• Journal of the Korean Geotechnical Society
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• v.36 no.12
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• pp.45-56
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• 2020

In this paper, intelligent compaction (IC) technology and the earthwork quality control specifications based on IC were analyzed, and the field study was conducted to investigate the relationship between the representative IC value CMV (Compaction Meter Value) and spot test results (plate bearing test and field density test). As the number of roller passes increased, both the CMV and spot test results increased. However, point-by-point comparison between CMV and spot test results yielded poor quality correlations; this is because the ununiform stiffness of the underlying layer and the moisture content of the lift layer affected the CMV and spot test results, respectively. Most international specifications related to IC requires knowledge of the IC values and their relationships with the soil properties obtained by the traditional spot tests. Therefore, for the successful implementation of intelligent compaction technology into earthwork construction practice, the number of roller passes as well as the lift thickness and the moisture content of the soil should be carefully considered.

• Journal of the Korean earth science society
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• v.33 no.2
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• pp.170-182
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• 2012

The purpose of this study was to develop learning materials based on the Kepler's abductive reasoning and to identify high school students' rule-inferring strategies on the law of planetary motion. The learning materials including the concepts of solar magnetic field, conservation of figure skater's angular momentum and Kepler's polyhedral theory were developed and the questions about Kepler's 2nd and 3rd law of planetary motion were also created. The participants were 79science high school students and 83general high school students. The patterns and properties of their abductive inference were analyzed. The findings revealed that the students showed 'incomplete analogy abduction', 'analogy abduction' and 'reconstruction' to generate the hypotheses concerning the Mars' motion related to the solar magnetic field. There were more general high school students who showed the incomplete analogy abduction than science high school students. On the other hand, there were more science high school students who showed the analogy abduction and reconstruction strategy than general high school students. Also, they showed 'incomplete analogy abduction', 'analogy abduction' and 'model construction and manipulation' to generate the hypotheses concerning Kepler's second law. A number of general high school students showed the incomplete analogy. It is suggested that because the analogy of figure skater cause the students' alternative framework to use, more detailed demonstration is necessary in class. In addition, students combined Kepler's polyhedral theory with their prior knowledge to infer Kepler's third law.

• Journal of Life Science
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• v.27 no.4
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• pp.464-470
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• 2017

Three Korean native cattle (KNC) and seven exotic breeds (Chikso, Hanwoo, Jeju black, Holstein, Japanese black, Charolais, Angus, Hereford, Simmental, and Cross breed) were characterized by using five microsatellite (MS) markers (INRA30, TGLA325, UMN0803, UMN0905, and UMN0929) from the sex chromosome. Genetic diversity was evaluated across the 10 breeds by using the number of alleles per locus, allele frequency, heterozygosity, and polymorphism information content (PIC) to search for locus and/or breed specific alleles, allowing a rapid and cost-effective identification of cattle samples, avoiding mislabeling of commercial beef. It was divided into two main groups from STRUCTURE analysis, one corresponding to KNC and the other to exotic cattle breeds. These results also showed specific genetic differences between KNC and exotic breeds. Nei's standard genetic distance was calculated and used in the construction of a neighbor-joining tree. Results evidenced a correspondence between genetic distance, breeds' history, and their geographic origin, and a clear separation between KNC and exotic breeds. Overall, this study evidenced that DNA markers can discriminate between domestic and imported beef, contributing to the knowledge on cattle breeds' genetic diversity and relationships by using MS markers of the sex chromosome. These markers would be useful for inhibitory effect about false sales and for building an effective tracking system.

• Journal of Science and Technology Studies
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• v.2 no.2 s.4
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• pp.25-54
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• 2002

Without much communication, large-scale surveys of public knowledge of, and attitudes to, science (quantitative PUS) and case-study analyses of the public's understandings of science in particular (constructivist PUS) have dominated in the public understanding of science (PUS) area. Not only methodological preference but also a strong antipathy against value-orientations that each approach presumed to have and support has been barriers for quantitative PUS and constructivist PUS to benefit each other. In order to overcome such barriers, this paper demonstrates that value orientations guiding quantitative PUS have been much more diverse than what constructivist PUS researchers might think, and that quantitative PUS has indeed yielded the results consistent with and complementary to constructivist PUS. Finally this paper proposes that (1)quantitative PUS should test propositions provided by constructivist PUS, so that it can contribute much to the construction of more generalizable PUS theories and policies, and (2)constructivist PUS uses the outcome of quantitative PUS to develop more complex case studies which consider heterogeneous publics, trends of public evaluations of science, and how public attitudes to science in the abstract and public attitudes to science in particular in a specific context have effect on each other.

• School Mathematics
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• v.18 no.2
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• pp.277-300
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• 2016

In school mathematics, the definition and concept of a differentiation has been dealt with as a formula. Because of this reason, the learners' fundamental knowledge of the concept is insufficient, and furthermore the learners are familiar with solving routine, typical problems than doing non-routine, unfamiliar problems. Preceding studies have been more focused on dealing with the issues of learner's fallacy, textbook construction, teaching methodology rather than conducting the more concrete and efficient research through experiment-based lessons. Considering that most studies have been conducted in such a way so far, this study was to create a lesson plan including teaching resources to guide the understanding of differential coefficients and derivatives. Particularly, on the basis of the theory of Historical Genetic Process Principle, this study was to accomplish the its goal while utilizing a technological device such as GeoGebra. The experiment-based lessons were done and analyzed with 68 first graders in S high school located in G city, using Posttest Only Control Group Design. The methods of the examination consisted of 'learning comprehension' and 'learning satisfaction' using 'SPSS 21.0 Ver' to analyze students' post examination. Ultimately, this study was to suggest teaching methods to increase the understanding of the definition of differentials.

• Korean Journal of Social Welfare Studies
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• v.41 no.4
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• pp.5-44
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• 2010

The main purpose of this study is to critically examine the existing theoretical as well as analytical scope of 'sexual minority' in Social Welfare, and to (re)construct and expand it incorporating feminist theories on sexuality. The body of literature on sexual minority or homosexuality in social welfare in Korea as well as in the West can be characterized as two distinct features: first, medical discourse leaning on pathological perspective which perceives homosexuality as a disease or defect, homosexual as a pervert; and second, human rights perspective premised upon the idea of diversity and multi-culturalism, both which are anchoring at 'essentialism.' Based upon the understanding of sexuality as a social construct, we argue that feminist insight on sexuality can lead to reconceptualizing homosexuality and reorienting theories and practices in social welfare. From radical feminism to postmodern queer theories, feminists have developed diverse ideas and complex theories on sexuality and homosexuality, including the concept of 'compulsory heterosexuality,' 'lesbianism as political resistance,' and 'performative gender.' For feminists, particularly, sexuality which is constructed in the complex power matrix of dominations to producing and maintaining inequalities and discriminations is not merely a distinctive variable, but one of the important organizational principles such as gender, class, race, age, and nationality. This epistemological principle will hopefully shed lights on alternative 'knowledge' on homosexuality in social welfare, and lead to significant contribution to its critical expansion in theory and practice.

• Therapeutic Science for Rehabilitation
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• v.12 no.4
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• pp.9-22
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• 2023

The Lifestyle-DEPER (Decision, Execution, Personal Factors, Environment, Resources) model explains lifestyle formation. Lifestyles are shaped through the decision, execution, and habituation stages. Factors influencing the establishment of a lifestyle are categorized as environmental, resource, and personal. The environment encompasses our surroundings and social, physical, cultural, and virtual environments. Resources refer to what individuals possess, such as health, time, economic, and social resources. Personal factors include competencies, needs, and values. At the lifestyle establishment stage, each of these factors influences a different stage. These collective processes are referred to as events, encompassing both personal and social events. Health-related lifestyle factors include physical activity, nutrition, social relationships, and occupational participation. These are the goals of lifestyle intervention. The intervention strategy based on the Lifestyle-DEPER model, called KEEP (Knowledge, Evaluation, Experience, Plan), is a comprehensive approach to promoting a healthy lifestyle by considering lifestyle formation stages and their influencing factors. This study introduces the Lifestyle-DEPER model and presents a lifestyle intervention strategy (KEEP) to promote health. Further research is required to validate the practicality of the model after applying interventions based on the lifestyle construction model.

• The KIPS Transactions:PartD
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• v.12D no.6 s.102
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• pp.869-874
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• 2005

In the recent years there has been an increase of service competition in the activity of product selling, especially in the extension of warranty coverage and qualify. The variables in connection with the service competition are not crisp, and required the expertise of the production line. It thus becomes all the more necessary to use subtler tools as decision supports. These problems are typical not only of product companies but also of financial organizations, credit institutions, insurance, which need predictions of credibility for firms or persons in which they have any kind of interest. A suitable approach for minimizing the risk is to use a knowledge-based system. Most often expert systems are not standalone programs, but are embedded into a larger application. The aim of this paper is to discuss an approach for developing an embedded fuzzy expert system with respect to the product selling policy, especially to present the decision system of automobile selling activity around the extension of warranty coverage and quality. We use the MATLAB tools which integrates computation, visualization, and programming in an easy-to-use environment where problems and solutions are expressed in familiar mathematical notation. Also, we present the API functions embedding into the existing application.

• School Mathematics
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• v.14 no.4
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• pp.469-493
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• 2012

The purpose of this study is find the relation between students' concept and types of proof construction. For this, four undergraduate students majored in mathematics education were evaluated to examine how they understand mathematical concepts and apply their concepts to their proving. Investigating students' proof with their concepts would be important to find implications for how students have to understand formal concepts to success in proving. The participants' proof productions were classified into syntactic proof productions and semantic proof productions. By comparing syntactic provers and semantic provers, we could reveal that the approaches to find idea for proof were different for two groups. The syntactic provers utilized procedural knowledges which had been accumulated from their proving experiences. On the other hand, the semantic provers made use of their concept images to understand why the given statements were true and to get a key idea for proof during this process. The distinctions of approaches to proving between two groups were related to students' concepts. Both two types of provers had accurate formal concepts. But the syntactic provers also knew how they applied formal concepts in proving. On the other hand, the semantic provers had concept images which contained the details and meaning of formal concept well. So they were able to use their concept images to get an idea of proving and to express their idea in formal mathematical language. This study leads us to two suggestions for helping students prove. First, undergraduate students should develop their concept images which contain meanings and details of formal concepts in order to produce a meaningful proof. Second, formal concepts with procedural knowledge could be essential to develop informal reasoning into mathematical proof.

• Journal of The Korean Association For Science Education
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• v.41 no.2
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• pp.133-144
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• 2021

The purpose of this study is to explore the teaching and learning experiences to improve the positive experiences about science (PES) of scientifically-gifted elementary school students. For this study, 36 students in grades 5~6 at a gifted science education institutes in Seoul were selected and conducted pre-test and post-test for 'Test for Indicators of Positive Experiences about Science (TIPES).' After the weekly science classes of the institutions were over, individual in-depth interviews were also conducted with some students to explore the teaching and learning experiences for improving their PES. The analysis of the results reveals that the science classes for scientifically-gifted students have been shown to improve PES of scientifically-gifted elementary school students. The teaching and learning experiences to improve their PES included eight teaching and learning experiences that appeared in general elementary school students of previous study such as 'practice-centered exploratory activities,' 'student-led class,' 'positive and professional feedback,' 'construction of knowledge through exploration,' 'class considering student's interest and aptitude,' 'use of materials related to real life,' 'smooth communication and collaboration in group activities,' and 'appropriate difficulty in learning content.' There were also six teaching and learning experiences that newly emerged from science-gifted students: 'Learning experience through the strategies for improving scientific creativity,' 'inquiry experience as a little scientist,' 'advanced or accelerated learning experience,' 'learning experience with excellent students,' 'experience helping other students,' and 'experience with high or low achievement'. Based on these results, the practical implications for improving the student's PES are suggested.