• Journal of Korean Elementary Science Education
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• v.28 no.1
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• pp.55-66
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• 2009

The purpose of this study is to assist understanding the integrated subjects and to obtain implications required on the actual operation of curriculum by analyzing content elements and basic inquiry activities in the revised "wise lift" curriculum 2007. The result of this study is as follows. First, the formation of elements in contents of "wise life" deals with the passage of time based on changing seasons, myself and family in the 1st grade and the concept of space based on home and a village in the 2nd grade. Six main subjects and twelve activity subjects are presented per each grade. Second, number of activity subjects and content elements are reduced as compared with 7th curriculum so that the responsibility of operating classes based on activities is reduced and the purpose of rationalizing contents is somewhat fulfilled. Third, eliminating a relevant domains decisively when presenting the activity subjects assures the identification and purpose as the integrated subject focused on inquiry activities. Fourth, the result of analyzing the course-relevance on content elements shows that the allotment per each domain and course is less considered but the relevance of social studies is higher regardless of non-course characteristics as the integrated subject. Fifth, according to the component ratio of basic inquiry activities, 'Observing' and 'Debating' were presented as the most essential activities, and 'Measuring' and 'Making' were relatively low. By considering characteristics of course requiring balanced and various experiences of inquiry activities, additional discussions are required on appropriateness of the component ratio. Sixth, 'Observing' was increased and 'Debating' and 'Making' were decreased on the main activities in this revised curriculum as compared with 7th curriculum.

• Radiation Oncology Journal
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• v.33 no.2
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• pp.66-74
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• 2015

Trace elements play crucial role in the maintenance of genome stability in the cells. Many endogenous defense enzymes are containing trace elements such as superoxide dismutase and metalloproteins. These enzymes are contributing in the detoxification of reactive oxidative species (ROS) induced by ionizing radiation in the cells. Zinc, copper, manganese, and selenium are main trace elements that have protective roles against radiation-induced DNA damages. Trace elements in the free salt forms have protective effect against cell toxicity induced by oxidative stress, metal-complex are more active in the attenuation of ROS particularly through superoxide dismutase mimetic activity. Manganese-complexes in protection of normal cell against radiation without any protective effect on cancer cells are more interesting compounds in this topic. The aim of this paper to review the role of trace elements in protection cells against genotoxicity and side effects induced by ionizing radiation.

• Journal of Digital Convergence
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• v.14 no.6
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• pp.519-525
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• 2016

The purpose of the study was to develop achievement criteria of Creativity and Personality in Expressive Activity. For the study, a Delphi survey was conducted with the selected Delphi experts including doctors of sports pedagogic, physical education teachers and doctors of dance studies who have more than 10-year teaching experience in the expressive activity. In this way, the following study result was obtained. First, 27 elements of creativity in the expressive activity were suggested such as originality, sensitivity, trust, courage, moderation. Second, 54 achievement criteria which were drawn up based on the 27 Creativity and Personality-elements. Achievement criteria of creativity and personality was presented in a modular fashion that could be applied in the creation, representation, appreciation which was composed of main content in expressive activity. By using these modules, physical education teachers could plan a lesson by choosing a various factors of creativity and personality, depending on the intended educational goals.

• KSII Transactions on Internet and Information Systems (TIIS)
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• v.12 no.2
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• pp.747-763
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• 2018

Information Technology (IT) plays an increasingly important role for small and medium-sized enterprises. It has become fundamental for these companies to protect information and IT assets in relation to risks and threats that have grown in recent years. This study aims to understand the importance and structure of an information security policy, using a quantitative study that intends to identify the most important and least relevant elements of an information security policy document. The findings of this study reveal that the top three most important elements in the structure of a security policy are the asset management, security risk management and define the scope of the policy. On the other side, the three least relevant elements include the executive summary, contacts and manual inspection. Additionally, the study reveals that the importance given to each element of the security policy is slightly changed according to the sectors of activity. The elements that show the greatest variability are the review process, executive summary and penalties. On the other side, the purpose of the policy and the asset management present a stable importance for all sectors of activity.

• Journal of Korean Elementary Science Education
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• v.36 no.1
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• pp.43-60
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• 2017

The purpose of this study was to compare the configuration changes of content elements and inquiry activities between 2009 and 2015 revised national elementary school science curriculum, and to examine the trends in achievement standards. The results of this study were as follows. First, the number of content elements presented in the 2015 revised science curriculum was slightly decreased in comparison to 2009 revised one, but fell short of goal level for revision, that was to cut 20 percent of present achievement standards. The characteristics of changes in achievement standards were to enhance the relation to practical life, to integrate the content elements separated, and to adopt the achievement standard to introduce new concept. Second, the number of inquiry activities presented in the 2015 revised science curriculum was also slightly decreased, and to be linked with the changes of achievement standards. In some cases, the range of inquiry activity was adjusted, or the unit to present it was changed. Teacher should know exactly about the elements to be changed in the 2015 revised national elementary school science curriculum, and it will be needed them to make an efforts in the cause of its smooth application.

• Journal of The Korean Association For Science Education
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• v.39 no.2
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• pp.307-320
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• 2019

This study explores how an elementary school homeroom teacher who continued to lecture, can use diversified science teaching methods for learner-centered instruction. Using an auto-ethnographic approach over the course of a year, self-memory data, facebook diaries, class diaries, and interview data of an elementary teacher's day-to-day preparations and practice of elementary science, in the context of a Korean elementary school, were collected. The data was analyzed through cultural historical activity theory, examining how the interplay of key elements (i.e., the subject as a homeroom teacher with instructional expertise, norms, community, division of labor, tools, and goals) was characterized within and across distinct two-activity systems, and how these elements shaped the teacher's teaching methods into either lecture format or diversified teaching. The study revealed that a non-cooperative community, lack of division of labor, and norms that neglect preparation for science class were the elements that perpetuated the lecture format, and that a contradiction between goals and tools occurred in the activity system. However, these elements were able to be transformed into a cooperative community, shared labor, and norms that saved preparation time for both science class and diversified teaching methods, and those changed elements facilitated the teacher in using diversified teaching methods (e.g., experiments, subject-integrated classes, field work), thereby mitigating the contradiction. This study also discusses that diversified teaching methods can be facilitated when dealing with norms, community, and division of labor elements in an elementary school context as well as improving individual teachers' instructional expertise.

• Korean Institute of Interior Design Journal
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• v.24 no.2
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• pp.206-216
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• 2015

Majority of the seniors living in nursing homes suffer from persistent chronic pain, which may cause depression and compromised quality of life if untreated. The environment should support them to lift their focus from current pain and worries to the positive feelings and the delight of life. The purpose of this research is to classify the healing environment elements for positive distraction, and analyze 6 international cases to see the current situation. The elements were categorized as follows, based on literature review from both healing spaces and elderly care field: spatial elements(view, natural elements, artificial elements, exercise space, garden), psychological elements(grooming area, space for privacy, meal/drink area, elements for recollection, religious space), social elements(common living area, activity/hoppy room, family/visitor area, information area, local community program space). Analysis on 6 facilities showed that each elements were reflected to designed relatively well. New inventions from workers who think distraction is important were also introduced. Healing environment for positive distraction requires delicate touch, derived from understanding characteristics and situation of the residing elderly individuals. Technology update is also significant, from audio books to virtual reality devices, since cultural life of nursing home is far behind from what the others enjoy now.

• Journal of Science Education
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• v.44 no.1
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• pp.84-91
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• 2020

In this study, we investigated the elements of knowledge and information processing competence of science inquiry activities in grades 3-6 science textbooks. For this purpose, the elements of knowledge and information processing competence were extracted and a framework for analysis was created. Analysis of eight science textbooks for grades 3-6 in elementary school was carried out using the analysis framework. The following results were obtained by the analysis framework: First, we divided the knowledge and information processing competence into five elements: 'collection,' 'analysis,' 'expression,' 'selection,' and 'evaluation.' Second, the elements of knowledge and information processing competence of science inquiry activity of elementary science textbooks were not evenly composed. The science inquiry activities of elementary science textbooks focused on 'collection' and 'analysis' among the five elements of the knowledge and information processing competence, followed by 'expression,' 'selection,' and 'evaluation.' As a result, we found that a science inquiry model or a science instruction model is needed to develop the knowledge and information processing competence in elementary school science curriculum.

• The Journal of Korean Association of Computer Education
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• v.9 no.2
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• pp.27-36
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• 2006

This study intends to present essential models for collaborative learning in e-learning environment as well as to analyze learning behavior elements appearing in collaborative learning activities. In order to achieve goal of the study, the researchers analyzed existing cooperative learning models for face-to-face classroom, collaborative activity models based on instructional theory, and the structures and activities elements of learning community and collaborative activity models focusing on e-learning environment. As a result of the study, the researchers produced a generalizable collaborative learning model for e-learning which include general collaborative learning model, and further analyzed specific learning behaviors performed by learners while they proceed in this model based learning processes. The adequacy of this model and reliability of learning behavior elements were tested through experts' review meetings. The research result, suggesting generalizable collaborative learning model as well as learning behaviors elements which might occur within e-learning based collaborative learning, might work as a foundational model for software infrastructure and e-learning solution business. Moreover, its value might be maximized if its being used for enhancing learning content interoperability and reuse as well as for establishing international standardization for collaborative technology.

• Journal of the Korean Institute of Landscape Architecture
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• v.29 no.4
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• pp.24-33
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• 2001

The purpose of this paper is to examine the differences of user´s satisfaction of development elements of natural recreation forest(NFR) developed by public and private bodies in order to answer the research question: What is the differences of user´s satisfaction of development elements of NFR\ulcorner After reviewing the literature, mechanism of outdoor recreation, and development elements in NRF, we constructed the conceptual framework and have formulated the hypothesis of this research. We had obtained data through a questionnaire, which surveyed 584 visitors at 10 of the 72 natural recreation forests in Korea in 1999. We have analyzed the data using he descriptive statistical method, the mean difference test, and logistic regression method. We have found that 1) all the development elements have turned out to be significantly different from the mean difference test, 2) the two elements of atmosphere and activity have turned out to be statistically significant in determining the difference of NFR developed by public and private body in logistic regression analysis while user´s satisfaction in recreational resources, facilities and service make no differences between public and private NRF, 3) the higher the degree of user´s satisfaction in atmosphere and activity at NFR, the more the NFR developed by private body, and 4) their relative contribution of atmosphere and activities on whether the NFR is developed by public or private body have been turned out to have 0.258 and 0.242 respectively, which have a similar importance. The research results suggest that a guideline for the creation of marketable NFR by public and private developer, and development of use-programs and recreational atmosphere be recommended in the planning and development process of NRF. The approach and anlaysis method adopted by this research is highly useful for an evaluation of NRF developed by the tow bodies and development of devices for increasing user´s satisfaction and marketing positioning of NRF by the tow developers. It is recommended that more empirical study on individual development elements affecting user´s satisfaction be performed in the future.