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• 2019

Many universities offer mileage system as part of their student reward program. The mileage system provides mileage to students who participated in on-campus extracurricular programs, and awards scholarships regardless of grades based on the mileage earned. The purpose of this study is to identify the effect of students' perception of college mileage system on loyalty and to compare the difference in loyalty between those who received mileage and those who did not. To this end, the effect of loyalty was studied empirically by classifying the perception of college mileage into five categories: the cash value, aspirational value, diversity of benefits, convenience, and relevance. The results showed that aspirational value, diversity of benefits and relevance had a positive effect on loyalty, while cash value and convenience did not. In addition, the effect of cash value on loyalty was higher in those who received mileage than those who did not. In terms of relevance, higher loyalty was found in group that did not receive mileage than those who did.

• The Korean Journal of Food And Nutrition
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• v.27 no.3
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• pp.339-347
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• 2014

This study investigated the classification of olive oils that are mainly distributed in Korea via imports. The fatty acid contents, degree of color, pigments, anti-oxidants, and sterol contents are analyzed on the different types of olive oil as follows: 10 kinds of extra virgin olive oil, 5 kinds of pure olive oil, and 5 kinds of refined olive-pomace oil. As a result of fatty acid analysis, the majority of oleic acid ($C_{18:1}$) and palmitic acid ($C_{16:0}$), and minority of linoleic acid ($C_{18:2}$) and stearic acid ($C_{18:0}$) were detected without any significant differences between the grades of olive oils. The UV spectrum is related to the ${\Delta}K$, and it is a part of the analysis factor for the purity and degree of degradation of the oil. Extra virgin olive oil had ${\Delta}K$ of almost 0, pure olive oil had 0.07~0.12, and refined olive-pomace oil had 0.1~0.13. These differed from extra virgin oil, and the pure or pomace oil ${\Delta}K$ had a confirmed distinct difference. The color degrees of chlorophyll with a low $L^*$ value and $(-)a^*$ (green) and carotenoid with $(+)b^*$ (yellow) were confirmed to have correlation between extra virgin and other olive oils. To compare chlorophyll and carotenoid as natural pigment in olive oils, 417 nm and the ratio of the absorbance at 480 nm (417/480) was calculated at 1.62 of extra virgin, 1.85 of pure olive oil, and 3.32 of refined olive-pomace oil. Therefore, it will be possible to distinguish when the extra virgin or pure olive oil are mixed with olive-pomace oil. The total amount of tocopherol, an anti-oxidant, were 19.06 in extra virgin, 10.91 in pure olive oil, and 27.88 in refined olive-pomace oil. The high content of tocopherol in pomace oil caused recovery of solvent extraction from olive pulp. Thus, extra virgin oil and pure olive oil were distinguished by olive-pomace oil. Polyphenol compounds in extra virgin olive oil measured high only in ferulic acid with 0.543 mg/kg, caffeic acid with 0.393 mg/kg, and other vanillic acid, vanillin, and p-coumaric acid had similar amount of 0.3 mg/kg. All grade of olive oils had the highest ${\beta}$-sitosterol content. Af (Authenticity factor) value were estimated with campesterol and stigmasterol content ratio (%). Af value was 19.2 in extra virgin olive oil, 17.1 in pure olive oil, 16.9 in refined olive-pomace oil, which were distinctive from sunflower oil with 3.7, corn oil with 2.4, and soybean oil with 2.0. It can provide important indicator of olive oil adulteration with other cheap vegetable oils. The results of this study can be used as a database for the classification of olive oil grade and distinguishing between the different types of oils.