• The Journal of Korean Obstetrics and Gynecology
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• v.25 no.4
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• pp.27-37
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• 2012

Purpose: Dysmenorrhea is mostly depending on the causative factor, which usually falls under the categories of Cold and Heat pattern in traditional Oriental medical theories and diagnosis. Thus, we investigated menstruation symptom and sign related to dysmenorrhea and verified the validity of Cold and Heat pattern identification. Methods: We investigated menstruation symptom and sign related to dysmenorrhea in total 14 gynecology-medical books including ${\ll}$Exemplar Of Korean Medicine (Dongui Bogam)${\gg}$ and whole body symptom and sign identifying Cold and Heat pattern at the same time. A survey based on this investigation was carried out targeting women of childbearing age. Results: According to 14 gynecology-medical books, polymenorrhea is relevant to Heat pattern, oligomenorrhea to Cold pattern and darkness of menstrual blood is relevant to Heat pattern. Among the total of 343 womens, 196 subjects suffered from dysmenorrhea. The number of dysmenorrhea with polymenorrhea(Heat pattern) was 6 person, with oligomenorrhea(Cold pattern) was 27 person. And the number of dysmenorrhea with darkness of menstrual blood(Heat pattern) was 39 person. As the result of checking correlations of menstrual symptom scores and whole body symptom scores, there was no significance of Cold and Heat pattern between menstrual symptoms and whole body symptoms. Conclusions: The results suggest that the period of menstrual cycle and the color of menstrual blood provides some informations of Cold and Heat pattern identification. But considering with other whole body symptom and sign is needed for more precise result.

• Structural Engineering and Mechanics
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• v.80 no.6
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• pp.749-765
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• 2021

Suspension bridges bear large eccentric live loads in rush hours when most vehicles travel in one direction on the left or right side of the bridge. With the increasing number and weight of vehicles and the girder widening, the eccentric live load effect on the bridge behavior, including bending and distortion of the main girder, gets more pronounced, even jeopardizing bridge safety. This study proposes an analytical algorithm based on multi-catenary theory for predicting the suspension bridge responses to eccentric live load via the nonlinear generalized reduced gradient method. A set of governing equations is derived to solve the following unknown values: the girder rigid-body displacement in the longitudinal direction; the horizontal projection lengths of main cable's segments; the parameters of catenary equations and horizontal forces of the side span cable segments and the leftmost segments of middle span cables; the suspender tensions and the bearing reactions. Then girder's responses, including rigid-body displacement in the longitudinal direction, deflections, and torsion angles; suspenders' responses, including the suspender tensions and the hanging point displacements; main cables' responses, including the horizontal forces of each segment; and the longitudinal displacement of the pylons' tower top under eccentric load can be calculated. The response of an exemplar suspension bridge with three spans of 168, 548, and 168 m is calculated by the proposed analytical method and the finite element method in two eccentric live load cases, and their results prove the former's feasibility. The nonuniform distribution of the live load in the lateral direction is shown to impose a greater threat to suspension bridge safety than that in the longitudinal direction, while some other specific features revealed by the proposed method are discussed in detail.

• School Mathematics
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• v.15 no.1
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• pp.101-120
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• 2013

International comparative studies of students' performance in mathematics have shown that Korean students possess very negative attitudes toward mathematics, while they are ranked as one of the highest in the cognitive achievement of mathematics. This has prompted mathematics educators to seek for a way to improve the quality of mathematics education. In this context, this research has been conducted to investigate the learning style of Korean middle school students under the assumption that it is of essence to understand the characteristics of our students as mathematics learners. For the purpose, in-depth interview had been conducted and sixteen middle students participated in the interview. The students were chosen to represent the average group of their age-cohorts based on their performance in mathematics and their SES. The interview was designed as a semi-structured clinical interview. In the interview, the students were given mathematical tasks dealing with central themes in the domain of function. Each student was given about 30 to 50 minutes to solve the tasks. After an interviewee finished the tasks, s/he was asked to explained how s/he solved the tasks. The researchers asked additional questions to clarify the students' understanding of the mathematical themes in the tasks and to identify their strategies for learning mathematics. The analysis of the in-depth interview has primarily identified the characteristics of the students' understanding of the main themes in function and then has been extended to investigate their characteristic styles for learning mathematics. The analysis of the interview identified the learning styles of the students as 'inductive learning based on prototypical cases', 'repeated practice of exemplar mathematics problems', 'disengaged learning', and 'double standards in learning mathematics'. Based on the results of the analysis, this research presents the implications for the improvement of mathematics education.

• Journal of The Korean Association For Science Education
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• v.33 no.1
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• pp.161-180
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• 2013

The purpose of this paper is to introduce the current studies and research methods about Learning Progressions disseminated to several countries including the U.S. since 2006. It also provides a methodological base to investigate learning progressions in science by introducing a case study of learning progression conducted in Korea. For this study, we described several features of current studies on learning progressions in the U.S., and reported the common ways and sequences employed in examining learning progressions especially with respect to assessment for learning. Learning progressions are descriptions of developmental pathways of learning a topic, in which science knowledge is used in students' engaging in science practices. Each learning progression consists of upper anchor, lower anchor, and intermediate steps that connect both anchors. In investigating a learning progression, researchers usually utilize Wilson's four building blocks of assessment system based on the assessment triangle. This kind of method was also applied in investigating the learning progression for water cycle in this study. We discussed implication and consideration for the future research on learning progressions in science in Korea.