• Journal of the Korean Chemical Society
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• v.49 no.1
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• pp.96-104
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• 2005

• Journal of Korean society of Dental Hygiene
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• v.12 no.6
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• pp.1183-1192
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• 2012

Objectives : This study is for suggesting the data base for help mother and child improve the oral health enhancement action from understanding child's oral health enhancement action from mother's oral health education experience and researching the effects of mother's oral health enhancement action on child's oral health enhancement action. Methods : The subject was 220 children and mothers of some kindergarten in Jeollabuk-do, Korea out of convenience'sampling. The results were collected by carrying out a survey out of self record method from visiting the kindergarten from June 24th to July 12th. and were analyzed. Results : 1. The mother's and child's oral health enhancement action was satisfactory in the factor of 'toothbrushing', 'oral hygiene care item' and 'periodic visits' in case the subjects have experienced oral health education, and that data was meaningful statistically. 2. In the oral health enhancement action practiced by mother to child from existence or absence of the mother's oral health education experience, the data was meaningful statistically in the factor of 'directly brushing its teeth more than once a day', 'washing its tongue' and 'coaching that child could keep the toothbrush not to overlap with other toothbrushes'. 3. In the factor that affect to oral health enhancement action practiced by mother to child, 'toothbrushing' and 'oral hygiene care item' were high level of the mother's oral health enhancement action, and that data was meaningful'statistically. Conclusions : The children's oral health condition could be influenced by mother's oral health knowledges and attention. Accordingly, oral health education for the mother and child has to be enforced'systematically'suited for the characteristic change of oral condition with children age groups. Also, utilizing human resources who have expertise and development of the oral health education program are needed.

• Journal of the Korea Society of Computer and Information
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• v.21 no.12
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• pp.219-226
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• 2016

In this paper, we propose an efficient repository model for online software education. The software education of app development consists of 7 stages: coding & debugging, submit, collaboration, review, validate, deployment, certification. Proposed repository model supports all 7 stages efficiently. In the coding & debugging stage, the students repeat coding and debugging of source. In the submit stage, the output of previous process such as source codes, project, and videos, are uploaded to repository server. In the collaboration stage, other students or experts can optimize or upgrade version of source code, project, and videos stored in the repository. In the review stage, mentors can review and send feedbacks to students. In the validate stage, the specialists validate the source code, project, and the videos. In the deployment stage, the verified source code, project, and videos are deployed. In the certification stage, the source code, project, and the videos are evaluated to issue the certificate.

• Bulletin of the Korean Chemical Society
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• v.31 no.10
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• pp.2786-2790
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• 2010

Three new oleanane-type triterpene saponins (1, 2 and 3) were isolated from aerial parts of Gladiolus gandavensis, along with two known compounds (4 and 5). Their structures were elucidated as 29-O-($\beta$-D-glucopyranosyl)-$2{\beta}$,$3{\beta}$-dihydroxyolean-12-en-28-oicacid(1), 3-O-($\beta$-D-xylopyranosyl)-29-O-($\beta$-D-glucopyranosyl)-12-en-28-oic acid (2), and $2{\beta}$,$3{\beta}$,29-trihydroxyolean-12-en-28-oic acid 28-O-[$\beta$-D-glucopyranosyl($1{\rightarrow}2$)-($\alpha$-L-rhamnopyranosyl($1{\rightarrow}6$))-$\beta$-D-glucopyranosyl] ester (3), by spectroscopic methods, and by comparison with known analogues. These oleanane-type triterpene saponins glycosidated at C-29 were not obtained frequently.

• Journal of Gifted/Talented Education
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• v.23 no.2
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• pp.193-213
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• 2013

The purpose of this study was to develop and validate the evaluation criteria for gifted curriculum in visual arts. For this purpose, a draft of evaluation criteria for gifted curriculum in arts were first developed through literature review and opinions of experts in educational assessment, gifted education, visual art education. Then, the Delphi method was employed to validate the evaluation criteria. Delphi survey was carried out twice with 30 panelists consisting of experts in educational assessment, experts in gifted education, experts in arts(gifted) education and administrators in gifted education. Delphi survey was analyzed using the mean, content validity ratio, and the degree of consensus. Results were as followed. First, 58 evaluation criteria for gifted curriculum in arts were developed through literature review and expert opinions. The evaluation criteria included 12 context evaluation criteria, 25 input evaluation criteria, 12 process evaluation criteria, and 9 product evaluation criteria. Second, through the first and second Delphi survey, 2 evaluation criteria were not validated and finally were removed. The final evaluation criteria included 12 context evaluation criteria, 25 input evaluation criteria, 10 process evaluation criteria, and 9 product evaluation criteria. The evaluation criteria developed by this study can be used as a standard to establish the institution assessment system at the national level and evaluate institutions and programs.

• International Journal of Fuzzy Logic and Intelligent Systems
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• v.12 no.4
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• pp.319-323
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• 2012

We define and characterize a somewhat fuzzy irresolute continuous mapping and a somewhat fuzzy irresolute semiopen mapping on a fuzzy topological space. Besides, some interesting properties of those mappings are given.

• International Journal of Concrete Structures and Materials
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• v.10 no.4
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• pp.527-537
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• 2016

This study evaluated the mechanical characteristics and durability of porous concrete produced with a cementless binder based on ground granulated blast furnace slag (BFS), fly ash (FA) and flue gas desulfurization gypsum (CP). As a result, the void ratio was increased slightly from the target void ratio, by 1.12-1.42 %. Through evaluating the compressive strength, it was found that the compressive strength of porous concrete with cementless binder decreased in comparison to the compressive strength of porous concrete with ordinary Portland cement (OPC), but the difference was insignificant, at 0.6-1.4 MPa. Through the freeze-thawing test to evaluate the durability, it was found that the relative dynamic elastic modulus of porous concrete with cementless binder decreased to 60 % or less at 80 cycles. The result of the chemical resistance test showed that the mass reduction rate was 12.3 % at 5 % HCl solution, and 12.7 % at 12.3 and 5 % $H_2SO_4$ solutions.

• Journal of Korean language education
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• v.28 no.2
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• pp.61-88
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• 2017

This paper seeks to use case studies of training programs for teachers at US K-12 schools to provide a model for developing training programs in South Korea for Korean language teachers overseas, and to consider directions for the future. Toward the end, we review examples of professional development programs for Korean language instructors at US K-12 schools that we have developed and conducted between 2011 and 2016. By comparing these programs with the results of post-program assessments, we explore ways of improving those programs. To respect teachers' wishes, these training programs have attempted to strike a balance between cultural and linguistic education while focusing more on workshops, debates, and field trips than on theoretical lectures. The difficulty of operating such programs is the difference in the teachers' individual circumstances and educational context, which necessitates giving teachers an opportunity to discuss the content of the program and find ways to apply it to their own circumstances. To resolve such difficulties, the training programs that we develop should avoid predetermined curriculums and should not be focused on simple drills or the trainer. Instead, these programs should take the approach of proactively incorporating contents desired by the participating teachers by starting with the situations, needs, and tasks of each of those teachers.

• Journal of Digital Convergence
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• v.16 no.2
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• pp.375-383
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• 2018

The purpose of this study was to investigate the effect of exercise training on health-related physical fitness and osteoporosis after 12 weeks of combined training for adults with intellectual disabilities diagnosed with obesity and osteoporosis. The subjects conducted a combined training program consisting of aerobic exercise and strength training twice a week for 12 weeks. Body composition and bone mineral density were measured before exercise, 6, 12 weeks, and health-related physical fitness was measured before and after exercise. Body weight and body fat decreased after exercise and bone density increased after exercise compared to before exercise. Muscle strength, muscle endurance and flexibility were improved after exercise compared to before exercise. It was confirmed that the 12 week compound training increased the leg strength and improved the functions such as walking and running, and increased the health-related fitness and increased bone mineral density.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.13 no.12
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• pp.5770-5775
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• 2012

For this study, we reviewed theoretical background of STEAM education and domestic and international studies in STEAM education, by doing so, we developed and applied the STEAM education program based on topic-specific project. This program is designed for the 3rd and 4th lesson of 6th graders' science in elementary school. As a result, the positive attitude about science of the students who went through the researched program increased with meaningful difference compared to that of the sample population. The result of this study shows that the STEAM education program based on topic-specific project can brings positive changes for the science-related affective domains.