• The Korean Journal of Coaching Psychology
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• v.5 no.1
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• pp.33-65
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• 2021

This study is an exploratory study to investigate the concept of student success recognized by college students. In order to listen to students' free thoughts, an open questionnaire was conducted using an online questionnaire and 99 responses were analyzed. The response results were analyzed using CQR-M (Consensual Qualitative Research-Modified). As a result of the analysis, 25 categories were derived from three domains. The frist domain, 'meaning of student success' recognized by college students is with 9 categories: 'academic achievement', 'job competency improvement', 'gaining diverse experiences', 'satisfactory employment', 'setting of desired career path', 'relationship-building ability improvement', 'setting and achievement of own goals', 'self-development', and 'satisfactory college life'. The second domain, 'college environmental factors for student success' is with 7 categories: 'career development support', 'job competency improvement system', 'support for participation in college life', 'opportunities to form human networks', 'learning capability enhancement system', 'expansion of economic support', and 'environment for student convenience'. The third domain, 'psychological factors necessary for student success' is with 9 categories: 'learning ability', 'self-efficacy', 'interpersonal competence', 'self-awareness and improvement', 'job competency', 'self-regulation ability', 'rich experience', 'career awareness', and 'self-esteem'. The frequency and results of each domain were analyzed and presented, the significance and limitations of the study were discussed, and suggestions for subsequent studies were made.

• Information Systems Review
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• v.25 no.1
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• pp.93-110
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• 2023

Recently, attempts have been made to convert unstructured text into vectors and to analyze vast amounts of natural language for various purposes. In particular, the demand for analyzing texts in specialized domains is rapidly increasing. Therefore, studies are being conducted to analyze specialized and general-purpose documents simultaneously. To analyze specific terms with general terms, it is necessary to align the embedding space of the specific terms with the embedding space of the general terms. So far, attempts have been made to align the embedding of specific terms into the embedding space of general terms through a transformation matrix or mapping function. However, the linear transformation based on the transformation matrix showed a limitation in that it only works well in a local range. To overcome this limitation, various types of nonlinear vector alignment methods have been recently proposed. We propose a vector alignment model that matches the embedding space of specific terms to the embedding space of general terms through end-to-end learning that simultaneously learns the autoencoder and regression model. As a result of experiments with R&D documents in the "Healthcare" field, we confirmed the proposed methodology showed superior performance in terms of accuracy compared to the traditional model.

• Journal of Science Education
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• v.48 no.1
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• pp.1-14
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• 2024

The Korean Science Education Standards (KSES) were developed to support the establishment of a domestic national science curriculum to respond to future social and environmental changes as an action plan to improve scientific literacy in the context of science education. In this study, we analyzed the relationship between KSES and the 2022 revised middle science curriculum focusing its learning contents and learning objectives and sought effects of the successful implementation of the curriculum. As a result, the content system of the 2022 revised middle science curriculum was highly related to the categories of knowledge in KSES. Attempts to deal with the content related to the nature of science was also confirmed through content elements in science and society domains. In the case of achievement standards, it was focused on some areas of the performance expectations in KSES, but the level of statement of the achievement standards closely matched the level of middle school students as suggested by KSES. From these results, it was possible to confirm the high relationship between the 2022 revised middle science curriculum and KSES, as well as the possibility of using KSES as an international indicator for establishing future science education plans.

• Korean Journal of Remote Sensing
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• v.37 no.2
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• pp.275-290
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• 2021

Sulfur dioxide (SO2) in the atmosphere is mainly generated from anthropogenic emission sources. It forms ultra-fine particulate matter through chemical reaction and has harmful effect on both the environment and human health. In particular, ground-level SO2 concentrations are closely related to human activities. Satellite observations such as TROPOMI (TROPOspheric Monitoring Instrument)-derived column density data can provide spatially continuous monitoring of ground-level SO2 concentrations. This study aims to propose a 2-step residual corrected model to estimate ground-level SO2 concentrations through the synergistic use of satellite data and numerical model output. Random forest machine learning was adopted in the 2-step residual corrected model. The proposed model was evaluated through three cross-validations (i.e., random, spatial and temporal). The results showed that the model produced slopes of 1.14-1.25, R values of 0.55-0.65, and relative root-mean-square-error of 58-63%, which were improved by 10% for slopes and 3% for R and rRMSE when compared to the model without residual correction. The model performance by country was slightly reduced in Japan, often resulting in overestimation, where the sample size was small, and the concentration level was relatively low. The spatial and temporal distributions of SO2 produced by the model agreed with those of the in-situ measurements, especially over Yangtze River Delta in China and Seoul Metropolitan Area in South Korea, which are highly dependent on the characteristics of anthropogenic emission sources. The model proposed in this study can be used for long-term monitoring of ground-level SO2 concentrations on both the spatial and temporal domains.

• The Journal of Korean Philosophical History
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• no.28
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• pp.183-212
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• 2010

The purpose of this study is to provide a theoretical base for making a character education program and to develop a school violence prevention program and analysis the effects of the program in elementary schools. The prevention program was designed to target students, teachers, parents and community residents and utilized the above groups as participants. This study is developed on the basis of Social Emotional Learning as well as Emotional Intelligence which put on the importance on the role of emotion in the problem solving. In concrete, school violence prevention program based on the social and emotional learning, development of integrative programs articulating three key domains directly and indirectly influencing students' character formation, maximum use of the educational institutes' moral education curriculums and potential curriculums in the surrounding environment. To do so, bibliographical study and analysis of the research materials are carried out, and also the professionals' advice is received. The study object is 113 elementary school students of 2 elementary schools in Seoul. For them, the preparatory program is carried out from September 2009 to November 2009. And then, the analysis for the satisfaction degree of participation in the program and for the descriptive results of the school violence prevention education is carried out.

• Journal of The Korean Association For Science Education
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• v.37 no.5
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• pp.825-833
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• 2017

The Korean Ministry of Education has emphasized human resource development with creative and convergent ability for future science and technology development. Korean STEAM Education aims to enhance students' interest and their understanding of science and technology as well as to develop students' creative problem-solving skills. Through STEAM R&E project, students experience self-directed research in order to solve the problem in the context of everyday life. In this study, we aim to find out whether the creative leader competency of high school students changed after they experienced the STEAM R&E project. The creative leader competency consisted of three domains: cognitive, affective, and societal domain. We measured the creative leader competency using the questionnaire scales. The questionnaire was administered to 612 high school students who participated in the 2016 STEAM R&E project. Pre- and post- test scores were collected, and we analyzed it. We compared the mean difference between pre- and post- test scores as well as the mean differences among science high school, gifted school, science core school, and general high school. From the result, we found that all student' creative leader competency improved after participating in the STEAM R&E project in all three domains. The result also showed that students' test scores of science high school and gifted school showed no significant mean differences, while student's scores of both science core school and general high school improved significantly. From the results, we concluded that STEAM R&E activities could be an effective tool in cultivating creative leader competency, especially for general high school students and science core school students. We also suggested that further researches are needed to find how we could enhance students' creative leader competency.

• The Journal of Korean Philosophical History
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• no.25
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• pp.71-71
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• 2009

This study aims to provide a theoretical base for making a character education program on "how primary school students to cultivate their own right and good-minded characters." This study consists of three approaches: 1) an integrative approach based on the social and emotional learning, 2) development of integrative programs articulating three key domains directly and indirectly influencing students' character formation - school, family and local community(society), 3) maximum use of the educational institutes' moral education curriculums and the potential curriculums in the surrounding environment. In concrete, by specializing "social awareness and relationship skills" from various social and emotional ones, this study suggests an integrative program for the character education based on the theory of virtue in the Eastern philosophy. To develop such an Eastern philosophy-based integrative program for the cultivation of the social awareness and personal relationship skills, this study applies some virtue items of Eastern Ethics: for examples, 'rectification of the name(正名)' to improve skills for rational choice on the awareness and performance of social roles, 'empathy(忠恕)' to enhance the ability to share another person's feelings and emotions as if they were my own, 'reflect and seek in oneself(反求諸己)' to solve conflicts in peace and self-reflection, 'difficulty with countenance(色難)' to respond to others by understanding their situations and characters, 'select and follow good qualities of others and reform their bad qualities(擇其善者而從之, 其不善者而改之)' to make good results from various forms of personal relationship, and 'keep same respect as at first to old acquaintance(久而敬之)' to maintain good and emotional relationships. In particular, by underlining 'rectification of the name(正名)' and 'reflect and seek in oneself(反求諸己)', this study attempts to develop an alternative integrative program articulating three domains of school, family and local community.

• Journal of Korean Home Economics Education Association
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• v.27 no.4
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• pp.37-50
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• 2015

The purpose of this study was to analyze the core content of consumer area from 1st to 2009 revised middle school Home Economics textbooks with the aim of proposing guidelines. An in-depth content analysis was conducted twenty two Home Economics textbooks that have been used in middle schools, beginning with the first curriculum until the revised 2009 curriculum with word cloud. The major findings of this study were as follows; First, the first period of the textbooks emphasized thrift-related concepts such as budgeting and saving money. The second and third period in Home Economics textbooks focused on household work and resource management. From fifth period, the content of textbooks were emphasized learning how to find relevant information and making rational decisions as a consumer. The 2007 revised and 2009 revised period in Home Economics have focused on rational decision-making by adolescents, while taking into account environmental considerations. The content of textbooks now introduces students to the notions of ethical consumerism and eco-friendly consumption across domains such as clothing, food, and housing. The curriculum and content of textbooks in Home Economics should emphasize the concepts related to ethical consumption.

• Korean Journal of Biological Psychiatry
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• v.22 no.2
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• pp.78-86
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• 2015

Objectives Although ginseng has been reported to protect neuronal cells and improve various cognitive functions, relationship between ginseng supplementation and response inhibition, one of the important cognitive domains has not been explored. In addition, effects of ginseng on in vivo human brain have not been investigated using the diffusion tensor imaging (DTI). The purpose of the current study is to investigate changes in intrusion errors and white matter microstructure after Korean Red Ginseng supplementation using standardized neuropsychological tests and DTI. Methods Fifty-one healthy participants were randomly allocated to the Korean Red Ginseng (n = 26) or placebo (n = 25) groups for 8 weeks. The California Verbal Learning Test was used to assess the number of intrusion errors. Intelligence quotient (IQ) was measured with the Korean Wechsler Adult Intelligence Scale. Depressive and anxiety symptoms were evaluated using Hamilton Depression Rating Scale, Hamilton Anxiety Rating Scale, and Hopkins Symptom Checklist-25. The fractional anisotropy (FA) was measured from the brain DTI data. Results After the 8-week intervention, Korean Red Ginseng supplementation significantly reduced intrusion errors after adjusting age, sex, IQ, and baseline score of the intrusion errors (p for interaction = 0.005). Change in FA values in the left anterior corona radiata was greater in the Korean Red Ginseng group compared to the placebo group (t = 4.29, p = 0.04). Conclusions Korean Red Ginseng supplementation may be efficacious for improving response inhibition and white matter microstructure integrity in the prefrontal cortex.

• Journal of Science Education
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• v.35 no.2
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• pp.250-261
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• 2011

The purpose of this study is to analyze how the content elements of the environment education are displayed between related subjects in elementary school curriculum and find a desirable direction of the environment education. Major subjects that handle the components of the environment education include science, physical education, social studies, ethics, and practical arts. Among these subjects, science aims for the ecological perspective, social studies aims for rational decision making and practical behaviors, and ethics aims for the correct formation of environmental ethics and values. In the component ratio of the environment education, the domains of the natural environment, environmental ethics, environmental pollution, environmental protection and measure were higher. In the formation of content elements according to grades, the connectivity of the environment curriculum has been relatively well secured in the order of the learning about the environmental components, awareness on environmental problems and the measures and efforts to overcome environmental problems. Based on the findings above, the followings are proposed for future environment curriculum in elementary school. First, it is necessary to increase the ratio of the ecological perspective based on science and coordinate the period to suggest this contents. Second, it is necessary to complement the contents of social studies regarding green growth and sustainable development which have become global issues in the environment education. Third, Pan-curriculum and integrated discussions to prepare multi-academic and interdisciplinary environment curriculum have to be preceded and through this process it is necessary to set the target of environment education and select the content elements of the curriculum.