• Proceedings of the Technology Innovation Conference
• /
• 1998.06a
• /
• pp.116-127
• /
• 1998

The Necessity of Cyber University. Within the rapidly changing environment of global economics, the environment of higher education in the universities, also, has been, encountering various changes. Popularization on higher education related to 1lifetime education system, putting emphasis on the productivity of education services and the acquisition of competitiveness through the market of open education, the breakdown of the ivory tower and the Multiversitization of universities, importance of obtaining information in the universities, and cooperation between domestic and oversea universities, industry and educational system must be acquired. Therefore, in order to adequately cope wi th these kinds of rapid changes in the education environment, operating Cyber University by utilizing various information technologies and its fixations such as Internet, E-mail, CD-ROMs, Interact ive Video Networks (Video Conferencing, Video on Demand), TV, Cable etc., which has no time or location limitation, is needed. Using informal ion and telecommunication technologies, especially the Internet is expected to Or ing about many changes in the social, economics and educational area. Among the many changes scholars have predicted, the development and fixations of Distant Learning or Cyber University was the most dominant factor. In the case of U. S. A., Cyber University has already been established and in under operation by the Federate Governments of 13 states. Any other universities (around 500 universities has been opened until1 now), with the help of the government and private citizens have been able to partly operate the Cyber University and is planning on enlarging step-by-step in the future. It could be seen not only as U. S. A. trying to elevate its higher education through their leading information technologies, but also could be seen as their objective in putting efforts on subordinating the culture of the education worldwide. UTRA University in U. S. A., for example, is already exporting its class lectures to China, and Indonesia regions. Influenced by the Cyber University current in the U.S., the Universities in Korea is willing .to arrange various forms of Cyber Universities. In line with this, at JUNAM National University, internet based Cyber University, which has set about its work on July of 1997, is in the state of operating about 100 Cyber Universities. Also, in the case of Hanam University, the Distant Learning classes are at its final stage of being established; this is a link in the rapid speed project of setting an example by the Korean Government. In addition, the department of education has selected 5 universities, including Seoul Cyber Design University for experimentation and is in the stage of strategic operation. Over 100 universities in Korea are speeding up its preparation for operating Cyber University. This form of Distant Learning goes beyond the walls of universities and is in the trend of being diffused in business areas or in various training programs of financial organizations and more. Here, in the hope that this material would some what be of help to other Universities which are preparing for Cyber University, I would 1ike to introduce some general concepts of the components forming Cyber University and Open Education System which has been established by JUNAM University. System of Cyber University could be seen as a general solution offered by tile computer technologies for the management on the students, Lectures On Demand, real hour based and satellite classes, media product ion lab for the production of the multimedia Contents, electronic library, the Groupware enabling exchange of information between students and professors. Arranging general concepts of components in the aspect of Cyber University and Open Education, it would be expressed in the form of the establishment of Cyber University and the service of Open Education as can be seen in the diagram below.

• Journal of Korean Home Economics Education Association
• /
• v.22 no.4
• /
• pp.91-107
• /
• 2010

The purpose of this study was to investigate what middle school Home Economics(HE) teachers perceive, practice and need for self-supervision at school related to HE. Questionnaires were sent by E-mail and 150 were collected. Descriptive statistics including frequency, percentage, average, standard deviation, t-test and ANOVA analysis were reported using SPSS/win 10.1. The results of this research were as follows: First, middle school HE teachers perceived that self-supervision at school was essential since it promoted self reflection of teachers themselves and improved professional skills. Furthermore, peer-coaching was highly preferred. Second, negative responses to the supervision of principal, vice-principal, and peer teachers overwhelmed positive answers. Information exchange among peer teachers was frequent, yet, approximately 22.6% of middle school HE teachers were still avoiding sharing information process for several reasons. About half of the teachers answered that all teachers needed to participate in this process. Third, they pointed out that self-supervision at school was not implemented well because of the lack of time due to the heavy work load, negative and passive attitude for the improvement of teaching-learning activities, administration-centered supervision that did not reflect teachers' opinion, and shortage of economical, and environmental support.. HE teachers perceived that peer teachers who were doing good practices were most helpful for the supervision. Also, they preferred self-evaluation at the end of the self-supervision at school. Forth, to improve self-supervision at school, there were very high demands for reduction of administrative work, additional time, fundamental philosophy toward HE education. Fifth, the purpose and detailed plans of self-supervision were recognized as the results that were democratically derived by the HE teachers. Sixth, class inspection and informal inspection were operated once in a year, and self-training was rarely operated. Peer coaching and self-coaching were operated occasionally. Self-coaching and peer coaching were reported as the most helpful types of supervision. In addition, HE teachers answered that supervision was helpful to teaching method followed by contents, evaluation, and philosophy of education.

• Restorative Dentistry and Endodontics
• /
• v.35 no.3
• /
• pp.164-172
• /
• 2010

During a composite resin restoration, an anticipating contraction gap is usually tried to seal with low-viscosity resin after successive polishing, etching, rinsing and drying steps, which as a whole is called rebonding procedure. However, the gap might already have been filled with water or debris before applying the sealing resin. We hypothesized that microleakage would decrease if the rebonding agent was applied before the polishing step, i.e., immediately after curing composite resin. On the buccal and lingual surfaces of 35 extracted human molar teeth, class V cavities were prepared with the occlusal margin in enamel and the gingival margin in dentin. They were restored with a hybrid composite resin Z250 (3M ESPE, USA) using an adhesive AdperTM Single Bond 2 (3M ESPE). As rebonding agents, BisCover LV (Bisco, USA), ScotchBond Multi-Purpose adhesive (3M ESPE) and an experimental adhesive were applied on the restoration margins before polishing step or after successive polishing and etching steps. The infiltration depth of 2% methylene blue into the margin was measured using an optical stereomicroscope. The correlation between viscosity of rebonding agents and mciroleakage was also evaluated. There were no statistically significant differences in the microleakage within the rebonding procedures, within the rebonding agents, and within the margins. However, when the restorations were not rebonded, the microleakage at gingival margin was significantly higher than those groups rebonded with 3 agents (p < 0.05). The difference was not observed at the occlusal margin. No significant correlation was found between viscosity of rebonding agents and microleakage, except very weak correlation in case of rebonding after polishing and etching at gingival margin.

• Journal of Science Education
• /
• v.38 no.3
• /
• pp.718-736
• /
• 2014

This study was intended to determine PCK of the middle school science teachers on Mendelian genetics and factors influenced to form their PCKs. Two science teachers with biology major with a teaching experience over 5 years were chosen as the subject. Data were collected by class observation, semi-structured interview, teacher questionnaire survey, Content Representation and Pedagogical and Professional-experience Repertoire. The collected data were analyzed based on Magnusson's PCK for science teaching consisting of five components: (a) the orientation toward teaching science, (b) the knowledge of science curriculum, (c) the knowledge of students' understanding, (d) the knowledge of assessment, and (e) the knowledge and belief in the instructional strategies to teach science. Teachers could have the orientation toward teaching science served as an assisting role to support students' abilities. Both subject teachers seemed to focus on giving lectures. Their efforts to improve students' exploration methods and abilities were not expressed enough in their real classes and they found that students struggled to understand Mendelian genetics. Therefore, they should have explained them in an easier way and worked harder to make their students understood accurately and applied basic and advanced concepts of Mendelian genetics. They found students' preconception and misconception regarding Mendelian genetics and wished to enhance their learning effects by various teaching strategies such as correcting misconception, adding the history of science and simply assessing students' affirmative domains. It was also found that factors influenced to form PCK regarding Mendelian genetics by both teachers were as follows: teacher's personality and endeavor, textbooks and guidance books, schools and their circumstances, teaching experience, experience as a learner, interaction with their colleagues, and university curriculum. Both teachers said that it was important for teachers to make every efforts to give better classes.

• Korean Journal of Remote Sensing
• /
• v.36 no.5_3
• /
• pp.1109-1123
• /
• 2020

In South Korea with forest as a major land cover class (over 60% of the country), many wildfires occur every year. Wildfires weaken the shear strength of the soil, forming a layer of soil that is vulnerable to landslides. It is important to identify the severity of a wildfire as well as the burned area to sustainably manage the forest. Although satellite remote sensing has been widely used to map wildfire severity, it is often difficult to determine the severity using only the temporal change of satellite-derived indices such as Normalized Difference Vegetation Index (NDVI) and Normalized Burn Ratio (NBR). In this study, we proposed an approach for determining wildfire severity based on machine learning through the synergistic use of Sentinel-1A Synthetic Aperture Radar-C data and Sentinel-2A Multi Spectral Instrument data. Three wildfire cases-Samcheok in May 2017, Gangreung·Donghae in April 2019, and Gosung·Sokcho in April 2019-were used for developing wildfire severity mapping models with three machine learning algorithms (i.e., Random Forest, Logistic Regression, and Support Vector Machine). The results showed that the random forest model yielded the best performance, resulting in an overall accuracy of 82.3%. The cross-site validation to examine the spatiotemporal transferability of the machine learning models showed that the models were highly sensitive to temporal differences between the training and validation sites, especially in the early growing season. This implies that a more robust model with high spatiotemporal transferability can be developed when more wildfire cases with different seasons and areas are added in the future.

• Applied Biological Chemistry
• /
• v.23 no.2
• /
• pp.131-139
• /
• 1980

TOK (2,4-Dichlolo-4'-nitrodiphenyl ether) was applied to two Korean soils possessing different physico-chemical properties at a certain concentration and incubated for a certain time under flooded conditions. The metabolites and the soil microorganisms involved in the degradation of TOK are studied. Chong Ju and Chung Ju soils treated with TOK at a concentration of 500 ppm and incubated for two, four, and six months at $30^{\circ}C$ yielded 4-chloro-4'-amino diphenyl ether, 2, 4-dichloro-4'-amino diphenyl ether(amino-TOK), N-[4'-(4-chloro-phenoxy)] phenyl acetamide, and N-[4'-(4-chloro-phenoxy)] phenyl formamide as the major metabolites. TOK underwent the reduction of nitrogroup to amino group, dechlorination, acetylation, and formylation. No cleavage at the ether linkage was recognized. TOK was more readily degraded in Chung Ju soil which is characterized by the higher pH (PH 6.43), clay loam in textural class, and the higher cation exchange capacity. The toxicity of TOK as a possible environmental contaminant is expected to be considerably reduced as a result of the above degradation Twelve strains of soil bacteria were isolated from the TOK-treated Chong Ju and Chung Ju soils. As a result of the incubation of TOK in pure cultures of the isolates, T-1-1 strain isolated from Chong Ju soil had almost no degradability, whereas T-2-3 strain turned out to be the most potent. The degradation of TOK by the isolates constituted mostly the reduction of the nitro group to amino group. The citrate buffer extract of Chung Ju soil reduced TOK more readily to amino-TOK than that of Chong Ju soil.

• Journal of Korean Home Economics Education Association
• /
• v.19 no.3
• /
• pp.133-147
• /
• 2007

The purpose of this study was to identify the effect on the evaluation of a female teachers' role-performance based on appearance according to the clothing attitude of students and their parents. Based on the results of this study a female teachers' role-performance evaluation can be broken down into four ability areas: leaning guidance, living guidance, human relations, and learning management. Likewise the clothing attitudes of students and their parents can be divided into three groups, the clothing oriented group, the trend-individuality group, and the chastity oriented group. The trend-individuality group of students felt that female teachers' appearances have a significant effect on learning guidance and human relations ability while parents thought that there was little relationship or that it has a moderate effect on the role of learning guidance. Because the concerns of students and parents about female teachers' clothing has an effect on female teachers' role performance evaluation, when directing a student group with a high concern for clothing, female teachers need to be sensitive about their appearances and it's affect on learning guidance, human relations, and class management. Based on these results, students and parents felt that female teachers' appearances have an effect on their role performance according to their clothing attitudes.

• Journal of Korean Society of Forest Science
• /
• v.38 no.1
• /
• pp.19-26
• /
• 1978

In order to investigate the difference of rootability between 15 clones of Populus alba${\times}$glandulosa selected based on the growth performance, rooting of cutting experiments with these 15 clones were conducted at the nursery for six years from 1970 to 1975. Cutting experiments in a temperature controlled incubator in which the temperature of the cutting bed were set to $10^{\circ}C$, $15^{\circ}C$, $20^{\circ}C$, $25^{\circ}C$ and $30^{\circ}C$ were also performed. Along with these experiments air layering experiments were performed to compare with the rootabilities obtained from nursery trial. The results obtained so far could be summarized as follows. 1. The best rooting clones were 65-22-4 and 65-22-11, and the average rooting percentages of these two clones for six years were 76.7%, and 72.9% respectively. The poorest rooting clone was 66-6-8 showing average rooting percentage of 45.8%. 2. The middle class of rooting percentage was ocuppied by the clones; 66-14-29, 66-14-93, 66-25-5 and 67-6-3, and the range of their rooting percentage was 60~69% on average. 3. The rooting performances observed through the nursery, the incubator and the air layering experiments were almost the same with exception of few clones. 4. P. alba${\times}$glandulosa showed the best rooting percentage at the cutting bed of $20^{\circ}C$ 5. The most roots, i.e. 78.5% of root per cutting were developed from the bottom part of the cutting shoot. 6. Adventitious and call use roots could observe in the cuttings.

• Journal of Elementary Mathematics Education in Korea
• /
• v.13 no.2
• /
• pp.163-192
• /
• 2009

Currently, our country operates gifted education only as a special curriculum, which results in many problems, e.g., there are few beneficiaries of gifted education, considerable time and effort are required to gifted students, and gifted students' educational needs are ignored during the operation of regular curriculum. In order to solve these problems, the present study formulates the following research questions, finding it advisable to conduct gifted education in elementary regular classrooms within the scope of the regular curriculum. A. To devise a teaching plan for the gifted students on mathematics in the elementary school regular classroom. B. To develop a learning program for the gifted students in the elementary school regular classroom. C. To apply an in-depth learning program to gifted students in mathematics and analyze the effectiveness of the program. In order to answer these questions, a teaching plan was provided for the gifted students in mathematics using a differentiating instruction type. This type was developed by researching literature reviews. Primarily, those on characteristics of gifted students in mathematics and teaching-learning models for gifted education. In order to instruct the gifted students on mathematics in the regular classrooms, an in-depth learning program was developed. The gifted students were selected through teachers' recommendation and an advanced placement test. Furthermore, the effectiveness of the gifted education in mathematics and the possibility of the differentiating teaching type in the regular classrooms were determined. The analysis was applied through an in-depth learning program of selected gifted students in mathematics. To this end, an in-depth learning program developed in the present study was applied to 6 gifted students in mathematics in one first grade class of D Elementary School located in Nowon-gu, Seoul through a 10-period instruction. Thereafter, learning outputs, math diaries, teacher's checklist, interviews, video tape recordings the instruction were collected and analyzed. Based on instruction research and data analysis stated above, the following results were obtained. First, it was possible to implement the gifted education in mathematics using a differentiating instruction type in the regular classrooms, without incurring any significant difficulty to the teachers, the gifted students, and the non-gifted students. Specifically, this instruction was effective for the gifted students in mathematics. Since the gifted students have self-directed learning capability, the teacher can teach lessons to the gifted students individually or in a group, while teaching lessons to the non-gifted students. The teacher can take time to check the learning state of the gifted students and advise them, while the non-gifted students are solving their problems. Second, an in-depth learning program connected with the regular curriculum, was developed for the gifted students, and greatly effective to their development of mathematical thinking skills and creativity. The in-depth learning program held the interest of the gifted students and stimulated their mathematical thinking. It led to the creative learning results, and positively changed their attitude toward mathematics. Third, the gifted students with the most favorable results who took both teacher's recommendation and advanced placement test were more self-directed capable and task committed. They also showed favorable results of the in-depth learning program. Based on the foregoing study results, the conclusions are as follows: First, gifted education using a differentiating instruction type can be conducted for gifted students on mathematics in the elementary regular classrooms. This type of instruction conforms to the characteristics of the gifted students in mathematics and is greatly effective. Since the gifted students in mathematics have self-directed learning capabilities and task-commitment, their mathematical thinking skills and creativity were enhanced during individual exploration and learning through an in-depth learning program in a differentiating instruction. Second, when a differentiating instruction type is implemented, beneficiaries of gifted education will be enhanced. Gifted students and their parents' satisfaction with what their children are learning at school will increase. Teachers will have a better understanding of gifted education. Third, an in-depth learning program for gifted students on mathematics in the regular classrooms, should conform with an instructing and learning model for gifted education. This program should include various and creative contents by deepening the regular curriculum. Fourth, if an in-depth learning program is applied to the gifted students on mathematics in the regular classrooms, it can enhance their gifted abilities, change their attitude toward mathematics positively, and increase their creativity.

• Korean Journal of Ecology and Environment
• /
• v.42 no.2
• /
• pp.260-269
• /
• 2009

Hwabuk Dam has been under construction to reduce flood damage in Nakdong River watershed and to supply stable water for middle area of Gyeongbuk Province. Therefore, fish investigation in up and downstream of the dam was conducted from 2004 to 2008 in order to determine any negative effect on fish community due to dam construction and to use as fundamental data for conserving species diversity and maintaining stream health. According to data analysis on water quality, temperature, dissolved oxygen, pH, suspended solids, and total E-coli had seasonal variation, but they did not significantly differ in sites. However, biological and chemical oxygen demand, chlorophyll-a, nitrogen, and phosphorus representing organic matter and nutrient concentration were higher in upper site and decreased to lower site so that they differed by site. Concentration of arsenic among the heavy metals was less than 0.05 mg $L^{-1}$, which is regulated for protection of human health in water quality standard, except for 0.092 mg $L^{-1}$ in June 2005. During the study period, the total number of fish caught from the 6 sites was 10,263 representing 7 families 19 species. Among them, dominant and subdominant species were Korean chub (Zacco koreanus, 62.5%) and Chinese minnow (Rhynchocypris oxycephalus, 10.6%) which inhabit mostly in mid and upper streams, Korea. Among the 19 species, Korean endemic species were 9 species (47.4%) including Korean slender gudgeon (Squalidus gracilis majimae), Korean dark sleeper (Odontobutis platycephala), and Korean shiner (Coreoleuciscus splendidus). There was several individuals of the $1^{st}$-class endangered species, Naktong nose loach (Koreocobitis nahtongensis), caught in 2005${\sim}$2007, and no introduced species of fish was found in entire sampling period. According to result of community analysis, dominance index decreased toward lower site, but diversity and richness indices increased toward lower site. The equation of length-weight relationship on the dominant species was TW=0.000003$(TL)^{3.2603}$. The parameter b in the equation was greater than 3.0 indicating good nutritional condition in the populations. Compared to populations of Korean chub in other streams, the population in Hwabuk Dam watershed had higher mean of condition factor by size indicating better growth rate. With fish fauna and multi-metric health assessment model in each sampling attempt, index of biotic integrity (IBI) was evaluated and it resulted mostly in good (26${\sim}$35) and excellent (36${\sim}$40) condition in all sites, and the mean of IBI was the highest in site 5. The results indicate that it is very important to study not only environmental impact assessment with fish composition but also stream health assessment in order to conserve healthy aquatic ecosystem.