• Journal of Pharmacopuncture
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• v.19 no.4
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• pp.293-302
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• 2016

The use of folk medicine has been widely embraced in many developed countries under the name of traditional, complementary and alternative medicine (TCAM) and is now becoming the mainstream in the UK and the rest of Europe, as well as in North America and Australia. Diversity, easy accessibility, broad continuity, relatively low cost, base levels of technological inputs, fewer side effects, and growing economic importance are some of the positive features of folk medicine. In this framework, a critical need exists to introduce the practice of folk medicine into public healthcare if the goal of reformed access to healthcare facilities is to be achieved. The amount of information available to public health practitioners about traditional medicine concepts and the utilization of that information are inadequate and pose many problems for the delivery of primary healthcare globally. Different societies have evolved various forms of indigenous perceptions that are captured under the broad concept of folk medicine, e.g., Persian, Chinese, Grecian, and African folk medicines, which explain the lack of universally accepted definitions of terms. Thus, the exchange of information on the diverse forms of folk medicine needs to be facilitated. Various concepts of Wind are found in books on traditional medicine, and many of those go beyond the boundaries established in old manuscripts and are not easily understood. This study intends to provide information, context, and guidance for the collection of all important information on the different concepts of Wind and for their simplification. This new vision for understanding earlier Chinese medicine will benefit public health specialists, traditional and complementary medicine practitioners, and those who are interested in historical medicine by providing a theoretical basis for the traditional medicines and the acupuncture that is used to eliminate Wind in order to treat various diseases.

• Korean Institute of Interior Design Journal
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• v.15 no.5 s.58
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• pp.95-103
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• 2006

Ron Arad, the master of contemporary design in the U.K., is one of representative leaders of this age who has left distinguished achievements in the history of contemporary design through innovative design. Analyzing and understanding the Deconstructive design concept and the deconstructive characteristics of interior space of Ron Arad will contribute to finding directions for today's design and laying the ground for explaining the development pattern of design in the 21st century. After analyzing the deconstructive characteristics of each selected space, One Off and Ron Arad Associates have shown a deconstructive design trend of a creative formula by using methods that shed conventional processes and material while a space composition and form of new concept was attempted in the resting space of the New Tel Aviv Opera House, offering not only the establishment of a new circulation system, but also diverse experiences of space to visitors. Likewise, a temporal experience and communication between the user and the space was attempted in Belgo Noord and Belgo Central by partially applying a narrative space composition that sheds existing design concepts. At the Millennium House, they have produced an interior space for future house developed by breaking off from existing typical design development work and material through computer operation, and made various forms of space and atmosphere possible by attempting variable elements and the use of ultramodern material. Y's fashion shop has granted variability to the form and volume of space according to time by presenting display elements that have shed existing form and function. Hotel Puerta America as well, with a curved structure that has broken off with existing forms and maximized space variability through structures that have utilized ultramodern materials and instruments. Through this study, it has been verified that Ron Arad has been unraveling connections between interior space and its user, its requirements, and the original unique principles of space by applying deconstructive design concepts, and that through the mediation of these spaces, he is attempting indirect communication with the user. Eventually, he is taking part in the harmony and development of all elements of space connected with human beings by applying deconstructive design concepts.

• Korean Journal of Childcare and Education
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• v.10 no.5
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• pp.47-62
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• 2014

The purpose of this study targeted 93 full 5-year-old preschoolers was to examine young children's recognition of the relationships with their mothers, teachers, and peers and to analyze the effect of children's recognition on their self-concept. Children's recognition of the relationships with the people around and their self-concepts were measured by use of picture diagrams to help children's understanding and their replies. Data analysis showed that young children recognize their relationships with the people around positively, and that children's conflict recognition with their teachers influence negatively on their self-concept. This study is meaningful in that it directly researched preschooler's cognition of the relationships with the people around themselves from situation in the lack of preceding research that it comprehensively studied about relationships with the preschooler and others, and it executed one-to-one interview with preschooler using the picture tool for preschooler developed by the investigator in order to measure the preschooler's cognition.

• Journal of the Korean earth science society
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• v.21 no.6
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• pp.647-654
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• 2000

The purpose of this study is to investigate the types of concepts about atmospheric pressure of middle school students and to design a new method to improve students' understandings on atmospheric pressure. The second grade students of the middle school has been selected and examined their pre-concepts on atmospheric pressure through questionnaires and interviews. Two groups of students have been taught using the second grade science textbooks and experimental methods designed from this study, respectively. The results suggest that we need to develope various teaching methods that can improve alternative concept as well as experimental tools that can help students understand difficult scientific concepts. The reason is that once alternative concept is occupied, it is extremely difficult to fix it. In addition, the proposed experimental methods are effective in establishing the concept and understanding on atmospheric pressure.

• Journal of The Korean Association For Science Education
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• v.23 no.2
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• pp.165-175
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• 2003

The purpose of this study was to analyze the use of analogies in high school science textbooks in explaining abstract science concepts. For this study, the analogies used in high school science textbooks of the 7th science curriculum were analyzed. The analogies were classified into the six following types: the nature of shared attributes, representation, analogy/target abstraction, number of analogies, with and without specified use of analogy, and casual relations. A total of 189 analogies were found in the 7th science textbooks. This means that 16.9 analogies were used for each book. In analyzing the analogies, we found some analogies were appropriate, while others were ambiguous and inadequate in explaining the various science concepts. The number of analogies used varied considerably according to the publishing company and the science domain. For more effective understanding of various science concepts, it is necessary to develop more analogies and research the application of analogy.

• School Mathematics
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• v.13 no.4
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• pp.599-614
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• 2011

According to prior research studies, comparison of two data sets promote informal and formal statistical reasoning, which may mediate descriptive and inferential statistics. However, there has been relatively little attention given to the mediation of both descriptive and inferential statistics. We attempted to identify which statistical concepts or factors students used and how they applied concepts or factors to make decisions when they compared data sets. We also investigated the characteristics and changes of the view of concepts and factors. As a result, we identified that students paid attention to data value, center, spread, and sample, which are important factors of inferential statistics. Students' understanding of each factors were sometimes appropriate for inferential statistics, but sometimes not. From the results, we suggest instructional ideas for a task which can connect descriptive and inferential statistics.

• Journal of Gifted/Talented Education
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• v.24 no.3
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• pp.339-358
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• 2014

On the subjects of elementary 3-rd grade three child prodigies who learned primary concept of division, this study explored how they could compose schema and transformed schema through recognition of precise concepts and linking with the contents of division of fraction. That is to say, this study examined in depth what schema and transformed schema as primary concept of division they composed to get relational understanding of division of fraction, and how they used the schema and transformed schema composed by themselves to approach problem solving as well as how they transformed the schema in their concept composition and problem solving competence. As a result, it was found that learning of primary concept of division played a key role of composing schema and transformed schema needed for coping with division of fraction, and that at this time, composition of the transformed schema and transformed schema derived from the recognition of primary concept of division could play the inevitable role of problem solving for division of fraction.

• Hwankyungkyoyuk
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• v.23 no.2
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• pp.82-96
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• 2010

The purposes of this study are to investigate the perception of renewable energy technology among elementary school teachers, and confirm whether elementary school teachers have basic knowledge about renewable energy sources, including solar, wind, and tidal power generation. We conducted preliminary interviews to gather information related to other studies about renewable energy. We developed the last interview question about the perception and knowledge of elementary school teachers regarding renewable energy. This study analyzed the transcribed responses of 10 elementary school teachers in Siheung-city, Gyeonggi-do, following 30-minute interviews. The study's findings are as follows. First, elementary school teachers recognize that they are unfamiliar with concepts and they have only shallow content knowledge about renewable energy. And they tended to distorted to other concepts, and analyze to different meanings. Second, elementary school teachers thought that knowledge about renewable energy should be part of a well-rounded education. And they felt positively about solar energy and wind power energy generation but they had a negative view towards tidal power generation because it destroys tideland. Third, teachers tended to confuse solar heat energy and geothermal energy, they tend to think this two energy sources the same. Teachers had generally correct concepts about wind power energy generation. In the case of tidal power generation, elementary school teachers answered mechanically that it is possible on the western sea, and that 'the difference between the rise and fall of the tide' grows. But they could not talk in depth about 'the difference between the rise and fall of the tide' and the force of waves. This suggests that they are answering by simple memorization and without deep understanding.

• The Mathematical Education
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• v.40 no.2
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• pp.195-215
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• 2001

The purpose of this paper is to present a specific set of home teaching methods in hopes to prevent slow learner of the elementary mathematics. This paper deals with the number and operations, one of five topics in the elementary mathematics A survey of two hundred elementary school teachers was made to see the teacher's opinions of the role of home studying and to concretize the contents of the research topics. There were asked which is the most essential contents for the concrete loaming and which is the most difficult monad that might cause slow leaner. And those were found to be; counting, and arithmetic operations(addition and subtraction) of one or two-digit numbers and multiplication and their concepts representations and operations(addition and subtraction) of fractions. The home teaching methods are based on the situated learning about problem solving in real life situations and on the active teaming which induces children's participation in the process of teaching and learning. Those activities in teaching each contents are designed to deal with real objects and situations. Most teaching methods are presented in the order of school curriculum. To teach the concepts of numbers and the place value, useful activities using manipulative materials (Base ten blocks, Unifix, etc.) or real objects are also proposed. Natural number's operations such as addition, subtraction and multiplication are subdivided into small steps depending upon current curriculum, then for understanding of operational meaning and generalization, games and activities related to the calculation of changes are suggested. For fractions, this paper suggest 10 learning steps, say equivalent partition, fractional pattern, fractional size, relationship between the mixed fractions and the improper fraction, identifying fractions on the number line, 1 as a unit, discrete view point of fractions, comparison of fractional sizes, addition and subtraction, quantitative concepts. This research basically centers on the informal activities of kids under the real-life situation because such experiences are believed to be useful to prevent slow learner. All activities and learnings in this paper assume children's active participation and we believe that such active and informal learning would be more effective for learning transfer and generalization.

• Cross-Cultural Studies
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• v.31
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• pp.287-308
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• 2013

Russian language tends to be quite open to borrowing. In Russian it has been for a long time the conventional way of expanding the lexicon, accepting many words from adjacent languages, including Church Slavic. In the contemporary Russian English has been the main source for loanwords. There are several linguistic factors for lexical borrowing: 1. the necessity of denominating new facts, phenomena or concepts, 2. the necessity of differentiating concepts, 3. the necessity of specializing new concepts, 4. the introduction of new international terms, 5. the increase of periphrastic expressions, 6. the needs for the more elegant and modern words. These factors have caused borrowing to enlarge the component of the lexicon and phrasal expressions, but excessive use of foreign words has brought about negative effects such as linguistic pollution. Some borrowed words are assimilated without serious conflicts, but other words undergo semantic changes in confrontation to existing words of similar meanings. These types of semantic changes comprise total change of meaning, reduction of semantic scale and extension of meaning. Semantic changes are caused by linguistic factors such as lexical conflict with existing words or by socio-culural factors such as misunderstanding of foreign words. And extension of meaning shows two types: qualitative extension and quantitative extension. The first means extending the semantic scope of a borrowed word and the latter - increasing the number of its sememe. In contemporary Russian language we can witness two productive phenomena: qualitative extension by socio-cultural factors, in which words with negative nuances are changed into those with positive ones and professional terms become common words, losing their professional meanings. On the other hand, by quantative extension some loanwords change their concrete meanings into abstract ones. In such cases loanwords acquire the additional meanings of abstractness, putting aside their original concrete meanings as the basic. On the contrary, the qualitative extension of adding the special meaning to general words or giving the concrete meaning to abstract words is not productive. And it is rarely witnessed that words of positive nuances are negatively used. It is considered that such cases are partly restricted in the spoken language or the jargon. Such phenomena may happen by the incomplete understanding of English words.