• (The)Study of the Eastern Classic
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• no.34
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• pp.363-385
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• 2009

I criticize Mou's moral metaphysics and propose the alternative depending on Kant's analysis on the sublime. (1) Mou's moral metaphysics conflicts with the scientific world view. (2) Kant's 'aesthetic space' does not conflict with the scientific world view. Futhermore, Kant's 'aesthetic space' satisfies the conditions which Mou's moral metaphysics requires. (3) Mencius's autonomous morality is not sufficient for justifying the moral law or categorical imperative. (4) At this point, the sublime plays the important role in bridging between nature and morality. (5) In Kant's context, the possibility of the autonomous moral action is achieved on the basis of the educated feeling of the sublime.

• Korean Journal of Radiology
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• v.23 no.5
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• pp.517-528
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• 2022

Due to its excellent diagnostic performance, CT is the mainstay of diagnostic test in adults with suspected acute appendicitis in many countries. Although debatable, extensive epidemiological studies have suggested that CT radiation is carcinogenic, at least in children and adolescents. Setting aside the debate over the carcinogenic risk of CT radiation, the value of judicious use of CT radiation cannot be overstated for the diagnosis of appendicitis, considering that appendicitis is a very common disease, and that the vast majority of patients with suspected acute appendicitis are adolescents and young adults with average life expectancies. Given the accumulated evidence justifying the use of low-dose CT (LDCT) of only 2 mSv, there is no reasonable basis to insist on using radiation dose of multi-purpose abdominal CT for the diagnosis of appendicitis, particularly in adolescents and young adults. Published data strongly suggest that LDCT is comparable to conventional dose CT in terms of clinical outcomes and diagnostic performance. In this narrative review, we will discuss such evidence for reducing CT radiation in adolescents and young adults with suspected appendicitis.

• Journal of the Korean School Mathematics Society
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• v.10 no.2
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• pp.207-219
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• 2007

Students have a hard time with a formal proof, which is one of most important part in mathematics education. They were taught the proof with algebraic visual materials using technology and specialized visual materials. But, they experienced the difficulty in justifying due to the lack of experimental recognition with the representation using technology. The specialized visual materials limited the extension of mathematics thinking of students because it worked only for the case that is fixed. In order to solve this type of problem, we made algebraic visual materials for 9th graders using technology and generalized visual materials so that students experience for themselves to help them to experience experimental justification, thus we recognized that they were improved in enhancing mathematical thinking.

• Journal of the Computational Structural Engineering Institute of Korea
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• v.13 no.3
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• pp.295-304
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• 2000

To evaluate the structural integrity for the strainer under seismic loading the seismic analysis and design were performed for T-type strainer in accordance with ASME, Section Ⅲ, Class 3(ND). Since there are no specified design requirements for the strainer in ASME Code, the strainer body was analysed according to ND-3500, valve design. Flanged joints connected with PCS piping were designed according to ND-3658.3. And the criteria for the cover flange was governed by the Appendix XI. Both a frequency analysis and an equivalent static seismic analysis of the strainer were carried out using the finite element computer program, ANSYS. The frequency analysis results show the fundamental natural frequency is greater than 33Hz, thus justifying the use of the equivalent static analysis through which membrane and bending stresses are obtained in the critical points near the branch connection area. The results of the seismic evaluation fully satisfied with the structural acceptance criteria of the ASME Code. Accordingly the structural integrity on the strainer body and flanges were proved.

• Journal of Elementary Mathematics Education in Korea
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• v.24 no.1
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• pp.169-186
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• 2020

The purpose of this study is to find new material for developing teaching and learning materials for the gifted class of elementary school students by using the rotatable tangram made by modifying the traditional tangram. Rotatable tangram can be justified by gifted students through mathematical communication. However, even gifted class students have some limitations in finding and justifying triangles and rectangles of all sizes unless they go through the 'symbolization' stage at the elementary school level. Therefore, students who need an inquiry process for letters and symbols need to provide supplementary learning materials and additional questions. It is expected that the material of rotatable tangram for the development of teaching and learning materials for elementary school gifted students will contribute to the development of mathematical reasoning and mathematical communication ability.

• Journal of the Korean School Mathematics Society
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• v.20 no.4
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• pp.405-422
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• 2017

Nim games were divided into three stages : one file, two files and three files game, and inquiry activities were conducted for middle school mathematically gifted students. In the first stage, students easily found a winning strategy through deductive reasoning. In the second stage, students found a winning strategy with deductive reasoning or inductive reasoning, but found an error in inductive reasoning. In the third stage, no students found a winning strategy with deductive reasoning and errors were found in the induction reasoning process. It is found that the tendency to unconditionally generalize the pattern that is formed in the finite number of cases is the cause of the error. As a result of visually presenting the binary boxes to students, students were able to easily identify the pattern of victory and defeat, recognize the winning strategy through game activities, and some students could reach a stage of justifying the winning strategy.

• Journal of the Economic Geographical Society of Korea
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• v.19 no.1
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• pp.143-160
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• 2016

The official development assistance (ODA) accompanies an interstate financial transaction, such as trade, foreign direct investment, and money transfer. ODA policy has designated several purposes. Among them, political purposes have been considered to be the key factors in the regional distribution of foreign aid. If we agree the traditional approach that recognizes ODA as a 'political one', the practice of ODA can be a kind of state geopolitics. This study investigates the construction and characteristics of geopolitical discourses. More specifically, this study pays special attention to the 'practical geopolitics' that is crucial to the policy-making. By analyzing the minutes of the National Assembly Standing Committee, four geopolitical discourses were identified: 'practicing humanities as a developed country', 'providing a role model to developing countries', 'developing new foreign markets' and 'coping with global geopolitics'. These geopolitical discourses have been constructed through the process of justifying the ODA policy to the domestic and international audiences. Constructing discourses on ODA shows the representation of a dichotomous and typical image of developed/developing.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.1
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• pp.131-148
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• 2016

Mathematical formal justification may be seen as a bridge towards the proof. By requiring the mathematically gifted students to prove the generalized patterned task rather than the implementation of deductive justification, may present challenges for the students. So the research questions are as follow: (1) What are the difficulties the mathematically gifted elementary students may encounter when formal justification were to be shifted into a generalized form from the given patterned challenges? (2) How should the teacher guide the mathematically gifted elementary students' process of transition to formal justification? The conclusions are as follow: (1) In order to implement a formal justification, the recognition of and attitude to justifying took an imperative role. (2) The students will be able to recall previously learned deductive experiment and the procedural steps of that experiment, if the mathematically gifted students possess adequate amount of attitude previously mentioned as the 'mathematical attitude to justify'. In addition, we developed the process of questioning to guide the elementary gifted students to formal justification.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.2
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• pp.361-383
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• 2011

This study is on teaching about the areas of plane figures through open instruction, which aims to discover the pedagogical meanings and implications in the application of open methods to math classes by running the Math A & B classes regarding the areas of parallelogram, triangle, trapezoid and rhombus for fifth graders of elementary school through open instruction method and analyzing the educational process. This study led to the following results. First, it is most important to choose proper open-end questions for classes on open instruction methods. Teachers should focus on the roles of educational assistants and mediators in the communication among students. Second, teachers need to make lists of anticipated responses from students to lead them to discuss and focus on more valuable methods. Third, it is efficient to provide more individual tutoring sessions for the students of low educational level as the classes on open instruction methods are carried on. Fourth, students sometimes figured out more advanced solutions by justifying their solutions with explanations through discussions in the group sessions and regular classes. Fifth, most of students were found out to be much interested in the process of thinking and figuring out solutions through presentations and questions in classes and find it difficult to describe their thoughts.

• Journal of Educational Research in Mathematics
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• v.11 no.1
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• pp.157-177
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• 2001

Modern society's technological and economical changes require high-level education that involve critical thinking, problem solving, and communication with others. Thus, today's perspective of mathematics and mathematics learning recognizes a potential symbolic relationship between concrete and abstract mathematics. If the problems engage students' interests and aspiration, mathematical problems can serve as a source of their motivation. In addition, if the problems stimulate students'thinking, mathematical problems can also serve as a source of meaning and understanding. From these perspectives, the purpose of my study is to prove that mathematical modeling tasks can provide opportunities for students to attach meanings to mathematical calculations and procedures, and to manipulate symbols so that they may draw out the meanings out of the conclusion to which the symbolic manipulations lead. The review of related literature regarding mathematical modeling and model are performed as a theoretical study. I especially concentrated on the study results of Freudenthal, Fischbein, Lesh, Disessea, Blum, and Niss's model systems. We also investigate the emphasis of mathematising, the classified method of mathematical modeling, and the cognitive nature of mathematical model. And We investigate the purposes of model construction and the instructive meaning of mathematical modeling. In conclusion, we have presented the methods that promote students' effective model construction ability. First, the teaching and the learning begins with problems that reflect reality. Second, if students face problems that have too much or not enough information, they will construct useful models in the process of justifying important conjecture by attempting diverse models. Lastly, the teachers must understand the modeling cycle of the students and evaluate the effectiveness of the models that the students have constructed from their classroom observations, case study, and interaction between the learner and the teacher.