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RISS 인기검색어
- 검색키워드
- 저자 : ( Seong Joon Byeon ) (검색결과 31 건)
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金泰亨,金成俊,卞茂永 晋州敎育大學校 科學敎育硏究所 1975 科學敎育硏究 Vol.1 No.-
For this study, a experiment school (No. of student: 591), inquired schools (No. of studert 2,214) and 180 teachers were participated. ○Contents of the study is as table 1. Table Ⅰ -------------------------------------------------------------------------------------------- Concept Basic concept Unit School year level -------------------------------------------------------------------------------------------- Ⅵ 6. Energy is accompanied with chemical ○Chemical change 6 change of matter. -------------------------------------------------------------------------------------------- Ⅴ 5. An energy changes into another ○Exchange of energy 5 energy. -------------------------------------------------------------------------------------------- Ⅳ 4. Light is one kind of energy. ○Properties of light -------------------------------------------------------------------------------------------- Ⅲ 3. Heat brings a change of substance. ○Heat and change of 4 substance 3 -------------------------------------------------------------------------------------------- Ⅱ 2. Electricity has energy. ○Electric circuit 3 -------------------------------------------------------------------------------------------- Ⅰ 1. Earth receives energy from the sun. ○Light and shadow 2 -------------------------------------------------------------------------------------------- Basic concept : Energy is always accompanied with natural penomena. -------------------------------------------------------------------------------------------- ○Major subjects of the study. 1) Is it possible to decide the knowledge order of energy concept by the analysis and investigation for the relation between recognition development progress of student and scientific concept formation of student about heat, light, electricity, sound, dynamic (potential and kinetic) and chemical energy? 2) What is the answer for the problem of present teaching method for energy concept formation in primary school science? Data for the study are as follows : Table Ⅱ -------------------------------------------------------------------------------------------- School year 2 3 4 5 6 ------------------------------------------------------------------------------ Unit Light & Electric Properties Exchange Chemical Average(%) Subject\ shadow circuit of light of energy change -------------------------------------------------------------------------------------------- Experiment 71.71% 59.58 65.97 74.83 67.56 69.13 (116) (120) (118) (118) (119) (591) -------------------------------------------------------------------------------------------- Inquired 66.24 46.33 52.82 55.89 57.25 55.71 (414) (461) (431) (452) (450) (2,214) -------------------------------------------------------------------------------------------- * Figures in parenthesis is the number of students. Difference of the means of two populations on table Ⅱ is 13.43%. And it is recognized that experiment school subject is prior in score to that of inquired school and the experiment application is significant. Table Ⅲ -------------------------------------------------------------------------------------------- Unit 2 3 4 5 6 -------- Ability ----------------------------------------------------------- Average(%) Light & Electric Properties Energy Chemical Subject shadow circuit of light exchange change -------------------------------------------------------------------------------------------- Scientific 86.68 69.58 68.26 75.50 70.00 74.00 concept Experi- ----------------------------------------------------------------------------------- Scientific 73.75 58.17 78.09 73.05 81.26 72.86 ment attitude ----------------------------------------------------------------------------------- Scientific 69.50 72.77 72.62 74.06 57.94 57.79 ability -------------------------------------------------------------------------------------------- Scientific 73.58 59.95 51.49 60.96 58.76 60.95 concept Inquired ----------------------------------------------------------------------------------- Scientific 64.84 44.17 57.17 62.05 67.43 59.13 attitude ----------------------------------------------------------------------------------- Scientific 57.11 43.83 52.01 59.16 52.89 53.00 ability -------------------------------------------------------------------------------------------- Difference of mean scores in scientific concept formation is 13.05%, for scientific attitude, 13.73% and for scientific ability, 4.79%, according to the table Ⅲ above. Score of experiment school is prior to that of inquired school and it means that students grow up and progress under the influence of educational environment. A little difference of mean scores in scientific ability is considered as a result of systematic and intensive teaching. The result of inquired school for light and shadow unit, is 66.24%. This is recognized that student's experienced concrete thinking, which was made already before when he did not attend a school yet, was cohered with his daily life and it brought active to learn and improvement of formation. 46.23% of electricity circuit unit is concluded that student are not enough to think yet for practical operation of it. Energy concept formation of student, found out from this study, is the order of Sound energy →Light energy →Electric energy →Movement energy → Heat energy →Chemical energy. Study results for problem 2) are 51.31% in mountain & farm village, 54.71% in fishing village, 55.29% in suburb and 68.57% in urban area. This data may indicate a problem of environment and education. Table Ⅳ. -------------------------------------------------------------------------------------------- School Location Mountain & Fishing Suburb Urban area Total year Unit farm village village -------------------------------------------------------------------------------------------- 2 Light & shadow 59.09 67.83 57.68 97.38 66.24(414) -------------------------------------------------------------------------------------------- 3 Electricity circuit 43.06 44.17 47.16 52.29 66.33(467) -------------------------------------------------------------------------------------------- 4 Properties of light 51.27 52.59 56.45 55.27 52.82(431) -------------------------------------------------------------------------------------------- 5 Energy & exchange 55.35 63.91 57.34 65.88 55.89(452) -------------------------------------------------------------------------------------------- 6 Chemical exchange 49.80 45.05* 60.84 71.96 57.25**(450) -------------------------------------------------------------------------------------------- Total 51.31 54.71 55.29 68.57 -------------------------------------------------------------------------------------------- It is emphasized to formulate experimental process and materials and carriculum involving, selection of teaching materials for location, selection of concept suitable to recognition progress of student, precise experimental guidance, step by step with-out jump, series, and order. ○Response of the teachers who participated in primary school science course, are 76.11% as difficult, 54.45% as too much curriculum but teaching time short. Teacing activities which have the student fully understood through lesson guidance of reliable predicting results for unknown matter, are required. The study results are summarized as follows : 1) In concept formation about energy, light, sound, heat and chemical energy was fixed but electricity & dynamic energy was infixed and weak. 2) An order of energy concept recognition, considering growth and progress of student, is sound-light-electricity-dynamic-heat-chemical energy. 3) Results of lesson for energy concept indicates attitude and ability are poor, regardless of school year and location. 4) Responses of primary school teachers for the science are that curriculum is difficult but destination is hopeful and teaching material is short. 5) They want individual examination, such as test of experimental process with material.
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Brachial Arterial Thromboembolism after Cardioversion of Atrial Fibrillation
Joon Won Jeong,Seong Wook Byeon,Chaiho Jeong,Jee Sun Jeong,Yeon Geun Choi,Su Sin Jin,Sung Ho Her 조선대학교 의학연구원 2015 The Medical Journal of Chosun University Vol.40 No.3
Atrial fibrillation is the most common cardiac arrhythmia, and electrical cardioversion for atrial fibrillation contributes to the formation of systemic thromboembolism. In particular, the increase in the occurrence of thromboembolic events is associated with postcardioversion atrial and atrial appendage "stunning". Most thromboembolic events after cardioversion were found in the cerebral artery. In this case, the patient had a thromboembolism in the brachial artery region, which has not been reported in literature reviews. We describe the first case of brachial arterial thromboembolism which occurred 3 days after cardioversion of atrial fibrillation, and was completely resolved by thrombolytic therapy.
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하천수위의 단기 예측을 위한 수위 및 강우량 계측정보의 활용
Byeon, Seong Joon,Lee, Sung Ho,Choi, Gye Woon,Jung, Jae Kwang 위기관리 이론과 실천 2014 Crisisonomy Vol.10 No.1
<P> 최근 태풍 및 집중호우에 의한 하천범람 및 홍수재해가 지구환경 변화에 따른 이상기후로 자주 발생하고 있으며그 대책들 중 가장 최선의 대책은 정확한 홍수위 예측을 통하여 실시간적 관점으로 접근하여 잠재적 홍수 피해를 저감하는 것이 중요하다. 대상유역으로는 섬진강의 제 1지류인 오수천 유역을 선정하였으며, 최적화된 매개변수를 산정하기 위하여 2006년부터 홍수통제소에서 실시간으로 제공되고 있는 수위관측소와 우량관측소의 10분 자료를 활용하였다. 이러한 목적에 따라 유역평균 시 강우자료와 예측지점의 시 수위자료를 이용하는 경우(Case1), 유역평균 10분 강우자료와 예측지점의 10분 수위자료를 이용한 경우(Case2), 우량관측소 각 지점의 시 강우자료와 예측지점의 시 수위자료를 이용한 경우(Case3), 우량관측소 각 지점의 10분 강우자료와 예측지점의 10분 수위자료를 이용하한 경우(Case4)의 4가지 방법으로 다중선형회귀 모형을 구성하여 매개변수를 산정하고, 산정된 매개변수를 이용하여 검증 사상에 적용하여 매개변수의 적용성에 대한 검증을 실시하였다. 모의 결과 10분 간격의 자료를 사용하고 면적 평균강우를 사용하는 방법이 가장 정확성이 높은 것으로 나타났다. 이를 통하여 간편하게 확인 가능한 자료를 이용하여 실시간으로 오수천 유역의 오수 지점에 대한 수위를 예측 할 수 있었으며, 이를 토대로 홍수 예보시 충분한 선행시간을 확보하여 하천의 홍수범람으로 인한 대상 유역 인근 주민들의 생명과 재산의 보호와 피해를 줄이는데 도움이 될 수 있을 것으로 판단된다. </P>
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Dongwoo Jang,Hyoseon Park,Seong Joon Byeon,Jintak Choi 보안공학연구지원센터 2016 International Journal of Software Engineering and Vol.10 No.9
Forecasts from Climate Change Scenarios representing that many countries will suffer water shortage are continuously increasing up, the importance of water-related industries and water management technologies will be increased. The Smart Water Grid where high-tech ICT and previous water management infrastructure are combined has been presented, settled and applied dynamically in Korea. It is important to assessment the available amount of water resources. To do this, the analysis of future precipitation data required, making precipitation prediction and climate change scenarios provided by the Korea Meteorological Administration with essential factors for assessing the available amount of water resources from short to long term. This study developed a program which can provide precipitation data in the grid unit of 1km using the RCP8.5 scenario The Visual Studio 2013 program was used based on C language. Data as climate change scenarios were kept in Oracle DB to be used through the DB server. Future RCP scenarios from 2015 to 2050 were stored in the Oracle DB, and users were allowed to extract precipitation data by setting the search period and location. The program was developed as an application program based on Microsoft Window, and the result of extraction was stored as a text file to increase user convenience.
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