• Journal of the Korean Chemical Society
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• v.67 no.4
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• pp.253-270
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• 2023

The purpose of this study was to examine the effect of student-led assessment on achievement emotions and science concept understanding in middle school science classes. For this purpose, 4 of the 7 classes in the third grade of mid- dle school in small and medium-sized cities were selected as the experimental group and conducted student-led assessment, while the comparative group (3 classes) conducted teacher-led assessment. The student-led assessment consisted of 4 stages in which learners took initiative to set learning goals and develop assessment criteria, conduct self assessment and peer assess- ment, and carry out seven assessment activities. Student-led assessment was effective in improving positive achievement emotions and relieving negative achievement emotions and increasing students' science concept understanding in middle school students. Students perform student-led assessment, grasp their reach, and repeatedly go through reflective thinking to compensate for deficiencies in the learning process. Therefore, student-led assessment can be used as a tool to increase science concept understanding by continuously checking the level of science concept understanding.

• Safety and Health at Work
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• v.3 no.3
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• pp.181-191
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• 2012

Objectives: Small enterprises have higher exposure to occupational hazards compared to larger enterprises and further, they have fewer resources to control the risks. In order to improve the working environment, development of efficient measures is therefore a major challenge for regulators and other stakeholders. The aim of this paper is to develop a systematic model for the design of tailored intervention programmes meeting the needs of small enterprises. Methods: An important challenge for the design process is the transfer of knowledge from one context to another. The concept of realist analysis can provide insight into mechanisms by which intervention knowledge can be transferred from one context to another. We use this theoretical approach to develop a design model. Results: The model consist of five steps: 1) Defining occupational health and safety challenges of the target group, 2) selecting methods to improve the working environment, 3) developing theories about mechanisms which motivate the target group, 4) analysing the specific context of the target group for small enterprise programmes including owner-management role, social relations, and the perception of the working environment, and 5) designing the intervention based on the preceding steps. We demonstrate how the design model can be applied in practice by the development of an intervention programme for small enterprises in the construction industry. Conclusion: The model provides a useful tool for a systematic design process. The model makes it transparent for both researchers and practitioners as to how existing knowledge can be used in the design of new intervention programmes.

• Journal of the Korean Chemical Society
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• v.45 no.1
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• pp.76-82
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• 2001

In this study, the effects of grouping method (homogeneous/ heterogeneous) considering students' teamwork skills on their conceptual understanding, perceptions of science learning environments, communication anxiety, communication ability, and perceptions toward small group discussions were compared. Students were taught concerning changes of states, density, and dissolution for 9 class periods. The ANCOVA results indicated that there was no significant difference in the conceptions test scores. In the subcategory of 'students' negotiation' of the perceptions of science learning environments test, high teamwork skill students perceived more positively in the heterogeneous group, but low teamwork skill students in the homogeneous group. No significant differences were found in the communication anxiety. More students in the heterogeneous group perceived unequal participation as a disadvantage of the small group discussions than those in the homogeneous group.

• Journal of the Society of Disaster Information
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• v.5 no.1
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• pp.122-139
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• 2009

USN Middleware plays roles of broker between sensors and applications. It collects sensor data, decides the situation and sends the result to the applications. It is not good to decide the situation from one sensor data, because it may error data or reflect small part of all. In this paper, we propose the disaster management model based on the concept 'group' and 'semantic information' from the sensing data. Group is the primary unit to decide the situation. It consists of several sensors which were installed in the same place and had the same pre-defined condition to act. For example, all fire sensors in the room simultaneously trigger the ring when the same pre-defined temperature is recorded. Then, the all fire sensors are included to the same one sensor group. All operations of the intelligent USN middleware are based on the 'group' unit. Disaster information is the result of the interpretation of the sensing data. based on the 'group', the disaster meaning is processed.

• Journal of the Korean Institute of Landscape Architecture
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• v.24 no.3
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• pp.5-13
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• 1996

This study is about to prove one factor among many ones that contribute to the formation of the Japanese Garden's pattren. It is believed by this study that distinguished Japanese Garden's pattren are made possible by an organized ability of the japaneses traditional landscape artists who had ability to develope a diversified forms of applications within the organized framework. To verify this assumption, the study has chosen Ryu Gen In, temple garden that is considered to determine the pattren of Japanese Garden best with a new concept ; Organization. The results of this analysis show as follows : 1. Ryu Gen In, consists of a series of building and five-small gardens, is largely organized by the union of two geometric formations : concave and convex. Each garden as a sub-organization is further organixed with a series of tree-branch typed structure. 2. The five-small gardens are formed jinto a whole system by connecting each one with floor. This connection makes a timely organization. 3. Each small garden is further organized alloted roles, namely, depends upon whether they play a major or minor role. 4. It is believed that sands and moss play a cotrolling role to conbine the elements into one within each unit of small garden. 5. It is found that figured sands, moss, sands and moss, or shrubs are used as means of organization to connect the small group elements within each small gardens. 6. It is considered that buildings and mud-walls are used as means of separation between Ryu Gen In and an outer world, and betwen small gardens.

• Journal of Korean Elementary Science Education
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• v.38 no.3
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• pp.375-386
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• 2019

This study explores how elementary school students construct food pyramid prediction models using scientific reasoning. Thirty small groups of sixth-grade students in the Kyoungki province (n=138) participated in this study; each small group constructed a food pyramid prediction model based on scientific reasoning, utilizing prior knowledge on topics such as biotic and abiotic factors, food chains, food webs, and food pyramid concepts. To understand the scientific reasoning applied by the students during the modeling process, three forms of qualitative data were collected and analyzed: each small group's discourse, their representation, and the researcher's field notes. Based on this data, the researcher categorized the students' model patterns into three categories and identified how the students used scientific reasoning in their model patterns. The study found that the model patterns consisted of the population number variation model, the biological and abiotic factors change model, and the equilibrium model. In the population number variation model, students used phenomenon-based reasoning and relation-based reasoning to predict variations in the number of producers and consumers. In the biotic and abiotic factors change model, students used relation-based reasoning to predict the effects on producers and consumers as well as on decomposers and abiotic factors. In the equilibrium model, students predicted that "the food pyramid would reach equilibrium," using relation-based reasoning and model-based reasoning. This study demonstrates that elementary school students can systematically elaborate on complicated ecology concepts using scientific reasoning and modeling processes.

• Journal of the Korea Safety Management & Science
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• v.14 no.2
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• pp.221-228
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• 2012

This paper analyzed twenty-six production-related KPI(Key Performance indicator) factors of business diagnosis, such as personnel, equipment, materials, operations and quality affecting company business competition to 186 small machinery manufacturers in 2010. Also, we explained the concept of Business Positioning and divided research subjects into four Business Positioning Groups formed break-even point ratio & fixed cost ratio to sales and then we compared between the 4 groups using Logistic Regression analysis by SAS statistical software package. The objective of this study is two-fold. The first is to find out production-related KPI factor of superior Business Positioning Group. The second is to suggest improvement ways for small manufacturers in order to get better profitable Business Positioning.

• Journal of the Korean Chemical Society
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• v.64 no.6
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• pp.360-370
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• 2020

This study explored the learning environment for promoting conceptual understanding, immersion, and situational interest in small group learning using augmented reality, according to the level of students' self-regulation. 95 ninth-grade students from a coed high school in Seoul participated in this study. Students were divided into a group of four and each group was randomly assigned to three learning environments that provide one marker and one smart device(1-1), two markers and two smart devices(2-2), and four markers and four smart devices(4-4) for a group. Small group learning using augmented reality was conducted for two class periods about the chemical bonding concept from the Integrated Science subject. Two-way ANOVA results revealed that students in the 4-4 learning environment scored significantly higher than those in the 1-1 or 2-2 learning environment in a conception test. Changes in the learning environment have affected students with a low level of self-regulation. In an immersion test, students in the 4-4 learning environment scored significantly higher than those in the 1-1 learning environment, and changes in the learning environment have affected students with a high level of self-regulation. As a result of situational interest test, students in the 4-4 and 2-2 learning environments scored significantly higher than those in the 1-1 learning environment, and changes in the learning environment have affected students with a low and a high level of self-regulation. Based on the results, the educational implications of the learning environment for promoting conceptual understanding, immersion, and situational interest in small group learning using augmented reality are discussed.

• Journal of Korean Institute of Industrial Engineers
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• v.11 no.2
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• pp.75-85
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• 1985

The application of GT results in the mass production effect to multi-product, small lot-sized production. Group scheduling, which is operations scheduling based on the GT concept, is analyzed in a multistage manufacturing system. But the research has been limited in independent setup time models. A heuristic algorithm has been developed to minimize the mean flow time when setup times are dependent to sequence of group in multistage. For evaluation of the heuristic algorithm, the solution of heuristic algorithm is compared with that of random scheduling. The result of comparison indicates that the proposed heuristic algorithm provides good solutions with relatively fewer computational effort.

• Korean Journal of Child Studies
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• v.29 no.5
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• pp.301-319
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• 2008

This study investigated the effectiveness of reading intervention on at-risk readers from first through third grade. The 34 children below the 20th percentile on an oral reading fluency test participated in the reading intervention program for 15 weeks. They received small group instruction in one 40-minute session per week. Data were analyzed with one-way ANOVA, paired t-test and effect size for individual cases. Upon completion of the intervention, at-risk first graders showed significantly higher performance in print concept, word recognition, oral reading fluency and reading comprehension. The at-risk second and third graders improved only in oral reading fluency. Most of children who received the intervention demonstrated a large effect in oral reading fluency.