• The KIPS Transactions:PartB
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• v.17B no.5
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• pp.363-374
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• 2010

In this paper, we propose the method for extracting Homogeneity Threshold($H_T$) and for segmenting homogeneous regions by USRG(Unseeded Region Growing) with $H_T$. The $H_T$ is a criterion to distinguish homogeneity in neighbor pixels and is computed automatically from the original image by proposed method. Theoretical background for proposed method is based on the Otsu's single level threshold method. The method is used to divide a small local part of original image int o two classes and the sum($\sigma_c$) of standard deviations for the classes to satisfy special conditions for distinguishing as different regions from each other is used to compute $H_T$. To find validity for proposed method, we compare the original image with the image that is regenerated with only the segmented homogeneous regions and show up the fact that the difference between two images is not exist visually and also present the steps to regenerate the image in order the size of segmented homogeneous regions and in order the intensity that includes pixels. Also, we show up the validity of proposed method with various results that is segmented using the homogeneity thresholds($H^*_T$) that is added a coefficient ${\alpha}$ for adjusting scope of $H_T$. We expect that the proposed method can be applied in various fields such as visualization and animation of natural image, anatomy and biology and so on.

• Journal of Korean Academy of Nursing
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• v.4 no.1
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• pp.38-49
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• 1974

Presently, the performance level of the college student has received a great deal of attention, particularly in the area of professional education. The problem of under achievement, especially in areas dealing with science and technology, has gone through considerable investigation by numerous Psychologists and Educators. Thus for, however, they have not been successful in determining conclusively the non-intellectual factors involved. The maladjustment problem of these students has been a thorn in the side of nursing education for some time. This topic has been discussed among nursing educators without any tangible results. Furthermore, the fact that the number of students who withdraw from nursing education programs before graduation has increased. This represents a major problem for nursing education. This problem area had increased attention drawn to it on October 1957, when Russia successfully launched to first satellite "Sputnik" into space. Various studies seem to indicate that factors related to over achievement and under.achievement can be found in the motivation of the students. This study is aimed at testing 3 hypotheses which hopefully will lead to a better understanding of the learning activities of nursing students and to determine some of their nonintellectually personality traits. Hypothesis I: learning activities in nursing students and persona1ity are correlated, there will be significant differences in personality need structures between 4 classes of nursing collegiate students. Sub-hypothesis: There will also be significant differences in the degree of student satisfaction in her major subject. Hypothesis I: If there is a special personality need structure which is required for the clinical learning activity in general, then there will be significant differences between the personality need structures of under-achievers and overachiever. Hypothesis II : If each clinical nursing subject requires different personality need structures, then there will be differences in personality need structure between the different clinical groups Methodology: 1. Tool: A Korean translation and correction of the Edwards Personal Preference Schedule of U.S.A. was used. 2. Subject and Test Method: Subjects were nursing students at Yonsei University, who enrolled for Fall semester of 1971. The Researcher herself executed the test for the test for the class as a group, and the absent students were tested indidually. Out of 307 students, 293 students (95.4%) were reported. 3. Statistical treatment: The mean and standard deviation for each of the 15 personality need variables were computed and the value of T-test was obtained to determine the differences in the personality need structures between each group. Results: 1, For the first hypothesis, the personality need structures between each of the 4 classes and the reported degree of satisfaction in major subject showed significant differences. Therefore the hypothesis I was accepted. 2. The comparison of personality need structure of under-achievers and over-achievers in clinical fields showed significant differences. Thus hypothesis II was accepted. 3. Personality need structure between clinical subject groups showed significant differences therefore the 3rd hypothesis was accepted.

• Journal of the Korean Society of Clothing and Textiles
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• v.11 no.2 s.24
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• pp.37-55
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• 1987

Pasul (Herein after referred to Korean-styled Pasul) to cover up the secrets, which has originated from Bool-an original mode of clothes is to put around a belt with a kind of towel. With the development of culture, it has been handed down the parts of ornamental and symbolic functions, losted its particular and original one. In general, we cannot exactly show when the Pasul has been used as a ritual dress, but, dare to maintain in this thesis, which has been used in Koguryu era. This thesis is summarized as follows: 1. The Bool, which is the first dress of all has its origin in the prehistory, and gradually has developed to a ceremonial dress with the help of man's intelligence. 2. Korean-styled Pasul has continuously been handed down from generation to generation (to adding up, from Koguryu era to Yi dynasty). Today, the color of the Pasul is known as a pink one, but I, herein, would like to refer that king Kojong in Yi dynasty had on a yellow-colored Pasul. 3. With becoming to be a form of ceremonial dress, the Bool has become to be complicated in style. For example, in the Koguryu era, the style is in the form of 'U,' and in Koryu era, it is the echelon formation tinting a pink color and weaving a mountain and flare shaped designs, and its dimension, the upper is one ja (a ja means a unit of length, 0.33 M), the lower, two ja, its length three ja. The Bool of Yi dynasty tints a pink color, and weaves a seaweeds, rices, axes and shaped designs. The Pasul which King Kojong in Yi dynasty put in, was a yellow-colored one weaving dragons and fire shaped design. 4. The Pasul is a ceremonial dress used a ritual or court dress. The purposes of wearing it are to distinguish the upper from the lower classes, to make them abide by regulations, and to respect courtesy. Accordingly, the Pasul. as the dress for special occassions does make us review the old and learn the new. 5. The reason that Pasul has been handed down are: 1) richness and fecundity. 2) symbol mark to represent classicalism. 3) to symbolize the authority by putting on it, for it is necessary to distinguish the upper from the lower classes along with the class consciousness in society. 6. On the basis of the study, the Pasul transition is to be handed down the function of the ornament and symbol. after losted its original functions, with the development of culture.

• 대한공업교육학회지
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• v.39 no.1
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• pp.247-261
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• 2014

Education about invention in elementary schools has thus far be conducted mostly through special activities and talented activities rather than through normal curricula. However, with the implementation of the 2007 amended curricula, invention education was reflected as a normal subject unit in the practical subject (technology and home economics) curricula, thereby laying groundwork for invention education being able to be provided through normal subject classes. Thus, at the time when invention education has been reflected as a normal subject unit, it is meaningful to research the effects of elementary school students' experience in invention education on their invention attitudes. This study sought to research the effects of elementary school students' experience or non-experience in invention education on their invention attitudes, targeting those in regional talent private schools who did not take invention talent classes, those who received invention education, and those who did not receive invention education at all. The conclusion of this study is outlined as follows. First, students' experience in invention education proved to be positive in boosting their invention attitude, and continued invention education experience like with students in regional talent invention schools significantly boosted their invention attitudes. Second, considering that students' actual experience in invention education had positive effects on their invention attitudes, the reflection of invention education in the amended curricula was found to be very desirable in improving elementary students' attitudes about invention. Third, according to gender, male students' invention attitude level was found to be higher than that of female students, suggesting that male students more worked on computers, electronic (smart) devices and machines in daily life, leading them to further develop invention attitudes.

• Journal of Korean Society of Forest Science
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• v.108 no.3
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• pp.311-321
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• 2019

This study was carried out to establish basic data for the development of slow-moving landslide hazard classes. Mountain slopes in slow-moving landslide areas ranged from $11.8^{\circ}$ to $37.0^{\circ}$ with a mean slope of $23.8^{\circ}$. However, the slope inclination of microtopography in slow-moving landslide areas was slightly different, with a mean slope of $23.5^{\circ}$ ($10.7^{\circ}{\sim}41.5^{\circ}$) compared with the mountain slope. There was a significant difference (p < 0.05) between the contour intervals of microtopography and the contour intervals of the slow-moving landslide areas. Among all the slow-moving landslide areas examined, 14 plots (approximately 38.0%) were classified into landslide hazard class I, 6 plots (approximately 16.0%) into landslide hazard class II, 5 plots (approximately 14.0%) into landslide hazard class III and IV, and 16 plots (approximately 43.0%) into landslide hazard class V, whereas 9 plots (approximately 24.0%) fit the no landslide hazard class.

• Journal of Korean society of Dental Hygiene
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• v.22 no.2
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• pp.81-92
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• 2022

Objectives: The purpose of this study was to evaluate learners' satisfaction with operating Problem-Based Learning (PBL), competency level for dental hygiene, and learners' opinions through a reflection journal by developing a PBL class module and applying it to clinical dental hygiene classes. Methods: The subjects of the study were 31 students in the Clinical Dental Hygiene (oral health management for special patients) course in the second semester of the fourth grade. This study was conducted over the first semester from September to December 2020. The developed PBL learning module was applied for the 15 weeks class, and after all PBL classes were over, the overall satisfaction with the class and the change in student competency level was evaluated. Results: The overall satisfaction of learners with PBL was high, and the level of self-competence also increased compared to before class. In addition, the top three topics (Competencies learned through PBL, humanistic and sociological elements learned through PBL, and obstacles in the PBL) were derived through the reflection journal after PBL learning activities. Conclusions: It was confirmed that the PBL learning module developed in this study is a class that enables students to identify problems and solve them integrally and drives the improvement of humanities and sociological competencies.

• Journal of Korean Home Economics Education Association
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• v.34 no.3
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• pp.101-116
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• 2022

This study aims to apply the problem-based learning method to a college course on 'Consumer Studies' in a teacher education program. The participants of this study were 27 undergraduate students who were enrolled in the course. The PBL class was implemented for seven weeks using two problems: proposing special lectures on economic concepts and financial consulting. The effectiveness of PBL was analyzed through self-reflective journals, self-assessment, and a learning satisfaction survey of students. The result of this study was as follows. Students achieved the learning objectives and strengthened their collaboration and communication skills with team members during the PBL process. Moreover, students improved their self-directed learning and problem-solving ability through the PBL class. The results of self-assessment, in terms of learning task performance, active interaction, and self-directed learning were generally high at 4.63 points. In addition, the overall learning satisfaction level was very high, with a score of 4.75. The results will provide effective information on PBL classes to instructors and prospective teachers and will be used as data for learner-centered PBL classes.

• Communications of Mathematical Education
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• v.24 no.1
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• pp.235-257
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• 2010

Contemporary belief is that the creative talented can create new knowledge and lead national development, so lots of countries in the world have interest in Gifted Education. As we well know, U.S.A., England, Russia, Germany, Australia, Israel, and Singapore enforce related laws in Gifted Education to offer Gifted Classes, and our government has also created an Improvement Act in January, 2000 and Enforcement Ordinance for Gifted Improvement Act was also announced in April, 2002. Through this initiation Gifted Education can be possible. Enforcement Ordinance was revised in October, 2008. The main purpose of this revision was to expand the opportunity of Gifted Education to students with special education needs. One of these programs is, the opportunity of Gifted Education to be offered to lots of the Gifted by establishing Special Classes at each school. Also, it is important that the quality of Gifted Education should be combined with the expansion of opportunity for the Gifted. Social opinion is that it will be reckless only to expand the opportunity for the Gifted Education, therefore, assessment on the Teaching and Learning Program for the Gifted is indispensible. In this study, 3 middle schools were selected for the Teaching and Learning Programs in mathematics. Each 1st Grade was reviewed and analyzed through comparative tables between Regular and Gifted Education Programs. Also reviewed was the content of what should be taught, and programs were evaluated on assessment standards which were revised and modified from the present teaching and learning programs in mathematics. Below, research issues were set up to assess the formation of content areas and appropriateness for Teaching and Learning Programs for the Gifted in mathematics. A. Is the formation of special class content areas complying with the 7th national curriculum? 1. Which content areas of regular curriculum is applied in this program? 2. Among Enrichment and Selection in Curriculum for the Gifted, which one is applied in this programs? 3. Are the content areas organized and performed properly? B. Are the Programs for the Gifted appropriate? 1. Are the Educational goals of the Programs aligned with that of Gifted Education in mathematics? 2. Does the content of each program reflect characteristics of mathematical Gifted students and express their mathematical talents? 3. Are Teaching and Learning models and methods diverse enough to express their talents? 4. Can the assessment on each program reflect the Learning goals and content, and enhance Gifted students' thinking ability? The conclusions are as follows: First, the best contents to be taught to the mathematical Gifted were found to be the Numeration, Arithmetic, Geometry, Measurement, Probability, Statistics, Letter and Expression. Also, Enrichment area and Selection area within the curriculum for the Gifted were offered in many ways so that their Giftedness could be fully enhanced. Second, the educational goals of Teaching and Learning Programs for the mathematical Gifted students were in accordance with the directions of mathematical education and philosophy. Also, it reflected that their research ability was successful in reaching the educational goals of improving creativity, thinking ability, problem-solving ability, all of which are required in the set curriculum. In order to accomplish the goals, visualization, symbolization, phasing and exploring strategies were used effectively. Many different of lecturing types, cooperative learning, discovery learning were applied to accomplish the Teaching and Learning model goals. For Teaching and Learning activities, various strategies and models were used to express the students' talents. These activities included experiments, exploration, application, estimation, guess, discussion (conjecture and refutation) reconsideration and so on. There were no mention to the students about evaluation and paper exams. While the program activities were being performed, educational goals and assessment methods were reflected, that is, products, performance assessment, and portfolio were mainly used rather than just paper assessment.

• Journal of Korean Society of Forest Science
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• v.103 no.4
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• pp.599-604
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• 2014

This study was conducted to analyze the ecological environment of the 53 uninhabitable islands of Jeju for the management formulation. The result of the Pearson correlation analysis were 0.647(p<0.01) for herbs, 0.585(p<0.01) for trees and 0.762 (p<0.01) for animals which means that there is a high correlation between the size of the forests in the uninhabitable islands and the species diversity of herbs, trees and animals. For the regression modeling to predict the forest area, the R value was 0.899 and the $R^2$ was 0.803 with 79.7% statistical significance. This study also classified the uninhabited islands based on its forest area into two classes, with a forests area of 0.5ha and with a forest of approximately 12ha. The importance value of the biodiversity in the uninhabited islands was also evaluated using DEA and the islands with higher importance, namely DMU14(0.941), DMU36(0.964), DMU44(1.000) and DMU45(0.903) were recommended to be managed. It was observed that uninhabited islands with forests had a mean importance value of 0.439 which is higher as compared to the uninhabited islands without forests with 0.096. This verified that there is close relationship between forest and biodiversity.

• Korean Journal of Human Ecology
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• v.15 no.2
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• pp.327-339
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• 2006

We have investigated the distribution of major local foods cultivated in Gwangju City and Jeollanam-Do in order to understand the food culture of Honam region. The local foods were divided into 4 classes: agricultural, aquatic, animal and other products. 124 species of local foods, including 51 agricultural products, 50 aquatic products, 6 animal products and 17 others, were identified from this region. In Jeollanam-Do area, the agricultural products have a variety of fruits and vegetables, and aquatic products have fishes. In particular, rice, cucumber, pear, anchovy, oyster, laver, oyster mushroom, shiitake mushroom, and honey were determined as major local foods in Jeollanam-Do area. Note that Mudeungsan watermelon is cultivated in Gwangju, and sweet smelt and cat fish caught only in Sumjin river and Tamjin river area. In recent years, pumpkin (Cucurbita maxima Duchesne), paprika, kiwi and melon were determined as major local foods in Jeollanam-Do. Furthermore, branding strategy of agricultural and animal products can be said to improve. Wild types of aquatic productions, mushrooms and wild edible greens have been decreasing, whereas cultivated production increasing. The kinds of special local foods in Gwangju City and Jeollanamdo area were influenced by geographical, religious and social factors.