• Journal of the Korean Society of Safety
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• v.29 no.4
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• pp.153-159
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• 2014

Low back pain is one of major issues in musculoskeletal diseases mainly caused by MMH (Manual Material Handling) tasks. In Korea, the standards of NIOSH(National Institute for Occupational Safety and Health) Lift Equations in U. S. A. have been most widely used. However, there is no standard in case the height of one feet is higher than that of another one. Moreover, since the standards are developed in U. S. A., there are many limitations for the applicability of Korean workers. In this study, MVC(Maximum Voluntary Contraction) for four postures are measured and an empirical model based on SVR(Support Vector Regression) is constructed. Constructing SVR model, PSO(Particle Swarm Optimization) is employed to investigate the optimal parameters of SVR. The results show that the performance of this empirical model is approximately accurate, even if the deviation of experimental values is large due to the individual differences. This empirical model may contribute to establish the standards of MMH tasks in Korea.

• Journal of Radiation Protection and Research
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• v.25 no.2
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• pp.115-118
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• 2000

With reference to nuclear emergency information concerning the national emergency plan for nuclear accidents, the response plan for the atmospheric nuclear emergencies of the U.S. National Oceanic and Atmospheric Administration (NOAA) was reviewed and described for introducing an overview on it to the Korean Association for Radiation Protection (KARP).

• The Journal of Korean Association of Computer Education
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• v.22 no.3
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• pp.15-23
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• 2019

Recently, as the importance of computational thinking(CT) education, the national curriculums of the world have been revised and the international comparative assessment studies have been conducted to evaluate the CT education effects. In this study, researchers compared and analyzed the achievement standards related to CT in Korean and U.S. curriculum. As a result, the number of CT related achievement standards is 16 in Korean and 21 in American. While Korean deals with more specific achievement standards of 'formulating and analyzing problems', American emphasized 'planning and evaluating solutions'. In terms of 'developing algorithms, programs and interfaces', both of them offer concrete related achievement standards, U.S. curriculum include more diverse and concrete practical achievement statements. The results of this study can be used to suggest improvements in practical aspects as well as contents in future Korean curriculum revision.

• Journal of Korean Society of societal Security
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• v.1 no.1
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• pp.35-43
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• 2008

This study analyzes the present state of disaster management system in Korea and the international standardization trend of disaster management systems in advanced nations. ISO has developed international disaster management standards in ISO/TC 223 Societal Security Technical Committee, and the advanced nations such as U.S.A., U.K. and Japan are in competition with each others to reflect their national disaster management standards in international standardization. Each disaster management organization in Korea separately carries on the disaster management standardization and activities because national standards for the disaster management is not established yet. The national standardization efforts for disaster management system have to be executed in Korea to raise efficiency in disaster management activities and to cope with the international standardization of disaster management.

• English Language & Literature Teaching
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• v.9 no.2
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• pp.243-261
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• 2003

The purpose of this study is to introduce Korean teachers and researchers ESL standards for TESOL students developed by TESOL association in 1997. The standards were designed to be useful for teachers and other educators who want to incorporate them in their educational programs for ESOL students in mainly the USA. These standards are important because they articulate the English language development needs of ESL learners and provide directions to educators on how to fulfill the needs of ESL students. Also. they emphasize the major role of language in the attainment of other content area standards. In this paper the author introduced not only the theoretical backgrounds. construct. meaning of the standards, and the ways of implementation but also their lessons to our Korean situation.

• Korean Journal of Mathematics
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• v.20 no.4
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• pp.493-505
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• 2012

For the first time ever in its history, the United States has a national version for K-12 mathematics programs, the Com-mon Core State Standards for Mathematics. Since its final version appeared in 2010 in the United States, the Common Core State Standards have started getting much attention from the Korean mathematics and mathematics education communities. Although attempts have been made to translate the original text of the stan-dards, the information such as the paradigm shift that led to the development of the standards, design principles and a comparison with the NCTM Standards would aid understating the standards in the intended way and avoiding unnecessary confusion.

• Proceedings of the Korean Reliability Society Conference
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• 2005.06a
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• pp.421-430
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• 2005

The required standards for environmental tests for communication and electronic equipment used currently are not standards into which the Korean climate and use environment are taken into consideration. But the most used environmental testing standards of the U.S. army(MIL-STD-810) has been used without taking into consideration the Korean domestic situation and conditions by simply translating the US standards. Adherence to these standards may increase in the manufacturing costs according to excessively strict standards. Therefore, this paper will propose a new environmental test standards for temperature.

• International journal of advanced smart convergence
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• v.9 no.2
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• pp.147-156
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• 2020

ACM's CSTA has drafted standards for computing curricula and recommended them to schools in the United States. The five core concepts of the US elementary school computing curriculum are computing systems, network and the Internet, data and analysis, algorithms and programming, and impacts of computing. In 2005, Korea prepared ICT education guidelines, including five fields, their subfields, and achievement criteria for each subfield. In the 2015 revised curriculum, software education was introduced and five achievement standards were set. The ACM CSTA has 18 achievement criteria up to K-2 and 21 achievement criteria up to K-5. If we compare the 39 achievement standards of the US to Korea, Korea's 2005 ICT education guidelines include 25 of these, and the 2015 revised curriculum includes 5 of them. In this study, we aim to study the CSTA achievement criteria that second graders should know and the achievement criteria that fifth graders should know. This is compared and analyzed with Korea's 2005 ICT Guidelines and 2015 Software Curriculum. In comparison with the number of achievement standards, the US elementary school's computing achievement standards are much higher than in Korea. Comparing with each standard, there are many areas that are not covered in Korean curriculum, and we can see that the 2015 curriculum has rather receded from 2005.

• Journal of the Korean earth science society
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• v.23 no.2
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• pp.194-206
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• 2002

This article describes the major themes to change in historical and philosophical perspectives of science education that lead the US and Korean science curriculum reform movements since 1957. Inquiry teaching and criticism of teaching science as inquiry in the late 1950s and the 1960s, Science-Technology-Society (STS) Curricula, and Science Literacy and the 1980s science literacy crisis are discussed. In the US, three major curricular projects as responses to the scientific literacy crisis are exemplary such as the Project 2061 sponsored by the American Association for the Advancement of Science, the Project on Scope, Sequence, and Coordination (SS&C) initiated by the National Science Teachers Association (NSTA), and the National Science Education Standards (NSES) published by the National Research Council. To identify how each set of national content standards differ, we compared specific content standards related to the theory of plate tectonics in Earth and Space science in grades 9-12 over the three national standards: Benchmarks of AAAS, NSES of the NRC, and SS&C of the NSTA. Against this historical background of the US science education reform movements, the curriculum reform movements in Korea is briefly discussed. In general, Korean science curriculum reform movements have reflected and resembled the recommendations of the US reform movements. In addition, it is important to note that throughout the history of curriculum revision in Korea, there have been continuing pendulum swings between a theoretical, discipline-centered curriculum and a liberal, humanistic, and student-centered curriculum, which pays more attention to students in terms of their interest and psychological preparedness. In conclusion, the sixth and seventh national science curriculum revisions reflect rather a student-centered movement by reducing technical and sophisticated topics, taking constructivism learning theory into consideration, and adding more STS related topics.

• Proceedings of the Korean Society of Laser Processing Conference
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• 2005.06a
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• pp.102-103
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• 2005

Using THz time-domain spectroscopy, we study plasmonic band gaps in periodic metal arrays of slits. Femtosecnd machining system guarantees good quality sub millimeter structures for THz spectroscopy. Fabry-Perot effect enhances the transmission when the two resonances cross but does not alter the surface plasmon peak positions.