• Proceedings of the Korean Institute of Electrical and Electronic Material Engineers Conference
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• 2010.06a
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• pp.375-375
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• 2010

CdTe as an absorber material is widely used in thin film solar cells with the heterostructure due to its almost ideal band gap energy of 1.45 eV, high photovoltaic conversion efficiency, low cost and stable performance. The deposition methods and preparation conditions for the fabrication of CdTe are very important for the achievement of high solar cell conversion efficiency. There are some rearranged reports about the deposition methods available for the preparation of CdTe thin films such as close spaced sublimation (CSS), physical vapor deposition (PVD), vacuum evaporation, vapor transport deposition (VTD), closed space vapor transport, electrodeposition, screen printing, spray pyrolysis, metalorganic chemical vapor deposition (MOCVD), and RF sputtering. The RF sputtering method for the preparation of CdTe thin films has important advantages in that the thin films can be prepared at low growth temperatures with large-area deposition suitable for mass-production. The authors reported that the optical and electrical properties of CdTe thin film were closely connected by the thickness-uniformity of the film in the previous study [1], which means that the better optical absorbance and the higher carrier concentration could be obtained in the better condition of thickness-uniformity for CdTe thin film. The thickness-uniformity could be controlled and improved by the some process parameters such as vacuum level and RF power in the sputtering process of CdTe thin films. However, there is a limitation to improve the thickness-uniformity only in the preparation process [1]. So it is necessary to introduce the external or additional method for improving the thickness-uniformity of CdTe thin film because the cell size of thin film solar cell will be enlarged. Therefore, the authors firstly applied the chemical mechanical polishing (CMP) process to improving the thickness-uniformity of CdTe thin films with a G&P POLI-450 CMP polisher [2]. CMP process is the most important process in semiconductor manufacturing processes in order to planarize the surface of the wafer even over 300 mm and to form the copper interconnects with damascene process. Some important CMP characteristics for CdTe were obtained including removal rate (RR), WIWNU%, RMS roughness, and peak-to-valley roughness [2]. With these important results, the CMP process for CdTe thin films was performed to improve the thickness-uniformity of the sputtering-deposited CdTe thin film which had the worst two thickness-uniformities of them. Some optical properties including optical transmittance and absorbance of the CdTe thin films were measured by using a UV-Visible spectrophotometer (Varian Techtron, Cary500scan) in the range of 400 - 800 nm. After CMP process, the thickness-uniformities became better than that of the best condition in the previous sputtering process of CdTe thin films. Consequently, the optical properties were directly affected by the thickness-uniformity of CdTe thin film. The absorbance of CdTe thin films was improved although the thickness of CdTe thin film was not changed.

• Journal of Korean Home Economics Education Association
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• v.26 no.4
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• pp.51-73
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• 2014

The purpose of this study is to develop a family life educational program and verify the effectiveness hereof in order to improve a family life and enhance practice ability for marriage immigrant women. The content of family life educational program was composed based on the family life education lesson of the home economics textbooks. The adequacy of the program content was verified by the two experts. The study subjects were the 14 marriage immigrant women living in J-gu of Seoul and the program was conducted for 3 days from September 16 to October 7 2014 at the Seoul J Multicultural Family Support Center. As for program evaluation, this study conducted both an objective evaluation and subjective evaluation (semi-structured interview and survey). The author of this study composed the questions of the objective evaluation on the basis of the previous studies and home economics textbooks. The aforementioned two experts verified the questions thereof. The important findings of this study are as follows. First, this study developed the family life educational program that consisted of a total of 8 rounds on the basis of "the happy family life education lesson led by family". Second, this study ensured that the family life educational program for marriage immigrant women would help understand the Korean traditional culture and also the family culture of their homeland. Also, this study aimed to allow the study subjects to develop an attitude to respect the diversity of family life culture. Third, it was found that the effectiveness of the program was statistically significant in the objective evaluation through the ex ante and ex post assessment as a result of the program effectiveness test. From the subjective evaluation, all the participants had a high degree of satisfaction with more than 4.0 points in all of the following areas: program objective achievement, adequacy of program contents and activities and program operation. As a result of the subjective evaluation through the semi-structured interview, this study confirmed a high level of desire for family life education through the willingness of marriage immigrant women to continue to learn the in-depth contents related to family life education. The above findings of this study imply that a family life educational program based on home economics can play a critical role in implementing a healthy family life education for marriage immigrant women.

• Journal of Gifted/Talented Education
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• v.21 no.1
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• pp.57-81
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• 2011

The purpose of this study was to explore the quality of life of musically talented students as measured by their external experiences (e.g., activities, companions) and internal experiences (e.g., flow, emotion). The participants in this study were 33 musically talented students (10 males, 23 females) aged 13 to 19. Study data were collected for 7 consecutive days using the Experience Sampling Method (ESM), which employs a cellular-phone as a signaling device. The results were as follows: First, in response to the 1625 random signals, musically talented students reported that 40.9% of their time was spent on productive activities. An additional 33.4% of time was used for maintenance activities and the rest of their time was spent on leisure/social activities. Also, musically talented students reported that 48.5% of their time was spent alone. When they were alone, they spent a lot of time engaging in productive activities (44.3%). Second, in order to measure the flow of their life, two methods were used. One used a 4-channel flow model (i.e. apathy, boredom, flow, anxiety) and the other used 8 dimensions and conditions of the flow experience (i.e. concentration, self-consciousness disappears, action and awareness merge, distorted sense of time, freedom from worry about failure, clear goals, immediate feedback, balance between challenges and skills). According to the former, when engaged in music-related activities, musically talented students usually reported flow (54.0%), while they felt apathy (41.3%) for daily routines activities. According to the latter method, musically talented students experienced flow for most productive activities, while they experienced flow least for maintenance activities. Emotional variables of ESF are comprised of 10 semantic scales (i.e. happy-sad, strong-weak, active-passive, sociablelonely, proud-ashamed, involved-detached, excited-bored, clear-confused, relaxed-worried, cooperative-competitive). Musically talented students reported experiencing the most positive emotion for social activities and experiencing the most negative emotion for maintenance activities. Results of this study assert that musically talented students had to trade off immediate enjoyment for developing their special gifts. They could not afford as much time for socializing with friends, and they had to spend more time alone compared to their peers without such gifts. Consequently, they were found to deprive themselves of the spontaneous good times that teenagers usually thrive on. They were helped in this respect by their autotelic personality traits, especially their strong need for achievement and endurance. The downside, however, is that the moment-to-moment quality of their moods suffered. The argument concerning musically talented students applies for all adolescents. The choices that talented students must make between immediate gratification and long-term development, and between solitude and companionship, are the same choices every young person must make, regardless of her or his level of talent. All of us have gifts that are potentially useful and worthy of being appreciated. But to develop these latent talents we must cultivate them, and this takes time and the investment of mental energy. The lifestyle that musically talented students develop can show us some of the choices all of us must make in order to cultivate our gifts.

• Journal of Korean Home Economics Education Association
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• v.31 no.3
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• pp.91-116
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• 2019

The purpose of this study is to examine the meaning of Changemaker education and to investigate the significance of Changemaker education in home economics education through a study of growth of learners applying the TEMPS program. To this end, first, the concept of Changemaker education was defined. Changemaker education is an education that changes society in a positive direction through a process of thinking about, learning about, making, and participating(playing) in various problems that we face in real life and drawing out solutions and share he solutions with others. Second, in this reasearch, the direction of Changemaker education is to make them interested in social problems and solve it and to make both the family and the career life happy and healthy by collaborating with other people. The scope of the contents is defined as "the selection of the content elements of the five domains of the child family, diet nutrition, clothing, housing and consumer life". As a way of teaching, we suggested that the TEMPS phase is followed so that the session purpose is achieved. Third, the Changemaker program consists of five steps of TEMPS among the five key ideas of Changemaker education. T(Thinking) is the step of understanding the problem and thinking about how to solve it, and E(Education) is getting the background for the next step. M(Making) is a step to create a target for problem solving, and P(Participation) and P(Play) are steps to Participation and enjoy. S(Share) is a step of changing the society through the result display, SNS sharing, and class presentation. In this study, 12 programs for middle school and 15 programs for high school were developed on the basis of TEMPS level. Each of the programs consists of 2 to 12 unit hours, which add up to 68 hours in the middle school program and 68 in high school. The learners who participated in the Changemaker program for one year (March 2, 2018~December 31, 2018) will experience improvement in many aspects including the linkage of life and education, practical ability, self-directed learning, self-esteem, sense of achievement and self-reflection, sensory observation, and so on.

• Journal of the Korean Society of Earth Science Education
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• v.10 no.1
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• pp.50-61
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• 2017

The purpose of this study is to analysis eye tracking for high school students' learning styles in the process of solving in the behavioral domains of the College Scholastic Ability Test on Earth Science I. The subjects of this study were 50 students from two classes out of 4 classes in E high school in Chungcheong province. Among them, we conducted experiments by randomly sampling 2 students of each type of learning based on the criteria that they had not encountered the problem of Earth Science I from the past two years. The findings indicate that the item correctness rate of divergers, assimilators, convergers, and accommodators were higher in the knowledge domain, application domain, knowledge-understanding domain, and understanding domain. This confirms that there is a difference among the four learning styles in the level of achievement according to the behavioral areas of the assessment questions. The latter finding was that the high eye-share of AOI 2 appeared higher than AOI 1, 3, 4 in the course of solving the problems. This is because the four types of learners pay more careful attention to the AOI 2 area, which is the cue-or-information area of problem solving, that is, the Table, Figure, and Graph area. Therefore, in order to secure the fairness and objectivity of the selection, it is necessary that an equal number of questions of each behavioral domain be selected on the Earth Science I Test of the College Scholastic Ability Test in general. Besides, it seems to be necessary that the knowledge, understanding, application, and the behavior area of the inquiry be highly correlated with the AOI 2 area in development of test questions.

• Journal of the Korean Institute of Landscape Architecture
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• v.45 no.2
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• pp.23-39
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• 2017

This study began from the question, "is there a way to efficiently apply industrial demand in the university curriculum?" Research focused on how to actively accept and respond to the era of the NCS (National Competency Standards). In order to apply NCS to individual departments of the university, industrial personnel must positively participate to form a practical-level curriculum by the NCS, which can be linked to the work and qualifications. A valid procedure for developing a curriculum based on the NCS of this study is as follows: First, the university must select a specific classification of NCS considering the relevant industry outlook, the speciality of professors in the university, the relationship with regional industries and the prospects for future employment, and the need for industrial manpower. Second, departments must establish a type of human resource that compromises goals for the university education and the missions of the chosen NCS. In this process, a unique competency unit of the university that can support the basic or applied subjects should be added to the task model. Third, the task model based on the NCS should be completed through the verification of each competency unit considering the acceptance or rejection in the curriculum. Fourth, subjects in response to each competency units within the task model should be developed while considering time and credits according to university regulations. After this, a clear subject description of how to operate and evaluate the contents of the curriculum should be created. Fifth, a roadmap for determining the period of operating subjects for each semester or year should be built. This roadmap will become a basis for the competency achievement frame to decide upon the adoption of a Process Evaluation Qualification System. In order for the NCS to be successfully established within the university, a consensus on the necessity of the NCS should be preceded by professors, students and staff members. Unlike a traditional curriculum by professors, the student-oriented NCS curriculum is needed sufficient understanding and empathy for the many sacrifices and commitment of the members of the university.

• 대한공업교육학회지
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• v.38 no.2
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• pp.267-286
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• 2013

Recently, the advanced company has been sparing no efforts in improving necessary core knowledge and technology to achieve outstanding work performance. In this rapidly changing knowledge-based society, the company has confronted the task of creating a high value-added knowledge. The role of R&D workforce that corresponds to the characteristic and role of knowledge worker is getting more significant. As the life cycle of technical knowledge and skill shortens, in every industry, the technical knowledge and skill have become essential elements for successful business. It is difficult to improve competitiveness of the company without enhancing the competency of individual and organization. As the competency development which is a part of human resource management in the company is being spread now, it is required to focus on the research of determining necessary competency and to analyze the competency of a core organization in the research institute. 'H' is the semiconductor manufacturing company which has a affiliated research institute with its own R&D engineers. Based on focus group interview and job analysis data, vision and necessary competency were confirmed. And to confirm whether the required competency by job is different or not, analysis was performed by dividing members into workers who are in charge of circuit design and design before process development and who are in the process actualization and process development. Also, this research included members' importance awareness of the determined competency. The interview and job analysis were integrated and analyzed after arranging by groups and contents and the analyzed results were resorted after comparative analysis with a competency dictionary of Spencer & Spencer and competency models which are developed from the advanced research. Derived main competencies are: challenge, responsibility, and prediction/responsiveness, planning a new business, achievement -oriented, training, cooperation, self-development, analytic thinking, scheduling, motivation, communication, commercialization of technology, information gathering, professionalism on the job, and professionalism outside of work. The highly required competency for both jobs was 'Professionalism'. 'Attitude', 'Performance Management', 'Teamwork' for workers in charge of circuit design and 'Challenge', 'Training', 'Professionalism on the job' and 'Communication' were recognized to be required competency for those who are in charge of process actualization and process development. With above results, this research has determined the necessary competency that the 'H' company's affiliated research institute needs and found the difference of required competency by job. Also, it has suggested more enthusiastic education methods or various kinds of education by confirming the importance awareness of competency and individual's level of awareness about the competency.

• Journal of dental hygiene science
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• v.17 no.4
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• pp.368-374
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• 2017

The purpose of this study was to evaluate community dental hygiene practice education, by verifying its effect after applying project-based learning in improving the practical and social skills of learners. A 15-week project-based community dental hygiene practice course was held for 27 senior students, who took community dental hygiene practice course in the Department of Dental Hygiene, Gangneung-Wonju National University. Twenty-seven students were composed of 4 teams. Each team selected a target group for four workplaces for adult workers to apply the oral health promotion project. The project was then planned and conducted based on a survey on the health problems confronting each group, and an evaluation was carried out after 4 weeks. From the results obtained in comparing confidence in problem solving ability, project value, teamwork competency, and community dental hygienist competence before and after course, the improvement in project value and teamwork competence scores was not statistically significant, but all four areas showed positive results. After analyzing the project actuality, learning outcomes, and project satisfaction after course results, the actuality of the project was 19.30 points, the learning achievement was 45.19 points, and the satisfaction was 19.19 points, demonstrating that the aim of achieving actual performance competence and a learning performance exceeding expectations was accomplished. After conducting an interview survey with 8 students, it was found that they had learned social skills involving problem-solving abilities and confidence, and teamwork competence such as cooperation, role responsibility, creative thinking ability, and communication skills. Community dental hygienists should be able to acquire learner-level practical skills and social skills in the community dental hygiene and practical courses, according to their competencies and job needs. It is necessary to develop a project?based systematic learning module to enable the community dental hygiene practice to operate as a subject closely related to fields in other dental hygiene departments.

• Journal of agricultural medicine and community health
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• v.28 no.1
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• pp.39-51
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• 2003

Objectives: The oriental medical care has been getting popular in community health centers because of uniqueness, changing of disease patterns, and increasing of elderly population. From 1998, oriental medical doctors has been working in several rural community health centers for their military obligations. At this point of time, it is necessary to evaluate the oriental public health doctors system. This study was performed to investigate the utilization patterns, the degree of satisfactions, needs of oriental medical care service provided by community health center in a designated Gun area. This study focused on the need for extending over Myun area of community health center's oriental medical care services. Methods: Person-to-person interview survey method through a structured questionnaire was done by a personnel at a oriental medical care service room in a Gun community health center. The major statistical method used for the analysis were the t-test, ANOVA, and logistic analysis. Results: The total number of responded subjects in this study was 163 residents. Among these 65.0% were aged 61 or over, and only 13.5% recognized themselves were healthy. 73.7% of the respondents demanded establishment of more oriental medical care services provided by community health center to other Myun area. Factors affecting the need for enlargement of oriental medical care service room were education level, subjective awareness of access to community health center, and cost satisfaction of oriental medical service provided by community health center. Thus, a resident who had graduation of middle school achievement or above(OR=3.35), had a long way to center(OR=2.47), satisfied with oriental medical service cost(OR=2.78) had demonstrated increased chance of need by logistic regression analysis.

• Journal of The Korean Association For Science Education
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• v.39 no.2
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• pp.187-195
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• 2019

The purpose of this study is to diagnose the operation status of high school integrated science newly introduced in the 2015 revised national curriculum and first applied in 2018, to examine teachers' perception on the new educational policy, and then based on this, extract implications for settling down the policy. A survey was administered to science teachers who participated in the in-service teacher training on integrated science, and the responses of 384 high school science teachers were analyzed. According to the results of the survey, integrated science was allotted six units to each school, and two or more teachers divided achievement standards and were responsible for them in many cases. Science teachers pointed to the increase of student-oriented activities as the biggest change due to the application of integrated science and also showed a positive attitude towards increasing the proportion of performance-based assessment, diversifying evaluation methods, increasing teacher consultations, and enhancing the holistic understanding of natural phenomenon, etc. In particular, teachers with 15 years or more of teaching experience were significantly positive about the increase of student-oriented activities, diverse assessment methods, and opportunities of teacher consultations. For teachers with a sub-major in science, teaching about non-majored contents was the most difficult and it was also difficult to determine the appropriate level of contents to teach. Teachers who majored common science, however, rarely complained about teaching non-majored content. In the case of two teachers in charge of integrated science, there was a statistically significant demand for subject matter knowledge as training content, and for mixed education incorporating theory and practice and customized training as a training method. In the case of one teacher responsible for the subject, there was a relatively lower demand. From these results, some implications for the successful implementation of integrated science were discussed.