• Journal of Gifted/Talented Education
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• v.19 no.1
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• pp.69-94
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• 2009

The purpose of this study was to develop and apply a Korean language education program based on multiple intelligences in a bid to foster the multiple intelligences, self-efficacy and achievement motivation of elementary schoolers in regular language arts class. It's basically meant to create the educational conditions for every child to exert his or her abilities. Two research questions were posed: 1. What should be the objectives, content and teaching-learning methods of a Korean language education program based on multiple intelligences? 2. What effect does a Korean education program based on multiple intelligences have on children's multiple intelligences, self-efficacy and achievement motivation? The subjects in this study were 58 Students in two different third-grade classes in M elementary school in the city of Daejeon. A Korean language education program based on multiple intelligences was implemented during a 4month period of time, and an inclusive approach of multiple intelligences and cooperative learning were applied. The major findings of the study were as follows: First, in order to develop a Korean education program based on multiple intelligences, the kinds of themes that could cover multiple intelligences in an inclusive way were selected in consideration of the learning objectives of the major units of a third-grade language arts textbook(second semester) of the 7th national elementary language arts curriculum. And then an inclusive Korean education program was prepared, which consisted of four stages: problem awareness, problem-solving planning, problem solving, and reflection/application/development. Second, the Korean education program based on multiple intelligences had a positive effect on the children's multiple intelligences, self-efficacy and achievement motivation and suggested some of new directions for school education that typically stressed linguistic and logical-mathematical intelligences only.

• Journal of Contemporary Eastern Asia
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• v.13 no.1
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• pp.5-18
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• 2014

This exploratory study investigates the use of a computational knowledge engine (WolframAlpha) and social networking sites (Gmail, Yahoo and Facebook) by 200 students at De La Salle-College of Saint Benilde, their "friends" and their "friends of friends" during the 2009 through 2013 school years, and how this appears to have added value in knowledge generation. The primary aim is to identify what enhances productiveness in knowledge generation in Philippine Tertiary Education. The phenomenological approach is used, therefore there are no specific research questions or hypotheses proposed in this paper. Considering that knowledge generation is a complex phenomenon, a stochastic modelling approach is also used for the investigation that was developed specifically to study un-deterministic complex systems. A list of salient features for knowledge generation is presented as a result. In addition to these features, various problem types are identified from literature. These are then integrated to provide a proposed framework of inclusive (friendly) and innovative social networks, for knowledge generation in Philippine tertiary education. Such a framework is necessarily multidisciplinary and useful for problem-solving in a globalized and pluralist reality. The implementation of this framework is illustrated in the three parts of the study: Part 1: Online lessons, discussions, and examinations in General Psychology, Introduction to Sociology, and Life and Works of Jose Rizal, for the author's students in De La Salle-College of Saint Benilde; Part 2: Facebook Report analytics of students and teachers, their friends and their friends of friends via WolframAlpha; and Part 3: Social Network Analysis of the people and groups influencing the courses' scope-and-sequence in the new General Education Curriculum for Tertiary Schools and Institutions in the Philippines.

• Journal of the Korea Society of Computer and Information
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• v.12 no.3
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• pp.295-302
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• 2007

The environment of education has been undergoing dramatic developments in recent years with the development of information technology such as digital information transfer, storage and communication methods. Education and training technology is constantly evolving and growing. Because we continually meet the new and interesting advances in our world. The evolution in education and training at a distance can be characterized as a move from traditional learning to u-learning. This paper concerns with the application of u-based education methodology for people with disabilities targeting to empower them. Instead of the classic educational support such as extended time to take exams, a reader and/or scribe to assist with exams and note taking services. In this paper, we introduce the definition of inclusion and disabilities which does not been fully understood what they mean and then possible implementing materials which can empower the students with disabilities with accomplishments. We would like to point out that we concentrate on the aspects of instructional science particularly related with inclusive classes.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.7
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• pp.26-35
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• 2019

The purpose s of this study is to verify the status of barrier-free certification in an elementary school. To achieve this, the architectural characteristics of an elementary school and proposed opinions about the process of barrier-free certification were analyzed. The results of this study are as follows: (1) barrier-free certification in an elementary school is valid for inclusive education and accessibility for students with disabilities. (2) Regarding the school district and safe accessibility for the school, it is necessary to minimize the differences in land levels around the school. (3) Considering the opinions on intermediate facilities from the road to the main entrance, it is necessary to set the finish level of the first floor and to minimize the establishment of ramp or steps to prevent the backflow of rainfall.

• Journal of The Korean Association For Science Education
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• v.38 no.1
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• pp.87-96
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• 2018

In this study, the trend of research and practice of science education for students with special educational needs was discussed in consideration of the aim of science education. Since the 1980s 'science for all' has been suggested as an important goal of science education and it has been pursued in the National Curriculum of Korea with differentiated teaching and learning approach. The meaning of 'science for all' should be expanded to science education for all students including minorities. However, comparing to 'normal' students, there have been relatively little researches and practices for those who need special educational supports as to meet their special talents or as to meet their special mental or physical challenges. Especially, the efforts for handicapped students or students with special educational needs (SEN) have been deficient in comparison to that of talented or gifted students. In this study the authors introduced the history and procedures of a 'Science Fair of Hope' with SEN students as an example of practice of science education for all, and then described the change among pre-service science teachers' attitudes towards disability and inclusive education, so as to discuss the practice and significance of science education for all students including SEN students.

• Journal of The Korean Association For Science Education
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• v.26 no.6
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• pp.732-742
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• 2006

This study expects to understand Korean girls' weaknesses in science achievement and to make suggestions for improvement. The analyses of 95 released items in TIMSS 2003 show that Korean girls had few difficulties in 'inference and analysis', 'very hard or very easy' items, 'previously-learned' items, and items presented in context of 'school science'. They achieved lower in items of understanding science concept or factual knowledge. Inference and analysis items, which were favorable to girls, worked unfavorably to them as case science knowledge intervened. Girls outperformed boys in items with 80% or more and with 20% or less percent correct. Also, the boys showed much higher achievement in previously learned and contextualized items, which proves girls' lack of interest in science in everyday life. On the base of item analysis, several suggestions were made for the girl-inclusive science education in Korea: First, girls should have more opportunities for science experience not only in school context but also in everyday life. Second, more teaching and learning programs should be developed to care girls' weaknesses in science learning. Lastly, gender issues in science education should be actively included in curriculum development process and teacher training programs.

• The Journal of Korean Medicine
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• v.21 no.4
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• pp.138-147
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• 2000

Objectives and Method : In this study, I have investigated what kind of primary factors detennine the apoplexy prognosis, and the method of the function assessment about the apoplexy by inquiry into the literature on this subject Results and Conclusions : 1. The primary factors to have an effect upon the appoplexy are : the location of Pungsa; whether five organs ki is existent or not; pulse feeling; tongue condition; whether or not the patient produces stool or urine; for males, the left side; for females, the right side ; whether or not the patient sweats; consciousness; vital signs; and the region and size of disease and brain hernia. 2. MBI is often used because it is considered to be objective, simple, and highly reliable. But its absence of a legal recognition assessment is a major incongruence. 3. Inclusive and standard assessment are key points in the reinforecement by AM of legal recognition assessment, but it takes a lot of time and is not endowed with adding an extra weight and is vague to the division between the communication and social recognition grade. 4. AI is useful and easy to evaluate the mental ability, the capacity for locomotion and the daily activities inclusively.

• Journal of The Korean Association For Science Education
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• v.18 no.4
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• pp.571-587
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• 1998

This paper reviews and analyzes the conceptions of science achievement in the United States and Korean reform documents, including those on science content standards(NSES, Porject 2061, and Korean 7th science curriculum), performance standards(New Standards, and Survey of Ecucational Achievement in Korean Elementary and Secondary Schools), and large-scale assessment framworks(1996 NAEP, TIMSS, The National Assessment of Science Inqury Abilities, The National Assessment of Science Knowledge, and The National Assessment of Affective Characteristics related to Science). The analysis of these documents indicates that there is an overall agreement on the conceptions of science achievement. The documents consistently emphasize high achievement in terms of knowledge and abilities in scientific, technological, social, and environmental perspectives. In addition, these documents define science achievement at different developmental levels and at certain depths of knowledge and abilities for all students. Despite the overall agreement, there are also noticeable variations among the documents because of different contexts and purposes. There is a difference in the balance of representations or emphases among content and process standards in the documents. The conceptions of science achievement in the Korean documents are not as comprehensive or inclusive as those in the United States documents. There is no representation of the mathematical world, the nature of science, historical perspectives, unifying concepts, or scientific communication. From these results, two conclusions are drawn. First, more coherent conceptions of science achievement are needed for common understanding among educators and the public. Second, efforts are needed for developing more comprehensive and inclusive conceptions of science achievement in Korea.

• Journal of Gastric Cancer
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• v.22 no.4
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• pp.273-305
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• 2022

Gastric cancer (GC) is one of the most common lethal malignant neoplasms worldwide, with limited treatment options for both locally advanced and/or metastatic conditions, resulting in a dismal prognosis. Although the widely used morphological classifications may be helpful for endoscopic or surgical treatment choices, they are still insufficient to guide precise and/or personalized therapy for individual patients. Recent advances in genomic technology and high-throughput analysis may improve the understanding of molecular pathways associated with GC pathogenesis and aid in the classification of GC at the molecular level. Advances in next-generation sequencing have enabled the identification of several genetic alterations through single experiments. Thus, understanding the driver alterations involved in gastric carcinogenesis has become increasingly important because it can aid in the discovery of potential biomarkers and therapeutic targets. In this article, we review the molecular classifications of GC, focusing on The Cancer Genome Atlas (TCGA) classification. We further describe the currently available biomarker-targeted therapies and potential biomarker-guided therapies. This review will help clinicians by providing an inclusive understanding of the molecular pathology of GC and may assist in selecting the best treatment approaches for patients with GC.

• Journal of Digestive Cancer Research
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• v.5 no.1
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• pp.16-22
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• 2017

A specialist in the medical field is probably one of the most time-consuming professions to train for before one is considered an expert. Inclusive of medical school, it can take as long as 20 or more years of structured training before one graduates as a new specialist in a particular surgical subspecialty or medical field. A fellowship is often the last official phase in this professional marathon, typically defined as a 1 to 2-year full-on clinical subspecialty experience. One would expect this important "finishing school" to be well researched and written about, however, as compared to other professionals and fields, there is scanty literature on how one can get into a good fellowship program. This is a perspective piece on the intricacies of securing a position in a good fellowship program, drawn from the collective experience of the authors, their colleagues and friends. There are several ways to achieve this and many processes one will encounter. A variety of factors one will need to consider, decide and works towards in this effort of optimizing of their chances of success in getting into their fellowship program of choice. The thought processes, suggestions and solutions at each phase may be helpful. In conclusion, obtaining a choice fellowship position is as much an art as a science, and maybe some luck. Many factors, some more obvious and objective, some softer and more subtle, can all influence the outcome in one way or another.