• Journal of the Korean Society of Surveying, Geodesy, Photogrammetry and Cartography
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• v.38 no.4
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• pp.375-382
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• 2020

As the 4th Industrial Revolution era in worldwide, interest in autonomous vehicles is increasing. but due to recent safety issues such as pedestrian accidents and car accidents, as a technical model for this, the demand for 3D HD maps (High Definition maps) is increasing in including lanes, road markings, road information, traffic lights and traffic signs etc. However, since some complementary points have been continuously raised according to demand, It is necessary to collect the opinions of institutions and companies utilizing HD maps and to improve HD maps. This study was conducted by utilizing the results of the contest for usability verification of HD Maps hosted by the National Geographic Information Institute and organized by the Spatial Information Industry Promotion Institute. For this study, we researched HD maps' layers and codes for HD maps object usability to improve HD maps, constructed HD maps object usability items accordingly, and contested usability verification of HD maps according to the items The contestants conducted verification and analyzed the results. As a result, the most frequently used code for each layer was the flat intersection, and the code showing the highest usage rate was a safety sign. In addition, the use rate of the sub-section and height obstacles was 16.67% and 8.88%, respectively, showing a low ratio. In order to utilize HD maps in the future, this study is expected to require research to continuously collect opinions from customers and improve data objects and data models that are actually needed by customers.

• Journal of Korean Home Economics Education Association
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• v.28 no.1
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• pp.19-39
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• 2016

The purpose of this study was to develop the safety theme-based integrated teaching learning process plans for the middle school Home Economics(HE) Instruction and ultimately to contribute for the middle school students to live their safe lives. To achieve the goals of this study, HE curriculum documents from the 1st to the 2015 revision were analyzed and a survey was conducted to identify the middle school students' current status of safety accidents and needs on the HE safety education. The respondents of the survey were the 512 students of one ${\bigcirc}{\bigcirc}$ Girls' Middle School in Busan. And then, the seven integrated themes were selected, each seven integrated theme-networks were formed, and safety theme-based Home Economics curriculum and learning materials were developed. The results of this study were as the follows. The safety education content has continually been included from the first HE curriculum of 1954 to the 2015 revised HE curriculum. The middle school student respondents highly needed the content of 'the methods to deal with sexual violence and prostitution prevention', 'suicide prevention', and 'bullying net' for the HE safety education. All the 42 items were needed for the HE safety education by the respondents. The safety theme-based HE teaching learning process plans developed finally included the seven integrated themes, which were (1) dietary life safety, (2) adolescents' sex and safety, (3) adolescents' relationships with friends and safety, (4) family life and safety, (5) dwelling life and safety, (6) adolescents' egos and safety, and (7) social environment and safety. Each integrated theme consisted of three to six small themes, which amounted to total 28(for 35 lessons). Each small theme was presented with learning objectives and particular goals. The total 157 learning materials including the Home Economics curriculum were developed, which offered learning objectives and content for each safety theme, total 28 teaching and learning plans(for 35 lessons) were developed, which offered specific instructions for the easy implementation of the curriculum in the classroom, 28 PPTs, 25 film materials, four reading materials, 61 workbooks, 14 activity sheets, 16 evaluation sheets, 3 test sheets, 2 reference materials, and 4 learning material models(the refrigerator model, traffic lights for discussions, food tray model and stickers, and food mileage card). In this study, the safety education themes of 'clothing life and safety', 'conflict and safety', 'professional life and safety', and 'consumer and safety' were not addressed because these theme were not needed highly by the respondents. Therefore, for the further development of the teaching learning process plans for the HE safety education, it is necessary to develop and evaluate the teaching learning process plans to address the themes of 'clothing life and safety', 'conflict and safety', 'professional life and safety', and 'consumer and safety'.