• Journal of Navigation and Port Research
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• v.40 no.5
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• pp.299-304
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• 2016

The importance of clear and effective communication at sea has been greatly emphasized due to the increase in multiculturalism on board both ocean-going and coastal vessels, and the necessity of systematic English training based on 'Knowledge, Understanding, and Proficiency' specified in STCW has also been recognized. With these growing needs in mind, the International Maritime Organization (IMO) updated the Maritime English (ME) Model Course 3.17 in 2015 by providing guidelines on language education within two separate categories, General Maritime English (GME) and Specialized Maritime English (SME). The IMO is now attempting to create a new, global framework of ME education and training, and this this new course model must first be thoroughly understood in order to explore the ways to apply the modified version into the context of current ME education in Korea and to design an updated language curriculum. Therefore, the general structural features of the new model course will be explained in this paper, and the course focus set by IMO and to be considered and/or adopted by the Republic of Korea will be closely examined. Finally, suggestions will be made on how to implement this revised model course in practice with the following focus: the development of localized curriculum for GME and SME; the provision of practical teaching guidance through relevant online and offline materials for class and self-study; and the establishment of qualification guidelines and a teaching support system for language teachers in maritime and language education.

• Journal of Navigation and Port Research
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• v.40 no.5
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• pp.279-284
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• 2016

As the International Maritime English Organization (IMO) model course for Maritime English has been recently revised and updated, the requirements of current changes to both the 2010 STCW Manila Amendments and English education have been actively reviewed. In order to provide practical guidelines for language teaching, a wide range of new pedagogical approaches and their theoretical backgrounds are also suggested. However, considering the current spread of Business English as a Lingua Franca (BELF) and its critical importance in maritime communication, the pedagogical approaches need to be re-evaluated, specifically in terms of teaching pronunciation in order to emphasize clear and effective communication among international interlocutors. Therefore, the core pedagogical elements of pronunciation should be clearly set and provided with consideration for Lingua Franca Core (LFC), which places importance on mutual intelligibility rather than following the rules of native speakers. In this paper, the current trends of BELF in the maritime industry will thus be introduced. Following this, the importance of LFC in maritime communication will be outlined, and its key features will be discussed in terms of effectiveness and clarity of international maritime communications. Finally, a close comparison between LFC and the pronunciation guidelines suggested by the IMO Maritime English model course 3.17 will be conducted, and pedagogical implications for future teaching pronunciation in cross-cultural global maritime industry will be suggested.

• Educational Technology International
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• v.17 no.1
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• pp.1-37
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• 2016

The purpose of this study was to develop a MOOC design model that would improve the current practice of MOOC development in Korea by specifying easy-to-use course development procedures and guiding strategies. Following Richey and Klein (2007)'s conceptual model development procedure, the first step was to perform critical review of relevant literature and observe typical MOOC development processes. As a result, the initial model was developed. The second step was to conduct the expert review with five educational technology and MOOC researchers to secure the internal validity of the model. Based on the experts' suggestions, the model was revised and once again reviewed by the same experts. This process resulted in the development of the 2^nd version of model. The third step was to carry out external validation research in order to test the effectiveness, efficiency, and usability of the model. A basic model may be confirmed or corrected based on examination of its results. Consequently, the model was elaborated as the final model. In the final model, 6 procedural phases and 9 specific steps were included. The six procedural phases are: Analysis (1st Iteration), Design, Development (Course Development), Implementation, Evaluation, and Analysis (2nd Iteration), a slight variation of ADDIE model. The specific steps include: 1) Goal Setting, 2) Environment Analysis, 3) Content Design, 4) Style Design, 5) Course Development, 6) Implementation Plan, 7) Course Implementation, 8) Summative Evaluation, and 9) Need Reflection. The study concluded with suggestions for further research and application of the MOOC design model.

• Journal of The Korean Association For Science Education
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• v.9 no.1
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• pp.1-17
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• 1989

From the investigation perfomed by this writer in 1986, it was recognized that many science teachers are in difficulty in teaching the intergrated science in secondary schools and then the present teacher preparation programs need improvement to advance the quality of science teachers. To set up the improvement model, the preservice programs in the departments of science education in Korea were intensively analyzed and compared with that in the department of science education in Hiroshima university. The results of analysises on the programs showed the needs for improvement. A improvement model of the program for secondary science teacher preparation was set up as follows; 1. The improvement program is set up to emphasize the basic science course such as, general physics, chemistry, etc. 2. More emphasis is put upon the intergrated science course. 3. The improvement program is a practical one which is suitable to apply directly as a program in the department of science education.

• The Korean Journal of Physiology and Pharmacology
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• v.17 no.3
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• pp.229-235
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• 2013

Among several animal models of retinitis pigmentosa (RP), the more recently developed rd10 mouse with later onset and slower rate of retinal degeneration than rd1 mouse is a more suitable model for testing therapeutic modalities. We therefore investigated the time course of retinal degeneration in rd10 mice before adopting this model in our interventional studies. Electroretinogram (ERG) recordings were carried out in postnatal weeks (PW) 3~5 rd10 (n=23) and wild-type (wt) mice (n=26). We compared the amplitude and implicit time of the b-wave of ERG records from wt and rd10 mice. Our results showed that b-wave amplitudes in rd10 mice were significantly lower and the implicit time of b-waves in rd10 mice were also significantly slower than that in wt mice ($20{\sim}160{\mu}V$ vs. $350{\sim}480{\mu}V$; 55~75 ms vs. 100~150 ms: p<0.001) through PW3 to PW5. The most drastic changes in ERG amplitudes and latencies were observed during PW3 to PW4. In multichannel recording of rd10 retina in PW2 to PW4.5, we found no significant difference in mean spike frequency, but the frequency of power spectral peak of local field potential at PW3 and PW3.5 is significantly different among other age groups (p<0.05). Histologic examination of rd10 retinae showed significant decrease in thickness of the outer nuclear layer at PW3. TUNEL positive cells were most frequently observed at PW3. From these data, we confirm that in the rd10 mouse, the most precipitous retinal degeneration occurs between PW3~PW4 and that photoreceptor degeneration is complete by PW5.

• Proceedings of the Korean Institute of Navigation and Port Research Conference
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• 2015.07a
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• pp.278-279
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• 2015

해기사의 해사영어 사용에 대한 체계적 교육의 필요성이 증가되는 가운데, 국제해사기구(IMO)는 이에 발맞추어 해사영어모델코스 3.17을 일반해사영어(General Maritime English, 즉 GME)와 특수해사영어(Specialized Maritime English, 즉 SME)로 나누어 재편하고, STCW에서 요구하는 지식, 이해 및 기술사항들을 영어교육의 다양한 요소들과 접합함으로써, 해사영어교육의 새로운 틀을 만들고자 시도하고 있다. 국내 해기교육 관련대학 및 기관이 향후 해사영어 커리큘럼을 재편성하기 위해서는, 개정될 해사영어모델코스의 주요 내용을 이해하고, 이를 국내 실정에 맞게 적용할 수 있도록 다양한 방안을 모색하는 것이 선행되어야 한다. 따라서 본 연구에서는, 국제해사기구가 제시한 해사영어모델코스 3.17의 개정 목적 및 변화된 해사영어모델코스의 틀과 방향을 살펴보고, 향후 국내교육기관에서의 해사영어교육 커리큘럼을 재편성한 후, 성공적인 언어교육서비스 제공을 하기 위해 고려해야 할 현실적인 제한 요소들을 살펴보고, 이에 대한 해결책을 모색하고자 한다.

• Proceedings of the Korean Institute of Navigation and Port Research Conference
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• 2015.10a
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• pp.233-236
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• 2015

전 세계 해기교육기관에서 해사영어(Maritime English, ME)를 가르치고 있는 교원들이 모여 매년 개최하는 IMEC (International Maritime English Conference)을 소개하고, 2015년에 개최된 제27차 컨퍼런스의 프로그램을 우리 회원들에게 안내하고자 하며, IMEC 27에서 소개된 ChatBot를 가지고 참석한 회원들과 함께 진행하는 워크숍을 개최하고자 한다.

• The Journal of Korean Academy of Sensory Integration
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• v.17 no.3
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• pp.26-45
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• 2019

Objective : The purpose of this study is to develop educational goals, training content, and training methods for the intervention course of the Korean Academy of Sensory Integration (KASI) and to conduct competency-based intervention courses based on the competency model for sensory integration intervention. Methods : This study was conducted on work therapists who participated in the 2019 intervention course of KASI. In the first phase, educational needs were analyzed to set goals for the interventional course. In the second phase, a meeting of researchers drafted the intervention course education program and the methods of education, and the intervention course was conducted. In the third phase, the changes in educational satisfaction and performance level pre- and post-intervention course for each competency index were investigated. Results : The educational goals of "learning and applying the clinical reasoning process of sensory integration intervention" and "intervention by applying the principle of sensory integration intervention" were set after reflecting on the results of the analysis of the educational requirements. The length of the competency-based intervention course was 42 hours. The average education satisfaction level of participants in the arbitration process was 4.48±0.73, and the average education satisfaction level of the supervisor was 3.92±0.71. In both groups, the most satisfying curriculums were the data-driven decision-making process and the intervention goal-setting lecture. But the satisfaction level of was the lowest. Before and after the intervention course, there were significant changes in the performance of the two behavioral indicators of the analytic skills in the expertise competency cluster of the competency model. Conclusion : This study is meaningful in that it conducted a survey of educational needs, the development and implementation of an educational curriculum, and an education satisfaction survey through systematic courses necessary for education development.

• International Journal of Aeronautical and Space Sciences
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• v.17 no.3
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• pp.432-441
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• 2016

Solar energy is the ideal power choice for long-endurance stratospheric airships. The output performance of solar array on stratospheric airship is affected by several major factors: flying latitude, flight date, airship's attitude and the temperature of solar cell, but the research on the effect of these factors on output performance is rare. This paper establishes a new simplified analytical model with thermal effects to analyze the output performance of the solar array. This model consisting of the geometric model of stratospheric airship, solar radiation model and incident solar radiation model is developed using MATLAB computer program. Based on this model, the effects of the major factors on the output performance of the solar array are investigated expediently and easily. In the course of the research, the output power of solar array is calculated for five airship's latitudes of $0^{\circ}$, $15^{\circ}$, $30^{\circ}$, $45^{\circ}$ and $60^{\circ}$, four special dates and different attitudes of five pitch angles and four yaw angles. The effect of these factors on output performance is discussed in detail. The results are helpful for solving the energy problem of the long endurance airship and planning the airline.

• Korea journal of population studies
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• v.26 no.2
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• pp.63-90
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• 2003

This study aims to discover patterns of Korean women's life course in terms of their life time sequence of family roles and economic activity. Primary factors for the change and diversity of family-work role sequence are also examined. Data used in this study is the Fourth Survey of Korean Women's Economic Activity which was conducted by Korean Institute of Women Development (KIWD) in 2002. According to the main results, five distinctive patterns of life course are to be disentangled for ever married women: First, doing simultaneously family and work roles with no maternal leave (13.7%); second, reentry into labor market after maternal leave (M type, 18.6%); third, no reentry into labor market after maternal leave (latent M type, 26.9%); fourth, first job entry after child rearing (23.5%); and finally, no work experience (17.3%). The relative composition of the respective life course has changed over marriage cohorts. M type including latent M type became a dominant life pattern among married women since marriage cohorts of 1980 and later. The share of married women who begin to work first after maternal role or have no work experience has declined with recent marriage cohorts. It is also noted that the share of women with simultaneous family and work roles has increased among marital cohorts of 1990 and later. Marriage cohort differences being controlled, life patterns significantly differ by women's educational level, existence of role model of working mother at growth, women's own and husbands' gender role attitude, and family economy. Finally, some policy concerns for gender role division of family and work are raised.