• Journal of Korean Society of Forest Science
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• v.103 no.1
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• pp.137-146
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• 2014

We have developed the Forest Carbon Sink Index on afforestation and reforestation activities, a regulation stated in article 26 of the 'Law on the maintenance and enhancement of carbon sink (Carbon Sink Law)', which took effect on March, 2013. According to the legal purpose to evaluate the performance of individual forest carbon offset projects and to compare each other at a certain point, values of the forest carbon sink index were calculated by the scoring method. Three criteria were established based on the Carbon Sink Law: 'Carbon' (real greenhouse gas reduction), 'Human' (socio-economic effect) and 'Nature' (environmental effect). Continuously, 9 indicators from the three criteria were selected by top-down approach; the adequacy of each criteria and indicators were reviewed through on-line Delphi survey; and finally weighted value of each criteria and indicators were assigned. To reflect the characteristics of the domestic forest carbon offset projects, which focus on corporate social responsibility-typed projects, we applied the score weighting method to minimize gaps among criteria and ones among indicators. After applying our newly developed forest carbon sink index to five domestic forest carbon offset projects, we could confirm that the criteria of 'Human' and 'Nature', which criteria are in relatively low weight, can play a role as an actual incentive to reduce negative socio-economic and environmental impacts. Based on performance evaluation of the five forest carbon offset project by the forest carbon sink index, the best or good performance project developers could be rewarded, and further the performance evaluation would work as an incentive to stimulate the involvement of domestic project developers in the field of forest carbon offset project.

• Industrial Engineering and Management Systems
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• v.11 no.1
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• pp.54-69
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• 2012

Chan and Qi (SCM 8/3 (2003) 209) developed an innovative measurement method that aggregates performance measures in a supply chain into an overall performance index. The method is useful and makes a significant contribution to supply chain management. Nevertheless, it can be cumbersome in computation due to its highly complex algorithmic fuzzy model. In aggregating the performance information, weights used by Chan and Qi-which aim to address the imprecision of human judgments-are incompatible with weights in additive models. Furthermore, the default assumption of linearity of its scoring procedure could lead to an inaccurate assessment of the overall performance. This paper addresses these limitations by developing an alternative measurement that takes care of the above. This research integrates three different approaches to multiple criteria decision analysis (MCDA)-the multiattribute value theory (MAVT), the swing weighting method and the eigenvector procedure-to develop a comprehensive assessment of supply chain performance. One case study is presented to demonstrate the measurement of the proposed method. The performance model used in the case study relies on the Supply Chain Operations Reference (SCOR) model level 1. With this measurement method, supply chain managers can easily benchmark the performance of the whole system, and then analyze the effectiveness and efficiency of the supply chain.

• Korean Journal of Air-Conditioning and Refrigeration Engineering
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• v.21 no.12
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• pp.688-694
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• 2009

With the increase in the demand for sustainable and environmentally-friendly development, Green Building Certification System came into force in 2002, Evaluation parts of Green Building Certification System are divided into land use and transportation, energy, ecological environment, and indoor environment. Alloted point for the part of energy is larger than other part, thus we can say that this part is very important to increase the green building performance. This study aims to analyze the present condition of design and construction for the part of energy in the certificated green school building. Total 40 certificated school buildings were selected and average scoring rate of each item was evaluated. Key particular to be considered were suggested to improve the item of energy consumption.

• Journal of Korean Home Economics Education Association
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• v.20 no.3
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• pp.85-105
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• 2008

The purpose of this study was to develop a narrative analytic scoring rubric through teacher-students negotiations, as an assessment of tasks using methods of experiment and practice for home economic(HE) in the middle school. In this study. an analytic rubric had been developed in the following three stages: In the first stage, all the things for rubric development were defined and prepared, by selecting tasks used for rubric application through a questionnaire survey, providing detailed directions on methods and procedures and needed items, and selecting a class for rubric negotiation and setting the development schedule. In addition, the method suggested by Ainsworth and Christinson(1998) in Student Generated Rubrics was used. In the second stage, performance criteria for tasks in terms of knowledge, skills, and attitude were developed, setting scoring framework and scales depending on assessment areas. Referring to selected scoring framework and assessment criteria, observable and assessable behaviors were used to describe rubric based on A, B, and C scale. Then, a primary rubric was developed through teacher-students negotiations, using rubrics made by group. In the last stage, the developed primary rubric was reviewed by an expert of HE education to test the validity. Moreover, the analysis to test the suitability of the final rubric assessment tool employed 46 copies of questionnaire collected from incumbent home economics teachers selected by way of random sampling mainly focusing on those teachers who were in the Master's degree program or completed the program at one university. As a result, the average of suitability of aa the rubrics were over 4.0 in th 5-point scale.

• Journal of Animal Science and Technology
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• v.48 no.6
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• pp.767-776
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• 2006

Corresponding author:Deukhwan Lee, Department of Animal Life Resources, Hankyong National Univ. Seokjeong-dong Anseong-si Gyeonggi-do, Rep. of Korea 456-749Tel: 031-670-5091, Fax: 031-676-5091, E-mail : dhlee@hknu.ac.krGeneral performance with including environmental and management effects on linear type traits in Holstein cows were investigated. 115,646 valid records measured from cows over 1 yrs of age by Korean Animal Improvement Association from 2000 to 2004 were used for this study. Farm, appraisal year-month, appraisal person should affect linear type and scoring traits. Most of type traits and scoring traits would be significantly affected by parity and lactation stage after absorbing farm-appraisal year-month-person effects. Otherwise, some traits such as traits related to udder would be affected by registration criteria. However, interval of appraisal time and milking time would not affect these traits. The scores related to udder, teat placement and foot angle would be positively related to parity. Final score would be optimized at cows of 2nd and 3rd parities. Dairy form, front teat placement, rear udder height, rear udder width and final score would show similar to pattern of lactation curve at lactation stage. Dairy capacity composite index would also show similar to lactation curve. This result would be indicated that more concise standardizing system for linear type scoring rules would be needed. Furthermore, correcting system for parity and lactation stage would be needed because this factor should affect physiological status, specially, udder status.

• Journal of Korean Library and Information Science Society
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• v.42 no.4
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• pp.31-50
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• 2011

In education, evaluation is an important element because instructor can judge the growth and development of students, it has been to bring about quality improvement in education. Performance assessment has emerged to overcome traditional evaluation such as paper test, multiple choice test. Performance assessment is an approach to measuring a student's status based on the way the student completes a specified task. Information literacy instruction is aimed at cultivating information literacy. Performance assessment suitable for measurement to status of Information literacy. In order to performance assessment, task should have the first. However, instructor is difficult to develop a good performance task to meet the assessment needs. Therefore, this research aims at suggesting the developmental tool of performance task applicable to Information literacy instruction. The proposed tool is a template type, consists of 4 steps, educational goals and learning objectives, knowledge and capabilities, task types, measurement and scoring criteria.

• The Journal of the Korea Contents Association
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• v.19 no.4
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• pp.197-206
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• 2019

This study aims to analyze through the integrated textbooks whether writing tasks are designed to be successful in cultivating students' writing abilities in the general-purpose Korean language education. First, we established the concept and the components of the writing task based on the definitions mentioned in previous research. The analysis of the types of writing tasks revealed "free writing" and "imitation and writing" to be the most frequent types of writing tasks in both textbooks. The textbooks have only twenty-one subjects in common. And most instructions provide only themes and genres, excluding the purpose, form, quantity, and time necessary for the article or for comprehending the instructions. In these tasks, the reading passages are most often explanatory text. The scoring criteria and time were not provided for the evaluation criteria and other factors. Therefore it became necessary to express the components of the writing task as explicitly and concretely as possible to improve learners' performances.

• Journal of the Korean Chemical Society
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• v.63 no.3
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• pp.166-182
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• 2019

This study examined teachers' difficulties that they encountered free semester science assessment and their problem solutions. Fifteen science teachers who had experiences of free semester teaching and assessment were selected by convenience sampling in this study. The participant teachers mentioned difficulties of accurate scoring in student self/peer assessment and suggested solutions of providing studetns with detailed assessment criteria and opportunities to practice assessment. The participant teachers mentioned a lack of objective assessment criteria for affective domain and suggested solutions of providing criteria prior to assessment and developing assessment framework. The participant teachers mentioned a lack of assessment tools and references for perforamnce assesement. The participant teachers mentioned difficulties of a large teacherstudent ratio for providng feedbacks to students and suggested solutions of decreasing teacher-student ratio and teaching load. The participant teachers mentioned difficulties of identifying student characteristics for assessment reporting and suggested solutions of decreaing teacher work load. The participant teachers mentioned a lack of teacher understanding of process based assessment and inactive attitude to performance assessment and suggested solutions of professional learning community and improving teacher perceptions on performance assessment. The participant teachers mentioned difficulties of a large teacher-student ratio and a lack of time for implementing assessment methods that they learned from professional development programs. With both teacher self-efforts and systematic support, these problems would be solved and success of free semester assessment would be achieved.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.2
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• pp.182-195
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• 2023

The purpose of this study was to analyze reports from research middle schools based on the criteria for process-focused assessment to find out how the characteristics of process-focused assessment were being implemented in middle school science classes. The analysis criteria for the characteristics of process-focused assessment (integration of lessons and assessments, evaluation elements and methods, content and timing of feedback, and learner growth management) were extracted. Using the analysis framework, the result reports of seven research middle schools for process-focused assessment were analyzed. In terms of integration of lessons and assessments, when the process-focused assessment was operated, the class and evaluation plan were well implemented based on the curriculum achievement standards, but the process-focused assessment was recognized as a performance evaluation. In terms of evaluation elements and methods, the evaluation element for knowledge was the main component, and competency was presented in the planning stage, but competency was not dealt with in class execution. The evaluation method was biased toward teacher-centered observation evaluation and written test, and the setting of scoring criteria for each evaluation element was insufficient. In terms of the content and timing of feedback, feedback was mainly provided based on achievement confirmation, but no case was found in which scaffolding was provided at an appropriate time for insufficient parts in the learning process. In terms of the learner's growth management, the competencies cultivated through science classes were included in the detailed subject specialties of the school record. However, little was shown in the report on how to systematically manage the process of developing learners' competencies and reflect the evaluation results to teachers' class improvement.

• Proceedings of the Korean Society of Food Science and Nutrition Conference
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• 2001.12a
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• pp.52-60
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• 2001

Purpose: We performed a randomized, double-blind, placebo-controlled trial in mild to moderate myopia patients to evaluate the benefit of taking a nutrient supplement containing anthocyanoside oligomers for improving nocturnal visiual function and/or clinical symptoms. Methods: The subjects included have refractive error between -lD(Diopters) $\~$-8D in both eyes, symptoms of decreased night vision and asthenopia based on the scoring result of a pre-structured questionnaire, and abnormal results of mesopic contrast sensitivity(MCS) screening test showing abnormal curve of contrast sensitivity in the middle and high frequency level, between 6.0 and 30.0 CPD(Cycles per degree) at mesopic condition(-2$\~$0 log cd/$m^2$). Total 60 people who qualified the criteria above were enrolled and the subjects were instructed to take the investigational product (anthocyanoside or placebo) twice daily for a 4 week period. The enrolled subjects were investigated for nocturnal vision performance by MCS and clinical symptoms at their first visit and re-evaluated at post-intervention (4 weeks later). MCS was measured and improvement of contrast threshold level according to each CPD was calculated by subtracting initial values from final values. Age, refractive error, and MCS were compared between the placebo and anthocyanoside. Results: After 4 weeks of drug administration 22 of the anthocyanoside group showed symptom improvement compared to 1 of the placebo group (p=0.000). Contrast sensitivity levels according to each CPD before and after drug treatment showed significant improvement in the anthocyanoside group but not in the placebo group. Mean MCS change of anthocyanoside group is 2.41$\pm$1.91 which showed significant improvement compared to -0.40$\pm$2.47 of the placebo group(p=0.000). MCS changes of anthocyanoside group showed significant improvement compared to placebo group in all levels of CPD(p<0.05). During our investigation none of the subjects complained of specific side effects related to anthocyanoside use. Conclusion: Our results show that under careful selection of people with significant symptoms and definite MCS abnormalities, anthocyanoside oligomers may improve the subjective symptoms and objective MCS results.