• Journal of Korean Home Economics Education Association
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• v.35 no.3
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• pp.21-45
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• 2023

The purpose of this study was to analyze the curriculum competencies of relationship-forming ability and practical problem-solving ability reflected in the activity tasks corresponding to the content elements of 'Love and marriage', 'Preparation for parenthood', 'Pregnancy and childbirth', 'Child care', and 'Family culture and intergenerational relationship' in the 2015 revised high school technology & home economics textbooks. The data are 330 activity tasks from 12 kinds of high school technology & home economics textbooks. The sub-factors of the relationship-forming ability were selected as Respect for Diversity, Consideration and Care, Family Relationship and Community Spirit, Empathy Ability, Conflict Management, and Communication, and the sub-factors of practical problem-solving ability were selected as Practical Reasoning, Decision Making, Value Judgment, Critical Thinking, and Executive Power. Based on the analysis criteria, the results of the two analyses and the expert review are as follows. First, regarding both the core concepts 'Development' and 'Relationship', the share of relationship-forming ability was relatively higher than practical problem-solving ability, and conflict management and executive power were the least reflected. For the core concept 'Development', Family Relationship and Community Spirit and Critical Thinking were the most reflected sub-factors, and for the core concept 'Relationship', Consideration and Care and critical thinking were the most reflected sub-factors. Second, in the case of the relationship-forming ability, the examples of activity tasks across sub-factors of each subject competency were devised to understand diverse opinions and sentiments and to develop competencies to care for each other and maintain healthy family relationships. In the case of practical problem-solving ability, the tasks allowed students to objectively analyze the socio-cultural background underlying the real-life problem, explore alternatives, and apply in their own lives.

• Journal of the Korean Operations Research and Management Science Society
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• v.18 no.3
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• pp.35-49
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• 1993

The node coloring problem is a problem to color the nodes of a graph using the minimum number of colors possible so that any two adjacent nodes are colored differently. This problem, along with the edge coloring problem, has a variety of practical applications particularly in item loading, resource allocation, exam timetabling, and channel assignment. The node coloring problem is an NP-hard problem, and thus many researchers develop a number of heuristic algorithms. In this paper, we survey and classify those heuristics with the emphasis on how an algorithm orders the nodes and colors the nodes using a determined ordering.

• Management Science and Financial Engineering
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• v.18 no.1
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• pp.39-48
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• 2012

This article presents a way of tackling a special class of space optimization problems that arise in a number of practical applications in industry and elsewhere. It presents an elegant solution to a problem that was considered by (Das, 2005) in optimizing storage space in warehouse of a footwear manufacturing company. In (Das, 2005), the problem was formulated as a nonlinear programming problem. In this article, it is shown that the problem can be formulated as a generalized transportation problem which is a special case of generalized network flow problems. Further, an elegant scheme is devised to handle the dynamic situation of warehousing problem which can be easily translated into a decision support system for the warehouse management system. Also, the article points out certain obscurities and gaps in (Das, 2005).

• Korean Journal of Logic
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• v.12 no.2
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• pp.59-88
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• 2009

According to David Hume, a deductive demonstration for inductive inference is not possible, because inductive inference is not deductive; and an inductive demonstration for inductive inference is not possible either, because such a demonstration is circular. Thus, on his view, there is no way of justifying inductive inference. Ever since Hume raised this problem of induction, a fair number of philosophers have tried to solve it. Nevertheless there is still no solution which is plausible enough to receive wide endorsement. According to Wilfrid Sellars, we cannot justify inductive inference by any theoretical reasoning; we can vindicate it only by a certain sort of practical reasoning. In this paper, I defend this Sellarsian proposal by developing and explaining it.

• Proceedings of the Korea Concrete Institute Conference
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• 2000.04a
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• pp.533-538
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• 2000

In R.C. flat slab system, a brittle punching failure is a very fatal problem. But there is no generally well-defined answer to the problem and there are wide differences in current practical design codes. therefore, in this study, the factors affecting to punching failure mechanism have been studied to find out the punching shear behavior in R.C. flat slabs by comparing other investigations and practical design codes. Therefore, In this study, the factors affecting to punching failure mechanism have been studied to find out the punching shear behavior in R.C. flat slabs by comparing other investigations and practical design codes. The conclusions in this study are summarized as follows; 1) The factors affecting to punching shear are concrete strength ($f_\alpha$), ratio of column side length to slab depth (c/d), ratio of distance from column center to radial contraflexure (l/d), yield strength of steel ($f_y$), flexural reinforcement ratio ($\rho$) and size effects. 2) It is shown that th use of $\surd{f_{ck}}$in applying($f_\alpha$ to punching shear strength estimation may be more sensitive in high concrete strength. 3) The effects of l/d, ($f_y$, size are no clear in the punching failure mechanism, so in the future, it should be investigated with the effects of various composed load.

• Transactions of the Korean Society of Machine Tool Engineers
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• v.13 no.2
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• pp.75-80
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• 2004

Vehicle structures are composed of many substructure connected to one another by various types of mechanical joints. In vehicle engineering it is important to study these connected structures under various dynamic forces for the evaluations of fatigue life and stress concentration exactly. It is difficult to obtain the accurate load history of specified positions because of the errors such as modeling, measurement and etc. In the beginning of design exact load data are actually necessary for the fatigue strength and life analysis to minimize the cost and time of designing. In this paper, the procedure of practical dynamic force determination is developed by the combination of the principal stresses of F. E. Analysis and experiment. Least square pseudo inverse matrix is adopted to obtain in inverse matrix of analyzed stresses matrix. The error minimization method utilizes the inaccurate measured error and the shifting error that the whole data is stiffed over real data. The least square criterion is adopted to avoid these non. Finally, to verify the proposed procedure, a bus is analyzed. This measurement and prediction technology can be extended to the structural modification of any geometric shape in complex structure.

• Journal of the Society of Naval Architects of Korea
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• v.37 no.4
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• pp.1-10
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• 2000

A panel method based on the raised panel approach is developed for the nonlinear ship wave problem of practical hull forms. For the validation of the present numerical scheme. the developed method is first applied to Series 60 hull for which the extensive experimental data are available. As practical applications. the developed method is applied to KRISO 3600 TEU container ship and KRISO 300K VLCC. With the primary emphasis on the nonlinear effects of the global wave pattern generated by the two commercial ships. the calculated wave patterns are compared and verified with the experiments of KRISO. It is found that the calculated results of the present method are quite satisfactory compared with the linear methods like Dawson's approach and Neumann-Kelvin solution.

• Journal of The Korean Association For Science Education
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• v.38 no.5
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• pp.681-691
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• 2018

The purpose of this study is to investigate the impacts of Collaborative Problem solving for Character competency (CoProC) strategy on the practical character competency and collaborative problem solving competency in middle school. For this study, 49 seventh grade students (two classes) were selected for use applying the CoProC strategy (CoProC group) while 46 students (two classes) were used for traditional lecture and experimental class (comparative group). In the result, CoProC group showed a statistically significant result in practical character competency than the comparative group. In the sub items of the competency, the CoProC group showed result statistically significant in cooperation, communication, responsibility, and positive self-understanding than the comparative group. Analysis of the effect size of students' practical character competency showed that the CoProC group results showed more effective than the comparative group in terms of care, cooperation, communication, honesty, responsibility, positive self-understanding, and self-regulation. In addition, we investigated the effect of the CoProC strategy on collaborative problem solving competency. As a result, it showed a large effect in the total score of collaborative problem solving competency. Among the sub items of the competency, 'exploration and understanding of members' showed a small size of effect and 'Establishing and maintaining team organization' showed a medium size of effect. 'Communication' and 'self-reflection' showed a large effect. CoProC strategy embedded in Science subject could improve students' collaborative problem solving competency through the process of scientific communication in the scientific inquiry process.

• Journal of Korean Home Economics Education Association
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• v.15 no.4
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• pp.115-132
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• 2003

The purpose of this study is aimed at giving proof that helps the elementary practical arts education system accomplish as the effects are turned out experimentally. Two classes of the sixth grade of J elementary school in Dae-gu have been selected in order to be experimented. One was chosen as an experimental group, the other was done as a comparative group. The creative-problem-solving learning-model was applied to the experimental group, and the traditional way of teaching was applied to the comparative group. For four classes of the sixth grades, ‘chapter 8: Making with recycled materials’ was proceeded as the content. Then. tests about the way of environmental awareness and creativity were carried out twice. After that, the results of pre and after-test in the comparative and experiment groups were compared using the t-test method. Following the analysis of the data collected in this study. the following major observations were obtained: First, children who were educated the creative problem-solving in a practical arts education achieved higher scores than before. Therefore, it turns out that the CPS method is an effective way to improve the environmental awareness in children. It showed that it included lots of daily habits connected with daily life and it made the intention to carry out the environment-preservation stronger and children´s attitude towards the environment improved. Moreover, making with recycled materials was used to solve an environmental problem, affecting in a positive way in our life. It also made the positive recognition about the environment. Second. the application of the creative problem-solving class of the practical arts education can make positive results to children. It helped children to have more interest in the environment around them. Children´s fluency, flexibility and originality in their ideas were improved as much as possible while they were solving problems. Consequently, the application of the creative problem-solving class model of elementary practical arts environmental education lets children expand environment consciousness and creativity.

• Journal of Korean Home Economics Education Association
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• v.9 no.1
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• pp.53-69
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• 1997

The purpose of this study was to develop a Home Economics curriculum for high school students based on practical problems focusing on Food and Nutrition. This study developed practical-problem based approach to curriculum development. This curriculum provided a series of the objectives, contents, learning activities, and assessments. The objectives were divided into process objectives and content objectives. The objectives focused on three systems of action which were technical action, communicative action, and emancipatory action. The contents of this curriculum focused on three practical problems； 1) What should I do regarding my well-being\ulcorner ； 2) What should I do regarding my family’s well-being\ulcorner ； 3) What should I do regarding my society’s well-being\ulcorner The cooperative learning strategies were mainly used in this curriculum. Students were assessed through learning experiences and achievement.