• International Journal of Advanced Culture Technology
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• v.10 no.3
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• pp.226-236
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• 2022

We compared and analyzed the changes in students' science grades and their effects on science grades by level (upper, middle, and lower) according to non-face-to-face and face-to-face teaching-learning. 66 students from A Middle School in Gyeongsangnam-do were selected for the study. As a result of analyzing the change in science grades according to the teaching-learning type, the average score of science grades by non-face-to-face teaching-learning was lower than the corresponding score of science grades of face-to-face teaching-learning. As a result of comparing the level of understanding of learning content according to the evaluation type (paper-written, study-paper) in non-face-to-face and face-to-face teaching-learning, the average scores of science grades by paper-written and study-paper evaluations in non-face-to-face teaching-learning were significantly low. In addition, as a result of comparing the effect on science grades by level according to the teaching-learning type, the average score of science grades of lower-ranked students in non-face-to-face teaching-learning was relatively low.

• Journal of the Korean School Mathematics Society
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• v.10 no.4
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• pp.415-435
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• 2007

A transition from elementary to secondary school, and among grades, among learning contents is a essential problem in education. A connectivity between learning contents is important in student's growth and development. A gap between lower grades and higher grades in elementary school is no less extensive than a gap between elementary mathematics and secondary mathematics. In this paper, we start with a critical mind about a transition and connectivity between lower grades and higher grades in elementary school. In order to compare between elementary grades, we firstly focus 4th grade mathematics which finish lower grades and start higher grades at the same time. First, we make up a questionnaire to 4th grade students and teachers in charge 4th grade. A questionnaire is composed of questions about the degree of difficulty in the learning(and teaching) of 4th grade mathematics comparing with 3rd grade mathematics. Second, we compare to lower grades lessons(1st grade) and 4th grade lessons using a qualitative method. we analyze the lesson contents, activities and time through 'analysis of the learning course'. And we compare the pattern of eliciting questions, question patterns, nomination patterns and feedback patterns between 1st grade and 4th grade lessons. We hope that this paper is a fundamental sources in investigating a connectivity between lower grades and higher grades in elementary mathematics in the future.

• Journal of Korean Clinical Nursing Research
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• v.19 no.3
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• pp.321-332
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• 2013

Purpose: Korean health insurance extended application of the Diagnosis Related Groups (DRG) payment system to tertiary and general hospitals from July, 2013. This study was done to develop a DRG fee adjustment mechanism applied to levels of nurse staffing to assure quality nursing service. Methods: Nurse stafffing grades among hospitals in Korea were analyzed. Differences and ratio of inpatient costs by nurse staffing grades in DRG fees and differences of DRG fee between tertiary and general hospitals were compared. Results: In 2013, nurse staffing grades in tertiary and general hospitals had improved, but other hospital nurse staffing grades remained at the 2001 level. Gaps of inpatient costs between first and seventh nurse staffing grades were over 10% in 4 out of 7 DRG diagnosis; However differences of DRG fee between tertiary and general hospitals were only 4.51% and 4.72% respectively. A DRG fee adjustment mechanism was developed that included nurse staffing grades and hospitalization days as factors of the formula. Conclusion: Current DRG fees motivate hospitals to decrease nurse staffing grades because cost reduction is bigger than compensation. This DRG fee adjustment mechanism reflects nurse staffing supply to motivate hospitals to hire more nurses as a reasonable compensation system.

• Child Health Nursing Research
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• v.8 no.3
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• pp.334-343
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• 2002

This study was aimed at primarily to develop a tool to evaluate sexuality education and secondarily to test effectiveness through application of developed evaluation tools in elementary school. The results from this study were summarized below: 1. On the basis of targeting the lower grades (1st- 3th year) and the higher grades (4th-6th year) elementary school students' sexuality education guidebooks published by Korea Ministry of Education & Human Resources Development, 71 preliminary items targeting the lower grades, 90 preliminary items targeting the higher grades were developed. 2. Through the validity test about the contents of the preliminary items three times, the items were regulated to 65 items targeting the lower grads and 57 items targeting the higher grades. And then, the preliminary items were re-regulated to 40 items separately. Then, pre-test which targeting each 30 students was enforced. 3.Finally, the evaluation tools for sexuality education that consisted of 40 items targeting the lower grades and the higher grades were developed. 4. eliability test of the developed tools, sexuality education evaluation tools showed alpha coefficient of internal consistency were 0.8355 (for the use of the lower grades) and 0.8881 (for the use of the higher grades). 5. o apply the developed sexuality education evaluation tools, 10-times sexuality education were carried out class unit and pre-post test were done using same questionnaire, which contains developed tool, there were significant difference in low grade (t=16.548, p=0.000), high grade (t=14.773, p=0.000). The results of this study suggest that the evaluation tool for sexuality education in elementary school may be a useful tool with a high degree of reliability and validity. In this sense, the evaluation tool for sexuality education developed by this study can be effectively utilized in Korea elementary schools.

• Journal of the Korean Institute of Educational Facilities
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• v.5 no.2
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• pp.57-66
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• 1998

The present, there are no evident standards about facilities of minimum-sized kindergarten and lower grades elementary school. So, there are many serious obstacles that related laws and regulations, planning for facilities and scales in this country. Accordingly, this study proposed the concept, type, and size of minimum-sized kindergarten and lower grades elementary school, in case big cities of high density. 1. The concept of minimum-sized kindergarten and lower grades elementary school is defined to the large scale school and class, that integration of children of kindergarten into lower grades elementary school. 2. The type of minimum-sized kindergarten and lower grades elementary school is classified into branch school type and detached school type. The former is located in the main elementary school, The latter is separated from the main elementary school. And each type is classified into singleness case and attached case. 3. The number of students per minimum-sized kindergarten and lower grades elementary school is hold from two hundred children to three hundred children in 12 classes, but suitability is from one hundred to two hundred children. And class sizes proposed $20{\sim}25$ children in minimum-sized kindergarten and $25{\sim}30$ children in lower grades elementary school.

• Journal of Engineering Education Research
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• v.22 no.4
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• pp.22-31
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• 2019

This study aims to elucidate the relationship between physics and mathematics to predict achievement for the college level of engineering courses. For the last 4 years, more than 3,000 engineering college freshmen of this study took the diagnostic tests on three subjects, which were physics, mathematics, and chemistry before enrollment. We studied how strongly these diagnostic scores can predict each general college course grades. The correlation between the physics diagnostic scores and the course grades in physics was .264, which was significantly lower than the correlation between the mathematics scores and the physics grades, .311. This stronger prediction of the mathematical diagnostic scores for the general course grades was not found when predicting the grades in chemistry. We therefore conclude that mathematical preparation can unexpectedly predict future achievement in physics better than physics preparation due to the academic interrelationships between mathematics and physics.

• Korean Journal of Mathematics
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• v.28 no.4
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• pp.943-953
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• 2020

A university grades input system requires for professors to enter the normalized total scores for the letter grades and to input the scores from six fields such as Midterm, Final, Quiz which sum up to the total. All six fields have specified bounds which add up to 100. Professors should scale in the total scores to match up the letter grades and scale in every field of each student's original scores within the bounds to sum up to the scaled total score. We solve this problem by a novel design of simple shallow neural network.

• Journal of Nutrition and Health
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• v.44 no.3
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• pp.212-221
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• 2011

This study was conducted to identify differences in growth based on the obesity index in sixth grade. Heights and weights of 141 students from first to sixth grades were collected from school records. Other information was gathered by survey, and the weight length index (WLI) was calculated. Subjects were classified into three groups: underweight (n = 57, UG), normal (n = 53, NG), and obese (n = 31, OG) using the WLI. Differences in weight, height, and growth velocity were compared among the three groups from the first to sixth grades. With regard to growth, the past physical status of the three groups was maintained. More than 50% of the OG was in the overweight range when they were in the third to fifth grades. Approximately 60% of NG was in the normal weight range between the first and fifth grades. More than 70% of UG was in the underweight range when they were in the first to fifth grades (p < 0.001). Growth velocity was faster in OG than that in NG and UG (p < 0.001). The annual growth rate of children was the highest when they moved from the third to the fourth grade (p < 0.001). The results indicate that general balanced diet education should be implemented in lower grades, because physical growth formed in lower grades tended to be maintained in senior grades. It would be better to educate students about diet to prevent obesity before the fifth grade when a major change in body structure has occurred.

• Asian-Australasian Journal of Animal Sciences
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• v.19 no.7
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• pp.1059-1064
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• 2006

Six muscles were seamed out randomly from Hanwoo carcasses (n = 12) of each quality grade (quality grades 1, 2 and 3). Samples were analysed for their total and soluble collagen contents, IMCT (intramuscular connective tissue) and Warner-Bratzler shear force (WBSF). Simple correlation (n = 21) was determined for WBSF among major muscles. For LT (longissimus thoracis), total collagen content was significantly higher (p<0.05) for quality grade 3 than those for quality grades 1 and 2. For semitendinosus (ST), semimembranosus (SM), psoas major (PM) and serratus ventralis (SV), total collagen content of quality grade 1 was lowest (p<0.05) of all quality grades. IMCT shear force for gluteus medius (GM) decreased (p<0.05) with better quality grade, and those for other muscles, with the exception of GM, were higher (p<0.05) for quality grade 3 than for quality grades 1 and 2. WBSF values showed GM and LT to be decreased (p<0.05) with better quality grade, and PM to be higher (p<0.05) for quality grade 3 than those for quality grades 1 and 2. SM, ST and SV from quality grade 1 had lower (p<0.05) WBSF value than those from quality grades 2 and 3. Total collagen content of ST was highest (p<0.05) of all muscles, whereas that of PM was lowest (p<0.05). Soluble collagen contents of LT and SV from quality grades 1 and 2 were, in general, higher (p<0.05) than other muscles, but that of SM was lowest (p<0.05). ST and SM had higher (p<0.05) WBSF values for three quality grades when compared to other muscles, whereas PM was lowest (p<0.05). LT had the strongest simple correlation with SV (r = 0.78) and GM (r = 0.77), and SM had the strongest correlation with ST (r = 0.73) and LT (r = 0.73). Also, PM had the strongest correlation with SV (r = 0.62).

• Phonetics and Speech Sciences
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• v.2 no.1
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• pp.127-133
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• 2010

The purpose of the present study was to examine the relationship between sentence repetition and sentence production in school-age children. The participants included 120 school-age children through 1st to 6th grades who were then divided into three grade groups (lower grade: 1st to 2nd grades, intermediate grade: 3th to 4th grades, and higher grade: 5th to 6th grades). The repetition task consisted of 32 sentences that were classified by sentence length (5, 6, 7, and 8 words) and structure (conjunctive and embedded sentences). The sentence production task utilized Lee's (2007) grammaticality judgement and sentence combining task. The findings of present study were as follows. (1) The higher grade performed significantly better than the lower and intermediate grades. (2) The participants performed significantly worse when imitating longer sentences than when imitating shorter ones. In addition, there were interaction effects between grade groups and sentences length. (3) The participants performed significantly better when imitating conjunctive rather than embedded sentences. (4) There was significantly positive correlation between the sentence repetition and sentence production task.