• Language Facts and Perspectives
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• v.48
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• pp.505-541
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• 2019

This research aims to analyze Korean language learners' spoken corpus to reveal their acquisition order and development patterns of particles. To this end, we collected free conversation data of beginning level Korean language learners over five months and constructed a corpus. It was confirmed that particle acquisition takes place over four stages based on the frequency of particle use and its accuracy. The stages of development were first 'ey, un/nun, i/ka(nominative), ul/lul', second 'eyse, hako(conjunction), to, hako(adverbial)', third '(u)lo, pota, man, eykey, kkaci, puthe, kkeyse, ui', and fourth 'hanthey, (i)na(conjunction), wa/kwa(conjunction), kkey, (i)lang(adverbial), eykeyse, mata, wa/kwa(adverbial), (i)na(auxiliary particle), pakkey, (i)lang(conjunction)'. Based on these findings, the characteristics shown in the particle use of beginning level learners are as the following. First, case markers start to develop foremost. Second, the accuracy of each particle use tends to decrease slightly over time. Third, the frequency of some particles was observed to suddenly increase and then decrease again at a certain period. Fourth, the order of most, but not all particles' appearance seemed to be related to the order of being introduced in textbooks. It is important that this research provides implications for grammar education when establishing Korean language education curriculum or developing grammar syllabus.

• Journal of the Health Care and Life Science
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• v.9 no.1
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• pp.185-193
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• 2021

This study conducted a survey using Google Survey targeting 415 college students over the age of 20 to investigate college students' perceptions of the COVID-19 vaccine. As a result, the average result of 'I think the COVID-19 vaccination is necessary' for herd immunity was 3.90, and 65.8% of the 'necessity of vaccination' recognized the 'necessity of vaccination', but 35.4% negatively evaluated 'the safety of the vaccine'. showed. As for the intention to vaccinate against COVID-19, 34.7% said 'I will vaccinate as soon as the order arrives'. This showed that the current COVID-19 vaccination is not positive. As the reasons for not wanting to be vaccinated, 65.3% answered 'adverse reaction to the vaccine' and 25.8% 'distrust of the vaccine itself'. In addition, they perceived the vaccine supply between developed and underdeveloped countries as unequal, and the average was 3.94, indicating that they were afraid of adverse reactions to the COVID-19 vaccine. Therefore, in order to more effectively acquire information about the COVID-19 vaccine, research, platform development, and education on publicity methods through the media frequently used by college students are required.

• Culinary science and hospitality research
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• v.17 no.3
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• pp.204-220
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• 2011

of the recipes and 'stir frying' in 76.8% of the recipes. Other cooking methods were used as follows; 'blanching'(24.2%), 'roasting'(22.6%), 'pan frying'(21.0%), 'deep fat frying'(18.7%), etc. The use of 'Boiling' increased significantly(p=0.044) from 4.5% in 2008 to 10.0% in 2010 while the use of 'deep fat frying' decreased significantly(p=0.027) from 21.8% to 10.9%. The frequency of using cooking tools was as follows; knives and cutting boards(100.0%), dishes(92.9%), frypans(91.3%), chopsticks(40.3%), spoons(38.7%), etc. The foods used in cooking were as follows; rice(100.0%), carrots(67.1%), onions(61.9%), eggs(41.6%), paprika(27.7%), kimchi(25.2%), pizza-cheese(22.9%), etc. Natural and processed foods were used in cooking as the ratio of 80:20 approximately. Of the 5 food groups, 'meat fish egg bean' decreased from $24.44{\pm}13.27%$ in 2008 to $20.84{\pm}10.59%$ in 2010, but 'vegetables' increased from $44.38{\pm}15.65%$ to $50.64{\pm}14.07%$ significantly(p<0.05). In conclusion, 5th and 6th graders had an ability to select various foods for their health when cooking even if they have some foods they don't like while they lacked cooking skills such as using various cutting methods and proper cooking tools.

• Journal of Digital Contents Society
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• v.18 no.6
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• pp.1057-1065
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• 2017

Coding education for elementary school student spreads around the world. Game activity that children like is one of coding education methods. Among these, a board game is a tool where 3~4 children can participate together. This study developed a storytelling-based board game to help elementary school students understand Software education. The board game is composed of board, three types of command cards and dice. This study simultaneously surveyed and interviewed 57 fifth- and sixth-grade students at elementary school after playing the board game 4 times so as to analyze the usefulness of the developed software board game. In the results of study, most of elementary school students would be interested and participated in active. Elementary school students actually got to know algorithm easily through board game activity, and learned basic programming concepts such as sequence, condition, loop, variable and operation.

• Proceedings of the ESK Conference
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• 1993.10a
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• pp.46-55
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• 1993

조종사가 수행하는 조종 업무는 여러 정보를 동시에 지각하여 처리하여 야 하는 복잡한 작업으로 구성되어 있어, 조종사에게는 고도의 인간성능이 요구되고 있다. 또한 조종기술을 습득하기 위해서는 많은 훈련시간과 비용 이 소요되며, 조종사의 실수는 치명적인 사고를 초래한다. 따라서 조기에 비행 부적격자를 판별하고, 미흡한 조종 적성을 함양시킬 수 있는 교육 . 훈련 프로그램을 조종 후보생에게 적용시키는 분석적 조종적성 진단 체계 개발은 조 종사의 도태율 감소, 효율적인 비행훈련, 비행 안전사고 감소 등의 측면에서 절실하게 요구되고 있다. 본 연구에서는 조종 업무 수행시 요구되는 여러 인간 기능의 중요도 차이를 조종 적성 평가 체제에 적용하기 위해서, 각 적성 검사 항목들의 상대적 중요도를 분석하고 이의 타당성을 평가하였다. 적성검사 항목의 상대적 중요도 분석은 조종적성검사 계층구조의 각 수준별 쌍체 비교 평가와 AHP(Analytic Hierarchy Process) 분석에 의한 상대적 중요도 산출 및 평가, 그리고 일관성 지수(Consistency Index)에 의한 분석 결과의 조정을 통해 이루어 졌다. 적성검사 항목의 쌍체 비교 평가는 심리기능검사, 비행자질 검사 등 총 29개 적성검사 항목에 대해 검사를 받았고 또한 초등비행 훈련과정을 수료한 조종 학생들에 의해 이루어 졌다. 상대적 중요도를 분석한 결과 심리기능 검사(W=0.30)가 다른 검사에 비하여 조종적성 평가에 중요한 검사로 나타났으며, 세부 항목으로는 주의 분배력(W=0.13), 추적능력(0.06) 등이 상대적으로 중요한 검사 항목으로 나타났다. 또한 상대적 중요도 결과를 적용한 적성검사 성적이 적용하지 않은 적성검사 성적에 비해 비행성적에 대한 예측 능력이 좋은 것으로 평가되었다.al age)가 있다는 것을 의미하는 것이다. 한편, 생산현장에서는 자동화, 기계화가 진보되어 육체적인 노동이 경감된 결과, 중고령자라도 할 수 있는 작업이 많아지고 있다. 또, VDT (Visual Dislay Terminal) 작업과 같은 정보처리 작업의 수요가 증가하여 그 인재의 부족이 지적되고 있다. 따라서 중고령자의 기능을 조사하여 어떠한 작업에 적합한가를 판단하는 것이 중요한 과제로 되었다. 그러나 노동에는 많은 기능이 관여 하고, 그 내용에 따라서 요구되는 기능이 서로 다르기 때문에 노동적응능력의 기본적인 기능으로 보여지는 것에 좁혀서 작업능력의 연령증가 변화에 대하여다원적 평가를 하는 것이 실제적이라고 할 수 있다. 따라서 본 연구에서는 인간이 가지고 있는 다수의 기능중에서 수지교 치성과 연령증가와의 관계를 조사한다. 만약 연령증가 만으로 수지교치성을 평가 할 수 없는 경우에는 어떠한 요인이 수지기민성의 변화에 영향을 미치는가를 검토한다.t list)에서 자동적으로 사건들의 순서가 결정되도록 확장하였으며, 설비 제어방식에 있어서도 FIFO, LIFO, 우선 순위 방식등을 선택할 수 있도록 확장하였다. SIMPLE는 자료구조 및 프로그램이 공개되어 있으므로 프로그래머가 원하는 기능을 쉽게 추가할 수 있는 장점도 있다. 아울러 SMPLE에서 새로이 추가된 자료구조와 함수 및 설비제어 방식등을 활용하여 실제 중형급 시스템에 대한 시뮬레이션 구현과 시스템 분석의 예를 보인다._3$", chain segment, with the activation energy of carriers from the shallow trap with 0.4[eV], in he amorphous regions.의 증발산율은 우기의 기상자료를 이용하여 구한 결과

• 대한공업교육학회지
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• v.33 no.2
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• pp.44-71
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• 2008

This paper was intended to investigate employment conditions and career planning of ex-participants of the customized training program(CTP) in Technical High Schools for the specific Small and Medium Business through questionnaires. Results of the research were: 1. The average ex-participant of CTP was employed in small size company with 50 employees, earned 1~1.2 Million Won monthly, worked about 50 hours per week. 2. They were earnestly considering and worried about their career. They had their career goals : Engineer in production and manufacturing, CEO of a company, Design engineer. 3. They were not able to invest enough time and energy in developing their capabilities and skills. 4. There were feelings of respondents, which the main barriers of their career achievement were : (1) their deficiency of personal competencies and endurance. (2) not time enough to learn (3) the fallacy of organizational support and atmosphere.

• Journal of the Korean earth science society
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• v.29 no.2
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• pp.175-188
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• 2008

The purposes of this study were to develop an Earth systems-based earth science module and to investigate the effects of field application. The module was applied to two classrooms of a total of 76 second-year high schoolers, in order to investigate the effectiveness of the developed module. Data was collected from observations in earth science classrooms, interviews, and questionnaires. The findings were as follows. First, the Earth systems-based earth science module was designed to be associated with the aims of the national Earth Science Curriculum and to improve students' Earth science literacy. The module was composed of two sections for a total of seven instructional hours for high schoolers. The former sections included the understanding of the Earth system through the understanding of each individual component of the system, its characteristics, properties and structure. The latter section of the module, consisting of 4 instructional hours, dealt with earth environmental problems, the understanding of subsystems changing through natural processes and cycles, and human interactions and their effects upon Earth systems. Second, the module was helpful in learning about the importance of understanding the interactions between water, rock, air, and life when it comes to understanding the Earth system, its components, characteristics, and properties. The Earth systems-based earth science module is a valuable and helpful instructional material which can enhance students' understanding of Earth systems and earth science literacy.

• Culinary science and hospitality research
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• v.16 no.2
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• pp.351-366
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• 2010

This study was conducted to develop a cookbook for children as a nutritional education material considering the dietary behaviors of elementary school students. Dietary behaviors were surveyed in 5th and 6th grade students(male 45, female 45) in Gangwon-do. 48.9% of the children ate breakfast every day, and 67.8% ate Korean food such as cooked rice, soup, and side dishes for breakfast. The reason for skipping the breakfast was 'have no time'. 42.2% of the children answered 'cook the foods that they want to eat' about the question how to eat when they are alone at home. 52.2% of the children ate snacks 1~2 times a day, and such snacks included fruits(46.6%), ice cream(22.2%), bread or cookies(21.1%), and instant foods(11.1%). Children preferred meats to vegetables and preferred Bokeum(27.8%), Twigim(25.6%), Guk Jjigae(21.1%) to other cooking methods. 96.7% of the children have cooked at least 1 time. 64.4% of the children have cooked because they 'just want to cook.' The kinds of the foods that they have cooked were Ramen(68.8%), fried eggs(53.3%), Bokeumbap(37.8%), and sandwiches(18.9%). Considering these results, cookbooks were categorized by 'cook by myself', 'cook snacks speedily', and 'show off my cooking skills' with 5~6 dishes in each. They have pictures of a cooking process about all dishes and provide information on the contents of protein, fat, calcium, sodium as well as energy, the method to plan balanced diet by using the food pyramid and the portion size for children. This cookbook gives basic knowledge about cooking such as measuring, sanitation, and the separation of food garbage. I expect that the cookbook can be used as a nutritional education material to improve the dietary behaviors of children.

• Journal of Science Education
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• v.36 no.2
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• pp.235-250
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• 2012

This paper aims to find out whether or not elementary school students recognize and understand scientific units that they encounter in their everyday life. To select appropriate units for the survey, first, scientific units in elementary textbooks of science and other science related subjects were analyzed. Then it was examined how these units were related to the learners' daily life. The participants in the current survey were 320 elementary school 6th graders. A questionnaire consisted of 11 units of science, such as kg for mass, km for distance, L for volume, V for voltage, s for time, $^{\circ}C$ for temperature, km/h for speed, kcal for heat, % for percentage, W for electric power, pH for acidity, which can often be seen and used in daily life. The students were asked to do the following four tasks, (1) to see presented pictures and select appropriate scientific units, (2) to write reasons for choosing the units, (3) to answer what the units are used for, and (4) to check where to find the units. The data were analyzed in terms of the percentage of the students who seemed to well recognize and understand the units, using SPSS 17.0 statistical program. The results are as follows: Regarding the general use of the units, it was revealed that almost the same units were repeated in science and other subject textbooks from the same grade. With an increase of the students' grade more difficult units were used. As for the use of each unit, it was found that they seemed to relatively well understand what these units kg, km, L, $^{\circ}C$, kcal, km/h, and W stand for, showing more than 91% right. However, the units of V, s, in particular, %, and pH did not seem to be understood. With respect to the recognition of the units, most students did not recognize such units as L for volume and pH for acidity, probably because the units are difficult at the elementary level in comparison to other scientific units. The students indicated that schools were the best place where they could learn and find scientific units related to life, followed by shops/marts, newspapers/broadcasting, streets/roads, homes, and others in that order. The results show that scientific unit learning should be conducted in a systematic way at school and that teachers can play a major role in improving students' understanding and use of the units.