• Journal of Elementary Mathematics Education in Korea
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• v.22 no.1
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• pp.69-92
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• 2018

In this study, we analyzed whether 2015 revised elementary school mathematics curriculum 's standards statements reflect the direction of 2015 revised curriculum. For the objectivity of analysis, 128 achievement standards statements were analyzed based on content - centered statements, activity - centered statements, and performance - centered statements by Seo Young - jin 's (2013). As a result of the analysis, it can be seen that the 2015 revision elementary mathematics curriculum achievement standards statements do not contain enough information to expand the mathematical competence of students. To complement this, the achievement standards statements should include more elements than 'content + function', and other criteria should be developed to clearly communicate the meaning of the achievement standards statements. And it is necessary to supplement the expression of 'function' in the achievement standards in order to improve the expression of the elementary school mathematics curriculum achievement standards statements.

• Journal of the Korea Society of Computer and Information
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• v.19 no.2
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• pp.173-182
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• 2014

In recent years, the efforts for standards of Web contents accessibility and improvements of Web accessibility are expanded in the government, public institutions, university, enterprises. Korean Web Accessibility Guidelines, KWCAG 2.0, by comparison with 1.0, was able to provide more define alternative text in terms of image content, enhance guidance for accessing and use of the keyboard and for a clear distinction of data tables. In this paper, we developed a CMS(Content Management System) for everyone to be able to access to information easily in the mobile/web environments that are changing rapidly. The CMS, which is developed in this paper, is designed and manufactured based on KWCAG, W3C XHTML-1.0-Strict DTD, W3C CSS2 web accessibility and web standards. CMS builder is a WYSIWYG manner making it easy to use and manage, as well as a variety of the web was to operate in a mobile environment.

• Journal of the Korean Magnetics Society
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• v.5 no.5
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• pp.427-431
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• 1995

The influence of Nd and B contents on the magnetic properties and structures of ${\alpha}-Fe$ based Nd-(Fe,Co)-B-Mo-Cu alloys was investigated. $Nd_{4}{(Fe_{0.9}Co_{0.1})}_{92-x}B_{x}Mo_{3}Cu_{1}$ and $Nd_{x}{(Fe_{0.9}Co_{0.1})}_{86-x}B_{10}Mo_{3}Cu_{1}$ amorphous alloys prepared by rapid solidification process were crystallized to form nanocrystalline structure. The increase of B content in $Nd_{4}{(Fe_{0.9}Co_{0.1})}_{92-x}B_{x}Mo_{3}Cu_{1}$ nanocrystalline resulted in the change of stucture of soft phase in the sequence of ${\alpha}-Fe$->${\alpha}-Fe+Fe_{3}B$->$Fe_{3}B$. The coercivitis of the alloys were increased with increasing B content and was 263 kA/m at x=18. On the contrary, the remanence has shown an opposite trends. The increase of Nd content in $Nd_{x}{(Fe_{0.9}Co_{0.1})}_{86-x}B_{10}Mo_{3}Cu_{1}$ nanocrystalline containing ${\alpha}-Fe$ as main phase had no effect on the structure and improved coercivity up to 256 kA/m. However, the remanence was decreased from 1.4 T to 1.15 T according to the increase of Nd content.

• English Language & Literature Teaching
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• v.9 no.2
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• pp.243-261
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• 2003

The purpose of this study is to introduce Korean teachers and researchers ESL standards for TESOL students developed by TESOL association in 1997. The standards were designed to be useful for teachers and other educators who want to incorporate them in their educational programs for ESOL students in mainly the USA. These standards are important because they articulate the English language development needs of ESL learners and provide directions to educators on how to fulfill the needs of ESL students. Also. they emphasize the major role of language in the attainment of other content area standards. In this paper the author introduced not only the theoretical backgrounds. construct. meaning of the standards, and the ways of implementation but also their lessons to our Korean situation.

• Proceedings of the Korean Society for Agricultural Machinery Conference
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• 2000.11b
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• pp.188-195
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• 2000

This study was conducted to measure the moisture content of powdered food using RF impedance spectroscopic method. In frequency range of 1.0 to 30㎒, the impedance such as reactance and resistance of parallel plate type sample holder filled with wheat flour and red-pepper powder of which moisture content range were 5.93∼-17.07%w.b. and 10.87 ∼ 27.36%w.b., respectively, was characterized using by Q-meter (HP4342). The reactance was a better parameter than the resistance in estimating the moisture density defined as product of moisture content and bulk density which was used to eliminate the effect of bulk density on RF spectral data in this study. Multivariate data analyses such as principal component regression, partial least square regression and multiple linear regression were performed to develop one calibration model having moisture density and reactance spectral data as parameters for determination of moisture content of both wheat flour and red-pepper powder. The best regression model was one by the multiple linear regression model. Its performance for unknown data of powdered food was showed that the bias, standard error of prediction and determination coefficient are 0.179% moisture content, 1.679% moisture content and 0.8849, respectively.

• Progress in Superconductivity
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• v.1 no.2
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• pp.135-140
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• 2000

Distribution of Pr ions between Y- and Ba-site of the $Y(Ba_{1-Xn}Pr_{Xn})_2Cu_3O_y$ ($0{\leq}Xn{\leq}{0.3}$, Xn : nominal composition) material prepared by the solid state reaction method was studied. Although the samples have narrow superconducting transition, tiny peaks of $Y_2BaCuO_5$ impurity phase are included in the x-ray diffraction patterns suggesting that some of the Pr ions are entered into the Y-site. The distribution of Pr ions between Y- and Ba-site was determined by measuring the mass fraction of YBCO and $Y_2BaCuO_5$ phase for each sample through the Rietveld analysis of the x-ray diffraction data. About 60 % of Pr ions occupy the Y-site regardless of the Pr content. Various superconducting parameters such as the oxygen content and the hole concentration etc. are compared before and after the impurity correction.

• Journal of Digital Convergence
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• v.10 no.1
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• pp.277-291
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• 2012

Smartphone (smartpad) and cloud computing has grown rapidly. So, the users started getting interested in multi-screen services. However, various OS / platforms due to the increased content development time and cost. Increase the cost of content development for a multi-screen service, it has been an obstacle. To solve this problem in this study, HTML5-based multi-screen service platform standards specification was established. HTML5 is a specification of the next generation of Web standards. Standards specification established by this study were research in terms of the service provider. And, this standards specification can be used independently of the service infrastructure and device. In addition, this standards specification in order to develop a multi-screen services are efficient and easy to use. For verification adequacy of standards specification established in this study, Scenarios technical entries were mapped by standard specification entries.

• Journal of the Korea Society of Computer and Information
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• v.23 no.6
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• pp.15-21
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• 2018

The purpose of this study is to design a Content-based Korean Class model using Flipped learning for foreign students. The class model that presents on this paper will lead the language learning through content learning, also it will be enable the student more active and to have an initiative in the class. Prior to designing a Content-based Korean Class model using Flipped learning, the concepts and educational significance and characteristics of flip learning were reviewed through previous studies. Then, It emphasizes the necessity of teaching method adapting Flipped learning to Content-based teaching method in Korean language education. It also suggests standards and principles of composition in Contents-based teaching method using Flipped learning. After designing the instructional model based on the suggested standards and principles, it presents a course of instruction about how learning methods, contents and activities should be done step by step. The Content-based Korean class model using the Flipped learning will be an alternative approach to overcome the limitations of teacher-centered teaching methods and lecture-teaching methods which are the dominant of present classroom environment.

• Proceedings of the Korea Concrete Institute Conference
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• 2006.11a
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• pp.405-408
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• 2006

In this study it compares a Japanese standards which is most similar contents with domestic standards related with the light weight aggregate concrete and derives the fundamental data from the results so that it will be able to refer at maintenance of standards or specifications in future. The case of domestic is the actual more insufficient condition which is described in the standards and the specifications than Japanese standards. For the production of he domestic light weight concrete the development of general standards and construction guides and control of water content ratio of the light weight aggregates become accomplished rightly in quality of construction site.

• Journal of Educational Research in Mathematics
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• v.23 no.4
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• pp.517-531
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• 2013

In this study, from the viewpoint that there should be no inconsistencies in stating the learning-content achievement standards of elementary mathematics curriculum, non-consistent use of the verb 'understand', 'know' and the noun 'meaning' which are used very frequently in the learning -content achievement standards of the Korean 2011 elementary mathematics curriculum are discussed. To this end, the modes that appear inconsistently in the 2011 curriculum, the 1997 curriculum, and the 2006 curriculum are investigated and analyzed. The result is that it is difficult to see that the verb 'understand', 'know' and the noun 'meaning' in the 2011 curriculum are used on the base of some principles. Based on this result, the following three suggestions are presented as the conclusions for the development of the future curriculum. First, it is necessary to restrict the contexts in which the verb 'understand' is used in stating the learning-content achievement standards. Second, it is necessary to clarify the difference between the verb 'know' and the verb 'understand'. Third, when 'the meaning of ~ ' is used, it is necessary to clarify what the meaning implies.