• Journal of the Korea Safety Management & Science
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• v.14 no.3
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• pp.151-158
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• 2012

The objective of this paper is to propose a method of how to perform risk assessment in the early stage of defense research and development for the acquisition of weapon systems. An advanced method for risk assessment and its associated objective functions are developed first based on the concept of systems engineering. The developed method is then applied to carry out the analysis of alternatives in the trade-off environments. As a case study, the multi-purpose training ship is considered, where it is performed using the notions of technology readiness levels, degrees of difficulty, and technology need values to facilitate design space visualization and decision maker interaction. It is noted that decision makers can benefit from our approach as an improved risk assessment method in the context of multi-criteria decision making.

• International Journal of Computer Science & Network Security
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• v.22 no.11
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• pp.229-235
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• 2022

This study aims to substantiate an interdisciplinary methodology for automated analysis and qualitative assessment of legislation and court decisions. The development of this kind of methodology will make it possible to fill a number of methodological gaps in various research areas, including law effectiveness assessment and legal monitoring. We have defined a methodology based on the interdisciplinary principles and tools. In general, it should be noted that even at the level of qualitative assessment made with the use of the methodology described above, the accumulation of knowledge about the relationship between legal objectives, indicators and computer methods of their identification can reduce the role of expert knowledge and subjective factor in the process of assessment, planning, forecasting and control over the state of legislation and law enforcement. Automation of intellectual processes becomes inevitable in a digital society, but, releasing experts from routine work, simultaneously reorients it to development of interdisciplinary methods and control over their application.

• Journal of The Korean Association For Science Education
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• v.41 no.3
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• pp.183-192
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• 2021

As part of the second-year monitoring study on the implementation of the 2015 revised science curriculum, this study investigated high school science teachers' perception and realization of instruction and assessment of elective courses to derive measures to settle and improve the science curriculum. A total of 244 high school science teachers responded to the survey questionnaire, and 9 teachers participated in interviews. In survey results, science teachers are contemplating ways to increase students' science competencies and their participation in classes, but still, lecture-oriented classes are most often used in their teaching. Regarding assessment, teachers responded that there were positive changes in all of the questions related to process-based assessment (PBA). Regarding the difficulty of managing science elective courses, teachers most often selected increased numbers of subjects being covered, overload of work, and the burden of restructuring classes considering various ways of teaching and assessment. Through in-depth interviews, teachers argued the difficulty for Science I courses to emphasize student participatory classes compared to integrated science, and the difficulty to implement student participatory classes for Science II courses, which are mainly placed in the third grade. Teachers also argue that it is necessary to secure time to implement PBA in science elective courses, and that there is no need to implement PBA for the science experiment since there are no tests on the SAT. Based on the results of the study, discussed in the conclusion are support plans for the settlement of PBA in elective courses, and the need for in-depth analysis of the direction and cause of student participatory classes and PBA at the school.

• Journal of the Korean Chemical Society
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• v.64 no.6
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• pp.429-437
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• 2020

This study investigated a total of 529 integrated science teachers' implementation and changes to apply the curriculum-instruction-assessment. Data was collected through online survey on scientific competencies and skills, teaching-learning and assessment methods, changes of teacher's preparation, topics/materials, teaching-learning, and assessment to apply the curriculum-instruction-assessment as teaching integrated science. The results of the study were as follows: first, in the integrated science class, teachers implemented more on scientific communication and scientific inquiry among scientific core competencies, and analysis and interpretation of data collection and communication among scientific skills. Teachers often taught in lectures and used multiple choice items and short essay for evaluation. Teacher groups with less than 10 years of teaching experience appeared to be less active in teaching scientific core competencies and skills than those with more than 10 years. Second, Teachers have increased more time and efforts to search and to organize various materials in addition to textbooks, and try to integrated concepts in various fields to prepare learning topics and textbooks. Third, even though teachers made little change in implementing the process-oriented assessment, they used instructional strategies to increase student engagement in the integrated science class, restructured the instruction to provide immediate feedback after conducting the assessment. It is necessary to build a system that ensures fairness and credibility of evaluation while respecting the autonomy and professionalism of teachers.

• 한국지구과학회:학술대회논문집
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• 2004.02a
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• pp.18-19
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• 2004

• Fire Science and Engineering
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• v.10 no.1
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• pp.25-43
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• 1996

This paper has been studied about promotion system for fire assessment. Mainly system carried out for BCJ (Building Center of Japan) and JFSC (Japan Fire Safety Center) fire risk assessment system. Much of the work of fire science and fire protection engineering is now explicitly designed to fill gaps or improve accuracy or flexibility In some comprehensive fire hazard or fire risk models.

• Journal of The Korean Association For Science Education
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• v.42 no.5
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• pp.501-514
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• 2022

This study aims to reveal what is necessary for pre-service science teachers to make good use of online formative assessment in the context of online classes. For 22 pre-service physics teachers, first, the preliminary perception of online classes, online formative assessment, and formative assessment was investigated; second, the practice process of online formative assessment was examined. Then the differences between perception and practice were compared and analyzed. Data were collected in preliminary surveys, lesson plans, online formative assessment items, and interview data. As a result of the study, an interaction was mentioned as the difficulty of online classes in the preliminary perception, and pre-service teachers mentioned the use of technology, feedback, and adjustment as advantages of online formative assessment. In most cases of practice, the automated feedback was used using the platform's technology, but it did not lead to adjustment and interaction. In addition, the use of items in online formative assessment was not suitable for formative functions. The reason why the interaction using formative feedback did not occur seems to be because the understanding of formative assessment was insufficient. Pre-service teachers need to be prepared for the 'formative' function through the feedback of online formative assessment so that can lead to interaction in online classes. The shift to online classes is creating difficulties, especially in interaction. It is necessary to prepare and educate pre-service teachers on fundamental aspects that can overcome these difficulties.

• Journal of the Korean Wood Science and Technology
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• v.31 no.2
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• pp.58-68
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• 2003

Capacity assessment of structural member must be ahead of the safety assessment of wooden traditional building. Capacity assessment of structural member has been dependent on empirical method with visual inspection even now. Safety assessment of building, however, can be more correct and reasonable provided non-destructive evaluation technique that scientific and logic would be used to evaluate the capacity of structural member. For that purpose, non-destructive evaluation technique was applied to column among many structural members of wooden traditional building to examine the possibility of capacity assessment of structural member. And then, those data will be used as a basic data for capacity assessment of structural member in a following study. Specially, deterioration progress levels of column according to exposed condition were measured. Similar results were obtained as compared with results of visual inspection, so there was a good possibility of application for non-destructive evaluation technique.

• Journal of Navigation and Port Research
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• v.35 no.4
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• pp.281-287
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• 2011

According to the Marine Traffic Safety Law, revised in 2009, Marine Traffic Safety Audit is introduced to secure the safe navigation, to prevent the marine accident and to maximize the efficiency of the port. In this audit system, marine traffic safety assessment is the most important scheme because the primary purpose of the audit system is to identify potential risk elements affecting safe navigation. Even though the reliability of audit result depends on the selection of assessment models, there are no independent assessment models for Korean coastal waters and most of models used in Korea currently are developed by foreign countries. Therefore, the development of the independent assessment model for Korean coastal water is required. This study, prior to the development of independent assessment model, aims to provide a basic data by comparing two foreign assessment models in Ulsan port area with marine accident statistics data.

• Journal of Environmental Impact Assessment
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• v.15 no.5
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• pp.339-355
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• 2006

In this paper, we reviewed the assessment criteria and conservation value used to evaluate vegetation. The Degree of Green Naturality (DGN) and the Grade of Vegetation Conservation (GVC) are both sets of criteria that estimate the degree of human disturbance or natural value of vegetation. The criteria are extensively used in decision-making about the natural environment conservation and environment impact assessment. Sometimes, social issues can rise because the criteria are not clear. This study aims to evaluate the criteria based on the many aspects of the related literatures and suggest reasonable revised criteria. In addition, criteria for representing the relative value of valuable vegetation conservation are suggested. The DGN and GVC are essentially same; both have 11 degrees and 5 grades. While the DGN is subdivided into levels of anthropogenic disturbances, the GVC indicates the priority for conserving valuable vegetation. Therefore, the DGN is very useful for assessing land development projects, etc., while the GVC is needed to delineate the Ecological Assessment Map(EAM). In conclusion, it is desirable that both criteria should be used together appropriately.