• Journal of Korean Home Economics Education Association
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• v.19 no.1 s.43
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• pp.1-14
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• 2007

This study aimed to analyze the contents of clothing and textile areas in practical arts, technology and home economics, and science of home economics courses, and the degrees of vertical connections among them. Totally 21 textbooks were chosen for this study, which consist of fifth and sixth grade practical arts textbooks(one from each grade), sixteen technology and home economics textbooks(eight from each eighth and tenth grade), and three high school science of home economics textbooks. In order to analyze systematically the degrees of vertical connections, clothing and textile areas were divided into 6 large sections, which were subdivided into 48 specific categories(contents) by content analysis. The method of connection analysis was based on development(constant continuity and sequence), repetition (continuity without considering sequence), gap(sequence without considering the continuity of curriculum), and reduction(the lack of both continuity and sequence). The connection analysis were done in 48 categories separatively. In the sections of clothing attire and clothing management, the most categories(46.1% and 44.5%) were evaluated as having connections of reductions. No category was analyzed as development in the section of clothing planning and the most categories(83.3%) had connections of repetitions. In the clothing material section showed to be the section with the most in-depth and expanded content compared to the previous educational levels, with developed categories of 50%. The most degree of connection in the clothing and textile areas of practical arts, technology and home economics, and science of home economics subjects was the development at 29.2%, followed by repetition at 25%, reduction at 25%, and finally gap at 20.8%. Developed categories were relatively more than repetitive, reduced, or gap contents. However, as the connection between grades was not highly outstanding, it was difficult to say that the connection of the curriculum was adequately distributed according to the school grades.

• Journal of Korean Elementary Science Education
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• v.43 no.2
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• pp.284-300
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• 2024

This study elucidates the achievement standards statements of the 2022 revised elementary school science curriculum to identify specific achievement standards for the upcoming curriculum. Therefore, the researcher analyzed the statements of the overall elementary school achievement standards based on Bloom's taxonomy of new educational objectives. The results are as follows. First, the achievement standards statements are biased toward certain knowledge and cognitive process dimensions; this aspect is not consistent with the goals of the 2022 revised curriculum and the teaching and learning directions of the science department. Thus, achievement standards that enable various types of activities and inquiry learning should be developed. Second, a need emerges for the hierarchization of knowledge and cognitive levels by grade level. The proportions of low levels of knowledge and cognitive process dimensions increased in the upper grades, such that a systematic hierarchy should be considered. Third, the need to diversify the use of the descriptors of achievement standards is also identified. Although the tendency to rely on specific descriptors decreased during the previous curriculum, approx imately half of the descriptors were only used once or twice. Therefore, balancing the use of various descriptors is necessary. To ensure that the results are reflected in the achievement standards for elementary school science textbooks under the revised science curriculum for elementary schools in 2022, a discussion is required on the design of achievement standards statements. As a follow-up study, the researcher proposes a comparative analysis of the achievement standards of science curricula for middle and high schools to explore the wording of achievement standards appropriate for elementary school science education considering its nature, goals, and contents and to analyze the hierarchy and continuity of the entire science curriculum.

• The Journal of Asian Finance, Economics and Business
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• v.8 no.3
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• pp.49-59
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• 2021

This study empirically analyzes the effect of firm overinvestment propensity on the value relevance of capital investment. In order to verify this point, this study attempts to analyze the value relevance of overinvestment firms' capital investments. The analysis was performed according to the model of Biddle et al. (2009) and McNichols and Stubben (2008) on overinvestment propensity for analysis, and the results are as follows. First, in terms of overinvestment, corporate capital investment shows negative value relevance, so the excessive investments above reasonable levels have reduced firm's value. In contrast, the value relevance for capital investment showed a positive value for firms whose managerial propensity changed, that is, from under-investment in the previous year, it shifted to overinvestment in the current year. Second, as a result of analyzing the value relevance of the investment increase according to the investment propensity, the overinvestment firms showed negative values and the underinvested firms showed positive values; thus, the value relevance of the increase in investment was opposite to the investment propensity of the firm. These findings confirm that the stock market differentially evaluates investment efficiency according to investment propensity, continuity, and investment alterations, and reflects it appropriately in the firm's value.

• Korean Medical Education Review
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• v.23 no.2
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• pp.118-127
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• 2021

Due to the coronavirus disease 2019 pandemic, the new norm of online learning has been recognized as core to medical institutions for academic continuity, and students are expected to be motivated and engaged in learning while maintaining distance from other peers and educators. To facilitate students' and educators' newly defined roles in online medical education settings, it is crucial to understand how students are actively motivated and engaged in learning. Hence, this study explored medical students' motivational regulation profiles and examined the effects of motivational regulation strategies (MRS) on cognitive learning and learning engagement for online learning. Data were collected after the end of the first semester in 2020 from a sample of 334 medical students enrolled at a public university school of medicine. Latent profile analysis indicated three subgroups with different motivational regulation profiles: the low-profile, medium-profile, and high-profile groups. Regarding different MRS patterns in the high-profile group, mastery self-talk, performance approach self-talk, and the self-consequating strategy appeared to be most applicable for regulating learners' motivation. Analysis of variance showed that the profile groups with higher levels of MRS use were connected to a higher willingness to use cognitive learning strategies and a higher degree of engagement in online learning. The findings of this study emphasize the use of specific sets of MRS to support learning motivation and the need to design effective self-regulated learning environments in online medical education settings.

• Steel and Composite Structures
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• v.1 no.4
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• pp.427-440
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• 2001

The growing use of unprotected or partially protected steelwork in buildings has caused a lively debate regarding the safety of this form of construction. A good deal of recent research has indicated that steel members have a substantial inherent ability to resist fire so that additional fire protection can be either reduced or eliminated completely. A performance based philosophy also extends the study into the effect of structural continuity and the performance of the whole structural totality. As part of the structural system, thermal expansion during the heating phase or contraction during the cooling phase in most beams is likely to be restrained by adjacent parts of the whole system or sub-frame assembly due to compartmentation. This has not been properly addressed before. This paper describes an experimental programme in which unprotected steel beams were tested under load while it is restrained between two columns and additional horizontal restraints with particular concern on the effect of catenary action in the beams when subjected to large deflection at very high temperature. This paper also presents a three-dimensional mathematical modelling, based on the finite element method, of the series of fire tests on the part-frame. The complete analysis starts with an evaluation of temperature distribution in the structure at various time levels. It is followed by a detail 3-D finite element analysis on its structural response as a result of the changing temperature distribution. The principal part of the analysis makes use of an existing finite element package FEAST. The effect of columns being fire-protected and the beam being axially restrained has been modelled adequately in terms of their thermal and structural responses. The consequence of the beam being restrained is that the axial force in the restrained beam starts as a compression, which increases gradually up to a point when the material has deteriorated to such a level that the beam deflects excessively. The axial compression force drops rapidly and changes into a tension force leading to a catenary action, which slows down the beam deflection from running away. Design engineers will be benefited with the consideration of the catenary action.

• Journal of Gifted/Talented Education
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• v.25 no.1
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• pp.119-138
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• 2015

This study analyzed the academic achievements on above-level testing of mathematics, physics, chemistry, and English in newly entering students of science specialized high schools. It can be expected that newly students of science high specialized schools have reached ceiling level in the middle school mathematics and science academic scores. Above-level testing(or off-level testing) is a test tool used to evaluate student's ability which are above-grade level. In this study, above-level testing tools were used to develop the same type examination paper of the 2013 Korean College Scholastic Ability Test(CSAT) in mathematics, physics, chemistry, and English. The conclusions of this study were as follow: First, the academic achievement level of science specialized high school freshmen were higher the average level of general high school senior because that over 50% of them are within the 5 grade of CSAT in mathematics, physics, and chemistry. In English, 19.3% science specialized high school freshmen have reached within the 5 grade of CSAT. Second, as a result of examining characteristics of academic achievement with respect to units of subjects, in mathematics, it was showed that the academic achievement of 'continuity and limit of a function' unit was higher, 'statistics' unit was lower. In physics, the academic achievement of 'Electricity and Magnetism' unit was higher, 'Waves and particles' unit was lower. In chemistry, the academic achievement of 'compounds in life' unit was higher, 'Air' unit was lower. In English, the academic achievement of 'practical sentence' of reading area was higher, 'Sentence' of writing area was lower. In conclusion, above-level testing provided a good strategy for identifying and determining appropriate programming interventions for gifted students who are two or more grade levels above their age-mates in achievements, aptitude, or ability.

• Korean Journal of Radiology
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• v.22 no.8
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• pp.1266-1278
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• 2021

Objective: We aimed to compare the aortic valve area (AVA) calculated using fast high-resolution three-dimensional (3D) magnetic resonance (MR) image acquisition with that of the conventional two-dimensional (2D) cine MR technique. Materials and Methods: We included 139 consecutive patients (mean age ± standard deviation [SD], 68.5 ± 9.4 years) with aortic valvular stenosis (AS) and 21 asymptomatic controls (52.3 ± 14.2 years). High-resolution T2-prepared 3D steady-state free precession (SSFP) images (2.0 mm slice thickness, 10 contiguous slices) for 3D planimetry (3DP) were acquired with a single breath hold during mid-systole. 2D SSFP cine MR images (6.0 mm slice thickness) for 2D planimetry (2DP) were also obtained at three aortic valve levels. The calculations for the effective AVA based on the MR images were compared with the transthoracic echocardiographic (TTE) measurements using the continuity equation. Results: The mean AVA ± SD derived by 3DP, 2DP, and TTE in the AS group were 0.81 ± 0.26 cm², 0.82 ± 0.34 cm², and 0.80 ± 0.26 cm², respectively (p = 0.366). The intra-observer agreement was higher for 3DP than 2DP in one observer: intraclass correlation coefficient (ICC) of 0.95 (95% confidence interval [CI], 0.94-0.97) and 0.87 (95% CI, 0.82-0.91), respectively, for observer 1 and 0.97 (95% CI, 0.96-0.98) and 0.98 (95% CI, 0.97-0.99), respectively, for observer 2. Inter-observer agreement was similar between 3DP and 2DP, with the ICC of 0.92 (95% CI, 0.89-0.94) and 0.91 (95% CI, 0.88-0.93), respectively. 3DP-derived AVA showed a slightly higher agreement with AVA measured by TTE than the 2DP-derived AVA, with the ICC of 0.87 (95% CI, 0.82-0.91) vs. 0.85 (95% CI, 0.79-0.89). Conclusion: High-resolution 3D MR image acquisition, with single-breath-hold SSFP sequences, gave AVA measurement with low observer variability that correlated highly with those obtained by TTE.

• Korean Medical Education Review
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• v.24 no.2
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• pp.113-127
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• 2022

Considering the recent medicalization of death, the importance of preparing both laypersons and medical students to have meaningful end-of-life conversations, which is among the objectives of death education, will grow. The Act of Hospice and Palliative Care and Decisions on Life-Sustaining Treatment for Patients at the End of Life provided a new source of momentum to death education for both laypersons and medical professionals, as the importance of education on death is widely recognized. However, problems remain regarding how to prepare people for productive conversations at the end-of-life and how to secure the continuity of care. Different focuses and deficiencies are observed in death education programs for each category of learner. In education for laypeople, tangible information on how to actualize one's existential and personal understanding of death through real-life options is lacking, except for presenting the "protocol" of the Act. Conversely, basic medical education lacks an understanding of or confrontation with death on the existential and personal levels. Death education should aim to build a shared understanding that can facilitate communication between the two groups. The scant overlap between layperson education and basic medical education even after the Act's enactment is worrisome. Further fundamental changes in death education are required regarding its content. Topics that patients and doctors can share and discuss regarding death and end-of-life care should be discovered and provided as educational content both to laypeople and future medical professionals.

• Journal of Korean Elementary Science Education
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• v.25 no.3
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• pp.307-317
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• 2006

Those students with ability and interest in science should be supported to develop their potential and to reach high levels of achievement in science and technology. In order to ensure that gifted pupils are able to enhance their creativity as well as research abilities, appropriate learning programs and environments are essential. One of the various teaching and learning models for the gifted in science is the discovery learning model based on inductive science activities. There is a clear line of continuity between knowledge discovery at the forefront of research and student's learning activities. If students receive excellent training in organizing scientific concepts for themselves, they will be able to skillfully apply appropriate scientific concepts and solve problems when facing unfamiliar situations. It is very important to offer an appropriate learning environment to maximize the learning effect whilst, at the same time, understanding individual student's characteristics. In this study, the authors took great pains to research effective learning environments for gifted science students. Firstly, appropriate classroom learning environments thought by the teacher to offer the most potential were investigated. 3 different classes in which a revised teaching and learning environment was applied in sequence were examined. Inquiries were conducted into students' activities and achievement through observation, interviews, and examination of students' worksheets. A Science Education expert and 5 elementary school teachers specializing in gifted education also observed the class to examine the specific character of gifted science students. A number of suggestions in discovery learning classes for elementary students gifted in science are possible; 1) Readiness is essential in attitudes related to the inquiry. 2) The interaction between students should be developed. A permissive atmosphere is needed in small group activities. 3) Students require training in listening to others. In a whole class discussion, a permissive atmosphere needs to be restricted somewhat in order to promote full and inclusive discussion. 4) Students should have a chance to practice induction and abduction methods in solving problems.

• Korean Journal of Health Education and Promotion
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• v.7 no.1
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• pp.10-26
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• 1990

In Korean education, the health contents are scattered in various course subjects throughtout the primary and junior high school curriculum. So it is very difficult to provide systematic health education. The purpose of this study was to provide a guide for health education using health topic areas and major concepts that represent the scope of material that should be covered in health instruction. The steps used in selecting these health topic areas and major concepts were as follows: 1. A review of the literature related to health and health education was done to develop the rationale underlying this study. 2. Health topic areas basic to the growth and development characteristics of children, to human needs and to societal needs for healthful living were indentified. 3. The major concepts for each health topic area based on health sciences and children's growth and development levels were selected. 4. The major concepts selected were organized in sequence to guide health education from grade one to grade nine. The results of this study were as follows: 1. The identification of eleven health topic areas essential for health education. These include: personal habits and health healthy growth and development nutrition and health prevention of disease and disorders drugs and health mental health family life and health sex education accident prevention consumer health community health 2. The identification of the major concepts(generalizations) for each health topic area: 33 major concepts were identified as a guide in determining the health content of health education programs. These are 1) body cleaniness, 2) health of the sensory organs, 3) dental health, 4) exercise and rest, 5) growth and development, 6) body structure and function, 7) developmental tasks, 8) balanced nutrition, 9) eating habits, 10) food preparation and food storage, 11) sources of disease and disorders, 12) disease preventive behavior, 13) care during illness, 14) drug use and misuse, 15) drug addiction, 16) emotional responses, 17) human relationship, 18) self concept, 19) social adjustment, 20) health habits of the family, 21) interdependence of family members, 22) origin of life, 23) characteristics of man and woman, 24) sexual instinct, 25) safety behavior, 26) emergency measures, 27) criteria for selection of health products, 28) proper use of health information, 29) utilization of health and medical services, 30) environmental conservation, 31) environmental pollution, 32) population control, 33) function of public health services. 3. The organization of the concepts(generalizations) in sequence and for continuity in health instruction at the primary and junior high school level.