• Journal of Radiation Protection and Research
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• v.20 no.3
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• pp.143-154
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• 1995

In recent years, the development of new technologies using static magnetic fields has increased the possibility of human exposure to these fields and raised some concern as to their possible health effects. In several countries, governmental or other competent authorities have issued exposure limits that are mainly intended for specific uses, i.e., magnetic resonance imaging (MRI) and particle accelerators for high-energy Physics. Since applications of magnetic fields in industry and medicine are likely to grow in the future, thus increasing the possibility of occupational and general public exposure, and since the number of people with ferromagnetic implants and implanted electronic devices that can be affected by the fields is growing, there is a need for international guidelines. In the present papers, guidelines on limits of exposure to static magnetic fields are selected and discussed in order to review the guidelines of the International Non-ionizing Radiation Committee of the International Radiation Protection Association (IRPA/INIRC) for non-ionizing radiation(NIR)

• Journal of Korean Home Economics Education Association
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• v.31 no.1
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• pp.39-58
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• 2019

The purpose of this study was to investigate the home economics pre-service teachers' verbal interactions during their teaching practicum. For this purpose, the class interactions of four pre-service teachers were recorded, and the data were analyzed using advanced Flanders' verbal interaction analysis. The major findings are as follows: First, the item with the highest proportion of occurrences consisted of the pre-service teachers' 'lectures', 'nonverbal conditions' and 'asks questions'. 'forms a positive learning atmosphere' and 'praises or encourages' exhibited fewer occurrences, and there was little 'giving direction', 'criticizing students or justifying authority'. Second, the instances of class interactions appeared in the form of 'asks questions-student talk response' or 'lecture-asks questions', and in the last class were 'ask questions-student talk initiation' and 'accepts or uses ideas of students'. Third, trends of verbal interactions tend to be generally indirect, and students' remarks have appeared acceptable and compassionate. Fourth, according to expert analysis, 'class management questions' and 'diffusion questions' have increased. Pre-service teachers can guide students through their learning activities, and students can expand their thinking through the teachers' questions. As these results demonstrate, self-study analyses of pre-service teachers and active support in field are needed.

• Journal of Nutrition and Health
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• v.40 no.sup
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• pp.39-49
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• 2007

본 논문은 미국 의학연구소(US Institute of Medicine, IOM)와 미국 농무성의 식이지침 자문위원회(USDA Advisory Committee on Dietary Guidelines, DG)에서 발표한 권위 있는 종설 들과 미국 영양사협회 학술지를 포함하여 여러 학술지에 발표된 의미 있는 종설 들의 내용을 종합한 것으로 일부의 내용은 그들의 의견을 그대로 반영하였다. 당은 단당류와 이당류를 말하며 당에는 포도당, 과당, 갈락토오즈, 맥아당, 서당과 유당이 포함된다. 당의 식품급원으로는 고과당 옥수수시럽, 사탕수수, 꿀, 사탕수수, 맥아시럽 등이 있다. 당은 미국 식약청에서 일반적으로 안전하다고 인식(generally recognized as safe, GRAS)되고 있다. 당은 에너지를 공급하며, 정신적인 만족감을 부여하는 기능을 가지고 있다. 대부분의 과일과 유제품은 당을 많이 함유하고 있으며, 건강한 식사를 구성하는 식품으로 섭취되고 있다. 당은 또한 조리와 가공과정에서 식품의 맛과 기능적인 면을 향상시키기 위해 첨가되기도 한다. 당은 영양밀도가 높은 식품/음료의 기호성(palatability)를 향상시키므로, 감미료들은 건강한 식사가 되도록 도와줄 수 있다. 그러나 첨가당의 섭취가 증가되면 식사의 영양밀도가 감소하는 가능성에 대한 우려가 있다. 여러 연구에 의하면 첨가당의 섭취가 총 열량 섭취의 25% 이상이 되면 식품의 영양밀도 감소가 나타날 수 있다고 보고하고 있다. 한국에서 추정된 당의 섭취량은 이것보다는 매우 낮은 수준이다. 선진국들에서 당의 섭취가 건강에 부정적인 영향을 줄 수 있다는 가능성에 대해서는 많은 논란이 되고 있다. 그러나 적절한 양을 섭취하는 범위에서 당의 섭취 자체만으로는 비만, 당뇨병, 대사증후군과 고콜레스테롤혈증의 위험이 증가되지 않는다는 과학적인 연구보고들이 있다. 그러므로 IOM은 "여러 자료에 근거하여, 충치, 행동적인 문제, 암, 비만의 위험성과 고지혈증의 위험성에 있어서 총 당과 첨가당에 대한 상한섭취량(tolerable upper limit)을 설정하는 것에 대한 증거가 불충분하다"고 결론을 내리고 있다.

• The Journal of the Korea Contents Association
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• v.8 no.7
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• pp.161-173
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• 2008

Silmido [실미도 2003] captures the covered historical reality and describes the spectacular training process of the special army stationed at Silmido in vivid detail. As a result, a fictional space is turned into a reality film. The film shows ideological inconsistency of the critical view about the fascism of government authority and at the same time the political aid about government authority. The film creates dramatic and friendly effect through melodramatic and emotional exaggeration called sinpa about historical events to produce the pleasure of assimilation based on the trust of the audience. Here, individual assimilation is subjectivity achieved through the general sympathy coming from the tragic national discourse. Silmido appeals to the imaginary community not in a logical but in an emotional way. The spectacular action and realistic images are supported by national tragedy divided into the South Korea and the North Korea, and integrated sentimentalism to amplify the tragedy. Silmido tries to strengthen the tragic situation caused by the division ideology through this sentimentalism called sinpa. In contrast to the brutality of the relentless military regime, the sacrifice of good-hearted Silmido force members is heroically portrayed.

• The Journal of the Korea Contents Association
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• v.21 no.8
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• pp.60-68
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• 2021

The purpose of this paper is to examine the formal characteristics of , which has been screened on Netflix since 2018. This film can be considered an interactive narrative because it gives viewers the opportunity to select their own narrative forks which lead to various endings. However, it also limits viewers' freedom of interactions in many ways, resulting in the pessimistic narrative world of series. In this contradictory situation, the conflict between the user's selectability and the narrator's authoriality emerges. And this collision gives rise to a complex form in which nonlinear interactive and linear narrative forms blend together. It can be understood as a form of self-reflection, such as forms of the metalepsis and breaking the fourth wall. In this paper, this particular form will be regarded as a sort of reflexive intermediality, i. e. the form for media reflexion.

• Journal of The Korean Association For Science Education
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• v.41 no.4
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• pp.339-358
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• 2021

This study explores the agency of a student leader, expressed through efforts to distribute power and encourage participation in elementary scientific modeling classes. The study also analyzes the context in which the leader's agency was expressed and the context in which the development of a collective agency was constrained. The participants were 22 fifth-grade students. The leader's agency was analyzed by examining his words and actions. As a result, at the outset of the study, the leader had the most power, performing all the activities as the sole authority in a non-cooperative participation pattern. However, with reflection and help from the researcher, the leader recognized the problem and facilitated the participation of other students. He developed an identity as a teacher and demonstrated the agency. The leader's agentic behaviors can be categorized into three aspects. First, regarding the cognitive aspect, the leader helped other students participate in modeling by sharing his knowledge. Second, regarding the normative aspect, he made rules to give all students an equal voice. Third, regarding the emotional aspect, the leader acknowledged the contribution of the students, increasing their confidence. The leader's agency temporarily helped the group to overcome the student hierarchy, facilitating a cooperative participation pattern. However, the development of a collective agency was constrained. The power of the leader was partially redistributed, and the other students did not position themselves as equal to the leader. To support the leader's agency to develop into a collective agency, it is necessary to redistribute the power of the leader more equally and to change the recognition of students.

• Child Health Nursing Research
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• v.20 no.1
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• pp.39-48
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• 2014

Purpose: The purpose of this study was to examine the parenting of mothers with infants and preschoolers in an effort to determine types of parenting. Methods: The 32 participating mothers were interviewed and from the content of the interviews, their parenting was analyzed. Statements were categorized and analyzed according to the selected procedure. Results: The parenting of mothers was classified into positive reinforcement and negative reinforcement, including 55 significant statements and 14 categories. Positive reinforcement was categorized as frequent skin contact, giving pleasure, spending a lot of time with children, improving children's self-esteem, being sensitive to children's needs, realistic discipline, developing independence, listening to children, and understanding and respecting children's feelings. Negative reinforcement was categorized as overprotection, inconsistent attitude, negligence, negative educational behavior, and emphasis on obedience. Conclusion: These results suggest that systematic education should be provided for mothers to increase their ability to provide good parenting. It is expected that the findings of this study would be useful in the development of efficient educational programs.

• Journal of Digital Convergence
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• v.16 no.8
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• pp.373-380
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• 2018

The purpose of this study was to know the effects of teaching behavior type of expression activity class on flow and competence in elementary school. The subject for this research consisted of elementary students located in Busan were selected as a population. The sampling method was convenience sampling out of non-probability sampling method. A total of 300 questionnaires were distributed and 280 copies were collected back. Out of those returned questionnaires, insincerely replied or double-replied questionnaires were excluded and finally 216 questionnaires were analyzed for this study. Collected data were put to frequency analysis, exploratory factor analysis reliability analysis, correlation analysis, and multiple regression analysis using the SPSS Win Ver. 22.0 program. The results of these analyses are as follows. First, the commanding type, the autocratic type, the democratic type and the reward type which are the subordinate variables of the teaching behavior type, were all found to have significant effects on the flow. Second, the democratic type and the reward type which are the subordinate variables of the teaching behavior type, were found to have significant effects on the competence. But, the commanding type and the autocratic type which are the subordinate variables of the teaching behavior type, were not found to have significant effects on the competence. Third, the flow were found to have significant effects on the competence.

• Journal of The Korean Association For Science Education
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• v.24 no.3
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• pp.499-518
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• 2004

This study focused on research that illustrates the important interplay between learners' epistemological beliefs about science knowledge, physics textbook knowledge and knowing physics in the classroom. Also this study investigated learners' conceptual changes on the value of mechanical energy. To explore these topics, six sophomores were chosen as participants. Three categories were introduced to classify how participants' understanding of the nature of science knowledge, physics textbook knowledge has been linked with epistemological beliefs of knowing physics. The three categories were (1)receiving physics knowledge as authority, (2)receiving physics knowledge as the perception of teacher's role and (3)understanding physics knowledge as the perception that science knowledge is a product of a variety of human ideas. These categories were also concerned with construction of individual conceptions of mechanical energy. The participants who understood physics knowledge as the perception that science knowledge is a product of a variety of human ideas naturally used metacognitive strategy in classroom compared to other participants. And they had scientific conceptions about the value of mechanical energy. Others who were passive in classroom had unscientific conceptions about the value of mechanical energy due to definition of energy and epistemological beliefs about the nature of science knowledge. In the process of their conceptual changes on the value of mechanical energy, it was important to understand an instrumental aspect of scientific knowledge and to think about the relation between formulae and physical phenomena.

• The Journal of Korean Philosophical History
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• no.56
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• pp.239-264
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• 2018

Chosun regime, when it replaced the predecessor of Koryo, had to create political ideological system for new integration of the people. The new system, based on Confucianism, replaced religious values of Buddhism with educational ones. In this educational-ideological system, educational objects were mostly limited in character education's. Its goal was 'restoration of good nature'. For the principal agent of educational process, teacher had the initiative. These traits of educational system can be understood as an 'nature-unfolding perspective' or 'formal discipline perspective'. Moreover, the idea of 'teacher shall be served like prince' seems to be ground of political authoritarianism. In this respects, political traits of traditional education system can be restraining elements for developing independent individuality and free citizenship among Korean people. However, traditional teacher was not only authoritarian trainer. As 'a follower of truth and good', he was equal to his disciples. Teacher learned by teaching them. Students could be colleagues of their teacher. And the main traits of traditional education, focusing character development and community consciousness, are still important, in particular, to modern Korean educational and societal environment wanting in humane and participating citizenship.