• The Journal of the Korea Contents Association
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• v.10 no.3
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• pp.326-336
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• 2010

Camps that provide students with edutainment and cooperative work experiences gain a great popularity worldwide. Accordingly, many camp programs with a variety of subjects and contents have been developed and introduced. The operations managements related to the camp, however, has not been nearly dealt with and the camp staffs in practical camp programs have had heavy burden of clerical works during the camp. To address this problem, this study designed a new operation system for clerical works in camp (OSCWC) for consistently managing associated data by its database and automatically providing camp-related documents via internet. In this study, we validated its effectiveness by applying an its web-based prototype to real data of previous camp case. The camp staffs can handle significant camp-related works and enhance the quality of camp program by reducing miscellaneous works through the use of OSCWC. As a result, the system will help to reduce total operating cost of camp.

• English Language & Literature Teaching
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• v.17 no.4
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• pp.293-312
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• 2011

Many immersion programs have been established and managed throughout Korea in recent years in schools, English villages and camps. Research on the effects of various programs has been reported with focus on the program types or the benefits and learning outcomes for the participants. The purpose of this study is to find out the effects of participation at English camp as a teaching assistant by comparing some factors such as competence, English abilities, and connection to current studies/career before and after camp experience. The results show that all 17 competence rates rose with 'crisis management' showing prominent change. Also, the camp experience provides opportunity for improving English Test scores, conversational skills, teaching skills, and mostly language confidence. Lastly, the camp helped in setting career goals and was helpful in the preparation process of job seeking. Most of the subjects, the teaching assistants at camp, replied that the impact of camp experience is useful in current studies/career. In conclusion, the experience as camp teaching assistant is valuable in many aspects.

• Journal of Gifted/Talented Education
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• v.21 no.2
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• pp.547-573
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• 2011

In this study, using a questionnaire about camp programs, we surveyed 375 gifted education institutes, including 285 classes for the gifted, 70 institutes for the gifted at education offices, and 20 institutes for the gifted at universities. The survey questionnaire consists of questions relating to camp design, camp operation, and camp introspection. The questions relating to camp operation are subdivided into questions relating to content, process, product, and learning environment of the camp. In the analysis of camp design, experience-centered camps entailing visits to research institutes, science museums, and so on showed the highest ratio. The camps were generally carried out in summer vacation as two day/one night programs. The average score of camp content was 3.72, that of camp process was 3.78, that of camp product was 3.77, and that of camp environment was 3.58. In the analysis of camp introspection, the item 'a lack of information about diverse camp activities' showed the highest difficult thing. Integrating these results, we suggest that information about diverse camp activities should be developed and supplied and the camp environment strengthen the freedom of students to select camp activities.

• The Journal of Korean Academy of Sensory Integration
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• v.1 no.1
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• pp.81-86
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• 2003

To make up extended and intensive sensory integration program, Korean Society of Sensory Integration Therapist(KSSIT) planned and practiced sensory integration camp. Camp were held during 5 days and 7 children with sensory integrative dysfunction were participated in the camp. COPM, Sensory profile, STEP-SI and interview were used for deciding the therapy goals. For preparing the camp, therapists did seminars, discussion and get advices form specialists in US and Japan. Through the camp, as the theme, not only children and parents got the chance of challenging but also therapists challenged by themselves. For this camp KSSIT expected to build up more effective sensory integrative program and research.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.22 no.2
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• pp.41-62
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• 2011

This research intends to identity problem and to suggest improvement through examples of the children for Reading Camp connected on Reading with Library Program for Children of Alienation in the National Library for Children and Young Adult and to investigate the way of effective the reading camp. The study investigated the operational practices of reading camp programs in 6 areas in the country. Further, it conducted a survey with children and librarians participated in the reading camp program. Based on the results, effective reading camp operation has been suggested and some suggestions have been made to improve administration strategies for reading camp.

• The KIPS Transactions:PartC
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• v.8C no.4
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• pp.469-478
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• 2001

본 논문에서는 애드 혹 망을 위한 메쉬 기반 멀티캐스트 라우팅 프로토콜 중 하나인 CAMP(Core-Assisted Mesh Protocol)를 보완한 CATMP(Core-Assisted Thick Mesh Protocol)룰 제안한다. CAMP는 트리 구조를 사용하지 않으면서 데이터나 제어 패킷의 플러딩없이 라우팅 구조를 생성하는 유일한 프로토콜이다. 따라서 제어 패킷의 발생이 제한적이고 네트워크의 크기가 확장되어도 잘 적응할 수 있다. 그러나 CAMP는 메쉬의 중심부보다 가장자리가 연결성이 떨어지기 때문에 그룹 멤버의 수가 적은 경우나 멀리 떨어진 위치에 존재하는 그룹 멤버가 있는 경우 데이터 전달율이 저하된다. CATMP에서는 이를 보완하기 위해 메쉬의 연결 정도가 낮은 지역에서도 이웃의 참여를 유도하여 연결 정도를 높여줌으로써 결과적으로 전체 메쉬가 좀 더 균일하게 형성되도록 한다. 시뮬레이션을 통해 CAMP와 CATMP의 성능을 비교한 결과 CAMP의 성능이 저하되는 상황에서 CATMP가 성능을 향상시킬 수 있음을 볼 수 있었다.

• The Korean Journal of Zoology
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• v.37 no.2
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• pp.222-231
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• 1994

밤바구미 유충기의 whole body로부터 cyclic AMP(CAMP)를 추출하여 농도 변화를 측정하였고 cyclic AMP-dependent protein kinase(PKA)를 부분 정제하여 활성도 변화를 조사하여 CAMP 농도와 PKA 활성도와의 소장관계를 비교하였다 CAMP 농도와 PKA 활성도는 HPLC와 liquid scintillation counter를 이용하여 측정하였다 CAMP 농도는 밤바구미 유충에서 월동전에 0.57 UMlg로 가장 높았고, 월동중에 0. 14 UMIS로 감소하였다가 월동후에 0.29 UMlg로 증가하였다 또한 PKA 활성도는 월동전에 2.56unit/mg로 가장 높았으며, 월동중에 0.62 unit/mg로 감소하다가 월동후에 07 unit/mg로 다시 증가하여 CAMP 농도 변화와 유사한 경향을 나타내었다. 이는 월동전에 휴면에 대비하여 최대의 취식으로 지방체 축적이 가장 많았고, 월동중에는 지방체의 소비가 증대되.기 때문에 감소하였다가, 월동후 휴면 종결과 유충-번데기 탈피를 준비하기 위해 'CAMP 농도와 PKA 활성도는 다시 증가하였다.

• The Journal of Korean Academy of Sensory Integration
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• v.2 no.1
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• pp.65-71
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• 2004

Objective : Korean Academy of Sensory Integration(KASI) planned and executed sensory integration Therapy Camp to serve intensive sensory integration program for children with the sensory integrative dysfunction, to support their family with parent' education and home programs, and to suggest practical guideline for therapists through individual supervision and demonstrations. Methods : The camp was held during 5days in the children's center for developmental support that set up sensory integration tools. The camp executed the individual and group interventions that consisted of 7 children with sensory integrative dysfunction, especially dyspraxia and 7 therapists who manage them and 6 supervisors. Results : Children which served the intensive intervention showed the improved adaptive responses during the camp and their parents reported the satisfaction degree of the camp program was 83%. Their therapists also had a chance to understand the broader sensory integrative interventions through the supervision. Conclusion : To provide the clients for qualitative sensory integration service, the camp must be programmed that children with the sensory integrative dysfunction can service the intensive sensory integration program and their therapists can actually experience reeducation individually through supervision and demonstrations.

• Journal of Korean Society of Forest Science
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• v.106 no.2
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• pp.230-239
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• 2017

This study was performed to analyze the relationship between the participative motivation and satisfaction of adolescents participating in Green Camp which was the field centered forest experience camp as analyzing the factor of the participative motivation and its influence on the satisfaction. Also, this study identified the changes in creative personality before and after participation to Green Camp. In results, there were five motivation factors: 'Adventure and Interest', 'Forest Activity', 'Improve Physical Health', 'Rest', 'Suggestion'. When respective factors were analyzed, the mean of 'Interest and adventure' was the highest at 4.303, and then 'Forest activity' at 4.287, 'Rest' at 3.970 followed. In the case of participant satisfaction, 'the teaching materials and tools of the camp' was the highest at 4.530, and then 'contents of the camp' at 4.410, 'lecture performer of the camp' at 4.229, 'the way of progress of the camp' at 4.036, 'the place of the camp' at 3.952, 'the passage time of the camp' at 3.843 followed. It showed that 'Forest activity' factor and satisfaction had a positive relationship (p<0.05). In addition, the means of creative personality before-and after-program participation increased from 3.687 to 3.773 (t=-2.218, p=0.029). Based on the analysis of satisfaction, this study suggested improvements of Green camp. Also, it proved that the participation Green camp had influence on the creative personality. The finding of this study is meaningful in that it proposed the necessity of activation forest education focusing on experience.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.1
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• pp.81-102
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• 2010

The purpose of this study was to analyze the content and design of the seven math camp programs for students of the education centers for the elementary gifted students. The analysis focused on the goals, content, and evaluations utilized in the math camp programs. The results of the study were as follows. First, there was no big difference between the goals set for each camp, and they mainly focused on the goals in affective domain. Second, the content of math camp programs was focused on enrichment rather than acceleration. Most of the programs were focused on geometry, whereas fewer programs were focused on measurement, probability and statistics. Based on the Analysis, we found that only nine out of 27 programs applied level-wised or individual exercise programs. Third, all centers for the mathematically gifted carried out evaluations of their math camp programs. However, a specific evaluation plan was not established for the math camp program plans. We suggested the direction of math camp programs as follows. First, the goals should reflect on the intended outcomes of the math camp programs. Also, the goals of math camp programs need to be distinctive from general education goals. Second, the programs should contain harmonious contents with enrichment and acceleration and must include various reactions and task commitment. The math camp programs need to include references and an appropriate information for the gifted students to encourage self-directed learning. Third, a more specific evaluation plan for math camp programs needs to be developed for effective education for the gifted students.