• Journal of Gifted/Talented Education
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• v.13 no.3
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• pp.1-17
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• 2003

Development and evaluation of distance learning for the gifted students in science and mathematics In this study, we developed and administrated the distance learning for the gifted students in science and mathematics, and analysed their responses. To do this, four types of teaching programs - lectures using program for distance learning, practice activities using simulation program, tasks solving programs based on discussions, and problem solving activities - were developed and students responses were analysed in eight area - stimulus, difficulties, structure, learning circumstances, involvement, interaction, learning outcomes, comparison with other learning -. As results, it was found that many students responded positively and thought programs helped their creativity, logical thinking, intelligent ability, and information searching ability. Students preferred practice activities based on appropriate guidances to lectures providing detailed explanations. And interaction could be stimulated by inducing discussion.

• Korean Journal of Culture and Social Issue
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• v.10 no.1
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• pp.1-30
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• 2004

Study 1 composed of three experiments examined differences in person perception between computer-mediated (or CMC) and face-to-face (or FTF) communications. In Experiment 1, each of 17 groups of 4-5 discussed a donation entrance system through CMC and a week later a college-based university system through FTF communication mode for half an hour. Then members of a given group rated each other along with self-ratings on five personality traits. Results indicated that in FTF than CMC condition, ratings of others were more positive and also self-peer agreement and meta-accuracy were larger in spite of no large difference in inter-judge agreement between two communication modes. In Experiment 2, 17 groups of 4 in each of the CMC and FTF condition discussed a college-based university system for an hour. Then group members rated each other on another five trait dimensions. Although ratings of others were more positive in FTF than CMC condition, there no systematic differences in two types of agreement and meta-accuracy between the two communication modes. In Experiment 3, 17 groups of 4 in each of the CMC and FTF condition discussed a donation entrance system for an hour and then group members rated each other on five trait dimensions different from those used in Experiment 1 and 2. The findings replicated Experiment 1. Study 2 examined gender differences in person perception in CMC. Fifteen dyads for each of the man-man, man-woman, and man-woman conditions communicated for an half hour in CMC and then rated each other along with self ratings on 25 personality trait dimensions. Results indicated that participants rated their partners more negatively for extorversion, agreeableness and culture factors, which was due mainly to woman's negative evaluations for their male partners. Also, self-peer agreement was the largest in the man-man communication condition. These findings were discussed in relation to differences between CMC and FTF communication modes.

• The Journal of the Korean life insurance medical association
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• v.27 no.2
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• pp.61-65
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• 2008

보험 청약자의 심전도에서 볼 수 있는 widened QRS 군은 심실내전도장애, 조기흥분증후군, 좌심비대, 심실성 조율, 고칼륨혈증, 심실성 율동 등으로 인해 나타난다. 임상정보와 기본적인 심전도 판독기술로 감별진단을 할 수 있다. 심실내 전도장애는 전형적인 심전도 소견을 확인한 후 보다 광범위한 전도계 질환과(또는) 심근을 침범하는 질환을 동반하고 있음을 의미하는 심전도 소견이 있는지 자세히 검토하여 위험평가를 하도록 한다.

• Ceramist
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• v.19 no.4
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• pp.5-11
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• 2016

본 연구에서는 자율적인 실험과 관리를 통하여 학생들의 창의성을 높이는 방안을 위하여 실험에 대한 내용과 순서 등의 정보를 제공하지 않고 스스로 자료 조사와 실험 방식을 정하도록 하는 수업을 진행하였다. 실험 목적은 피크노미터를 이용한 분체의 밀도측정 실험을 보다 정확하게 할 수 있도록 하는 것이었고, 그러기 위하여 실험에서 발생하는 문제점을 찾아내고 개선책을 제시하여 편차가 적은 실험값을 얻도록 하여 그 결과를 관찰하였다. 그 결과 조별로 자료조사와 토론을 통하여 실험을 진행하고 그 과정에서 발생하는 문제점을 스스로 찾도록 하는 과정이 학생들의 집중도, 창의성을 향상 시킬 수 있었고, 매 학기 중간과 기말에 설문 조사를 통하여 조사한 결과, 많은 학생들로부터 긍정적인 평가를 받을 수 있었다.

• 대학교육
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• s.82
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• pp.117-119
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• 1996

최근 각 대학에서는 교수의 연구 활동을 전달 관리하는 연구처 등을 신설하고, 교수의 연구 업적을 승진.승급 및 포상에 직접 반영하는 등 교수의 업적평가가 크게 강조되고 있습니다. 이러한 시기에 서울대 조동일 교수(국문학)가 발표한 '공개구직'은 교수사회에 파문을 일으키며 우리나라 대학의 연구 여건을 다시 돌아보게 하는 계기가 되었습니다. 본지에서는 대학사회의 다양한 의견 개진과 토론의 장을 마련하였습니다. 먼저, 아래에 지난 4월 8일자 "교수신문"에 실린 조동일 교수의 공개구직서를 전재한 후, 이에 대한 장일조.서경호.이상섭.임재해 교수의 논평이 이어지고, 마지막으로 조동일 교수가 네 분의 논평을 읽은 소감을 실었습니다.

• Journal of the Korean Society for Library and Information Science
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• v.42 no.1
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• pp.63-81
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• 2008

The purpose of this research is to analyze the characteristics and problems of "Reading Cheongju" campaign which started as "One Book, One City" reading promotion campaign in 2006 and conducted three times in two years. The analysis of such steps as the selection and distribution of "one book", reading and discussion. events and programs, financial assistance, public relations, etc. documents both positive and negative aspects of its performance. "Reading Cheongju" campaign helped improve both the image of the Cheongju Information Library and the importance of reading and discussion in the community, while lacking in participation from diverse groups of community members, flexibility in spending public expenses, and cooperation among libraries and other related organizations.

• Proceedings of the Korea Information Processing Society Conference
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• 2006.05a
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• pp.737-740
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• 2006

본 연구에서는 웹 접근성 평가를 위하여 기존의 문서의 배경색과 문자 색 사이의 색 대조 정의에 대한 알고리즘을 조사하고, 비교하였다. 현재까지 나와 있는 색 조합에 대한 색 대비의 정량적 정의는 가독성 측면에서 불완전하며, 사용자에 대한 시험 평가에서도 무시하지 못할 불일치를 드러내고 있다. W3C에서 색 대비 평가 방식으로 추천하는 토론토 대학의 웹 접근성 평가 수정도구인 A-prompt에서 사용하는 알고리즘과 미국 토양조사센터의 토양지도 작성을 위한 색 대비 평가 알고리즘을 비교 대상으로 하여 216개의 웹 안전 색의 조합에 대하여 총 46656개의 비교 평가를 수행하였다. 평가 결과 W3C의 기준은 미국 토양조사센터의 기준보다 대비기준이 너무 엄격하며, 전체 색조합의 94.7%가 부적절한 색 대비를 제공하는 것으로 판정 되었다. 따라서 W3C의 기준은 웹 문서 저작자의 색 선택을 상당할 정도로 제약하며, 적용 기준을 정상인에게도 혼란을 줄 수 있는 기준, 시각적 결함을 가진 사용자에게 혼란을 줄 수 있는 3단계의 기준을 적용하는 것을 제안한다. 추후에는 사용자 평가를 통하여 알고리즘의 타당성을 검증하고, 보완점을 제시할 예정이다.

• The Journal of the Korea Contents Association
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• v.3 no.3
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• pp.1-10
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• 2003

In this paper, we research on an evaluation model and method for the teaching and loaming using ICT. There are 8 types information search, information analysis, information guidance, collaboration research, discussion with expert, discussion by the web, pen pal by the web, information production in the teaching and teaming using ICT. we propose an evaluation model and method for information search and information analysis which teachers frequently use. Because an evaluation model and mend for the teaching and learning using ICT doesn’t exist, I expect that the evaluation model and method proposed in this paper is effective in the teaching and loaming using ICT.

• Communications for Statistical Applications and Methods
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• v.15 no.4
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• pp.615-631
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• 2008

Current credit evaluation models based on only financial data except non-financial data are used continuous data and produce credit scores for the ranking. In this work, some problems of the credit evaluation models based on transformed continuous financial data are discussed and we propose improved credit evaluation models based on categorized financial data. After analyzing and comparing goodness-of-fit tests of two models, the availability of the credit evaluation models for categorized financial data is explained.

• Journal of The Korean Association For Science Education
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• v.19 no.4
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• pp.528-541
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• 1999

In order to obtain data for developing an ideal science curriculum. four kinds of General Science textbooks based on the 6th curriculum were analyzed. Particularly inquiry activities were analyzed by Scientific Inquiry Evaluation Inventory(SIEI). The results are as follows: 1) The average number of inquiry activities in four kinds of textbooks is 115.5. And the number in each textbook is very diverse: textbook A contains 94 inquiry activities, textbook B 147. textbook C 100 and textbook D 121. 2) As for the number of inquiry activity scopes in four kinds of textbook. observation comes to 22, experiment 117, interpreting data 196, investigation 64, discussion 51, classification 4 and prediction 8. And then the conceptional inquiry activity is about 2.3 times as many as the inquiry experiment. 3) According to the analysis of each inquiry task by SIEI. textbook A has 268, textbook B 328, textbook C 207 and textbook D 304. 4) In the analysis of the structure of inquiry activity, the evaluation of the competition and cooperation scale shows more emphasis on common tasks. no pooled results(87.1 %). The discussion scale mostly consists of activities without discussion required among students(83.5%). The evaluation of openness scale shows more emphasis on activities with problems, procedures and answers presented(58.3%). In the evaluation of inquiry scope scale, the inquiry scope scale mostly has the activities to demonstrate or verify the contents of the text(66.9%). 5) As for the analysis of inquiry activities as a whole. The inquiry pyramid in four kinds of General Science textbooks shows the type I that emphasizes the inquiry activities in low level such as gathering and organizing data. The inquiry index in four kinds of textbooks is average 47.8, shows very high level (above 35).