• Journal of Elementary Mathematics Education in Korea
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• v.19 no.3
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• pp.289-304
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• 2015

In this study, connections between the NURI curriculum for 5 years old children and the contents of teacher's manual books according to it and the contents of elementary 1st grade mathematics curriculum and textbooks was analyzed to find the implications that can help to link the two curricula in the development of kindergarten and elementary school mathematics curriculum. The five following implications could be obtained from the analysis. First, it is necessary to connect the contents of the NURI curriculum for 5 years old children which were completed in that curriculum like 'spatial relation'in geometric figure domain and 'data collection'in probability and statistics domain to the contents of the 1st grade curriculum. Second, in the case of the contents not connected between the NURI curriculum for 5 years old children and the contents of elementary 1st grade mathematics curriculum but connected between the NURI curriculum for 5 years old children and the contents of elementary 2nd ~6th grade mathematics curriculum, it is necessary to re-adjust the hierarchy based on one of the curricula. Third, it is necessary to check whether $\ll$K-teacher's manual book$\gg$ obey the NURI curriculum for 5 years old children or not. Fourth, it is necessary to review the related elements of the NURI curriculum for 5 years old children and elementary 2nd ~6th grade mathematics curriculum in [activity] in $\ll$K-teacher's manual book$\gg$. Fifth, it is necessary to handle the mathematics contents explicitly and systematically in [activity] in $\ll$K-teacher's manual book$\gg$.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.3
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• pp.305-321
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• 2015

This study started with wondering whether the nonproportional model used in unit assessment for 2nd graders is appropriate or not for them. This study aims to explore the applicability of the nonproportional model to 2nd graders when they learn about numbers. To achieve this goal, we analyzed elementary mathematics textbooks, applied two kinds of tests to 2nd graders who have learned three-digit numbers by using the proportional model, and investigated their cognitive characteristics by interview. The results show that using the nonproportional model in the initial stages of 2nd grade can cause some didactical problems. Firstly, the nonproportional models were presented only in unit assessment without any learning activity with them in the 2nd grade textbook. Secondly, the size of each nonproportional model wasn't written on itself when it was presented. Thirdly, it was the most difficult type of nonproportional models that was introduced in the initial stages related to the nonproportional models. Fourthly, 2nd graders tend to have a great difficulty understanding the relationship of nonproportional models and to recognize the nonproportional model on the basis of the concept of place value. Finally, the question about the relationship between nonproportional models sticks to the context of multiplication, without considering the context of addition which is familiar to the students.

• Journal of Korean Home Economics Education Association
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• v.22 no.3
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• pp.77-94
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• 2010

The purpose of this study was to develop a practical problem-based lesson plan for the "Understanding Myself and My Family" unit and to examine the effects of the lesson plan. Learning objectives and contents were selected, and a practical problem-based lesson plan for five sessions was developed and implemented. With 150 students participating in the study, a pre-test and post-test comprised of a questionnaire were conducted to explore the effectiveness of the lesson plan on the students' sex role characteristics, awareness of gender-role equity in occupational, familial and societal settings and of participation in household chores. Results from the post-test revealed that the students displayed androgynous sex-role characteristics, a heightened awareness of gender-role equity and a higher degree of participation in household chores after the five sessions. Assessment of the class was found to be very positive. Consequently the study showed that the lesson proved to be helpful for the students.

• Progress in Medical Physics
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• v.20 no.4
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• pp.253-259
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• 2009

We have developed standards based on international criterions for the quality control of dose tested by the measurement institutions of individual exposure doses through improving the reliability of data on the exposure dose of individuals working in radioactive environment and securing the accuracy and reliability of individual dose measurements. Laws related to radiation dose applied to domestic institutions refer to ANSI N13.11.1993, but currently, in U.S. and some other countries the measurement of radiation doses is based on ANSI N13.11.2001 that reduced test categories and tightened the standards. We made efforts to simplify the standards and to reduce the number of dosimeters required in experiment, and avoided preventing or hindering the use of future technologies not approved under the current law such as glass dosimeter and optical stimulation dosimeter. The Quality Management Manual of Radiation Dosimetry Service, Assessment Manual of Radiation Dosimetry Service Accreditation Program, and the Personnel Dosimetry Performance. Criteria for Testing are documents applicable in supervising laboratories.

• Communications of Mathematical Education
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• v.29 no.3
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• pp.373-389
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• 2015

This study was to investigate the practice of the teachers who changed their teaching subject to Mathematics from other subjects. Teacher, A who had traditional belief and Teacher, B, non-traditional belief were chosen for the study through the questionnaire in Sep. 2014. The result indicated that Teacher, A in traditional belief showed teacher-centered teaching but Teacher, B in nontraditional belief showed inconsistent way of teaching in comparison to the original perspective. The later said she could not teach students as she wanted to teach because of the lack of knowledge of teaching as a math teacher. The difficulties Teacher, A encountered were: to handle too many works beyond teaching and to teach too many contents to cover without having enough time to prepare. Teacher, B didn't know how to teach students math in a constructivism way. They asked to offer them more in-service training program to develop their expertise for teaching mathematics.

• Journal of Korean Society of Steel Construction
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• v.25 no.4
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• pp.389-398
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• 2013

The structural provisions of rectangular CFT (concrete-filled tubular) columns in the 2005/2010 AISC Specification, ACI 318-08, and EC4 were comparatively analyzed as a preliminary study for establishing the unified standards for composite structures. The provisions analyzed included those related to the nominal strength, the effect of confinement, plate slenderness, effective flexural stiffness, and the material strength limitations. Small or large difference can be found among the provisions of AISC, ACI, and EC4. Generally, the 2010 AISC Specification provides the revised provisions which reflect up-to-date test results and tries to minimize the conflict with the ACI provisions. For example, the 2010 AISC Specification introduced a more finely divided plate slenderness limits for CFT columns. In seismic applications, the plate slenderness limits required for highly and moderately ductile CFT columns were separately defined. However, the upper cap limitations on material strengths in both the AISC and EC4 provisions are too restrictive and need to be relaxed considering the high-strength material test database currently available. This study found that no provisions reviewed in this paper provide a generally satisfactory method for predicting the P-M interaction strength of CFT columns under various material combinations. It is also emphasized that a practical constitutive model, which can reasonably reflect the stress-strain characteristics of confined concrete of rectangular CFT columns, is urgently needed for a reliable prediction of the P-M interaction strength.

• 한국정보교육학회:학술대회논문집
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• 2010.08a
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• pp.15-18
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• 2010

As robots are proved to be effective in enhancing students' creativity and problem-solving abilities and satisfying various needs in special education for the gifted, many students participate in private education and after-school robot classes. However, it is difficult for students in the lower social economy class to use robots for their learning because of the high expense of robots. On this point, as a part of u-Learnng project, this research attempts to provide students in the lower social economy class with the opportunities to use robots for one year. At the end of the year, we will compare the experimental group and the control group in order to examine learning effects of using robots. Until now we have found many cases that show positive effects of the use of robots in students' learning.

• The Journal of the Korea Contents Association
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• v.12 no.3
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• pp.411-420
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• 2012

In Korea, the traces of Mongolian history and culture are often found in Korean life and customs. Under these perceptions, this study has attempted to develop the learning contents using the Mongolian historical and cultural heritages in Korea. For this, the perspective on Mongolia in Korean History and Social Studies textbooks and the exhibition of Mongolian cultural materials in a museum have been analyzed. In addition, this study has researched a plan to develop learning contents for exhibition and education using the Mongolian historical & cultural heritage and folklore materials in Korea and people's perspective on Mongolia in the ancient western maps as a way of understanding the historical and cultural heritage between Korea and Mongolia. In addition, a way of taking advantage of the Mongolian historical and cultural heritage in Korea from the view of world history has been proposed to share historical views and promote cultural exchanges between the two countries. Furthermore, the development of learning contents of the museum using the historical and cultural heritage between Korea and Mongolia could be grounds for humanistic studies from the view of understanding multiculture and characteristics of international culture.

• Journal of Nutrition and Health
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• v.42 no.4
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• pp.366-373
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• 2009

Codex Nutrient Reference Values (NRVs) were based on the 1988 Helsinki report and a single set of NRVs was established for the general population over 3 years for the purpose of food labeling in 1993. Dietary Reference Intakes (DRIs) with new concepts were developed in many countries recently. Hence there has been broad discussion regarding establishment of new NRVs using DRIs, which include estimated average requirement (EAR), recommended intake (RI or RDA), adequate intake (AI), and tolerable upper intake level (UL) in the world. This study was carried out to review various possible values for Codex NRVs such as population-weighted EAR, population-weighted RDA, and populationbased RDA. The values were simulated using DRIs and population distribution of Korea, USA, Japan, Philippines, Germany and England, and compared to the current Codex values and the highest RDA and the lowest UL among populations with different life-stage. Since population weighted/based values are necessary to be updated according to the population changes and are different across countries, inconsistency can be a serious barrier in international transactions. For some of nutrients such as vitamin A and zinc, values based on population-based RDA or the highest RDA were higher than the lowest UL. Therefore, careful considerations should be given before establishing Codex NRVs.

• Cartoon and Animation Studies
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• s.17
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• pp.21-35
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• 2009

Continuous provocation of Japanese government to a Dokdo issue and Agreement on Fisheries between the Republic of Korea and Japan evokes a rage and resistance to whole nation in South Korea. In view of mass culture, Japanese Rightists cartoonists, Kobayashi Yoshinori and Yamano Syarin show distorted history in their works. Therefore the consideration of the birth of the Japanese right-wing cartoon is needed in historical, social and cultural viewpoints. First, the actual condition and historical background of Japanese Rightist will be showed. Second, a new Japanese history textbook which was written by right-wing organizations and Yasukuni-jinja will be discussed objectively. Finally, the representative of Japanese right-wing cartoons, and by Kobayashi Yoshinori and Yamano Syarin about historical distortion will be analyzed carefully. In this dissertation, through the factual analysis of cartoons, in opposition to a prejudice and distortion about Korean history of Japanese Rightist, cartoonists' precise and academic posture is proposed.