• The Inventors News
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• no.46
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• pp.1-16
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• 2006

'2006 대한민국 여성 발명품 박람회' 개최/'발명의 달 5월' 행사 풍성히 열려/'제12회 여성발명 우수사례 발표회' 열려/;꽃꽃이 용기' 출원동향 급격히 늘어나/특허청 '소멸특허정보 서비스' 제공한다/김열 특허청 차장 승진 임명/BM 특허 출원, 개인은 줄고 기업은 늘고/5월부터 특허료, 우선심사신청료 인하/현장 스케치/특허청과 한국전력 기술.특허정보 공유 양해각서 체결/독일과 '장미전쟁', 한국 승리/'제34회 제네바 국제발명전'에서 전원 수상 기록/국제 특허 전문가 한 자리에 모였다/특허청, 해외지재권 침해 소송비용 지원/국가연구 개발사업 지원하는 'R&D 특허센터' 출범/'특허 고객 고층 해결 안방 서비스' 개시/한국특허정보원, 다양한 캠페인 통해 사회공헌 활동/특허청, 과학기술 전문인력 50명 특별채용/'특허기술이전 박람회' 개최/취업 위해 일본 기업에 IT특허 기술 유출/부조리 신고자에 포상금 지급/역사 속의 발명품/하루 10분 발명교실/특허Q&A/'주부에서 발명가로, 필요에 의해 발병이 시작됐습니다'/여주초등학교 발명교실/아이디어 착상 및 발명 기법/여성 발명 활동 더욱 장려해야/무리에의 마가린/세계 상표제도 더욱 가까워져/특허청,'아시아 특허정보 허브'로 급부상/'2006 발명 특허 페스티벌' 개최/지리적 명칭, 신문제호 상표등록 안된다/리빙 아이디어/특허기술사업화에 3천89척원 지원/'찾아가는 심사 서비스' 대리인 사무소까지 확대/문화콘텐츠 식별체계 첫 선 보여/한국여성발명협회 회원사 발명품 가이드/

• The Journal of Korean Obstetrics and Gynecology
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• v.22 no.1
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• pp.231-242
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• 2009

Purpose: For the importance of the postpartum period not only for the women delivered of child but also the newborn babies, the multitude of health professionals have emphasized increasingly special care during this period. However, there has been no decisional consensus both in the concepts and the ways of postpartum cares between health professionals and non-professionals. In this study, we explored the ethnical and racial diversities concerning postpartum period focusing on their beliefs and practices. Methods: Literature review was used as main research method for topic of the study. To carry out the method, papers related with postnatal care were searched at the Pubmed, the Korea Education & Research Information Service. Results: 1. Differences between Western and non-Western cultures in terms of postnatal care were found out in the study. 2. The study has proved that non-Western cultures have shared the similar beliefs and practices in postnatal care, although some ethnical and racial diversities specially in duration for care and diets for mother etc. 3. It was found that most prominent similarities among non-Western cultures in postnatal care have centered mainly on the issues such as 'Hot and Cold balance', postnatal confinement etc. Conclusion: Based on the results of the study, it should be suggested that the health professionals do their efforts in understanding deeply the intrinsic diversities on the beliefs and the practices about postnatal care and providing the adequate services and cares reflecting them properly.

• Journal of the Korean School Mathematics Society
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• v.11 no.2
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• pp.177-199
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• 2008

In the Netherlands, Streefland(Elbers, 2003) gave a solution on how teachers can help students to participate in the process of knowledge construction by investigating constructions and activities of a community of inquiry for a primary school students(between 11 and 13 years of age). In Australia, Goos(2004) analyzed the teacher's role in creating a classroom culture of inquiry, which appeared to be taken for granted by the Grade 12 group, for the Grade 11 students by classroom observation and interviews. In Korea, because of diverse obstacles with a university entrance examination, a study about teacher's role in inquiry-oriented instruction for high school mathematics schooling has rarely appeared in the literature. The purpose of this study is to investigate teacher's role for promoting and managing inquiry-oriented mathematics instruction effectively by a case study. To fulfill this purpose, we develop inquiry-oriented instruction model by investigating teacher's role as an assistant for helping students to do mathematical activity.

• Journal of agricultural medicine and community health
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• v.47 no.4
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• pp.211-219
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• 2022

Objective: This study was conducted to investigate the awareness of work-related disease prevention of farmers. Method: As a research method, a qualitative focus group interview was conducted in 18 participants. Results: Prevention and management services for work-related diseases of farmers mostly are based on research from other fields and so are not highly effective because their content is not relevant to agricultural work. It has been suggested that such program designers be required to have some appropriate related knowledge, and that incentives and a certification system for participation in such education be established. To analyze work-related diseases of farmers, fields of prevention, diagnosis, treatment, and rehabilitation should be created. They demanded the designation of hospitals and the actualization of compensation for farmers' safety insurance. The work-related diseases to address were include musculoskeletal diseases, pesticide poisoning-related diseases (cardiovascular disease, respiratory disease), psychiatric diseases such as depression, and allergic diseases. However, this must have been the result of the harmful factors they felt during agricultural work. And for farmer patients diagnosed with work-related diseases, it was said to strengthen farmer safety insurance. Conclusion: In order to increase the safely and health effects of agricultural work, it is necessary to prevent and manage work-related diseases of farmers. Projects should be developed in consideration of cultural and economic barriers of farmers and the characteristics of the work.

• Journal of The Korean Association For Science Education
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• v.38 no.3
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• pp.379-392
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• 2018

This study aims to explore science inquiry teaching efficacy that middle school science teachers implementing science practice-based teaching for one year recognized as necessary for teaching science through science practice. Examining interview data in this study, science inquiry teaching efficacy was identified in both planning and implementing in the areas of managing efficacy, instructional strategy efficacy, and content knowledge efficacy. In planning science inquiry instruction, there is science curriculum management efficacy under managing efficacy. There are the efficacy of outlining science inquiry lesson, efficacy of organizing science practice, efficacy of questioning for science practice, and efficacy of understanding student science practice under instructional strategy efficacy. Under the content knowledge efficacy are contents and science practice understanding efficacy and core ideas efficacy. In implementing science inquiry instruction, managing efficacy includes science practice time management efficacy and science practice classroom culture efficacy. Instructional strategy efficacy includes efficacy of motivating student science practice, efficacy of responding to student science practice, efficacy of stimulating student active thinking, efficacy of student active engagement in argumentation, efficacy of evaluating student participation. No content knowledge efficacy have been identified in implementing science inquiry instruction.

• KLA journal
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• v.53 no.3
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• pp.24-27
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• 2012

채 10년도 안되는 기간동안 학교도서관은 천국과 지옥을 오가고 있다. 2002년부터 교육인적자원부(현 교육과학기술부) 주도로 시작된 '학교도서관활성화사업'을 통해 낡은 학교도서관 시설은 현대식으로 바뀌었으며, 교원으로서 사서교사는 1998년부터 지속적으로 현장에 배치되었고, 2007년 "학교도서관진흥법"이 제정되면서 나름 학교도서관에 대한 구체적인 법적 관심을 받았다. 먼지 쌓이는 교실 한 칸도 되지 않던 창고같던 학교도서관은 늘어난 장서와 PC를 포함한 다양한 IT 기기, 편안하게 책을 읽을 수 있는 교구 등을 갖추면서 나름 도서관답게 바뀌기 시작했던 시기이다. 학교도서관 운영의 주체성과 자율성을 가질 수 있는, 많지는 않더라도 교사라는 지위로 사서교사가 전국의 초 중등학교에 지속적으로 배치되던 시기이기도 하다. 도서관 관련 법에서 늘 구석에 있던 학교도서관은 "학교도서관진흥법" 및 시행령이라는 단독법안으로 제정되어 법리 상 관심을 받던 시기였다. 여기에 더해 책 읽기에 대한 관심이 커지면서 학교도서관을 중심으로 다양한 책읽기 프로그램 등이 운영되고 나름 학교도서관이 활성화되는 것 같았다. 하지만 화려하게 바뀐 학교도서관은 자격이 있는 인적자원 배치와 지속적인 장서의 공급 등을 통해 유지되기보다는 운영시간 연장 등 시설 자체의 운영에 초점이 맞춰지는 시기로 바뀌었다. 98.6%에 이르는 학교도서관 설치 대비 46% 밖에 되지 않는 인적자원의 배치 현황, 그나마 학교도서관에 배치된 인적자원의 14.7%만이 정규직 사서교사, 사서(직원)이라는 현실은 안정적이고 지속적인 인적자원 배치에 대한 기대를 더 이상 할 수 없는 어려운 시기로 바뀌었음을 보여준다. 단독법안으로 학교도서관의 진흥과 활성화에 기여할 것으로 기대했던 "학교도서관진흥법"은 학교도서관 관련 시설, 인적자원, 운영에 대한 분명하고 명확하지 않은 법조항 때문에 관점에 따라 다양한 해석을 할 수 있어 오히려 학교도서관의 발전을 저해한다는 일부의 비판도 받았다.

• Journal of The Korean Association For Science Education
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• v.32 no.5
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• pp.991-1006
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• 2012

The purpose of this research is to find factors that affect high school science teachers' class compositions. In this research, we developed the class composing factor analysis framework and we observed teachers' class to figure out the class composing factors. The results from this research were as follows: First, the class composing factor was classified with 'positive motive factor' and 'negative motive factor'. It is the positive motive factor that teachers' voluntary motives operate to teacher for class compositions. It is the negative motive factor that outer demands operate to teacher for class compositions. Second, both positive and negative motive factors were shown in all the steps, which included preparing a class, progressing a class, and after a class. Also, according to the circumstances, each factor changed. Minimizing and overcoming negative motive factors will lead to positive interaction between the teacher and students. It will also increase a teachers' achievements in class and maximize the effectiveness of class. Therefore, it is expected that this will be a great help for teachers to enhance their teaching professionalism.

• Journal of Forest and Environmental Science
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• v.20 no.1
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• pp.28-39
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• 2004

This study was carried out to find new perspective of forest recreation program in Gangwon-do. Gangwon-do has now 19 forest recreation sites (national forest 11, public forest 4, private forest 4) where forest interpretation, mountain bike, mountain marathon, mountain ski, forest music concert, various forest class are held. In order to develop the new programs for forest recreation program in Gangwon-do, this study considered culture program, welfare program and education program. For culture program, the experience program in traditional house, the experience in the back region and the experience in special product of mountain village were suggested. For welfare programs, the welfare programs for the old and the handicapped were shown. For education program, forest global village program and personality program were devised. According to introduction of 5 day-work per week, the population for recreation are expected to strongly increase, so Gangwon-do representing the image of tour province should improve continuous concern and various developing programs for forest recreation.

• Journal of The Korean Association For Science Education
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• v.37 no.6
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• pp.937-949
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• 2017

In this study, we investigated how science teachers perceive the changes in school systems, including infrastructure and curriculum, in the context of preparing for future education. And the changes in their perception of the educational environment, the challenges, and changes of science teachers' classroom practices were also explored. In-depth interviews and analysis were conducted with two science teachers in a middle school that is trying to innovative on changes compared with general schools. The results of the study are as follows: First, teachers perceived that their schools had factors that could change the science class in terms of school size and infrastructure, peer teacher culture, and students' abilities. Second, the enthusiasm of teachers who are trying various ways of teaching and the students' ability to adapt in a smart learning environment formed a synergistic circle that lowered entry barriers to trying changes. Third, science classes changed to activity-centered classes, and teachers realized that these changes promoted students' self-directed learning. Fourth, teachers perceived themselves as playing an independent role in curriculum management, and this perception promoted more varied attempts in improving their classes. Through the changes of the learning environment and systems of the school and the formation of a culture that shares their challenges and innovations with the voluntary learning community, teachers constantly try to change their classes and schools. The changes of school need to be understood in the context of the interaction of teachers, students, and infrastructure.

• Journal of The Korean Association For Science Education
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• v.29 no.5
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• pp.564-579
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• 2009

The purpose of this study was to examine the change in the classes of the beginning science teachers through a cooperative mentoring program that induces the practice of reflective thinking. Participants in this study included three mentor-teachers, two teachers in doctorate or masters courses, one university professor, and three mentee-teachers who had less than four years of teaching experience. We collected data such as video recordings of mentee-teachers' classes and transcription, lesson plans, recording of one-on-one mentoring and transcription, mentor's and mentee's journals, and RTOP class observation reports. RTOP was used for the class analysis, and the cognition and changes in mentee-teachers' classes were determined from their journal entries and one-on-one mentoring interview materials. According to mentee-teachers' recognition of changes in their classes during the mentoring program, they themselves recognized their teacher-centered teaching styles, misconception, and lack of content knowledge. Furthermore, there were changes in the mentee-teachers' classes through their reflective practice and improvement. Based on the result of this study, however, the teachers' reflection was not all accompanied with reflective practice even if the beginner science teachers made some partial changes in reflective practice by reflection. This means that it is hard to instill a reflective practice in mentee-teachers through mentoring in a short period. Therefore, we consider that more systematic and long-term mentoring is necessary for beginner science teachers.