• Journal of Korea Water Resources Association
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• v.56 no.11
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• pp.785-799
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• 2023

In this study, we proposed a new concept termed the Secondary Peak Constant (SPC) and discerned the temporal characteristics of independent rainstorm events based on unit time and SPC about 24 observation stations in Seoul. Utilizing rainfall observations from 2000 to 2022, independent rainstorm events discreted from rainfall data per unit time. The temporal characteristics of these events were derived according to unit time, and temporal characteristics of the peak rainfall were identified through the SPC. Finally, the temporal characteristics of independent rainstorm events were examined distinctively when analyzed by unit time and SPC. Independent rainstorm events with smaller unit time showed significantly larger total rainfall, rainfall duration, and rainfall intensity. The temporal characteristics of the largest peak rainfall (1^st Peak) within independent rainstorm events followed a sequence of Q4>Q2>Q3>Q1. Additionally, the 2^nd Peak rainfall predominantly occurred the location where the 1^st Peak appeared. The proportion of independent rainstorm events with multiple peak rainfalls exceeded 50.0% when the SPC was 0.7 or lower. The average number of peak rainfalls within independent rainstorm events ranged from 1.5 to 3.4. This study identified the temporal characteristics of independent rainstorm events based on unit time. Then, the peak rainfall of temporal characteristics was quantified by SPC on this study. Hence, it is evident that the temporal characteristics of independent rainstorm events for specific area can be anlayzed and quantified based on unit time and SPC.

• Korean Association of Arts Management
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• no.50
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• pp.101-146
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• 2019

After the enactment of the Local Culture Promotion Act in 2014, the government has been continuously trying to find the direction of the local culture that reflects the local life and conforms to the local people's emotions. In response to these efforts, the Organizing Committee for the C Region Biennale has uniquely formed the Biennale Artistic Director as a local artist who includes the historical, ecological and emotional characteristics of the C region. Therefore, I sought to explore the perception of the identity and role of the local cultural arts director through the narratives of the research participants who were appointed as the local residents of the C region and the director of the Craft Biennale. For the study, six local cultural arts directors were selected as research participants, and their identity as a local cultural arts director and its role were explored, focusing on their narratives. In this process, various types of data such as photographs, documents, in - depth interviews, and conference materials were collected and narrative was analyzed based on deterministic events. The results of the investigation are as follows. The idea of the identity of the local cultural arts directors was found to be in three directions. First, it is the view that the symbolic role of the artistic supervisory system of the 10 persons guarantees the identity. Second, the identity of local cultural arts directors was recognized as a role to find ways to be localized by developing and debating cultural and artistic discourses in various regions. Third, the participants had a concern and affection for local cultural arts, not one-time but continuous, and recognized it as their identity. The directors who participated in the interviews showed that the discourse of cultural arts in various regions were developed and discussed, and they wanted to find ways to be localized. The roles of local cultural arts directors recognized by research participants in connection with their identity are as follows. First, it should be the subject of systematic and long-term planning that can close the year and connect with the art events of the following year. Second, it should play a role of academic / research that can derive the identity of social and cultural ecological analysis connected with the area. Third, local arts professionals are required to act as cultural brokers, ie local culture professionals, who can create a venue for international cultural exchanges. Research on the form of local government supervision as a mediator of local cultural arts is to find out the origin of the identity of local artists and to establish a methodology for the direction of culture and art as a subject of local people. In addition, there is a need for continued interest and research in providing a reflection on the communication and meaning of the desirable local culture, and suggesting the system for cultivating local cultural arts intermediaries.

• Journal of The Korean Association For Science Education
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• v.26 no.7
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• pp.813-825
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• 2006

The purpose of this study was to identify students' conceptions and their conceptualization traits in terms of the explanation of subjects: human, animals, and plants. A questionnaire was specially developed to make sure students' conceptions of evolution, students' explanation patterns with the five evolutionary explanations: creationism, internal will explanation, theological explanations, use and disuse explanation and natural selection after mutation and perceived ideas of evolution in terms of the genetic characters of human, animals and plants. 1,540 elementary, middle and high school students participated in responding to the questions. The data was collected and analyzed cross-sectionally by age. Results showed that students' evolutionary explanations were different among each subject: human, animals and plants. Students had concentrated with more 'theological explanations' than 'internal will explanation' and 'use and disuse explanation' about plant evolution. 'Natural selection after mutation explanation' was less represented in explaining human characters. This result showed that the anthropocentric thoughts had influenced students' evolution conceptions. Accordingly, as student's age, 'theological explanation' and 'internal will explanation' became least used in explaining the theory of creation. 'Use and disuse explanation' attained more representation in their explanation. In addition, the diversity of students' evolutionary explanations was getting less attention as age increases. Among youngers, 'theological explanation', 'internal will explanation' and 'use and disuse explanation' showed an even number of responses. The elders responded with more 'use and disuse explanation'. This result let us infer that 'use and disuse explanation' was strongly adhered to by student cognitive structures. Many students recognized that evolution was a kind of scientific hypothesis with little evidence. They have had a little interest in evolution and conceptualized it through informal educational sources. This study mentions that to teach evolution more effectively, teachers should make 'use and disuse explanation' adhere strongly to students' cognitive structure.

• Journal of The Korean Association For Science Education
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• v.28 no.5
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• pp.495-505
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• 2008

The purpose of this study was to analyze the level of evidence used in gifted elementary students' argumentation. The subjects were 15, 5th and 6th grade students selected in the Science Education Institute for Gifted Youth in K University. After the argumentation task was given to students 2 weeks ago, the students grouped themselves in the affirmative and negative and took part in a debate for 2 hours. Their argumentation process was observed, recorded and transcribed for analysis. Transcribed data was given a Protocol Number according to priority and was examined to find out what were the characteristics when students participated in the task. The evidence used in argumentation was graded from level 1 to level 6 according to Perella's Hierarchy of Evidence and the rate of frequency classified by the level was expressed in graph. Students used Level 1- Level 2 evidence above 50% without for or against task. They had weak argumentation making use of low-level evidence such as individual experience, opinion and another person's experience rather than objective evidences. On the other hand, students commented on the lack of opponent's evidence when they could not trust an opponent's evidence. If one team asked the other to present more evidence but could not, they disregarded the question and turned to another topic. And in cases where the opponent team refuted with evidences of high level, the other team just repeated their claim or evaded the rebuttal. The students tended to complete the argument without the same conclusions with some interruptions. The results show that we need an educational programs including scientific argumentation for science-gifted elementary school students.

• Journal of Korea Water Resources Association
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• v.57 no.6
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• pp.421-435
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• 2024

In April 2023, a wildfire broke out in Gangneung located in the east coast region due to the influence of the Yanggang-local wind. In this study, GIS-based RUSLE(Revised Universal Soil Loss Equation) and SEMMA (Soil Erosion Model for Mountain Areas) were used to evaluate the erosion rate due to vegetation recovery in a small watershed of the Gangneung WUI(Wildland-Urban Interface) fire. The small watershed of WUI fire has a low altitude range of 10-30 m and the average slope of 10.0±7.4° which corresponds to a gentle slope. The soil texture was loamy sand with a high organic content and the deep soil depth. As herbaceous layer regenerated profusely in the gully after the wildfire, the NDVI (Normalized Difference Vegetation Index) reached a maximum of 0.55. Simulation results of erosion rates showed that RUSLE ranged from 0.07-94.9 t/ha/storm and SEMMA ranged from 0.24-83.6 t/ha/storm. RUSLE overestimated the average erosion rate by 1.19-1.48 times compared to SEMMA. The erosion rates were estimated to be high in the middle slope where burned pine trees were widely distributed and the slope was steep and to be relatively low in the hollow below the gully where herbaceous layer recovers rapidly. SEMMA showed a rapid increase in erosion sensitivity under at certain vegetation covers with NDVI below 0.25 (Ic = 0.35) on post-fire hillslopes. Gentle slopes with high organic content and rapid recovery of natural vegetation had relatively low erosion rate compared to steep slopes. As subsequent infrastructure and human damages due to sediment disaster by heavy rain is anticipated in WUI fire areas, the research results may be used as basic data for targeted management and decision making on the implementation of emergency treatment after the wildfire.

• Journal of Korea Water Resources Association
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• v.57 no.3
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• pp.181-193
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• 2024

The increasing atmospheric imbalance caused by climate change leads to an elevation in precipitation, resulting in a heightened frequency of flooding. Consequently, there is a growing need for technology to detect and monitor these occurrences, especially as the frequency of flooding events rises. To minimize flood damage, continuous monitoring is essential, and flood areas can be detected by the Synthetic Aperture Radar (SAR) imagery, which is not affected by climate conditions. The observed data undergoes a preprocessing step, utilizing a median filter to reduce noise. Classification techniques were employed to classify water bodies and non-water bodies, with the aim of evaluating the effectiveness of each method in flood detection. In this study, the Otsu method and Support Vector Machine (SVM) technique were utilized for the classification of water bodies and non-water bodies. The overall performance of the models was assessed using a Confusion Matrix. The suitability of flood detection was evaluated by comparing the Otsu method, an optimal threshold-based classifier, with SVM, a machine learning technique that minimizes misclassifications through training. The Otsu method demonstrated suitability in delineating boundaries between water and non-water bodies but exhibited a higher rate of misclassifications due to the influence of mixed substances. Conversely, the use of SVM resulted in a lower false positive rate and proved less sensitive to mixed substances. Consequently, SVM exhibited higher accuracy under conditions excluding flooding. While the Otsu method showed slightly higher accuracy in flood conditions compared to SVM, the difference in accuracy was less than 5% (Otsu: 0.93, SVM: 0.90). However, in pre-flooding and post-flooding conditions, the accuracy difference was more than 15%, indicating that SVM is more suitable for water body and flood detection (Otsu: 0.77, SVM: 0.92). Based on the findings of this study, it is anticipated that more accurate detection of water bodies and floods could contribute to minimizing flood-related damages and losses.

• Journal of The Korean Association For Science Education
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• v.44 no.5
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• pp.433-451
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• 2024

Modern society has become a "digital risk society" with the rapid advancement of digital technologies. The growing use of digital tools in education has led to discussions on managing digital risks that arise in teaching and learning contexts. Among all subjects, science education has experienced significant digital transformation, emphasizing the need for strategies to address digital risks within the subject. This study explores digital literacy education as a possible approach to addressing digital risks in science education. To achieve this, the study analyzes the types of digital risks prevalent in modern society and examines the trends of research on digital risks within the context of digital literacy education. This was done by collecting 415 SSCI articles published over the past decade (2014-2023) with the keyword "Digital Risk" and conducting topic modeling and hierarchical clustering to identify types of digital risks. Additionally, 110 KCI articles published with the keyword "Digital Literacy Education" were collected and classified according to the identified digital risk types. These articles were then compared and analyzed based on publication year, school level, and subject to understand the characteristics of digital risks within science education. The findings are as follows: First, the identified digital risk types include intellectual property infringement, spreading fake news, privacy infringement, cyber financial crimes, gaps in digital literacy, digital technology overdependence, and social structural risks. Second, an analysis of publication trends over the years revealed that discussions on digital risks increased significantly during the COVID-19 pandemic, with research on the digital literacy gap being the most prominent. Third, in terms of school level, digital literacy education addressing digital risks was more actively researched in primary education than in secondary education. Finally, subject-area analysis indicated that science education had the lowest proportion of research on digital risks relative to overall digital literacy studies. In science education, discussions primarily focused on intellectual property infringement, spreading fake news, and gaps in digital literacy. This study emphasizes the importance of addressing digital risks in science education and provides foundational data for further discussions on this topic.

• Journal of Korean Home Economics Education Association
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• v.35 no.3
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• pp.21-45
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• 2023

The purpose of this study was to analyze the curriculum competencies of relationship-forming ability and practical problem-solving ability reflected in the activity tasks corresponding to the content elements of 'Love and marriage', 'Preparation for parenthood', 'Pregnancy and childbirth', 'Child care', and 'Family culture and intergenerational relationship' in the 2015 revised high school technology & home economics textbooks. The data are 330 activity tasks from 12 kinds of high school technology & home economics textbooks. The sub-factors of the relationship-forming ability were selected as Respect for Diversity, Consideration and Care, Family Relationship and Community Spirit, Empathy Ability, Conflict Management, and Communication, and the sub-factors of practical problem-solving ability were selected as Practical Reasoning, Decision Making, Value Judgment, Critical Thinking, and Executive Power. Based on the analysis criteria, the results of the two analyses and the expert review are as follows. First, regarding both the core concepts 'Development' and 'Relationship', the share of relationship-forming ability was relatively higher than practical problem-solving ability, and conflict management and executive power were the least reflected. For the core concept 'Development', Family Relationship and Community Spirit and Critical Thinking were the most reflected sub-factors, and for the core concept 'Relationship', Consideration and Care and critical thinking were the most reflected sub-factors. Second, in the case of the relationship-forming ability, the examples of activity tasks across sub-factors of each subject competency were devised to understand diverse opinions and sentiments and to develop competencies to care for each other and maintain healthy family relationships. In the case of practical problem-solving ability, the tasks allowed students to objectively analyze the socio-cultural background underlying the real-life problem, explore alternatives, and apply in their own lives.

• Journal of The Korean Association For Science Education
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• v.44 no.4
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• pp.325-341
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• 2024

This study examined how specific aspects of epistemic cognition are developed in elementary students during modeling activities, using the Apt-AIR framework. The study focused on a class unit titled 'Shall We Find Out What the Landscape of a Riverside Looks Like?' which is part of the land chapter in the third-grade Korean elementary science curriculum. Ambitious Science Teaching (AST) was applied as a teaching strategy to enhance students' model construction. Seven science classes were conducted in line with the core practices of AST, with 29 elementary school students participating in the study. The classes were organized into four stages: initial model composition, inquiry activity, group model composition-sharing, and final model construction. The class activities at each stage were analyzed using both the AIR model, i.e., epistemic aim and value (A), epistemic ideals (I), and reliable epistemic processes (R), and the multi-faceted framework for epistemic thinking from the Apt-AIR framework. The results of the study revealed that in science classes emphasizing modeling activities based on the core practices of AST, the elementary students progressively developed more sophisticated explanatory models that included causal relationships explaining the topographic differences between the upstream and downstream sections of a river. This result was due to their engagement in constructing initial models to describe phenomena, supplementing the initial models using data collected in the model experiment, and participating in discussions to share and evaluate group models. Additionally, from the perspective of the Apt-AIR framework, the aspects of epistemic cognition demonstrated by the elementary students in their modeling activities were appropriate for engaging with cognitive processes related to epistemic aims and values, epistemic ideals, and reliable processes. The other four aspects of the Apt-AIR framework, however, were not performed as effectively. In particular, the application of reliable epistemic processes for knowledge construction required more improvement.

• Journal of the Korea Organic Resources Recycling Association
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• v.17 no.3
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• pp.71-81
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• 2009

Food waste has been actively used as a composting material in order to reduce the environmental pollution load and to enhance the recycling of resources. In this study, the longterm effects of continuous application of food waste compost to soils on both the crop production and the soil properties were examined to ensure the safety of food waste compost in agricultural use. In addition, we collected the preliminary data for establishing standard application rate of food waste compost for agricultural utilization. Based on conventional nitrogen application rate of chemical fertilizer for crop cultivation, pig manure compost $(24g\;N\;kg^{-1}$, $8g\;P_2O_5\;kg^{-1}$, and $10.4g\;K_2O\;kg^{-1})$ and food waste compost ($20g\;N\;kg^{-1}$, $20.1g\;P_2O_5\;kg^{-1}$, and $6.5g\;K_2O\;kg^{-1}$) were applied to the upland soil in $2{\times}2{\times}2m$ lysimeter in which lettuce (Lactuca sativa var. crispa), Chinese cabbage (Brassica campestris subsp. napus var. pekinensis), red pepper (Capsicum annuum), and potato (Solanum tuberosum) were grown continuously. The crops grown in soils to which food waste compost applied showed better growth responses than the control, whereas some variations were observed in the crops grown in chemical fertilizer treated soils. Continuous application of food waste compost increased the contents of organic matter, nitrogen, and phosphorus, which resulted in improving soil aeration.