• Journal of Korean Society of Water and Wastewater
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• v.23 no.6
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• pp.789-797
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• 2009

The flow in the beginning lateral sewer can be characterized as intermittent and unsteady, and a moment maximum flow energy is required to transport fecal solids in the sewer. It is thus difficult to design to satisfy a minimum velocity criteria (0.6m/s), because of the substantially lower discharge in the beginning lateral sewer. This study is the result of a field survey, and aims to determine a design criteria for the minimum slope to prevent sediment in a lateral sewer. The survey performed on the two flat small catchments in Goyang-si consisting of D400mm hume-pipe, aimed to understand the manner in which the scope of a sewer slope has an effect on sediment in the beginning lateral sewer. The survey showed that the sewer slope below 3‰ had sedimentation of 88.7%, while the sewer slope of 3~6‰ had sedimentation of 47.8%. In addition, the minimum design slope was estimated to refer to the result of hydraulic experiments from Public Works Research Institute in Japan. Analysis showed that the D400mm hume pipe should be installed with a slope of 6.5‰ to prevent sediment in the beginning lateral sewer. For future installations, the study results showed that a D300mm plastic pipe requires a minimum slope of 3.5‰, and a D250mm plastic pipe requires a minimum slope of 3.3‰ in the beginning lateral sewer.

• Korean Institute of Interior Design Journal
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• v.21 no.4
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• pp.87-95
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• 2012

This study is for the analysis to which element of space the users observing the lobby at a public space pay more attention for their visual perception. It is focused on the typology process of observation characters. The subjects, in the observation process, came to be interested in the circumstantial clues for space perception and the detailed characters drawing their interest. I could analyze the observation characters of the subjects observing the space by the comprehension and typology of their observation characters. First, from the viewpoint of successive 9 times of observations, each subject observed for 0.32 second to get the visual perception in the applied space, but spent another 0.39 second for the exploration of another observation object or the space roaming. The observation character of the subjects at the lobby of the public space selected for this experiment was that they spent more time on space exploration than on concentration on a point in the space. Second, I analyzed the typology process through the time range. Since the subjects' frequency varied depending on the way to set up the time range, the necessity was proposed that the time range for the analysis of observation characters should be set up more objectively. Third, in case of analyzing the observation characters by 10-second-unit time range, the concentration in the beginning and the middle was 25%, and that in the beginning and the final 41.7%, which showed that 75% of the subjects concentrated in the beginning of the observation time when the concentration in the beginning is added to it. Fourth, the type 3 categorized as "concentration in the beginning and the middle" is the group 47.1 percent of the subjects belong to, and each subject concentrated 1.1 times in the beginning and 2.1 times in the final, which showed that the concentration in the final was 1.75 times as high as that in the beginning.

• Journal of The Korean Association For Science Education
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• v.30 no.4
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• pp.437-451
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• 2010

The purpose of this study was to analyse beginning science teachers' PCK. For the purpose of this study, two beginning science teachers were chosen in public middle school. Qualitative data were collected through classroom observation recording, semi-structured interviews, and other document data. Data were analysed using the constant comparative method. The results indicated that the two beginning science teachers' PCK had little differences; both have insufficient knowledge of science curriculum and assessment, and their PCK had quite differences in the instructional strategies and the orientations toward teaching science. Though they were aware of students' various levels, their common teaching method focused on delivery of science text knowledge for poor understanding about student. In conclusion, the two beginning teachers' PCK were still similar with preservice teachers. To develop beginning teachers' PCK, it needs to change the paradigm of pre-service teachers education program and to expand in-service teachers training and supporting program.

• Korean Journal of Childcare and Education
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• v.11 no.6
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• pp.199-219
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• 2015

The purpose of this study was to identify the relationship among beginning early childhood teachers' role performance and self leadership, and childcare teachers's supports. The subjects in this study were 491 beginning early childhood teachers working in kindergartens and child care centers across the country. Childcare teachers' support questionnaire(Jae-Young Lee, 2012) role performance questionnaire(Bog-Mae Park, 2011), and self-leadership questionnaire(Dong-Hyen Park,2014) were used for this study. For the research analysis, frequency, Cronbach's ${\alpha}$ coefficient, ANOVA test, $Scheff{\acute{e}}$ post-hoc analysis and Pearson's correlation were calculated and regression analysis were conducted. The results are as follows. Firstly, it was revealed that there are statistically meaningful differences in beginning early childhood teachers 'role performance and self leadership, and childcare teachers's support which were related to early childhood teachers' salary, education background, and age. Also, there are statistically meaningful differences in beginning early childhood teachers' role performance and childcare teachers's support, which were related to type of child-care center role performance, but there were no differences in beginning early childhood teachers' self leadership. Secondly, childcare teachers's support have statistically meaningful positive influences on beginning early childhood teachers' role performance through the mediation of self leadership. Through this study, it is possible to provide basic information to seek ways to enhance beginning early childhood teachers' role performance and self leadership under the considerations of their individual background characteristics, and to promote the practical support for the director or colleagues.

• Journal of The Korean Association For Science Education
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• v.35 no.4
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• pp.557-564
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• 2015

The purpose of this study is to examine the problems in the teaching practice of beginning science teachers who participated in the collaborative mentoring program to improve their teaching expertise. The participants were six beginning science teachers and six mentors at middle and high school levels. From each beginning science teacher and mentor teacher, journals, one-to-one mentoring records and transcripts, interviews and questionnaires, and transcripts conducted at the beginning, middle and the end of the mentoring program were collected. Seven aspects of the beginning science teachers' problems in their teaching practice were identified. The result showed that mentee teachers didn't set up specific learning objectives and they organized and presented lesson contents without considering students' proficiency level. Also, they found it hard to prepare for the lessons irrelevant to their major field of study and they tended to use convergent questions more than divergent questions. Mentee teachers tend to give teacher-centered rather than student-centered teaching. Beginning teachers' recognition of their problems in their teaching practice tends to lead changes in their teaching practice. Some of the problems that mentee teachers showed could be overcome if they recognized the problem through the collaborative mentoring program, but if not, it tends to remain throughout mentoring program.This study also highlighted the importance of reflection on beginning science teachers' practice.

• Korean Journal of Childcare and Education
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• v.16 no.1
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• pp.51-74
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• 2020

Objective: This study tried to find out if a teacher education program that supports professionalism for beginning child care teachers in toddler classes is effective in professionalism, self-respect, and efficacy in teaching. Methods: The study subjects were 40 beginning child care teachers in toddler classes teaching in day care centers in Seoul, Incheon, and Gwangmyeong Gyeonggi-do. They were divided into an experimental group (20 teachers) and a comparative group (20 teachers). The collected data were applied to the SPSS 22.0 program. To find homogeneity of the two groups, a t-test was conducted. To analyze an intergroup difference, ANCOVA was conducted in the way of setting a pre-test score as a covariate. Results: The experimental group which participated in the program showed more positive effects than the comparative group in terms of professionalism, self-respect, and efficacy in teaching. Conclusion/Implications: Based on the results of this study, the program is expected to be meaningful in the field of early childhood education, and to lay the foundation for beginning child care teachers in toddler classes to become experts in their field.

• Korean Journal of Childcare and Education
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• v.16 no.2
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• pp.25-45
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• 2020

Objective: The purpose of this study is to explore daycare-center director's perceptons of recruitment and to understand how hire beginning teachers. Methods: One hundred twenty-five directors of daycare-centers in Seoul, Incheon, and Gyeonggi-do Province answered a questionnaire that was developed by researchers. The results were analyzed by frequency analysis, descriptive statistics and multiple response analysis through SPSS 18.0. Furthermore, 17 of the directors that participated in the study were given individual interviews by qualitative methods for research. Results: First, 56.8% of the directors felt difficulty to employ beginning teachers because of 'lack of information about them' and 'uncertainty of practice capability.' On the other hand, other directors of daycare-centers said that they hire them for 'high acceptance' and 'operational efficiency of the daycare-center.' Second, the main way to recruit teachers for daycare-centers is open recruitment, and through recommendations of acquaintances or through colleges in relevant fields. Professional talent and personal characteristics were important selection criteria for recruitment, and daycare-center directors used interviews, résumés, cover-letters, and demo classes for the hiring process. Primarily, most directors select candidates through résumés and cover-letters, and the final selection is completed by conducting interviews. Conclusion/Implications: In conclusion, this study can be useful to prepare beginning teachers for employment and for educating applicants.

• Journal of the Korean Society of Food Culture
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• v.29 no.6
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• pp.599-604
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• 2014

This research was conducted to investigate changes in isoflavone contents and sprouting characteristics of germinated soybeans [Glycine max.] under light condition. The relative wet weight of soybeans increased as germination progressed, and it reached $291.1{\pm}14.3%$ at 60 h after beginning of sprouting. On the other hand, relative dry weight slowly decreased as germination progressed. The length of sprouting rapidly increased as germination progressed. The sprouting rate sharply increased from 12 h to 48 h and reached $96.4{\pm}2.5%$ at 60 h after sprouting. In terms of color, L value did not change until 24 h after the beginning of germination, but it rapidly increased from 24 h to 36 h and did not change thereafter. The a value rapidly increased at 24 h after the beginning of germination and decreased thereafter. The b value rapidly increased at early and last stages and reached $9.0{\pm}0.7$ at 60 h after the beginning of sprouting. Total isoflavone reached a maximum level at 12 h after the beginning of germination and consistently decreased thereafter. Among isoflavone compounds, m-genistin had the highest content followed by daidzin and m-daidzin.

• Journal of Korean Elementary Science Education
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• v.24 no.4
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• pp.360-379
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• 2005

The purpose of this study was to investigate beginning elementary teachers' beliefs about the nature of science. Defining teachers' beliefs as a broad construct, we tried to examine the teachers' understandings about the nature of science. The methodology of this study was a qualitative approach through semi-structured interviews. In an urban area of Korea, five beginning elementary teachers were chosen. The cross-case and grounded theory study design were adopted for the data analysis. The results of data analysis were checked by teachers for internal validity. This study identified the teachers' beliefs about the nature of science suggested by many researchers. The results of this study showed that: 1) beginning elementary teachers did not well understand and were unfamiliar with the meanings of various terms about the nature of science; 2) their beliefs abut the nature of science were broad and various; 3) they understood some parts of the nature of science; 4) there were differences within their understandings about subconcepts of the nature of science.

• Korean Educational Research Journal
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• v.41 no.1
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• pp.25-57
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• 2020

The purpose of this study is to analyze the characteristics of beginning teachers in elementary school as they experience the lifecycle of teachers, to analyze and comprehend the difficulties of these teachers based on their characteristics, and to propose a resolution strategy. The study is intended to assist beginning teachers in adapting well to their work and profession as teachers in order to contribute to the growth in quality of education; it is also intended to prepare beginning teachers to utilize their time in elementary school as a period of self-improvement to become proficient teachers. The difficulties in human relations that beginning teachers experience in school can be divided into three major categories: relations with administrators and fellow teachers, relations with parents of students, and relations with students. The standardized and uniform culture of a school and the administrators and fellow workers imposing such a culture are the reason for the difficulties that beginning teachers face, and the question of what kind of fellow teachers the beginning teachers will encounter in their first school exerts a serious influence on the growth of these teachers, who have just begun their career in education. Furthermore, the lack of skills to discipline students eventually leads beginning teachers to face difficulties in controlling students in the classroom, and the process of encountering and resolving various classroom problems contributes to the growth of teachers' proficiency. Moreover, the attitude of students' parents who behave toward them as novice teachers serves as the reason for beginning teachers to lose their confidence or face difficulties in their careers, and exerts an influence on student counseling and guidance. The resolution strategy that beginning teachers apply as they encounter such problems with the entities in the educational field is as follows: imitation, listening, and accepting the thoughts and to renounce. To resolve the difficulties that beginning teachers experience, it is necessary to allocate space and time to discuss their difficulties and possible plans for resolution during the beginning teachers' training period and initiate a mentoring system in schools. Lastly, it is necessary that the offices of education continuously conduct qualitative research on beginning teachers and publish casebooks on such studies.