• Research in Mathematical Education
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• v.11 no.3
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• pp.197-207
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• 2007

Based on a survey on 1620 students in primary school and secondary school., by adopting Eysenck Personality Questionnaire (EPQ), we got the following findings : 1. There is close relationship between emotionality characteristics of temperament and mathematics academic achievement of the subjects at Grade 5 (Primary 5), Grade 8 (Junior Secondary 2), and Grade 10 (Senior Secondary 2). Also there is close relationship between internal-external directivity characteristics of temperament and mathematics academic achievement at Grade 5 and Grade 8. While there is not close relationship between internal-external directivity characteristics of temperament and mathematics academic achievement at Grade 10; 2. There is close relationship between temperament types and mathematics academic achievement of the subjects from the three grades. Superior temperament, which benefit learning mathematics, are sanguine, sanguine-phlegmatic and phlegmatic; While inferior temperament types, which don't benefit learning mathematics, are choleric, melancholic and choleric-melancholic. With the rising of grade, temperament types of benefiting learning mathematics converts from external directivity emotion balance to balance of internal-external directivity emotion stability. While temperament of no benefiting learning mathematics converts from internal directivity emotion balance to balance of internal-external directivity emotion instability; 3. In mathematics education, students' temperament difference, which affects learning mathematics, should be recognized. Mathematics teachers should find out the best teaching ways, forms and methods which are suitable for student's temperament type, so that the students with different temperament types can gain better mathematics academic achievement.

• Journal of Korean Elementary Science Education
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• v.27 no.2
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• pp.158-169
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• 2008

The purpose of this study was to analyze the uses of the external representations in the $3{\sim}6th$ grade science textbooks developed under the 7th National Curriculum on the basis of the theories and the research results on learning with the multiple representations. The results showed that the frequencies of the macroscopic external representations were higher than those of the symbolic external representations. The external representations with drawing and/or writing, especially writing, were used more frequently than those without drawing and/or writing. However, the most of the external representations were rarely used according to the principles and/or the theories (e.g., personalization principle, dual coding theory, cognitive load theory, and social constructivism theory) for effective uses of the multiple external representations in the science textbooks. The present study provides the guideline to establish the effective uses of the external representations in the science textbooks that not only meet learners but also teachers.

• Communications of Mathematical Education
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• v.34 no.3
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• pp.325-354
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• 2020

This study utilized longitudinal data from the 2013 year (Secondary Middle School) to 2017 year (Secondary High School) of the Seoul Education Termination Study. Using the latent growth model and the piecewise growth model, we investigated the changes in mathematics academic achievement, internal factors(self-concept, self-control, self-assessment of life satisfaction), and external factors(school climate, guardians) as students' grades increased, and examined whether internal factors and external factors influence the changes in mathematics academic achievement. We examined whether internal and external factors influence the change in academic achievement. As a result of analysis, it was found that mathematics academic achievement remained unchanged from the first grade of middle school to the second grade of middle school, and steadily increased from the second grade of middle school to the first grade of high school, and then decreased slightly in the second grade of high school. The internal and external factors had little change. It has been found that self-concept, self-control as internal factors, and school climate as external factors influence changes in mathematics academic achievement.

• Radiation Oncology Journal
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• v.14 no.1
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• pp.41-52
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• 1996

Purpose : This paper reports a dosimetric study of 88 patients treated with a combination of external radiotherapy and high dose rate ICR for FIGO stage IIB carcinoma of the cervix. The purpose is to investigate the correlation between the radiation doses to the rectum, external radiation dose to the whole pelvis, ICR reference volume, TDF BED and the incidence of late rectal complications, retrospectively. Materials and Methods : From November 1989 through December 1992, 88 patients with stage IIB cervical carcinoma received radical radiotherapy at Department of Radiation Oncology in Yonsei University Hospital. Radiotherapy consisted of 44-54 Gy(median 49 Gy) external beam irradiation plus high dose rate intracavitary brachytherapy with 5 Gy per fraction twice a week to a total dose of 30 Gy on point A. The maximum dose to the rectum by contrast(r, R) and reference rectal dose by ICRU 38(dr, DR) were calculated. The ICR reference volume was calculated by Gamma Dot 3.11 HDR planning system, retrospectively The time-dose factor(TDF) and the biologically effective dose (BED) were calculated. Results : Twenty seven($30.7\%$) of the 88 patients developed late rectal complications:12 patients($13.6\%$) for grade 1, 12 patients($13.6\%$) for grade 2 and 3 patients($3.4\%$) for grade 3. We found a significant correlation between the external whole pelvis irradiation dose and grade 2, 3 rectal complication. The mean dose to the whole pelvis for the group of patients with grade 2, 3 complication was Higher, $4093.3\pm453.1$ cGy, than that for the patients without complication, $3873.8\pm415.6$ (0.05$7163.0\pm838.5$ cGy, than that for the Patients without rectal complication, $0772.7\pm884.0$ (p<0.05). There was no correlation of the rate of grade 2, 3 rectal complication with the iCR rectal doses(r, dr), ICR reference volume, TDF and BED. Conclusion : This investigation has revealed a significant correlation between the dose calculated at the rectal dose by ICRU 38(DR) or the most anterior rectal dose by contrast(R) dose to the whole pelvis and the incidence of grade 2, 3 late rectal complications in patients with stage IIB cervical cancer undergoing external beam radiotherapy and HOR ICR. Thus these rectal reference points doses and whole pelvis dose appear to be useful Prognostic indicators of late rectal complication in high dose rate ICR treatment in cervical carcinoma.

• Journal of the Korean Home Economics Association
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• v.33 no.3
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• pp.149-163
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• 1995

This study investigated the relation between children's internal-external locus of control and social comtetency. The subjects of this study were 453 mothers and their children of third and sixth grades in the five elementary schools located in Seoul. The modified version of Nowicki and Strickland's CN-SIE(Locus of Control Scale for Children) was administered to asses the children's internal-external locus of control. To assess the children's social competency, questionaire developed by Lee Kyung Hee(1993) was used. The major findings of this study were as follows : 1) There was significant interaction between grade level and sex in children's locus of control. Significant difference was found in children's locus of control in terms of children's social status level. 2) Significant difference were found in children's social competency in terns of children's sex and social status level. 3) Children's social comtetency was positively related to the internal locus of control orientation. 4) The relation between children's internal-external locus of control and social competency for boys was greater than that for girls. The relation between children's locus of control and social competency was not influenced by children's grade level, but affected by children's social status level. Social status level was positively related to the relation of the two concerned variables.

• Journal of The Korean Association For Science Education
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• v.27 no.3
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• pp.190-200
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• 2007

In this study, we analyzed the uses of external representations in material units of 7th grade science textbooks developed under the 7th National Curriculum on the basis of theories and research results on learning with multiple representations. The results revealed that the frequencies of microscopic external representations were higher than those of macroscopic and symbolic external representations. The external representations with drawing and/or writing were presented more frequently than those without drawing and/or writing. Furthermore, the external representations were rarely presented on the basis of the principles (e.g., personalization principle) and/or theories (e.g., dual coding theory, cognitive load theory, and social constructivism theory) for effective uses of the external representations in learning with multiple representations. Educational implications are discussed.

• Economic and Environmental Geology
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• v.32 no.5
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• pp.503-517
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• 1999

The purpose of this study is to verfify a more effecive techique for calculating geothermal gradient. this study examines 370 data of temperature-logging having been collected since 1985. The daya are divided into three different grades grades according to the type of temperature-depth plots: 204 data show typical linear gradient (Grade A); 126 data do not explicitily show the gradient becase of various external effects such as water flow (Grade B); and the rest 40 data do not show the gradient at all (Grade D). The new technique for calculating geothermal gradient is to be required to use Greade-B data more effctiviely. This new technique includes (1) calculating the independer depth of atmospheric temperature in the earth; (2) drawing a distribution map of subsurface tempurature by using the distribution map of subsurface temperature by using Grade-A data at the independent depth; and (3) recalculating geothermal gradient of Grade-B data by using the distrbution map of subsurface temperature, borehole depth, and bottom temperature of Grade-B data by using the distribution map of subsurface temperature, borehole depth, and bottom temperature of Grade-B data. As a result, 330 data-both Grade-A and Grade-B data--can be used to draw a distribution map of hot spradient. The map clearly distinguishes anomaly areas, and helps interpret their relations to the distribution of hot springs, geology, geological structures, and geophysical anomaly areas. These new results reveal that the average of geothermal in south Korea is 25.6$^{\circ}C$/km, when calculated to the Kriging method.

• Radiation Oncology Journal
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• v.1 no.1
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• pp.103-109
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• 1983

47 out of 56 cases of intact uterine cervix cancer treated by radiation at the Hanyang University Hospital were followed 18 months or more after treatment. (7 patients died before 18 months, 2 cases lost to follow-up). Age distribution reveal 5 cases in 30's, 18 cases in 40's, 17 cases in 50's, 7 cases in 60's. Histologically, all cases were squamous cell type except one case of adenocarcinoma. 1. 45 cases were treated by combined external Co-60 irradiation and intracavitary irradiation by Cs-137 small sources. 1 case was treated by external irradiation only, and 1 case by intracavitary only. 2. Rectal injuries were observed in 13 cased (27.6%), 4 cases in Grade 1, 8 cased in Grade 2 and 1 cases in Grade 3 which needed surgical management. 3. Average intervals of rectal injury following treatment was 9.2 months varying from 5 to 15 months. 4. Relation between rectal injury and point A dose reveal 6 cases between 7000-7999 rad and 6 cases between 8000-8999 rad and 1 case above 9000 rad. Even though there is no direct relation between point A dose and rectal injury, it is expected that rectal injury increases as point A dose increase. 5. In the normal condition, rectal injury can't be attributed to one major cause. Radiation dose, small source distribution, general condition of patients, local anatomy of the individual patient, history of PID and previous surgery, all play complex roles.

• KOREAN JOURNAL OF CROP SCIENCE
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• v.33 no.s01
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• pp.124-138
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• 1988

This paper comprised a review of published literature dealing with the evaluation of tobacco quality and usability. Evaluation of tobacco quality and usability seems to be difficult not only due to our inability to define them in simple and easily measurable term but also due to their relations to the profitability of tobacco companies and safety of comsumers. Chemical constituents and smoking taste and aroma of the tobacco represent the underlying basis for tobacco quality: however, tobacco is still purchased upon its physical appearance. Grade and value system is very convenient for evaluating the tobacco quality, if the system is based on the triangular relationship of physical appearance, chemical and smoking properties of tobacco, and also based on intrinsic quality of the tobacco independent of external influences. Grade and value system for tobacco in Korea is thought to be influenced by external factors besides intrinsic quality. Therefore, we have to concern new systems that could be supplement to, or replacement for currently available grade and value system.

• Korean Journal of Child Studies
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• v.18 no.1
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• pp.39-52
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• 1997

This study focused on factors influencing Internal and external problem (depression and antisocial) behavior among late-elementary children. Subjects were 481 boys and girls enrolled in the fourth. fifth. and sixth grades of public school. The contribution of grade. sex. stress, self-esteem. and social support from parents, teachers, and friends as well as school performance were studied. The instruments were the Adolescent Perceived Events Scale, the Self-Esteem Scale, the Social Support Scale for Children, the Revised Korean Version of the Center for Epidemiologic Studies' Depression Scale and Antisocial Behavior Scale. Results indicated that sex, stress, self-esteem, and the support of parents, teachers and friends reduced the level of depression. Grade, sex, stress, self-esteem, and teachers' support were related to the level of antisocial behavior. The results were discussed in terms of the effects of stress, personal and social resources, and school achievement on depression and antisocial behavior.