• School Mathematics
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• v.13 no.1
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• pp.175-187
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• 2011

The purpose of this study is to develop and utilize various kinds of mathematics teaching materials for gifted class in elementary school by utilizing polyominoes and a what-if-not strategy. Blokus is used to let students understand the characteristics of polyominoes, and omok is utilized to let them grasp interior point. Thus, the activities that utilized the new materials, blokus and omok, are developed to teach Pick's theorem. Besides, recreation activities were additionally prepared to provide education in an easy, intriguing and creative manner. The findings of the study is as follows: First, each of the materials was utilized in a different manner when the students engaged in basic and enrichment learning. Second, the mathematically gifted students were able to discover Pick's theorem in the course of utilizing the materials that contained recreational elements. Third, the students were taught to foster their problem-solving skills about area, girth and interior point by making use of the materials that were designed to be linked to each other. Fourth, existing programs were just designed to attain particular objects, to be conducted at a fixed time and to cater to particular graders. Fifth, when the students made problems by making use of the what if (not) strategy and the materials, they responded in diverse ways and were able to apply them.

• Journal of KIISE:Software and Applications
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• v.28 no.12
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• pp.938-946
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• 2001

A web support open environment in which flexibility that allows it to be applied in the education field has gradually evolved but the WBI(Web Based Instruction) which compose it have many limitations and problems, as far as learning efficiency is concerned. In particular, existing web-based estimation systems just give information on whether learner's replies are 'correct' or 'incorrect' and offer the learners evaluations of results in terms of scores. Therefore it is difficult for the learners to get more detailed information about their shortcomings and errors. What is needed for the learners is that web based instruction systems diagnose learner's comprehension status, providing c causes: Why did the learners make the errors\ulcorner In this paper, we propose the development of a web-based instruction system that learners can access with their browsers at any time and no matter where they are. Our system has a facility that analyses learner's weak points and diagnoses error cause, giving advice to learners and more detailed error information than existing systems. By accumulating user behaviors, relevant individualized information on the learners can be given.

• Journal of KIISE:Software and Applications
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• v.31 no.12
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• pp.1684-1690
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• 2004

This paper presents a method for classifier selection that uses distribution information of the training samples in a small region surrounding a sample. The conventional DCS-LA(Dynamic Classifier Selection - Local Accuracy) selects a classifier dynamically by comparing the local accuracy of each classifier at the test time, which inevitably requires long classification time. On the other hand, in the proposed approach, the best classifier in a local region is stored in the FSA(Feature Space Attribute) table during the training time, and the test is done by just referring to the table. Therefore, this approach enables fast classification because classification is not needed during test. Two feature space attributes are used entropy and density of k training samples around each sample. Each sample in the feature space is mapped into a point in the attribute space made by two attributes. The attribute space is divided into regular rectangular cells in which the local accuracy of each classifier is appended. The cells with associated local accuracy comprise the FSA table. During test, when a test sample is applied, the cell to which the test sample belongs is determined first by calculating the two attributes, and then, the most accurate classifier is chosen from the FSA table. To show the effectiveness of the proposed algorithm, it is compared with the conventional DCS -LA using the Elena database. The experiments show that the accuracy of the proposed algorithm is almost same as DCS-LA, but the classification time is about four times faster than that.

• (The)Study of the Eastern Classic
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• no.32
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• pp.103-128
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• 2008

King Jeongjo had lost his father, Sado-Seja(Prince Sado) by Noron(Older Faction). Especially those who tried to kill Sado-Seja and king Jeongjo consisted of king's family-in-law of king Youngjo and Sado-Seja. Therefore king Jeongjo's first goal was to strengthen his kingship than other things because he could gain the throne overcoming the strong hinderance of Noron and king's family-in-law. King Jeongjo requested his subjects to be "Kukbyon-In"(國邊人: a person for king) pointing out the harm of the king's family-in-law and "Tangpyong-Dang"(蕩平黨: the strongest faction consisted under the rule of king Youngjo). For the purpose, king Jeongjo built up "Gyujang-Gak". Gyujang-Gak was spoken to contain and protect the writings of earlier kings superficially, but in reality, it was an apparatus to gain and train the friendly subjects for king Jeongjo. Like that, it was the most important for king Jeongjo to suppress the king's family-in-low and to win Neo-Confucian lterati over to himself's side. Until now, the politics of Joseon Dynasty had been mainly explained on the point of view of "Seonghak-Non"(聖學論). "Seonghak-Non" means that Neo-Confucian lterati were treated as real hero, not kings in the political space of Joseon Dynasty and the role of factions were recognized important. But king Jeongjo denied these ideological stream and tried to change that political system. King Jeongjo wanted to strengthen the throne through the method which insisted the king as a hero in politics. For the purpose, king Jeongjo criticized the Neo-Confucian literati's viewpoint about politics and learning at that time and anticipated to be sole leader of politics and learning on that critique. King Jeongjo aimed to destroy the dignity of "Salim"(山林: Neo-Confucian Sages) with attacking their wrong behaviors. King Jeongjo also criticized the period of king Injo when the regime of "Sarim"(士林: pure Neo-Confucian lterati) faction fully appeared as the starting period when the factional harms were getting worse. King Jeongjo wanted to previously block the oppositions to win subjects over to himself's side with criticizing the period of king Injo and to take away the initiative from his opponents with insisting "Salim-Muyongnon"(山林無用論: a theory ignoring Neo-Confucian Sages). King Jeongjo's critique was not limited just on the system of factional politics. "Seonghak-Non" eventually took root in Neo-Confucianism. Therefore king Jeongjo criticized Neo-Confucianism. He insisted that the essence of Chinese Classics was pragmatical learning, not Neo-Confucianism. Through that critique, king Jeongjo aimed to destroy the ideological base of his opponents. However, king Jeongjo failed to be a sole leader of his subjects in the both boundaries of politics and learning even though he criticized the Neo-Confucian lterati's viewpoint about politics and learning. Because he abruptly died leaving his reformational scheme behind as well as his loyal subjects guarding himself against Noron Byeok-Pa(老論 ?派: the opposing party in Older Faction) were gone behind himself. The politics of Joseon Dynasty returned to more powerful politics for king's family-in-law after king Jeongjo's death.

• Journal of Engineering Education Research
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• v.24 no.1
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• pp.34-45
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• 2021

This research is a case study about "Critical Thinking and Debate Education" class which was done for freshmen at the engineering college of "S" Women's University. Real time remote classes through LMS and ZOOM were the most effective tools under on-line circumstances, considering the fact that video lectures only cannot cultivate students' capabilities of critical thinking and communication. Throughout the analysis on students' self-reflection journals and lecture evaluations, this paper examined considerable future points and the pros and cons of "Critical Thinking and Debate Education" under online presentation and discussion situation. As research outputs, students told they could feel less nervousness and anxiety when they exercise and have a presentation because they could choose familiar space for them. In addition, students also told that they feel comfortable about both self-feedback and peer evaluation, repeatedly seeing the recorded video clip. However, on the contrary, sometimes students felt uncomfortable due to unstable internet connection through the online classes, and they also were regretful about the missing chances of interaction between a teacher and students and of intimate exchanges among students. They also told they had felt a kind of limit of enhancing their presentation skills just in front of the monitor. Considering these outcomes, this research paper points out that online education needs to be proceeded by strengthening multi layered feedback to students with the build-up of a non-face-to-face stable educational infrastructure, application of online instructional strategy, and utilization of YouTube platform and video contents. Through this research paper, I hope the new system of encompassing on/off line "Critical Thinking and Debate Education" and effective teaching and learning method can be developed soon by strengthening the strength of online education.

• The Journal of Internal Korean Medicine
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• v.32 no.1
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• pp.87-99
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• 2011

In the 18th century, Xu Lingtai (徐靈胎) and Yoshimasu Todo (吉益東洞) were medical revolutionaries. They emphasized researches about synthesis of formulae, efficacy of medication and observation and then classification of clinical phenomena, so they assumed a modern scientific character. But, there were clear differences between their academic thoughts. In this paper, we examine the causes of difference in three fields, i.e. traditional culture, viewpoints of talented people and academic personality. The first, difference was due to traditional culture. Chinese medicine has a long history and heavy traditional culture. Yin-Yang (陰陽) theory, Five Phase(五行) theory, Viscera and Bowels (臟腑) theory and Meridian and Collateral (經絡) theory stemmed from everyday practice, and Chinese people learn these theories from experience and observation. From the standpoint of Chinese people, particularly scholarly doctors [儒醫] such as Xu Lingtai, it was easy to debate medical theories. In contrast, Japanese traditional culture didn't have as long a history as China. Thus as a necessity, it was harder to disseminate traditional Chinese medicine theories in Japan. Yoshimasu Todo simplified it by cutting out the superfluous traditional Chinese medicine theory, so at that time it must have been shocking to the Japanese medical world's trends. The second, difference was due to viewpoints of talented experts. From the standpoint of Xu Lingtai, above all, medicine is just a learning, only a kind of technique, even more not a means of living. Xu Lingtai was concerned with the appearance of very talented experts such as 'great man' (偉人), and 'exceptional man' (奇士) who carried out medical research. Instead of cultivating a few talented people, Yoshimasu Todo tried to produce a large number of clinicians quickly who could treat ordinary people. The third was due to personality difference. As Xu Lingtai threw away Confucianism and studied medicine in his youth, although he had a critical attitude, he was always mild-mannered. Yoshimasu Todo always had a clearly critical and rebellious nature. Personality influenced their literary spirit and learning style, so although both advocated reactionism, the academic thought of Xu Lingtai was reformative and mild, while that of Yoshimasu Todo was revolutionary and fierce. Xu Lingtai and Yoshimasu Todo had considerably similar research domains and academic thought, so it is proper for them both to serve as examples for making a comparative study of medical history in China and Japan in 18th century.

• Korean Journal of Childcare and Education
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• v.10 no.2
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• pp.237-260
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• 2014

This research aims to find out what pre-service teachers are seriously concerned about and what they contemplated during the process of discovering the meanings of teaching, and to reveal the meanings compiled by the pre-service teachers. Furthermore, this research intends to identify the elements considered to help the pre-service teachers continue to construct the meanings of teaching in the education for pre-service daycare teachers by reviewing the process of contemplation. To do so, this study selected a target group of 29 seniors of M University who took the class of 'Teaching Method for Young children' given in the first semester of 2012 and 'Child Care and teaching Practice' given in the second semester of 2012. Research data collection was done based on the paper materials on participant observation, interview, student journals and professor feedbacks and small group discussion. According to the research, the pre-service teachers created the meanings of teaching as they experience confusion between one extreme to another of power and looking easy, having children focused and being focused, just giving and leaving and discrimination and equality. They considered teaching as a process of continuous reconstruction by choosing the best place between the opposites within the context of teaching and understood that teaching is to respect the right of learning for children and at the same time to make efforts to develop inner-self. In addition, to support the pre-service daycare teachers in their efforts to find the nature of teaching in the education program, it is required to review the teaching process from a variety of aspects in the atmosphere where they are not afraid of confusion, and to provide time to meditate alone and share ideas with others.

• (The) Research of the performance art and culture
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• no.36
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• pp.441-471
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• 2018

East Coast Gut, Korean shamanism ritual on its east coastal area, is a Gut held in fishing villages alongside Korean east coastal area from Goseong area in Gangwon-Do to Busan area. East Coast Gut is performed in a series mainly by a successor shaman, Korean shaman, who hasn't received any spiritual power from a God, and the implications of this thesis lie in that we look over the learning aspects of Seokchool Kim shaman group among other East Coast Gut successor shaman groups after dividing it into 2 categories, successor shaman and learner shaman and based upon this, we reveal the meaning of the learning aspects of East Coast Gut. For successor shamans, home means the field of education. Since they are little, they chased Gut events performing dance in a series to accumulate onsite experiences. However, in the families of successor shamans that have passed their shaman work down from generation to generation, their descendents didn't inherit shaman work any longer, which changed the way of succession and learning of shaman work. Since 1980's, Gut has been officially acknowledged as a kind of general art embracing songs, dance and music and designated as a cultural asset of the state and each city and province, and at art universities, it was adopted as a required course for its related major, which caused new learner shamans who majored in shamanism to emerge. These learner shamans are taking systematical succession lessons on the performance skills of East Coast Byeolshin Gut at universities, East Coast Byeolshin Gut preservation community, any places where Guts are held and etc.. As changes along time, the successor shamans accepted the learner shamans to pass shaman work down and changes appeared in the notion of towners who accept the performer groups of Gut and Gut itself. Unlike the past, as Gut has been acknowledged as the origin of Korean traditional arts and as the product of compresensive learning on songs, dance and music and it was designated as a national intangible cultural asset, shaman's social status and personal pride and dignity has become very high. As shaman has become positioned as the traditional artist getting both national and international recognition unlike its past image of getting despised, at the site of Gut event or even in the relation with towners, their status and the treatment they get became far different. Even towners, along with shift in shaman groups' generation, take position to acknowledge and accept the addition of new learning elements unlike the past. Even in every town, rather than just insisting on the type or the event purpose of traditional Gut, they think over on the type of festival and the main direction of a variety of Guts with which all of towners can mingle with each other. They are trying to find new meanings in the trend of changing Gut and the adaptation of new generation to this. In our reality of Gut events getting minimalized along with rapid change of times, East Coast Gut is still very actively performed in a series until now compared to Guts in other regions. This is because following the successor shamans who have struggled to preserve the East Coast Gut, the learner shamans are actively inflowing and the series performance groups preserve the origin of Gut and try hard to use Gut as art contents. Besides, the learner shamans systematically organize what they learned on shamanism from the successor shamans and get prepared and try to hand it down to descendents in the closest possible way to preserve its origin. In the future, East Coast Gut will be succeeded by the learner shamans from the last successor shamans to inherit its tradition and develop it to adapt to the times.

• The Journal of Korean Philosophical History
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• no.29
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• pp.153-178
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• 2010

The aim of this research was to examine the traditional Confucian view of self-realization in East Asia and the meaning of life implied therein. The researcher closely reviewed the phase of self-realization of both Confucius and Mencius who are central in Confucianism, especially in the primordial Confucianism, and after investigating maturity of personality as well as educational characteristics thereof, the researcher tried to elicit its modern significance. In Analects, Confucius who is the founder of Confucianism mentioned about 'the pleasure of studying and practicing what he has learned'(學而時習 "Hagisiseup" in Korean), since after, his past was then just the process of self-realization that lasted throughout life. That is, the six phases of self-realization, to wit, 'bending on learning(志學, "Jihak")-'standing firm'(而立, "Irip")-'having no doubts'(不惑, "Bulhok")-'knowing the decrees of Heaven'(知天命, "Jicheonmyeong")-'ear being obedient organ for the reception of truth' (耳順, "Isun")-'able to follow what my heart desires without transgressing what is right'(從心, "Jongsim"), are lying hidden and undeveloped during lifetime, and, at the same time, these phases illustrate the state of enlightenment of life in an in-depth manner. By showing the process of living which is being sublimated in respect of quality, and by going through important process of self-innovation up to six times during lifetime, Confucius edifies us the activity of complete self-realization as well as the importance of education and learning. Meanwhile, these are connected to Mencius in a similar pattern, and strong influence of the characteristics of the learning of the mind and heart( 心學, "Simhak") based on his philosophy permeates the self-actualization phase of Mencius. Mencius' self-actualization phase is expressed in terms of six stages, viz., Person of Goodness(善人, "Seonin")-Trustworthy Person(信人, "Sinin")-Person of Beauty(美人, "Miin")-Great Person(大人, "Daein")-Sage(聖人, "Seongin")-Divine Person(神人, "Sinin"), and these six phases of self-actualization process are educational and learning model for people who dream actualization of perfect personality during their lifetime. Confucian and Mencian view of self-realization congruent with self-discipline internally, and it also reveals a stereotype of human externally. These are a process of performing organic ideals in order for cultivating oneself and regulating others(修己治人, pronounced 'sugichiin' in Korean) which has been pursued by Confucianism. Briefly, these self-realization phases are the arts of living that will lay foundation for "Being Born Human, pronounced Saramim' in Korean" and for becoming "Fully Human, 'Sarmadoem'" and finally for "Human Feelingness, 'Saramdaum'

• Journal of the Korean Society of School Health
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• v.12 no.2
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• pp.321-337
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• 1999

The purpose of this study was to obtain basic data for the prevention and control of adolescent back pain through analyzing connections between study environments and physical posture. The subjects were 960 male general high school students in the Chonju area and the data were collected by a self-reported questionnaire from Mar. 17 to Mar. 22, 1999. The collected data were analyzed by a frequency, chi-square and t-test using an SPSS program. The results are as follows; 1) The experience rate of back pain perceived by subjects was 67.5% and by each grade: 1st-27.5%, 2nd-35.4%, 3rd-37.1%. The relationship between grades and the experience of back pain didn't show any significant difference. 2) The causes of back pain perceived by subjects such as 'postures are not good' was 56.7%, 'sitting too much time in a chair' was 39.1%, and 'too severe exercise' was 32.4%. 27.8% had back pain first during the 3rd grade of middle school, and 23.9% had it first during the 1st grade of high school. 3) Intensity of subjects' back pain spread from 'moderate' at 49.6%, to 'severe' at 16.4%. Concerning the frequency of back pain, 58.6% said it was 'irregalar'. 4) Among interventions to deal with back pain: 'move by exercising my back or ask friends to beat my back' was 41.0%, 'just bear it' was 23.1%, and at home 'don't have 'any treatment' was ranked first, at 54.9%. 5) The relationship between subjects' general characteristics and back pain experiences: height (t=-1.99, P=.046), sitting/height (t=-2.61, P=.009), self-perceived condition of health (${\chi}^2=23.530$, P=.000), family history (${\chi}^2=43.903$, P=.000) showed significant difference, but the kinds of transportation, sleeping postures, sleeping method and smoking didn't show significant differences. 6) The relationship between subjects' learning environment and back pain experiences, the height of students' desk and chair showed significant difference (${\chi}^2=23.054$, P=.000), but the sitting time didn't show significant difference. 7) The relationship between the characteristics of subjects' physical postures and back pain experiences: standing postures (${\chi}^2=15.105$, P=.001), and sitting postures (${\chi}^2=20.264$X2, P=.001) showed significant difference, but lifting postures didn't show significant difference.