• The Mathematical Education
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• v.62 no.1
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• pp.57-78
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• 2023

Students' engagement in lessons not only determines the direction and result of the lessons, but also affects academic achievement and continuity of follow-up learning. In order to provide implications related to teaching strategies for encouraging students' engagement in elementary mathematics lessons, this study implemented lessons for middle-low achieving fifth graders using open-ended tasks and analyzed characteristics of students' engagement in the light of the framework descripors developed based on previous research. As a result of the analysis, the students showed behavioral engagement in voluntarily answering teacher's questions or enduring difficulties and performing tasks until the end, emotional engagement in actively expressing their pleasure by clapping, standing up and the feelings with regard to the topics of lessons and the tasks, cognitive engagement in using real-life examples or their prior knowledge to solve the tasks, and social engagement in helping friends, telling their ideas to others and asking for friends' opinions to create collaborative ideas. This result suggested that lessons using open-ended tasks could encourage elementary students' engagement. In addition, this research presented the potential significance of teacher's support and positive feedback to students' responses, teaching methods of group activities and discussions, strategies of presenting tasks such as the board game while implementing the lessons using open-ended tasks.

• Korean Journal of Culture and Arts Education Studies
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• v.13 no.3
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• pp.81-109
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• 2018

This study aims to identify research trends in adaptation of young children from multicultural families in order to provide insights for researchers around research topics and cultural adaptation orientation of young children from multicultural families. Subjects of this study were 41 literatures with key words of'young children from multicultural families', 'adaptation', and'life'through paper search system. This study was analysed the research themes, methods, subjects, and perspectives of cultural adaptation in adaptation researches of young children from multicultural families, 2006-2017 from peer reviewed journals with analysis frameworks. The results showed that : (a) the most common research topic continues to be about adaptation conditions of young children from multicultural families; (b) among research methods, quantitative research has most frequently used in, followed by qualitative methods, mixed methods, and literature review; (c) cultural adaptation was focused on the perspective of social-cultural adaptation, developmental importance of adaptation in early childhood and problems-based research. It implicated that further researches are need to focused on psychological adaptation and formation of classroom community beyond personal and structural adaptation in preschools.

• Journal of the Korean Society for Library and Information Science
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• v.57 no.4
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• pp.5-24
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• 2023

In ancient Egypt, temples were not only religious sanctuaries but also community centers. One of the core spaces created in the temple is the facility where priests and scribes copied and preserved texts on papyrus and other media. Its common designation was 'pr-mḏȝ'(House of Books) and the 'per-(nw)-seshw'(House of Scrolls). The general term used during that time was 'Per Ankh', and the modern term for it is 'temple library'. Therefore, this study first identified the character and identity of the Per Ankh attached to the temple, and then traced whether it is appropriate to designate 'healing place of the souls' depicted on the hypostyle hall(Per Ankh) in the Ramesseum(mortuary temple) built by Ramses II of the New Kingdom as a library. As a result, Per Ankh, a hieroglyph combining the Per(house) and Ankh(life), was revealed to be a multi-purpose complex facility consisting of a learning and research center, a treatment and healing center with medical facilities and sanatoriums, a religious ceremony and a center for the celebration of eternal life, a scriptorium and a library. Therefore, the traditional argument that Per Ankh refers to a library cannot be justified. In the same context, the inscription 'Ψυχῆς ἰατρεῖον' on the doorplate of the hypostyle hall of the Ramesseum, which was first introduced by Greek historian Hecataeus of Miletus in the 4th century BC, was translated into Latin as 'Psychēs Iatreion' by Diodorus Siculus in the 1st century BC and described as the motto of the sacred library. However, Psyche is the goddess of Greek and Roman mythology, and Iatreion means hospital(clinic, healing center) and pharmacy, so Per Ankh in the Ramesseum is a space to heal the soul of the pharaoh (Ka). Therefore, 'Psychēs Iatreion = library' is a distortion and a mistranslation. It is not the motto of the library, but a metaphor for the Per Ankh.

• Korean Journal of Agricultural and Forest Meteorology
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• v.25 no.4
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• pp.368-375
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• 2023

In this study, we examined the error characteristic and bias correction method for one-month temperature forecast data produced through joint development between the Rural Development Administration and the H ong Kong University of Science and Technology. For this purpose, hindcast data from 2013 to 2021, weather observation data, and various environmental information were collected and error characteristics under various environmental conditions were analyzed. In the case of maximum and minimum temperatures, the higher the elevation and latitude, the larger the forecast error. On average, the RMSE of the forecast data corrected by the linear regression model and the XGBoost decreased by 0.203, 0.438 (maximum temperature) and 0.069, 0.390 (minimum temperature), respectively, compared to the uncorrected forecast data. Overall, XGBoost showed better error improvement than the linear regression model. Through this study, it was found that errors in prediction data are affected by topographical conditions, and that machine learning methods such as XGBoost can effectively improve errors by considering various environmental factors.

• Journal of The Korean Society of Grassland and Forage Science
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• v.42 no.2
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• pp.127-136
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• 2022

This study was conducted to estimate the damage of Whole Crop Maize (WCM) according to abnormal climate using machine learning and present the damage through mapping. The collected WCM data was 3,232. The climate data was collected from the Korea Meteorological Administration's meteorological data open portal. Deep Crossing is used for the machine learning model. The damage was calculated using climate data from the Automated Synoptic Observing System (95 sites) by machine learning. The damage was calculated by difference between the Dry matter yield (DMY)_normal and DMY_abnormal. The normal climate was set as the 40-year of climate data according to the year of WCM data (1978~2017). The level of abnormal climate was set as a multiple of the standard deviation applying the World Meteorological Organization(WMO) standard. The DMY_normal was ranged from 13,845~19,347 kg/ha. The damage of WCM was differed according to region and level of abnormal climate and ranged from -305 to 310, -54 to 89, and -610 to 813 kg/ha bnormal temperature, precipitation, and wind speed, respectively. The maximum damage was 310 kg/ha when the abnormal temperature was +2 level (+1.42 ℃), 89 kg/ha when the abnormal precipitation was -2 level (-0.12 mm) and 813 kg/ha when the abnormal wind speed was -2 level (-1.60 m/s). The damage calculated through the WMO method was presented as an mapping using QGIS. When calculating the damage of WCM due to abnormal climate, there was some blank area because there was no data. In order to calculate the damage of blank area, it would be possible to use the automatic weather system (AWS), which provides data from more sites than the automated synoptic observing system (ASOS).

• The Journal of the Convergence on Culture Technology
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• v.8 no.3
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• pp.427-434
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• 2022

This study aims to develop design elements for cultural convergence between rehabilitation for individuals with developmental disabilities and lifelong education for individuals with disabilities, which is a key area in the practical support system for independent life support for individuals with developmental disabilities. As for the research method, a procedure for conducting FGI by forming two teams for professors majoring in special education and rehabilitation science was formed. The research was presented in three upper categories (universal cultural convergence elements, field-centered cultural convergence elements, and policy-centered cultural convergence elements) that should be designed for cultural convergence between rehabilitation for individuals with developmental disabilities and lifelong education for individuals with disabilities. In addition, subcategories were specifically composed for each upper category. First, as a universal cultural element, "open creative convergence" was presented in principle, which can be explained as a principle of exploring and practicing the validity of convergence between related fields for rehabilitation for individuals with developmental disabilities and lifelong education for individuals with disabilities. Second, field-centered cultural factors included development of joint practice model between fields of rehabilitation science and special education, subject matter education knowledge and skills, teaching and learning methods, learning career roadmaps, employment and job career development roadmaps, and the formation of an independent life development history certification system. Third, as policy-centered cultural elements, the formation of a curriculum integration composition system between local related institutions, the establishment of a qualification development path for coordinator-professional teacher-type personnel, and the organizational systematization between school-center types were presented. The study concluded that independent life support for individuals with developmental disabilities should not only be guaranteed for the entire life of adulthood, but also a lifelong education for individuals with disabilities based rehabilitation support system for individuals with developmental disabilities should be established through cultural convergence.

• Journal of Korean Home Economics Education Association
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• v.25 no.1
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• pp.95-118
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• 2013

The purpose of this study was to analyze the contents of housing related to characters, objectives, and contents of FCS curricular from the 1st to 2009 revised curriculum of secondary school. The data were downloaded from the NCIC homepage(http://www.ncic.re.kr/2012. 04. 08) from the 1st(1955. 08) to 2009 revised curriculum(2012. 03) of secondary school. After examining the characters and objectives of each curriculum, contents of housing was analyzed by units and context elements of middle and high school separately. The titles of the subject, the objectives, the instructions, the leaning spheres, weekly hours, grade and gender of candidates, the emphasis of the instruction, etc. have been changed through the curriculum revision. The 6th curriculum was the main period to open to both genders, the $7^{th}$ was the period to combine with technology, the 2007 version was to change the structure of contents of home economics, and the 2009 version switched technology home economics from mandatory to optional in high school. The character of the courses was presented at the 1st curriculum, but it was left out from the $2^{nd}$ to $5^{th}$ curriculum. From the $6^{th}$ curriculum, the characters were separately given to middle and high school. The character of housing area started to appear only in high school home economics from the $7^{th}$ curriculum. The course objectives were described in all curriculum of both middle and high school. This applies to housing area as well. The course objectives have been modified in order to reflect value changes due to social issues. During each curriculum, contents of housing continued to change in context, course load, and candidates. Reflection of housing trends and social needs were the main causes of the change. 2009 version emphasizes on eco-life and sense of community.

• Journal of Korean Home Economics Education Association
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• v.26 no.1
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• pp.31-53
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• 2014

The purpose of this study is to analyze how the elements of activating happiness education suggested by Noddings is reflected in the Home Economics part of Middle School Technology-Home Economics Textbook Volume 1 of 2009 Curriculum Revision. The introduction style of unit, sub-unit, and small chapter, the objectives, the body contents, the activity resources, the tables/diagrams/pictures, the supplementry and advancedl materials, and the wrap-up and evaluation of sub-unit and units of Home Economics part of Technology Home Economics textbook volume 1 were analyzed. Noddings suggested the elements for activating happiness education in five areas of personal life sector including 'home making', 'place and nature', 'parenting', 'chracter and spiriual experiences', and 'growth of interpersonal relationships' and two areas of public one including 'preperation for work' and 'community, democracy and voluntary activities'. The specific elements in seven sectors of activating happiness education were extracted using the content analysis. How the elements of those suggested by Noddings were reflected in the various parts of the textbook were analyzed in terms of the closeness of approaches, contents, and procedures between Noddings's and textbook. The major findings of this study were as follows: 1. The degree to which the elements of activating happiness education were reflected in the textbook differed by each unit. The elements of activating happiness education were reflected the most frequently in the unit of 'Understanding Adolescence' and the least frequently in the unit of 'Self-management of Adolescence'. 2. Although the elements of activating happiness education were generally reflected in all the elements of a textbook, these elements were relatively more reflected in the body contents and tables/diagrams/pictures.

• Korean Journal of Biological Psychiatry
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• v.6 no.2
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• pp.153-160
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• 1999

Animal models can provide a useful tool for the study of some aspects of psychiatric disorders and their treatment. The four criteria for the evaluation of animal models of psychiatric disorders are as following : 1) similarity of inducing conditions 2) similarity of behavioral state 3) common underlying neurobiological mechanisms 4) reversal by clinically effective treatment techniques. Several animal models have been proposed for schizophrenia : phenylethylamine model, L-dopa model, hallucinogen model, cocaine model, amphetamine model, phencyclidine model, noradrenergic reward system lesion model, reticular stimulation model, social isolation model, conditioned avoidance reaction, catalepsy test, paw test, self-stimulation paradigms, latent inhibition paradigms, blocking paradigms, prepulse inhibition of the startle reflex, rodent interaction, social behavior in monkeys, hippocampal damage, high ambient pressure, and models using selective breeding. Among them, animals with bilateral lesion of the hippocampus may provide an adequate animal model for several symptoms of schizophrenia, and ketamine model can reproduce negative symptoms and cognitive deficits as well as positive symptoms of schizophrenia. In conclusion, no model of schizophrenia is entirely representative of the disease, and findings gleaned from model systems must be cautiously interpreted. Furthermore, the process of developing and validating animal models must work in concert with the process to identify reliable measures of human phenomenology.

• Journal of Nutrition and Health
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• v.9 no.4
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• pp.4-8
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• 1976

영양지도원(營養指導員)은 자신(自身)이 알고 있는 기술(技術)을 다른 사람에게 전달(傳達)하여 그 사람으로 하여금 지도원(指導員)이 원하는 방향(方向)으로 행동(行動)을 하도록 해야 한다. 따라서 다른 사람을 지도(指導)하려면은 우선 지도원 자신(指導員自身)의 우수한 자질(資質)"이 필요(必要) 하며 이를 위(爲)하여 기술자(技術者)로서의 연마(硏磨)와 겸(兼)하여 인간(人間)의 지도자(指導者)로서의 수양(修養)을 쌓아야 한다. 그리하여 영양개선(營養改善) 의 선도적(先導的) 점화자(點火者)로 "뒤에서 계속 미는" 지원자(支援者)로서의 역할(役割)을 수행(遂行)하여야 한다. (1) 현직능별(現職能別) 영양지도원(營養指導員)의 범위(範圍)를 보건소(保健所)의 보건지도원(保健指導員), 농촌지도소(農村指導所)의 생활지도요원(生活指導要員), 군면(郡面)의 행정지도요원(行政指導要員), 농협(農協)의 부여지도요원(婦女指導要員), 의료계(醫療界)의 의사(醫師), 간호원(看護員), 조산원(助産員), 학교(學校) 교육기관(敎育機關)의 교사(敎師), 영양사(營養士), 영리회사(營利會社)의 사원(社員) 등을 들 수 있다. (2) 지도대상(指導對象)과 그 장소(場所)는 공장(工場), 학교(學校), 훈련장(訓練場), 병원(病院), 복지시설(福祉施設)과 공동취사(共同炊事) 재해시등(災害時等)의 집단급식장(集團給食場)과 이를 이용(利用)하는 對象者(대상자) 도시(都市) 농촌(農村)의 일반가정(一般家庭)의 주민(住民), 그리고 교실(敎室)에서 학교교과목(學校敎科目)을 통(通)한 학생(學生)의 학습(學習) 새마을운동(運動) 공보시설(公報施設)을 통(通)하여 대중(大衆)에게 "지도(指導)를 지도원(指導員)이" 전개(展開)할 수 있다. (3) 지도방법(指導方法)은 일반적(一般的) 학교교육과정(學校敎育過程)의 교육방법(敎育方法)을 적용(適用)하되 교외교육(校外敎育)이라는 점(點)을 잊어서는 안된다. 현실적(現實的)으로 이론(理論)과 경험(經驗)을 병행활용(倂行活用)하며 영양학(營養學)의 연구결과(硏究結果)가 반드시 또 는 곧 가정생활(家庭生活) 개인생활(個人生活)에 적응(適應)되는 것이 아니며, 행동화(行動化)되지 않는 지식(知識)과 기술(技術)은 무용(無用)하게 되므로 "다고 말 할 수 있다. 따라서 영양개선(營養改善)을 지도(指導)하는 지도원(指導員)은 받아들이는 가정(家庭)이나 개인(個人)의 입장(立場)에서 여러 가지 여건을 파악 최대공약수(最大公約數)의 가능치(可能値)를 알아내서 지도(指導)해야 된다. (4) 영양지도(營養指導)는 기술(技術)이 ,포함(包含)되어 있기 때문에 기술(技術)의 전달과정(傳達過程)을 분석(分析)해야 되고 (5) 지도원(指導員) 자신의 무장(武裝)을 위(爲)하여 자신(自身)의 기술지도(技術指導) 방법(方法), 인간지도자(人間指導者)로서의 능력향상(能力向上)을 독서(讀書), 교육(敎育), 훈련(訓練) 을 통(通)하여 배워 기술자(技術者)로서 인간지도자(人間指導者)로서 전달자(傳達者)로 서의 교양(敎養)을 가져야 한다. (6) 지도원(指導員)의 활동성과(活動成果)는 지도원(指導員) 자신의 열의(熱意)와 받아들이는 사람의 열의(熱意)에 의(依)하여 좌우(左右)된다. 즉(卽) 지도원(指導員)의 열의(熱意)${\times}$피지도자(被指導者)의 열의(熱意)=지도성과(指導成果) $[L{\times}P=f(L{\cdot}P)]$로 나타난다. 결론적(結論的)으로 지도원(指導員)은 영양개선(營養改善)의 전문적(專門的) 각 요소(各要素)를 깊이 알고 이것을 다시 종합(綜合)하고 체계화(體系化)할 줄 알며 직능별(職能別) 각 지도원(各指導員)과의 상호(相互) 협조(協助)로 서로 보완(補完)하고 새마을 운동(運動)과 그 직장(職場) 또는 환경(環境)여건에 결부(結付)되고 현실적(現實的)으로 행동화(行動化)할 수 있는 단계적(的) 장단기계획(長短期計劃)과 평가방법(評價方法)을 숙지(熟知)하여 또 지도방법(指導方法)에 필요(必要)한 교재(敎材)를 충실(充實)히 준비하여 자신(自身)의 실력(實力)을 충분(充分)히 발휘할 수 있도록 하여 자기 열의(熱意)를 다하고" 영양개선(營養改善)의 선도적(先導的) 점화자(點火者)로서 "계속 뒤에서 미는" 지원자(支援者)로서 사명(使命)을 다할 때 그 역할(役割)을 다하는 것이다.