• Economic and Environmental Geology
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• v.41 no.2
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• pp.173-181
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• 2008

CHIME ages were obtained from monazites in metamorphic rocks from the Seosan and Siheung Groups in the Gyeonggi gneiss complex, Korean peninsula. Monazite CHIME ages range from 234 to 257 Ma, corresponding to the late Permian to middle Triassic Songrim disturbance due to the collision event between the North and South China blocks within the Gyeonggi gneiss complex in the Korean peninsula. The CHIME ages are consistent with the metamorphic ages from the Hongseong area (231 Ma, Kim et al., 2006) and the Odesan area (245-248 Ma, Oh et al., 2006b) in the Gyeonggi gneiss complex and are older than those from the Dabie-Sulu collision belt (220${\sim}$242 Ma, Yang or of., 2003; Liu et al., 2003, 2004) suggesting that the collision between the North and South China blocks had occurred earlier in Korea than China.

• Journal of the Korean housing association
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• v.28 no.2
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• pp.57-65
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• 2017

This study intended to change the environment of a classroom in the existing child care center by applying the home environmental characteristics. The progress of environmental improvement for this study was conducted throughout the three stages. First, analyze the problems of existing child care center, which reflect the environmental characteristics and user opinions of the environment. Second, based on the analysis of the problems of the existing classroom, the classroom is improved by applying the environmental characteristics of the home. Third, compare the effect of improving the environmental characteristics of the home. The results of the study are as follows. First, the classroom was surveyed with a long rectangular space structure and was examined as a wide area when compared with the legal standards of $4.32m^2$ per child. Second, the emphasis is to complement the defects of the spatial structure and seek changes to the comfort environment, such as the proper stimuli and alterations to the atmosphere. Third, the effectiveness of the environmental improvement was assessed by comparing the results before and after the improvement of the environment. In terms of child environmental demands, movement and movement have increased. integrated configurations of the activity areas showed increased functionality, and overall, it was evaluated as a whole in terms of the atmosphere and the placeness.

• Journal of the Korean Home Economics Association
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• v.51 no.1
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• pp.45-57
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• 2013

This study explores the types of daily routines in child care centers based on the time planned for indoor free choice activities, outdoor activities, group activities and nap/rest. The daily routine plans of 63 classes of 0 to 2-year-olds and 51 classes of 3 to 5-year-olds were cluster analyzed. Also, openness and closeness of child care programs as well as the most participated indoor/outdoor activities were examined using questionnaires developed for teachers. The results were as follows: First, teachers planned the most time for free play choice activity and comparatively less time for outdoor play during the day. Time for rest and naps were planned more for 0-2 year-olds whereas group activities were planned more for the 3-5 year-olds. Second, 3 daily routine types were found in the daily plans of child care centers, such as "Low-Activity Oriented," "Free Choice Activity Oriented" and "Group Activity Oriented" in 0 to 2-year-old classes and 3 to 5-year-old classes. Also, "Group Activity Oriented" type in 0 to 2-year-old classes showed more "closed" child care programs than the "Free Choice Activity Oriented" type. However, no difference was shown among the 3 types of daily routines in the openness and closeness of 3 to 5-year-old child care programs. Finally, all children, regardless of the types of daily routine, participated most in block activity and role play indoors and fixed-play equipment, sand play and free play outdoors.

• Fire Science and Engineering
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• v.28 no.2
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• pp.14-19
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• 2014

A current standard exist only on the surface tension in the current domestic wetting agent technology standards, so it is difficult to the performance evaluation of the wetting agent through the standard. So this study presents the optimized performance evaluation methods by scale model experimental equipment in order to present techniques for performance evaluation of wetting agents. The purpose of this study is to investigate validity of experimental results of the self-designed scale model experiment equipment by a comparative analysis of experimental results of the NFPA 18 experiment and the experiment using the self-designed scale model experiment equipment. As a result of a comparative analysis of experimental results of the NFPA 18 experiment that evaluate only the permeation performance on the contton and the experiment using the self-designed scale model experiment equipment that evaluate the permeation performance and fire extinguishing performance on wood flour, the discrimination of the permeation performance was confirmed in both the NFPA 18 experiment and the self-designed scale model experiment equipment. And a result of self-designed experiment equipment have clear discriminatory more than NFPA 18 by internal temperature measurement using the thermocouples.

• Korean Journal of Human Ecology
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• v.20 no.5
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• pp.897-915
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• 2011

The purpose of this study was to investigate the actual conditions and characteristics of weekly and daily child care programs for infants, to provide a basis for the improvement of infant care quality. Weekly and daily curricula of 18 classes for one and two-year-olds classes (9 for each ages) from childcare centers in D city were collected from Nov. 2009 to February 2010. The results are as following: first, classes for one-year-olds plan 6-25 activities and classes for two-year-olds plan 12-30 activities weekly, with differences in the number of weekly activities according to the childcare centers. The number of weekly activities should be planned considering infants' interest as well as educational continuity of the activities. Second, the investigation of daily activities showed that the routine activities planned for one-year-olds were for total of 310-600 minutes and for two-year-olds 310-540 minutes. Among these, on average of 66% of the time was planned for everyday life such as eating and napping. The rest of time was dedicated to indoor and outdoor free play. However a few centers allocated more time for group activities according to subjects compared to free play. A curriculum composed of group activities ignoring infants' individual developmental differences should not be encouraged. Last, the results of cluster analyses on weekly and daily curricula in terms of the number of activities and time, duration, number of group activities and time showed that curricula for infants could be characterized into two types: "free play" and "group activity" curricula.

• Journal of the Korean housing association
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• v.23 no.1
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• pp.89-96
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• 2012

The purpose of this study is to find out the characteristics of activity areas according to the age difference and provide the alternatives for space planning of activity areas in classroom of childcare centers. This study used the content analysis method for field survey data collected from 36 classrooms of 9 childcare centers in the Daejeon area. Floor plans were converted to Autocad drawings to analyze the characteristics of activity areas. The results of this study were as follows; 1) In case of 0 to 2-year-old classrooms, they had 6 activity areas such as gross-motor area, role play, block building, language, creative expression, exploration/manipulation area. The activity area with the most low frequency was gross-motor area. 2) In case of 0 to 2-year-old classrooms, the size of activity area was in order of gross-motor area > role play > block building > language > creative expression > exploration/manipulation area. In case of 3 to 5-year-old classrooms, the size of activity area was in order of language > art > role play > math > block building > science > tone and rhythmic area. 3) The central areas with easy access in 0 to 2-year-old classrooms were Large-motor and Imaginary Play Areas. Also, more isolated areas were Manupulatives and Block Areas. The central areas with easy access in 3 to 5-year-old classrooms were Arts, Numbers and Manupulatives. While more isolated areas were Music, Movement and Science Areas.

• Journal of the Korean housing association
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• v.25 no.4
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• pp.83-91
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• 2014

The purpose of this study is to clarify the characteristics between the type of daily routine and spatial configuration of activity areas in classroom and provide alternatives for space planning of activity areas in classroom of child-care centers. This study used the content analysis on daily activity plan and floor plans through field survey. Analysis on floor plans was conducted for 35 classrooms in 9 child-care centers which allowed field survey. The results of this study were as follows; There was no significant difference for classroom size according to the type of daily routine in 3 to 5-year-old classrooms. The average size of classrooms was $61.6m^2$ for care oriented type, $41.4m^2$ for indoor activity oriented type and $48.8m^2$ for group activity oriented type. There was no significant difference in composition of activity areas in classrooms according to the type of daily routine. In case of 0 to 2-year-old classrooms, they were composed of 6 activity areas including gross-motor, role play, block building, language, creative expression, exploration/manipulation. Activity area of the most low frequency was gross-motor area. In case of 3 to 5-year-old classrooms, most classrooms were composed of all the 7 activity areas including art, tone and rhythmic, block building, role play, language, math and science. Most accessible and central areas in 0 to 2-year-old classrooms were gross-motor and role play. Also, most separate areas were exploration/manipulation and block building. Most accessible and central areas in 3 to 5-year-old classroom were art and math. Also, most separate areas were tone and rhythmic and science.

• Korean Journal of Food Science and Technology
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• v.52 no.2
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• pp.167-171
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• 2020

This study investigates the development of meat analogues using vegetable proteins. Over the years, the consumption of meat analogues has increased because of environmental and religious concerns. Vegetable protein sources, especially soy, wheat, and peanuts, are commonly used as meat analogues. However, the texture of vegetable proteins does not resemble that of traditional meat. Thus, a number of studies have been conducted to improve the texture of vegetable protein-based meat analogues. The interest and demand for meat analogues, especially for recently released vegetable protein-based meat analogues, is expected to increase in the near future.

• Korean journal of applied entomology
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• v.60 no.3
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• pp.277-286
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• 2021

The natural enemy was identified as a parasitic wasp, Binodoxys communis Gahan. B. communis taxonomically belongs to the family braconidae, subfamily aphidinae, and genera binodoxys. It develops normally at 17.5 to 32.5℃, and not at 35℃. Depending on the temperature, the longest development period of B. communis was 21.9 days at 17.5℃, and shortest was 6.46 days at 32.5℃. The effective accumulated temperature was 175.44 DD for females as well as males; however, the developmental threshold temperature was 10.87℃ and 10.74℃ for females and males, respectively. This parasitic wasp was found to prefer cotton aphids and soybean aphids as its prey.

• Journal of Elementary Mathematics Education in Korea
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• v.22 no.4
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• pp.475-496
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• 2018

Although the multiplication of decimal fractions is expected to be easy for students to understand because of the similarity to natural numbers multiplication in computing methods, students show many errors in the multiplication of decimal fractions. This is a result of the instruction focused more on skill mastery than conceptual understanding. This study is a basic study for effectively developing a unit of multiplication of decimal fractions. For this purpose, we analyzed the curriculums' performance standards, significance in teaching-learning and evaluation, contents and methods for teaching multiplication of decimal fractions from the 7th curriculum to the revised curriculum of 2015 and the textbooks' activities and lessons. Further, we analyzed preceding studies and introductory books to suggest effective directions for developing teaching unit. As a result of the analysis, three implications were obtained: First, a meaningful instruction for estimation is needed. Second, it is necessary to present a visual model suitable for understanding the meaning of decimal multiplication. Third, the process of formalizing an algorithms for multiplying decimal fractions needs to be diversified.