• 정보화사회
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• s.7
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• pp.38-45
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• 1988

• The Science & Technology
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• v.6 no.7 s.50
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• pp.7-10
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• 1973

(1)제2연구단지건설배경 1.연구단지(연구학원도시)의 개념 2.제2연구단지건설의 필요성 3.제1연구단지의 선험 4.우리나라 연구단지의 앞으로의 전망 가.수원농업기술 개발 단지 나.홍릉 제1연구단지 다.제2연구단지 5.외국의 사례 (2)제2연구단지건설계획의 경위 (3)제2연구단지건설계획(시안) 1.계획의 기조 2.이전대상기관(1차계획) 3.단지의 구성 4.건물배치 및 설계방향

• Proceedings of the Korean Society for Environmental Edudation Conference
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• 2002.01b
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• pp.1-168
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• 2002

이 연구는 지난 20여 년 동안 우리나라 환경교육의 활성화를 위하여 많은 연구자, 학교 교사, 환경단체 지도자가 제안해 온 과업을 다루고있다. 그것은 학교 안팎에 걸쳐 요람에서 무덤까지 환경교육이 체계적이고 지속적으로 이루어질 수 있도록 법적, 제도적 기반을 마련하는 것이다. 법제적 뒷받침이 환경교육의 활성화를 위한 충분조건은 되지 못하더라도 필요조건으로서 매우 중요한 의미를 갖고 있다는 점은 분명하다. 이 연구를 수행한 사단법인 한국환경교육학회는 국회환경포럼과 함께 환경교육진흥법(가칭) 시안의 개발과, 나아가 실질적인 입법화를 위해 노력하였다. 이를 위하여 먼저 우리나라에 이미 존재하는 도서벽지 교육진흥법, 특수교육진흥법, 산업교육진흥법, 영재교육진흥법, 과학교육진흥법, 유아교육진흥법, 이상 여섯 개의 교육진흥법을 분석하여 환경교육진흥법 시안 개발을 위한 시사점을 얻고자 하였다. 다음으로 외국의 환경교육 관련법에 대한 사례 연구를 진행하였다. 특히 미국의 경우 1970년 처음 환경교육법이 제정된 이후 몇 차례의 개정과 재승인 과정을 거쳐왔다. 미국에서는 1990년에 제정된 국가환경교육법의 재승인에 관한 공청회가 지난 2000년 여름 동안 개최되어 환경교육법의 필요성, 효과, 고려할 조항 등 본 연구에 중요한 참고 자료를 얻을 수 있었다. 본 학회의 다른 연구진에 의해 2001년 10월에 완료된 제2차 환경교육 중 ·장기 강화방안 연구의 결과물도 환경교육 활성화를 위한 시안에 담아야 할 내용과 방향을 결정하는데 실질적인 도움을 주었으며, 이를 토대로 연구진과 국회환경포럼의 환경교육활성화위원회의 위원이 윤독과 수정을 거쳐 시안의 타당성과 완성도를 높이고자 하였다. 작성된 시안에 대해서는 먼저 국내의 환경 또는 환경교육 관련 전문가에게 설문지를 보내어 의견 수렴을 하였으며, 이 과정에서 시안에 포함된 대부분의 항목에 대해 높은 찬성률을 보인 것으로 나타났다. 그밖에 설문지로부터 수정 ·보완 요청 사항을 정리하여 최종 시안을 작성하는데 반영하였다. 끝으로 10월 26일 국회 의원회관에서 개최된 공청회를 통하여 다양한 집단의 의견을 수렴하였으며, 공청회 동안 제시된 의견들을 반영하여 최종 시안을 작성하였다. 이러한 과정을 거쳐 작성된 환경교육진흥법 최종 시안은, 제1조 목적에서 제11조 환경교육연구의 진흥에 이르기까지 총11조로 구성되었으며, 환경교육사 자격증제 및 환경교육 프로그램 인증제 등 획기적인 전기를 마련할 수 있는 방안들이 다수 포함되어 있다. 특히 환경교육진흥법의 주무 부처를 환경부로 제안한 것은 기존의 교육 관련 진흥법들이 교육인적자원부를 주무로 하고 있는 것에 비해 매우 특기할 만 하다. 그 이유는 본문에서 밝힌 바와 같이 환경교육이 갖고 있는 특수성 때문이다. 환경교육진흥법의 주무 부처를 환경부와 교육인적자원부 중 어디로 하는 것이 바람직한가에 대해서는 연구진 내부는 물론 공청회에 참가한 사람들 사이에도 이견이 있었음을 밝혀 둔다. 끝으로, 이 연구에서 마련된 시안과 연구 결과가 최종적으로 속히 법제화가 되고, 우리나라 환경교육 진흥에 기여하게 되기를 바란다.

• Journal of Korean Society of Environmental Engineers
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• v.30 no.5
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• pp.524-533
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• 2008

Industrial wastewater generated in the electroplating and metal finishing industries typically contain toxic free and complex metal cyanide with various heavy metals. Alkaline chlorination, the normal treatment method destroys only free cyanide, not complex metal cyanide. A novel treatment method has been developed which destroys both free and complex metal cyanide as compared with Practical Plant(I). Prior to the removal of complex metal cyanide by Fe/Zn coprecipitation and removal of others(Cu, Ni), Chromium is reduced from the hexavalent to the trivalent form by Sodium bisulfite(NaHSO$_3$), followed by alkaline-chlorination for the cyanide destruction. The maximum removal efficiency of chromium by reduction was found to be 99.92% under pH 2.0, ORP 250 mV for 0.5 hours. The removal efficiency of complex metal cyanide was max. 98.24%(residual CN: 4.50 mg/L) in pH 9.5, 240 rpm with 3.0 $\times$ 10$^{-4}$ mol of FeSO$_4$/ZnCl$_2$ for 0.5 hours. The removal efficiency of Cu, Ni using both hydroxide and sulfide precipitation was found to be max. 99.9% as Cu in 3.0 mol of Na$_2$S and 93.86% as Ni in 4.0 mol of Na$_2$S under pH 9.0$\sim$10.0, 240 rpm for 0.5 hours. The concentration of residual CN by alkaline-chlorination was 0.21 mg/L(removal efficiencies: 95.33%) under the following conditions; 1st Oxidation : pH 10.0, ORP 350 mV, reaction time 0.5 hours, 2nd Oxidation : pH 8.0, ORP 650 mV, reaction time 0.5 hours. It is important to note that the removal of free and complex metal cyanide from the electroplating wastewater should be employed by chromium reduction, Fe/Zn coprecipitation and, sulfide precipitation, followed by alkaline-chlorination for the Korean permissible limit of wastewater discharge, where the better results could be found as compared to the preceding paper as indicated in practical treatment(I).

• Proceedings of the Korean Information Science Society Conference
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• 2007.10c
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• pp.233-238
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• 2007

학술연구정보 서비스는 연구자의 연구 개발 과정에서 필수적으로 활용해야 하는 서비스이다. 그렇지만, 그 중요성에 비해 아직까지 학술연구정보 서비스에 대한 심도 깊은 사용성 평가가 제대로 이루어지고 있지 않다. 본 연구는 OntoFrame이라는 시맨틱 웹 기술 기반 학술연구정보 서비스 구현 과정에서 반복적인 사용성 평가를 수행함으로써 어떻게 서비스가 효용성과 사용성을 갖추어가는 지를 실증함으로써 사용성 평가의 중요성을 강조하고자 한다. 특히, 사용성 평가 목표에 따라 서비스 시안(Mock-up)을 대상으로 실시한 사용자 인터뷰 중심의 1차 사용성 평가와 서비스 프로토타입을 대상으로 실시한 학술연구 정보 서비스간 비교 평가 중심의 2차 사용성 평가를 상이하게 구성함으로써 사용성 관련 문제를 다양한 관점에서 도출할 수 있었다. 사용성 평가는 매 구현 단계마다 반복적으로 실시함으로써 본 학술연구정보 서비스의 사용성을 지속적으로 향상시킬 계획이다.

• Journal of The Geomorphological Association of Korea
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• v.18 no.2
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• pp.81-98
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• 2011

Among the changes of the Curriculum from the liberation to the present, the biggest change in the highschool geography course appeared during the period from the Period of Syllabus to the 1st National Curriculum. More specifically, during the 1st National Curriculum the highschool geography course which previously had three subjects, 'Natural Environment and Human Lives', 'Human Geography', 'Economic Geography' was reduced to one subject, 'Human Geography.' In addition, while some contents related with astronomy, geology, and biology had been contained in the physiography course, they were left out from the human geography course of the 1st National Curriculum. This reduction of the geography course was related to the context that earth science was newly established in the 1st National Curriculum. Originally the draft plan released in June, 1953, which was 10 months before the formal time allotment criteria list had been made public, contained 'Physical Geography' instead of 'Earth Science'. What is sorry is that the name of 'Physical Geography' did not remain and was changed to 'Earth Science'. The underlying causes of the crisis the geography education is now facing are the reduction of Physical Geography and the emergence of 'Earth Science' during the 1st National Curriculum. To overcome the present crisis, the subject of geography should be changed more meaningful one based on the comprehensive perspective and academic product that geography has accumulated.

• Journal of Digital Convergence
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• v.20 no.2
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• pp.447-454
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• 2022

The purpose of this study was to strengthen the practicality of preliminary teachers in preparation for future education, to respond to structural changes in the teacher training system due to a decrease in the school-age population, and to seek a future-oriented direction for the curriculum of teacher training institutions. To this end, we analyzed the competency diagnosis items of the teacher training institutes in the 5th cycle from 2019 to 2020, and based on the proposal for the development plan for the teacher training system announced by the Ministry of Education in July 2021 and the contents of the 4 discussions, content was presented. The results were as follows. First, to nurture creative and convergence-type talents, teacher training institutions need to develop multi-curricular competency and reorganize the curriculum into a future-oriented curriculum. Second, in order to foster the competence of teachers and preliminary teachers in teacher training institutions, it is essential to strengthen the competence of teachers through the introduction of the metaverse, general teaching methods, and ICT-using teaching methods. Third, teachers' training institutions will introduce and strengthen the 'education practice teacher homeroom system' to strengthen school field-oriented practical competencies, 'dedicated mentor-mentee' centered on seniors and juniors, 'monitoring system' led by university professors, and 'probationary teacher system'

• Clinical and Experimental Pediatrics
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• v.48 no.6
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• pp.624-633
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• 2005

Purpose : This study analyzed the expression of HLA-DR and DQ genotypes and anti-thyroid autoantibodies[anti-thyroid peroxidase(TPO) and anti-thyroglobulin(TG) antibodies] in Korean patients with type 1 diabetes(T1DM) to investigate the susceptible HLA alleles to T1DM in Korea and the prevalence of thyroid autoantibodies and their significance for the development of thyroid disorders. Methods : A total of 59 Korean patients with type 1 diabetes[26 males, median age 13.7 years(range 5.7-29.9 years), diabetes duration 7.6 years(-1.7-22.5 years)] were enrolled in this study, and 200 healthy Koreans without a family history of diabetes were selected as a normal control for the comparison of HLA genotypes. Seventeen patients with anti-TPO or anti-TG were followed [median duration 3.96 years(1 day-10.7 years)] with measurement of anti-TPO, anti-TG, $T_3$, $T_4$ or free $T_4$, TSH levels and physical examinations. HLA-DR and DQ genotyping were done by PCR-SSO, PCR-SSCP, PCR-RFLP and PCR-SSP methods. Results : HLA analysis showed higher frequencies of HLA-DRB1*0301, *090102 and DQB1*0201, *030302 alleles, DRB1*0301/*090102, *090102/*090102 and DQB1 *0201/*030302, *030302/*030302, *0201/ *0302 genotypes in T1DM patients compared to controls(Pc<0.05). Fifteen(25.4 percent) had anti-TPO antibody, 12(20.3 percent) had anti-TG, 17(28.8 percent) had either autoantibody and 10(16.9 percent) had both autoantibodies. No clinical or subclinical hypothyroidism developed during follow-up after the first detection of anti-thyroid autoantibody. There was no significant correlation between thyroid autoimmunity and gender, onset age of T1DM, and diabetes duration, respectively(P>0.05). Conclusion : We thought this unique HLA-DR, DQ allele distribution might be an important factor for the low incidence of T1DM in Korea. And a high prevalence of thyroid autoantibodies in these populations suggests examinations of thyroid antibodies should be performed regularly. Optimal age for the initial screening and the frequency of re-screening for associated thyroid autoimmune diseases in T1DM remains to be determined through prospective follow-up.

• Korean Journal of Soil Science and Fertilizer
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• v.4 no.2
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• pp.187-192
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• 1971

This paper deals mainly with the genesis and classification of the Jeonnam series. These soils have brown to dark brown silt loam and silty clay loam A horizon(strong brown or reddish brown where eroded). Argillic B horizons are dominantly red or yellowish red silty clay loam to silty clay with moderately developed subangular blocky structure and with thin clay cutans on the ped faces. The C horizons are strongly and very deeply weathered strong brown, yellowish brown, pale brown and reddish yellow silty clay loam and sandy loam granitic saprolite. Content of clay increases with depth to a maximum between 100cm. Percolating water seems to be responsible for transportation and oriented deposition of clay. Chemically, soil reaction is strongly acid to medium acid throughout the profile. The content of organic matter is 1 to 2 percent, and decreases regularly with depth. Base saturation is low, based on amount of extractable cations. Characterisltically the Jeonnam series are similar to Red-Yellow Podzolic soils of the United States and are similar to Red-Yellow soils of the Japan. In the writer's opinion the Jeonnam soils are classified as Red Yellow soils. According to USDA 7th approximation, this soil can be classified as Typic Hapludults and in the FAO/UNESCO World Soil Map as Helvic Acrisols.

• Journal of Korean Home Economics Education Association
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• v.28 no.1
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• pp.19-39
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• 2016

The purpose of this study was to develop the safety theme-based integrated teaching learning process plans for the middle school Home Economics(HE) Instruction and ultimately to contribute for the middle school students to live their safe lives. To achieve the goals of this study, HE curriculum documents from the 1st to the 2015 revision were analyzed and a survey was conducted to identify the middle school students' current status of safety accidents and needs on the HE safety education. The respondents of the survey were the 512 students of one ${\bigcirc}{\bigcirc}$ Girls' Middle School in Busan. And then, the seven integrated themes were selected, each seven integrated theme-networks were formed, and safety theme-based Home Economics curriculum and learning materials were developed. The results of this study were as the follows. The safety education content has continually been included from the first HE curriculum of 1954 to the 2015 revised HE curriculum. The middle school student respondents highly needed the content of 'the methods to deal with sexual violence and prostitution prevention', 'suicide prevention', and 'bullying net' for the HE safety education. All the 42 items were needed for the HE safety education by the respondents. The safety theme-based HE teaching learning process plans developed finally included the seven integrated themes, which were (1) dietary life safety, (2) adolescents' sex and safety, (3) adolescents' relationships with friends and safety, (4) family life and safety, (5) dwelling life and safety, (6) adolescents' egos and safety, and (7) social environment and safety. Each integrated theme consisted of three to six small themes, which amounted to total 28(for 35 lessons). Each small theme was presented with learning objectives and particular goals. The total 157 learning materials including the Home Economics curriculum were developed, which offered learning objectives and content for each safety theme, total 28 teaching and learning plans(for 35 lessons) were developed, which offered specific instructions for the easy implementation of the curriculum in the classroom, 28 PPTs, 25 film materials, four reading materials, 61 workbooks, 14 activity sheets, 16 evaluation sheets, 3 test sheets, 2 reference materials, and 4 learning material models(the refrigerator model, traffic lights for discussions, food tray model and stickers, and food mileage card). In this study, the safety education themes of 'clothing life and safety', 'conflict and safety', 'professional life and safety', and 'consumer and safety' were not addressed because these theme were not needed highly by the respondents. Therefore, for the further development of the teaching learning process plans for the HE safety education, it is necessary to develop and evaluate the teaching learning process plans to address the themes of 'clothing life and safety', 'conflict and safety', 'professional life and safety', and 'consumer and safety'.