• Journal of Korean Library and Information Science Society
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• v.37 no.1
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• pp.329-352
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• 2006

This study investigated the background of the first and revised editions of the Han-Un Decimal Classification(HUDC), and analyzed their relationships to and influences on other major related classification systems. HUDC was compiled in 1954 and revised in 1981. HUDC was influenced by NDC in most classes of main classes and mnemonic schedules, and influenced by KDCP in the classes Religion, Language and Literature.

• Communications of the Korean Mathematical Society
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• v.23 no.1
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• pp.29-40
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• 2008

Here, some classes of regular order semigroups are discussed. We shall consider that the problems of the existences of (multiplicative) inverse $^{\delta}po$-transversals for such classes of po-semigroups and obtain the following main results: (1) Giving the equivalent conditions of the existence of inverse $^{\delta}po$-transversals for regular order semigroups (2) showing the order orthodox semigroups with biggest inverses have necessarily a weakly multiplicative inverse $^{\delta}po$-transversal. (3) If the Green's relation $\cal{R}$ and $\cal{L}$ are strongly regular (see. sec.1), then any principally ordered regular semigroup (resp. ordered regular semigroup with biggest inverses) has necessarily a multiplicative inverse $^{\delta}po$-transversal. (4) Giving the structure theorem of principally ordered semigroups (resp. ordered regular semigroups with biggest inverses) on which $\cal{R}$ and $\cal{L}$ are strongly regular.

• Journal of Technologic Dentistry
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• v.44 no.3
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• pp.97-103
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• 2022

Purpose: This study sought to identify the factors influencing learning motivation and demotivation in online dental technology students. Methods: A survey was conducted from October 1 to 30, 2021, on 188 dental technology students. The collected data were processed using the IBM SPSS IBM SPSS Statistics ver. 22.0 statistical program (IBM), and frequency, factor, and one-way ANOVA analyses were performed, for which the significance was set at 0.05. Results: It was found that the main online learning motivation factors were the usefulness of the learning content, interest, and confidence in the activities, the relationships with the teachers and friends, the feedback, and learning satisfaction. The factors that reduced the students' online learning motivation were interaction difficulties, maladaptation to the self-directed learning environment, the inadequate number of learning activities, and activity difficulty. Conclusion: Based on the identified online class motivation and demotivation factors, better systematic management and increased research are needed to improve the quality of non-face-to-face classes.

• The Journal of the Convergence on Culture Technology
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• v.9 no.3
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• pp.471-480
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• 2023

The purpose of this study is to confirm the effect of recording online classes and real-time video classes on other behaviors, lecture satisfaction, and lecture flow in during the COVID-19 period. Data were collected and analysis using a structured questionnaire from May 20th to June 4th in 2021 for 550 nursing students in the D University. As a result of the study, it was found that there were more others behaviors in record online classes than in real-time online classes (t=-2.00, p=.046), lecture satisfaction(t=-1.54, p=.124) and lecture flow in real-time online classes it was higher in the record online classes (t=-.63, p=.529), but it was not statistically significant. However, the 2nd year students who participated in the two types of online classes showed statistically significantly higher lecture satisfaction (t=13.55, p=.000) and lecture flow(t=4.48, p=.004). And 4 th grade students of others behaviors was statistically significantly lower (t=4.68, p=.003). In the multiple regression analysis, the main factor affecting lecture flow was lecture satisfaction, and the explanatory power of the model was 55.1% in record online classes (F=128.49, p <.01), and in real-time classes 47.2%(F=77.24, p<.01). In the future, research should be conducted to confirm the difference between the two types of online classes of the same instructor and the difference in other things, lecture satisfaction, and class commitment that appear after applying learner-centered learning.

• Korean Journal of Human Ecology
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• v.4 no.1
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• pp.63-74
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• 1995

Urben wage workers' education expenditure among different social classes from 1979 to 1993 has been compared. Eduction expenditure has increased much more than that of income resulting from income increase and government policy. Education expenditure gaps among social classes have showed to be an increasing trend although the ratio of education expense to the income has increased among low class families. Average income elasticity was 1.1 and this result showed that education expense was luxury good. Income elasticity of education expense among low class families have fluctuated more than any other classes resulting from construction business cycle and housing rent increase. Average Gini coefficient was 0.38 and turned out to be highest among 9 household expenditures, however it was in the trend of improvement from 81. But from 91 Gini Coefficient went up high again. Main reason for this increase was due to high social class families' eucation expenditure increase. Government's strong policies to enhance equality level of education opportunity and to support low class families are urged.

• Journal of Aquaculture
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• v.12 no.3
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• pp.185-191
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• 1999

A genetic analysis for survival in fry and juvenile stages of masu salmon was described. Data from two year-classes of masu salmon were analyzed to estimate the heritability for survival during the fresh water-rearing period. The overall survival for each year-class during 8 months of freshwater rearing were 17.8 and 11.6%, respectively. Whirling disease virus (WDV) was the main cause of death in all year-classes. Survival data obtained for offspring of 42 sires and 60 dams of masu salmon (two year classes of data) was analyzed. Average survival rates in the observation period ranged 2-87% for 1994; 0-98% for 1995, repectively. In both year-classes, heritabilities for survival derived from the sire components of variance were low(0.13-0.18), except one. Heritabilities derived from the dam components of variance ranged 0.14-0.61, including non-additive genetic and /or common enviromental effects. Correlations between survival in two long-term periods were all positive and medium to high in magnitude(0.345-0.918). Correlations between survival in non-succeeding periods were, in general, low and insignificant. Correlation between long-term survival and growth rate was found in masu salmon. The corresponding correlation in masu salmon was not significantly different from zero. Correlations between sire survival and body weight, length and condition factor of slaughter were not significant, but varied.

• Human Ecology Research
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• v.54 no.4
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• pp.365-384
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• 2016

The purpose of this research is to apprehend what the power of professional learning community (PLC) to make home economics teachers participate is and how PLC activity contributes to reflective practice and change of participating home economics teachers by experiencing reflective practices. For this, self-reflective action research of Kemmis and McTaggart was conducted. Six home economics teachers participated voluntarily and totally 18 PLC sessions from May 31, 2013 to May 19, 2014 were held. Two themes of 'looking in classes' as a main practice theme and 'designing classes together' as a supporting theme were carried. Findings and conclusions of this study are as following. First, participants of PLC to get data and information on teaching and to solve problems with fellow teachers for better classes at first. However, they have become to comfort and sympathize each other about difficulties in school as home economics teachers. Second, through the PLC activity, they found they had uncomfortable belief about teaching and tried to practice solutions by critical and reflective thinking. Third, they put efforts in finding alternative framework of looking inside their classes for the fundamental improvement in teaching. For this, they formulated questionnaire to describe their own reflective practice through the alternative framework from a critical perspective in teaching, a view of student's learning, and a teacher's inner view for improvement of practice. Fourth, PLC activity for a year allowed them to combine theory and reality though reflective process by designing classes together and reflectively practicing them in classes.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.4
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• pp.167-174
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• 2021

This study examined the influences of participation in the free semester on school life satisfaction and interest in classes and whether the effect persisted longitudinally. The participants were students from middle schools located in large cities: 451 students in the experimental group and 466 students in the control group. Only the students of the experimental group participated in the free semester. The data were collected at the end of the free semester for three years, and the results are as follows. First, the school life satisfaction of students in the experimental group was significantly higher than those in the control group until the second year but not in the third year. Second, there was no difference in interest in the main subject classes between the experimental and control groups until the third year. Third, students' interest in art and sports classes in the experimental group was significantly higher than those in the control group until the second year but not in the third year. These findings suggest that long-term planning and management of the institution rather than short-term introduction is required for the continuous effects of the free semester.

• International Journal of Computer Science & Network Security
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• v.21 no.12
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• pp.137-142
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• 2021

Distance learning universities provide online course content. The main methods of providing class contents are on-demand and live-streaming. This means that students are not restricted by time or space. The advantage is that students can take the course anytime and anywhere. Therefore, unlike commuting students, there is no commuting time to the campus, and there is no natural process required to take classes. However, despite this convenient situation, the attendance rate and graduation rate of distance learning universities tend to be lower than that of commuting universities. Although the course environment is not the only factor, students cannot obtain a bachelor's degree unless they fulfill the graduation requirements. In both commuter and distance learning universities, taking classes is an important factor in earning credits. There are fewer time and space constraints for distance learning students than for commuting students. It is also easy for distance learning students to take classes at their own timing. There should be more ease of learning than for students who commute to school with restrictions. However, it is easier to take a course at a commuter university that conducts face-to-face classes. I thought that the reason for this was that commuting to school was a part of the process of taking classes for commuting students. Commuting to school was thought to increase the willingness and motivation to take classes. Therefore, I thought that the inconvenient constraints might encourage students to take the course. In this research, I focused on the act of commuting to school by students. These situations are also applied to the distance learning environment. The students have physical time constraints. To achieve this goal, I will implement a course restriction method that aims to promote the willingness and attitude of students. Therefore, in this paper, I have implemented a virtual school system called "virtual go to school (VG2S)" that reflects the actual route to school.

• Journal of Korean Dental Hygiene Science
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• v.5 no.1
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• pp.1-11
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• 2022

Background: This study aimed to examine the effectiveness of role-play in dental hygiene education by analyzing learners' perceptions and experiences of role-play classes. Methods: Role-play was used as a teaching method to run dental medical communication and practice classes for 31 3rd graders in the Department of Dental Hygiene to investigate the learner's perception of role-play classes, effectiveness of the classes, and learner's perception of the experience. The Mann-Whitney U test was used to analyze the differences in learners' perceptions of the role-play classes according to the main characteristics related to dental health communication education. Results: The correlation coefficient between awareness of dental communication education (4.74 ± 0.35) and awareness of role-play classes (4.44 ± 0.48) was an Rs of 0.634, showing a significant positive correlation (p<0.001). Conclusion: Learners recognized that dental hygiene communication competency is important for dental hygienists. In addition, a strategic teaching design is necessary to reduce the learner's burden on role-play considering the learner's experience, which is perceived as a disadvantage of role-play