• Journal of Engineering Education Research
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• v.11 no.4
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• pp.46-57
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• 2008

The core of accreditation for engineering education is to improve the ability and quality of graduates through CQI system based on outcomes. For the program outcomes of the engineering education accreditation criterion, it is necessary to understand the relationship among education assessment, objective and curriculum. This study has focused on the program outcomes and the assessment. First the measure for improving the general problems of the program outcomes associated with assessment tool have been stated. And the detailed measure for practicing the program outcome, the assessment system and the assessment tool, which makes use of Rubrics, have been discussed. Therefore it is expected that the program outcome and the assessment may be conducted at universities with the assessment tool established in this study.

• Proceedings of the Korea Water Resources Association Conference
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• 2008.05a
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• pp.1398-1402
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• 2008

본 연구는 하천 호안의 안정성에 대한 값들을 체계적으로 정리하고 관련 기법을 컴퓨터 프로그램으로 개발하여 실무자들이 호안의 시공 설계시 안정성에 대한 평가를 쉽게 할 수 있도록 개발된 프로그램이다. 프로그램의 사용을 쉽게 하기 위해 GUI(Graphical User Interface)의 기능이 뛰어난 Visual Basic을 사용하였으며, Data-Base를 기반으로 하는 Menu-Driven 방식을 채택하였다. 프로그램의 기본구성은 호안의 수리적 안정성연구를 바탕으로 국내의 하천에서 가장 많이 사용되고 있는 식생호안공, 돌망태공, 식생호안 블록공의 3가지로 구성 되어 있으며 각 호안공의 소류력에 필요한 수리 특성 자료와 각종 계수, 호안에서 측정되어진 값을 산정 후 각 호안의 내력 소류력 값과 외력 소류력 값을 산출 한 뒤 이 들 값을 비교하여 호안의 안정성을 평가하였다. 호안의 안정성평가 프로그램을 바탕으로 하천호안의 축조 및 최근의 생태성이 강조된 하천의 호안 시공 설계 시 많은 사용이 기대된다.

• Journal of Korean Home Economics Education Association
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• v.21 no.1
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• pp.1-19
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• 2009

The purpose of this study was to develop, implement, evaluate in-service program on the practical problem focused Home Economics program. This program is expected to contribute to the enforcement of high quality of teacher's teaching competency and to the readiness for the 2007 newly revised Home Economics curriculum. This study was carried into by followings steps: 1. Program development: Based on the program design, an in-service program of practical problem focused home economics curriculum and teaching-learning materials were developed. 2. Program implementation: The four days/30 hours in-service program was delivered in January, 2008 with 24 participants. Mentor teachers were arranged playing interface role during the program. 3. Program evaluation: Group interview was held and written evaluation was collected from participants, mentor teachers, and home economics curriculum experts. From the results of this study, it is suggested to promote understanding of theory relatively easier than delivered in the in-service program, to extend to a 60 hours program includes more activity and workshop, and to develop in-service programs for the beginner and the advanced groups separately.

• Journal of Internet Computing and Services
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• v.6 no.1
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• pp.51-64
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• 2005

In this paper, we introduce a system for evaluating similarity of C program source code using method which compares syntax-trees each others. This method supposes two characteristic features as against other systems. It is not sensitive for program style such as indentation, white space, and comments, and changing order of control structure like sentences, code block, procedures, and so on. Another is that it can detect a syntax-error cause of using paring technique, We introduce algorithms for similarity evaluation method and grouping method that reduces the number of comparison, In the examination section, we show a test result of program similarity evaluation and its reduced iteration by grouping algorithm.

• The Journal of the Korea Contents Association
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• v.14 no.11
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• pp.930-943
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• 2014

Museums increasingly are expected to be accountable for effectiveness of both new and existing programs, and to broaden and diversify community members served. One approach is to expand program services beyond those for traditional on-site visitors to non-traditional more diverse populations, including at-risk populations. Program evaluators are challenged to verify achievement of such lofty goals in the short term and during early program implementation. Nevertheless, it is critical to examine impacts of newly developed programs to determine viability and to improve them. This study assessed the impacts and efficacy of an on-going, non-traditional museum program targeting transitional homeless people in the community. Results presented a strategy for conceptually framing an assessment of a collaborative museum program serving non-traditional museum clients. Also, this study showed how aspects of one program were perceived by participants, and how those perceptions correspond with program outcomes.

• Journal of Korea Game Society
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• v.7 no.2
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• pp.91-100
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• 2007

The purpose of this study is to develope a criterion for evaluation on game-style courseware by the application of HCI theory. The HCI theory, which deals with principles or methods for developing systems people can use conveniently and pleasantly, has been applied to overall area of program development. And it also has been widely used to evaluate learning programs. However, there have been few studies on a game-style courseware evaluation on the basis of the HCI theory. Thus, it is necessary to apply the HCI theory to studies on the game-style courseware evaluation. This paper shows that evaluation criteria are developed on three viewpoint bases : usefulness, usability, and affect which are as elements in HCI. The evaluation criteria developed in this paper can be applied to a basis for evaluation on game-style coursewares.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.5
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• pp.3121-3130
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• 2015

The purpose of this study was to suggest application of Course Embedded Assessment (CEA) for program outcome in nursing education through literature & Office of Assessment web site reference review on concept, advantage, disadvantage, process, measure, tool and precaution. The process of CEA is program outcome, calculate weight of program outcome, embed program outcome in curriculum, development a rubric for CEA, assessment, analysis the result and achievement, feedback loop. CEA is vary useful to proof the student personal achievement and program quality improvement.

• The Journal of Korean Institute for Practical Engineering Education
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• v.1 no.1
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• pp.72-78
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• 2009

The program educational objectives(PEO) are defined as the goals that students should achieve in 3~4 years after graduation. Assessment tools for evaluating program educational objectives might be different for every program. In this paper, we developed and proposed assessment tools which include not only direct assessments through the present study but also indirect assessment through question rubrics. With the proposed assessment tools, we conduct a mimic evaluation for graduates and their employers in order to evaluate the degree of achievement of each PEO.

• Proceedings of the Korea Water Resources Association Conference
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• 2017.05a
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• pp.14-14
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• 2017

안정하도란 하도형성유량이 발생하는 조건에 대해 단면내에서 발생하는 유사량과 유입되는 유사량이 평형상태를 유지하는 단면을 의미하며, 안정하도 평가 및 설계란 현재 단면을 안정하도 단면과 비교하여 평가하거나 안정하도를 만족하는 하상경사와 하폭, 수심을 도출하는 과정을 의미한다. 이러한 안정하도 평가 및 설계는 하천을 정비하거나 복원하는 과정에서 장기적인 하상 평형상태를 고려하기 위해 적용할 수 있으며, 하상 침식 혹은 퇴적에 대해 지점별 평가방법으로 활용 할 수 있다. 안정하도 단면은 상류에서 유입되는 유사량과 대상구간의 발생 유사량의 평형조건에 의해 결정되기 때문에 유입되는 유사량 자료의 정확성과 대상구간 발생 유사량 산정의 정확도가 전체 평가 결과의 신뢰도에 가장 중요한 요소로 작용한다. 그러나 현재까지 활용되어 온 안정하도 단면 계산 방법의 경우 대상구간 발생 유사량 결정을 위한 유사이송공식의 선택이 특정 공식으로 한정되어있어 국내 하상과 적합한 유사이송공식의 적용이 매우 제한적이었다. 따라서 본 연구에서는 이러한 기존의 안정하도 평가 및 설계 방법을 개선하기 위해 다양한 유사이송공식의 적용이 가능한 안정하도 평가 모델의 알고리즘을 제시하였으며, 관련 분야의 실무자가 쉽게 활용 할 수 있도록 사용자 친화적인 사용자 친화적인 안정하도 평가 및 설계 프로그램(Stable Channel Analysis and Design, SCAD)을 개발하였다. 본 연구에서는 기존의 안정하도 단면 계산 방법인 Copeland 방법을 분석하여 새로운 알고리즘을 개발하였으며, 단면 유사량 분석 계산과정에서 자갈하상 공식을 포함한 총 다섯 가지의 유사이송공식을 새롭게 추가하였다. 개발된 SCAD 프로그램은 정확도 및 적용성 향상을 위해 청미천과 내성천 모래하상 구간 그리고 원주천 자갈하상 구간에 대해 시험계산을 수행하였고 평가 결과를 프로그램 개선을 위해 적극 활용하였다. 또한 웹 포팅 프로그램 구축을 통해 다양한 사용자가 특정 웹사이트에서 프로그램에 쉽게 접근할 수 있도록 하였다. 본 연구에서는 개선된 안정하도 평가 및 설계 프로그램을 활용하여 다양한 유사이송공식 선택에 따른 안정하도 산정 결과 값의 변화를 분석하고 그 범위를 정량적으로 제시하였다.

• Journal of Korean Home Economics Education Association
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• v.22 no.3
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• pp.163-188
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• 2010

This study set out to develop and evaluate an educational program for the Clothing Life of Home Economics through the theme-based integrated approach develop integrated thinking abilities for solving everyday problems. For those purposes, it selected a couple of themes in the area of Clothing Life toward which the theme-based integrated approach could be develop and evaluate an educational program. The developed program was applied and assessed in total 28 hours of field lessons given to eighth graders attending B Middle School in Busan Metropolitan City. The analysis stage involved an exploration into programs related to an integrated approach to other subjects; the design stage identification of program types; and the development stage theme selection according to the selection criteria. The previous studies were analyzed along with the Technology and Home Economics textbooks to select a theme. two themes "Clothing Management" and "Fabrics(Materials)" were selected after discussing with the students on the Messenger and with a group of experts. Then content was organized and composed around the themes by discussing connections with other subjects. There were three evaluation; one by experts, another through preliminary lessons, and the other through field lessons. Following the research procedure, a theme-based integrated program was developed for the two selected themes. It contained total 49 and 32 learning materials for "Clothing Management" and "Fabrics(Materials)," respectively. Those learning materials were comprised of experiments and practices according to the nature of the themes. Each program consisted of the goals, learning content, content organization chart, learning activities, and evaluation; learning activities experiences, practice and experiment activities, self-directed activities and problem-solving processes; and evaluations self-evaluation, teacher evaluation, peer evaluation, portfolio, and experiment reports. The program was assessed three times. The first and second evaluation results found that the program was well compatible with the current needs, was properly organized to give lessons through integration with other subjects, and continuously maintained the students' interest. They, however, requested that there should be detailed explanations about each part of the program content. In the third evaluation done by the students during field lessons, 60% of them said that the program was fun and its content was easy to understand, that they realized a theme could be connected to several other subjects, and that the program could be applied to actual life. The educational program through the theme-based integrated approach is significant in that it is an educational program for the area of Clothing Life and tries an integrated approach. It helped the students not only gather knowledge in an integrated manner, but put it to practical uses to solve various problems they faced in actual life by creatively changing integrated knowledge. The study will be hopefully used by many teachers so that the students solve problems based on the ability of integrating various knowledges organically.