• Journal of the Korean Magnetics Society
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• v.24 no.4
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• pp.114-122
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• 2014

Since 1990, Agency for Defense Development (ADD) has been operating the nonmagnetic laboratory and the magnetic sensors laboratory to develop the key technology of the ship's magnetic silencing and to research the high performance magnetic sensors used in the weapon system and to perform the technical support for Republic of Korea Navy. Recently, the main test equipment in the laboratories has been upgraded to improve the measurement and analysis abilities against magnetic target and to evaluate the performance of the magnetic sensors. In this paper, the capability and the current state of magnetic test facilities of ADD are described.

• Journal of the Korean School Mathematics Society
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• v.15 no.4
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• pp.605-625
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• 2012

This study examined how 132 teachers of different grade levels incorporate the key competencies identified by Korea Institute for Curriculum and Evaluation into their mathematics teaching and how they perceive of its full potential of the competency-based learning and teaching in mathematics classroom. Survey and semi-structured interview methods were used to collect data for the study. It was found that in their instruction teachers emphasized competencies such as problem-solving, literacy, creativity, communication and information-processing skills in order. Inter-personal skills, self-management, citizenship, global understanding and career-development appeared to be challenging competencies for teachers to reflect in their instruction with the reasons such as no direct connections to mathematics and insufficient instruction. Findings of the study suggest that various instructional methods, development and dissemination of related curricula materials, change of evaluation method, and change teachers' perceptions may be needed for incorporating KICE's key competencies in K-12 mathematics education.

• Journal of Digital Convergence
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• v.18 no.7
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• pp.1-8
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• 2020

This study aimed to develop a self-reporting assessment tool for digital literacy competence to use it as a tool for self-diagnosis or effectiveness verification in educational programs, considering that digital literacy competence is one of the core competencies for the present and future society. Based on the previous research on digital literacy competence, the tool was developed with 45 question items of 2 areas and 8 factors. The results of an exploratory factor analysis and confirmatory factor analysis conducted to determine suitability were generally satisfactory based on the assessment data from about 3,000 middle school students. The assessment tools developed in this study are primarily applicable to primary and secondary school and adult education. In future research, if the system is developed to be accessible to anyone online based on this tool, and the accumulated data provide educational information for each individual's self-development, it will greatly contribute to improving the digital literacy competence of the people.

• Journal of the Korean School Mathematics Society
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• v.22 no.3
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• pp.277-302
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• 2019

In this study, we identified the effects of Self-Reflective Note(SRN) strategy, which used on 'college mathematics' courses, operated as a liberal arts curriculum course in university. For this purpose, we used SRN strategy on 'college mathematics' 3 classes, 'college mathematicsII' 1 class enrolled 95 students, and then analyzed the data. For identifying a change of students' learning, we conducted surveys related to the affective domain, core competencies, satisfaction. From this, we identified the followings. First, the interest, self-confidence, future expectation of students who attended classes in which SRN strategy is used are positively changed. Second, core competencies(self-directed ability, communication ability) of students who attended classes in which SRN strategy is used are improved. Third, the students who attended classes in which SRN strategy is used evaluated such as mathematics learning using the strategy help their mathematics study. Fourth, the students who attended classes in which SRN strategy is used evaluated such as the strategy improved their learning habit, supplemented their weakness, and activate realistic communication between professor and them.

• Proceedings of the Materials Research Society of Korea Conference
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• 2012.05a
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• pp.93.1-93.1
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• 2012

세라믹 고온초전도체는 에너지 저장장치의 핵심소재로 사용된다. 초전도 플라이휠 에너지 저장장치(Superconductor flywheel energy storage system)는 전기 에너지를 운동 에너지로 변환하여 저장하는 친환경, 고효율 에너지 저장장치이다. 에너지를 최소화하는데 사용되는 초전도 베어링은 고온초전도체와 영구자석으로 구성된다. 베어링에는 희토류계 초전도 물질(RE-Ba-Cu-O, RE:Rare-earth elements)가 사용된다. 베어링의 효율은 영구자석의 자력크기, 초전도체의 자기부상력과 포획자력에 비례한다. 에너지 저장효율을 높이려면 고온 초전도체의 임계전류밀도(초전도체 내부에 흘릴 수 있는 전기량)를 높이고, 초전도 결정립의 크기를 키워야 한다. 결정크기를 키우는 공정으로 종자결정성장법(Seed growth process)이 사용된다. 초전도체 제조공정은 분말의 성형, incongruent melting을 포함하는 부분 용융, 액상에서의 입성장, 포정반응을 통한 초전도 결정의 성장과정을 포함한다. 본 발표에서는 초전도 에너지 저장장치의 기본 원리, 초전도 베어링의 구성, 베어링용 초전도체의 제조방법과 특성(자기부상력과 포획자력) 평가기술, 차세대 에너지 저장장치로서의 초전도 플라이휠 에너지 저장장치의 전망에 대해 요약하였다.

• Journal of Creative Information Culture
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• v.5 no.1
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• pp.63-70
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• 2019

In this paper, we analyzed 2015 revised curriculum for elementary school's practical art and middle school's information subject based on core competency. As a result, in 2015 revised curriculum for practical art subject, the ability to use information was well reflected in all achievement criteria and learning objectives. Also, problem solving ability and creativity·convergence ability were well reflected. In 2015 revised curriculum for information subject, the ability to use information was well reflected in all achievement criteria and learning objectives as like practical art subject. However, there were fewer learning elements to develop self-management ability. Therefore, it is proposed in this paper that the learning elements and teaching, learning activities and evaluation contents should be included in the SW curriculum, which can further enhance cooperative capabilities, self-management ability and communication ability.

• The Journal of the Korea Contents Association
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• v.20 no.6
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• pp.498-509
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• 2020

The purpose of this study was to investigate the teachers' and parents' perceptions on the 2015 revised national curriculum, which integrated humanities and sciences. In order to do so, 102 high school teachers and 68 high school parents were surveyed on their understanding of the 2015 revised curriculum including core competence, student-participatory class, and process-oriented assessment. The results are as follows. First, the teachers had a higher understanding of the purpose, contents, and major revisions of the 2015 revised curriculum than the parents. Second, among the core competencies presented in the revised 2015 curriculum, both teachers and parents considered communication, community and self-management competencies important. Third, both groups said that student-participatory classes and process-oriented evaluation has increased since the implementation of the 2015 revised curriculum. Based on these study results, suggestions for successful operation of the 2015 revised curriculum and future research were discussed.

• KOREAN POULTRY JOURNAL
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• v.43 no.11
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• pp.158-161
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• 2011

지난 8월 3일 서초구 소재 축산회관 회의실에서 '2011 우수종계장 인증 현판 전달식'이 개최되었다. 선정기준은 분양검정, 방역위생, 경영개선, 사육입지, 능력검정실적 등 서류 및 현장 실사를 통해 종합평가를 실시했고, 우수종계장 인증을 신청한 4개소 가운데 2개소(산란종계 1개소, 육용종계 1개소)의 우수종계장이 선정되었다. 이중 경상북도 문경시 문경읍에 위치한 (주)마니커농산 문경지점(육용종계)을 방문하였다.

• Korean Journal of Social Welfare Studies
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• v.42 no.2
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• pp.323-350
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• 2011

Work ability is a fundamental factor to determine who are the recipients of disability benefits or employment services. Disability Grade based on medical impairments is used as a work ability assessment in Korea, but it has been heavily criticized that it does not assess disabled person's work ability adequately. This study tried to find out an index which explains employment status of disabled persons the best among four work ability assessment indexes of disability grade, level of ICF activity limitations and participation restriction, level of help needed with daily activities, and self-assessed health status. As a result, the level of ICF activity limitations and participation restriction explained the employment status the best, and help needed for daily activities is the second, disability grade is the third, and self-assessed health status is the last. In conclusion, level of ICF activity limitations and participation restriction is the best work ability assessment in Disabled People Pension and Employment Policy for Disabled People. Therefore, it is the basic premise to develop a new work ability assessment index which consists of items in ICF activity limitations and participation restriction.

• Journal of Korean Home Economics Education Association
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• v.31 no.2
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• pp.113-135
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• 2019

The purpose of this study was to analyze the characteristics reflected in the 2015 revised home economics curriculum for the key competencies presented in the OECD education 2030 project. The results indicate that first, in general, about 46.5% of the competencies could be classified into the skill, attitude and value category; 17% into the learning concept framework category; 24.2% into the competency development cycle category; and 12.5% into the complex competency category. Overall, the competencies of the OECD learning framework are found to be reflected primarily in the achievement standards(59%), followed by characteristics(16.1%), teaching-learning and assessments orientation(9.4%), content system(8%), and goals(7.6%). Second, the key competencies were reflected in the middle school curriculum, more often in the descending order of action, problem-solving, communication, respect, creative thinking, conflict resolution, empathy, critical thinking, self-regulation, and student agency. In the high school curriculum, the competencies were reflected more often in the descending order of action, empathy, problem-solving, anticipation, global competence, self-regulation, student agency, literacy for sustainable development, reflection, and critical thinking. Third, the heat map shows that the competencies corresponding to the third and fourth levels are most frequently reflected in the curriculum. Therefore, it is advisable to develop effective plans to execute and support the reflection of key competencies in the curriculum. Through this study, home economics educators are expected to understand the inter-connectivity between the key competencies emphasized by the OECD learning framework and the competencies of home economics as a practical subject, and to scrutinize how to help individual students develop their overall competencies and be prepared for the future.