• Journal of Preventive Medicine and Public Health
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• v.21 no.2 s.24
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• pp.224-237
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• 1988

To determine the causes of and related factors to childhood injuries, the emergency room records and inpatient medical records were reviewed for 4,849 injured children out of 15,790 pediatric patients(<15 years old) who visited the emergency rooms of 3 university hospitals and 2 general hospitals in Taegu from 1 January to 31 December 1987. Out of total injured children, 54.675 were 3-8 years old and the male to female ratio of the total injured children was about 2:1. The leading causes of injury were falls and slips (29.1%) and traffic accident(28.2%). The frequency of injury was higher in May-October than the rest of months and 51.6% of the injuries occurred between 15 and 20 o'clock. Falls and slips took place most frequently at the stairway(25.7%). The most common interpersonal violence was inflicted injuries(85.6%) and there were 11 child rapes. Dog bites accounted for 67.6% of all biting injuries and it occured 2.9 times more in male than in female. CO intoxication was the most common cause of poisoning (45.3%) and scalding accounted for 85.2% of all burns. Common places of drownings were river (32.2%), swimming pool (22.6%) and construction site(19.3%). To prevent childhood injuries, it is recommended to eliminate the hazardous environmental factors, to provide safe playgrounds, to educate the children for safety from kindergarten and the general public through mass communication, to establish a strict safety standard for houses, public buildings and facilities, and playgrounds.

• Journal of Christian Education in Korea
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• v.62
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• pp.313-334
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• 2020

As an element of education, the educational space cannot be separated from the purpose of education. The place of education is not only the passage to deliver actual curriculum, but also the purpose itself that can be accomplished through educational content. That is because the purpose of education cannot be achieved only with instructors, students, curriculum, and methods, but requires a change in the perception of the educational space that represents the goal and the place where it all can be implemented. Nevertheless, the problem that lies with educational space is easy to be overlooked and it has been rather considered as an issue related to the finances or scale of the church. The church educational space gives birth to faith and growth, where spiritual development and experience may occur. However, the reality follows the drawbacks of conventional school classroom arrangements and structures. In addition, even if the church educational space can be arranged according to the needs of its students, it cannot deviate much from the standard uniform format. In particular, the basic environment of church educational space is similar to that of standard school system in terms of arrangement of furniture such as chairs, desks, and its physical structure. As the school system was originally designed and tailored for the purpose of delivering knowledge and standardization, the space for church education must stay away from it. Humans are born and die in a space, where encounter with God also happens. Also, communication with God causes spacial conversion to humans, changing the place of their visitation. So the church educational space must be more meticulously designed and comprehensive than that of school which pursues physical, educational, psychological, social, and artistic purposes because the church educational space pursues the liturgical elements, as well. Therefore, the Christian learning environmental arrangements must seek liturgical elements, which is the major Christian value, by placing Christian artwork or symbols for church visitors. So in this research, I want to stress the role of Christian educational space for spiritual growth and pursue intrinsic and extrinsic changes in learning environment, leading to a greater awareness of the Christian educational space.

• Journal of Korean Public Health Nursing
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• v.19 no.1
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• pp.74-94
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• 2005

The purpose of this study was to compare the effect of education between CAI(Computer Assisted Instruction) and lectures for smoking cessation among male students who attended vocational high schools. Conducted from February 24th to April 26th, 2003, the study design was quasi-experimental with nonequivalent control group pretest-posttest design. The study subjects were 60 male students in K vocational high school in Daegu city, who were present smokers and had more than 7.0 ppm concentration level of carbon monoxide. Thirty students were randomly chosen as the experimental group which applied CAI education method for smoking cessation. The other 30 students served as the control group which received lecture education method of 40 minutes on four consecutive days. CAI education for smoking cessation was composed of ready-made individual learning contents, counseling by using cyber-communication, writing a letter to stop smoking, and writing a written agreement for smoking cessation. Lecture education for smoking cessation was composed of a ready-prepared lecture for the group, writing a letter to stop smoking, and writing a written agreement for smoking cessation. To measure smoking related knowledge, Jeong Ree Roh(1996)'s smoking related knowledge scale$(Cronbach's\;{\alpha}=0.84)$ was modified and used by the researcher. To measure smoking related attitude, Jeong Ree Roh(1996)'s smoking related attitude scale$(Cronbach's\;{\alpha}=0.91)$ was modified and used by the researcher. Smoking related knowledge scale's Cronbach's $\alpha$ was 0.83 in the pilot study and 0.93 in this study. Smoking related attitude scale's Cronbach's a was 0.80 in the pilot study and 0.98 in this study. To determine the smoking amount, the number of cigarettes smoked per day was checked. The concentration level of CO in the exhaled breath was measured (Micro CO Cat. No. MCO2, UK). Data was analyzed by $x^2-test$, t-test, repeated measures ANOVA. simple main effects, and time contrast test with SPSS/Win 11.0 program. The results of this study were as follows: 1. The first hypothesis. that 'Smoking-related knowledge score in the experimental group by using CAI education for smoking cessation will be higher than that in the control group by using lecture education for smoking cessation', was not supported. 2. The second hypothesis, that 'Smoking-related attitude in the experimental group by using CAI education for smoking cessation will be higher than that in the control group by using lecture education for smoking cessation'. was supported(F=6490.79. p=0.000). 3. The third hypothesis. that 'Smoking amount in the experimental group by using CAI education for smoking cessation will be less than that in the control group by using lecture education for smoking cessation'. was supported. 1) The third-1st sub-hypothesis. that 'The number of cigarettes smoked per day in the experimental group by using CAI education for smoking cessation will be less than that in the control group by using lecture education for smoking cessation'. was supported(F=134.19. p=0.000). 2) The third-2nd sub-hypothesis. that 'The concentration level of CO by ppm per one exhaled breath in the experimental group by using CAI education for smoking cessation will be lower than that in the control group by using lecture education for smoking cessation"' was supported(F=268.55. p=0.000). From the above results. CAI education can be an effective intervention to improve smoking-related knowledge and attitude. and to reduce the number of cigarettes smoked per day and the concentration level of CO by ppm per one exhaled breath. Lecture education can be effective to improve smoking-related knowledge. In the future, when CAI education and lecture education for smoking cessation are applied on the school nursing field. the students can gain a comprehensive understanding of smoking cessation, changes in smoking-related knowledge. smoking-related attitude and reducing smoking amount. Furthermore, CAI education for smoking cessation could be developed as an individual self initiative program and could give a guideline to apply CAI education for smoking cessation in other field.

• Journal of Intelligence and Information Systems
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• v.16 no.2
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• pp.55-72
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• 2010

Recently, the battlefield environment has changed from platform-centric warfare(PCW) which focuses on maneuvering forces into network-centric warfare(NCW) which is based on the connectivity of each asset through the warfare information system as information technology increases. In particular, C4I(Command, Control, Communication, Computer and Intelligence) system can be an important factor in achieving NCW. It is generally used to provide direction across distributed forces and status feedback from thoseforces. It can provide the important information, more quickly and in the correct format to the friendly units. And it can achieve the information superiority through SA(Situational Awareness). Most of the advanced countries have been developed and already applied these systems in military operations. Therefore, ROK forces also have been developing C4I systems such as KJCCS(Korea Joint Command Control System). And, ours are increasing the budgets in the establishment of warfare information systems. However, it is difficult to evaluate the C4I effectiveness properly by deficiency of methods. We need to develop a new combat effectiveness evaluation method that is suitable for NCW. Existing evaluation methods lay disproportionate emphasis on technical factors with leaving something to be desired in human factors. Therefore, it is necessary to consider technical and human factors to evaluate combat effectiveness. In this study, we proposed a new Combat Effectiveness evaluation algorithm called E-TechMan(A Combat Effectiveness Evaluation Algorithm Considering Technical and Human Factors in C4I System). This algorithm uses the rule of Newton's second law($F=(m{\Delta}{\upsilon})/{\Delta}t{\Rightarrow}\frac{V{\upsilon}I}{T}{\times}C$). Five factors considered in combat effectiveness evaluation are network power(M), movement velocity(v), information accuracy(I), command and control time(T) and collaboration level(C). Previous researches did not consider the value of the node and arc in evaluating the network power after the C4I system has been established. In addition, collaboration level which could be a major factor in combat effectiveness was not considered. E-TechMan algorithm is applied to JFOS-K(Joint Fire Operating System-Korea) system that can connect KJCCS of Korea armed forces with JADOCS(Joint Automated Deep Operations Coordination System) of U.S. armed forces and achieve sensor to shooter system in real time in JCS(Joint Chiefs of Staff) level. We compared the result of evaluation of Combat Effectiveness by E-TechMan with those by other algorithms(e.g., C2 Theory, Newton's second Law). We can evaluate combat effectiveness more effectively and substantially by E-TechMan algorithm. This study is meaningful because we improved the description level of reality in calculation of combat effectiveness in C4I system. Part 2 will describe the changes of war paradigm and the previous combat effectiveness evaluation methods such as C2 theory while Part 3 will explain E-TechMan algorithm specifically. Part 4 will present the application to JFOS-K and analyze the result with other algorithms. Part 5 is the conclusions provided in the final part.

• Journal of Korea Water Resources Association
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• v.54 no.8
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• pp.577-587
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• 2021

Drought is generally considered to be a natural disaster caused by accumulated water shortages over a long period of time, taking months or years and slowly occurring. However, climate change has led to rapid changes in weather and environmental factors that directly affect agriculture, and extreme weather conditions have led to an increase in the frequency of rapidly developing droughts within weeks to months. This phenomenon is defined as 'Flash Drought', which is caused by an increase in surface temperature over a relatively short period of time and abnormally low and rapidly decreasing soil moisture. The detection and analysis of flash drought is essential because it has a significant impact on agriculture and natural ecosystems, and its impacts are associated with agricultural drought impacts. In South Korea, there is no clear definition of flash drought, so the purpose of this study is to identify and analyze its characteristics. In this study, flash drought detection condition was presented based on the satellite-derived drought index Evaporative Stress Index (ESI) from 2014 to 2018. ESI is used as an early warning indicator for rapidly-occurring flash drought a short period of time due to its similar relationship with reduced soil moisture content, lack of precipitation, increased evaporative demand due to low humidity, high temperature, and strong winds. The flash droughts were analyzed using hydrometeorological characteristics by comparing Standardized Precipitation Index (SPI), soil moisture, maximum temperature, relative humidity, wind speed, and precipitation. The correlation was analyzed based on the 8 weeks prior to the occurrence of the flash drought, and in most cases, a high correlation of 0.8(-0.8) or higher(lower) was expressed for ESI and SPI, soil moisture, and maximum temperature.

• Journal of Christian Education in Korea
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• v.71
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• pp.121-154
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• 2022

This study is to summarize the relationship between youth in terms of developmental psychology, university education, faith, and spirituality in order to form and improve relationships, which are major developmental tasks of youth, and to suggest Christian youth education by the elements of education. Relationships are formed when you are connected to another person and community, feel interested in each other, feel a sense of bond and belonging, and maintain a stable and satisfactory relationship. This is not skill or technology, but is related to life attitude and value, and continuous learning and training are required. Various developmental tasks in youth have something in common with relationships. Relationships positively affect the lives of young people, such as satisfaction with college life in the early stages of youth, adaptation to college life, personality, and career decision. Relationships are also very important in faith because human existence and faith are defined and formed through relationships. The relationship between the community and others plays an important role in spiritual development for the meaning of life and inner growth. In the aspects of learners and educational environment, it was suggested to understand learners with desire for relationships, the generation they live in, and the educational environment in which the relationship between young people occurs. In terms of teachers, teachers have to try to change their roles such as facilitators, guides, managers, and mentors. For the educational purpose and content, it was suggested that relationships should be the ultimate purpose and the educational content for this was presented in three different types of relationships and each main contents to be dealt with. In terms of educational method, it was proposed to select a learner-centered group learning method that induces communication and active participation of learners to cause interaction by considering other elements of education according to the content of the relationship in the cognitive, emotional, and behavioral dimensions. In the aspects of educational results and evaluation, it was proposed to confirm that what was considered during the educational planning stage was effectively carried out in actual education, to evaluate various evaluation methods, various aspects, and to summarize the evaluation results for the specific application.

• Journal of Korean Elementary Science Education
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• v.42 no.3
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• pp.467-479
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• 2023

For the successful implementation of education using artificial intelligence (AI) in schools, the perception of teachers is important. This study focuses on elementary school teachers and their perception of the need and teaching efficacy of science classes using AI before and after participating in a research school program. The analysis explores four key aspects, namely, learning, teaching, assessment, and communication. The study recruited 24 elementary school teachers from a school designated by the Gangwon Provincial Office of Education to participate in a year-long research school program. The study collected data using pre- and post-program surveys to explore changes in the perception of teachers regarding AI-based science classes. Furthermore, the researchers conducted individual in-depth interviews with four elementary school teachers to investigate the experience factors that influenced the changes in their perception of the aforementioned classes. The main findings were as follows. First, elementary school teachers were positively aware of the need for science classes using AI even prior to their research school experience; this perception remained positive after the research school program. Second, the science teaching efficacy of the elementary school teachers using AI was generally moderate. Even after the research school experience, the study found no statistically significant increase in efficacy in teaching science using AI. Third, by analyzing the necessity-efficacy as quadrants, the study observed that approximately half of the teachers who participated in the research school reported positive changes in learning, teaching, and assessment. Fourth, the study extracted four important experience factors that influenced the perception of the teachers of science classes using AI, namely, personal background and characteristics, personal class practice experience, teacher community activities, and administration and work of school. Furthermore, the study discussed the implications of these results in terms of the operation of research schools and science education using AI in elementary schools.

• The Journal of the Convergence on Culture Technology
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• v.10 no.2
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• pp.107-119
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• 2024

The purpose of this study is to examine and analyze the vocabulary and problem-solving ability characteristics of adolescents with developmental disabilities related to leisure and recreation and use them as basic data in education and support of recreation activities for adolescents with developmental disabilities. The study participants were comprised of adolescents with developmental disabilities, divided into two groups based on their receptive language age: those under 10 years old and those 10 years and older. The results obtained through this study are as follows. First, there was a significant difference in leisure and recreation vocabulary between the two groups according to receptive language age. Second, there was a significant difference in problem-solving ability between the two groups based on their receptive language age. Third, the analysis of the correlation between leisure and recreation vocabulary and problem-solving abilities within each group revealed that the under 10 years old group showed the highest correlation in basic vocabulary and basic problem-solving abilities, while the 10 years and older group exhibited the highest correlation in intermediate and advanced levels of problem-solving abilities. Fourth, the analysis of incorrect responses to leisure and recreation vocabulary showed a high rate of selecting vocabulary related to similar topics as incorrect answers. Additionally, the analysis of overreactions to problem-solving abilities indicated an increasing tendency of incorrect responses in items requiring context comprehension. Additionally, the analysis of incorrect responses to problem-solving abilities indicated a tendency of higher error rates in items requiring context comprehension. The results of this study provide insights for discussing directions in communication-related skills education for the smooth recreation life of adolescents with developmental disabilities. Accordingly, it is expected to be utilized as foundational information for educational and support programs aimed at the successful recreation activities of adolescents with developmental disabilities.

• KSCE Journal of Civil and Environmental Engineering Research
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• v.33 no.1
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• pp.305-316
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• 2013

To find out if modern roundabout is still effective under drivers behavior and driving conditions in Busan Metropolitan City, the effects before and after introduction of roundabout were analyzed. According to analysis on velocity profile at roundabout, velocity deviation decreased, and average vehicle speed was close to design speed. As a result, it has been confirmed that most roundabouts were properly built. In terms of traffic operation, average vehicle speed improved by 87.2% when a traffic intersection was replaced by a roundabout. therefore, it has been found out that the introduction of roundabout has a positive effect on increasing vehicle speed by reducing traffic congestion. In addition, annual benefits expected from the replacement from a traffic intersection to a roundabout were KRW 872 million as follows; KRW 410 million in traffic communication, KRW 39 million in transportation safety, KRW 255 million in energy saving, KRW 95 million in reduction of air pollution and KRW 73 million in reduction of traffic signal installation cost. In other words, if 10% (193 spots) of all traffic intersections (1,926 spots in total) in Busan City are replaced by roundabouts, the municipal authority would be able to save about KRW 168.3 billion. According to analysis on the benefits expected from the installation of roundabouts compared to the investment cost for traffic intersections, about KRW 679 million could be saved per roundabout. Considering 10% of all traffic intersections in the City of Busan, about KRW 131 billion could be saved annually. The traffic accidents in roundabout usually occur because drivers aren't aware of right-of-way rules. Once the right-of-way rules settle, the number of traffic accidents would significantly decrease. In addition, it is urgent to promote education and campaign for drivers, pedestrians and bikers on the roundabout.

• Journal of Gifted/Talented Education
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• v.24 no.4
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• pp.509-541
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• 2014

There was a great need to consider a core competency-based approach as a new direction of the science education for gifted students according to the value and vision of the 21st century knowledge-based societies. Therefore we developed a core competency model of scientist and examined its validity as a prerequisite for a core competency-based education of science gifted students. In order to this, the survey was conducted after developing questionnaire through the theoretical review of the various resources such as paper, book, and newspaper articles and the qualitative analysis of the behavioral event interview, and then an exploratory factor analysis was performed to validate the factor structure based on the results of the survey. The results revealed that the core competency model with the 5 cluster units of competency and the 15 core competencies was potentially constituted. And the reliability, convergent validity, and discriminant validity of the core competency model were verified through the confirmatory factor analysis. The cognitive cluster consisted of 5 competencies and they were as follows: creative, comprehensive, exploratory, analytical, and conceptual thinking competency. The achievement-orientation cluster consisted of 3 competencies and they were as follows: initiative, preparation & problem solving, and strategic influence competency. The scientific attitude cluster consisted of 3 competencies and they were as follows: flexible thinking & attitude, passion for research, and views about science competency. The personal effectiveness cluster consisted of 2 competencies and they were as follows: diverse experiences and global attitude competency. Finally, the networking cluster consisted of 2 competencies and they were as follows: personal understanding and communication competency. Findings were expected to provide the basic data for developing programs and establishing strategies based on the core competency as well as introducing the core competency model of scientist to science education for gifted students effectively.