• Environmental Engineering Research
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• v.9 no.1
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• pp.13-22
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• 2004

• Proceedings of the Korean Nuclear Society Conference
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• 2001.05a
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• pp.240-240
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• 2001

• Proceedings of KHEA Conference
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• 1997.07a
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• pp.67-67
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• 1997

• Proceedings of the Korea Society for Energy Engineering kosee Conference
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• 2004.11a
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• pp.283-289
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• 2004

• Journal of Environmental Impact Assessment
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• v.12 no.3
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• pp.137-150
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• 2003

This study aims to survey whether local governments have legislated laws and regulations on environment impact assessment system, to compare and analyze specific projects and their scale, assessment items, and procedures & discussion process, to identify issues and generate improvement plans, and to suggest a direction for future legislation to local governments that plan to legislate laws and regulations in the future. Major outcome of the study are as follows. First, terminologies used for environment impact assessment by local governments need to be unified. Also, laws and regulations need to be legislated soon. Second, in "urban development project" areas, a total of nine project areas including "quarrying of soil and stone, sand, gravel, and minerals" was essential common projects. A total of six project types were added or newly established compared to national systems. Among them, four project types were added within national-level project areas and two project types were not available under the national-level project areas and newly added due to the nature of local governments. Third, in terms of project scale, scale enhancement of "urban development project" was most common. Analysis showed that in case of clean natural environment such as Cheju Island, it is necessary to consider reinforcing project areas where development activities take place directly in forests or rivers such as "industrial base and complex development", "water resource development", and "development of tourism complex." Fourth, the discussion and review procedures of assessment reports were similar to those at government level. However, in case of Seoul city, it is required to write a "preparation plan" before drafting an assessment report. The city features partial introduction of scoping and screening, which allows to exempt discussion procedures if impact on environment is found to be minimal after drafting the assessment report. In case of national-level, it has a dual system that is split between Ministry of Construction and Transportation and Ministry of Environment. However, in case of environment impact assessment of local governments, it is a single system where city mayors and provincial governors are in charge of both project execution and environmental assessment. Therefore, the most important task is how to satisfy objectiveness and accountability.

• Journal of Elementary Mathematics Education in Korea
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• v.24 no.3
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• pp.279-297
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• 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 Korean Chemical Society
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• v.67 no.4
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• pp.253-270
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• 2023

The purpose of this study was to examine the effect of student-led assessment on achievement emotions and science concept understanding in middle school science classes. For this purpose, 4 of the 7 classes in the third grade of mid- dle school in small and medium-sized cities were selected as the experimental group and conducted student-led assessment, while the comparative group (3 classes) conducted teacher-led assessment. The student-led assessment consisted of 4 stages in which learners took initiative to set learning goals and develop assessment criteria, conduct self assessment and peer assess- ment, and carry out seven assessment activities. Student-led assessment was effective in improving positive achievement emotions and relieving negative achievement emotions and increasing students' science concept understanding in middle school students. Students perform student-led assessment, grasp their reach, and repeatedly go through reflective thinking to compensate for deficiencies in the learning process. Therefore, student-led assessment can be used as a tool to increase science concept understanding by continuously checking the level of science concept understanding.

• Journal of Soil and Groundwater Environment
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• v.17 no.5
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• pp.1-9
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• 2012

The purpose of ecological risk assessment in soil ecosystem is to protect ecological receptors and to provide a scheme of efficient management for soil contaminants. Developed countries have already prepared the methodologies of ecological risk assessment by considering their soil properties, land use, and ecological receptors. In this study, we compared the soil ecological risk assessment processes in the similarity and differences in methodology. Four countries, except for USA, adjusted the toxicological data for ecological risk assessment, based on their representative soil properties because the soil properties affect toxic effects to ecological receptors. The soil ecological risk assessment methodology of Netherlands and UK was based on 'Technical guidance document on risk assessment (TGD)' of European Chemical Bureau (ECB). Australia, USA, and Canada developed their autonomous methodology. In the Netherlands, UK, Australia, and Canada, they employed the species sensitivity distribution (SSD) approach if sufficient toxicity data are available. The USA determined the ecological soil screening level by obtaining the geometric mean of toxicological data for three species. Furthermore, all countries consider secondary poisoning in their soil ecological risk assessment. The latest risk assessment methodology of soil ecosystem that this study investigated can be used to explore what Korea needs to develop the Korean ecological risk assessment methodology of soil ecosystem in the future.

• Journal of Korean Elementary Science Education
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• v.38 no.4
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• pp.439-452
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• 2019

This study aims to compare self- and peer-assessments of science-gifted elementary students' scientific creativity. A science-gifted program on the Pascal's principle was implemented to 40 fifth-graders in the Science-Gifted Education Center for two weeks. After that, students presented their results from a scientific creativity task using the principle in class. The task was to devise a new and useful tool using the principle, and it included the students' self-assessment about their idea. During presentation, students were asked to assess the works of peers and write down the reasons that they gave the scores they gave. Shortly, student self- and peer-assessments about students' scientific creativity outcomes were compared. Based on two essential components of creativity, ideas that satisfy both originality and usefulness can be counted as scientifically creative. The main results of this study are as follows: First, the average scores of student self- and peer-assessments were 71.5 and 61.9. Second, the standard deviations of student self- and peer-assessments were 14.47 and 5.79. Third, among scientific creativity, originality, usefulness scores, only originality had a significant correlation between student self- and peer-assessment (r=.42). Fourth, the students were categorized into four groups according to the levels of their scores by student self- and peer-assessment. And the frequencies of peer-assessment group had a significant difference at p<0.05 level, according to self-assessment group (Chi Square=4.0000, df=1, p=0.0455). Fifth, through a case study by group, the results suggesting that self-assessment could be affected by the students' self-efficacy and perfectionism and such effect could also influence peer-assessment have been found. The result showed that how the student self- and peer-assessment of scientific creativity are different and what the students' thoughts on the evaluation of scientific creativity are. The findings suggested that there are several things to consider for the educators to make efforts to construct consistent assessment methods for scientific creativity.

• Journal of the Korean Society for Railway
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• v.15 no.6
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• pp.654-661
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• 2012

This study aims to identify the difference between the actual characteristics of urban station influence areas and the recognition of the importance of such characteristics in planning, by analyzing the importance of transit-oriented development (TOD) planning factors that influence the use of public transportation. In terms of the methodology for the assessment, this study gives in-depth discussions over the validity of assessment methods that utilize quantitative data and those that rely on qualitative surveys of experts. Based on such discussions, the study analyzes the importance of the actual characteristics of station influence areas (quantitative) and the characteristics in planning identified by experts (qualitative), thereby suggesting implications for the orientations for future development of station influence areas.