• Journal of Environmental Policy
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• v.12 no.3
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• pp.3-20
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• 2013

Recently, impacts and damages of extreme climate change have already affected on worldwide. Thus adaptation and action plan are essential concepts in minimizing the impacts of climate change. In order to introduce climate change adaptation decision-making measure, the need for high-quality and integrated information system within adaptation policy has increased enormously. However, most of adaptation information is based on different sources and various backgrounds. Currently, domestic climate change information is disseminated from about 132 internet sites and most of them are limited to general information of climate change, rather than information that are based on scientific evidence. Also, there are some difficulties in updating new resources. Reliable climate change information is provided from different agencies, which makes users difficult to locate right information they need. As a progress to overcome the limitations of these problems, we carried out a feasibility research on integrated information system for climate change adaptation. For the objectives, our solutions are as follows. First, we analyzed definition of climate change adaptation and climate change adaptation information. Second, we suggested integrating the information system for adaptation and phased implementation plan for establishing integrated information system for climate change. Finally, we verified the establishment of integrated support system based on policy applications of integrated information system. This system will provide an integrated climate change information and be a very useful tool to support the decision making process of effective climate change adaptation policies.

• Journal of The Korean Association For Science Education
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• v.35 no.4
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• pp.573-584
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• 2015

Inquiry has been consistently emphasized in science education as a crucial element for learning. Although many researchers came to agree on the importance of scientific inquiry, authentic inquiry activities are hard to be actualized in an educational context. Therefore it is required to critically examine what teachers have difficulty in teaching inquiry. In this article, we looked into inquiry-based science activities in a small group setting where pre-service science teachers faced dilemmas between cognition and practice of inquiry. A case study was conducted on eight undergraduate students who are majoring in science education. The participants attended a weekly science program for middle school students in low SES as teaching assistants and mentors, and took full care of his/her mentees during open-inquiry activities. The results were drawn by analyzing participants' personal and group interviews, participant observations, self-reports, and others. The pre-service teachers viewed the knowledge and procedure of science as an essential factor in inquiry activities along with student's spontaneous attitude. However, in the process of performing inquiry, they faced several dilemmas between ideal cognition and real activities. The aspects of dilemmas could be summarized in three pairs of opposing concepts: 'diverging inquiry or converging science', 'interest-centered inquiry or learning-centered inquiry', and 'student as the subject or student with the insufficient expertise.' We discussed ways of resolving dilemmas and alternative perspectives on scientific inquiry.

• Journal of the Korean School Mathematics Society
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• v.17 no.3
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• pp.337-358
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• 2014

The purpose of this study is to investigate how storytelling is embodied in the Mathematics I textbooks for first grade high school students in the 2009 revised curriculum and the perception of secondary math teachers and students of those books. Furthermore, in order to have some implications on newly ongoing textbook development, this thesis sets up the following goals for inquiry into the effect on storytelling. First, are there any noticeable differences among the 10 types of mathematics I textbooks for high school first graders in the 2009 revised curriculum? Second, what do teachers and students think of textbooks which apply storytelling techniques? The results are as follows. The frequency of storytelling types that appeared in the textbooks is as follows: real-life connection type and inter-scholarship type take up 47.55% and 24.51% respectively, followed by decision-making type with 10.52%, math history type with 10.17% and tool-using type with 7.05%. Within the contents, math history type showed up on reading material from every textbook. And it is worth considering that real-life-connection type has the most various topics and is mainly for arousing interest and checking up on some concepts. However, inter-scholarship type is usually related to science, and decision-making type is included for error analysis and tool-using type for reading materials about math programs. The results of this study suggest that many of the teachers who participated showed some kind of understanding of storytelling but there were not many who are actually incorporating that into their own classes. It is also essential that we develop textbooks that are effective for storytelling classes, hold regular symposiums as well as teacher training, and create tools for proper assessment. Furthermore, students think that textbooks based on storytelling would have positive effects as long as they are supported by enough time, a sufficient number of classes and tests with validity.

• Journal of Engineering Education Research
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• v.8 no.1
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• pp.71-83
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• 2005

This paper presents an internet-based self-learning educational system which can be enhancing efficiency in the learning process of Java language. The proposed self-learning educational system is called Java Web Player(JWP), which is a Java application program and is executable through Java Web Start technologies. Also, three important sequential learning processes : concept learning process, programming practice process and assessment process are integrated in the proposed JWP using Java Web Start technologies. This JWP enables the learners to achieve efficient and interesting self-learning since the learning process is designed to enhance the multimedia capabilities on the basis of various educational technologies. Furthermore, internet-based on-line voice presentation and its related texts together with moving images are synchronized for efficient language learning process. Also, a simple and useful Java compiler is included in the JWP for providing language practice environment such as coding, editing, executing and debugging Java source files. Finally, repeated practice can make the learners to understand easily the key concepts of Java language. Simple multiple choices are given suddenly to the learners while they are studying through the JWP and the test results are displayed on the message box. This assessment process is very essential to increase the learner's academic capability.

• Journal of Gifted/Talented Education
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• v.21 no.2
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• pp.511-530
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• 2011

This study aims to find out science talented students' percentage of cognition about the views of nature of science and science inquiry which are essential for having a good understanding with science concepts. Each group of 40 science gifted students and 35 ordinary students was tested with a test of views of nature of science and science inquiry which consisted of 19 items with index of content validity 97% and reliability index 0.86, then its results being compared and analyzed. A group of science gifted students' percentage of cognition about the views of nature of science ranges from 20% to 97.5% -although it differs according to detailed views-showing its mean of 67% (50% in a group of ordinary students). Especially, the percentage of cognition about the sub view that there can be different opinions among scientists was high among woman science gifted students. A group of science gifted students' percentage of cognition about the views of science inquiry ranges from 27.5% to 77.5% -although it differs according to detailed views- showing 53% in their mean (41.8% in a group of ordinary students). Especially, the percentage of cognition about the sub view that scientists can have different research methods was high among woman science gifted students. The percentage of mistaken cognition by science gifted students about views of nature of science and about views of science inquiry was 33%, 47% respectively.

• Korean Journal of Social Welfare
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• v.60 no.3
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• pp.253-274
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• 2008

The link between work life and family life is an essential subject matter in understanding the lives of dual-earner couples. Concepts of spillover and crossover explain the link between work and family. The present study examines both the positive and negative aspects in these processes. The data come from the Sloan Working Families Study conducted by the Alfred P. Sloan Center on Parents, Children, and Work and NORC at the University of Chicago. The Experience Sampling Method employed explores directly the daily life experiences of the participants. The data were analysed using t-test. Both spillover and crossover were found in the lives of dual-earner couples in this study. Men and women brought happy emotions at work to home, but the data provide limited support for spillover of negative emotions. Gender differences were more apparent in examining the process of crossover. Men appear responsive to the positive and negative emotional experiences their spouse brought home while women were found not to be responsive to their spouses' positive emotional experiences at work. Furthermore, the analysis revealed an interesting trend concerning the emotions of working couples in that they generally seem to recover to their average level of emotions once home. This suggests that home can be a respite from strong emotions, a comforting place. By looking closely into the emotions experienced by working parents in their daily lives, this study adds contextual understanding concerning the link between work and family life. The findings on the effects of positive experiences at work invite social work practitioners and researchers to further investigate the phenomena of spillover and crossover processed in greater detail, taking into account this contextual aspect of family life as well as the work life of dual-earner couples.

• Nuclear Engineering and Technology
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• v.47 no.3
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• pp.293-305
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• 2015

In this paper, we suggest the conceptual design of a water-cooled reactor system for a low-pressure inherent heat sink nuclear desalination plant (LIND) that applies the safety-related design concepts of high temperature gas-cooled reactors to a water-cooled reactor for inherent and passive safety features. Through a scoping analysis, we found that the current LIND design satisfied several essential thermal-hydraulic and neutronic design requirements. In a thermal-hydraulic analysis using an analytical method based on the Wooton-Epstein correlation, we checked the possibility of safely removing decay heat through the steel containment even if all the active safety systems failed. In a neutronic analysis using the Monte Carlo N-particle transport code, we estimated a cycle length of approximately 6 years under 200 $MW_{th}$ and 4.5% enrichment. The very long cycle length and simple safety features minimize the burdens from the operation, maintenance, and spent-fuel management, with a positive impact on the economic feasibility. Finally, because a nuclear reactor should not be directly coupled to a desalination system to prevent the leakage of radioactive material into the desalinated water, three types of intermediate systems were studied: a steam producing system, a hot water system, and an organic Rankine cycle system.

• Journal of The Korean Association For Science Education
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• v.18 no.4
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• pp.517-523
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• 1998

It has been an important task that the decreased quantities of science lessons must blend with the 7th science curriculum. This study analysed the 6th and 7th science curriculum contents, and found the perspective and the problems in relation to the decreased lessons in the 7th science curriculum. The results found in the analysis of the science content system in the curriculum are as follows: first, the new science themes in the 7th content system were those appeared in the sub-themes in the 6th curriculum, so substantially scientific concepts didn't increase in the 7th. Second, the number of the terms which restricts the conceptual and contextual region of the major science themes considerably increased in the 7th curriculum. Third, Surface Lesson Quantities(SLQ), which were defined as the counted lesson number considering the quantities of science themes and the lesson decreasing rate 30% of the whole school curriculum, were inferred as 38.5% of the 6th lesson quantities. And the results found in the analysis of the sub-themes inferred from the sentences describing the science themes in each grade are as follows: Essential Lesson Quantities (ELQ), which were defined based on the sub-themes, were more than SLQ in almost themes. But, in case of the themes, 'weather' and 'ground', SLQ were much more than ELQ. The results of this study shows that it will not easy to solve the task, the decreasing lessons and phenomena-centered approach in constructing the science teaching content according to the 7th science curriculum.

• Journal of the Korean Academy of Esthetic Dentistry
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• v.26 no.1
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• pp.4-16
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• 2017

In dental esthetics, soft tissue plays an important part, probably very large portion of it. A clear understanding of the periodontal tissues and its management around teeth and implants help us to develop concepts for a modern dental treatment that addresses the needs of demanding patients in regard of esthetics and durability. When we talk about esthetic, we can say that one of the most important element is a harmonization with gingiva (soft tissue) called 'Pink Esthetic' As for the pink esthetics, gingival line(contour) takes most of the influence on esthetic result; it consists of labial gingival level, interproximal papilla height, and a line that connects them. In the gingival recession, labial gingival level and gingival contour move to the apical portion, and the root area is exposed. It leads to the unesthetic result. Root coverage technique is classically used to treat gingival recession (marginal tissue recession) of natural teeth. It is an essential technique on periodontal plastic surgery part. It is also a very useful technique to recover soft tissue problems in implant dentistry. So, root coverage technique must be mastered for a good implant esthetic result. The general overview of root coverage procedures will be discussed with step by step explanation to get more esthetic result.

• Trans-
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• v.3
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• pp.29-53
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• 2017

The film scholar Vincent Amiel divides into three types of montage through his book The Aesthetics of Montage ; Montage narratif, Montage discursif, and Montage decorrespondances. These three categories are the concept that encompasses the aesthetic class to which most movies belong. Early films pursued the essential and basic functions of editing, which tend to be modified in the direction of enhancing the director's goals over time. In this way, "Expressive Montage" is one of most important concepts of montage, not as a 'methodology' that combines narrative but as a 'purpose'. In the montage stage, the expressive montage work is done through three steps of decision. The process of 'combining' to combine the selected films in a certain order, after the process of 'selection' which selects only necessary parts of the rush film, and 'connection' to determine the scene connection considering the duration of the shot. The connection is the final stage of the montage. There are exceptions, of course. When fiction films of classical narratives use close-ups, or when using models or objects of neutered animals, the film induces the tendency of a "montage decorrespondances" rather than a "montage narratif" or "montage discursif". This study attempts to analyze the tendency of montage of works with 'uncertain connection' through 'collage' used by close-ups and montage decorrespondances as 'fragmentation tendency of modern films'. The fragmentation of the montage in contemporary film breaks the continuous and structural nature of the film, and confuses the narration structure that is visible on the surface of the film. The tendency of the fragmentation of the montage, which started from this close-up, seems to give an answer to the extensibility of the modern image.