Human communication researchers have suggested that good communication between husbands and wives is a key to a healthy marriage. Although interpersonal communication itself cannot "fix" all problems in one's marriage, the importance of good communication in a marital-relationship cannot be overstated. Regardless of its importance, the communication behavior between husbands and wives as a research topic has been paid little attention by human communication scholars in Korea. Because of the "intimacy" Korean couples who have been influenced with the long tradition of Confucius culture tend to overlook the communicative problems in a marital-relationship. Yet, it is "the belief" of the intimacy that creates much of the communicative problems in a marriage. This study is designed to explore the characteristics and transitional process of the communication behavior between Korean husbands and wives among generations. Married couples in their 20's, 30's, 40's, and 50's were surveyed with five levels of interpersonal communication process-open attitudes, problem-solving, expression, listening, and feedback. The study result reveals each generation's characteristics and transitional process of marital communication behavior from younger couples to older couples as their intimacy and "shared" lived-experience get accumulated.
Proceedings of the Korean Vacuum Society Conference
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2000.02a
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pp.174-174
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2000
A strong antiferromagnetic coupling in Fe/Si multilayered films (MLF) had been recently discovered and much consideration has been given to whether the coupling in the Fe/Si MLF system has the same origin as the metal/metal MLF. Nevertheless, the nature of the interfacial ron silicide is still controversial. On one hand, a metal/ semiconductor structure was suggested with a narrow band-gap semiconducting $\varepsilon$-FeSi spacer that mediates the coupling. However, some features show that the nature of coupling can be well understood in terms of the conventional metal/metal multilayered system. It is well known that both magneto-optical (MO) and optical properties of a metal depend strongly on their electronic structure that is also correlated with the atomic and chemical ordering. In this study, the nature of the interfacial regions is the Fe/Si multilayers has been investigated by the experimental and computer-simulated MO and optical spectroscopies. The Fe/Si MLF were prepared by rf-sputtering onto glass substrates at room temperature with the number of repetition N=50. The thickness of Fe sublayer was fixed at 3.0nm while the Si sublayer thickness was varied from 1.0 to 2.0 nm. The topmost layer of all the Fe/Si MLF is Fe. In order to carry out the computer simulations, the information on the MO and optical parameters of the materials that may constitute a real multilayered structure should be known in advance. For this purpose, we also prepared Fe, Si, FeSi2 and FeSi samples. The structural characterization of Fe/Si MLF was performed by low- and high -angle x-ray diffraction with a Cu-K$\alpha$ radiation and by transmission electron microscopy. A bulk $\varepsilon$-FeSi was also investigated. The MO and optical properties were measured at room temperature in the 1.0-4.7 eV energy range. The theoretical simulations of MO and optical properties for the Fe/Si MLF were performed by solving exactly a multireflection problem using the scattering matrix approach assuming various stoichiometries of a nonmagnetic spacer separating the antiferromagnetically coupled Fe layers. The simulated spectra of a model structure of FeSi2 or $\varepsilon$-FeSi as the spacer turned out to fail in explaining the experimental spectra of the Fe/Si MLF in both intensity and shape. Thus, the decisive disagreement between experimental and simulated MO and optical properties ruled out the hypothesis of FeSi2 and $\varepsilon$-FeSi as the nonmagnetic spacer. By supposing the spontaneous formation of a metallic ζ-FeSi, a reasonable agreement between experimental and simulated MO and optical spectra was obtained.
KSCE Journal of Civil and Environmental Engineering Research
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v.43
no.2
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pp.195-206
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2023
Most of the Micro-mobility parking in Korea use Dockless system. However, Dockless can result in cluttering, infrastructure deficiencies, and safety challenges as has been observed in cities. It is necessary to introduce a Station Parking system in order to solve the drawbacks of the dockless, but the introduction without engineering has low accessibility and induces side effects. In this study, to decide optimal location about number of the Micro-mobility Station, we has been applied the MCLP model about the coverage range, usage demand, usage time in order to classify the type of Micro-mobility Station. For the MCLP, User Date input to reflect realistic demand in Bundang new town, Korea. The result show that the optimal number of facilities in 400 m was 146, and the coverage ratio was 99.83 %, which was most suitable coverage for solving the parking problem. We also classified the demand into 4 levels and the usage time into 3 levels, and by crossing them, we were able to classify the Parking lot types into 12 types. It is possible to propose strategic policies in the installation and operation of Micro-mobility Parking System.
The purpose of the study is to verify the mediating effect of positive automatic thinking in the relationship between stress coping and psychological well-being in middle age. For this study, a survey was conducted on middle-aged people under the age of 40 to 65 living in Seoul, Gyeonggi-do, and Incheon. A total of 200 questionnaires were distributed from March 9 to March 27, 2023, and 187 questionnaires were used for the final analysis, except for 13 copies whose responses were judged to be poor or unreliable. Correlation, factor analysis, and structural equation models were conducted, and bootstrapping was analyzed to verify the mediating effect. As a result of the analysis, it was confirmed that coping with stress in middle age affects psychological well-being. As a result of analyzing the influence of problem-solving-oriented, social support-oriented, and avoidance-oriented as sub-factors of coping with stress, it was found to have a significant effect on psychological well-being. Stress coping has been shown to have a direct effect on psychological well-being and increase psychological well-being through the parameters of positive automatic thinking. consequently within the individual of coping with stress in middle age.It is expected that the buffering effect of external factors and positive automatic thinking will improve psychological well-being in middle age and achieve positive results.
This study analyzes the results of a survey based on classes conducted in the field to understand the educational needs of learners, and reflects the elements necessary for SW education. In this study, various experimental elements according to learning motivation and learning achievement were constructed and designed through previous studies. As a survey applied to this study, experimental elements in three categories: Faculty Competences(FC), Learner Competences(LC), and Educational Conditions(EC) were analyzed by primary area and secondary major, respectively. As a result of analyzing CT-based SW education by area, the development of educational materials, understanding of lectures, and teaching methods showed high satisfaction, while communication with students, difficulty of lectures, and the number of students were relatively low. The results of the analysis by major were found to be more difficult and less interesting in the humanities than in the engineering field. In this study, Based on these statistical results proposes the need for non-major SW education to improve into an interesting curriculum for effective liberal arts education in the future in terms of enhancing learners' problem-solving skills.
This study investigated the contents related to the plane figures in the geometry domains of Joseon-Sanhak in the late 18th century and focused on changes in explanations and calculation methods related to plane figures, the rigor of mathematical logic in the problem-solving process, and the newly emerged mathematical topics. For this purpose, We analyzed , and written in the late 18th century and and written in the previous period. The results of this study are as follows. First, an explanation that pays attention to the figures as an object of inquiry, not as a measurement object, and a case of additional presentation or replacing the existing solution method was found. Second, descriptions of the validity of calculations in some problems, explanations through diagrams with figure diagrams, clear perceptions of approximations and explanations of more precise approximation were representative examples of pursuing the rigor of mathematical logic. Lastly, the new geometric domain theme in the late 18th century was Palsun corresponding to today's trigonometric functions and example of extending the relationship between the components of the triangle to a general triangle. Joseon-Sanhak cases in the late 18th century are the meaningful materials which explain the gradual acceptance of the theoretical and argumentative style of Western mathematics
'Thinking and Expression' develops comprehensive problem-solving ability to solve various problems in life and society by cultivating thinking skills such as creative, logical, reflective thinking, and connected thinking and communication ability to communicate one's thoughts through writing and speaking. This is a college basic liberal arts course established to improve students. The purpose of this study is to introduce the case of rewriting of literature reading and healing performed as an extension of storytelling learning in 'Thinking and Expression' class. In class, we read Michel Tournier's short story "Let Joy Remain in Me" and shared our feelings about the final scene of the work. Then, we each presented a question that came to mind as we read the work, and we shared our thoughts with the members of the group. Next, the students created the content that will follow the last scene of the work with the direction of healing. Through this, we tried to read the work carefully and deeply appreciate its contents, and we had time to feel the creative experience of the reader re-creating the meaning of the work and the effect of healing rewriting. Then, we turned the direction of reflection to the realm of the reader's own life and expressed their desired future self in writing, imagining that it had already been realized. Through this, we tried to discover the meaning of practical rewriting towards self-actualization.
Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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v.6
no.4
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pp.169-179
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2016
This study was to investigate special education teachers' teaching in reading and writing to university students with intellectual disabilities. For this study, we surveyed 71special education teachers who work in Gwangju, Daegu and Busan. As a result, in order to identify students' reading and writing abilities, they were more likely to use their own tests which they made for themselves than standardized tests. When teaching students, they used their own teaching experiences and advices from colleagues and senior teachers regarding problem-solving methods and reliable information while the knowledge they learned at school showed low frequency in use. Despite using mainly whole-word approach when instructing reading and writing, it appeared that teachers' teaching experiences and diversity of textbooks also have an influence. Regarding needs of education participation for teaching students, there were high needs and interests in teaching methods of writing, textbooks and teaching materials by the characteristics of disability, reading and writing development, reading and writing disabilities. In case of difficulties and needs in teaching students, there was a high demand of development of a wide variety of teaching materials and tools and, preparation for sufficient textbooks and test tools, while difficulties in teaching appeared in lack of knowledge about reading and writing, lack of screening/evaluating tools, and evaluating and teaching oriented to each disability characteristic.
The purpose of this study is to use K-MOOC, which has limitations in utilization because it is centered on theory delivery, to derive tasks to activate the teaching methods of instructors, and to implement the derived tasks using the metaverse platform. to develop a prototype. According to the purpose of the study, the study was conducted as follows. First, from October 4 to November 15, 2022, a Delphi survey was conducted on 21 experts with experience of consulting, research, class development, and operation related to the K-MOOC project. Second, in order to realize the tasks in the teaching method field derived from the Delphi survey, matching with the teaching method class model elements to result of Delphi survey was applied was carried out. Finally, based on the results of expert Delphi and the elements of the class model applicable to the metaverse platform, a teaching method was developed. Through the process of the study, a total of 16 detailed items were derived for the teaching method-related tasks for the activation of K-MOOC: support strategic tasks, teaching method competency, aspect of class design, evaluation and sharing of learning outcomes. By applying the metaverse, the teaching model elements for K-MOOC revitalization were derived from four categories: self-directed repetition, individualized problem solving, practice opportunity expansion, and immediate feedback, and matched with the first 16 detailed items. A four-step teaching model was completed: course attendance (step 1), mission analysis by individual level (step 2), sharing of mission solutions (step 3), and mission evaluation and feedback (step 4). Through the results of this study, the possibility of using the metaverse as a teaching practice platform was confirmed even in terms of the introduction and development of specialized techniques.
Rather than an abstract discourse, the purpose of this study is to outline the core concepts in the 2015 revised curriculum as a concrete teaching and learning method in the school context. We interviewed eight secondary science teachers and reported their perceptions and perspectives on core concepts using a backward design model based on the cyclical process of the platform, deliberation, and design for developing teaching and learning materials to understand core concepts. The participants perceived these core concepts differently, such as big ideas corresponding to the ultimate principle, minimum science concepts required for daily life, and primary and significant key concepts. In addition, this affects the association of teaching and learning. When core concepts are understood as transferable and expandable big ideas, there is a tendency to focus on the relationship between concepts and design project learning in a specific direction. However, if core concepts are identified as minimum science concepts at the level of science literacy, that can be recalled within the context of life, there is a tendency to emphasize on activities that make a meaningful difference to the lives of students with focus on case studies that are relevant to everyday life. Once core concepts are identified as key scientific content elements, such as basic or significant concepts, teachers recognize that it is essential to emphasize concept changes by correcting misconceptions, acquiring accurate scientific knowledge, and developing problem-solving items through paper-and-pencil evaluation. As the 2015 revised curriculum is finalized and the 2022 revised curriculum is scheduled for release, effective policy support is required to ensure that the curriculum is revised, which emphasizes the purpose of big ideas by naming core concepts as core ideas, to be stably implemented in schools.
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