• Journal of Korean language education
• /
• v.29 no.4
• /
• pp.225-254
• /
• 2018

The purpose of this study is to contrast the patterns of realization and understanding of refusal speech acts between Korean and Thai learners. This study intends to answer the following questions: (1) Do Koreans and Thai learners perform refusal speech acts differently? (2) Do Koreans and Thai learners understand refusal speech acts differently? A DCT and a follow-up interview were conducted to collect data of two groups of 30 native Korean speakers and 30 native Thai speakers. For research question 1, we analyzed the refusal strategy and provided reasons given by Koreans and Thai learners depending on the context. For research question 2, we ran a chi-squared test on the elements of the follow-up interviews, such as the weight of burden of refusing, and whether the participant would actually refuse or not. The differences between the refusal strategies of the two groups could be categorized by the preceding inducing speech act. In refusing a request, the difference was prominent in the apologizing strategy, whereas in refusing a suggestion, the difference was mainly in the direct refusal strategy. When refusing an invitation, the most evident difference was the number of refusal strategies employed. When providing an explanation of refusal to people with high social status, Koreans gave more specific reasons for refusals, whereas Thai learners tended to use more vague reasons. Moreover, when refusing an invitation, Koreans primarily mentioned the relationship, and Thai learners showed the spirit of Greng Jai. When asked the weight of burden of refusing, Koreans felt pressured to refuse a request from people with high social status, and a suggestion or invitation from people with high level of intimacy while Thai learners found it highly difficult to make a refusal in all cases. In answering whether they would actually refuse or not, Koreans tried not to make a refusal to people with high level of intimacy, and such a trend was not evident among the Thai. This study can help us better understand the learner's pragmatic failure, and serve as a basis in establishing a curriculum for teaching speech acts.

• Journal of the Korean Institute of Educational Facilities
• /
• v.13 no.2
• /
• pp.61-68
• /
• 2006

본 글은 우리 학회가 2005년 9월 30일 주최한 국제 학술 심포지움인 "민관 협력투자 교육환경 개선방안(Innovation of Education Environment with BTL)"에서 스피로 N. 폴라리스 하바드대학 교수가 발표한 내용을 한글로 번역한 내용이다. 스피로 N. 폴라리스는 하버드대학교 디자인스쿨 교수로 디자인과 정보기술 및 프로젝트 관리에 관한 최신 주제와 디자인 수업을 맡고 있다. 디자인분야의 정보기술, 특히 형태구현과 물리적 공간 강화에 관한 영역 연구에 주력하고 있으며, 브리지디자이너이자 경영컨설턴트로 현재 미국과 유럽지역에서 실무디자이너 역할을 하고 있다. 저서로는 "What is a Bridge?"(1999), "Build-Operate-Transfer"(1996), "Case Studies on Management and Technology"(1993), "Computer-Aided Project Management"(1993)가 있다'. Task Management System'(1991)의 미국특허를 냈다. 아테네에서 구조엔지니어링으로 학위를, MIT에서 석박사학위를 받았으며 노스트이스턴대학교에서 첨단기술에 관한 논문으로 MBA를 취득했고, ETH 취리히와 TU-Delft의 교환교수를 역임했다.

• Journal of Korean Elementary Science Education
• /
• v.17 no.1
• /
• pp.23-32
• /
• 1998

A good example of the persistence of naive theories about change in seasons is well knowned: A filmmaker carried a camera into the crowd of gowned graduates at the 1987 commencement of Harvard University and asked a simple question, that is, "Why is it hotter in summer than in winter?" to twenty five students chosen at random. All of the answers except two were that the Earth is closer to the Sun in summer, so it is hotter in summer, but the Earth is farther from the Sun in winter, so it is cooler in winter. Until now, naive theories about the cause in seasons have been extensively studied. However, few studies to overcome these naive theories were reported. Author takes two steps: first, a new model on the cause in seasons is developed. Second, preservice students concepts' change on the cause in seasons through the new model is observed. The author concludes that the new model have a good effect on the preservice students concepts' change on the cause in seasons.

• Communications of Mathematical Education
• /
• v.23 no.4
• /
• pp.977-998
• /
• 2009

In this article, we give a comparative study on the last 300 years of USA and Korean tertiary mathematics. The first mathematics classes in United States were offered before July, 1638, but the real founding of tertiary mathematics courses was in 1640 when Henry Dunster assumed the duties of the presidency at Harvard. President Dunster read arithmetics and geometry on Mondays and Tuesdays to the third year students during the first three quarters, and astronomy in the last quarter. So tertiary mathematics education in United States began at Harvard which is the oldest college in USA. After 230 years since then, Benjamin Peirce in 1870 made a major and first American contribution to mathematics and got an attention from European mathematicians. Major change on the role of Harvard mathematics from teaching to research made by G.D. Birkhoff when he joined as an assistant professor in 1912. Tertiary mathematics education in Korea started long before Chosun Dynasty. But it was given to only small number of government actuarial officers. Modern mathematics education of tertiary level in Korea was given at Sungkyunkwan, Ewha, Paichai, and Soongsil. But all college level education opportunity, particularly in mathematics, was taken over by colonial government after 1920. And some technical and normal schools offered some tertiary mathematics courses. There was no college mathematics department in Korea until 1945. After the World War II, the first college mathematics department was established, and Rimhak Ree in 1949 made a major and first Korean contribution to modern mathematics, and later found Ree group. He got an attention from western mathematicians for the first time as a Korean. It can be compared with Benjamin Peirce's contribution for USA.

• Asian Pacific Journal of Cancer Prevention
• /
• v.17 no.6
• /
• pp.2821-2826
• /
• 2016

Implementation of no tobacco policies in schools is associated with lower tobacco use among teachers and students. In this study we assessed the extent that a school-based intervention for teachers resulted in adoption and implementation of tobacco control policies. From a random sample of government schools ($8^{th}-10^{th}$), 72 were randomized into intervention and control conditions. Intervention included health education programs for teachers and support for tobacco control policy implementation. Adoption and implementation of policies were assessed at baseline and immediately after intervention. All 36 intervention and one control school adopted a tobacco-control policy. Higher enforcement of tobacco-control policy was at post intervention (OR=3.26; CI: 2.35, 4.54) compared to baseline in intervention schools. Some 64% of intervention and 28% control schools showed "improvement" in policy implementation. Adoption and implementation of no tobacco policies was positively impacted by intervention. This study provides support for scaling up of school-based tobacco control interventions to promote school tobacco control policies.

• Journal of Ginseng Research
• /
• v.43 no.3
• /
• pp.402-407
• /
• 2019

Background: To investigate the neurobiological evidence supporting the adaptogenic effects of Korean Red Ginseng in reducing the harmful consequences of stress using a double-blind, placebo-controlled trial. Method: Sixty-three subjects with high stress levels were randomized to receive an orally administered, double-blind, 6-week treatment with Korean Red Ginseng (n = 32) or placebo (n = 31). All participants underwent a comprehensive psychological evaluation using Beck Depression Inventory and Stress Response Inventory, cognitive evaluation using the continuous performance test, biological evaluation by measuring blood levels of lipids, catecholamines, inflammation markers, and heart rate variability at baseline and after 6 weeks. Results: At baseline, both groups showed no significant differences in age, sex, years of education, Beck Depression Inventory, and Stress Response Inventory. After 6 weeks, triglyceride levels were significantly increased within the normal limit in the Korean Red Ginseng group (F = 4.11, p = 0.048), and the epinephrine level was decreased in this group (F = 4,35, p = 0.043). The triglyceride increase was significantly associated with epinephrine decrease (B = 0.087, p = 0.041), suggesting that Korean Red Ginseng may stabilize the sympathetic nervous system. In addition, we detected a significant group by time effect in the visually controlled continuous performance test, suggesting positive effects of Korean Red Ginseng on cognition. Conclusion: Korean Red Ginseng might help to stabilize the sympathetic nervous system and improve cognition in individuals with high stress.

• Journal of Korean Academy of Nursing Administration
• /
• v.7 no.2
• /
• pp.361-375
• /
• 2001

This research aims to produce and implement web-based continuing nurse education programs in response to nurses' educational needs, and to verify them, thus preparing for the times that the program will be offered via web. This research designed, produced and implemented 'emergency nursing' and 'medical fee schedule management' subjects based on Jung, In-seong's(1997) web-based instructional system design, and then compared the learning achievements of web-based learning group of 38 people with those of face-to-face learning group of 39 people. The questionnaire have been developed by these researchers to measure pre-learning knowledge on 'emergency nursing' and 'medical fee schedule management.' Data collected for this research have been given statistical analysis, using SPSS 10.0 for Windows Program. As a result of giving Mann-Whitney test, with respect to pre-learning prior knowledge level, there was no significant difference between the web-based learning group and the face-to-face learning group(Z=-.092, p=.926), while after completing learning, there was a significant difference in the learning achievements between the web-based learning group and the face-to-face learning group(Z=-2.406, p=.008). That is, this research revealed this: the web-based learning group and the face-to face learning group with both having no significant difference in the pre-learning level, after receiving the continuing education each with different methods(face-to-face education and web-based education), showed that the web-based learning groups attained higher learning achievements than the face-to-face learning groups. This result proves the effect of the web-based education to be no worse or even better than that of the face-to-face education, provided that choices of appropriate themes and quality courses composition, as well as systematic design development effective implementation are guaranteed.

• (The)Korea Educational Review
• /
• v.23 no.1
• /
• pp.379-404
• /
• 2017

The purpose of this study is to seek practical implementation of adult learner-targeted college. For this, it first of all pointed out expanding opportunities of adult learners to learn and limitation of current lifelong education system at higher education level as well as lifelong learning centered university project. Then it selected and examined 3 university cases abroad, such as Harvard university, the university of Chicago in US and Warwick university in UK in terms of their curriculum and operating method for adult learners. In addition to the literature and case studies, this study did interviews on 5 professors with major of lifelong education and 5 managerial experts of university to suggest practical operating approach of adult learner-targeted college, which is as following. University's philosophy should be geared to meet public responsibility, specialization and persistency of the system and proper measurement be followed such as various range of admission track, prior education courses, recognition of prior learning experience, major, teaching method, curriculum and extra adult learner tailored service including financial support. Based on the study result, practical implications were suggested.

• Herbal Formula Science
• /
• v.12 no.2
• /
• pp.155-162
• /
• 2004

The purpose of this study is to examine the protective effect of Cynomorii herba on $H_2O_2$-induced cytotoxicity in male germ cells. The effects were studied by a modified MTT assay. Hydrogen peroxide significantly induced cytotoxicity in GC-1 spg cells, and co-treatment or pre-treatment of Cynomorii herba extract has reduced the cytotoxicity in a dose dependant manner. These results suggest that Cynomorii herba extract increases the survival rate of GC-1 spg cells through the antioxidant effect against $H_2O_2$-induced cytotoxicity.

• Journal of Preventive Medicine and Public Health
• /
• v.41 no.3
• /
• pp.200-207
• /
• 2008

Objectives : This study examined whether serious psychological distress (SPD) is associated with occupational injury among US employees. Methods : The employed population aged 18-64 years was examined (n=101,855) using data from the National Health Interview Survey (NHIS) 2000-2003. SPD was measured using the Kessler 6-item Psychological Distress Scale (K-6), a screening scale designed to identify persons with serious mental illness. The predicted marginal prevalence of psychological distress and occupational injury with the adjusted odds ratio were estimated using multiple logistic regression analyses. Results : The age-adjusted 3-month prevalence of occupational injury was $0.80{\pm}0.12%$ in workers with SPD, which was 37% greater than in workers without SPD ($0.58{\pm}0.03%$). The odds of occupational injury in workers with SPD were higher compared to workers without SPD (OR=1.34, 95% CI=0.93-1.92), after controlling for sex, age, race, education, occupation, and activity limitation by at least one medical condition. Male, service and blue collar occupation, and activity limiation by co-morbidity showed significantly higher odds of occupational injury for workers with SPD. Conclusions : The findings suggest that SPD accounts for an increased likelihood of occupational injury among US employees. A further longitudinal study is needed to differentiate the mechanism or causal pathways linking individual injury risk at the workplace, SPD, and socioeconomic factors.