• 대한안전경영과학회지
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• 제9권2호
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• pp.1-8
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• 2007

Safety check-up and individual education, safety status wishes to present included safety assessment table for safety management assessment system construction about unit work process in Study. Safety management assessment table gives each grades about worker of unit work process, safety check-up, education, management and identifies merits and demerits of unit work process, it is that propose safety management assessment system that can reduce accident occurrence possibility.

• 시스템엔지니어링학술지
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• 제19권1호
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• pp.29-38
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• 2023

Independent Safety Assessment (ISA) is a third-party assessment that is to confirm that the system satisfies the safety requirements in the defined operational context. The process of this assessment often brings about many complex arguments that should be supported by evidence and justification. The communication between arguments and evidence is of the most importance in the context of safety case. This study illustrates how NOR-STA can be used for ISA process, showing the effective structure of safety compliance. The study outlines the steps to breaks down the top goal into many elements such as arguments, sub-goals, justification, context and assumptions. It concludes that the evidence-based safety conformance process utilizing NOR-STA provides a more effective and systematic representation of the independent safety assessment process in conformance cases.

• 한국IT서비스학회지
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• 제18권3호
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• pp.143-154
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• 2019

The purpose of this study is to explore innovative adaptation of IT systems worldwide to support process-focus assessment. To this end, the study presents four cases from Australia, Singapore, the U.S.A., and Korea to inform educational policy and technology researchers and practitioners. Based on comparing the four chosen cases as benchmarks, the study concluded that IT systems and technologies can expedite and improve school interventions to enhance student learning in terms of time and quality. Also, educational big data and learning analytics can be used to systematically monitor and communicate individual student's progress among school stakeholders (i.e., teachers, students, parents, and administrators). Lastly, the study made some suggestions to support process-focused assessment in schools as following : 1) A more evidence-based, systems approach is needed to integrate the curriculum, instruction, and assessment to bridge the gap between educational policy and school practice; 2) It is critical to create ICT-friendly school environments so that meaningful data could be collected, analyzed, and stored from individual students and school units; 3) Teacher professional development is another area that needs special considerations and support to successfully implement process-focused assessment in schools.

• 한국학교수학회논문집
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• 제16권4호
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• pp.637-654
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• 2013

본 연구는 수학교육 선진화 방안('12.1)에 따라 중 고등학교 수학교사가 내신 평가문항을 출제함에 있어 유념해야할 개발 절차를 안내하는 것을 목적으로 하였다. 연구 결과, 평가문항 개발 가이드라인을 크게 '지도 내용 분석 과정', '평가 문항 구성 과정', '평가 문항 완성 과정'으로 범주화하여 제시하였다. 본 연구의 적용 과정에서 연구 결과가 수학교사의 평가전문성 신장에 기여할 것이며 교사의 평가문항 출제 후 자기진단 도구로도 활용될 수 있음을 확인하였다.

• 한국지구과학회지
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• 제43권4호
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• pp.557-566
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• 2022

The purpose of this study was to examine the status of the field application of the Science II career electives with the application of the 2015 revised curriculum up to the 3rd year of high school. This study focused on examining high school science teachers' perceptions of the student-participatory class and process-centered assessment in Science II subjects, which are career-intensive high school science electives. A total of 192 science teachers responded to the survey questionnaire, and 12 teachers participated in interviews. In the in-depth interviews conducted to supplement the survey results, questions were asked about changes in the overall class, the status of student-participatory classes, and changes in the assessment of Science II subjects due to the emphasis on process-centered assessment. The main research results included teachers' perceptions of changes in teaching and assessment methods with the application of the revised curriculum, the degree to which the eight skills used in Science II classes develop the key competencies of science, and the teaching and assessment methods commonly used in Science II classes. Science teachers generally agreed with the purpose and necessity of introducing student-participatory classes and process-centered assessment, which are the core purpose of the 2015 revised curriculum. However, they had difficulties in practice due to the excessive content of Science II subjects. Problems were also encountered with securing objectivity and fairness during assessments and the operation of online science classes due to COVID-19.

• Environmental Analysis Health and Toxicology
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• 제30권sup호
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• pp.3.1-3.11
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• 2015

Objectives This study presents the indicators and proxy variables for the quantitative assessment of green chemistry technologies and evaluates the relative importance of each assessment element by consulting experts from the fields of ecology, chemistry, safety, and public health. Methods The results collected were subjected to an analytic hierarchy process to obtain the weights of the indicators and the proxy variables. Results These weights may prove useful in avoiding having to resort to qualitative means in absence of weights between indicators when integrating the results of quantitative assessment by indicator. Conclusions This study points to the limitations of current quantitative assessment techniques for green chemistry technologies and seeks to present the future direction for quantitative assessment of green chemistry technologies.

• 품질경영학회지
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• 제41권4호
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• pp.725-735
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• 2013

Purpose: The purpose of this study is to propose an Integrated Safety Evaluation Process (ISEP) that can enhances the safety aspect of the safety-critical system. This process utilizes the advantages of the iterative Systems Engineering process combined with the safety assessment process that is commonly and well defined in many standards and/or guidelines for railway, aerospace, and other safety-critical systems. Methods: The proposed process model is based on the predefined system lifecycle, in each phase of which the appropriate safety assessment activities and the safety data are identified. The interfaces between Systems Engineering process and the safety assessment process are identified before the two processes are integrated. For the integration, the elements at lower level of Systems Engineering process are combined with the relevant elements of safety assessment process. This combined process model is represented as Enhanced Functional Flow Block Diagram (EFFBD) by using CORE(R) that is commercial modelling tool. Results: The proposed model is applied to the lifecycle and management process of the United States aircraft system. The US aircraft systems engineering process are composed of twelve key elements, among which the requirements management, functional analysis, and Synthesis processes are considered for examplenary application of the proposed process. To synchronize the Systems Engineering process and the safety assessment process, the Systems Engineering milestones are utilized, where the US aircraft system has thirteen milestones. Taking into account of the nine steps in the maturity level, the integrated process models are proposed in some phases of lifecycle. The flows of processes are simulated using CORE(R), confirming the flows are timelined without any conflict between the Systems Engineering process and the safety assessment process. Conclusion: ISEP allows the timeline analysis for identifying activity and data flows. Also, the use of CORE(R) is shown to be effective in the management and change of process data, which helps for the ISEP to apply for the development of safety critical system. In this study, only the first few phases of lifecyle are considered, however, the implementation through operation phases can be revised by combining the elements of safety activities regarding those phases.

• Korean Chemical Engineering Research
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• 제44권3호
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• pp.323-327
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• 2006

이 논문에서는 전 과정 평가 기법을 이용하여 촉매반응에 의한 에탄올 생산공정의 환경적 가치를 평가하고 발효에 의한 에탄올 생산공정과 그 환경성을 비교하였다. 평가의 목적은 두 공정의 환경성 비교를 통하여 보다 환경 친화적인 공정 개발을 위한 방안을 마련하는데 있었다. 두 공정에서 생산되는 에탄올의 소비 및 폐기 과정은 모두 동일하다고 가정하고 원료물질의 획득으로부터 제품의 생산 과정에 대한 전 과정 평가를 실시하였다. 촉매공정에 대한 전 과정 목록분석을 통해 중간 원료인 메탄올의 생산 과정에서 발생하는 이산화탄소가 주요 환경오염인자라는 것을 확인하였다. 두 공정에 대한 영향평가의 결과 비교를 통하여 발효에 의한 에탄올 생산이 촉매반응에 의한 것보다 환경 친화적이라는 것을 확인하였다. 전 과정 평가의 결과를 바탕으로 공정의 환경성 개선을 위한 방안을 제시하였다.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제27권4호
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• pp.581-609
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• 2013

제 7차 교육과정이후 학생들의 수학 학습을 돕기 위해서 다양한 평가 방법으로 학습 과정 및 수학 수준 등에 대하여 진단해야하는 평가의 중요성이 꾸준히 논의되었다. 본 연구는 2009 개정교육과정에서 강조하는 수학적 과정인 문제해결, 추론, 의사소통 능력을 향상시키기 위해서 교구를 활용한 평가모델을 개발하는 것이다. 우선 교구를 활용한 평가에 적합한 평가원리를 설정하여 각 영역별로 문항과 채점기준표를 개발하고 예비 연구를 실시한 결과 관찰체크리스트의 필요성이 제기되었다. 나아가 예비 연구를 바탕으로 수정된 평가모델을 사용하여 평가를 실시한 결과, 수학적 과정인 각 영역별 특성에 따른 채점기준표에 의해 학생들의 수학적 사고과정을 구체적으로 파악할 수 있어서 목표지향평가가 용이해짐을 알 수 있었다.

• Toxicological Research
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• 제17권
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• pp.17-24
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• 2001

Risk assessment is useful tool making good decisions on the risks of certain hazardous com-pound and suggests safe margin through scientific process using toxicological data, statistical tool, exposure value and relevant variants. The goal of risk management is to protect the public health from hazardous compound based on result of risk assessment having reality. For the suggestion of exact man-aging information, risk assessment must be designed to represent a "plausible estimate" of the exposure to the individuals and to minimize uncertainty. Risk assessment methodology and knowledge are expected to change more rapidly than before and up-to-date methodology should be applied in regulatory aspects through the Agency. For the useful application of risk assessment, the communication between the risk assessor and the risk manager is needed before the initiation of the risk assessment and upon its completion. Generally, the risk assessment itself as a practical tool in the regulatory decision making process would be regarded with social economic impact.ic impact.