• The Korean Journal of Elementary Counseling
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• v.7 no.1
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• pp.227-248
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• 2008

This study aims to examine the effects of art therapy on challenging behavior of schoolchildren. For this purpose, I selected one class of 4th year student of S primary school, located at Jeongeup city, Jeonlabukdo, and selected 4 study subjects through examination of K-CBCL children. juvenile behavior evaluation scale, characters, school life and K - HTP test. With regard to procedure of this study, I carried out art therapy program at the art class for 60 minutes one time a week for 4 months, a total of 17 sessions from Apr. 3, 2007 to July 24, 2007. I made this program with some modification in reference to Arts Therapy Technique (Counpia Remote Training Center, 2005), Group Art Therapy (Choi Seon Nam. Kim Gap Sook. Jeon Jong Kuk, 2007) and the Effects of Peer Group Art Activity on Sociality Skill of Offensive Children (Park Ju Yeon. Lee Byeon In, 2005). For each child, I compared and analyzed the changes in score of K-CBCL children. juvenile behavior evaluation scale, behavior by K-HTP (dynamic house-wood-human figure test) analysis and by school life(KSD) image analysis before and after treatment. I also carried out qualitative analysis on behavioral feature of each child for each session. This study obtained the following conclusions. First, child A showed positive change in comparison before and after art treatment program of score K-CBCL children. juvenile behavior evaluation, K-HTP image test and school life. Since he was so active and wanted to obtain good evaluation from anyone that he frequently had quarrel with friends, spoke against others well and beaten others much but was changed and did not speak against others or beat. Second, child B showed clear difference in comparison before and after art treatment program of score K-CBCL children. juvenile behavior evaluation, but no significant difference in K-HTP image test and school life. However, I observed substantial changes. While he could not speak frankly to others, felt empty in mind and was offensive in personal relations, he was changed, did not have quarrel with others or speak against others that much and improved his relationship with friends or teachers. Third, child C showed positive change in score of K-CBCL children juvenile behavior evaluation after art therapy program. In comparison of K-HTP image test and school life treatment before and after treatment, he still longed for mothers in mind but found rather stable after treatment. Fourth, child D showed positive chance in score of K-CBCL children. juvenile behavior evaluation scale after art therapy program, but almost no changes in K-HTP image test. But he depicted good relationship and socializing with other friends in school life. While he could not carry his point due to social immaturity and felt depressed, he got more confident. This result of study showed that art therapy had positive effects on correction of schoolchildren.

• Journal of Advanced Engineering and Technology
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• v.5 no.1
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• pp.11-18
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• 2012

Large scale earthquake was occurred in different parts of the world like Japan (in 1995), Republic of Pakistan (2005), in China (2008) etc and enormous structures were damaged. As a result of collapse of school buildings structures numerous students are died and it had a big impact on the international community. Therefore, the interest of preparing the seismic resistant school building structures in our country is increases as school building are used as emergency shelter for local residents. But the current standard of seismic design ratio of 3.7% is applied for school building in Korea which is only significant earthquake damage is expected. In order to overcome the current situation, seismic performance evaluation is carried out for the existing school building and an accurate and appropriate seismic retrofit is required based on performance evaluation to upgrade the existing school buildings. In this paper, nonlinear analysis on existing school buildings for ATC-40(Applied Technology Council, ATC) and FEMA-356(Federal Emergency Management Agency, FEMA) are carried out using the capacity spectrum method to evaluate seismic performance and to determine the need for retrofitting. In addition, after reinforcement to enhance the seismic performance is applied the seismic performance evaluation is carried out to verify the effectiveness of seismic retrofit.

• Journal of the Korean School Mathematics Society
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• v.11 no.4
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• pp.543-567
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• 2008

The current 2007 Mathematics Curriculum in Korea emphasizes mathematical problem solving, advanced mathematical thinking and effective mathematical communicating. Therefore, in order to assess and evaluate these important thinking attributes, performance evaluation using descriptive and essay type of assessments are emphasized. In this paper, analysis of the elementary mathematics curriculum is used to develop descriptive assessment problems and grading rubrics that could be used objectively and consistently by teachers of the grade 6 school mathematics. The assessment problems were developed, pilot tested, revised, implemented and analyzed in detail to understand the overall effectiveness of the descriptive evaluation method in school mathematics.

• Journal of Ginseng Research
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• v.44 no.2
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• pp.222-228
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• 2020

Background: 20(S)-ginsenoside-Rg3 (C₄₂H₇₂O₁₃), a natural triterpenoid saponin, is extracted from red ginseng. The increasing use of 20(S)-ginsenoside Rg3 has raised product safety concerns. Methods: In acute toxicity, 20(S)-ginsenoside Rg3 was singly and orally administrated to Kunming mice and Sprague-Dawley (SD) rats at the maximum doses of 1600 mg/kg and 800 mg/kg, respectively. In the 26-week toxicity study, we used repeated oral administration of 20(S)-ginsenoside Rg3 in SD rats over 26 weeks at doses of 0, 20, 60, or 180 mg/kg. Moreover, a 4-week recovery period was scheduled to observe the persistence, delayed occurrence, and reversibility of toxic effects. Results: The result of acute toxicity shows that oral administration of 20(S)-ginsenoside Rg3 to mice and rats did not induce mortality or toxicity up to 1600 and 800 mg/kg, respectively. During a 26-week administration period and a 4-week withdrawal period (recovery period), there were no significant differences in clinical signs, body weight, food consumption, urinalysis parameters, biochemical and hematological values, or histopathological findings. Conclusion: The mean oral lethal dose (LD₅₀) of 20(S)-ginsenoside Rg3, in acute toxicity, is above 1600 mg/kg and 800 mg/kg in mice and rats, respectively. In a repeated-dose 26-week oral toxicity study, the no-observed-adverse-effect level for female and male SD rats was 180 mg/kg.

• Journal of People, Plants, and Environment
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• v.24 no.3
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• pp.245-256
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• 2021

Background and objective: The vitalization of urban agriculture has increased various forms of experience-based education using school gardens, which raised the importance of school gardens in terms of value as well as the need to develop an implementation system for education-based agricultural experience service using school gardens. Thus, we reset the evaluation indicators from the previous study to establish objective evaluation indicators that enable quantitative comparison of school garden education services. Methods: Analytic hierarchy process (AHP) and direct question (DQ) surveys were conducted on 20 experts from October 12 to 19, 2020 after establishing the purpose and subjects of evaluation, and then the weights were calculated using the Expert Choice 2010 program. Results: First, we analyzed the problems of the previous indicators by categorizing the performance indicators and comparing and verifying them with six requirements of valuation. Then, we added 'welfare values' and established sub-indicators accordingly. The importance of value indicator in AHP was in the order of education values (0.544), health values (0.182), welfare values (0.164), environmental values (0.062), and economic values (0.049). The importance of environmental and economic values was relatively low, less than 0.1. The importance of sub-indicators was highest in cultivating character (0.144), followed by enhancing ecological sensitivity (0.141) > promoting mental health (0.134) > cultivating agricultural literacy (0.120) > improving social skills (0.104). And mitigating climate change in environmental values was lowest (0.009). Increase in income was the lowest (0.036). This can be regarded as the expression of change to increase the educational effect based on collective life and the connotative meaning of 'school'. In the case of DQ, the AHP weight and order were the same, but the environmental and economic values were relatively low, and the result was different from AHP weight. For sub-indicators, the importance in DQ was highest in promoting mental health (0.136), followed by promoting physical health (0.085), ]cultivating character (0.082), social integration (0.072), and enhancing ecological sensitivity (0.071). After reviewing related experts, we came up with 5 evaluation indicators and 16 sub-indicators for school garden education service, which are objective evaluation indicators that enable quantitative comparison. Conclusion: In the future, we will validate the socioeconomic values of school garden education services and contribute to revitalizing school gardens by establishing policy alternatives for effective operation and management of school gardens.

• Journal of The Korean Association For Science Education
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• v.33 no.6
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• pp.1202-1218
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• 2013

This study analyzed questions related to the content knowledge on the subject of chemistry for middle and high school teacher employment examinations conducted from the school years 2009 to 2013 based on the evaluation scope of the chemistry subject content knowledge and evaluation contents that were presented by the Korea Institute for Curriculum and Evaluation (KICE). To achieve the objectives of this study, a total of 140 questions were collected with respect to the questions that appeared on the test over the last 5 years, which aimed to evaluate the level of applicants' knowledge related to the contents of chemistry subject. The ratio of the contents covered in the test was assessed based on the scope of evaluation and the items for evaluation among the 4 subjects. Based on the results, suggestions were presented in relation to the operation of the chemistry curriculum for the Department of Chemistry Education at the college of education or the restructuring of the evaluation scope. There was a significant difference in the ratio of items that appeared on the test among the 4 subjects related to the content knowledge on chemistry. Also, there was a remarkable difference in the ratio of items covered in the test among the evaluation scope by subject. The results of the analysis on the evaluation content items suggested that 41 items out of 122 did not appear in the teacher employment examination for 5 years. Based on such results of analysis, this study discussed the need for readjusting the ratio of items covered in the test on content knowledge related to chemistry or the evaluation scope and evaluation content items.

• 대한예방의학회:학술대회논문집
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• 2005.10a
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• pp.506-506
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• 2005

• Safe Food
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• v.6 no.2
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• pp.40-46
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• 2011

• Proceedings of the KIEE Conference
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• 2002.11c
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• pp.7-10
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• 2002

This paper describes a method of comfortableness evaluation using 4-channel EEGs. The proposed method uses the linear predictor coefficients as EEG feature parameters and neural network as comfortableness pattern classifier. For subject independent system, multi-templates are stored and the most similar template can be selected. Changing the temperature and humidity conditions, 4-channel EEG signals for 10 subjects are collected. As a result, the developed algorithm showed about 66.7% performance in the comfortableness evaluation.

• Annals of Clinical Neurophysiology
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• v.20 no.2
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• pp.93-96
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• 2018

Evaluation of diaphragm function is challenging because no single test has a high diagnostic yield. We describe ultrasound findings in three cases with acquired unilateral diaphragmatic elevation. These cases confirm that sonographic evaluation is a valid tool for identifying diaphragm dysfunction. In addition, ultrasound measurements of diaphragm thickness and the contractility can be used to determine if a diaphragm is paralyzed and suggest the duration of paralysis (i.e., acute or chronic).