• Journal of Educational Research in Mathematics
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• v.16 no.4
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• pp.327-344
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• 2006

This study examined the proof levels and understanding of constituents of proving by three mathematically gifted 6th grade korean students, who belonged to the highest 1% in elementary school, through observation and interviews on the problem-solving process in relation to constructing a rectangle of which area equals the sum of two other rectangles. We assigned the students with Clairaut's geometric problems and analyzed their proof levels and their difficulties in thinking related to the understanding of constituents of proving. Analysis of data was made based on the proof level suggested by Waring (2000) and the constituents of proving presented by Galbraith(1981), Dreyfus & Hadas(1987), Seo(1999). As a result, we found out that the students recognized the meaning and necessity of proof, and they peformed some geometric proofs if only they had teacher's proper intervention.

• Proceedings of the Korean Information Science Society Conference
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• 2003.04c
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• pp.64-66
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• 2003

최근 많은 기업들이 조직의 프로세스 능력 수준을 향상시키기 위해, 표준 프로세스를 정립하고 개발 과제에 적용하고 있다. 이는 체계적인 개발 활동을 통해 우수한 품질의 제품 생산을 유도하고 있지만, 개발 과제의 특성을 고려하지 않고 적용되고 있어 프로젝트 관리상에 많은 문제점을 발생시킨다. 본 논문에서는 조직의 특성, 개발 과제의 특성 등을 고려하여 표준 프로세스를 조정하는 기법을 제시하고, 이를 활용하여 개인 프로세스를 생성하는 도구에 대한 설계를 제안한다. 또한, 생성기를 통해 조정된 개인 프로세스들과 표준 프로세스와의 완전성, 일관성 체크를 통해 생성기의 품질을 보증한다. 본 논문에서 제안된 개인 프로세스 생성기는 조직의 자원을 최적으로 할당하여 불필요한 일정 낭비를 예방하고, 효율적인 프로세스 적용을 통해 프로젝트의 성공을 제공한다.

• Proceedings of the Korea Contents Association Conference
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• 2015.05a
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• pp.365-366
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• 2015

국가 차원의 연구개발사업 분야 발굴 및 중점 연구개발과제 도출에 필요한 프로세스를 연구한 것으로 연구개발과제의 필요성, 추진내용, 산업-기술연관로드맵, 추진전략, 소요예산, 기대효과 등을 어떻게 구성하고 작성해야 하는지 실무중심으로 프로세스를 제시하고 있다. 이 논문은 스포츠산업 기술개발사업의 중단기 기술개발의 중점 연구개발과제 도출을 효율적으로 추진하기 위한 방법론으로 연구된 것이다.

• The Journal of the Korea Contents Association
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• v.16 no.10
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• pp.711-718
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• 2016

The aim of this study was to investigate the effects of dual-task training on balance and upper extremity function with chronic stroke. For seventeen persons with chronic stroke, we executed dual-task training for 4 weeks, five times per week, and 30 minutes each time. Before and after the dual-task training, the patients were tested with Berg Balance Scale(BBS) and BTS FreeEMG 300(BTS FreeEMG 300, BTS, Italy). After the dual-task training, the subjects showed significant changes in the score of BBS(p<.05). And, the subjects' shoulder and elbow movement had negative values of change after the intervention, indicating that there was a positive change. The results of this study show that dual-task training for persons with chronic stroke is a useful therapeutic approach by enhancing the their quality of life through improving balance and upper extremity function.

• Food Industry
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• s.144
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• pp.5-10
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• 1998

• Journal of Digital Convergence
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• v.16 no.7
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• pp.511-516
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• 2018

This study examined the effectiveness of a short thumb splint and a glove type splint which combined features of a fitness glove in order to improve hand function and performance of functional task after traumatic brain injury. One subject with traumatic brain injury participated in this study and wore a short thumb splint and customized glove type splint. His hand function was significantly improved when comparing to that of not using those splints. In addition, using the glove type splint was more significant to perform functional tasks than using the short thumb splint. The findings of this study identified that hand function of people with traumatic brain injury was improved by using those splints as an occupational therapy service and it is necessary to adapt the customized splints according to the personal characteristics.

• Korean Journal of Culture and Social Issue
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• v.14 no.1
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• pp.1-18
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• 2008

The present study was to investigate the developmental change of adolescent's theory of mind. In addition, the relations between theory of mind and the social competence were investigated. Sixty students in each the 6th and 8th grade group were participated in this study. Adolescents' understanding of mind were measured by four kinds of mindreading tasks; the second-order false belief tasks, understanding the ambiguous social behaviors tasks, understading the hidden meaning of a figurative statement tasks, and the "faux pas" tasks. Social skills were measured by social skill scales. Eighth graders performed better than the 6th graders on the understanding the ambiguous social behaviors tasks and faux pas tasks but not on the second-order false belief tasks and understanding the hidden meaning of figurative statement tasks. The results suggests that the mindreading ability continues to develop during the adolescence, especially the ability to interpret others' ambiguous social behaviors by reading their mental states and the ability to understand that a person says a faux pas it is due to a mistaken belief. In addition, the understanding the ambiguous social behaviors tasks was found to be the best task to predict social behaviors. The results suggests that the mindreading ability would be a significant explanatory factor on social competence.

• Journal of Educational Research in Mathematics
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• v.25 no.4
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• pp.675-690
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• 2015

This study explore the features of mathematical tasks as an effective means to foster pre-service primary teachers' mathematical knowledge for teaching and develop mathematical task for pre-service primary teachers. As a result, prospective teachers have while solving a mathematical task, converting a given situation to a mathematical problem, and solve problems through connections with existing knowledge, and experience seeing the existing mathematical concepts from a new perspective. Finally, we discussed the conditions for a suitable mathematical task in teacher education.

• The Journal of the Korea Contents Association
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• v.20 no.6
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• pp.531-544
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• 2020

The purpose of this study is to analyze tasks for mathematical competencies in the 8th grade mathematics textbooks based on the 2015 revised mathematics curriculum. And our study is based on the distribution of competencies of tasks for mathematical competencies in the 8th grade mathematics textbooks The results of this study were as follows. First, there are distributed in order, in general, geometry unit, letter expression unit, function unit among 8th grade mathematics textbooks for mathematical competencies. Second, there are unbalanced distribution of mathematical competencies among in 8th grade 'mathematics' textbooks. Lastly, there are comprised of textbooks focused on specific elements among subelements of tasks for mathematical competencies in the textbooks.

• Korea Petroleum Association Journal
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• s.264
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• pp.66-70
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• 2008