• Korean Journal of Childcare and Education
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• v.9 no.3
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• pp.309-342
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• 2013

This study analyzes the development process of national childcare curriculum, the goal and contents of the 3rd Standard Childcare Curriculum for Childcare Center in order to suggest the successful way to improve the 3rd Standard Childcare Curriculum. After its establishment in 2007, significant changes had been made to the Standard Childcare Curriculum in order to improve the quality of childcare: Nuri Curriculum for age 5 in 2011, second revision of Standard Childcare Curriculum in 2012, creation of Nuri Curriculum for age 3-4, revision of Nuri Curriculum for age 5, and third Standard Childcare Curriculum in 2013. The third Standard Childcare Curriculum is specified as infants age 0-1, age 2, and age 3-5(Nuri Curriculum). For a successful settlement of the 3rd Standard Childcare Curriculum, first, we need in depth analysis of the Nuri Curriculum by age classification. Second, there should be an effort to link the Standard Childcare Curriculum with elementary school education in practical manner. Further, we need to solve the payroll gap problem between teachers in charge of Nuri Curriculum and infant classes. Finally, teachers should be given more respect, and equivalent teaching qualification standard should be made between childcare and early childhood education.

• 모자간호학회지
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• v.2 no.1
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• pp.87-94
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• 1992

• The Journal of Korean Association of Computer Education
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• v.19 no.1
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• pp.41-51
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• 2016

Curriculum requires careful deliberations, as it reflects social needs as well as the needs of the relevant curriculum. Developing a standard for informatics curriculum will be significant in that it will provide a knowledge frame for constant revision of curriculum. The aim of this study, based on Tyler's Model of Curriculum Development, is to find implications regarding the standard development of knowledge system for informatics curriculum in Korea, through the comparison of CSTA 2003 and 2011 curriculum. In order to achieve this, analyses of various curriculum theories and overseas curriculum have been made, and finally a comparison of the CSTA curriculum standards for 2003 and 2011. As a result, in order to develop the curriculum standard, the aims of the curriculum and standard need to be clarified. Furthermore, implications have been made for the suggestions on review and evaluation of overseas curriculum.

• Proceedings of the Korean Vacuum Society Conference
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• 2010.08a
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• pp.31-31
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• 2010

국가표준기본법에 명시되어 있는 3대 표준분야는 측정표준, 성문표준, 참조표준이다. 특히, 참조표준은 엄밀한 평가 과정을 거쳐 그 신뢰성이 보장된 수치 데이터를 의미한다. 데이터의 신뢰성을 보장하기 위해서는 데이터의 평가기준 수립, 평가기준에 의거한 데이터 평가 과정을 거쳐야 한다. 이러한 체계를 갖추기 위하여 국가참조표준센터가 2006년에 설립되었으며 2010년 현재 17개의 데이터센터가 지정되어 각 담당 분야별로 참조표준을 확립하기 위한 작업을 수행하고 있다. 본 발표에서는 참조표준의 개념, 체계 그리고 현황에 대해 알아보고자 한다.

• The Journal of Korean Association of Computer Education
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• v.20 no.1
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• pp.27-38
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• 2017

The United States (CS2013) and Japan (J07-CS) constitute a standard informatics curriculum that reflects a changing society at the level of higher education. This study analyzed the change of standard curriculum in the United States in order to provide implications for the standard composition of higher education curriculum in Korea. The subjects were composed based on the analysis of current status of university curriculum and content knowledge in Korea. As a result of the research, the Informatics curriculum in the United States has evolved into a curriculum reflecting the changing computing environment. The information curriculum of domestic colleges included only 52% of the knowledge area of CS2013. The purpose of this study is to provide an example of the composition of subjects based on the curriculum composition policy of Japan and to provide a basis for the curriculum composition without the standard informatics education course of the college in korea.

• Information and Communications Magazine
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• v.25 no.3
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• pp.60-63
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• 2008

WiBro 기술이 IEEE 802.16e 표준으로 채택되기까지의 과정은 크게, 국내표준이 우선되던 단계(2002. 11$\sim$2004. 6.)와 IEEE 802.16을 중심으로 국제표준에 힘쓰던 단계(2004. 7.$\sim$2005. 12.)으로 나누어서 볼 수 있다. 첫 번째 단계는 정부에 의한 비활성화된 2.3-2.4 GHz WLL용 주파수 대역의 회수 및 활용을 위한 WiBro 개념의 도입부터, ETRI를 중심으로 한 연구개발 프로젝트의 추진, TTA 내의 PG302 프로젝트그룹의 결성 및 적극적 국내표준화 활동을 통한 표준초안의 개발까지의 과정에 해당된다. 이 과정에서 개념의 창출부터, 요구사항의 정의, 방식의 선정, 규격 초안의 개발까지의 과정을 독자적으로 수행하였으며, 독자 기술에 의한 국내 기술의 개발 및 표준화를 바탕으로 국제표준화를 추진하기 위한 꿈과 도전의 시기였다고 할 수 있다. 두 번째 단계는 규모의 경제의 실현 및 국제표준의 중요성에 대한 인식에 따른 IEEE 802.16e를 중심으로 한 국제표준화의 추진을 통한 표준 IPR의 확보 및 시험 규격 등 제반 규격의 정비 등 세계 최초 상용화를 위한 표준선도의 시기였다고 할 수 있다. 나름 아쉬움이 없는 것은 아니나, 우리 힘으로 여러 난관들을 극복하고 상용화 및 IMT-2000 국제표준채택을 통한 세계화의 실현 등을 위한 성숙의 시기였다고 할수 있다. 이제 4세대 이동통신 표준화에서도 대한민국이 주도적인 역할을 수행해야 할 때이다. 좀 더 우리의 역량을 결집하고 발휘할 수 있도록 지혜를 발휘하여야 한다.

• The Journal of the Korea Contents Association
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• v.16 no.5
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• pp.318-326
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• 2016

The purpose of this study was to analyze differences in toddler teachers' perception and application of the contents of the Standard Educare Curriculum. The participants of this study were 205 toddler teachers in charge of two-year-old children at childcare centers in Jollanamdo. For the survey, a questionnaire was prepared for the purposes of this study based on the contents of the $3^{rd}$ Standard Educare Curriculum. Collected data were analyzed using SPSS 18.0 through frequency analysis, descriptive statistics, paired sample t test, independent sample t test, F test, and Duncan's post hoc test. The results are as follows. First, toddler teachers' perception of the contents of the National Standard Educare Curriculum was high, and the level of understanding was higher than when their academic degree was high. Second, toddler teachers' application of the contents of the Standard Educare Curriculum was relatively high. Third, there was a significant difference between toddler teachers' perception of the contents of the Standard Educare Curriculum and their actual application of the contents.

• The Journal of the Korea Contents Association
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• v.14 no.10
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• pp.810-817
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• 2014

The purpose of this study was to analyze the relationship between practice level and obstacle factors for national childcare curriculum of infant teachers. The subjects were 204 infant teachers who are working in day care centers in Jeonnam. A questionnaire was made by the researcher on the basis of relevant materials. The data were collected from May 6 to June 13. The data were analyzed by statistical methods such as frequency, descriptive, ANOVA and Pearson-correlation with the SPSS Windows 18.0 program. The results are as follows: First, practice level for national childcare curriculum of infant teachers was relatively high level. There were no significantly different practice level of national childcare curriculum according to teacher's career, teacher's academic degree and teacher's workplace type. Second, obstacle factors for national childcare curriculum of infant teachers was normal level. There were no significantly different obstacle factors of national childcare curriculum according to teacher's career, teacher's academic degree and teacher's workplace type. There were negative correlation between practice level and obstacle factors for national childcare curriculum of infant teacher's.

• Journal of Korea Spatial Information System Society
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• v.1 no.1 s.1
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• pp.99-108
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• 1999

이제 GIS 표준은 국제적으로 공인된 과정을 거쳐 제정되고 있다. 이러한 과정과 표준자체의 중요성은 물론이며 표준 개발을 의한 GIS 표준 하부구조 즉 범 세계적 공간 정보 하부 구조 (the Global Spatial Data Infrastructure: GSDI) 의 개발도 아주 중요한 것이다. 기술이란 항상 변하고 있는 것이기에 GSDI등 표준 하부구조가 구축되면 새로운 GIS 표준은 이러한 하부 구조에 의해 쉽게 개발 되게 된다. 본 논문에서는 지금까지 구축된 공간 정보 표준 하부 구조는 어떠한 것이 있고 또 앞으로의 GIS 표준 개발 방향은 어떻게 나아가야 할 것인지 살피고자 한다.

• Journal of Engineering Education Research
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• v.14 no.4
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• pp.78-82
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• 2011

This study present the standard curriculum for civil engineering considering korean education environment. The flow charts of USA's 20 universities and Korea's 6 universities are investigated. The standard curriculum are proposed based on the civil engineering curriculum of USA and Korea though analyzing of subject division, major field, and major subject. The proposed standard curriculum is expected when used to improve korean universities curriculum.