제형주름강판의 전단이력거동특성에 대한 실험적 연구

유미나 ( Yoo Mi Na ),곽의신 ( Kwak Eui Shin ),손수덕 ( Shon Su Deok ),이승재 ( Lee Seung Jae ) 한국구조물진단유지관리공학회 2015 한국구조물진단유지관리공학회 학술발표대회 논문집 Vol.19 No.2

해사세척 배출수를 대상으로 한 생태독성 원인물질 규명을 위한 연구

유미진(Mi Jin Yoo),문진영(Jin Young Moon),김인태(In Tae Kim),이성재(Sung Jae Lee),이수민(Su Min Lee) 한국위험물학회 2015 한국위험물학회지 Vol.3 No.2

This study refers to the performance of ecotoxicological impact assessment and Toxicity Identification Evaluation(TIE) to demonstrate that the causative material exceeding the WET(Whole effluent toxicity) emission standards is salt. As a result, the effluent quality of the 9 companies showed significantly low concentration, and the salt composition levels of the normal seawater and 9 companies" effluent are similar. This means the effluent of the 9 companies are simple mixture of the seawater and the wash water. Ecotoxicity is expressed in the fresh water species such as Daphnia and Oryzias latipes, but ecotoxicity is not expressed in the seawater species such as luminous bacteria and benthic amphipod species. As a result, it is quite probable that the material affecting the toxicity in the fresh water species is salt. From the result of toxicity identification evaluation, the Daphnia ecotoxicity level is found to be TU 0 after removing the salt. This study was also compares (a) the sample before removing the salt, and (b) the sample after removing the salt and adding chlorine ion and sulphate with the same concentration level as the previous sample. The comparison shows that the difference in the Daphnia ecotoxicity values is marginal. Therefore this study confirms that the Daphnia ecotoxicity causative materials of the target sample are chlorine ion and sulphate ion.

탐욕의 시대, 플라스틱 쓰레기 없는 살림을 향한 걸음을! - 『우리는 플라스틱 없이 살기로 했다』를 중심으로

유미호(Mi Ho Yoo) 한국여신학자협의회 2020 한국여성신학 Vol.- No.92

불안한 삶 속에 문화적 감성의 확대를 바라며…

유미정(Meejung Yoo) 대한토목학회 2009 대한토목학회지 Vol.57 No.6

온라인 토론활동에 대한 학습분석기반 대시보드 사례 분석 연구

유미나 ( Mina Yoo ),진성희 ( Sung-hee Jin ) 한국교육정보미디어학회(구 한국교육정보방송학회) 2017 교육정보미디어연구 Vol.23 No.3

이 연구는 온라인 토론활동에 대한 대시보드 설계 및 개발 관련한 선행연구들을 분석함으로써 연구동향을 정리하고, 향후 학습분석기반 온라인 토론활동을 위한 대시보드 설계 및 개발에 시사점을 제안하고자 하였다. 연구방법은 문헌고찰연구방법론에 의하여 선행문헌 선정 기준 수립, 선행문헌 검색 및 선정, 분석 체계 수립, 선행문헌 선정 및 분석 체계에 대한 전문가 타당화, 그리고 선행문헌 분석 및 교차 검토의 과정을 거쳐 이루어졌다. 20개의 대시보드 관련 선행연구를 선정하였고, 타당성을 검증받은 분석 체계를 기반으로 연구자를 포함한 2명의 교육공학전문가들이 선행연구들을 분석하였다. 연구결과 토론활동의 시각화 대상인 참여도를 시각화한 연구가 13개(65%), 상호작용을 시각화한 연구가 14개(70%), 토론주제를 시각화한 연구가 8개(40%), 메지시유형을 시각화한 연구가 7개(35%), 메시지관계를 시각화한 연구가 5개(25%)인 것으로 분석되었다. 시각화 데이터 객체는 분반 전체에 대한 데이터를 시각화한 연구가 15개(75%), 개별 학습자에 대한 데이터를 시각화한 연구가 9개(45%), 소집단에 대한 데이터를 시각화한 연구가 8개(40%)로 분석되었다. 시각정보 제시 목적은 과거에서부터 현재까지의 데이터를 기반으로 누적정보 제공이 15개(75%)로 가장 많았으며, 과거에서 현재까지의 변화추이를 나타낸 연구가 7개(35%) 있었고, 미래 예측 정보를 제공한 연구는 없는 것으로 나타났다. 또한 가장 많이 활용되고 있는 시각정보 유형은 비교/서열 16개(80%)였고, 뒤를 이어 관계 15개(75%), 시간 13개(65%), 분포 7개(35%), 텍스트 5개(20%), 상관 1개(5%)인 것으로 나타났다. 연구 결과에 기반하여 시각화 대상별 시각화 방법, 온라인 토론활동에 대한 정성적 정보와 미래예측 정보에 대한 시각화의 필요성에 대해 논의하였고, 온라인 토론에 대한 학습분석기반 대시보드 관련 추후 연구로 시각적 피드백 유형에 따른 교육적 효과 분석 연구, 온라인 토론활동을 자동으로 분석하여 시각화 대상별로 정보를 제공하는 처방적 시스템 개발 연구 등을 제안하였다. The purpose of this study is to synthetically review the studies based on learning analysis for online discussion activities and to suggest directions of future research on design and develop dashboard for online discussion based on learning analysis. To achieve this purpose, the research method was based on the review study methodology: establishing inclusion criteria, search and selection of previous studies, setting up coding scheme, validation of literature selection and coding scheme, analysis, and cross-examination of the results. 20 studies were selected and two experts with Ph. D. in Educational Technology participated in the expert review survey. The research selection and coding scheme was verified(r=0.96). The analysis results were suggested according to coding scheme. As a result of research, there were 13(65%) visualizations of students’ participation, 14(70%) interactions, 8(40%) discussion topics, 7(35%) message types and 5(25%) message relationships. Visualization data objects consisted of 15(75%) studies of data for the entire class, 9(45%) of individual learners, and 8(40%) of small groups. The purpose of presenting visual information was to provide cumulative information 15(75%), alerting the change from past to present 7(35%), and there were no studies that provide future predictive information. The most frequently used types of visual information were comparison / sequence 16(80%), relation 15(75%), time 13(65%), distribution 7(35%), text 5(20%), and relation 1(5%). Based on the results of the research, we discussed the visualization methods for each visualization object, the need for visualization of qualitative information about the online discussion activities and the future prediction information, and suggested the future studies on educational effects on different visual feedback types, and system development that provides visual information by visualization object.

대학생의 TOEIC 듣기실력 향상을 위한 듣기전략 지도의 효과

유미란 ( Yoo Mi-ran ) 글로벌영어교육학회(구 호남영어교육학회) 2019 Studies in English education Vol.24 No.4

The aim of this paper is to explore the effects of listening strategy used in the instruction of college students while undergoing the TOEIC listening test. It will also discuss relevant and effective learning strategies that can be applied in the classroom. The participants in this study were 70 college students participating in an intensive TOEIC course for a period of four weeks at a college in Gumi. The students were divided into two groups: control(n=33) and experimental (n=37). Three sets of TOEIC test scores and two different questionnaires were used in the testing process. The major results of this study were as follows. First, the students tended to use cognitive strategies rather than metacognative strategies during the TOEIC test. Secondly, the students applied commonly used strategies after the new listening methods were introduced and they considered the strategies in a positive way. Thirdly, the use of different listening strategies resulted in improved listening comprehension scores. Lastly, the listening strategies used did not show a statistical effect on the students listening proficiency. These findings demonstrate that providing effective strategies such as cognitive and metacognitive strategies which were proved as an useful method in listening acquisition will be a good way for students to improve their listening skills.

화학 흡수를 이용한 KOH 수용액의 이산화탄소 포집 성능에 관한 연구

유미란(Mi Ran Yoo),한상준(Sang Jun Han),신지윤(Ji Yoon Shin),위정호(Jung Ho Wee) 大韓環境工學會 2012 대한환경공학회지 Vol.34 No.1

수산화칼륨(KOH) 수용액을 이용한 CO₂ 포집에 관한 연구를 수행한 결과 K2CO₃ 생성 및 KHCO₃가 생성되는 화학흡수 반응이 순차적으로 일어났고 그 후 CO₂ 물리흡수가 일어남으로써 전 반응이 종료되었다. KOH가 한계 반응물인 회분식 흡수 에서 K2CO₃의 생성 속도는 OH- 농도에 관해 1차 반응이며 KHCO₃ 생성 속도는 CO₃ 2- 농도에 0차 반응으로 흡수 속도는 0.18 gCO₂/min으로 계산되었고 이 값은 K2CO₃ 수용액에서의 흡수 속도와 일치한다. 5% KOH 흡수제의 CO₂ 포집율의 경우 1구간 에서 57%, 2구간에서 12% 이었으며 전체 19%로 측정되었다. KOH 흡수제의 CO₂ 포집양은 이론값보다 2~3% 정도 작았는데 그 이유는 KHCO₃ 이외 K2CO₃·KHCO₃·1.5H₂O가 생성되는 부 반응이 동반되기 때문으로 판단된다. The present paper investigates the performance of the KOH aqueous solution as an absorbent to capture carbon dioxide (CO₂). The chemical absorption was carried out according to consecutive reactions that are generated in the order of K2CO₃ and KHCO₃. The overall absorption was completed with following the physical absorption. When the absorption was conducted with the KOH as the limiting reactants in batch a reactor, K2CO₃ production rate was the 1st order reaction for OH-. However, KHCO₃ generation reaction was independent of the CO₃ 2- concentration and the rate was calculated to be 0.18 gCO₂/min for all KOH absorbents, which is the same value of the reaction rate using K2CO₃ aqueous solution as the absorbents. The overall CO₂ capture ratio of the 5% KOH absorbent was estimated to be 19% and the individual value in section 1 and 2 was 57 and 12%, respectively. The amount of CO₂ absorbed in the solution was very slightly less than the theoretical value, which was ascribed to the side reaction that produces K2CO₃·KHCO₃·1.5H₂O during the reaction and the consequent diminish in CO₂ absorption in the KOH solution.

온라인 토론활동의 참여를 촉진하기 위한 대시보드 개발 및 적용

유미나 ( Mina Yoo ),진성희 ( Sung-hee Jin ) 한국교육정보미디어학회(구 한국교육정보방송학회) 2018 교육정보미디어연구 Vol.24 No.3

온라인 토론이 면대면 토론학습에 비해 독립성과 자율성을 가진다는 장점이 있지만, 학습자는 비동시적으로 이루어지는 다른 학습자들의 의견을 읽고 상호작용함으로써 토론에 참여하는 것에 대해 어려움을 느낄 수 있다. 본 연구에서는 학습자의 토론활동에 대한 참여를 촉진하기 위해 참여도와 상호작용 현황을 시각물로 제공하는 대시보드를 개발하였다. 그리고 대시보드에 대한 사용성과 사용자 경험을 평가함으로써 그 적용 가능성을 확인해 보고자 하였다. 참여도와 상호작용 대시보드 개발은 설계ㆍ개발 연구방법을 적용하여 개발하였다. 참여도 대시보드는 토론 게시글 수(37%), 댓글 및 답글 수(28%), 읽은 글의 수(13%), 게시글의 길이(9%), 접속 시간의 규칙성(5%), 접속횟수(4%), 접속시간(4%)의 여섯 개의 대표변인과 가중치를 활용하여 막대그래프 형태로 시각화하였다. 상호작용 대시보드는 팀원들 간 상호작용과 팀 간 상호작용을 원과 화살표를 활용하여 시각화하였다. 참여도 대시보드에 대한 사용성 평가 결과 학습자와 교수자 모두 ‘학습용이성’ 항목에 대해 가장 긍정적으로 평가한 것으로 나타났고, 상호작용 대시보드에 대해서는 학습자와 교수자 모두 ‘만족감’ 항목의 점수가 가장 높은 것으로 확인되었다. 사용자 경험 평가 결과, 참여도 대시보드에 대해서는 학습자와 교수자 모두 ‘명확성’과 ‘효율성’에 대해 가장 긍정적으로 평가하였고, 상호작용 대시보드에 대해서는 학습자와 교수자 모두 ‘자극성’과 ‘참신성’ 항목에 대해 가장 긍정적으로 평가한 것으로 분석되었다. 참여도와 상호작용 대시보드에 대한 사용성 평가와 사용자 경험 평가 결과를 기반으로 온라인 토론활동의 참여를 촉진하기 위한 대시보드의 적용 가능성과 시사점, 그리고 본 연구의 제한점에 대해 논의하였다. Although online discussions have the advantage of independence and autonomy compared to face-to-face discussion activities, learners may have difficulty participating in discussions by reading posts created by other learners asynchronously and interacting with them. This study developed a dashboard that visualize participation and interaction to facilitate learner's participation in discussion activities. The applicability of the dashboard has been investigated through usability test and user experience evaluation. The dashboard of participation and interaction was developed by applying design and development research methodology. The Participation Dashboard was visualized as a bar graph with six proxy variables and weights, such as number of posts(37%), number of comments and replies(28%), and number of reads(13%), post length(9%), and login frequency(4%). The Interaction Dashboard visualized the level of interaction levels between team members and teams using circles and arrows. As a result of the usability test for the participation dashboard, both ‘learner’ and ‘instructor’ were most positively evaluated for ‘easy to learn’ items, and for the interaction dashboard, both the learner and the instructor showed the highest score in the ‘satisfaction’ items. As a result of user experience evaluation on the participation dashboard, both learner and instructor gave high score to ‘clarity’ and ‘efficiency’, and for the interaction dashboard, both learner and instructor showed ‘stimulation’ and ‘novelty’. The applicability and implication of the dashboard was discussed based on the results of usability test and user experience evaluation. Lastly, the limitations of this study and further studies have been suggested.

남성들의 화장품에 대한 구입경로와 사용형태

유미열 ( Mi-yeol Yoo ),김금란 ( Kum-lan Kim ) 한국미용예술경영학회 2013 미용예술경영연구 Vol.7 No.2

the increase of national income has led to the desire for quality life, and, in turn, to a great interest in beautifying appearances. In step with the stream of times, cosmetics industry, which is regarded as the highly profitable growth industry, has developed a variety of cosmetics to meet the demand of customers. This research focuses on how much informed the men in the Seoul metropolitan area are about cosmetics and what motivates them to buy the products relating to the skin care and the beauty art. Based on the survey of the man ages 20 to 50 about what kinds of cosmetics they favor or prefer, this research is intended to contribute, to some extent, to planning product designs and marketing strategies for the cosmetics industry. I came to the conclusion as follows. First, a larger percentage of the people in their 20s, 40s, and 50s buy cosmetics at the specialty store than those in their 30s, who purchase cosmetics through the internet site. Second, as for the factors that influence the people in making decisions about where to buy cosmetics, lower prices motivate most of them to favor internet shopping, while functional quality and effectiveness of the cosmetics seem to make them count on the department stores or specialty shops. Those consumers who shop at the department stores are found to be attracted by the absorptive power and the brand name of the cosmetics, and those who buy at the specialty stores are easily affected by the recommendation and the sales pitch of the salespeople. Third, most of the consumers purchase cosmetics for the purpose of protecting their skin. Lastly, of all the cosmetics consumers, those with dry skin are found to be most interested in cosmetics. Based on this survey and research, we con create the environment in which men com to have a positive attitude toward cosmetics and look upon cosmetics as essential, not as optional.

웹기반 개념학습에서 그래픽 조직자의 제시시기와 시각화 경향성 수준이 학업성취에 미치는 효과

유미나 ( Mi Na Yoo ),나일주 ( Il Ju Rha ) 한국초등교육학회 2015 초등교육연구 Vol.28 No.2

The purpose of this study is to examine the effects of timing of presenting graphic organizers and visualization tendency on achievement in web-based concept learning. To achieve the purpose, 3 research questions are as follows. 1) Is there the effect of timing of presenting graphic organizers on achievement? 2) Is there significant effect of visualization tendency on achievement in web-based learning? 3) Is there significant interaction effect between timing of presenting graphic organizers and visualization tendency on achievement? In order to verify these research questions, experimental study was conducted. The results were as follows. First, there is significant difference in statistics between groups provided with graphic organizers at the beginning of class and groups provided the organizers at the end of class. Second, there is significant difference in statistics between upper 50% visualization tendency groups and lower 50% visualization groups on mean of achievement score. Third, there is significant interaction effect between visualization tendency and timing of presenting graphic organizers regarding academic achievement in concept learning using web. The results of this study suggest that it has positive effect to present leaners with low visualization tendency graphic organizers at the beginning of class. This result suggest that timing of presenting graphic organizers be significantly considered with depending on visualization tendency.