• Spatial Information Research
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• v.9 no.1
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• pp.125-135
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• 2001

Ground failure such as landslide, rock fall land subsidence by heavy rainfall have damaged to people and property. Especially, the damage to important facility such as dam, bridge, tunnel and industrial complex may be possible. Therefore the ground failure must be assessed and counter plan must be prepared. So, the object of this study is to develop the spatial information system for regional ground stability assessment. For this, the topographic, geologic, soil, forest, land use, rainfall frequency map, and satellite image near 40 dams were collected and constructed to the spatial information system. The spatial information system was developed using Avenue in ArcView 3.2 environment and consists of pull down menus and icons. For application of the spatial information system, regional ground stability was assessed in Andong dam. The assessment was ground failure susceptibility and possibility. The spatial information can be used for regional ground stability assessment, prevention and mitigation of hazard, and management of ground as basic data.

• Journal of the Society of Disaster Information
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• v.16 no.4
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• pp.784-795
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• 2020

Purpose: This study intends to review the risk assessment procedures specified in the corporate disaster management standard. Method: The requirements for each stage of risk assessment stipulated in the corporate disaster management standard were identified, the case of application of the organization'A' and the partner companies were reviewed, and the risk assessment procedure in line with the requirements was reviewed. Result: It was reviewed that it was necessary to clearly define the method and procedure for deriving risk scenarios, which are the requirements of the corporate disaster management standard, and to introduce a standardized procedure for deriving risk scenarios. Conclusion: A method of deriving risk scenarios was implemented by applying the STPA technique based on the system theory for power generation fuel supply and demand, and it was suggested that the STPA technique be reflected in corporate disaster management standards as a risk scenario derivation technique for the establishment of a disaster reduction activity plan.

• School Mathematics
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• v.8 no.2
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• pp.239-263
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• 2006

The purpose of the National Assessment of Educational Achievement(NAEA) is not only to assess educational progress and achievement but also to collect background information affecting educational achievement. It is important to know which factors affect the National Assessment of Educational Achievement(NAEA) and to explore how much those factors show the educational effect. In this study, first, we examined general characteristics of the survey with relation to the background information. Second, we analyzed the relationships between test scores and information on the students' profile such as background, extracurricular activities, and information on the school profile in NAEA 2004. Third, we suggested some educational policies on the basis of those analysis and indicated the limitation of this study.

• Molecular & Cellular Toxicology
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• v.4 no.3
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• pp.260-266
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• 2008

Recently, there has been scientific discussion on the utility of -omics techniques such as genomics, proteomics, and metabolomics within toxicological research and mechanism-based risk assessment. Toxicogenomics is a novel approach integrating the expression analysis of genes (genomic) or proteins (proteomic) with traditional toxicological methods. Since 1999, the toxicogenomic approach has been extensively applied for regulatory purposes in order to understand the potential toxic mechanisms that result from chemical compound exposures. Therefore, this article's purpose was to consider the utility of toxicogenomic profiles for improved risk assessment, explore the current limitations in applying toxicogenomics to regulation, and finally, to rationalize possible avenues to resolve some of the major challenges. Based on many recent works, the significant impact toxicogenomic techniques would have on human health risk assessment is better identification of toxicity pathways or mode-of-actions (MOAs). In addition, the application of toxicogenomics in risk assessment and regulation has proven to be cost effective in terms of screening unknown toxicants prior to more extensive and costly experimental evaluation. However, to maximize the utility of these techniques in regulation, researchers and regulators must resolve many parallel challenges with regard to data collection, integration, and interpretation. Furthermore, standard guidance has to be prepared for researchers and assessors on the scientifically appropriate use of toxicogenomic profiles in risk assessment. The National Institute of Toxicological Research (NITR) looks forward to an ongoing role as leader in addressing the challenges associated with the scientifically sound use of toxicogenomics data in risk assessment.

• Journal of The Korean Association of Information Education
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• v.7 no.1
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• pp.130-139
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• 2003

In elementary moral education, performance assessment should be conducted in both cognitive, affective, and behavioral domains in harmony. The present study attempts to consider the features of performance assessment in elementary moral education; classify them by the types of assessment, and; implement and apply the web-based performance assessment system, in which teachers, students, and parents all participate. The development of this web-based performance assessment system for elementary moral education allowed the students to carry out the performance assessment process by themselves and to see the result no matter when and where they are. The students became interested in their own behavior, and the parents got to have a broader range of understanding for their children by participating in personal in the assessment procedure. The parents also realized that home guidance for their children's life habits became pretty easy. It is expected that the performance assessment system carried out based on the collaboration between the school and the family will be helpful in applying the contents of the moral subject studied at school and the relevant knowledge and skills to the actual life outside the school.

• Journal of Construction Engineering and Project Management
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• v.1 no.3
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• pp.9-17
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• 2011

Web-based PMIS (Project Management Information System) has played significant role in construction management processes in Korea. As the use of web-based PMIS increases, regular quality assessment to identify user's requirements is necessary. However, there have been rare research efforts for quality assessment of web-based PMIS. This study aims to assess the quality of web-based PMIS, especially ASP-PMIS (Application Service Provider based PMIS) that is widely used in Korean construction industry. The assessment factors of ASP-PMIS quality were adopted from previous research and empirically confirmed using exploratory factor analysis. ISA (Importance-Satisfaction Analysis), which is a variation of original IPA (Importance-Performance Analysis), were selected for the assessment and analysis method in this research. A total of 253 completed questionnaires, composed of 23 assessment items, were collected from the ASP-PMIS users in Korea (construction managers and constructors), and they were used to analyse the quality of the systems. Some possible contributions of this research are: it introduces a simple and easy-to-use tool for assessing the quality of ASP-PMIS with a set of quality assessment factors that are selected from previous researches and empirically tested; it provides the quality assessment results of ASP-PMIS in Korea so that ASP-PMIS providers in Korea can understand the users' opinion on their systems; it also identified that the urgent factors that require immediate attention to improvement. However, further researches are to be required on the following areas: enhancing the quality assessment factors in terms of their relation to the success of ASP-PMIS and to the users' performance; assessing and analyzing the quality of individual ASP-PMIS; establishing continuous improvement systems institutionally and instrumentally.

• Journal of KIISE:Software and Applications
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• v.31 no.11
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• pp.1439-1454
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• 2004

Recently, Levels of Information Systems Interoperability (LISI) that are used for assessing the information systems interoperability are defined according to the importance of interoperability among information systems. At that time, it is necessary to the construction of an assessment information repository to store and retrieve the interoperability assessment data efficiently. An LISI repository constructed for storing and retrieving an assessment information should support assessment systems that are developed in various Platforms and provide its functions by a standardized way. Business logics of LISI repository should be developed as distributed components, and we need to modify existing software design methods to show characteristics of LISI repository in addition to the standardized LISI data expression. Also a concrete method to recognize various implementation technologies and to apply them to implementation of LISI repository is needed. This paper provides a design method for developing an LISI repository that is considering the characteristics of LISI repository by three concerns, and an implementation scheme that can apply to the integration of the various repository implementation technologies systematically, as the LISI repository development framework for constructing the LISI repository. These help developers to construct the LISI repository effectively by providing concrete guidelines for considerations and appliable methods to construct the LISI repository.

• International Journal of Advanced Culture Technology
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• v.10 no.2
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• pp.62-68
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• 2022

Evaluation as learning is important for the learner competency test, and the applicable method is studied. Assessment is the role of diagnosing the current learner's status and facilitating learning through appropriate feedback. The system is insufficient to enable process-oriented evaluation in small educational institute. Focusing on becoming familiar with the AI through experience can end up simply learning how to use the tools or just playing with them rather than achieving ultimate goals of AI education. In a previous study, the experience way of AI education with PLAY model was proposed, but the assessment stage is insufficient. In this paper, we propose ELAS (Experiential K-12 AI education Learning Assessment System) for small educational institute. In order to apply the Assessment factor in in this system, the AI-factor is selected by researching the goals of the current SW education and AI education. The proposed system consists of 4 modules as Assessment-factor agent, Self-assessment agent, Question-bank agent and Assessment -analysis agent. Self-assessment learning is a powerful mechanism for improving learning for students. ELAS is extended with the experiential way of AI education model of previous study, and the teacher designs the assessment through the ELAS system. ELAS enables teachers of small institutes to automate analysis and manage data accumulation following their learning purpose. With this, it is possible to adjust the learning difficulty in curriculum design to make better for your purpose.

• Journal of Korean Elementary Science Education
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• v.19 no.2
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• pp.83-92
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• 2000

The purpose of this study was to investigate the characteristics of formative assessment in elementary school science teaching. In order to examine the practices of formative assessment in science teaching, 8 science classes were observed and video-taped for each of two instructions. We also interviewed the teachers and students with semi-structured questions. The result indicated that the teachers used planned formative assessment and interactive formative assessment. Teachers assessed three aspects of student loaming in science classroom: the student's personal, social and science development. However, the majority assessed in science teaching was science development. Teachers used observation, question and answer, dialogue, reports, and presentation as the formative assessment methods. The process of formative assessment was categorized as to get information, to judge and to give feedback. These three aspects were interrelated and interdependent. The type of question and feedback was influenced on the extent of the interaction between teachers and students.

• KIEAE Journal
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• v.11 no.2
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• pp.45-57
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• 2011

As climate change and environmental degradation become more evident, the public's concern and knowledge on sustainable development requires planners to have regards to social impacts and long term economic viability, as well as environmental impacts. The main objective of this study is to analyze existing sustainability assessment tools for single detached houses. The most widely used oversea tools are selected. From analysis on the existing assessment tools, "Impact Estimator" by Athena Institute, "Bees 4.0" by NIST, "CASBEE for Home" by JSBC, "Envest for Housing" by Energy Saving Trust, "LISA" by Center for Sustainable Technology, "SBTool" by iiSBE (International Initiative for Sustainable Built Environment), it can be seen that the current sustainability assessment programs are in need of much improvement. The selected programs are analyzed on scope of program setting & running, data input & output, assessment categories, and strength & weakness. This study is to supplement the existing sustainability assessment tools for single detached houses, and provide information for the development of web-based program to assist architects or home owners to plan sustainable houses in Korea in the schematic design stage.