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ÁöÁúÀ¯»êÀº º¸Àü°¡Ä¡¸¦ °¡Áö´Â ÁöÁú±â·ÏµéÀ» ÃÑĪÇϸç ÁöÁúÀ¯»êÀÇ º¸ÀüÀ» À§Çؼ­´Â ÁöÁú³ëµÎ¿¡ ´ëÇÑ Á¶»ç¿Í Æò°¡°¡ ¼öÇàµÇ¾î¾ß ÇÑ´Ù. °¢Á¾ °³¹ß»ç¾÷À¸·ÎºÎÅÍ ÁöÁúÀ¯»êÀÌ ÈѼյǴ °ÍÀ» ¹æÁöÇϱâ À§ÇÑ ¹æ¾ÈÀÇ Çϳª·Î¼­ ÁöÁú³ëµÎ¿¡ ´ëÇØ Á¶»çÇ¥¿Í Æò°¡Ç¥¸¦ ÀÛ¼ºÇÏ¿© µ¥ÀÌÅͺ£À̽º¸¦ ±¸ÃàÇÔÀ¸·Î½á ȯ°æ¿µÇâÆò°¡¿¡ È°¿ëÇϵµ·Ï ÇÏ´Â ¹æ¾ÈÀ» Á¦¾ÈÇÑ´Ù. ÁöÁú³ëµÎ Á¶»çÇ¥ÀÇ ³»¿ëÀº Á¶»çÁö¿ª, ºÐ¾ß, ¼¼ºÎºÐ¾ß, À§Ä¡, ±Ô¸ð, Ư¡, »çÁø ¹× ¼³¸í, Á¶»çÀÚ·Î ±¸¼ºµÇ¾î ÀÖ´Ù. ÁöÁú³ëµÎ Æò°¡Ç¥´Â Æò°¡À¯Çü, ¼¼ºÎÆò°¡, Á¾ÇÕÆò°¡, ÃÖÁ¾Æò°¡µî±ÞÀ¸·Î ±¸¼ºµÈ´Ù. Æò°¡À¯ÇüÀº Çмú, ±³À°, °æ°üÀ¸·Î ±¸ºÐµÈ´Ù. Çмú±³À° ºÐ¾ß´Â ´ëÇ¥¼º, Èñ¼Ò¼º, ´Ù¾ç¼º, ÀüÇü¼ºÀ» ¼¼ºÎÇ׸ñÀ¸·Î Æò°¡ÇÑ´Ù. ÁöÇü°æ°ü ºÐ¾ß´Â ƯÀ̼º, ½É¹Ì¼º, ÀÚ¿¬¼ºÀ» ¼¼ºÎÇ׸ñÀ¸·Î Æò°¡ÇÑ´Ù. ÃÖÁ¾Æò°¡µî±ÞÀº 5°³ µî±ÞÀ¸·Î ±¸ºÐµÇ¸ç 1µî±ÞÀº º¸Àü°¡Ä¡°¡ °¡Àå ³ôÀº µî±ÞÀ¸·Î Àý´ëº¸ÀüÀ» ¿äÇÑ´Ù.

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According to industrial disaster statistics by the Ministry of Labor in 2006, out of 11,688,797 people working at 1,292,696 business places that apply Industrial Disaster Indemnity Act, 89,910 workers were involved in an accident that more than 4 days of medical treatment requires. Among this figure 2,453 people lost their precious lives. '89,910 industrial disaster victims per annum' is showing the safety level of our industrial situation. To prevent such industrial disaster, the most typical and distinctive method is Accident-free Campaign. At the beginning, the movement arose with devotion through out the entire industry. But, the heartbreaking fact is that the fever is getting cool gown as times goes by. Therefore, opportunity for revitalization of this movement is required. The movement should be practically supporting principle of respect for human life and dignity. And it should be established with analysis on industrial disaster and systematize Accident-free Campaign totally in connected research.

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This study was intended to develop a school learning environment assessment checklist. The research results on the influence and impact of school learning environment factors were investigated and visits to the best schools and previous survey research were implemented. Those data were used to construct an assessment frame, indicators, and a checklist. An investigation through the interview and the school visits and the review of education experts were performed for the validation of the outputs. The checklist was finally confirmed through the measure of content validity ratio(CVR). The assessment frame of school learning environment is a two-way conceptual framework. One axis of the framework is the assessment stage, which are an input and process stage. The input stage includes a physical environment and a IT(Information Technology) environment of school learning environment. The other axis of that is the assessment level with the class and school level. This study indicated that the best learning environments of school have 11 significant features.

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ÀÚµ¿Â÷´Â ÷´Ü°ø¾÷ ±â¼úÀÌ °íµµ·Î ÁýÀûµÇ¾î ÀÖ´Â Àΰ£-±â°è ½Ã½ºÅÛ(man machine system)ÀÌ´Ù. ÀÚµ¿Â÷¿¡ ´ëÇÑ »õ·Î¿î °¨¼º¿ä±¸¸¦ ½ÇÇöÇϱâ À§Çؼ­´Â ÀÎü¿Í ¿À·£ ½Ã°£ Á¢ÃËÇØ ÀÖ´Â ½ÃÆ® Ç¥ÇÇÀçÀÇ ºÐ¼®ÀÌ ¹Ýµå½Ã ÇÊ¿äÇÏ´Ù. º» ¿¬±¸¿¡¼­´Â ÀÚµ¿Â÷ ½ÃÆ® Ç¥ÇÇÀçÀÇ ¿ªÇÐÀû Ư¼º°ú °¨¼ºÀ» °í·ÁÇÑ °í±Þ°¨À» ¿¹ÃøÇÏ¿© °í°¨¼º ³»Àå Ç¥ÇÇÀç °³¹ß¿¡ ±â¿©ÇÏ°íÀÚ ÇÑ´Ù. °¨¼º¿ë¾î´Â Softness(À¯¿¬ÇÑ), Elasticity(ÅʱÛÅʱÛÇÑ), Volume(dz¼ºÇÑ), Stickiness (²ö²öÇÑ)¸¦ ¼³Á¤ÇÏ¿´À¸¸ç, ÀÌ¿Í ´ëÀÀÇϴ ǥÇÇÀçÀÇ ¿ªÇÐÀû Ư¼º Ä¡¸¦ ÃøÁ¤ÇÏ¿´´Ù. ÇÇÇõÀÇ Æ¯¼ºÆò°¡¿¡ ÀÇÇÑ °á°ú·Î resilience, bending moment, thickness¿Í friction °ªÀ» ¾òÀ» ¼ö ÀÖ¾úÀ¸¸ç, ÀÌ·¯ÇÑ ¿ªÇÐÀû Ư¼º Ä¡¸¦ softness, elasticity, volume, stickiness °ªÀ¸·Î º¯È­Çϱâ À§ÇØ fuzzy logicÀ» »ç¿ëÇÏ¿´´Ù. ¶ÇÇÑ Fuzzy logicÀÇ °á°úÀÎ Softness, Elasticity, Volume, Stickiness °ªÀ¸·Î ÇÇÇõÀÇ °í±Þ°¨À» ¿¹ÃøÇϱâ À§ÇÑ ½Å°æ¸Á ¸ðµ¨(Neural network)À» ±¸¼ºÇÏ¿´´Ù. Áï, ÀÚµ¿Â÷ Ç¥ÇÇÀç Áß ÇÇÇõÀÇ 4°¡Áö ¹°¸®·®À¸·Î Àΰ£ÀÇ °¨¼ºÀΠǥÇÇÀçÀÇ °í±Þ°¨À» ¿¹ÃøÇÏ¿© °í°¨¼º ÀÚµ¿Â÷ ½ÃÆ® Ç¥ÇÇÀçÀÇ °³¹ßÀ» À§ÇÑ ¿¹Ãø ¸ðµ¨ÀÇ °¡´É¼ºÀ» Æò°¡ÇÏ¿´´Ù.

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An inquiry approach in teaching science has been advocated by many science educators for the past few decades, and most elementary and secondary science curricula have incorporated it in varying degrees. It has been proven in recent studies, however, that there exists considerable discrepancy between the expectation of outcomes of the inquiry approach and the actuality. This in part implies that there is a somewhat urgent need for the systematic evaluation of the approach in teaching science. The purpose of this study is to develop a comprehensive instrument for evaluating inquiry teaching approaches embedded in science curricular materials. To develop a more valid and reliable instrument a set of empirical data was used in the developmental procedure, and most of the previous studies regarding inquiry teaching method and inquiry evaluation were consulted. The inquiry evaluation method developed in this study, called the Scientific Inquiry Evaluation Inventory (SIEI), is composed of three parts: (1) analyzing and coding each science process task of inquiry activity; (2) evaluating each inquiry activity as a whole; and (3) evaluating each science laboratory curriculum as a whole. The first part of the instrument consists of twenty science process categories and thirty subcategories grouped into four sections: (1) gathering and organizing data; (2) interpreting and analyzing data; (3) synthesizing results and evaluation; and (4) hypothesizing and designing an experiment. The science process categories are arranged according to the level of difficulty, psychological level of thinking, degree of creativity demand, and the model of the process of scientific inquiry, which is also developed in the study. The second part of the instrument contains four evaluation scales of inquiry activity: (1) competition/cooperation scale; (2) discussion scale; (3) openness scale; and (4) inquiry scope scale. And the last part consists of three methods for evaluating a science laboratory curriculum as a whole: (1) inquiry pyramid; (2) inquiry index; and (3) difficulty index. The instrument is designed to be used by teachers, science curriculum developers and science education evaluators for the purpose of diagnosing the nature and appropriateness of scientific inquiry introduced in secondary science curricular materials, especailly in laboratory work and field work.

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<¹®Á¦> º» ¿¬±¸ÀÇ ¸ñÀûÀº ±³ÀçÀÇ Æò°¡¿Í ¼±ÅÃÀÇ Á߿伺À» °íÂûÇÏ°í ±³Àç Æò°¡½Ã °í·ÁµÇ¾î¾ß ÇÒ Á¦¹Ý »çÇ×À» Á¶»çÇÑ µÚ ÇöÀç »ç¿ëµÇ°í ÀÖ´Â ¿©·¯ À¯ÇüÀÇ ±³Àç Æò°¡Ç¥¸¦ Á¶»ç ºÐ¼®ÇÏ¿© À̸¦ ±âÃÊ·Î ¿ì¸®ÀÇ ½ÇÁ¤¿¡ ¸Â´Â ÀÌ»óÀûÀÎ Æò°¡Ç¥¸¦ °³¹ßÇϴµ¥ ÀÖ´Ù. <°úÁ¤> ¿©·¯ ¿¬±¸¹®Çå°ú Àü¹®ÀâÁö¸¦ ÅëÇÏ¿© ÇöÀç »ç¿ëµÇ°í ÀÖ´Â Æò°¡Ç¥¸¦ 26°³ ¼öÁýÇÏ°í À̸¦ ºÐ¼®ÇÑ µÚ ¹Ù¶÷Á÷ÇÑ ±³Àç Æò°¡Ç¥ÀÇ ÃʾÈÀ» ÀÛ¼ºÇÏ¿´´Ù. Ÿ´çµµ¸¦ °ËÁõÇϱâ À§ÇØ Àü¹®°¡ 5Àο¡°Ô ¹®ÀÇÇÏ¿© ¾à°£ÀÇ ¼öÁ¤À» °¡ÇÏ°í ½Å·Úµµ¸¦ ÃøÁ¤Çϱâ À§ÇØ 34¸íÀÇ ÇлýÀ» µÎ ±×·ìÀ¸·Î ³ª´©¾î ½½¶óÀ̵带 º¸¿©ÁØ µÚ ¼öÁ¤µÈ Æò°¡Ç¥¸¦ »ç¿ëÇÏ¿© Æò°¡ÇÏ°Ô ÇÏ¿´´Ù. <°á°ú> À¯»çÇÑ ¹è°æÀ» °¡Áø µÎ ±×·ìÀÌ µ¿ÀÏÇÑ ÀڷḦ º¸°í Æò°¡ÇÑ °á°ú´Â .95ÀÇ ³ôÀº »ó°ü°ü°è¸¦ º¸¿´´Ù. <°á·Ð> ±³Àç Æò°¡Ç¥´Â ¾Æ·¡ÀÇ ¼¼°¡Áö Ãø¸éÀ» Æ÷ÇÔÇØ¾ß ÇÑ´Ù. ¨ç ±³ÀçÀÇ ÁÖÁ¦/³»¿ë Ãø¸é:³»¿ëÀÇ Á¤È®¼º, °´°ü¼º, Ãֽżº, ¾îÈÖÀÇ ÀûÀý¼º ¨è ±³¼ö ¼³°è»óÀÇ Ãø¸é:»çÀü ¼Ò°³ ºÎºÐ, Çлý Âü¿©, Çǵå¹é, ÇнÀ Áöħ¼­ÀÇ µ¿¹Ý ¨é ±â¼úÀû/¹°¸®Àû Ãø¸é:¿µ»ó, ¼Ò¸®, ±¸¼º ÆíÁý º» ¿¬±¸ÀÚ¿¡ ÀÇÇÏ¿© °í¾ÈµÈ ±³Àç Æò°¡Ç¥´Â À§¿Í °°Àº Á¡À» °í·ÁÇÏ¿© ÀÛ¼ºµÇ¾ú°í ±× ½Å·Úµµ´Â Å×½ºÆ®¸¦ ÅëÇÏ¿© ÀÔÁõµÇ¾ú´Ù. ±³¼ö È¿À²È­¸¦ ´Þ¼ºÇϱâ À§Çؼ­´Â ±³Àç´Â »ç¿ëµÇ±â ÀÌÀü¿¡ ¹Ýµå½Ã °´°üÀûÀÎ Æò°¡ µµ±¸¿¡ ÀÇÇØ ½ÅÁßÈ÷ Æò°¡µÇ¾îÁ®¾ß ÇÏ°Ú´Ù.

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This study explored pre-service English teachers' participation in the development of a rubric and examined evaluation of their own English poetry. The current study would investigate: 1) the pre-service English teachers' perception as a rubric developer and self-evaluator, 2) the number of analytic area that the participants included in their rubrics and the scoring scheme that they designed in their rubrics, and 3) the inter-rater differences between self-assessemnt and expert-assessment across analytic areas. Twenty-four EFL learners participated in the current study. The researchers analyzed the learners' own English poetry, their field notes which contained the process of their writing, their rubrics, scores of self-assessment, and expert raters' scores. The results revealed that learners showed positive responses on learner-directed assessment, that 'content' is the most important area, and that inter-rater difference is small across all analytic areas.

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The purpose of this study was to discover and compare various types of rubric developed for text complexity measures, discover elements commonly required for text complexity measures, and derive implications for the development of reference tables for text complexity measures in Korean language education. To this end, the text quality factors presented in the USA CCSS were analyzed. Subsequently, text complexity measures criteria of the four U.S. states of education were classified according to certain criteria, analyzed the characteristics, advantages, and disadvantages of each type of criterion, and implications for the development of reference tables for qualitative measures of Korean educational texts. Subsequently, text qualitative factors that account for the largest proportion of each reference table were compared and analyzed by dividing the case of information text and literature text, and factors different from common factors, advantages or disadvantages of each factor, and points applicable or impossible in the development of reference tables for qualitative measures of educational texts in Korea.

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In recent studies on panic disorder, it is coming to be known that patient"s cognitive appraisal on the panic attack is the best predictor of agoraphobic avoidance. This study is a preliminary research to develop a Korean version of Panic Appraisal Inventory(PAI) which examines the cognitive appraisal on the panic attack. The Panic Appraisal Inventory developed by Telch et al has been translated into Korean in consideration of the differences in culture and language, followed by testing its reliability. The subjects were twenty in number, who were diagnosed, based on DSM-¥³ criteria, as panic disorder by a psychiatrist and a psychiatric resident. The following are the results of this study: The correlation coefficient of the scale 1 in the test-retest reliability was a significant of 0.58 ; in Crohnbach"s alpha, showed a high internal consistency with 0.86 ; the correlation coefficient of the scale 2 was a relatively high of 0.81 ; among the three subscales of the scale 2, the correlation coefficient of the P subscale was 0.63, that of the L subscale, 0.83, and that of the L subscale, 0.78, and all of them were significant ; Crohnbach"s alpha of the scale 2 showed a high internal consistency with 0.92 ; the correlation coefficient of the scale 3 was a relatively high of 0.83 ; in Crohnbach"s alpha, showed a high consistency with 0.88. As results of factor analysis for the three subscales of the scale 2 by the Varimax rotation method, the extracted factors were not correlated with the items of three subscales. In conclusion, this is a preliminary study designed to standardize a Korean version of Panic Appraisal Inventory, and the tests of the reliability and the internal consistency of each item showed significant results. Follow-up studies should be carried out for validation applying various scales on a larger number of patients.

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Objectives : This study was to analysis of pain using visual analogue scale questionnaire. Methods : Questionnaire were completed by 101 adult patients of department relation to simple pain in hospitals of Taegu from March 10, to April 10, 2000. The information was used to estimate multiple regression for the pain related factors association. Results : Visual analogue scale scores of mean was 4.29. work modification scores was 5.50. The scores of 1 month below was mild$(45.16\%)$, 6 months above was discomfort$(56.41\%)$. distressing$(72.73\%)$. and excruciating$(100.0\%)$ in association between present pain index and duration(p=0.002). Visual analogue scale scores was significantly associated with frequency of pain and present pain index. Conclusion : Date from this study support a statistically significant association between visual analogue scores scores and two factors found in other research to increase the relation with pain. This findings may have implications for targeting frequency of pain and present pain index.

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