• The Journal of Korean Academy of Sensory Integration
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• v.19 no.1
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• pp.69-82
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• 2021

Objective : This recent work intended to provide basic information for researchers and practitioners related to occupational therapy about Developmental Coordination Disorder (DCD) in South Korea. The previous research of screening DCD and the effects of intervention programs were reviewed. Methods : Peer-reviewed papers relating to DCD and published in Korea from January 1990 to December 2020 were systematically reviewed. The search terms "developmental coordination disorder," "development coordination," and "developmental coordination" were used to identify previous Korean research in this area from three representation database, the Research Information Sharing Service, Korean Studies Information Service System, and Google Scholar. We found a total of 4,878 articles identified through the three search engines and selected seventeen articles for analysis after removing those that corresponded to the overlapping or exclusion criteria. We adopted "the conceptual model" to analyze the selected articles about DCD assessment and intervention. Results : We found that twelve of the 17 studies showed the qualitative level of Level 2 using non-randomized approach between the two groups. The Movement Assessment Battery for Children and its second edition were the most frequently used tools in assessing children for DCD. Among the intervention studies, the eight articles (47%) were adopted a dynamic systems approach; a normative functional skill framework and cognitive neuroscience were each used in 18% of the pieces; and 11% of the articles were applied neurodevelopmental theory. Only one article was used a combination approach of normative functional skill and general abilities. These papers were mainly focused on the movement characteristics of children with DCD and the intervention effect of exercise or sports programs. Conclusion : Most of the reviewed studies investigated the movement characteristics of DCD or explore the effectiveness of particular intervention programs. In the future, it would be useful to investigate the feasibility of different assessment tools and to establish the effectiveness of various interventions used in rehabilitation for better motor performance in children with DCD.

• Tunnel and Underground Space
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• v.32 no.1
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• pp.30-58
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• 2022

The deep geological repository for high-level radioactive waste disposal is a multi barrier system comprised of engineered barriers and a natural barrier. The long-term integrity of the deep geological repository is affected by the coupled interactions between the individual barrier components. Erosion and piping phenomena in the compacted bentonite buffer due to buffer-rock interactions results in the removal of bentonite particles via groundwater flow and can negatively impact the integrity and performance of the buffer. Rapid groundwater inflow at the early stages of disposal can lead to piping in the bentonite buffer due to the buildup of pore water pressure. The physiochemical processes between the bentonite buffer and groundwater lead to bentonite swelling and gelation, resulting in bentonite erosion from the buffer surface. Hence, the evaluation of erosion and piping occurrence and its effects on the integrity of the bentonite buffer is crucial in determining the long-term integrity of the deep geological repository. Previous studies on bentonite erosion and piping failed to consider the complex coupled thermo-hydro-mechanical-chemical behavior of bentonite-groundwater interactions and lacked a comprehensive model that can consider the complex phenomena observed from the experimental tests. In this technical note, previous studies on the mechanisms, lab-scale experiments and numerical modeling of bentonite buffer erosion and piping are introduced, and the future expected challenges in the investigation of bentonite buffer erosion and piping are summarized.

• Journal of Appropriate Technology
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• v.7 no.2
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• pp.162-171
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• 2021

The Korean government proposed the K-SDGs in 2019 to promote the UN SDGs, but the role and tasks of science and technology, an important means of implementing the SDGs, have not been materialized. Accordingly, the role of science and technology ODA for the SDGs was established through the Ministry of Science and ICT's policy research project 'Science and Technology ODA Promotion Roadmap for Spreading the New Southern Policy and Realizing the 2030 SDGs'. In addition, goals, strategies, and core tasks for the next 10 years were derived in 10 fields such as water, climate change, energy, and ICT. In this paper, we analyze 30 key tasks of the ODA promotion roadmap for science and technology for the realization of SDGs, and propose mid- and short-term tasks and implementation plans for effective roadmap promotion. Among the key tasks in each field, four common elements were derived: ICT/smartization, a global problem-solving center, cooperation/communication platform, and business model/startup support platform/living lab that can create and integrate roadmap implementation conditions. In addition, the four mid- and short-term tasks, 1) Establishment of science and technology ODA network, 2) Establishment of living lab business platform linked to start-up support business, 3) Local smartization of recipient countries, and 4) Expand and secure sustainability of global problem-solving centers, were set in relation to the implementation of the detailed roadmap. For the derived mid- and short-term tasks, detailed implementation plans based on the ICTization of global problem-solving centers were presented. The implementation of the mid- and short-term tasks presented in this paper can contribute to the more effective achievement of the science and technology ODA roadmap, and it is expected that Korea's implementation of SDGs will also achieve high performance.

• Journal of Korean Home Economics Education Association
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• v.24 no.2
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• pp.117-134
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• 2012

The purpose of this study was to identify the stage of concern, the level of use, and the innovation configuration of Home Economics teachers regarding creativity and personality education in Home Economics(HE) classes. The survey questionnaires were sent through mails and e-mails to middle-school HE teachers in the whole country selected by systematic sampling and convenience sampling. Questionnaires of the stages of concern and the levels of use developed by Hall(1987) were used in this study. 187 data were used for the final analysis by using SPSS/window(12.0) program. The results of the study were as following: First, for the stage of concerns of HE teachers on creativity and personality education, the information stage of concerns(85.51) was the one with the highest response rate and the next high in the following order: the management stage of concerns(81.88), the awareness stage of concerns(82.15), the refocusing stage of concerns(68.80), the collaboration stage of concerns(61.97), and the consequence stage of concerns(59.76). Second, the levels of use of HE teachers on creativity and personality education was highest with the mechanical levels(level 3; 21.4%) and the next high in the following order: the orientation levels of use(level 1; 20.9%), the refinement levels(level 5; 17.1%), the non-use levels(level 0; 15.0%), the preparation levels(level 2; 10.2%), the integration levels(level 6; 5.9%), the renewal levels(level 7; 4.8%), the routine levels(level 4; 4.8%). Third, for the innovation configuration of HE teachers on creativity and personality education, more than half of the HE teachers(56.1%) mainly focused on personality education in their HE classes; 31.0% of the HE teachers performed both creativity and personality education; a small number of teachers(6.4%) focused on creativity education; the same number of teachers(6.4%) responded that they do not focus on neither of the two. Examining the level and type of performance HE teachers applied, the average score on the performance of creativity and personality education was 3.76 out of 5.00 and the mean of creativity component was 3.59 and of personality component was 3.94, higher than standard. For the creativity education, openness/sensitivity(3.97) education was performed most and the next most in the following order: problem-solving skill(3.79), curiosity/interest(3.73), critical thinking(3.63), problem-finding skill(3.61), originality(3.57), analogy(3.47), fluency/adaptability(3.46), precision(3.46), imagination(3.37), and focus/sympathy(3.37). For the personality education, the following components were performed in order from most to least: power of execution(4.07), cooperation/consideration/just(4.06), self-management skill(4.04), civic consciousness(4.04), career development ability(4.03), environment adaptability(3.95), responsibility/ownership(3.94), decision making(3.89), trust/honesty/promise(3.88), autonomy(3.86), and global competency(3.55). Regarding what makes performing creativity and personality education difficult, most HE teachers(64.71%) chose the lack of instructional materials and 40.11% of participants chose the lack of seminar and workshop opportunity. 38.5% chose the difficulty of developing an evaluation criteria or an evaluation tool while 25.67% responded that they do not know any means of performing creativity and personality education. Regarding the better way to support for creativity and personality education, the HE teachers chose in order from most to least: 'expansion of hands-on activities for students related to education on creativity and personality'(4.34), 'development of HE classroom culture putting emphasis on creativity and personality'(4.29), 'a proper curriculum on creativity and personality education that goes along with students' developmental stages'(4.27), 'securing enough human resource and number of professors who will conduct creativity and personality education'(4.21), 'establishment of the concept and value of the education on creativity and personality'(4.09), and 'educational promotion on creativity and personality education supported by local communities and companies'(3.94).