• Hospice
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• s.67
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• pp.2-7
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• 2019

• Health and Mission
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• s.25
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• pp.20-23
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• 2011

• Journal of the Korean School Mathematics Society
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• v.25 no.4
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• pp.307-332
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• 2022

This action research was carried out to help students learn fractions computation by making and using semi-concrete fraction manipulatives that can be used continuously in math classes. For this purpose, the researcher and students made semi-concrete fraction manipulatives and learned how to use these through reviewing the previously learned fraction contents over 4 class sessions. Afterward, through the 14 classes (7 classes for learning to reduce fractions and to a common denominator, 7 classes for adding and subtracting fractions with different denominators) in which the principle inquiry learning model was applied, students actively engaged in learning activities with fraction manipulatives and explored the principles underneath the manipulations of fraction manipulatives. Students could represent various fractions using fraction manipulatives and solve fraction computation problems using them. The achievement evaluation after class found that the students could connect the semi-concrete fraction manipulatives with fraction representation and symbolic formulas. Moreover, the students showed interest and confidence in mathematics through the classes using fraction manipulatives.

• Journal of architectural history
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• v.31 no.2
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• pp.27-34
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• 2022

This study aimed to elucidate the architectural characteristics of the cathedral architecture of the Archdiocese of Gwangju, which was completed in the period of liberation and turbulence, and the conclusions are as follows. Gwangju Archdiocese Cathedral, completed during the period of liberation and turbulence, was built with some assistance from the U.S. military or with the efforts of the faithful, and there are a number of factors such as space directing by Aps, the development of a simplified bell tower, the appearance of a stone cathedral, the application of a quenset structure, and an increase in size. show special features The indented apse appears only after liberation, and is a characteristic that appears prominently in stone churches. The simplified form in which the bell was hung by raising the outer wall appeared in the early church shows a change in the composition with a porch in front. The stone church and the quanset-structured church only appeared after liberation and were built only in the 1950s. The size of the cathedral reflects the increase in the number of believers after the Korean War, and the average area is about 1.5 times higher than before liberation. When considering the spacing of the bays as a module, the size plan followed the implicit norm of early cathedral architecture of 36.5m, but gradually decreased to 2.7m and 2.4m.

• Journal of the Korean Institute of Rural Architecture
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• v.23 no.4
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• pp.72-79
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• 2021

Religious architecture in the Gwangju and Jeonam regions played the role of local culture, and in particular, cathedral architecture maintains a consistent religious context and seeks to integrate with the local community. This study is to investigate and analyze the overall data to find out the characteristics and meaning of the Eucharistic adoration, which played a central role in the religious aspect and the space in the cathedral, and used it as basic data for the study of local cathedral architecture. The Eucharistic adoration was activated starting from the time when the Eucharist storage room was placed in the Middle Ages, and in 1979, when Pope John Paul II published a letter, and Bishop Na Gilmo of Incheon introduced the Eucharist, the Eucharistic adoration movement was activated in parishes across the country. However, regarding the Eucharistic adoration, a way to use its spatial meaning and religious use is still unknown, even to its believers. The Eucharistic adoration of the cathedral contains the main spiritual function of managing faith rather than the functions of mission, fellowship, and office work. An approach which composes the liturgical spaces in various architectural planning methods is necessary, but the fundamental and religious meaning must not be abandoned.

• Education of Primary School Mathematics
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• v.22 no.1
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• pp.13-27
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• 2019

The use of grid paper in elementary mathematics textbooks is used in numbers and calculations, figures and measurement areas. Among them, it is used most in the figure area. In spite of this utilization, it is necessary to supplement it because it is difficult to revise or supplement the trial and error that often occurs in the course of the course, as the process of using the textbook paper in the actual class. The use of grid paper in elementary mathematics textbooks is used in numbers and calculations, figures and measurement areas. Among them, it is used most in the figure area. In spite of this utilization, it is necessary to supplement it because it is difficult to revise or supplement the trial and error that often occurs in the course of the course, as the process of using the textbook paper in the actual class. In this study, we tried to find out the usability of grid paper boards which can be used more effectively than the grid paper among the teaching aids presented in the 'Development of teaching aids standards for math class' of Korea Foundation for the Advancement of Science & Creativity(2017). A questionnaire survey was conducted on the use of grid paper and grid paper board for teachers who actually use grid paper in elementary mathematics. As a result, we found out the achievement criteria of grid paper board utilization and investigated the study subject which is effective to use grid paper board. In particular, we have identified specific learning topics that are effective in each area and presented specific activities.

• Journal of Korean Elementary Science Education
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• v.43 no.1
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• pp.35-47
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• 2024

Thirty-five elementary schools in Gwangju and Jeollanam-do were surveyed on the installation status of plant labels. As a result of a comprehensive evaluation of the installation and condition of the plant labels, 12 out of 35 elementary schools were evaluated as "excellent," 13 as "good," and 8 as "insufficient." In some cases, various types of plant labels were installed on various types of plants and were updated continuously, indicating that the school members recognize the plant labels as an important educational tool. Meanwhile, some schools did not have a single plant label. Although plant labels were installed, instances occurred where they were neglected without continuous maintenance and management. Some plant labels were produced and installed by specialized companies, leading to errors in content or inadequate post-installation management, thereby compromising the school landscape. Therefore, we propose an alternative-allowing schools to independently produce and install plant labels. This approach preserves the school's uniqueness, and the process of producing and installing sustainable plant labels becomes an active educational tool.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.6 no.4
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• pp.169-179
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• 2016

This study was to investigate special education teachers' teaching in reading and writing to university students with intellectual disabilities. For this study, we surveyed 71special education teachers who work in Gwangju, Daegu and Busan. As a result, in order to identify students' reading and writing abilities, they were more likely to use their own tests which they made for themselves than standardized tests. When teaching students, they used their own teaching experiences and advices from colleagues and senior teachers regarding problem-solving methods and reliable information while the knowledge they learned at school showed low frequency in use. Despite using mainly whole-word approach when instructing reading and writing, it appeared that teachers' teaching experiences and diversity of textbooks also have an influence. Regarding needs of education participation for teaching students, there were high needs and interests in teaching methods of writing, textbooks and teaching materials by the characteristics of disability, reading and writing development, reading and writing disabilities. In case of difficulties and needs in teaching students, there was a high demand of development of a wide variety of teaching materials and tools and, preparation for sufficient textbooks and test tools, while difficulties in teaching appeared in lack of knowledge about reading and writing, lack of screening/evaluating tools, and evaluating and teaching oriented to each disability characteristic.