• Journal of People, Plants, and Environment
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• v.24 no.1
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• pp.63-73
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• 2021

Background and objective: This study was conducted to investigate the effects and preferences of horticultural therapy programs for stress relief according to MBTI personality types (Judging and Perceiving types) of female undergraduate students. Methods: The participants were divided into 15 Judging and 15 Perceiving types based on lifestyle preferences of the MBTI personality test, and a total of 30 participants participated in the horticultural therapy programs for 6 sessions. Results: Both Judging and Perceiving types showed a significant decrease in stress after participating in the horticultural therapy programs. Among the 8 life stress subfactors, Judging types showed significant stress relieving effects in 5 subfactors (relationship with the opposite sex, relationship with family, economic problems, future problems, value problems), while Perceiving types showed stress relieving effects in only 3 subfactors (relationship with family, economic problems, future problems). However, the changes in stress relief of 8 subfactors were not significantly different between the two personality types. The most preferred program for the Judging types was 'Making a flower basket', while the most preferred ones for the Perceiving types were 'Planting monstera', and 'Making preserved lemons with marigold', suggesting that the preferences varied depending on personality types. Conclusion: Therefore, it is necessary to develop suitable horticultural therapy programs for different subjects based on their personality types to enhance the effect of the programs on the subjects.

• Journal of Educational Research in Mathematics
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• v.8 no.1
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• pp.31-39
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• 1998

In this study the types of strategies, the reasonable method of the selection of the problem for the recognition of the strategies and the presentation of the problems based on the types of the strategies are explored. The strategies can be used in elementary, middle or high school mathematics. But it can't be expected that students use the strategies unfamiliar to them, so it is necessary to select the strategies applicable according to the degree of the student's affective and cognitive abilities. And it is desirable to select the problems for the recognition of the strategy such as nonroutine problems and open-ended problems, but more study is needed in these areas.

• The Mathematical Education
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• v.54 no.1
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• pp.83-98
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• 2015

By analysing the examination papers for geometry, we classified the errors occured in the proofs for geometric problems into 5 main types - logical invalidity, lack of inferential ability or knowledge, ambiguity on communication, incorrect description, and misunderstanding the question - and each types were classified into 2 or 5 subtypes. Based on the types of errors, answers of each problem was analysed in detail. The errors were classified, causes were described, and teaching plans to prevent the error were suggested case by case. To improve the students' ability to express the proof of geometric problems, followings are needed on school education. First, proof learning should be customized for each types of errors in school mathematics. Second, logical thinking process must be emphasized in the class of mathematics. Third, to prevent and correct the errors found in the proofs for geometric problems, further research on the types of such errors are needed.

• 한국방재학회:학술대회논문집
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• 2008.02a
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• pp.19-24
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• 2008

Many types of disasters are related to environmental problems. Today, frequently occurring disasters and global environmental problems have begun to threaten human life and welfare. Consequently, building sustainable communities requires assessing relationships between environmental problems and disasters using a broad, open approach and with a long-term perspective. This paper attempts to identify the need for conceptualizing disasters and environmental problems together by comparing mechanisms of both disasters and environmental problems, and attempts to integrate both of these seemingly different types of phenomena as similar types of risk threatening human existence. Based on this work, a chart is proposed for qualitatively organizing disasters, environmental problems and their mutual influences, as well as providing a framework for potential quantitative analysis. It is hoped this research serves to contribute to effective mitigation to both disasters and environmental problems in today's age of global environmental issues.

• Journal of The Korean Association For Science Education
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• v.25 no.2
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• pp.79-87
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• 2005

We compared algorithmic problem solving and conceptual understanding of chemistry with three types (algorithmic, pictorial- and wordy-formatted conceptual) of problems. The familiarity, confidence, and preference to the three type of problems were also examined. The chemistry problem solving ability test was administered to 228 students from two top high schools in the province of Gyeonggi who were preparing the chemistry examination among the four optional subjects (biology, chemistry, earth science, physics) for enter university. After administrating the chemistry problem solving ability test, the degree of familiarity to some problems and the degree of confidence of their answers in a Likert scale were asked to the students. Besides, the students were asked to place preference to the type of problems in order. The students scored better on the algorithmic problems than on the conceptual problems (pictorial and wordy problems), and were also most familiar with the algorithmic problems. The students were more confident of their answers on both of types pictorial and algorithmic problems, and preferred pictorial problems rather than both of types algorithmic and wordy problems.

• Management Science and Financial Engineering
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• v.15 no.1
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• pp.71-79
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• 2009

This paper considers the two kinds of integer multicommodity flow problems, a feasibility problem and a maximization problem, on two types of directed cycles, a unidirectional and a bidirectional cycle. Both multicommodity flow problems on an undirected cycle have been dealt with by many researchers and it is known that each problems can be solved by a polynomial time algorithm. However, we don't find any result on the directed cycles. Here we show that we can also solve both problems for a unidirectional and a bidirectional cycle in polynomial time.

• Journal of Korean Elementary Science Education
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• v.25 no.2
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• pp.179-190
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• 2006

While most previous studies have developed educational programs for science gifted children and have analyzed the differences between science gifted children and ordinary children using quantitative research methods, few have investigated the differences among the science gifted, especially in terms of the scientific thinking process. The present study was conducted to explore the thinking characteristics of the elementary science gifted according to the three scientific thinking process types during the scientific problem solving process. The study resulted in the collected of quantitative and qualitative data through tests and an interview with questions and scientific problems which required the use of one of the three scientific thinking processes. Ten elementary science gifted children served as interviewees. Two types as an opistemological basis for solving the problems are revealed on inductive thinking problems. Three types are on abductive thinking, and Three or Four types are on deductive. The results are expected to have an influence on the teaching and the evaluation of the elementary science gifted.

• Journal of the Korean School Mathematics Society
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• v.12 no.3
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• pp.247-265
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• 2009

In the 21C information-based society, there is an increasing demand for emphasizing communication in mathematics education. Therefore the purpose of this study was to research how properties of communication among small group members varied by mathematical problem types. 8 fourth-graders with different academic achievements in a classroom were divided into two heterogenous small groups, four children in each group, in order to carry out a descriptive and interpretive case study. 4 types of problems were developed in the concepts and the operations of fractions and decimals. Each group solved four types of problems five times, the process of which was recorded and copied by a camcorder for analysis, among with personal and group activity journals and the researcher's observations. The following results have been drawn from this study. First, students showed simple mathematical communication in conceptual or procedural problems which require the low level of cognitive demand. However, they made high participation in mathematical communication for atypical problems. Second, even participation by group members was found for all of types of problems. However, there was active communication in the form of error revision and complementation in atypical problems. Third, natural or receptive agreement types with the mathematical agreement process were mainly found for conceptual or procedural problems. But there were various types of agreement, including receptive, disputable, and refined agreement in atypical problems.

• Journal of the Korean School Mathematics Society
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• v.9 no.2
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• pp.141-161
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• 2006

In this study, we classified word problems related to real life presented in elementary mathematics textbooks into five types of context problems(location, story, project, scrap, theme) suggested by Freudenthal(1991), and applied context problems to mathematics class to analyze the influence on students' mathematical belief and attitude. Also, we examined the types of context problems preferred according to academic performance and the reasons of preference within a group experiencing context problems. The results of the study are as follows. First, almost lessons in the mathematics textbook presents word problems related to real life, but the presenting method is inclined to a story type. Also, the problems with a story type are presented fragmentarily. Therefore, although these word problems are familiar to the students, they don't include contextual meanings and cannot induce enough mathematical motives and interests. Second, a lesson using context problems give a positive influence on their mathematics belief and attitude. It is also expected to give a positive influence on students' mathematics learning in the long run. Third, the preferred types of context problems and the reasons of preference are different according to the level of academic performance within the experimental group.

• Korean Journal of Occupational Health Nursing
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• v.31 no.1
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• pp.11-21
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• 2022

Purpose: This study aimed to identify the relationship among musculoskeletal problems, sleep problems, and self-rated mental health of home-care workers. Methods: Data were collected from 447 home-care workers spanning three occupation types: life supporters for the elderly, home-visit caregivers, and life supporters for the disabled. Musculoskeletal problems, sleep problems, and self-rated mental health were assessed using structured questionnaires. Factors affecting self-rated mental health were analyzed using multiple regression. SPSS was used to test the mediating effects of sleep problems on musculoskeletal problems and self-rated mental health. Results: Among the general characteristics, the variables that showed significant differences in musculoskeletal problems were monthly income level, caring-related career duration, weekly working hours, and occupation type; and the variable that showed significant differences in self-rated mental health was occupation type. Among the occupation types, supporters for the disabled had the most musculoskeletal problems and the lowest self-rated mental health. Musculoskeletal problems among home-care workers had a direct negative effect on self-rated mental health and indirect negative effects on sleep problems. Conclusion: Measures are needed to reduce the differences in working conditions and health status among the occupation types of home-care workers. Considering the relevance between the health issues of home-care workers, the development of a carefully designed health promotion strategy is required.