• Journal of the Korean Chemical Society
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• v.50 no.3
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• pp.256-262
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• 2006

purpose of this study was to examine the effect of Small-Scale Chemistry(below SSC) Lab Program on academic achievement and science-related affective domain of high school students. For this study, SSC Lab Program was developed on the basis of analyzing the chemistry part of the high school science textbook in the 7th curriculum. The experimental group was received SSC experiment lessons(below SSC group), and the comparison group was received traditional lessons. According to the result of this study, there was a significant difference (p<.01) between a SSC group and a comparison group in academic achievement. Also, there were significant differences in science-related affective domain, especially interest and scientific attitude. It showed that SSC Lab Program was more effective to improve the academic achievement and science-related affective domain. Student perceptions on SSC Lab Program were also discussed. Majority of students thought that SSC lab program was an effective and interesting way in science study.

• Proceedings of the Korean Information Science Society Conference
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• 2010.11a
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• pp.21-22
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• 2010

Brain-Computer Interface (BCI) 는 뇌 신호를 이용하여 생각으로 기계 및 컴퓨터를 제어 할 수 있는 기술이다. 뇌전도(Electroencephalography, EEG) 를 이용한 본 연구는 왼쪽/오른쪽 손 상상 움직임 실험에 대해서 특징 추출 (feature extraction)에 관�� 연구로 총 9명의 피험자로부터 얻어진 뇌 전도 데이터를 이용하여 전통적인 방법 (Common Spatial Pattern, CSP 및 Fisher Linear Discriminant, FLDA)을 이용해 구한 분류 정확도와 본 논문에서 사용 된 Symbolic transfer entropy (STE)을 통해 얻어진 특징에 대한 결과를 보여 준다. 본 연구를 통하여 STE를 통한 특징 추출 방법이 의미가 있다고 생각한다.

• Proceedings of the Korea Society for Simulation Conference
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• 2001.10a
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• pp.453-458
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• 2001

A mobile agent is an autonomous software agent capable of moving from one computer to another while performing its tasks. We view the agent as a discrete event system in the view of its computation and communication. This paper presents a methodology far modeling and simulation of such a mobile agent system as a discrete event system. The methodology is based on the Mobile Discrete Event System Specification (MDEVS) formalism and the associated simulation environment AgentSim which are previously developed by the authors. Within the methodology an atomic model represents dynamics of a mobile agent; a coupled model is modeled as mobile agent servers for representation of structural changes between atomic agents. Being based on the object-oriented environment the modeling methodology exploits inheritance of basic classes AtomicModel and CoupledModel provided by AgentSim.

• Journal of Technologic Dentistry
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• v.23 no.2
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• pp.17-47
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• 2002

The purpose of this study was to examine the 2001 curricula in 17 departments of dental technology across the nation in an attempt to find out the educational realities of the departments by term and school year and serve as a basis for the development of more advanced, efficient dental technology curriculum and common educational objectives. For that purpose, the 2001 curricula of the three-year dental laboratory technology departments were analyzed by school year and term to calculate the amount of required credit, the number of subjects, and the weekly classes for electives and major. The findings of this study could be listed as below: 1. The departments of dental laboratory technology nationwide investigated require students to get 120 to 135 credits in total. Out of the credits, 10 to 25 credits are assigned to the electives, and 106 to 11 8 credits are given to the major. 2. There are 50 to 68 subjects in the departments of dental technology. 5 to 16 subjects are the electives, and 41 to 59 are the major. 3. There are 150 to 196 classes per week, which consist of 10 to 30 ones for the electives and 137 to In for the major. 4. The curricula for the first semester of the first year are as follows: 1) 20 to 24 credits are required. 4 to 11 credits are alloted to the electives, and 9 to 19 credits are assigned to the major. 2) The number of subject is 9 to 13, which are composed of 2 to 7 for the electives and 4 to 9 for the major. 3) The weekly classes are 22 to 29. The classes for the electives range from 4 to 14 per week, and 10 to 20 classes a week are for the major. 5. The curricula for the second semester of the first year are as below: 1) There are 20 to 25 credits. 3 to 12 credits are assigned to the electives, and 12 to 19 credits are for the major. 2) The number of subject is 10 to 14, which consist of 2 to 6 for the electives and 6 to 10 for the major. 3) The weekly classes are 22 to 29. and 3 to 12 classes a week are for the electives, and 15 to 24 classes are for the major. 6. The curricula for the first semester of the second year are as below: 1) The number of credits ranges from 20 to 24. Only six colleges offer 2 credits for the electives and the major account for 18 to 24 ones. 2) There are 8 to 12 subjects. Only six colleges offer one or two electives, and 8 to 12 are the major. 3) The weekly classes are 23 to 33. Only six colleges offer 2 or 3 classes a week for the electives, and 21 to 33 classes are for the major. 7. The curricula for the second semester of the second year are as below: 1) The number of credits ranges from 19 to 24. Only two colleges offer 2 credits for the electives and the major account for 18 to 24 ones. 2) There are 7 to 12 subjects. Only two colleges offer one or two electives, and 8 to 12 are the major. 3) The weekly classes are 24 to 36. Only two colleges offer 2 classes a week for the electives, and 24 to 36 classes are for the major. 8. The curricula for the first semester Of the third year are as below: 1) There are 16 to 24 credits. Just a college assigns 2 credits to the electives, and 16 to 24 credits are given to the major. 2) The number of subject is 5 to 12. Only a college offers one elective for optional course, and 5 to 12 are the major. 3) The weekly classes range from 18 to 39. Just a college offer 2 classes a week for the electives, and 18 to 39 classes are for the major. 9. The curricula for the second semester of the third year are as below: 1) There are 16 to 23 credits. Just a college assigns 2 credits to the electives, and 16 to 23 credits are given to the major. 2) The number of subject is 5 to 12. Only a college offers one elective for optional course, and 5 to 12 are the major. 3) The weekly classes range from 18 to 39. Just a college offer 2 classes a week for the electives, and 18 to 39 classes are for the major.

• International journal of advanced smart convergence
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• v.8 no.4
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• pp.40-46
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• 2019

The current education is becoming more extensive with the application of various teaching methods. This is a problem that is so distributed that it is difficult for users to find the data and it takes a long time to find the information they need. Currently, various educational services, materials, and instruments are developed and scattered. Therefore, it is important to raise students' awareness of aptitude and career path with customized education tailored to students. Conventional education platforms have very difficult to choose the right materials for students because of the spread of educational programs and institution materials. To solve this, we propose a customized recommendation approach to recommend customized educational service materials and institution for students to teachers, which helps teachers conveniently choose materials suitable for their respective environments. On this new platform, the CNN algorithm provides recommended content for classes and students. For real service on the educational service platform, we implement this system for Jeil edus business. Through this mechanism, we expect to improve the quality of education by helping to select the right service.

• Hwankyungkyoyuk
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• v.11 no.2
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• pp.144-155
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• 1998

This research aims to perceive the present state of science experimental education practiced in middle school and also to improve the laboratorial environment. Accordingly, this study surveyed 297 middle school science teachers in Seoul to examine the risks and accidents occurred during lab sessions, the conditions of chemical waste disposal, and whether or not teacher's manual clearly states cautions on toxic chemicals. About 70%(69.6%) of science teachers were highly concerned about risks and toxicity of chemicals used in classes, 59.9% experienced actual accidents, and 83.2% were anxiety of incidents caused by chemicals. Besides, 55.2% of science teachers answered that they have little knowledge about caring noxious chemicals used in lab sessions. So it turns out that they need more specific education on handling toxic chemicals. More than one third(36.7%) answered that they disposed of chemical waste water without any special care or kept it in the lab after experiments. The number of chemicals as well used in middle school curriculum is increasing as grades gets higher toxic chemicals. However, there are few teachers' manual covering how to handle noxious chemicals. Therefore, in middle school curriculum the number of poisonous chemicals should be minimized as much as possible, and in case the toxic chemicals have to be used, teacher's guide book should state precautions on handling chemicals in detail. Also government should make it obligatory on schools to instate ventilator for chemical waste, or to transport the waste to proper disposal systems.

• Journal of Korean Elementary Science Education
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• v.37 no.4
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• pp.363-371
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• 2018

The purpose of this study was to analyze the effects of wearing lab coats on science-related attitudes of elementary school students in science learning. In addition, we analyzed the effects of wearing lab coats on perceptions of the authenticity of school science activities and the necessity of wearing lab coats. Samples of the study were composed of 4 classes of 92 fifth graders in Seoul, Korea. Unit of 'Temperature and Heat' was selected as a object of the research. The major results of the study are as follows. First, for the independent t-test of science-related attitudes, a statistically significant difference between the experimental group and the comparative group was found. Second, 9 students (9.78%) were more than 1SD above the average of the difference between the results of pre and post. Seven of them were experimental group students and two were comparative group students. Third, there was a statistically significant difference between the comparison group and the experimental group as a result of the perception test of the similarity of the scientific activity of the elementary school students and the scientific activity of the scientists. Fourth, there was no statistically significant difference between the comparison group and the experimental group as a result of the perception test of the necessity of wearing a lab coat. Based on these findings of this study, implications for science education research and teaching and learning at school are discussed.

• Journal of The Korean Association For Science Education
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• v.27 no.4
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• pp.318-327
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• 2007

The purpose of this study is to examine the effects of small-scale chemistry(SSC) laboratory activities implemented in high school chemistry II classes on the students' inquiry process skills and science-related attitudes. For this study, 112 students in the 12th grade were chosen and divided into an experimental and a control group. Seven SSC lab programs that can replace the traditional experiments in chemistry II textbooks were selected and administered to the experimental group while the traditional textbook experiments were administered to the control group. The results showed that there was a significant difference in the enhancement of inquiry process skills between the two groups while no significant difference was found in science-related attitudes. Further analysis showed that the difference in the inquiry process skills came from the basic inquiry process skills. The experimental group students thought that the SSC experiments have many advantages compared to the traditional experiments, e.g., individual work, learning lab and theory in parallel, short experiment time, safety, environmental aspects, etc. These results suggest that the SSC lab programs are valuable in high school chemistry classes and developing and distributing various SSC lab programs is needed to replace the traditional experiments in the current textbooks.

• Smart Structures and Systems
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• v.13 no.4
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• pp.615-636
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• 2014

Aluminium Foam Sandwich (AFS) panels are becoming always more attractive in transportation applications thanks to the excellent combination of mechanical properties, high strength and stiffness, with functional ones, thermo-acoustic isolation and vibration damping. These properties strongly depend on the density of the foam, the morphology of the pores, the type (open or closed cells) and the size of the gas bubbles enclosed in the solid material. In this paper, the vibrational performances of two classes of sandwich panels with an Alulight(R) foam core are studied. Experimental tests, in terms of frequency response function and modal analysis, are performed in order to investigate the effect of different percentage of porosity in the foam, as well as the effect of the random distribution of the gas bubbles. Experimental results are used as a reference for developing numerical models using finite element approach. Firstly, a sensitivity analysis is performed in order to obtain a limit-but-bounded dynamic response, modelling the foam core as a homogeneous one. The experimental-numerical correlation is evaluated in terms of natural frequencies and mode shapes. Afterwards, an update of the previous numerical model is presented, in which the core is not longer modelled as homogeneous. Mass and stiffness are randomly distributed in the core volume, exploring the space of the eigenvectors.

• Journal of Korean Society on Water Environment
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• v.21 no.2
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• pp.125-131
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• 2005

Natural organic matter(NOM) is defined as the complex matrix of organic material and abundant in natural waters. It affects the performance of unit operations for water purification. Several kinds of analytical indicators such as DOC, specific ultraviolet absorbance(SUVA), apparent molecular weight (AMW), fractionation and high performance size exclusive chromatography(HPSEC) have been used to understand characteristics and variations of NOM. This study aims to evaluate the characteristics of NOM in the Geum River system comprising with stream flows and reservoirs. It was identified that SUVA denoting the portion of humic substance in water ranged within 1.60~3.36. Using resin adsorbents, dissolved organic carbon(DOC) was fractionated into three classes: hydrophobic bases(HOB), hydrophobic acids(HOA) and hydrophilic substances(HI). HI dominates in all samples, collectively accounting for more than 62% of the DOC. HOA was the second dominated fraction and it varied considerably but accounted for about 30% of the DOC. The distribution of high molecular weight(HMW) measured by HPSEC being used to determine the molecular weight distribution of aquatic humic substances was 40.1% and 38.7% in reservoir and stream flow, respectively. The distribution of low molecular weight(LMW) in stream flow was 13.2% higher than that in reservoir. And apparent molecular weight less than 1KDa, which include the molecular weight of hydrophilic organic matter, occupied with 69.2% and 68.2% in stream flow and reservoir, respectively. While the molecular weight of 1 to 100 KDa including humic substances ranged with 18.6% and 21.6% in stream flow and reservoir, respectively. Seasonal variation of refractory dissolved organic carbon was similar to that of SUVA.