• Proceedings of the Turfgrass Society of Korea Conference
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• 2011.02a
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• pp.25-32
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• 2011

본 연구는 화력발전의 부산물로 발생하는 석탄바닥재가 골프장 사질 토양의 개량재로 사용 적합한지를 평가하기 위해 수행되었으며, 결과를 요약하면 다음과 같다. 1. 석탄바닥재의 화학성을 분석한 결과 총질소 0.34%, 가용성 인산 $52mgL^{-1}$, 치환성 칼륨 $51mgL^{-1}$ 뿐만 아니라 소량의 치환성 칼슘과 마그네슘을 함유하고 있어 식물생육에 이롭고, 유해중금속함량은 Cd, $Cr^{6+}$, Pb, Ni, As는 $1mgL^{-1}$ 이하, Cu 농도는 $1.25mgL^{-1}$ 검출되어 토양환경보전법의 토양오염우려기준 이하이므로 석탄바닥재 재활용으로 인한 토양오염 가능성은 매우 낮은 것으로 판단된다. 2. 모래 토양에 석탄바닥재를 부피비로 0~50% 비율로 혼합한 시료의 투수계수와 유효수분함량을 측정한 결과 석탄바닥재 혼합비율이 증가할수록 투수계수는 유의성 있게 감소하고 유효수분함량은 유의성 있게 증가해 석탄바닥재가 모래 토양의 낮은 수분보유력을 개선하는 효과가 있음을 확인하였다. 3. 모래 토양에 석탄바닥재를 부피비로 0~50% 비율로 혼합한 시료를 잔디식재층으로 조성한 라이시미터에 잔디종자 파종 후 약 4개월 뒤 잔디밀도가 완전히 형성된 후에 시비 후 3일 간격으로 채취한 용탈수를 분석한 결과 1일과 4일 후에 채취한 초기 용탈수에서는 석탄바닥재 혼합비율이 높을수록 $NO_3-N$, $NH_4-N$ 및 K함량이 유의성 있게 감소했으며, 대조구에 비해 석탄바닥재 혼합비율이 높은 처리구일수록 $NO_3-N$, $NH_4-N$ 및 K함량이 용탈수 채취기간 동안 지속적으로 용탈되었다. 이 결과로 석탄바닥재가 모래 토양의 낮은 양분 보유력을 개선하는데 효과적이고 석탄바닥재처리가 대조구에 비해 오랫동안 식물 생육에 필요한 양분을 공급하는 효과가 있음을 확인하였다. 4. 골프장 그린상구조와 동일한 시험포장을 만들고 모래 토양에 석탄바닥재 10%와 20% 그리고 피트, 액시스, 이소라이트를 부피비로 10% 비율로 혼합한 시료를 잔디식재층으로 조성하고 크리핑 벤트그래스(Agrostis paulstris Huds), Penn A-4 $10gm^{-2}$을 파종한 후에 처리구별로 잔디 품질을 평가하기 위해 잔디 밀도, 뿌리길이, 색상 및 시각적 품질을 조사한 결과 석탄바닥재 처리구는 기존에 사용하는 개량제인 피트, 액시스, 이소라이트 처리구와 동등한 잔디생육 촉진 효과가 있는 것으로 조사되었다. 5. 결론적으로 석탄바닥재는 골프장 토양의 물리적 특성과 화학적 특성을 개선하고 잔디생육에 필요한 양분을 공급하는데 효과적인 토양개량재라고 할 수 있다.

• 대한공업교육학회지
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• v.39 no.1
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• pp.128-142
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• 2014

The purpose of this study was to provide a basis information for the education direction of 'creative engineering design' lesson to highschool students and pre-technology teachers by analyzing pre-experienced the d epartment of technology professors' recognitions, according to the newly opened unit 'creative engineering design' in 2009 revised highschool technology home economics education curriculum. The survey questionnaire was composed of 34 questions and collected from 16 department of technology education professors. The data was analyzed by SPSS program. The results of study were as follows : First, in 'creative engineering design' educational objectives, the highest average level(M) of response was problem solving ability, the opportunity of engineering experience and creativity improvement were followed. In the response about 'creative engineering design' educational contents, the average level(M) of the creative thinking method education was the highest(3.94). and the following important level was the write training education for presentation. Second, in the 'creative engineering design' educational areas, the professors preferred the idea conception, design, and production manufacturing area. In the teaching learning method, the average level(M) of design-based learning method was the first. and PBL, problem solving method were favored Third, in the 'creative engineering design' lesson manage, the secure of practice room and material cost, and the check of the progress situations were needed preferentially. In the education assessments, various and combined assessment preferred such as production, portfolio, and presentation. Fourth, in the pre-technology teachers' lesson of the university course, the product manufacturing level was preferred production to improve uncomfortable thing in life. The major difficulty in product manufacturing was the lack of major knowledge and product conception.

• Journal of Korean language education
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• v.28 no.3
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• pp.1-24
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• 2017

This article explores the developmental history of TOPIK over the last 20 years and its recent trends. Over the last two decades, TOPIK underwent two major systematic reforms, achieving both quantitative and qualitative growth over the course of its 52 testing sessions. TOPIK has utilized a six-level evaluation system from its inception to the present. The evaluation system was amended from the earlier six-test set - whereby each level corresponded with a separate test (1997~2005: the $1^{st}{\sim}9^{th}$) - to the three-test set (2006~2014: the $10^{th}{\sim}34^{th}$), and finally to the two-test set (2014~present: the $35^{th}{\sim}42^{nd}$). In the earlier exams, abilities in Vocabulary Grammar, Writing, Listening, and Reading were assessed. However, beginning with the $35^{th}$ TOPIK, abilities in Listening, Reading, and Writing (only in TOPIK II) were assessed and the evaluation of the writing section was changed to a task-based process, improving TOPIK into a more qualified analysis of proficiency. Over the last 20 years, the number of countries TOPIK is administered in has greatly increased from 4 to 73 countries, and the annual number of test-takers has also significantly increased from 2,692 to 250,141. The distribution of proficiency levels of the test-takers has shifted over time - initially "Beginner>Intermediate>Advanced" in the earlier exams, to "Intermediate>Advanced>Beginner" after the mid 2000s - as the number of those studying the Korean language for specific purposes and continuing education increased. Test-takers have indicated a shift in their purpose for taking the exam, initially citing "to assess proficiency" and more recently selecting "to study abroad," and this could also correlate with changes in the proportion of test-takers' proficiency level. In general, 85~95% of beginner, 50~65% of intermediate, and 45~60% of advanced test applicants passed the respective proficiency level. To date, no practices have yet been implemented to standardize the difficulty level longitudinally across test sets.

• Korean Journal of Comparative Education
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• v.27 no.1
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• pp.223-245
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• 2017

The purpose of this study is to examine the qualification system of competency assessor based NCS(National Skill Standards) in Australia and Scotland. To meet the purpose of the study, the characteristics of competency based assessment and the role of assessor was reviewed, and competency assessor qualification system of both countries were analysed. Australia and Scotland have developed the certification system of competency assessor based on national qualification framework. Education and Training Institutes in both countries should meet the requirement of RTOs(Registered Training Organizations) and CRBs(Credit Rating Body), which can develop and operate assessor qualification course based NQF. Also they must ensure all assessors are qualified with competency, currency and professional development and show how they have maintained, upgraded or developed new skills relevant to the current industry needs. In recent years, Korea has been introduced competency based curriculum linked with NCS in education and training sector. Also the introduction of competency assessor qualification system are currently under consideration by government. In this circumstances, the results of comparative analysis about Australia and Scotland can help the Korean government review the policies and strategies qualifying competency assessor. They also provide some implications for exploring and examining assessor qualification system based NCS and KQF(Korean Qualification Framework) in Korea.

• The Journal of Internal Korean Medicine
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• v.42 no.5
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• pp.1001-1008
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• 2021

Objective: The aim of this case study was to describe a case of iris diagnosis of primary hyperhidrosis and the use of Korean medicine. Methods: A patient with symptoms of hyperhidrosis was diagnosed as having Taeeumin after assessment using the four basic Korean diagnostic methods. Iris diagnosis was used for further examination. The images obtained showed a remarkably defined collarette and increased nerve rings, which suggested an overactive sympathetic nerve system. Under the diagnosis of Taeeum, a Korean herbal medicine was prescribed with additional herbs to help alleviate the hyperactivity of the sympathetic nervous system. Results: The patient had been receiving treatment for hyperhidrosis for >30 years, with various medical attempts to relieve her symptoms, which were ineffective. She showed signs of improvement from day 4 into the treatment, and 80% of her symptoms were improved after completing a 6-week treatment course. Conclusion: The herbal medicine prescribed to the patient proved effective for reducing her chronic symptoms that had been unresponsive to previous medical treatments.

• Journal of The Korean Association For Science Education
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• v.39 no.3
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• pp.389-403
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• 2019

This study aims to analyze criteria and characteristics for preservice elementary teachers' critiques of their peers' inquiry-based instruction. This study reviews critiques written by 31 preservice elementary teachers enrolled in an elementary school science inquiry methods course wherein the teachers designed and implemented inquiry-based instruction. These preservice teachers participated in inquiry-based instruction as if they were elementary students and then evaluated their peers' instruction. Analysis of the critiques reveals that preservice teachers evaluated their peers' instruction on the following criteria: instruction context, science content, teaching strategies, students, instructional goals, non-verbal attitude, and assessment. Their beliefs about teaching science inquiry were reflected in the critiques. Additionally, it was found that four orientation for teaching inquiry-didactic, academic rigor, activity-driven, inquiry orientation-reflected in critiques; some of critiques held more than one of these orientations. And they did not merely criticize but suggested alternatives to general teaching strategies; furthermore, of inquiry-instruction specific teaching strategies. They showed higher epistemic understanding of inquiry-based instruction after mid-term demonstrations. The evidence demonstrated that the proportion of critiques specifically about inquiry-based instruction increased after the mid-term demonstrations. Moreover, the post mid-term critiques emphasized interaction between students as well as understanding of the nature of science. These findings could provide implication for teaching inquiry and criticizing others' instruction as part of elementary school science courses in preservice elementary teacher education.

• 한국노년학
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• v.30 no.1
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• pp.127-140
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• 2010

This study aims to understand the effects of a Computer - based Cognitive Rehabilitation Therapy(CBCRT) evidence based on mild dementia patients' ability to activities daily living(ADL), cognitive function and measure of occupational performance and to suggest basic data for a cognitive rehabilitation therapy for dementia patients. Method : A CBCRT was applied two times a week for 5 weeks to 14 mild dementia patients who visited Yongin Center for Managing Dementia in Gyeongi-do between February and August 2009. Based on frame of reference for Visual-Perception a CBCRT was applied at home. Moreover, a one group pretest-post test design was, which is a quasi-experiment and research, also applied in order to verify the effects of the rehabilitation therapy on the subjects' ability to ADL, cognitive function and occupational performance skills. Results: A significant effect was confirmed (p<.05) from the CBCRT which Assessment of Motor and Process Skills(AMPS) processing skills and cognitive function and occupational performance skills. Neither was found any significant effect in improving motor skills from AMPS. Conclusion: It seems that a CBCRT based on evidence and has an effect on the improvement of the ability to ADL and cognitive function of mild dementia patients living in a community. The present author hopes that, in the future, more cognitive rehabilitation programs will be developed to improve the functions of mild dementia patients living in a community.

• Stress
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• v.26 no.4
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• pp.268-276
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• 2018

Background: The purpose of this study is to evaluate the effects of the Motivational Interviewing (MI) based communication training for third-year nursing students. Methods: This study use a quasi-experimental design with pre and post-test to evaluate a 4-hour MI based communication training. This training was offered to 35 third-year nursing students who were participating in elective psychiatric nursing clerkship course. Each student completed pre and post questionnaire which includes assessment of motivational interviewing skills as measured by Helpful Response Questionnaire (HRQ). Also confidence (5 items) in using MI based communication knowledge and core skills were included. Data were independently analyzed by two coders and blindly rated the pre and post HRQ self-reported responses. Data were analyzed using paired t-test, descriptive analysis. Results: Nursing students showed increasing use of reflection (4.10~5.67, p<.001), decreasing use of closed-ended question (2.00~0.73, p<.001), road blocks (2.94~0.64, p<.001), and improve in depth of reflection (12.79~20.86 p<.001). But they did not show significant changes in open-ended question (2.01~2.33, p=.257). Confidence in the interview has increased overall, except for reflecting. The overall satisfaction with the training was quite high, and the most helpful training method was group and individual feedback. Conclusions: This study provides evidences that 4 hour-training is effective in core skills such as reflection and depth of reflection, and also confidence in interviews. It is necessary to develop step-by-step training modules to enhance undergraduate communication skills. It is necessary to develop an effective training strategy focused on students' confidence in open-ended questions and reflection.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.9
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• pp.451-458
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• 2019

Reliability in the course of weapons system development and operation is a key measure of the ability of a system to perform the required functions under specified conditions over a specified period of time, and the mission confidence for the assessment of mission fulfillment is an important indicator of victory or defeat in a battle. Mission reliability indicates the probability that a given task will succeed or fail in an event or environmental situation over a given period of time. The existing mission reliability was calculated after creating a confidence blow map with only physical connections based on the mission. However, as modern weapons systems evolve and advance, the related equipment structure becomes increasingly complex, making it impossible to express mission relevance when mission classification is required based on functional or physical connections. In this study, the mission reliability was calculated for a gun control system, which is part of a ship's combat system, by expressing the association between the physical and functional structures using the design structure matrix technique and the interface matrix technique. We expect the study results to be used as verification data for mission reliability.

• Journal of The Korean Association of Information Education
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• v.23 no.2
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• pp.131-139
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• 2019

From 2019, software education has become a required subject for all elementary school students. However, many teachers are still unfamiliar with how the classes should be instructed. So this paper presented the meaning, detailed competencies and achievement standard in order to help in the collection, analysis and representation of data among the computational thinking that are key to software education. And it also suggested the applicability of the classes. The full course of the paper is summarized as follows. First, existing studies have summarized the meaning, detail and achievement standard of data related competencies. Based on this, a preliminary investigation was instructed. Pilot study carried out both FGI and closed questions at the same time. This was done in response to the survey's questionnaire reflecting the opinions of experts. Second, the results of the questionnaire generated as a result of the above were verified for validity, stability, and reliability among the PhD, PhD courses, software education teachers, and software education workers. Third, I developed and applied the five lessons as a class objective as 'Choosing collection method-Select the collection method according to the problem situation.', 'Searching for meaning of data-Understand what the analyzed data mean..', 'Using various expression methods-Use a variety of expression tools.' using the backward design model to integrate education, class, and assessment. As a result, the detailed competencies of data collection, analysis, and representation and achievement standard were presented. This may help in setting specific and specific criteria for what direction classes are recommended when planning data-related classes in elementary schools.