• Korea journal of population studies
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• v.25 no.2
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• pp.5-40
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• 2002

Using detailed data of women's work history, this study analyses the transition process between employment and non-employment over the life history in order to identity individual and structural determinants in the processes. Korean women comprise very heterogeneous groups in terms of work continuity: one group having a continuous work history and another having an interrupted work experience. While 4.0% of total women have stayed in the labor market since leaving school, 17.3% have not worked outside at all and remaining 87.9% have experienced into and out of the labor market at least once. On the average, the cumulated time of employment per woman is 8.2 years and the cumulated time of unemployment is 13.1 years. Thus Korean women work a total of only 38.5% of their whole lifetime after leaving school. We can conclude that the increase of the employment rate of married women in Korea since the 1970s has been due to the increase of the new entrants with short or little working careers into the labor market, not to the increase of women's work continuity on the whole. A women's educational achievement does not seem to be positively related to employment duration, contrary to the suggestion of the human capital theory, Rather, family variables, especially the existence of the child under 6 yens old, is a more significant determining factor for an individual's exit from employment. And there is little difference among different age cohorts which implies little improvement in the employment continuity of younger women. This study also documents the importance of structural variables, such as the type of occupation, as significant determining factors for the hazard rate. Specially women with professional jobs tend to stay longer in the labor market. Therefore, women's entry into more professional occupations is expected to contribute to the continuity of employment. Our results also show that duration-dependence is not spurious. When unobserved heterogeneity is controlled, the negative relation between the rate from employment and the duration of employment does not disappear.

• Korean Journal of Construction Engineering and Management
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• v.1 no.3 s.3
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• pp.124-134
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• 2000

In construction projects, the design information, which should contain accurate product information in a systematic way, needs to be applicable through the life-cycle of projects. However, paper-based 2D drawings and relevant documents has difficulties in communicating and sharing the owner's and architect's intention and requirement effectively and building a corporate knowledge base through on-going projects due to Tack of interoperability between specific task or function-oriented software and handling massive information. Meanwhile, computer and information technologies are being developed so rapidly that the practitioners are even hard to adapt them into the industry efficiently. 3D modeling capabilities in CAD systems are enormously developed and enables users to associate 3D models with other relevant information. However, this still requires a great deal of efforts and costs to have all the design information represented in CAD system, and the sophisticated system is difficult to manage. This research focuses on the transition period from 2D-based design Information management to 3D-based, which means co-existence of 2D and 3D-based management. This research proposes a model of a compound system of 2D and 3D-based CAD system which presents the general design information using 3D model integrating with 2D CAD drawings for detailed design information. This research developed an integrated information management system for design and specification by associating 2D drawings and 3D models, where 2D drawings represents detailed design and parts that are hard to express in 3D objects. To do this, related management processes was analyzed to build an information model which in turn became the basis of the integrated information management system.

• Communications of Mathematical Education
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• v.23 no.3
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• pp.735-760
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• 2009

Most of every teachers' life is occupied with his or her instruction, and a classroom is a laboratory for mutual development between teacher and students also. Namely, a teacher's professionalism can be enhanced by circulations of continual reflection, experiment, verification in the laboratory. Professional development is pursued primarily through teachers' reflective practices, especially instruction practices which is grounded on $Sch\ddot{o}n's$ epistemology of practices. And a thorough penetration about situations or realities and an exact understanding about students that are now being faced are foundations of reflective practices. In this study, at first, we explored the implications of earlier studies for discussing a teacher's practice. We could found two essential consequences through reviewing existing studies about classroom and instructions. One is a calling upon transition of perspectives about instruction, and the other is a suggestion of necessity of a teachers' reflective practices. Subsequently, we will talking about an instance of a middle school mathematics teacher's practices. We observed her instructions for a year. She has created her own practical knowledges through circulation of reflection and practices over the years. In her classroom, there were three mutual interaction structures included in a rich expressive environments. The first one is students' thinking and justifying in their seats. The second is a student's explaining at his or her feet. The last is a student's coming out to solve and explain problem. The main substances of her practical know ledges are creating of interaction structures and facilitating students' spontaneous changes. And the endeavor and experiment for diagnosing trouble and finding alternative when she came across an obstacles are also main elements of her practical knowledges Now, we can interpret her process of creating practical knowledge as a process of self-directed professional development when the fact that reflection and practices are the kernel of a teacher's professional development is taken into account.

• Clinical and Experimental Pediatrics
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• v.63 no.4
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• pp.141-145
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• 2020

Background: For children and adolescents with cancer, going back to school is a key milestone in returning to "normal life." Purpose: To identify the support vital for a successful transition, we evaluated the parents' needs and the challenges they face when their children return to school. Methods: This multi-institutional study was conducted by the Korean Society of Pediatric Hematology and Oncology. The written survey comprised 24 questions and was completed by 210 parents without an interviewer. Results: Most parents (165 of 206) reported that their children experienced difficulties with physical status (n=60), peer relationships (n=30), academic performance (n=27), emotional/behavioral issues (n=11), and relationships with teachers (n=4) on reentering school. Parents wanted to be kept informed about and remain involved in their children's school lives and reported good parent-teacher communication (88 of 209, 42.1%). Parents reported that 83.1% and 44.9% of teachers and peers, respectively, displayed an adequate understanding of their children's condition. Most parents (197 of 208) answered that a special program is necessary to facilitate return to school after cancer therapy that offers emotional support (n=85), facilitates social adaptation (n=61), and provides tutoring to accelerate catch up (n=56), and continued health care by hospital outreach and school personnel (n=50). Conclusion: In addition to scholastic aptitude-oriented programs, emotional and psychosocial support is necessary for a successful return to school. Pediatric oncologists should actively improve oncology practices to better integrate individualized school plans and educate peers and teachers to improve health literacy to aid them in understanding the needs of children with cancer.

• Korean Journal of Ichthyology
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• v.35 no.4
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• pp.263-269
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• 2023

This study aims to contribute to the research on resource recovery for the rapidly declining population of Liparis tanakae by observing the larval development process and the morphology of juveniles based on their growth. Natural spawning eggs collected in Yeosu were used for observing the process of egg development and larval morphology. The water temperature during the rearing process was maintained at 12.3~13.5℃ (average 12.7℃). The fertilized eggs had an egg diameter ranging from 1.57 to 1.79 mm (average 1.71 mm) and were spherical and adhesive. Within 4 hours 35 minutes after fertilization, they reached the two-cell stage, and after 74 hours 10 minutes, the formation of the yolk sac began. At 106 hours post-fertilization, a caudal fin appeared at the tail tip. Hatching began at 526 hours, and the larvae developed with the yolk sac positioned just behind the eyes. The newly hatched larvae had both the mouth and anus open. Melanophores appeared inside the lower jaw and around the tail on the third day after hatching. By the 16th day after hatching, most of the yolk was absorbed, and melanophores were visible in the head region. Finally, on the 63rd day after hatching, the head region significantly developed, and the body shape and mouth were similar to those of an adult fish, signifying the transition to the juvenile stage. This study will serve as valuable data for aquaculture techniques related to the conservation and restoration of fish species based on the hatching and juvenile morphology of Liparis tanakae.

• Journal of Christian Education in Korea
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• v.71
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• pp.305-340
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• 2022

This study was started to suggest the direction of Christian educational development to revitalize North Korea's 'education' research. Since the two Koreas have experienced heterogeneity in almost all elements of society, such as politics, economy, society, culture, and education, during the period of division in 1977, true unification depends on laying the foundation for social integration that can overcome the sense of heterogeneity between the two Koreas. This is why North Korea's "education" research is needed. Education is the foundation for transferring culture and history, and for bringing about the survival, transformation, and community of society and since it is the mission of Korean churches and Christian educators to establish the direction of North Korean "education" research, North Korean "education" research is very important. Despite this importance, 'North Korean research' in the field of Christian education has not been properly conducted. Research on the "Christian Unification Education Program" that can be used in churches is actively taking place, but research on the macro level of presenting post-unification education blueprints is rare. This study was started to suggest the direction of Christian educational development to revitalize North Korea's 'education' research. For the study, the characteristics of 'North Korea Research' were analyzed according to generational classification. As a result of the study, recent research on North Korea has been expanding in research topics and methodologies, and recent studies have been differentiated into microscopic studies that deviate from existing research trends at a macro level and view North Korea's daily life. The characteristics of 'North Korean education research' are summarized by period. The research on North Korean education, which began in earnest in the 1970s, was divided into the period of start(70s), transition(80s), leap(90s), expansion(2000s), and development(2010s~). and research characteristics for each period were analyzed. Through this, early North Korean education research was also conducted in the policy aspect of the country, and the characteristics of political and social studies were strong, but recent studies have confirmed that the subjects and contents are diversifying. Based on these studies, the pending issues and issues of North Korean education research in the field of Christian education were analyzed. The study of North Korea in the field of Christian education, which began in the 1980s, has been conducted in the engineering aspect of 'development of unification education programs for churches'. However, studies on Christian unification education and North Korean education itself, which can be used in public education sites including Christian schools, have yet to be sufficient. Nevertheless, the diversification of research in the field of Christian education can be evaluated as a positive change. Based on these studies, it was proposed to establish a de-ideological research foundation, secure primary research data(Raw Data), activate research topics and research methodologies, and strengthen research capabilities in the direction of development to revitalize North Korean research in the field of Christian education. I hope this study will trigger various follow-up studies and help Korean churches that must achieve unification.