• Journal of the Korean earth science society
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• v.26 no.4
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• pp.336-346
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• 2005

This study identifies and compares science content standards that are approved by departments of education in six states: California, Connecticut, Michigan, New Jersey, Texas, and Virginia. Specifically, the study examines the goals/visions, the organizing/progression principles, the strands of science content, and earth science content found in the states curriculum standards compared to National Science Education Standards. Although many states followed the recommendations of NSES or Project 2061, the format and content of the state science standards reviewed are very diverse. The diversity seems to reflect the diverse perspectives and needs of the states. The results of this study provide Korean educators and teachers with useful models or examples to incorporate Korean national science curriculum guides into the science curriculum frameworks of their regions or schools.

• East Asian mathematical journal
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• v.27 no.4
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• pp.471-483
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• 2011

The purpose of this study is to introduce the Common Core State Standards (CCSS) for mathematics which is released on June 2, 2010 in the U.S.A. The common core state standards are aligned with college and work expectations, and include rigorous content and application of knowledge through high-order skills. The most distinguishable differences between the CCSS standards and the NCTM standards are that the CCSS standards considers the mathematical modeling as one of the mathematical content domains such as algebra, geometry, ets, and the standards are designed by working together with school leaders of all states.

• Proceedings of the Korean Institute of Building Construction Conference
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• 2014.05a
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• pp.106-107
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• 2014

This study dealt with an experimental study on development of tile grout cement complied with international standards criteria. Tile Grout Cement is divided two grade, 1 type and 2 type, in KS F 1592:2011. International Standards(ISO) is divided 9 grade. performance evaluation for cement content was measured according to KS L ISO 13007. water absorption test results are based on the cement content 30% were satisfied with International Standards criteria. strength test results are based on the cement content 25% were satisfied with International Standards criteria.

• The Journal of Sustainable Design and Educational Environment Research
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• v.22 no.3
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• pp.14-29
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• 2023

This study aims to elucidate the content and format of school safety standards to clarify the roles and responsibilities of schools in realizing school safety. Toward this end, difficulties in operating school safety standards at various sites were classified into four small groups with a total of 26 educational administrators, superintendents, and researchers to listen to the opinions of experts in the field and analyze related data. As a result, we comprehensively analyzed in-depth interviews with the respondents who are working at provincial offices of education regarding the proposed school safety standards. We also analyzed the necessity of developing these standards and examining the appropriateness of their content and format. Results were derived from four aspects, including the field applicability of such standards. The study draws the following conclusions. First, it focuses on setting the direction for the development of school safety standards. Second, it highlights the exploration of the system and content of these standards. Third, it pertains to the preparation of a draft of these standards.

• Journal of Korea Spatial Information System Society
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• v.1 no.2 s.2
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• pp.99-113
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• 1999

The role of a GIS as a tool for a national information infrastructure can best be fulfilled once GIS standards are implemented. In this paper, we have identified what the contents of GIS standards in other countries are, and what should be the future direction for implementing a nation's GIS standards. Based on a detailed review on GIS standards in the USA, Australia, Japan and the United Kingdom, we derived the following: (1) A nations's GIS standards should include both geographic information content standards and geographic information service standards: (2) A nation's GIS standards should be a profile of ISO GIS standards: (3) Each GIS standards should be developed on the bassis of the Entity-Relationship Model using Unified Modeling Language: and (4) Experts in GIS should pay much more attention on studies on GIS service standardization. As for building the national GIS Standards for Korea, we recommend both GIS Content Standards and GIS Service Standards be simultaneously developed. GIS Content Standards include geographic feature content standard, feature classification standard, portrayal standard, rules for application standards, spatial reference model and terminology. GIS Service Standards include standards for data sharing such as metadata standard and transfer standard, quality standard, quality principle and portrayal standards.

• Journal of Korean Home Economics Education Association
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• v.17 no.2
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• pp.183-195
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• 2005

The purpose of this study was to develop educational objectives and content standards for clothing life area based on the theoretical framework of home economics education. To achieve this, literature review and need assessment on curriculum contents for clothing life area were performed. and expert meetings and a workshop were held. The results were considered in developing educational objectives and content standards. The educational objectives were developed in both general and specific levels. The curriculum contents were developed according to educational objectives in the specific levels in the form of content standards. Specific concepts for each content standard were proposed. The curriculum materials proposed in this study can be applied flexibly to the future development of national curriculum and textbooks.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.2
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• pp.239-257
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• 2016

The Common Core States Standards was developed by building on the best state standards in the U.S.; examining the expectations of other highperforming countries around world; and carefully studying the research and literature available on what students need to know. The Common Core States Standards for Mathematics are reshaping the teaching and learning of mathematics in California classroom using the California Common Core States Standards for Mathematics(CA CCSSM). The aim of this study is to observe CA CCSSM. The CA CCSSM were established to address the problem of having a curriculum that is 'a mile wide and an inch deep'. And it have two types of standards. One is standards for mathematical practice which are the same at each grade level, the other is standards for mathematical content which are different at each grade level. This study focused on standards for mathematical content, in particular, on Geometry domain in elementary level, using Mathematics Framework for California Public Schools.

• Journal of Korean Home Economics Education Association
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• v.18 no.2 s.40
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• pp.79-95
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• 2006

This study was based on the conceptual framework of Home Economics curriculum development carried by Korean Institution of Curriculum and Instruction. The purpose of this study was to develop the educational objectives and content standards for family life area In home economics education. To achieve this, literature review and need assessment on curriculum contents for family life were performed, and expert group meeting and workshop were held. The results form various meetings and workshop were reflected in developing educational objectives and content standards. The educational objectives were developed in both general and specific levels. Content standards were developed according to educational objectives in specific level and major concepts for each content standard were proposed. The curriculum materials proposed in this study can be considered as a precious research for the upcoming future development of national curriculum and textbooks.

• Journal of the Korean Society of Environmental Restoration Technology
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• v.16 no.2
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• pp.127-135
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• 2013

This study was carried out to verify the suitability of GRS(Glass-fiber Reinforced Slag) as natural type landscape stone according to the material property and structural safety performance standards. The structural safety performance of the GRS panel showed 12.4MPa and 16.2MPa each in flexural strength at 2 and 3% content of glass fiber while the flexural strength at 4 and 5% of glass fiber content showed 26.9MPa, and 30.2MPa, respectively, all satisfying the standards. In addition, air-dried gravity was found to be 1.82~1.89 in measuring range at 2~5% level of glass fiber content, satisfy the existing standards 1.8~2.3. In structural safety performance, the range of flexural strength consequent on glass fiber content was surveyed to be 12.8~30.2MPa, all satisfying the performance standards, while 10MPa and more while the compressive strength range was found to be 41.5~53.3MPa, all satisfying the performance standards, 40~60MPa. This study judged the suitability of only the items for a property of matter of landscape stone GRS by applying the natural-form landscape stone GFRC material standard, but in case an installation constructed with GRS material comes into existence later, there should be comprehensive performance guidelines through the research on durability, landscape performance and environmental and ecological performance.

• The Journal of the Korea Contents Association
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• v.10 no.9
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• pp.487-495
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• 2010

Online content evaluation standards were suggested in order to improve quality of education for informatics gifted students in this paper. This evaluation standards were developed by thinking and learning style and characteristics of gifted students which were presented in preceding research. The evaluation standards were reviewed through reliability analysis as well as analysis of the characteristics of items and validity analysis by experts of informatics gifted student education sector. In the result of analysis, reliability of items has been very reliable. Level of difficulty and discrimination about the characteristics of items has also shown satisfactory value. Developed the evaluation standards has 5 evaluation categories such as "talent development", "Interaction", and others. It also has 11 evaluation factors and 40 evaluation items. The online content evaluation standards can be helpful and useful in order to develop qualitative online contents and select online contents for informatics gifted student.