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정아현(Jung A hyun),이동현(Lee Dong-Hyun),김진영(Kim Jin-Young),김창기(Kim Chang Ki),김현구(Kim Hyun-Goo),이영섭(Lee Yung-Seop) 한국태양에너지학회 2020 한국태양에너지학회 논문집 Vol.40 No.6
We evaluated the forecast performance of solar radiation on the Korean Peninsula from the solar radiation data provided by the UASIBS-KIER model of KIER with the solar radiation forecast data generated by the GFS model of the NCEP. In this study, the spatial and temporal downscaling of the GFS model, a cumulative solar radiation forecast model per 3 hours units, was conducted to measure forecast performance. First, in the case of spatial downscaling, K-means clustering of solar radiation values corresponding to all latitude and longitude values of the Korean Peninsula was performed, and seven clusters were formed. Second, in the case of temporal downscaling, the cumulative solar radiation forecast value over 3 h was converted to the cumulative solar radiation value over 1 h. To measure the downscaling performance, the downscaling results of the cumulative forecast over 1 h of the GFS model were compared with the observed solar radiation values of the UASIBS-KIER model. We performed downscaling by using the same average ratio as the cumulative value over 3 h. In addition, we performed downscaling by using the correlation between the cumulative value over 1 h by the UASIBS-KIER model. Based on the rRMSE and rMAE, the use of the correlation was found to be more efficient that the use of the same average ratio.
완벽주의와 인지적 정서조절 전략이 시험불안에 미치는 영향
정아현(A Hyun Jung),강민주(Min Ju Kang) 한국아동학회 2014 아동학회지 Vol.35 No.1
This study examined the effects of perfectionism and cognitive-emotion regulation strategies on the test anxiety. The participants in this study were 423(227 boys, 196 girls) 6th graders recruited from four elementary schools in Seoul, Korea. The participants completed the Test Anxiety Inventory-Korea(Kim, 1991), the Child and Adolescent Perfectionism Scale(CAPS; Flett at al, 2000), and the Cognitive-Emotion Regulation Questionnaire(CERQ; Garnefski, 2001). The results of this study were as follows. First, self-oriented perfectionism and socially prescribed perfectionism were both positively associated with test anxiety. Additionally, the children who used more adaptive cognitive-emotion regulation strategies reported lower test anxiety, whereas the children who used more maladaptive cognitive-emotion regulation strategies reported higher test anxiety. Secondly, there was an interactional effect between self-oriented perfectionism and maladaptive cognitive-emotion regulation strategies on test anxiety. Lastly, socially prescribed perfectionism and cognitive-emotion regulation strategies had a significant effect on children`s test anxiety. However, there were no interactional effects observed between socially prescribed perfectionism and cognitive-emotion regulation strategies on test anxiety.
4년제 대학교 및 2·3년제 전문대학 반려동물분야 교육과정 분석 및 비교 연구
한얼(Eol Han),김은지(Eun Ji Kim),김호진(Ho Jin Kim),조상문,정아현(A Hyun Jung),정훈(Hoon Chung) 반려동물연구학회 2019 Animalia Vol.1 No.1
과거 ‘애완동물’이라는 단어는 이제는 ‘반려동물’이라 부르면서 반려동물의 사회적 지위가 상승하였고 반려동물을 기르는 가구는 이미 1000만을 넘어섰다. 사회적으로 반려동물의 관심이 커지며 반려동물 분야 종사자들에게 더 많은 지식과 전문성을 요구하게 되었다. 본 연구에서는 현재 국내 반려동물 관련 교육과정이 존재하는 2,3년제 전문대학과 4년제 대학교를 파악하고 이들 대학의 전체 과목 대비 반려동물 관련 과목 비율과 편성된 과목의 종류도 조사하였다. 조사된 자료를 통하여 2,3년제 전문대학과 4년제 대학교 간 반려동물 분야의 교육과정 현황을 비교 분석하였다. 분석결과 2,3년제 전문대학 내 반려동물 관련 교육과정은 실습위주의 과목이 주로 편재되어있었으며 학과 내 반려동물 관련 과목 비중이 높았다. 반면 4년제 대학교의 경우, 포괄적이고 이론위주의 과목이 주로 편재되어 있었으며, 전 과목 대비 반려동물관련 과목 비율이 낮게 나와 2,3년제 전문대학의 교육과정과 비교하였을 때 차이점이 있었다. The social status of the companion animals, called now but ‘pet’ in the past, has risen and the number of households that have companion animals exceeded 10 million. The public becomes interested in companion animals steadily and then demands more knowledge and expertise from companion animal workers. In this study, we identified the colleges and universities that have curriculums for companion animal. Then we found the ratio of companion animal subject to all subjects and kinds of companion animal subjects. Based on the survey data, we compared and analyzed the current status of the companion animal curriculum between colleges and universities. As a results of the analysis, practice-oriented subjects were concentrated in curriculum in college. On the other hand, in the case of universities, comprehensive and theoretical-oriented subjects were organized mainly and low proportion of all subjects, in the department, then after all, there was differences when compared to the curriculum of colleges.