• Journal of Korean Society of Environmental Engineers
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• v.30 no.10
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• pp.975-983
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• 2008

In view of previous investigations that the outermost zone of porous media displays the most vigorous removal of organic contaminant, a novel filtration apparatus of cylinder-shaped porous material (polyester fiber) was applied to the Samcheonji reservoir in Gyeongsan to assess its ability to remove contaminants from reservoir water. The apparent mechanism of purification is that organic pollutant dispersed in the water is collected by the matrix to be degraded by microbes in due course. Data obtained from the experiment appear promising; 19$\sim$27% decrease in COD$_{Cr}$, 37$\sim$43% reduction in COD$_{Mn}$, BOD$_5$ diminution between 67$\sim$81%, 93% decrease in turbidity, and 99% removal of Suspended Solids. The results suggest that this device may be a valuable supplementary means to ameliorate the quality of reservoir water.

• Journal of Digestive Cancer Research
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• v.6 no.1
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• pp.40-44
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• 2018

A 77-year-old man presented with abdominal discomfort and was diagnosed as Borrmann type 3 advanced gastric cancer with multiple lymph node metastases. An abdominal computed tomography (CT) and positron emission tomography-computed tomography (PET-CT) showed AGC, clinical stage IIIC (T4aN3M0). We started neo-adjuvant chemotherapy with FOLFOX (5-fluorouracil (5-FU))+Leucovorin+Oxaliplatin). After 3 cycles of FOLFOX chemotherapy, follow-up endoscopy showed remarkable improvement. Primary lesion and metastatic lymph nodes decreased size on follow up computed tomography (CT). The patient underwent radical total gastrectomy with esophagojejunostomy and histopathology revealed no remnant malignant cells at previous primary cancer lesion. The patient has currently completed his 3 cycle of adjuvant chemotherapy without recurrence. After an abdominal CT response assessment, further course of therapy will be decided.

• Journal of the Korean Society for Library and Information Science
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• v.31 no.1
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• pp.7-28
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• 1997

To investigate the present states and analyze the need of continuing education, a survey was done to the library and information professionals. Based on the personal membership file of the Korean Library Association, 292 members were selected using $25\%$ systematic sampling method. Questionnaires were mailed to them and $80\%$ returned. Of the total respondents. $90\%$ want to participate continuing education, however only $50\%$have a formal continuing education experience during last 3 years. Informal educational efforts are also weak and show much individual differences. $67\%$ of the libraries encourage continuing education but only $25\%$ of the respondents were provided with time and money for participation. The most favored mode of the continuing education Is one week course specialized In particular topic$(31.1\%)$ or area$(25.5\%)$. New methods, such as CD-ROM. online etc. were also preferred. Respondents regard professional association, society, and the library Information science department of university as desirable leading organization for continuing education. Among the 16 possible topics to be educated, respondents showed substantially higher Interest(more than $50\%$) In 5topics, and there were significant need differences In 7 topics among groups divided by library type.

• Communications of Mathematical Education
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• v.25 no.1
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• pp.99-118
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• 2011

For this case study of gifted education, two classrooms in two locations, show life in general of the gifted educational system. And for this case study the identity of teachers and the gifted, help to activate the mathematically gifted education for these research questions, which are as followed: Firstly, how is the gifted education classroom life? Secondly, what kind of identity do the teachers and gifted students bring to mathematics, mathematics teaching and mathematics learning? Being selected in the gifted children's education center solves the research problem of characteristic and approach. Backed by the condition and the permission possibility, 2 selected classes and 2 people, which are coming and going. Gifted education classroom life, the identity of teachers and gifted students in mathematics and mathematics teaching and mathematic learning. It will be for 3 months, with various recordings and vocal instruction between teacher and students. Collected observations and interviews will be analyzed over the course of instruction. The results analyzed include, social participation, structure, and the formation of the gifted education classroom life. The organization of classes were analyzed by the classes conscious levels to collect and retain data. The classes verification levels depended on the program's first class incentive, teaching and learning levels and understanding of gifted math. A performance assessment will be applied after the final lesson and a consultation with parents and students after the final class. The six kinds of social participation structure come out of the type of the most important roles in gifted education accounts, for these types of group discussions and interactions, students must have an interaction or individual activity that students can use, such as a work product through the real materials, which release teachers and other students for that type of questions to evaluate. In order for the development of meaningful mathematical concepts to formulate, mathematical principles require problem solving among all students, which will appear in the resolution or it will be impossible to map the meaning of the instruction from which it was formed. These results show the analysis of the mathematics, mathematics teaching, mathematics learning and about the identity of the teachers and gifted. Gifted education teachers are defined by gifted math, which is more difficult and requires more differentiated learning, suitable for gifted students. Gifted was defined when higher level math was created and challenged students to deeper thinking. Gifted students think that gifted math is creative learning and they are forward or passive to one-way according to the education atmosphere.

• Journal of The Korean Association For Science Education
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• v.39 no.6
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• pp.777-790
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• 2019

The purpose of this study is to investigate the experience of teachers who apply Smart-technology in elementary school STEAM class and the reasons, difficulties when applying the technology and required support. Semi-structured in-depth interviews were conducted with six elementary school teachers with specialized knowledge in STEAM education who have experienced STEAM lessons several times before. The research findings are as follows: First, research participants utilized a variety of Smart-technology in STEAM class, most of which were experiential or interactive technology. Among the STEAM learning criteria, the Smart-technology in 'Creative Design' course was most often applied. Second, they adopted Smart Technology in STEAM class to encourage students to feel interested, actively participate in the class, enjoy indirect experience, and nurture interest in state-of-the-art technology. They used it to prepare for future societies and organize classes that are suitable for STEAM learning criteria. They also used Smart-technology because it was easy to use. Third, they found it difficult to find, secure, and use suitable Smart-technology when applying Smart-technology in the STEAM class. They also had trouble restructuring the curriculum. In addition, there were difficulties in using Smart-technology in the class such as lack of class hours, increased level of activity, insufficient physical environment and unexpected malfunction of Smart-technology, thus interrupted the class. After the class, it was hard to manage Smart-technology and also, there were difficulties in assessment, record, and negative awareness of surrounding people. Fourth, they mentioned that's suggesting education guidelines, develop, and distribute educational materials are required to enable 'Creative Design,' reduce educational content, provide training, secure Smart-technology equipment and provide Wi-Fi, support teacher's club and communities and create an atmosphere to emotionally support teachers in order to activate using Smart-technology in STEAM class.

• Management & Information Systems Review
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• v.33 no.4
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• pp.1-19
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• 2014

This Study focuses on the university students' job attitude and cost of employment preparation. Nowadays, many university and college students spend a big money improving their employment preparation such as studying on foreign language, getting various kinds of certificates and tooth correction, clothing etc. for employment interview. This study investigated the cost of employment preparation and Job attitude of the 484 students of universities and colleges, the analysis of the collected data was conducted with SPSS 12.0 program by using frequency analysis, factor analysis, reliability assessment, correlation test, t-test, one way ANOVA. The university students paid more costs of employment preparation such as a language training abroad, a private training, and clothing than the college students. Also, Allied social science students paid more costs of the language training abroad, and clothing than allied computer science and allied design students. The female students paid more money than male students for tooth correction. The costs of language training abroad, private training and clothing are affected the students' socioeconomic background of a home. Regarding the job attitude of students, the university students are feeling more positive than the college students of the employment efficacy and cognition of the education environment. As result, the differences in the cost of employment preparation by the university type, faculty major course, their sex, and socioeconomic background of a home. The student's employment-efficacy and cognition of the education environment are also differences between the university and the college students. So, to improve the job attitude, developing their ability for employment preparation, educational programs should be arranged in school and continuous researches are needed.

• Journal of the Korean Society of Earth Science Education
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• v.10 no.1
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• pp.50-61
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• 2017

The purpose of this study is to analysis eye tracking for high school students' learning styles in the process of solving in the behavioral domains of the College Scholastic Ability Test on Earth Science I. The subjects of this study were 50 students from two classes out of 4 classes in E high school in Chungcheong province. Among them, we conducted experiments by randomly sampling 2 students of each type of learning based on the criteria that they had not encountered the problem of Earth Science I from the past two years. The findings indicate that the item correctness rate of divergers, assimilators, convergers, and accommodators were higher in the knowledge domain, application domain, knowledge-understanding domain, and understanding domain. This confirms that there is a difference among the four learning styles in the level of achievement according to the behavioral areas of the assessment questions. The latter finding was that the high eye-share of AOI 2 appeared higher than AOI 1, 3, 4 in the course of solving the problems. This is because the four types of learners pay more careful attention to the AOI 2 area, which is the cue-or-information area of problem solving, that is, the Table, Figure, and Graph area. Therefore, in order to secure the fairness and objectivity of the selection, it is necessary that an equal number of questions of each behavioral domain be selected on the Earth Science I Test of the College Scholastic Ability Test in general. Besides, it seems to be necessary that the knowledge, understanding, application, and the behavior area of the inquiry be highly correlated with the AOI 2 area in development of test questions.