• 패션비즈니스
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• 제11권4호
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• pp.120-134
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• 2007

The usage of basic bodice blocks at men's apparel companies is investigated and the domestic and international men's upper bodice blocks are compared to find directions of research on development of bodice basic blocks. The following conclusions are found in this study. 1. The survey shows that basic bodice blocks are not used at men's apparel companies although all the respondents have good knowledge on bodice basic blocks. They responded that basic bodice blocks for representative body figures of each age category or of each country would help comparative studies on domestic and international basic bodice blocks and development of exporting apparel products. Also, they expected the utilization of men's basic bodice blocks both as education materials and in studies of design, of body figures, and of basic blocks for industry. 2. The comparative study on men's bodice blocks shows that waist circumference, hip circumference, neck circumference, height, and shoulder length, in addition to the minimal essential size items such as chest circumference and center back length, are used in most basic bodice blocks. The size formulae of each basic block are compared to find how the sizes are determined. For center back length, either measured back length or a certain proportion of height is used. For front and back interscyes, chest circumference is used in most basic bodice blocks. Either measured size, or a certain proportion of height or chest circumference is used for back height. The averaged ease allowances of basic bodice blocks are 3.2 cm for chest circumference, 10.8 cm for waist circumference, 1.2 cm for front interscye, 0.1 cm for back interscye, 0.2cm for shoulder length, and 0 cm for center back length. However, body blocks for different types of clothes have different ease allowances. Shirt basic blocks have ease allowances of 6.1 cm for chest circumference, 13.7 cm for waist circumference, 1.4 cm for front interscye, 0.6 cm for back interscye, 1.2 cm for shoulder length, and 1.8 cm for center back length. On the other hand, jacket basic blocks have ease allowances of 8.8 cm for chest circumference, 16 cm for waist circumference, 1.1 cm for front interscye, 1.4 cm for back interscye, 1.1 cm for shoulder length, and 0.8 cm for center back length.

• 대한수학교육학회지:수학교육학연구
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• 제18권3호
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• pp.283-308
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• 2008

기초학력의 부진은 교과 학습 및 사회생활의 장애요인으로 작용한다. 국가적 차원에서는 2002년부터 실시된 '초등학교 3학년 기초학력 진단평가'와 '학습부진학생 책임지도제', 보정교육 자료 개발 등 교육의 복지를 실현하고자 일련의 노력을 기울이고 있다. 기초학력 진단평가의 목적은 학습 결손 원인에 대한 정보 및 개인적 정보를 수집하여 이들을 지도하는데 도움을 주기 위한 것이다. 본 논문에서는 상담기간 축적된 기초학력 진단평가 결과 나타난 미도달 학생들이 특징을 분석하였다. 미도달 학생들은 문항에 포함된 수치적 특징, 받아올림/내림의 여부, 문항의 배치 및 진술 방식, 정보 제시 방식, 개념의 전형적인 예, 친숙도, 일상생활에서의 사용 빈도 등에 상당한 영향을 받는 것으로 나타났다. 본 연구의 결과는 미도달 학생들의 지도 및 보정교육 자료 개발을 위한 근거를 마련해줄 수 있을 것이다.

• Bulletin of the Korean Chemical Society
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• 제33권2호
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• pp.721-724
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• 2012

• 한국감성과학회:학술대회논문집
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• 한국감성과학회 2007년도 춘계학술대회 및 국제감성 심포지엄
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• pp.67-69
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• 2007

Customary way of thinking may be the most major stumbling block to creative thinking in basic design education in the information and network era. The basic design education was used to be based on personal experience or subjective ideas, but these days, the role of divergent thinking and convergent thinking which provide the basis of creative techniques has been closely examined. Going beyond a divergent thinking and directly starting a convergent thinking means bypassing the design process of the existing basic design education. Though preceding studies considered various creative techniques apart from divergent thinking and convergent thinking, this study presumed that complementing the most typical methods of divergent thinking and convergent thinking may result in the same basic design education effect. So, what approach must be used to the design? The way of thinking needs to change. For that, we try to apply the mapping to basic design education. It must encompass interactive thinking which includes immaterial elements and communication. Divergent thinking can begin with the accurate understanding of current state, and the created current state resolves the design process that needs to be a certain thing. The purpose of this study was to present the method for applying the mapping techniques to basic design education based on divergent and convergent thinking which provides the basis of creative ideas.

• 한국진공학회:학술대회논문집
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• 한국진공학회 2009년도 제37회 하계학술대회 초록집
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• pp.79-79
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• 2009

• 대한자원환경지질학회:학술대회논문집
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• 대한자원환경지질학회 2007년도 춘계 지질과학기술 공동학술대회
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• pp.475-477
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• 2007

See Full Text

• 대한설비공학회:학술대회논문집
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• 대한설비공학회 2003년도 하계학술대회 논문집
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• pp.151-151
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• 2003

• 한국학교수학회논문집
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• 제3권1호
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• pp.131-148
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• 2000

Above all, the ability to solve problems must be emphasized as a basic skill of mathematics, but it is neglected when we teach. In this study, learning task means ［same meaning］ ［same form］ ［same technique］, so I tried to extend mathematical scholastic ability of the students as an extensional problem solving that is a basic element of mathematics. The purpose of this study is the investigation of level type learning, using the basic learning elements to extend thinking ability. From the constructed hypothesis as follows and then implement it. I selected basic learning elements from an analyzed textbook and then task learning material was created for each level type learning. The problem solving ability will be extended through the level type learning of the small group, using the level type learning task material. The conclusions this study are as follows. The level type learning in small group learning, using and making level type learning material, having basic learning elements in analysed text are. Basic learning content is understood clearly and deeply, so, fundamentally, it is effective in achieving the problem solving in mathematics. It is an effective method to achieve the meta-cognitive faculty because achieved the expected method of solving problems and resulted in the true learning of content.

• 한국수학교육학회지시리즈A:수학교육
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• 제46권1호
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• pp.33-52
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• 2007

This study is based on the grade 3 National Diagnostic Assessment of Basic Competency(NDABC) in 2005. The purpose of this study is to analyze the results of NDABC by students' gender. It was 19,257 grade 3 students that participated in this study. The average scores are 89.41 and 88.34 for each male and female. The percentage of Below-Basic level for male students is 4.6% and for female 5.6%. The percentage of female students at Below-Basic level is increasing for 3 years. In particular, the percentage of females at Below-Basic level is higher than that of males in the content of measurement, the cognitive domain of reasoning and problem solving, and the situation of real life. The item difficulty for males is lower in fraction, polygon, and right triangle than for females. But female students need to improve the space sense and the problem solving ability in real life. As for the background of students, males think that mathematics is exciting and not difficult in comparison with what females think. And parents of mates are more concerned about children's learning than those of females.

• 한국안전학회지
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• 제29권3호
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• pp.46-55
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• 2014

With regard to the basic safety and health education in construction industry issued on January, 26, 2012 by Occupation Safety And Health Acts, this study conducted a survey with self-administered questions for workers in the construction field in order to comprehend the problems since introduction of basic safety and health education. By analyzing the effectiveness of the safety and health activities, this study sought to reduce the trials and errors as well as to secure the improvement toward the early settlement of the basic safety and health education in construction industry. As a result of the question investigation, the survey respondents in the field sites who finished the basic safety and health education showed positive attitudes toward the improvement of safety awareness and the prevention of accidents. They also needed constant implementation of the education. At the same time, the government should improve the education program with strong policies to secure the effectiveness of the basic safety and health education in construction industry.