• Phonetics and Speech Sciences
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• v.5 no.4
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• pp.121-128
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• 2013

In Korean, wh-question and indefinite yes-no questions have the same morphemic and syntactic structure. In speech, however, these two types of questions are distinguished by a prosodic difference. In this study, we examined if Chinese Korean leaners can distinguish between these two types of questions in production and if they can correctly perceive the different meaning of a question based on the prosodic information. For this purpose, we analysed two types of interrogative sentences produced by 5 native speakers and 15 Chinese Korean language leaners. The results show that the 5 Korean native speakers produce two types of questions by a salient prosodic difference, i.e., difference of prosodic structure, different pitch range of wh-phrase and indefinite phrase, and different boundary tone. However, for the 15 Chinese speakers, the two types of questions were not distinguished by the same prosodic features but in the perception analysis they were able to distinguish between the two types of questions easily.

• Journal of Korean Elementary Science Education
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• v.26 no.5
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• pp.551-557
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• 2007

The purpose of this study was to examine the questions in the 'Matter' units of elementary science textbooks under the 7th curriculum. For the analysis, a total of 338 questions were extracted from 15 units. Six criteria (recalling, recognizing, predictive, applied, divergent, and evaluative question) were reconstructed for textbook question analysis based on Blosser(1973)'s question category system for science. The results were as follows. First, there were more closed (recalling, recognizing, predictive, or applied) questions (72.2%) than open (divergent or evaluative) questions (27.8%) in elementary science textbooks. Second, cognitive-memory (recalling or recognizing) question type was the most frequently asked in all grade levels. Open (divergent or evaluative) questions increased according to grade level whereas convergent (predictive or applied) questions decreased. Third, question types were applied based on the characteristics of each unit rather than on children's developmental characteristics. Educational implications were discussed based on the results.

• Korean Journal of English Language and Linguistics
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• v.4 no.2
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• pp.175-194
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• 2004

This paper provides computational algorithms for English Questions, by which we can effectively handle and implement Yes-No Questions and Wh-Questions. Those algorithms will be developed in Categorial Grammar. In this paper, we will modify and revise Steedman＇s Combinatory Categorial Grammar (CCG) so that we can computationally implement Questions effectively, which will be called a CCG-like system. In this system, semantic interpretations of Questions will be calculated compositionally based on the functor-arguments relations of the constituents. In sum, this paper provides analyses of Questions in Categorial Grammar, by which we can effectively implement Questions in English.

• Journal of the Korean Society of Earth Science Education
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• v.7 no.1
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• pp.64-74
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• 2014

The purpose of this study was to analyze the types of questions of energy field in the elementary science textbooks and to know the preference types of questions of students by grade. To accomplish this study, the analyzing framework on the types of questions was made and ensured the validity. To know students' preference types of questions, a questionnaire was made and the survey was conducted to the students of D elementary school in B city. The results can be summarized as follows: First, of the questions in the elementary science textbooks, the types of limited question were the most frequent(56%) and the next was the type of relevant question(41.82%). In the type of limited question, the element of propositional type was the most frequent and in the type of relevant question, the element of applicable type was the most frequent. Second, from the result of analyzing students' preference types of questions by grade using questionnaire, we could find as follows. Most of the graders chose retrospective type of question as the easy types of questions. And 3, 4, 6th graders chose justificative type and 5th graders chose applicable type as the difficult ones. Third, as interesting type and want-to-select type, 3th graders students chose propositional type and 4, 5th graders chose retrospective type and 6th graders chose inferring type.

• Journal of Korean Elementary Science Education
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• v.35 no.2
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• pp.194-204
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• 2016

The purpose of this study is to find out the relationship between types and sources of background knowledges of elementary preteachers' questions about astronomy contents in the elementary science text books. Data were extracted from the preteachers' classes established in a university of education. The results are as follows. First, right background knowledges of questions were found in about 58% questions, wrong background knowledges 15%, and no background knowledges 26%. Second, it was found that 'school' as a source of background knowledges was found in 29% questions, 'friend' 21%, 'internet' 14%, 'book reading' 12%, 'others' 9%, 'TV' 7%, 'institute' 4%. In case of the type that right background knowledges have casual relation or correlation with question contents, 'book reading' and 'TV' sources rate increased, but 'internet' and 'others' decreased when compared to total questions. In the type which background knowledges are right and did not have casual relation or correlation with question contents, 'internet' source rate increased and 'friend' decreased. In case of the type that wrong background knowledges do not have casual relation or correlation with question contents, 'friend' and 'TV' sources rate increased, but 'school' and 'book reading' decreased. The type which background knowledges are right and did not have casual relation or correlation with question contents, 'internet' source rate increased and 'friend' decreased. In case of the type of no background knowledges, 'TV' and 'institute' source rate increased, but 'internet' and 'book reading' decreased. Third, the questions in 'Earth and Moon' unit have little background knowledges. The questions in 'solar system and stars' have background knowledges with no relation to the questions. Especially, in the unit 'changes of seasons', right background knowledges were found in more than half questions, but the contents of questions and background knowledges were not connected scientifically.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.12
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• pp.7110-7117
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• 2014

This study examined 149 referees participating in the field of Judo judgment in 2013. 98 referees of the 1st level (65.8%), 18 referees of the 2nd level (12.1%) and 33 international referees (22.1%) were used as the final valid sample. To evaluate the basic background of referees, 7 categories, such as gender, age, Judo, and a referee career, a coaching career, the level of referee, and occupation were examined. In addition, 25 questions in 6 categories, such as misjudgment 4 questions, special consideration 4 questions, claims for judgment 9 questions, physical fitness burden 3 questions, disloyalty at home 3 questions, a lack of conditions 2 questions were tested for the stress of a judo referee. 20 questions in 4 categories, such as peer satisfaction 5 questions, salary satisfaction 5 questions, atmosphere satisfaction 6 questions, and working satisfaction 4 questions, were examined for job satisfaction as a referee in the field of Judo judgment. In particular, the effects of the factors causing stress for a referee and efforts to release the stress are explored. Based on the methods and data mentioned above, the results of this analysis were determined.

• Korean Journal of Clinical Pharmacy
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• v.29 no.1
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• pp.18-24
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• 2019

Background: Although a growing number of guidelines and clinical researches are available for immunosuppressive treatment of post-transplantation, there is no clinical practice guideline for the care of kidney transplant recipients in Korea. Selection of a researchable question is the most important step in conducting qualified guideline development. Thus, we aimed to formulate key questions for Korean guideline to aid clinical decision-making for immunosuppressive treatment. Methods: Based on previous published guidelines review, a first survey was constructed with 29 questions in the range of immunosuppressive treatments. The experts were asked to rate the clinical importance of the question using a 5-point Likert scale. The questions reached 60% or more from the first survey and additional new questions were included in the second survey. In analyzing the responses to items rated on the 9-point scale, consensus agreement on each question was defined as 75% or more of experts rating 7 to 9. Results: In the first survey, 50 experts were included. Among the 29 questions, 27 were derived to get 60% or more importance and 3 new questions were additionally identified. Through the second survey, 9 questions were selected that experts reached consensus on 75% and over of the options. Finally, we developed key questions using PICO (patient, intervention, comparison, and outcome) methodology. Conclusion: The experts reached a high level of consensus on many of key questions in the survey. Final key questions provide direction for developing clinical practice guideline in the immunosuppressive treatment of transplantation.

• Korean Medical Education Review
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• v.25 no.1
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• pp.68-77
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• 2023

Basic medical education is important for developing the competencies of medical doctors, and it includes basic biomedical sciences, preventive medicine, medical ethics, and clinical science. This study aimed to reveal the current status of the Korean Medical Licensing Examination (KMLE) regarding its evaluation of competencies in basic biomedical sciences. The basic medicine-related questions were screened and selected from the test forms of the KMLE (2016-2018) by personnel conducting basic biomedical science education, and the selected questions were analyzed by three independent groups of undergraduate students at Chonnam National University Medical School in terms of the learning outcomes of basic medical education. The study scope includes the proportion of basic medicine-related questions, which consist of basic medicine questions and basic medicine-related clinical medicine questions, its annual change, discipline distribution, and associated learning outcomes. The average proportions of basic biomedical sciences, preventive medicine and medical law, and clinical sciences were 2.3%, 5.8%, and 91.9% of all questions, respectively. The proportion of basic medicine-related questions, except those on preventive medicine and medical law, was 22.0% of the total, and questions on pharmacology and microbiology accounted for 83.0% of the basic medicine-related questions. The proportion of sub-enabling learning outcomes linked with basic medicine-related questions comprised 14.0% of the total outcomes for basic biomedical sciences and 30.4% for preventive medicine and medical law. It is concluded that the KMLE questions may not sufficiently cover the essential competencies of basic medical education for medical doctors, and the KMLE may need to be improved with regard to competencies in basic biomedical sciences.

• Journal of The Korean Society of Integrative Medicine
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• v.12 no.1
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• pp.151-159
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• 2024

Purpose : This study was conducted to investigate correlation between patient satisfaction and rehabilitation motivation in a physical therapy environment. Methods : This study conducted a survey on musculoskeletal and neurological patients receiving rehabilitation treatment at a hospital. The subjects of the study were patients who were currently receiving rehabilitation treatment, either hospitalized or outpatient. 234 people were collected. A questionnaire was consisted of a total of 55 questions, including 27 questions about motivation for rehabilitation, 14 questions about physical therapy service environment, and 14 questions about patient satisfaction and intention to revisit. The detailed items in rehabilitation motivation consisted of 8 questions about task-oriented motivation, 7 questions about change-oriented motivation, 4 questions about obligatory motivation, 4 questions about external motivation, and 4 questions about intrinsic motivation, and in the physical therapy service environment, 4 questions about facility service and therapist service. , 6 questions, 4 questions about services used, 3 questions about friendliness, 4 questions about professionalism, 3 questions about treatment satisfaction, and 2 questions each about repeat visit and recommendation. Results : Facility service (r=.21) was highly correlated for task-oriented motivation, therapist service (r=.22) for change-oriented motivation, therapist service (r=.31) for mandatory motivation, therapist service (r=.19) for external motivation, and facility service (r=.56) for internal motivation. Revisit for task-oriented motivation (r=.47) is kind to change-oriented motives (r=-.13) was highly correlated with kindness (r=.19) for mandatory motives, recommendation (r=.14) for external motives, and expertise (r=.52) for internal motives. There was a high correlation between professionalism (r=.61) for facility services and kindness (r=.53) for therapist services, and revisit (r=.40) for service use. Conclusion : According to the results of this study, it was found that there was a correlation between patient satisfaction and rehabilitation motivation in a physical therapy environment.

• English Language & Literature Teaching
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• v.18 no.2
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• pp.21-44
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• 2012

This paper aims to discuss the effects of learning how to write English interrogative sentences. 122 students who participated in the study learned basic structural components of English questions and practiced writing questions by inversing the subject and the verb in a given declarative sentence. The participants were divided into two groups: Group 1 which was given a brief explanation of interrogative structures and practices, and Group 2 which was given the same explanation and practices in addition to an assignment for which they had to make one or two comprehension questions based on reading a passage. For the pre-tests and the post-tests, they took a TOEIC reading test with 40 questions and a structure test with 25 questions. The results of the tests show that both groups improved significantly in the two post-tests, benefiting from this learning method. However, the additional treatment for Group 2 did not seem to be highly effective. In the questionnaire survey, the participants think that the method of learning English questions has helped them better understand English grammar as well as interrogative structures. The participants were also divided into three different levels: high, intermediate, and low. The intermediate level group students benefited most from learning writing questions as the results of the post-test of the 25-questions test and the final exam of the course show.