• 대한공업교육학회지
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• v.43 no.1
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• pp.76-93
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• 2018

The purpose of this study is to analyze job of management teacher of industry-academy cooperation of specialized high school using DACUM method. The contents of this study are to identify the duties, tasks and the level of importance, difficulty, frequency and entry level on each task. Finally, based on the job analysis results, the DACUM chart of management teacher of industry-academy cooperation of specialized high school was developed. The workshop for DACUM job analysis consisted of one DACUM facilitator who acquired Level-I license, eight members of DACUM who had more than five years experience, one clerk and one practitioner for two days. The results of the study are as follows. First, this study defines management teacher of industry-academy cooperation as 'a person who career teachers in charge of career guidance, NCS-based field practice, establishment of industry-academia-government relations, external business administration, industry-academia cooperation administration, teaching subject class'. Second, the job of management teacher of industry-academy cooperation were total 7 duties and 80 tasks. Third, the importance, difficulty, and frequency of each task are classified into high (A), normal (B), and low (C) according to degree. Finally, this study make out a DACUM chart of management teacher of industry-academy cooperation of specialized high school based on the results of DACUM job analysis. And knowledge, skills, tools, and positive behaviors, future trends/concerns about management teacher of industry-academy cooperation of specialized high school were presented.

• Proceedings of KOSOMES biannual meeting
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• 2008.05a
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• pp.1-4
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• 2008

근년 일본, 캐나다, 호주, 미국, EU(주로 노르웨이, 영국) 등에서 인공위성을 이용한 해양 안전의 확보를 위한 연구개발이 진행되고 있으며, 일부 실해역 적용의 분야도 도출되고 있는 실정이다. 9.11테러 이후, 국제해사기구에서도 해상보안의 문제는 주요 이슈로 대두되어, 해상보안에의 활용 기술 개발이 먼저 시작되었다. 그 외, 밀입국 선박 감시 덴 해양오염 모니터링이 주요 활용분야이다. 간단하게 요약하면 다음과 같다. -노르웨이: Norwegian Defence Hesearch Establishment(NDRE)에서 주도적으로 선박 탐지 실험 및 기술 개발을 실시. 주로, ESA의 위성을 활용. 국가 보안의 목적으로는 적용을 하고 있음. -캐나다: 캐나다에서 소유하고 있는 RADARSAT을 이용하여 가장 많은 실험을 실시함. 영상을 처리하고 결과에 대한 평가를 수행하기 위한 시스템(Ocean Monitoring Workstation, OSM)을 개발하여 보급에 주력. -호주: 주로 캐나다의 위성 및 시스템의 적용을 하고 있음 영해 및 환경 감시의 역할을 수행. Coastwatch조직을 만들어 해상 감시활동을 하고 있음. -영국: 데이터 취득 후, 2.5시간 이내에 선박의 위치를 전송하는 인터페이스를 개발함. 일본의 경우, 다른 선진국에 비해서는 다소 늦게 시작되었다. 2003년 발간된 '재해 등에 대응한 인공위성이용기술에 관한 종합보고서'를 시작으로 정보수집위성 4기 및 지구관측위성을 이용한 해양 감시 활동이 시작되었다. 또한, 제 3기 과학기술기본계획(2006-2012)내에 해양 불법침입 탐지 기술 개발 항목이 반영되어 있다. 유럽의 해상보안서비스(MARISS)의 사용자 워크숍이 ESA ESRIN(이탈리아 프라스카티)에서 2008년 1월 22일 열렸다. 실질적인 내용은, '해상보안을 위한 우주 시스템'에 관한 것으로 인공위성 이용하는데 있어 설계안 및 데이터 이용 컨셉을 제시하는 것이었다. 여기서 중요한 것은 국가간의 협력이 절대적으로 필요하며, 기존의 시스템과의 통합에 있어 신뢰성을 어떻게 확보하는가에 있다고 할 수 있다. 또한, 보안과 환경모니터링의 기능이 분리되어 진행되고 있는 부분에 대한 정보 통합 방향도 제기되었다. 국내에서도 AIS와 SAR정보의 결합에 관한 검토는 이루어졌으며, 이를 바탕으로 EU와 같은 시스템의 구축(조직과 연구개발)을 위한 실질적인 검토가 필요하다.

• Journal of The Korean Association For Science Education
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• v.32 no.10
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• pp.1613-1626
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• 2012

The purpose of this study was to develop an effective mentoring program model. In order to develop an effective mentoring program, we identified four elements of mentoring program based on the analysis of secondary science teachers perceptions of in-service science teacher training program and mentoring. For the study, a questionnaire was developed by the authors and it was administrated to 114 secondary science teachers participated in science teacher training program. The interviews were conducted with 14 secondary science teachers. The results of this study are as follows: Most of the secondary science teachers recognized that in-service science teacher training program, which they had taken, positively affected their teaching. However, there are some aspects needed for improvements in the current teacher training program. They wanted to take the opportunities to interact with their colleagues and researchers, sharing their experiences on teaching within the teachers' community, and reflecting on their own teaching. Based on these analysis we suggest four elements for effective mentoring program. These are 'Communication,' 'Reflection for Mentor,' 'Reflection for Mentee,' and 'Evaluation.' In addition, the mentoring program is proposed to consist of four activities such as 'Feedback on teaching', 'Seminar and Workshop', 'Conference', and 'Self-evaluation'.

• Journal of the Korean Society for Library and Information Science
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• v.56 no.1
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• pp.297-320
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• 2022

In this study, the current status of digital humanities(DH) research support guide service, which is increasing recently in research-oriented academic libraries in the United States, was analyzed by comparing the contents provided by each institution's Website. Based on the ranking of research-focused academic libraries with the largest volume of books in North America as of 2018-19 in Association of Research Libraries(ARL) statistics, the service contents of 30 institutions providing DH research support guide service were analyzed. The criteria for analysis are 8 components of services presented in previous studies: (1) tools and technology, (2) funding, (3) community, (4) pedagogy, (5) projects, (6) resources, (7) publications and consultations, and (8) workshops and training. As a result of the analysis, it was found that most of the institutions operating the DH research support guide service provided 'DH resources', and more than half of the institutions were providing 'DH tools and technology' and 'DH community' information. In addition, most institutions are operating the DH research support guide service in cooperation with the library itself, on-campus research institutes and centers, or other departments for DH publication and project consultation, so they focused on research support information services through consulting. In the future, discussions on the DH research support guide service operation plan of domestic academic libraries and the competency of service personnel should be continued.