• Water for future
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• v.51 no.1
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• pp.16-23
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• 2018

• Water for future
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• v.54 no.2
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• pp.8-12
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• 2021

• Journal of Korean Society of Archives and Records Management
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• v.12 no.2
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• pp.117-142
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• 2012

This study analyzes the relevance of retention period assigned for each unit task based on the table of records management standards that has been used in schools around the country since January 2011. Retention period, which used to be appropriated on the basis of a record file in the classification scheme, has been re-appropriated on the basis of unit tasks after the table of records management standards have been introduced. However, the new retention period of school records directly apply the 7 retention periods defined for public institutions according to Public Records Management Act. Therefore, this study attempts to analyze the relevance of retention period for school records appropriated for unit task from various angles regarding laws, indexes, survey results, overseas cases.

• Proceedings of the KIEE Conference
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• 2009.07a
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• pp.48_49
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• 2009

국가 전략과제로 수행중인 전력IT 10대과제의 실증을 통해 연구개발 산출물의 실용화와 레퍼런스로서의 역할을 수행하고자 실계통과 연계가능한 전력 IT실증플랜트의 성공적인 구축이 요구되고 있다. 이에 본 논문에서는 통신요구조건의 분석 과 전력IT과제 성과물이 가지고 있는 통신요소을 반영하여 통합적인 실증되기 위한 최적의 통신망 구축설계가 되도록 방안을 제시하고자 한다.

• Bulletin of Food Technology
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• v.10 no.4
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• pp.10-22
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• 1997

WTO 체제 하에서 전세계적으로 모든 분야에 대한 국제적인 개방화가 요구되고 있는 현 시점에서 선진국의 산업재산권 공세가 더욱 강화되고 있으나 식품분야의 국내의 대응능력이 매우 약한 것이 그 현실입니다. 본고는 그 대응책의 일환으로 추진되고 있는 산업재산권 진단사업의 포괄적인 내용 소개와 아울러 1997년도 우리연구원이 수행한 진단과제(녹차 농축물 제조방법)에 대한 사례를 소개합니다. 본 사업을 통하여 좀더 철저한 기술 분석 및 연구개발을 통해 국제적으로도 손색없는 우수한 제품을 개발하고 산/학/연/관의 협조체제의 틀 속에서 완벽한 산업재산권을 획득할 수 있는 기틀을 마련하시기 바랍니다.

• The Journal of the Convergence on Culture Technology
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• v.9 no.2
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• pp.373-379
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• 2023

Creative teaching methods can be beneficial in enhancing creativity and self-directed learning abilities in the classroom. However, there may be some specific learning tasks where applying creative teaching methods can be difficult. This is because students may not have completed the necessary prerequisite learning before performing the learning task, leading to low reliability of task results or meaninglessness. This study aims to propose teaching methods that enhance creativity and self-directed learning ability when performing learning tasks that may not have sufficient prior learning. To achieve this, we present a case of applying creative teaching methods to a learning task called "national threats". As a research procedure, we provide a suitable teaching method model and detailed procedures for the given learning task, and apply them in actual classes. The results showed that applying the presented teaching methods for the learning task produced meaningful academic achievements. This study can be valuable not only for enhancing creativity in education but also for interdisciplinary research in fields such as education and national security.

• Journal of Korean Home Economics Education Association
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• v.30 no.4
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• pp.165-185
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• 2018

The purpose of the study was to show the development process of the total instructional alignment based on the 2015 revised technology home economics curriculum, and to present the detailed aspects of this task. The results of this study were as follows: First, the clarity phase of the performance established the annual evaluation plan to ensure the consistency of the achievement standard, the learning objectives and the assessment objectives through an analysis of the curriculum. Second, the development phase of the performance tasks and the grading criteria analyzed the contents area and determined the performance assessment task. The performance assessment consisted of a portfolio and project activity types, and also comprised of knowledge markets, as well as e-NIE tasks, including individual tasks and collective tasks. Third, the performance assessment and the results phase were conducted after planning the class operation according to the instructors' directions and arrangement of the schedule into block classes. Afterwards, the performance assessment tasks were revised by the teaching-learning community and class reflection on practical application. As these results demonstrate, developing performance tasks that are centered on the learner's development processes can contribute to teachers' expertise and improvement of instruction.

• Monthly Duck's Village
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• s.26
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• pp.70-76
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• 2001

• Water for future
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• v.50 no.11
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• pp.24-29
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• 2017

• Water for future
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• v.40 no.3 s.164
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• pp.14-21
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• 2007