• Proceedings of the Korea Water Resources Association Conference
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• 2023.05a
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• pp.246-246
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• 2023

Multi-purpose dams are operated accounting for both physical and socioeconomic factors. This study aims to evaluate the utility of a deep learning algorithm-based model for three multi-purpose dam operation (Seomjin River dam, Juam dam, and Juam Control dam) in Seomjin River. In this study, the Gated Recurrent Unit (GRU) algorithm is applied to predict hourly water level of the dam reservoirs over 2002-2021. The hyper-parameters are optimized by the Bayesian optimization algorithm to enhance the prediction skill of the GRU model. The GRU models are set by the following cases: single dam input - single dam output (S-S), multi-dam input - single dam output (M-S), and multi-dam input - multi-dam output (M-M). Results show that the S-S cases with the local dam information have the highest accuracy above 0.8 of NSE. Results from the M-S and M-M model cases confirm that upstream dam information can bring important information for downstream dam operation prediction. The S-S models are simulated with altered outflows (-40% to +40%) to generate the simulated water level of the dam reservoir as alternative dam operational scenarios. The alternative S-S model simulations show physically inconsistent results, indicating that our deep learning algorithm-based model is not explainable for multi-purpose dam operation patterns. To better understand this limitation, we further analyze the relationship between observed water level and outflow of each dam. Results show that complexity in outflow-water level relationship causes the limited predictability of the GRU algorithm-based model. This study highlights the importance of socioeconomic factors from hidden multi-purpose dam operation processes on not only physical processes-based modeling but also aritificial intelligence modeling.

• Journal of Society of Preventive Korean Medicine
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• v.28 no.1
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• pp.43-57
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• 2024

Objectives : The aim of this study was to identify the effect of Medical humanities curriculum on students of Korean medical school in terms of cognitive, affective, and psychomotor level of humanities skill. Methods : The course was taught to second- and third-year Korean medicine students. The classes were held eight times a semester for second-year students and 9 times for third-year students, and each class was held once a week for 2 hours. Formative and summative assessments, group and individual assignments, and peer assessments were conducted to evaluate educational effectiveness, as well as basic lecture evaluations and satisfaction surveys. Results : Most of the students who took Medical humanities showed a performance rate of more than 60-70% in the cognitive aspect, and the total score was 14.48 with a standard deviation of 2.70 in the knowledge application stage. In terms of class satisfaction, students in Medical humanities I were more satisfied with the evaluation criteria and class management expertise, while students in Medical humanities II were most satisfied with the class organization, with an average score of 4.86/5. Conclusions : It was confirmed that students' humanities improved in cognitive, affective, and psychological aspects after medical humanities courses, and future research should be conducted on the long-term educational effects of medical humanities, effective teaching methods, and evaluation methods.

• Education of Primary School Mathematics
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• v.14 no.3
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• pp.237-259
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• 2011

Mathematics learning disabilities is a specific learning disorder affecting the normal acquisition of arithmetic and spatial skills. Reported prevalence rates range from 5 to 10 percent and show high rates of comorbid disabilities, such as dyslexia and ADHD. In this study, the characteristics and the causes of this disorder has been examined. The core cause of mathematics learning disabilities is not clear yet: it can come from general cognitive problems, or disorder of innate intuitive number module could be the cause. Recently, researchers try to subdivide mathematics learning disabilities as (1) semantic/memory type, (2) procedural/skill type, (3) visuospatial type, and (4) reasoning type. Each subtype is related to specific brain areas subserving mathematical cognition. Based on these findings, the author has performed a basic research to develop grade specific diagnostic tests: number processing test and math word problems for lower grades and comprehensive math knowledge tests for the upper grades. The results should help teachers to find out prior knowledge, specific weaknesses of students, and plan personalized intervention program. The author suggest diagnostic tests are organized into 6 components. They are number sense, conceptual knowledge, arithmetic facts retrieval, procedural skills, mathematical reasoning/word problem solving, and visuospatial perception tests. This grouping will also help the examiner to figure out the processing time for each component.

• The Journal of the Korea Contents Association
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• v.19 no.8
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• pp.598-608
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• 2019

This study provided the analysis of the culinary arts students' subjectivity in problem based learning(PBL) program for culinary competition. Q methodology was employed for finding common characteristic of among students' opinion and also future suggestion was generated. The study found four different types of common structures. First one is Problem-Solving Ability Type(N=6), the second one is Team Member Collaboration Important Type(N=8), The third one is Self-Directed Learning Needed Type(N=3), and the last one is Employment Preparation Type(N=2). Through the analysis, students aware this particular PBL program as a problem solving skill development, understanding of coworking in group, importance of self directed learning, and preparation for securing job opportunity. The study also suggest that the educator need to perform as a negotiator in coworking process within group members and need to have an active approach on stimulation of study motivation among the students.

• Journal of The Korean Association of Information Education
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• v.18 no.2
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• pp.357-370
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• 2014

The purpose of this research was to develop the tools needed to evaluate the effectiveness of using digital textbooks and smart education. We then developed the tools to evaluate the effectiveness of smart education and digital textbook utilization, which were an identification of 1) seven essential 21st century skills, definitions of each, and prerequisite abilities; 2) five 21st century teacher competencies, definitions of each, and prerequisite abilities; To develop the questionnaire, we conducted a literature review in this area, consulted experts, observed classes, interviewed members of focus groups, and met with policy makers from the Ministry of Education and KERIS. The student questionnaire(26 Questions developed) included; creativity and innovation, critical thinking and problem solving, communication, collaboration, ICT literacy, self-directed learning, and adaptability. The teacher questionnaire(24 questions developed) included; 21st Century Skills, ICT Literacy, Rapport building with learners, Instructional design, Evaluation and reflection. The tools we developed will be able to use for evaluating the effectiveness of smart education and digital textbooks.

• The Journal of Korean Academic Society of Nursing Education
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• v.3
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• pp.34-45
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• 1997

Aspects of nursing student's clinical experiences are anxiety provoking. High anxiety may contribute to decreased learning. The purpose of this study was to identify the level of anxiety and potentially anxiety-producing clinical experience, the relation between the level of anxiety and their Trait-Anxiety and State-Anxiety. Finally, it is aimed at getting preparing data for guidance of students which can enhance learning effect of students for clinical experience. The samples of this study were 36 junior students(1 semester experience) and 44 senior students (3 semester experience) from Junior College of Nursing in Seoul on September 1996. The tools of this study were two kinds ; questionare of Spielberg' STAI measuring State and Trait-Anxiety, and author's for measuring the level of Anxiety producing situations and 10cm visual analogue scale was also used for measuring self stated level of anxiety on clinical setting. The collected data were analyzed by SPSS using percentage, t-test, ANOVA and Pearson correlation coefficient. The results of this study were as follows : 1. The self perception of anxiety level was 4.3/10cm and the level of anxiety in clinical setting situations was 3.5/5. 2. Among 20 questions for perception of anxiety-producing situations in the clinical setting. 'deficit of nursing knowledge' was the highest item(4.18), 'vagueness of role'(4.11), 'lack of nursing skill'(4.00), 'evaluation by faculty'(4.00) 'fear of making mistakes'(3.81) 'initial clinical experience on a unit'(3.76) 'initial application of nursing knowledge'(3.74) in turn. 3. The level of State-anxiety of senior students was higher than junior's (p=0.005)and the level of Trait-Anxiety of insufficient interpersonal relationship and unhealthy students were higher than others (p=0.015) There was no differences according to the student's grade in level of anxiety. 4. Both of self-stated anxiety and situationa anxiety of unhealthy students were high (p=0.007, p=0.000) and the level of self-stated anxiety of unsatisfied students for selection major and clinical experience were high (p=0.050, p=0.009). 5. Self-stated anxiety and situation anxiety (p=0.0000), self-stated- anxiety and Trait-anxiety(p=0.003), situation anxiety and Trait-anxiety(p=0.004), and Trait-anxiety and state-anxiety(p=0.000) of the students were interrelated. By the above conclusion, the nursing students still feel anxiety on clinical experience and on making a mistake due to the lack of their nursing knowledge and skill. And the students are afraid of the faculties' evaluation. In addition, the students who are not healthy and have not sufficiently interpersonal relationship feel more anxiety. But, since there was no difference significantly between each grade, we think it is needed that further study on the same topic in large samples. And, we have to equip the students with much nursing knowledge and philosophy apparently before the students have clinical experience. Finally, the faculty have to reduce the students' anxiety by making a climate of acceptance in clinical setting with good personality.

• 대한공업교육학회지
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• v.31 no.1
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• pp.63-85
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• 2006

This study was performed to deduce the constituents of competence for the practical duty in technical high school's heat treatment and tensile test practice. In order to accomplish this purpose 1) the constituents of competence for the practical duty were deduced through the job analysis and the skill hierarchy analysis of heat treatment and tensile test, 2) the deduced constituents of competence for the practical skill performance were correspond to the Mager's five performance type, that is, discrimination (knowing when to do it, knowing when it's done), problem solving (how to decide what to do it), recall (knowing what to do, knowing why to do it), manipulation (how to do it) and speech (how to say it). The results of this study will be helped to the selection of learning objective, learning content, instruction and evaluation method.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.6 no.1
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• pp.100-108
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• 1995

The purpose of the present study was to examine whether Interpersonal Cognitive Problem Solving(ICPS) skill training would enhance interpersonal solving skills and behavioral adjustment of mildly mentally retarded adolescents in the junior and high school. The program used in the present study was shortened and adapted for mildly retarded adolescents from Shure and Spivack(1982) program which was developed to improve the adjustment of children in the intermediate grades 5-6. The subjects were 22 mildly retarded adolescents, and they were assigned to either the experimental(11) or the control group(11). The experimental group were given ICPS training 4 times a week over a period of 8 weeks with a total of 32 sessions in all. The results showed a significant improvement of alternative thinking and consequential thinking in the experimental group compared with the control group. With regard to behavioral ratings by the parents and teachers, there were no significant differences between the groups. The results indicated that the training was effective in increasing the ability to generate alternative solutions and to predict consequences, but the significant improvement of interpersonal cognitive problem solving skills did not lead to noticeable improvement in behavioral adjustment. It was suggested that a longer training period for over-learning, concomitant parent education program, and more behaviorally oriented social skill training combined with the cognitive approach would yield significant training effects, maintenance and transfer.

• Journal of dental hygiene science
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• v.16 no.2
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• pp.134-141
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• 2016

The purpose of this study was to develop a dental communication course in dental hygiene schools that included theory, practice, and skill for effective dental communication. Thirty-six senior dental hygiene students in a dental hygiene school took a dental communication course and responded to a questionnaire. The instrument used in the study was a modified form of Kim's communication skill self-assessment sheet. The self-assessment questionnaire about communication competencies was administered before and after the class, and the difference between scores at each time point was analyzed using the Wilcoxon signed rank sum test. Among seven elements of dental communication competencies, the competency of "information gathering" was significantly improved (p=0.008). Students' scores on perception of the importance (p=0.019) and necessity (0.016) of a communication course significantly increased after the course. Competencies in communication are essential requirement for dental hygienists. This study showed the possibility of communication skill training. An objective evaluation tool regarding students' communication competencies should be developed. Further studies with larger samples size are needed to develop a standardized comprehensive communication course in dental hygiene schools.

• Journal of the Korean Society for Library and Information Science
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• v.55 no.1
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• pp.107-133
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• 2021

This study was performed in order to provide suggestions on how to strengthen librarian competency by evaluating and analyzing the competency value of librarians as information professions. First, the study divided the common competency value of librarians as human capital of libraries into skills, knowledge, behavior and attitude, and analyzed each area of competency value for librarians of the A-library. As a result, the average of the 'librarian's behavior and attitude' area was the highest, followed by the 'librarian's skill' area and the 'librarian's knowledge' area. Second, in terms of 'librarian's skill', A-library librarians' competence values were high in the order of 'communication', 'leadership', 'technology' and in the terms of 'librarian's knowledge' ones were high in the order of 'law and policy', 'marketing', 'learning and growth' and 'finance and accounting'. In addition, in areas of 'librarian's behavior and attitude', the factors were high in the order of 'ethics and values', 'interpersonal relationships' and 'customer service'. Third, the analysis of whether the average difference exists depending on the characteristics of A-library librarians on their evaluation of the competency value shows that only the 'working period' factor in the total competency value and the two factors 'age' and 'working period' were statistically significant in the 'librarian's knowledge' area. Forth, as a result of a regression analysis to identify the characteristics of A-library librarians and their impact on competency value, only the 'final education' factor was statistically significant for the competency value of the 'librarian's skill' area. Fifth, in the survey on problems and desirable improvement measures in increasing the competency value of librarians, the proportion of presenting problems and improvement plan in systemic aspects such as the 'librarian qualification system' and 'librarian training system' was high.