• Journal of Korean Society for Quality Management
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• v.40 no.3
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• pp.306-315
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• 2012

Purpose: To ensure good quality munitions, we require quantitative risk management and optimal risk management of system characteristics. Methods: Failure mode and effects analysis (FMEA) is a widely used technique to assess or to improve reliability of products at early stage of design and development. Traditionally, the prioritization of failures for corrective actions is performed by developing a risk priority number (RPN). Results: This paper reestablishes an effective methodology for prioritization of failure modes in FMEA procedure. Revised evaluation criteria of RPN are devised. Conclusion: To verify the proposed methodology, it is applied to RPN evaluation for K21 infantry combat vehicle.

• Journal of Korean Society for Quality Management
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• v.35 no.1
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• pp.1-9
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• 2007

Failure mode and effects analysis (FMEA) is a widely used technique to assess or to improve reliability of products at early stage of design and development. Traditionally, the prioritization of failures for corrective actions is performed by developing a risk priority number (RPN). In practice, due to insufficient evaluation criteria specific to related product and processes, RPN is not properly evaluated. This paper reestablishes an effective methodology for prioritization of failure modes in FMEA procedure. Revised evaluation criteria of RPN are devised and a refined FMEA sheet is Introduced. To verify the proposed methodology, it is applied to RPN evaluation for motors in household appliances.

• Journal of Korean Society for Quality Management
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• v.46 no.2
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• pp.327-338
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• 2018

Purpose: A risk evaluation procedure is proposed for common failure causes in FMEA(Failure Mode and Effects Analysis). The conventional FMEA does not provide a proper means to compare common failure causes with other failure causes. This research aims to develop a risk evaluation procedure in FMEA where common failure causes and other failure causes exist together. Methods: For each common failure cause, the effect of each combination of its resulting failures is recommended to be reevaluated considering their interactive worsening effect. And the probability that each combination of failures is incurred by the same common cause is also considered. Based on these two factors, the severity of each common cause is determined. Other procedures are similar to the conventional method. Results: The proposed procedure enables to compare and prioritize every failure cause. Thus, the common causes, each of which incurring two or more failures, and other causes, each of which is corresponding to one failure, can be fairly compared. Conclusion: A fair and proper way of comparing the common failure causes and other causes is provided. The procedure is somewhat complicated and requires more works to do. But it is worth to do.

• Journal of Korean Elementary Science Education
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• v.42 no.4
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• pp.523-537
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• 2023

This study encompassed the responses of 284 elementary school teachers, focusing on their teaching experiences, readiness, and needs for science education concerning the risk posed by science and technology. The key findings are summarized as follows. First, a significant portion of teachers lacked prior experience in addressing risks associated with science and technology within their science education practices. Second, a greater number of teachers were aware of the inclusion of risk-related content in the 2022 revised science curriculum's achievement standards than those who were not. Third, in terms of teachers' understanding of risk perception, risk assessment, and risk management, they demonstrated a relatively high level of understanding of risk perception but a lower level of understanding of risk assessment. Fourth, most teachers had not undergone any formal education or training related to risk. Fifth, among the 10 objectives of risk education, teachers displayed the highest competence in teaching "information use" and "action skills," while their lowest competence was observed in "interpreting probabilities" and "evaluating risk assessment." Sixth, a majority of teachers believe that it is important to teach about the risks posed by science and technology in school science classes, with "action skills," "information use," and "decision-making skills" being considered the most important and "action skills," "information use," and "influence of mass media" being regarded as the most urgent. However, teachers anticipated difficulties in addressing risk in school science classes, including a lack of relevant educational materials, a lack of understanding of teaching theories related to risk education, and the relationship between science curriculum content and achievement standards. Seventh, as a result of calculating the educational needs for each of the 10 goals of risk education, "influence of risk perception," "decision-making skills," "action skills," and "evaluate risk assessment" were the priority needs of elementary school teachers.