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The uncooled microbolometer thermal sensor for low cost and mass volume was designed to target the new infrared market that includes smart device, automotive, energy management, and so on. The microbolometer sensor features 80x60 pixels low-resolution format and enables the use of wafer-level vacuum packaging (WLVP) technology. Read-out IC (ROIC) implements infrared signal detection and offset correction for fixed pattern noise (FPN) using an internal digital to analog convertor (DAC) value control function. A reliable WLVP thermal sensor was obtained with the design of lid wafer, the formation of Au80%wtSn20% eutectic solder, outgassing control and wafer to wafer bonding condition. The measurement of thermal conductance enables us to inspect the internal atmosphere condition of WLVP microbolometer sensor. The difference between the measurement value and design one is 3.6×10-9 [W/K] which indicates that thermal loss is mainly on account of floating legs. The mean time to failure (MTTF) of a WLVP thermal sensor is estimated to be about 10.2 years with a confidence level of 95 %. Reliability tests such as high temperature/low temperature, bump, vibration, etc. were also conducted. Devices were found to work properly after accelerated stress tests. A thermal camera with visible camera was developed. The thermal camera is available for non-contact temperature measurement providing an image that merged the thermal image and the visible image.
'스콜라' 이용 시 소속기관이 구독 중이 아닌 경우, 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.
The purpose of this study is to examine the effect of pronunciation-related vocabulary learning on middle school students' ability to memorize vocabulary. For this study 24 students in the third grade were selected as subjects. They were divided into two even numbered groups. For the students in the experimental group, pronunciation-related vocabulary learning program was implemented while the activities for the students in the control group were less related to the pronunciation. Three tests were conducted. To verify the effectiveness of pronunciation-related vocabulary learning program for short-term memorization, two types of test were carried out before and after the experiment. Test 1 was based on word list 1 and test 2 on word list 2. And test 3 was administered three weeks after the experiment to find out the effectiveness of pronunciation-related vocabulary learning program for long-term memorization. The analysis of three tests suggested that the pronunciation-related vocabulary learning on middle school students' ability to memorize vocabulary proved to be remarkably positive on both short-term and long-term memorization.
The purpose of this study is to present the way to use Time to improve English reading ability and to find out the effects of small group reading activities through Time. Two classes were selected as subjects among the 3rd grade in a B middle school. The experimental group considering their interests, language proficiency, and participation. was guided to perform small group reading activities using Time to improve their English reading proficiency during a five-month period. The controlled group was guided to read written texts through the traditional grammar-translation method and to sing pop songs. The results are as follows: first, the improvement of the experimental class was much greater than that of the controlled one in students’ interest and confidence in reading English. Second, the reading proficiency of the experimental class proved to be significantly higher than that of the controlled class. Thus the small group reading activities using Time might have a greater effect on students’ interests and confidence in reading English, and enable them to improve their reading skills.
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Purpose: This study conducted to identify the relationship of recovery room nurses knowledge, attitude and nursing performance about postoperative pain management for effective pain management. Methods: Data were collected from 113 recovery room nurses in D. Metropolitan City, using self-administered questionnaires. Data were analyzed using frequency, percentage, mean, standard deviation, t-test, one-way ANOVA, and Pearson s correlation coefficient with SPSS/WIN version 18.0. Results: The average scores of nurses knowledge on pain management, analgesics, classification of analgesics were 10.53/15, 7.10/10, 7.33/9, respectively. The average scores of nurses attitudes and performance were 11.23/12 and 2.92/4, respectively. Nurses knowledge on pain management was significantly correlated with nurses attitude and nurses’ knowledge on analgesics, but not with nursing performance on pain management. There was no correlation between nurses attitude and nursing performance on pain management. Conclusion: Therefore, it is necessary to develop educational programs to improve knowledge and nursing performance on pain management for recovery room nurses. Further research should be done to identify key factors that improve nursing performance.
이 연구는 한국의 직업기술 교육과정 개발의 구체적인 사례를 워커의 교육과정 개발 모형에 비추어 분석해 봄으로써, 한국의 직업기술 교육과정 개발의 특징을 살펴 본 연구이다. 이 연구는 『2·1 체제』 공업계 고등학교 교육에 적합한 새로운 교육과정(「공고 2·1 체제」교육과정)의 개발 과정을 분석 대상으로 하였으며, 분석 방법은 참여 관찰 및 문서 자료의 분석과 참여자와의 면담을 통한 방법을 동시에 사용하였다. 이 연구 결과 드러난「공고 2·1 체제」 교육과정 개발 과정의 주요 특징은 다음과 같다. 첫째, 「공고 2·1 체제」교육과정 개발은, 교육과정 정책이나 개정의 취지가 매우 실제적이고 분명함에도 불구하고, 교육과정 의사결정의 전반적인 과정에서는 「공고 2·1 체제」교육의 목표가 그 근거로서 큰 영향력을 가지지 못하고 끊임없는 논란의 대상이 되었던 것으로 나타났다. 둘째,「공고 2·1 체제」교육과정 목표와 내용 선정을 위한 의사결정의 근거로서 직무 분석 자료는 그 자체로 의사결정이 근거가 된다기보다는, 오히려 의사결정자들의 주관적인 견해 또는 관점에 따라 해석되어 교육과정에 반영되었다고 할 수 있다. 셋째,「공고 2·1 체제」교육과정 개발의 전반적인 과정은 상당히 융통적이고 자율적이었지만, 쟁점에 따라서는 특정 개인이나 주관하는 측의 주도에 의해 의사결정이 이루어진 경우도 있었다. The purpose of this study is to analyze the process of curriculum development of technical and vocational education in Korea. For this purpose, I analyze a case on the process of new curriculum development under "the 2+1 system" on the perspective of Walker's model. The questions to be answered in this study are as follows: First, how can be characterized the foundation of decision-making in the curriculum development of "the 2+1 system"?; Second, how can be characterized the methodology and procedure of decision-making in the curriculum developoment of "the 2+1 system"? This study focuses on the related literature analysis, observaion, and in-depth interviews with 20 curriculum-developers. They are professors, teachers, researcher, industry representatives, and curriculum coordinators of the Ministry of Education who participated in the curriculum development process for "the 2+1 system". The major findings from the analysis, in the context of the specifics of the curriculum for "the 2+1 system," indicate the following: First, despite the fact that the ccurrculum developed under "the 2+1 system" is much more clear in its direction and goals compared to previous curricular, the reason for revision did not work as a foundation for a decision-making; Second, under "the 2+1 system," the curriculum was developed based upon the data from job analysis. However, the prior experiences and traditions of curriculum-developers more influence on the actual curriculum developoment process than the data from job analysis; Third, compared to previous curriculum development processes, the process under "the 2+1 system" was much more self-regulatory and flexible. Also, participants in the process had more diverse backgrounds. Regardless of these differences, it turns out that each situation in the decision-making processes is different depending upon the agendas and the degree of satisfaction with the role and power perceived by the participants. The main contribution of this study is to analyze the context of an actual curriculum development process through a case study.
This reesearch study is designed to investigate effects of the video program which was planned and produced to introduce 2+1 system newly adopted for Korean technical high school students. The video program was developed to persuade those students and teachers in technical highschool sector who were reluctant to participate in the newly adopted 2+1 system. 2+1system was created by the results of careful examination of Dual System of Germany and Sandwich System of England as well as other advanced technical training system of industrially advanced foreign countries. However, societal consciousness of Korea had been known to be so low that government had experienced difficulties to carry on this innovative system in technical high school education. In order to overcome such difficulties, government initiated to develop the video program in which both Korean and English langkuage were used to introduce role, benefit, perspective and successful case stories on 2+1 system. In general, video programs including televised video programs, no matter how well they were made, have hardly shown their effects beyond levels such as adoptation in cognitive domain, valuing in affective domain, and relatively lower stratum in psychomotor domain. After production of 2+1 system video program, three groups were compared to find out how high subjects achieve in cognitive domain. Results of experiment showed that subjects listening synopsis beforehand and watching the video program achieved highest scores in comprehension and analysis and that subjects watching the video program only achieved better score than the subjects who didn't watch the same video program. All the subjects were enrolled in the fall semester of 2nd year at technical high school where 2+1 system was being carried on and all of subjects were presumed to know 2+1 system to some extent.