• Maxillofacial Plastic and Reconstructive Surgery
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• v.35 no.3
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• pp.200-209
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• 2013

Over the past few years, a large number of perforator flaps have been revised by several microsurgeons in the USA, France, Canada and Japan. A perforator flap is a flap of skin or subcutaneous tissue that is based on the dissection of a perforating vessel, which is a perforator. In short, a perforator is a vessel that has its origin in one of the axial vessels of the human body. By reducing any muscle harvesting and trauma to a minimum, perforator flaps aim to minimize donor site morbidity, and by avoiding the transfer of dennervated muscle, the long-term bulk of the free tissue transfer becomes more predictable. There are a finite number of potential perforator flaps in the body, which are based on the named source arteries. The most commonly used perforator flaps are deep inferior epigastric perforator, superior gluteal artery perforator, thoraco dorsal artery perforator, medial sural artery perforator, and anterolateral thigh perforator flap. For a better understanding of perforators as a routine reconstructive procedure in oral and maxillofacial surgery, the definition with nomenclature, classifications with special characteristics, and review points for their individual applications must be learned and memorized by the young doctors in the course regarding the special curriculum periods for the Korean national board of oral and maxillofacial surgery. Perforator flaps have been known to have many advantages, so this review article summarized their applications to the maxillofacial reconstruction in the Korean language.

• Journal of Korean Elementary Science Education
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• v.38 no.1
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• pp.31-42
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• 2019

Through the criticism and evaluation of different classes teaching the same lesson topic, this study compared the viewpoints by two ways between two groups including pre-service and experienced teachers. Through free-style criticism, this study analyzed the differences between pre-service and experienced teachers' areas of attention. Through criteria-based analysis, the study analyzed the judgement of each area and the criteria of each judgement. The results of the study found that pre-service teachers criticised more limited areas, but somewhat more positive than their experienced teacher counterparts. Also, pre-service teachers did not observe thoroughly whether or not the teacher was well-informed of the science content, the sequence of curriculum, and whether or not meaningful interaction had occurred. As well as, pre-service teachers were not actually feel importance of student-oriented lessons, and they could not look room and materials are useful to students on students' sides. Additionally, pre-service teachers thought highly of lessons which were connected to other subjects rather than connected to daily life. Therefore, to notice diverse areas in the class, pre-service teachers need to criticise lessons using a diverse criterion. Also, pre-service teachers realized simple questions and that mechanical group activities are not always effective and that they need to think how to improve meaningful interaction. Moreover, they have to perceive that an inquiry-oriented student-lead approach is very important. Lastly, pre-service teachers have to closely consider the room efficiency and materials available to the students, and they must internalize that science class has to be connected with daily life.

• Journal of Practical Engineering Education
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• v.13 no.2
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• pp.243-249
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• 2021

It has been determined the 6 core competencies of our university students. Among them, it was judged that the student's convergence thinking ability and self-development ability were insufficient. To enforce the two insufficient abilities, an engineering-related major collage course was newly established in the form of an intensive coursework. The course was conducted as a shared curriculum between division/departments. For each of the first and second semesters in the 2020, 54 students from two completion groups (Department of Electrical and Electronic Control Engineering; 26, Optical Engineering; 28) were the subjects of the survey, the survey results of 20 common questions were comprehensively analyzed. As the result, more than 75% of the respondents were positive about free online learning at any time and place. And if additional interactive activities and team teaching method are reinforced during recorded audio and video contents learning material, It is confirmed that the attempted intensive course can maximize the learning effect.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.34 no.2
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• pp.137-158
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• 2023

In the modern digitized data society, there is a growing emphasis on securing trustworthiness and fairness in data utilization, along with data openness. By defining the concept of data democracy from various perspectives and presenting elements of normative values, this study aims to provide a basic conceptual framework to identify and evaluate the data governance system and levels of data democracy. As a foundation for the discussion of data democracy, based on Kneuer's (2016) conceptualization of e-democracy, free and equitable access, e-participation, and e-government were introduced as core dimensions of e-democracy. To improve the quality of data governance and foster a better understanding and practical application of the concept of data democracy, this study takes a normative approach from the perspective of democracy. Inclusiveness, equity, participation, and democratic sovereignty are provided as core dimensions of data democracy. This study highlights the significance of data literacy in promoting data democracy. It proposes the creation and assessment of a curriculum rooted in the normative principles of data democracy within the field of library and information science for future investigation.

• Human Ecology Research
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• v.61 no.1
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• pp.15-28
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• 2023

The aim of this study was to develop, implement, and evaluate the use of Artificial Intelligence in the prevention of violence among middle-school students. The sample for this study consisted of 20 first-year middle-school students who participated in theme selection activities in a free semester program as part of their home economics studies. The data for the study consisted of nine class observation logs, four group activity outputs, 30 class results, an online survey, and in-depth interviews with three students. A program called "R.U.OK" was developed by setting problematic situation for school violence prevention linked to the contents of the Home Economics Education(HEE) curriculum. After the program was implemented, the survey on the students' class satisfaction content elements, with AI-based learning activities and PBL and interest, displayed high points, with an average of 4.0 or higher. Our qualitative analysis produced four significant results. First, students' concerns about school violence had increased and they showed a change in attitude, having more empathy with friends and more interest in their surroundings. Second, digital and AI literacy had improved, and students' interest in digital media learning had increased. Third, there had been an improvement in problem-solving ability in terms of being able to think more critically and independently. Fourth, the results also demonstrated that there had been a positive effect on self-direction and an improved capacity for teamwork. This study was significant in demonstrating the effectiveness of a program for the prevention of school violence based on the use of digital technology in the educational environment.

• Journal of Appropriate Technology
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• v.6 no.2
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• pp.151-162
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• 2020

Education is one of the priority sectors specified in Tanzania, and it has committed to provide 11 years of compulsory free basic education for all from pre-primary to lower secondary level. Despite the Government's efforts to provide free basic education to all children, there are 2.0 million (23.2 per cent) out of 8.5 million children at the primary school age of 7-13, who are out of school in Tanzania. The ICT class should be offered as a regular class in all secondary schools in Tanzania, recommended by the ministry of education. However, many schools are struggling to implement this mandate. Most of schools offer the ICT class with theory without any real hardware. Some schools were given with computers but they were not maintained for operation. There is a huge task to make ICT education universal. Main issues include: remoteness (off-grid area), lack of ICT teachers, lack of resources such as hardware, infrastructure, and lack of practical lessons or projects to be used at schools. An innovative blended ICT/STEM education program is being conducted not only for Tanzanian public and private/international schools, but also for out-of-school adolescents through institutions, NGO centers, home visits and at the E3 Empower academy center. For effective STEM education to take place and remain sustainable, more practical curriculum, and close-up teacher support need to be accompanied concurrently. Practical, project-based simple coding lessons have been developed and employed that students experience true learning. The effectiveness of the curriculum has been demonstrated in various project centers, and it showed that students are showing new interests in exploring new discovery, even though this was a totally new area for them. It has been designed for an easy replication, thus students who learned can repeat the lessons themselves to other students. The ultimate purpose of this project is to have IT education offered as universally as possible throughout the whole Tanzania. Quality education for all children is a key for better future for all. Previously it was hoped that education with discipline will improve the active learning. But now more than ever, we believe that children have the ability to learn on their own with given proper STEM education tools, guidelines and environment. This gives promising hope to all of us, including those in the developing countries.

• Journal of the Korean Society of Earth Science Education
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• v.12 no.3
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• pp.274-290
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• 2019

In order for the science museum to play a role as a foundation for strengthening the national creative capability, which is the core of the advanced national development paradigm, it is important to gather the capacities of the nation's science museums and establish a platform to cooperate in a shared value system. Science museum is an independent operating system, and there is a lack of strong connections among national, public and private science museums. The existing integrated collaboration system of science museums-centered can be studied first and promoted to develop programs for the free school year according to a specific topic. The same system of science museum-inclusion which link local cultural institutions or cultural places as science culture program were also studied to do the same purpose. On the basis of problems drawn from studies of integrated collaboration systems of each participating science museum, we proposed a convergence integrated collaboration systems of science museum-centered and science museum-inclusion. To this end, data were collected from practitioners of 7 representing science museums including 5 national ones. In order to suggest improvements, we also contacted five international science museums to collect the exemplary cases. Considering the regional characteristics, science museum-inclusion integrated collaboration systems considering the cultural characteristics and the science museum-centered integrated collaboration systems for free school semesters, were developed and tried by practitioners who participated in this research. It was found that integrated collaboration system can be more activated for the community. This suggests that support from the national level or at the level of regional autonomy is essential and the connection with the curriculum is necessary for the integrated collaboration system program. Finally, professional experts such as program development or commentator can be a decisive role.

• Journal of Music and Human Behavior
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• v.1 no.1
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• pp.11-32
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• 2004

According to Edwin Gordon(1987, 1997, 2003), music aptitude is a product of interaction of innate potential and early environmental experiences. He referred to music aptitude of children up to nine years of age as developmental music aptitude which fluctuates due to musical environment. Music aptitude stabilizes at age nine, and the music aptitude after age nine is called "stabilized music aptitude". This research is to examine Gorden's hypothesis that the younger a child receives music education, the higher music aptitude. Also, this research is to experiment the effect of Audiation activities developed in Audie Music Curriculum on music aptitude. The researcher and another Audie teacher as a co-teacher guided children together for 30 minutes once a week. The pedagogy guidelines for informal guidance in music learning theory were kept throughout the classes. Also, Audie's teaching method which had been developed for Korean Kindergarten educational environment was also applied. Five-year-old subjects in Experimental group 1 experienced the Audie Music Curriculum of one year; five-year-old subjects in Experimental group 2 experienced it for two years. Primary Measures of Music Audiation was administered three times during their last year of Kindergarten. Subjects in the Control groups, one examined at the beginning and the other at the end of their last year in Kindergarten, received no Audie instruction. There was no significant difference in tonal aptitude, but there was significant difference in rhythmic aptitude(p< .05) among the experiemental groups. Because both Experimental groups showed statistical significance (p< .001) in the music aptitude increase during their academic years, the significant differences of the year-end music aptitude between control group and experimental groups were the expected result.

• THE INTERNATIONAL COMMERCE & LAW REVIEW
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• v.78
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• pp.93-117
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• 2018

In all countries of the world, the development of trade is an important factor for the survival of the national economy. Increased export will lead to national economic growth. Export is directly linked to employment, and the industrial structure will be developed in the direction to produce products of comparative advantages. Therefore, every country around the world is trying to promote export regardless of the size of its economy. Accordingly, this paper focused on the promotion of export of domestic companies. It proposed to cultivate trade experts to promote export of domestic companies. The following five methods were proposed to materialize the proposal. First, it is important to foster trade experts to expand and foster the one-person creative companies. In particular, it is important to develop a professional education curriculum. It is necessary to design and conduct a systematic curriculum throughout the process including follow-up after education such as teaching detailed procedures for establishing a trade business, identification of relevant regulations and related organizations, understanding of special features of each exporting country, and details of exporting procedures through specialist training for the individual industries, helping themto keep their network steady so that they can easily get help from consultants. Second, it is necessary to educate traders working in the field to make them trade experts and utilize themin on-the-job training and consulting. To do this, it is necessary to introduce systematic consultant selection process, and to introduce a systemto educate and manage them. It is because, we must select the most appropriate candidates, educate themto be lecturers and consultants, and dispatch themto the field, in order to make the best achievement in export. Nurturing trading professionals utilizing the current trading workers to activate export of domestic companies can be more efficient through cooperation of trading education agencies and related agencies in various industries. Third, it is also proposed to cultivate female trade experts by educating female trade workers whose career has been disrupted. It is to provide career disrupted women with opportunities to work after training them as trade professionals and to give manpower pool to domestic companies that are preparing for export. Fourth, it is also proposed to educate foreign students living in Korea to be trading experts and to utilize them as trading infra. They can be trading professionals who will contribute to the promotion of export. In the short term, they will be provided with opportunities for employment and start-upin the field of trade, and in the mid- to long-term, they may develop a business network between Korea and their own countries. To this end, we need to improve the visa system, expand free trade education opportunities, and support them so that they can establish small but strong enterprises. Fifth, it is proposed to proactively expand trade education to specialized high school students. Considering that most of domestic companies pursuing activation of export are small but strong companies or small and mediumsized companies, they may prefer high school graduates rather than university graduates because of financial limitations. Besides, the specialized high school students may occupy better position in the job market if they are equipped with expertise in trading. This study can be meaningful, in that it is the first research that focuses on cultivating trading experts to contribute to the export activation of domestic companies. However, it also has a limitation that it has failed to reflect the more specific field voices. It is hoped that detailed plans will be derived from the opinions of the employees of domestic companies making efforts to become an export company in the related researches in the future.

• Journal of the Korean earth science society
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• v.32 no.7
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• pp.809-831
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• 2011

Sea Surface Temperature (SST) is one of the most important oceanic variables to understand rapidly-changing climate, so that accurate and error-free SST images should be presented in school science textbooks. However, satelliteobserved SST images in the high-school textbooks presented some errors caused by various reasons. This study analyzed 36 satellite images for SST presented in 24 kinds of high-school textbooks (earth science I and II textbooks on the basis of the 7th National Curriculum) for 17 items. This study investigated errors in image processing such as cloud removal, land masking, color bar, geological and time information, and some erroneous expressions related to the fundamental information of satellites. Twenty five pre-service teachers filled out a survey about several problematic satellite images, and their responses were analyzed. As a result, most of the pre-service teachers did not recognize the errors associated with image processing and tended to comprehend the SST errors as real oceanographic phenomena such as sea ice, river outflow, or cold current. Therefore, satellite SST images in the textbooks should be accurately presented by including detailed items suggested in this study.