• The Pure and Applied Mathematics
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• v.25 no.4
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• pp.345-355
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• 2018

This paper looks into phase plane behavior of the solution near the positive steady-state for the system with prey density dependent response functions. The positive invariance and boundedness property of the solution to the objective model are proved. The existence result of a positive steady-state and asymptotic analysis near the positive constant equilibrium for the objective system are of interest. The results of phase plane analysis for the system are proved by observing the asymptotic properties of the solutions. Also some numerical analysis results for the behaviors of the solutions in time are provided.

• Journal of the Korean earth science society
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• v.40 no.5
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• pp.487-501
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• 2019

In this study, steric height variability in the East Asian Seas (EAS) has been analyzed by using ocean reanalysis intercomparison project (ORA-IP) data. Results show that there are significant correlations between ocean reanalysis and satellite data except the phase of annual cycle and interannual signals of the Yellow Sea. Reanalysis ensemble derived from 15-different assimilation systems depicts higher correlation (0.706) than objective analysis ensemble (0.296) in the EAS. This correlation coefficient is also much higher than that of the global ocean (0.441). For the long-term variability of the thermosteric sea level during 1993-2010, a significant warming trend is found in the East/Japan Sea, while cooling trend is shown around the Kuroshio extension area. For the halosteric sea level, a dominant freshening trend is found in the EAS. However, below 300 m depth around this area, the signal-to-noise ratio of the linear trend is generally less than one, which is related to the low density of observation data.

• Journal of People, Plants, and Environment
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• v.24 no.3
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• pp.245-256
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• 2021

Background and objective: The vitalization of urban agriculture has increased various forms of experience-based education using school gardens, which raised the importance of school gardens in terms of value as well as the need to develop an implementation system for education-based agricultural experience service using school gardens. Thus, we reset the evaluation indicators from the previous study to establish objective evaluation indicators that enable quantitative comparison of school garden education services. Methods: Analytic hierarchy process (AHP) and direct question (DQ) surveys were conducted on 20 experts from October 12 to 19, 2020 after establishing the purpose and subjects of evaluation, and then the weights were calculated using the Expert Choice 2010 program. Results: First, we analyzed the problems of the previous indicators by categorizing the performance indicators and comparing and verifying them with six requirements of valuation. Then, we added 'welfare values' and established sub-indicators accordingly. The importance of value indicator in AHP was in the order of education values (0.544), health values (0.182), welfare values (0.164), environmental values (0.062), and economic values (0.049). The importance of environmental and economic values was relatively low, less than 0.1. The importance of sub-indicators was highest in cultivating character (0.144), followed by enhancing ecological sensitivity (0.141) > promoting mental health (0.134) > cultivating agricultural literacy (0.120) > improving social skills (0.104). And mitigating climate change in environmental values was lowest (0.009). Increase in income was the lowest (0.036). This can be regarded as the expression of change to increase the educational effect based on collective life and the connotative meaning of 'school'. In the case of DQ, the AHP weight and order were the same, but the environmental and economic values were relatively low, and the result was different from AHP weight. For sub-indicators, the importance in DQ was highest in promoting mental health (0.136), followed by promoting physical health (0.085), ]cultivating character (0.082), social integration (0.072), and enhancing ecological sensitivity (0.071). After reviewing related experts, we came up with 5 evaluation indicators and 16 sub-indicators for school garden education service, which are objective evaluation indicators that enable quantitative comparison. Conclusion: In the future, we will validate the socioeconomic values of school garden education services and contribute to revitalizing school gardens by establishing policy alternatives for effective operation and management of school gardens.

• Korean Medical Education Review
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• v.23 no.3
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• pp.185-193
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• 2021

Students must be familiar with clinical skills before starting clinical practice to ensure patients' safety and enable efficient learning. However, performance is mainly tested in the third or fourth years of medical school, and studies using the validity framework have not been reported in Korea. We analyzed the validity of a performance test conducted among second-year students classified into content, response process, internal structure, relationships with other variables, and consequences according to Messick's framework. As results of the analysis, content validity was secured by developing cases according to a pre-determined blueprint. The quality of the response process was controlled by training and calibrating raters. The internal structure showed that (1) reliability by generalizability theory was acceptable (coefficients of 0.724 and 0.786, respectively, for day 1 and day 2), and (2) the relevant domains had proper correlations, while the clinical performance examination (CPX) and objective structured clinical examination (OSCE) showed weaker relationships. OSCE/CPX scores were correlated with other variables, especially grade point average and oral structured exam scores. The consequences of this assessment were (1) making students learn clinical skills and study themselves, while causing too much stress for students due to lack of motivation; (2) reminding educators of the need to apply practical teaching methods and to give feedback on the test results; and (3) providing an opportunity for faculty to consider developing support programs. It is necessary to develop the blueprint more precisely according to students' level and to verify the validity of the response process with statistical methods.

• Journal of The Korean Association of Information Education
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• v.24 no.5
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• pp.511-518
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• 2020

Preparing for the Fourth Industrial Revolution and Corona-19, our education is expanding a new chapter of learning to the era of AI education that incorporates software technology beyond software education. In this study, we will analyze the case of learner-centered assessment in software education and examine the assessment direction of artificial intelligence education through its effectiveness. Through the case of applying learner-centered assessment to non-computer subjects including computer subjects, we sought the effects on learners' learning, environmental conditions and assessment models of learner-centered evaluation, and through the case of applying the learner-centered assessment model to software education, we wanted to find out what the learner-centered assessment in artificial intelligence education suggests to the educational site. According to the analysis, the learner-centered assessment had a significant effect on the learner's achievement goal, and it is expected that the learner-centered assessment in artificial intelligence education will be carried out smoothly when an objective evaluation system and objective evaluation model are designed to help the learner's assessment, building digital environment conditions based on intelligent information technology.

• Korean Journal of Childcare and Education
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• v.16 no.5
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• pp.173-200
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• 2020

Objective: The goal of this study was to explore the implementation status of positive behavior support(PBS) for child care and education teachers and special education teachers at inclusive settings, and to investigate support needs of both teachers for improving the implementation of PBS. Methods: This study made up 405 surveys for child care and education teachers and special education teachers in 45 inclusive settings from July to August in 2019. A total of 244 surveys(60.2%) were completed and returned. Results: Special education teachers were statistically higher than child care and education teachers in the implementation of the center based level 1, the small group based level 2, and the individual based level 3 of PBS. In open-ended responses, when implementing PBS, the two groups of teachers had difficulties in getting knowledge about how to instruct preschoolers and implementing PBS. Both groups of teachers wanted the education and the training opportunities for PBS at first, and to 'reduce the teacher-to-child ratio'in the public support system. Conclusion/Implications: Based on the results, suggestions were discussed on how to improve the implementations of PBS of child care and education teachers and special education teachers at inclusive settings.

• Journal of Radiation Protection and Research
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• v.37 no.4
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• pp.173-176
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• 2012

Quality Management is a recent phenomenon. This is applied to products or services, with an objective to deliver high quality, reliable, worthy, enduring, product or service. The process is considered to have four main components: quality planning, quality control, quality assurance and quality improvement. Focusing on quality control and quality assurance leads to achieving quality management or ensures that an organization or product is consistent. In this paper, the applicable international standard for learning services and for the organization for education and training (learning service provider) is discussed and also the procedure to implement the management system.

• Korean Journal of Child Studies
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• v.37 no.3
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• pp.69-82
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• 2016

Objective: This study aimed to explore early childhood educators' anxiety regarding science education via Q-methodology. Methods: As the first step, 268 Q samples were collected from resources such as books and research papers related to science education for young children. Through five stages of excluding and modifying, a set of 33 Q statements was finalized. The P sample consisted of 40 early childhood educators and was based on educational levels, years of teaching experiences and types of centers. The collected data were analyzed using QUANL statistical program. Results: The results of this study indicate that science anxiety among early childhood educators are classified into four types, explaining 45.13% of the total variance. Conclusion: We conclude that early childhood educators' science anxiety stems from "preparing educational environment and materials," "instructional methods focused on process and scientific inquiry skills," "lack of understanding regarding early childhood science education," and "simple science avoidance."

• Journal of Gifted/Talented Education
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• v.21 no.4
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• pp.1011-1032
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• 2011

For recently training the creative convergence talents, 'art education' is being greatly noted at home and abroad. In the meantime, this art education, which is being paid attention now as the educational trend of 'new alternative' in international society, has great difference in the aspect of objective, contents, and an operating method from the traditional art education in the past. Accordingly, this study analyzed and introduced the international art-education trend in a new concept, pointed out problems of art education as a part of activating the art education at elementary and middle schools, which is being driven now by the government, and of the integrated art education in the science technology field like STEAM, and suggested the desirable art-education orientation direction of satisfying the historical and social needs hereafter.

• The Journal of Korean Society for School & Community Health Education
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• v.11 no.1
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• pp.149-158
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• 2010

Background & Objectives: Rising concerns about patient safety and looming health provider shortages were generating new recognition for an old idea. Interprofessional education means that two or more professions learn with, from and about other to improve collaboration and the quality of healthcare. The University of British Columbia established the College of Health Disciplines in 2001 to examine the merits of interprofessional health education. The objective of this study was to review UBC's interprofessional health education and to introduce the theoretical framework of interprofessional education for collaborative patient-centered practice. Methods: This study was conducted with the materials relevant to the interprofessional education. We reviewed the journals and Web site for this subject and we obtained interview data from administrators in the University of British Columbia, College of Health Disciplines. Results: We introduced interdisciplinary education for collaborative patient-centered practice model. It is assumed valuable model in preparing the interprofessional education as well as theoretical framework for implementation. We preseuted the example for interprofessional education of the College of Health Disciplines, University of British Columbia. Conclusion: We need to introduce the interprofessional education at the health care departments of University or College in Korea.