• Journal of the Korean Society of Food Culture
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• v.18 no.4
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• pp.333-345
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• 2003

We conducted a survey on Japanese women's consciousness of food culture and their traditional food consumption by self filling-out questionnaire during January, 2000 for the period of a month, For the survey we selected 250 women residing in Kyoto, Japan. For the statistic work we used SAS package system, and t-test, $\cal{X}^2-test$ and Duncan's multiple range test were also used to verify the results significance. The purpose of this survey lies in gathering a basic data on the comparative direction of Korean and Japanese women's food culture in the future 1. Comparing the preferred food purchase place, In case of Korean women, traditional market was comparatively more preferred while Japanese women relatively preferred convenience store (p<0.001). 2. In case of Japanese women, they answered there is no difference from ordinary days on New Year's Day (71%) and Christmas (40%) while 38% answered they prepare food at home. 40% said they prepare food on parents-in-law's birthday, and 41% said no difference from ordinary days. 52% said they prepare food at home on husband's birthday. For their own birthday, 32% said yes to preparing food at home while 45% said no difference and 22.3% said eating out. For children's birthday 65% said preparing at home, 16.3% said no difference and 14.9% said eating out. 3. Comparing the conception on traditional food, Korean women answered 'complicated' (77%) most while 'simple' (5%) least, which indicates their demands for simplified recipes. In case of Japanese women, 'complicated' (44%) was most while 'scientific' (6%) was least which indicates their demands for scientific way of recipes. There were differences shown by age (p<0.001) and the older the more said 'simple' or 'logical' (p<0.01). 4. As the reason for the complicity of traditional food recipes, Koreans said 'too many hand skill' (60%) most while 'too many spices' (8%) least. For Japanese, 'various kind of the recipe' (55%) was most while 'too many hand skill' (7%) was least. There were significant differences shown by academic background (p<0.01) and income(p<0.01), and the lower the academic background, the more said 'too many spices' as the reason for the complicity in making traditional food. Generally, the lesser the income, the more tendency to say 'various kinds of the recipe'. 5. In case of Koreans, 'the recipe is difficult' (56%) was high while 'uninterested' (9%) was low in answer which showed differences by academic background (p<0.05), and in case of Japanese, 'no time to cook' (44%) was high while 'uninterested' (7%) was low. 6. The following is the reasons for choosing traditional food as a snack for children. In case of Koreans, they answered as 'traditional food' (34%), 'made from nutrious and quality materials' (27%), 'for education' (22%) and 'suites their taste' (17%) revealing 'traditional food' is highest. In case of Japanese, it was revealed in the order of 'made from nutrious and quality materials' (36.3%), 'traditional food' (25.2%), 'suites their taste' (22.6%), 'for education' (12.8%) and 7. Comparing the most important thing for the popularization of traditional food in the world, Koreans answered 'taste and nutrition' (45%) most while 'shape and color' (6%) least. In case of Japanese, 'taste and nutrition' (75%) was answered most while 'hygienic packaging' (4%) was least. Both considered 'taste and nutrition' as most important thing for the popularization of traditional food in the world. 8. In case of Koreans, they answered they learn how to make traditional food 'from mother' (47%), 'media' (18%), 'school' (15%), 'from mother-in-law' (14%), 'private cooking school' (4%) and 'close acquaintances' (2%). In case of Japanese, they said mostly learn 'from mother', but it was also shown that the lower the academic background the lesser the tendency of learning 'from mother' but 'from school' (p<0.001). 9. About the consumption of traditional fermented food, Koreans said they make kimchi (90%), pickled vegetables (39%), soy sauce (33%), bean paste (38%), salted fishery (12%) and traditional liquors (14%) at home while 67% for salted fishery and 48% for traditional liquors answered they buy rather than making at home. On the other hand, Japanese answered they mostly buy kimchi (60%), soy sauce (96%), bean paste(91%), natto(92%), salt fermented fish foods (77%) and traditional alcoholic beverage (88%) to eat. This difference was shown very distinct between Korean and Japanese women (p<0.001). 10. About the most important thing in food, Koreans answered in the order of 'liking and satisfaction' (33%), 'for health' (32%), 'for relieve hunger' (18%) and 'convenience' (17%). In case of Japanese, it was revealed in the order of 'for health' (61%), 'liking and satisfaction' (20%), 'to relieve hunger' (16%) and 'convenience' (3%). This shows that Japanese women take comparably more importance to health than Korean women. The conception of food was shown different between Korean and Japanese women (p<0.001), and Koreans showed level 4-5 of food culture while Japanese showed level 5.

• Journal of Elementary Mathematics Education in Korea
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• v.17 no.2
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• pp.321-350
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• 2013

The purpose of this study to analysis of problem posing in 5th and 6th grade mathematics textbooks and to comprehend errors in the problem posing activity of 6th graders in elementary school. For solving the research problems, problem posing contents were extracted from mathematics textbooks and practice books for the 5th and 6th grade of elementary school in the 2007 revised national curriculum, and they were analyzed, according to each grade, domain and type. Based on the analysis results, 10 problem posing questions which were extracted and developed, were modified and supplemented through a pre-examination, and a questionnaire that problem posing questions are evenly distributed, according to each grade, domain and type, was produced. This examination was conducted with 129 6th graders, and types of error in problem posing were analyzed using collected data. The implications from the research results are as follows. First, it was found that there was a big numerical difference of problem posing questions in the 5th and 6th grade, and problem posing questions weren't properly suggested in even some domains and types, because the serious concentration in each grade, type and domain. Therefore, textbooks to be developed in the future would need to suggest more various and systematic of problem posing teaching learning activity for each domain and type. Second, the 'error resulting from the lack of information' occurred the most in the problems that 6th graders posed, followed by the 'error in the understanding of problems', 'technical errors', 'logical errors' and 'others'. This implies that a majority of students missed conditions necessary for problem solving, because they have been used to finding answers to given questions only. For such reason, there should be an environment in which students can pose problems by themselves, breaking from the way of learning to only solve given problems.

• Journal of Gifted/Talented Education
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• v.22 no.3
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• pp.619-637
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• 2012

The purpose of this study is to develop a new program for elementary math-gifted students by using 'Girih Tililng' and apply it to the elementary students to improve their math-ability. Girih Tililng is well known for 'the secrets of mathematics hidden in Mosque decoration' with lots of recent attention from the world. The process of this study is as follows; (1) Reference research has been done for various tiling theories and the theories have been utilized for making this study applicable. (2) The characteristic features of Mosque tiles and their basic structures have been analyzed. After logical examination of the patterns, their mathematic attributes have been found out. (3) After development of Girih tiling program, the program has been applied to math-gifted students and the program has been modified and complemented. This program which has been developed for math-gifted students is called 'Exploring the Secrets of Girih Hidden in Mosque Patterns'. The program was based on the Renzulli's three-part in-depth learning. The first part of the in-depth learning activity, as a research stage, is designed to examine Islamic patterns in various ways and get the gifted students to understand and have them motivated to learn the concept of the tiling, understanding the characteristics of Islamic patterns, investigating Islamic design, and experiencing the Girih tiles. The second part of the in-depth learning activity, as a discovery stage, is focused on investigating the mathematical features of the Girih tile, comparing Girih tiled patterns with non-Girih tiled ones, investigating the mathematical characteristics of the five Girih tiles, and filling out the blank of Islamic patterns. The third part of the in-depth learning activity, as an inquiry or a creative stage, is planned to show the students' mathematical creativity by thinking over different types of Girih tiling, making the students' own tile patterns, presenting artifacts and reflecting over production process. This program was applied to 6 students who were enrolled in an unified(math and science) gifted class of D elementary school in Daejeon. After analyzing the results produced by its application, the program was modified and complemented repeatedly. It is expected that this program and its materials used in this study will guide a direction of how to develop methodical materials for math-gifted education in elementary schools. This program is originally developed for gifted education in elementary schools, but for further study, it is hoped that this study and the program will be also utilized in the field of math-gifted or unified gifted education in secondary schools in connection with 'Penrose Tiling' or material of 'quasi-crystal'.

• Journal of The Korean Association For Science Education
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• v.19 no.1
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• pp.41-61
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• 1999

In this study I defined the direction Integrated Science Education(ISE) should take. So that I groped for the direction ISE should take in the inherent nature of science and education, analyzing their respective validity from philosophical and psychological angles. Based upon these researches, I formulated the three directions for ISE to take; knowledge-centered, social problem-centered, and individual interest-centered. The results of this thesis may be summed up as follows: 1. The knowledge-centered ISE that thinks the inherent nature of science is in the scientific knowledge is based upon Hirst's integrated logic which is built on discipline-centered educational viewpoint. Now, the focus of interdisciplinary integration consists in clarifying the meanings of knowledge and the logical relations between one knowledge and another according to the respective form of exploration. The knowledge-centered ISE, therefore, was analyzed to find its justification in the educational philosophy of idealism, realism, neo-scholasticism; in the educational theories of essentialism, behaviorism, perennial ism; in the scientific philosophy of empiricism. positivism; in the educational psychology of developmental psychology and constructivism. 2. The social problem-centered ISE that thinks the inherent nature of science is the process of social concord is based upon Dewey's integrated logic which is built on experience-centered educational viewpoint. Now, the focus of interdisciplinary integration consists in the methodological aspect facilitating the process of experience. The social problem-centered ISE, therefore, was analyzed to find its theoretical justification in the educational philosophy of pragmatism; in the educational theory of progressivism; in the scientific philosophy of relativism and rationalism; and in the educational psychology of developmental psychology and constructivism. 3. The individual interest-centered ISE is based upon Patterson's integrated logic which is built on human-centered educational viewpoint. The focus of education here is self-realization. Therefore, rather than provide in learning conditions from outside, one is made to choose them oneself and the process of satisfying one's motive is emphasized. The individual interest-centered ISE, therefore, was analyzed to find its theoretical justification in the educational philosophy of existentialism; in the educational theory of humanism; in the scientific philosophy of relativism; and in Gestalt psychology.

• Sleep Medicine and Psychophysiology
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• v.3 no.1
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• pp.68-78
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• 1996

Objective : The Mini-Mental State Examination(MMSE) and Brief Cognitive Rating Scale(BCRS) are frequently using screening tests fur evaluating the cognitive function in clinical practice and research. The authors tried to evaluate the clinical usefulness of these tests for the patients with non-traumatic subcortical cerebrovascular disease. Method : We administered the MMSE and BCRS to 85 patients and 195 normal control group. In order to compare the test results according to the lesion site, we divided patients into left sided lesion group(21 patients), right sided lesion group(31 patients) and both sided lesion group(13 patients). Their cognitive function was evaluated by the BNA and daily living functional activity was examined by the IADLs(Instrumental Activities of Daily Living Scale)and GERRI(Geriatric Evaluation by Relative's Rating Instrument). Results : The results are as follows : 1) In the BNA, the patients scored significantly lower than control group at all items(except Right-Left Orientation and Motor Impersistence), but there were no difference in the MMSE(total score and all 5 items), and only 2 items(recent memory and self-care) were significantly different between two groups in the BCRS. 2) In the comparison by lateralization, there were significant differences among three groups at 3 items(Left Tactile Form Perception, Left Finger Localization and Right Finger Localization) in the BNA. But, there were no difference in the MMSE and BCRS. 3) In the correlation between daily living functioning and the MMSE/BCRS, control group showed no relation(except item of cognitive functioning), but patient group was significantly correlated with 3 items(social functioning, instrumental activities of daily living and cognitive functioning). Conclusions : These findings suggest that MMSE and BCRS are not useful as the test for cognitive function and discrimination of lateralization in patients with non-traumatic subcortical cerebrovascular disease. However, scores of these tests may be related with the functional level(such as daily living function) of patients.

• KDI Journal of Economic Policy
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• v.34 no.2
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• pp.55-93
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• 2012

In Korea, energy policies are actualized through various energy-related plans. Recently, however, as high-ranking plans, which are very vision-oriented, continually set higher sector-by-sector goals, subordinate action plans, which require consistency, encounter distortions in their establishment process. Also, each subordinate action plan reveals limitations in terms of securing flexibility of the plan in responding to uncertainties of the future. These problems pose potential risks such as causing huge social costs. In this regard, with an aim to provide empirical evidence for discussions on improving the procedure for developing and executing Korea's energy plans, this study mainly analyzes the Basic Plan on Electricity Demand and Supply-one of the most important subordinate action plans-in order to explain the problems of the Basic Plan in a logical manner, and potential problems that could occur in the process of sustaining consistency between the Basic Plan and its higher-ranking plans. Further, this paper estimates the scale of social costs caused by those problems assuming realistic conditions. According to the result, in the case of where maximum electric power is estimated to be 7% (15%) less than the actual amount in the Basic Plan on Electricity Demand and Supply, the annual generation cost will rise by 286 billion won and (1.2 trillion won) in 2020. Such social costs are found to occur even when establishing and executing the Basic plan according to the target goal set by its higher-ranking plan, the National Energy Master Plan. In addition, when another higher-ranking GHG reduction master plan requires the electricity sector to reduce emissions by additional 5% in the GHG emissions from the right mix in electricity generation with 'zero' cost of carbon emission, the annual generation cost will rise by approximately 915 billion won in 2020. On the other hand, the analysis finds that since economic feasibility of electric powers in Korea varies significantly depending on their type, Korea is expected to face very small potential social costs caused by uncertainties over the future price of carbon dioxide in the process of establishing the Basic Plan.

• Journal of the Korean Society of Hazard Mitigation
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• v.9 no.4
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• pp.81-89
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• 2009

The seepage should be analyzed to design or reinforce the levees. The steady seepage analysis is an usual application in USA and European countries where the large scaled dams and levees are existed. However, Korea and Japan, where the reaching time is short, the excessive forces are applied on the levees at the short reaching time if the seepages are analyzed in steady condition. Accordingly, the unsteady analysis based on the variation of time is necessitated. In the unsteady analysis, the flood wave type is necessary. No criteria and standards, however, are derived for the unsteady seepage in Korea. In the study, the flood wave type is derived for the unsteady seepage. The major reliable flood surface data are collected in 5 stations including Jindong of the Nakdong river basin. The data are sorted in duration, and they are non-dimensionalized. The statistical method is also applied to derive the waves. To verify the study, the seepage is analyzed by the derived wave and applied to the prototype. The results are also compared with the Japanese Method. The errors between the hydraulic gradient and critical velocity method are $0{\sim}0.7%$, $0{\sim}0.7%$ at the Jindong, $1.6{\sim}4.0%$, $1.7{\sim}4.1%$ at the Hyunpoong, $0.6{\sim}3.6%$, $0.6{\sim}3.7%$ at the Waegwan, $2.0{\sim}8.1%$, $2.0{\sim}8.1%$ at the Nakdong, and $1.2{\sim}9.8%$, $1.3{\sim}9.9%$ at the Jeongam, respectively. The relationship($R^2$) between each method is relatively high as $0.983{\sim}0.999$. This means the results are more logical than the Japanese method, and the study is applicable to the design of hydraulic structures.

• Journal of Korean Academy of Nursing
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• v.22 no.1
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• pp.49-67
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• 1992

Most hospitalized children will experience physical pain as well as psychological distress. Preschool children's pain perception related to painful procedures can increase due to elevated anxiety and fear because they do not have understanding logical of their disease and hospitalization. In particular, they are distressed about needle - related procedures which are feared because they are seen to be a cause of bodily damage. This descriptive study attempted to identify pain perception levels in preschool children and their mothers. A self-reporting measurement and behavioral observation were used to collect the data. A total of 25 hospitalized preschool children and their mothers were investigated and data were collected about 60 painful procedures. Data collection was carried out by the researcher and two trained investigators from November first to December tenth. Three insruments were used to collect the data : Faces Pain Rating Scale(FPRS) developed by Beyer was used to measure the degree of preschool children's pain perception about painful procedures. The Visual Analogue Scale(VAS) devised by Huskisson was used to assess the degree of mothers' pain perception about their children's painful procedures. A Pain Behavioral Checklist based on the Procedure Behavior Check List by LeBaron and Zelter and modified by the researcher was used to observe behaviors of preschool children, their mothers, and nurses when the painful procedures took place. The data were analyzed by an SPSS program, and were tested using real numbers, percentages, Pearson correlation coefficient, t-test, and ANOVA. The results of this study are as follows : 1. Of all the painful procedures, the mean score for the FPRS for the preschool children's pain perception was 4.02 points, and the mean score for the VAS of mothers' pain perception was 10.92 points. 2. A Positive correlation which was statistically significant was found between the pain perception of preschool children and their mothers (r＝.53, p＜.01). that is, the higher the children's pain perception was, the higher their mothers' pain perception was. 3. The characteristics of the painful procedures related with children's pain perception as follows : The type of painful procedure was found to be statistically significant (F＝23.44, p＜.01), Among the three procedures Ⅳ starting was found to be perceived as the most painful procedures to the children. The greater the number of times that the procedure had been done, the higher the pain perception was (F＝4.44, p＜.01), and the longer the duration of the procedure, the higher the pain perception wa(r＝.30, p＜.05). Pain perception in the treatment room was higher than in the children's room(t＝6.30, ＜.01), pain perception in the mother's presence was the higher than when the mother was not present (t＝2.91, p＜.01). 4. The characteristics of the painful procedures related with the mothers' pain perception as follows : The type of painful procedure was found to be statistically significant(F＝6.01, p＜.01). Among the three procedures Ⅳ sampling was found to be perceived as the most painful procedures to the mothers. The greater the number of times that the procedure had been done, the higher the pain perception was (F＝5.95, p＜.01), and the longer the duration of the procedure, the higher the pain perception was (r＝.31, p＜.05). Pain perception in the treatment room was higher than in the children's room (t＝3.51, p＜.01), but pain perception in the mother's presence showed statistically significant no difference. 5. Of all of the 19 children's behaviors during the painful procedures, the most frequent behaviors observed Were as follows in order of frequency “crying”, “screamirig”, “facial grimacing”, “physical resistance”, Of all of the nine methers' behaviors, the most frequent by observed in “console children”, “hold children”, “applaud children”, Of all of the 11 nurses' behaviors during the painful procedures, the mast frequent in order were “smiling”, “physical restraint”, “console children”, “praise children”. 6. A positive correlation between children's and mothers' pain perception and children's behaviors was found to be statistically significant (r＝.65, p＜.01, r＝67, p＜.01). Also the relationship between children's and mothers' pain percertion, and mothers' behavior was found to be statistically significant (r＝.57, p＜. 01, 4＝.60, p＜.01). The relationship between children's pain perception and nurses' behaviors was also found to be statistically significant (r＝.46, p＜.01), but there was difference between mothers' pain perception and nurses' behaviors.

• Journal of the Korean Chemical Society
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• v.48 no.6
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• pp.645-653
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• 2004

The purpose of this study was to compare and analyze the cognitive levels of 11th grade students and those required in high school chemistry I textbooks standardized by the 7th national education curriculum. For this study, the cognitive development stages of 456 11th grade students were surveyed using short-version GALT (group assessment of logical thinking). Furthermore, 15 basic concepts were extracted from the contents on water and air, 2 units in chemistry I order to analyze the cognitive levels necessary for understanding high school textbooks, using CAT (curriculum analysis taxonomy). The results showed that 52.5% of the surveyed 11th grade students reached the formal operational level, 28.3% transitional levels, and 19.5% concrete operational levels. 68.9% of the academic high school students and 6.6% of the technical high school students reached the formal operational levels, and the ratio of formation was very different in each logics. As a result of the analyzing the cognitive levels needed for understanding chemistry I textbook contents, in spite of a change in national education curriculum, there were no great change in cognitive levels required by scientific concept except some inquiry activities. The cognitive levels in high school chemistry I textbooks by the 7th national education curriculum appeared higher than the cognitive levels of 11th grade student, but cognitive levels of inquiry activities were similar to the cognitive levels of the students. Chemistry teachers thought of chemistry I textbooks by the 7th national education curriculum as desirable because scientific concepts were reduced and a lot of real life materials were adapted. However, they pointed out a problem of difference in contents levels compared with chemistry I textbooks because scientific concepts were greatly reduced in chemistry I textbooks. The cognitive levels required in chemistry I textbooks still appeared higher than those of the students. Consequently, various teaching and learning methods and materials will have to be developed to be suitable for the students' cognitive levels.

• Journal of the Korean School Mathematics Society
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• v.18 no.1
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• pp.1-14
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• 2015

In this paper, in order to improve the teaching contents on even and odd number, composition and decomposition of numbers, and (1 digit)+(1 digit) with carrying, (10 and 1 digit)-(1 digit) with borrowing, the corresponding teaching contents in ${\ll}$Math 1-1${\gg}$, ${\ll}$Math 1-2${\gg}$ are critically reviewed. Implications obtained through this review can be summarized as follows. First, the current incomplete definition of even and odd numbers would need to be reconsidered, and the appropriateness of dealing with even and odd numbers in first grade would need to be reconsidered. Second, it is necessary to deal with composition and decomposition of numbers less than 20. That is, it need to be considered to compose (10 and 1 digit) with 10 and (1 digit) and to decompose (10 and 1 digit) into 10 and (1 digit) on the basis of the 10. And the sequence dealing with composition and decomposition of 10 before dealing with composition and decomposition of (10 and 1 digit) need to be considered. And it need to be considered that composing (10 and 1 digit) with (1 digit) and (1 digit) and decomposing (10 and 1 digit) into (1 digit) and (1 digit) are substantially useless. Third, it is necessary to eliminate the logical leap in the calculation process. That is, it need to be considered to use the composing (10 and 1 digit) with 10 and (1 digit) and decomposing (10 and 1 digit) into 10 and (1 digit) on the basis of the 10 to eliminate the leap which can be seen in the explanation of calculating (1 digit)+(1 digit) with carrying, (10 and 1 digit)-(1 digit) with borrowing. And it need to be considered to deal with the vertical format for calculation of (1 digit)+(1 digit) with carrying and (10 and 1 digit)-(1 digit) with borrowing in ${\ll}$Math 1-2${\gg}$, or it need to be considered not to deal with the vertical format for calculation of (1 digit)+(1 digit) with carrying and (10 and 1 digit)-(1 digit) with borrowing in ${\ll}$Math 1-2 workbook${\gg}$ for the consistency.