• Journal of the Korean Society of Marine Environment & Safety
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• v.29 no.7
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• pp.930-938
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• 2023

Maritime English is a specialized language system designed for ship operations, maritime safety, and external and internal communication onboard. According to the International Maritime Organization's (IMO) International Convention on Standards of Training, Certification and Watchkeeping for Seafarers (STCW), it is imperative that navigational officers engaged in international voyages have a thorough understanding of Maritime English including the use of Standard Marine Communication Phrases (SMCP). This study measured students' proficiency in Maritime English using a learning and testing platform that includes voice recognition, translation, and word entry tasks to evaluate the resulting improvement in Maritime English exam scores. Furthermore, the study aimed to investigate the level of platform use needed for cadets to qualify as junior navigators. The experiment began by examining the correlation between students' overall English skills and their proficiency in SMCP through an initial test, followed by the evaluation of improvements in their scores and changes in exam duration during the mid-term and final exams. The initial test revealed a significant dif erence in Maritime English test scores among groups based on individual factors, such as TOEIC scores and self-assessment of English ability, and both the mid-term and final tests confirmed substantial score improvements for the group using the platform. This study confirmed the efficacy of a learning platform that could be extensively applied in maritime education and potentially expanded beyond the scope of Maritime English education in the future.

• The Korean Journal of Pesticide Science
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• v.16 no.4
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• pp.350-356
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• 2012

Performance of proficiency testing and the validation of analytical method was included a scheme of quality assurance in analytical chemistry laboratory to monitor a laboratory's performance abilities and produce consistently reliable data. This study was assessed the applicability of proficiency testing scheme proposed for analytical laboratories of pesticide product in domestic. The validation of analytical methods, stability and homogeneity for formulated pesticide products (emulsifiable concentrate) of emamectin benzoate and lufenuron was confirmed for the proficiency testing. The z-score of 33 participation laboratories for emamectin benzoate were that the numbers of outlier were 2 laboratories (6.0%), z-score outside the range from -3 to 3 designated "unaccptable" were 2 laboratories and z-score in the ranges -2 to -3 and 2 to 3 designated "questionable" were 3 laboratories (9.0%). Three laboratories (9.0%) showed the z-score designated "questionable" for lufenuron. The additional proficiency testing for various product types will be needed to establish the scheme of quality control.

• English Language & Literature Teaching
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• no.1
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• pp.109-127
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• 1995

Due to frequent international exchanges, there has been much emphasis on communication proficiency in foreign language education. However, when we look back upon teaching English in Korea over past years, we find that English teaching has been dominated mainly by Grammar-Translation Method, which makes teachers and students pay little attention to listening skill that is regarded as the basis of communication proficiency. Recently many English teachers have shown their interest in listening skill, so they come to use the textbook record tapes to improve listening skill. But listening training by textbook record tapes seems to make students feel bored. So the purpose of this study is to suggest an effective way of improving listening skill by means of Pop Songs that the students are indulged in. The processes of this study consist of three stages : 1) listening to songs, 2) explanation about structures and vocabularies in songs, 3) filling in blanks while listening. The subjects in this study are freshmen 88 students in girls' High School They are grouped into two : one is experimental group and the other control group. Among the subjects, the former have been taught by the lesson plan using pop songs, while the latter by the lesson plan using textbook record tapes. The experiment lasts about 9 months (from March to November, l994) The data for analyzing the study results have been collected from two kinds of tests : one is listening test and the other comprehensive test. The hypothesises of this study areas follows : 1) Depending on hearing materials (experimental material vs traditional material), there will be a difference in scores of listening skills between EG (experimental group) and CG (control group), 2) Depending on the interest on pop songs, there will be a difference in scores of hearing skills in CG, 3) Depending on hearing material. there will be a difference in scores of overall English skills between EG and CG, 4) Improvement in listening skill will give influence on the overall English scores. The findings of this study indicate that pop songs are effective to improve students' listening skill, that students' interest in the hearing material is important, and that listening skill is closely related to other skills, especially reading skill. It can be concluded that English teachers should make efforts to find the suitable listening materials which will help students to improve their listening proficiency effectively.

• Analytical Science and Technology
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• v.24 no.6
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• pp.435-442
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• 2011

Polybrominated diphenyl ethers (PBDEs) are a class of brominated flame retardants (BFRs) which have taken much interest recently due to their potential hazardous effects to human body and ecosystem. Many countries and European community prohibits the usage of certain BFRs in electronics and electronic devices (e.g. RoHS). In this perspectives, Korea Research Institute of Standards and Science (KRISS) has designed and practiced proficiency testing programs based on the ISO/IEC 17043 in order to assist laboratory accreditation activities. The programs for interlaboratory comparisons include congeners of PBDE (PBDE-154, 183, 206, 209) in high impact polystyrene (HIPS). A sample bottle that contains 10 g granular HIPS was distributed to 35 participating laboratories and the test results were calculated by the statistical procedure using z-scores to evaluate performance of each laboratory. The results and the laboratory's performance were discussed.

• Korean Journal of Veterinary Research
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• v.52 no.2
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• pp.69-74
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• 2012

The analytical method of trace toxic metals in livestock products was confirmed and validated through certified reference material (CRM) and the international proficiency tests. There are some difficulties to determine low levels of toxic metals in livestock products because of interferences due to the matrix. The recoveries of CRM (NIST 1577c) ranged from 73.9 to 119% for lead and from 86.4 to 111% for cadmium in bovine liver. The international proficiency tests were carried out with the milk powder and cocoa powder samples including metals provided by Food Analysis Performance Assessment Scheme (FAPAS$^{(R)}$, UK). The test samples were prepared by microwave digestion using solution of $HNO_3:H_2O_2:H_2O$ (v/v/v = 5 : 2 : 4) and analyzed by ICP/MS. The analytical result of cadmium in milk powder was $121{\mu}g/kg$ with -0.3 of the z-score compared to the assigned value of $131{\mu}g/kg$ by FAPAS$^{(R)}$. The analytical results of lead and cadmium in cocoa powder were $29.2{\mu}g/kg$ and $97.6{\mu}g/kg$, respectively, which satisfied the assigned values of $34.2{\mu}g/kg$ for lead and $126{\mu}g/kg$ for cadmium by FAPAS$^{(R)}$. It is verified that the analytical method is accurate and reliable to determine trace lead and cadmium in livestock products by microwave digestion and ICP/MS.

• Proceedings of the Korea Air Pollution Research Association Conference
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• 2008.04a
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• pp.105-106
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• 2008

• Proceedings of the Korea Air Pollution Research Association Conference
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• 2009.10a
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• pp.243-246
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• 2009

• Proceedings of the Korean Radioactive Waste Society Conference
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• 2017.05a
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• pp.379-380
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• 2017

• English Language & Literature Teaching
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• v.18 no.1
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• pp.69-89
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• 2012

This paper explored the effects of extensive reading (ER) on Korean university students' L2 reading proficiency and reading rates. This study also illustrated how ER can be integrated into a university English reading class. Seventeen students who took a summer reading course participated in this study. Data were gathered through pre- and post- tests in terms of participants' reading comprehension proficiency and reading rates and post- questionnaire with regard to their attitudes toward L2 storybook reading after they have experienced it. The analysis was carried out using the Paired Samples t-test. It was revealed that ER has a positive effect on the enhancement of the participants' reading comprehension and reading rates. The participants showed their continued intention to read in English and a strong belief that persistent reading in English in the long run will help improve their English. The results of this study confirm the educational values of incorporating ER into university English reading classes. The pedagogical implications for EFL instructors are described.

• English Language & Literature Teaching
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• v.9 no.2
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• pp.71-90
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• 2003

The purpose of this study was to analyze the improvement of students' interest and general proficiency of English through cultural understanding. To achieve this purpose, two classes of the 2nd grade in the informational high school were divided into the experimental class and the control class. The Grammar-Translation Method was used for the control class and a cultural learning - compare and contrast Korean culture and American culture - was taken for the experimental. After various cultural differences were studied, surveys of students' attitude and reading and listening test were taken. The results from this study were as follows: Firstly, students' interest in English was improved through learning the American culture that was related to the content of each lesson. Secondly, English reading and communicative skills were improved by learning about cultural aspects. Therefore, it can be said that teaching culture stimulates students' interest and motivation for learning English and helps students retain such affective attitudes. And English communicative skills were improved as well.