• Journal of Auto-vehicle Safety Association
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• v.11 no.2
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• pp.6-10
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• 2019

This paper describes effectiveness of accident reduction on vehicles equipped with AEB using accident data occurring in Korea. During the statistical period, we used the number of vehicles which are covered by auto insurance and the number of accidents. To maximize the reduction effect of accidents caused by the driver's carelessness, the analysis was limited to Physical Damage Coverage that covers the cost of repairing or replacing the damaged vehicle caused by the driver's fault. Due to Personal Information Protection Law, it was not capable of comparing the same vehicle using Vehicle Identification Number in this study. Instead of that, we used it as a similar vehicle, so there are limits to the comparison and analysis results. As a result of this study, we have found that the effect of reducing accidents was different depending on the vehicle class, but it was generally concluded that the number of accidents decreased when the vehicle was equipped with an AEB system. Domestic research on the AEB effect of reducing accidents is not active yet. Therefore, it is absolutely essential to analyze the effects according to various conditions such as driver's age, occupation and gender as well as expanding the study models in the future.

• Journal of the Korean Geosynthetics Society
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• v.15 no.2
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• pp.45-54
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• 2016

Double deck tunnels are considered to have a large demand in a near future for solving traffic congestion problems and overcoming the limitations in constructing new tunnels. This study presents a numerical investigation using finite element (FE) analysis on the behaviors of the tunnels and the stability of pillars in a divergence section where single tunnel is diverged from a main line double deck tunnel. The effects of the separation distance between the diverged and the main tunnels and the ground condition were examined through the FE analysis by varying the separation distance from 0.1D to 2.0D (D: diameter of main tunnel) and the rock class from class I to V, respectively, and the analysis results were compared with those using empirical methods, strength-stress ratio, and the volume of interference. The FE analysis results indicated that the separation distance has a larger effect on tunnel behaviors, compared with the rock strength, and a single tunnel with a large cross section is more favorable than two separated tunnels for tunnel stability when the separation distance is below 0.7D.

• The Journal of Korean Academy of Sensory Integration
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• v.15 no.2
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• pp.80-92
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• 2017

Objective : The purpose of this study is to investigate the meaning of students' experience participating in the flipped learning based instruction in sensory integration, and to understand the demand and introspection of participants. Methods : This study used a phenomenological approach of qualitative study. The participants were 10 students in 3rd year of the occupational therapy program in K Univeristy. Data information was collected by one-to-one interview and analyzed through phenomenological research method. Results : Through the interview, 20 units of meaning, 8 central meanings, and 3 themes were drew. The information collected were analyzed into three themes; Learning Experiences in Online and Offline Courses, Request and Introspection of Learners on Flipped Learning. The result showed that online courses brought learners convenience and satisfaction with repeatable learning in every time and space the learner want. However, the learners appealed issues of communication and concentration due to the absence of face-to-face instruction by their instructor. For the offline courses, students showed interest in various practical classwork of sensory integration and changes in their attitude to actively engage in the practical classes. Conclusion : Flipped learning based instruction was effective for the sensory integration classes which require practice in terms of time securement and immersion in practice. The learners requested for adopting flipped learning based instruction to other subjects in occupational therapy curriculum, and introspected that they needed to actively engage in classes through the experience of flipped learning-based classes of sensory integration. The results of this study can be used as a basic resource when flipped learning classes are planned in occupational therapy education.

• Restorative Dentistry and Endodontics
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• v.22 no.1
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• pp.428-446
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• 1997

Restorative procedures can lead to weakening tooth due to reduction and alteration of tooth structure. It is essential to prevent fractures to conserve tooth. The resistance to fracture of the restored tooth may be influenced by many factors, among these are the cavity dimension and the physical properties of the restorative material. The placement of direct composite resin restorations has generally been found to have a strengthening effect on the prepared teeth. It is the purpose of this investigation to study the relationship between the cavity isthmus and the fracture resistance of a tooth in composite resin restorations. In this study, MO cavity was prepared on maxillary first premolar. Three dimensional finite element models were made by serial photographic method and isthmus(1/4, 1/3, 1/2 of intercuspal distance) were varied. Two types of model(B and R model) were developed. B model was assumed perfect bonding between the restoration and cavity wall and R model was left unfilled. A load of 500N was applied vertically at the first node from the lingual slope of the buccal cusp tip. This study analysed the displacement, 1 and 2 direction normal stress and strain with FEM software ABAQUS Version 5.2 and hardware IRIS 4D/310 VGX Work-station. The results were as follows : 1. Displacement of buccal cusp in R model occurred and increased as widening of the cavity, and displacement in B model was little and not influenced by cavity width. 2. There was a significant decrease of stress resulting in increase of fracture resistance in B model when compared with R model. 3. With the increase of the isthmus width, B model showed no change in the stress and strain. In R model, the stress and strain increased both in the area of buccal-pulpal line angle and the buccal side of marginal ridge, therefore the possibility of crack increased. 4. The stress and strain were distributed evenly on the tooth in B model, but in R model, were concentrated on the buccal side of the distal marginal ridge and buccal-pulpal line angle, therefore the possibility of fracture increased.

• The Mathematical Education
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• v.39 no.2
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• pp.151-166
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• 2000

The purpose of this study is to understand what two models of SOLO taxonomy and van Hiele theory suggest and find out what relation there is between the category system of the SOLO taxonomy and the thinking level of the van Hiele theory. The van Hiele theory describes in line of ranking level so that it may increase the teaching effects by putting together a class, which takes into consideration the students thoughts. The SOLO taxonomy focused on the response mode of the students rather than the thinking level or the developmental stage of them to pursuit the method that can describe the students understanding in depth quality-wise. Although the SOLO taxonomy and the van Hiele model seem to have different form and character from outside in terms of their goals, a closer examination reveals that the two stances have much in common and that the models are complementary. Although the van Hiele placed more focus on the thoughts, because the conclusion was based on the students responses, the van Hiele theory can be interpreted within the structure identified in the SOLO model. In this study, we have tried to understand how the response structure form the SOLO taxonomy and the thinking level of the van Hiele theory are related, based on the studies of Pegg and Davery1998). If you briefly look at them, there are following corresponding relation between the SOLO taxonomy and the van Hiele theory. a) The relational level(R) in iconic moe is van Hiele level 1. b) The multisturctural level(M$_2$) in the second cycle of concrete-symbolic mode is van Hiel level 2. c) The relation level(R$_2$) in the second cycle of concrete-symbolic mode is van Hiele level 3. d) The unistructural level(U$_2$) in the second cycle of formal mode is van Hiele level 4. e) The postformal mode is van Hiele levle 5. Though it would be difficult to conclude that these correspondences were perfectly done, if you look at their relation, you can see that the learning process of the students were not carried out uniformly. Therefore, by studying the students response structure, using the SOLO taxonomy, and identifying the learning cycle and understand the geometrical concept more in depth.

• Journal of the Korean earth science society
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• v.25 no.8
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• pp.748-753
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• 2004

The purpose of study is to develop the web-contents for web based instruction (WBI) with the Science Fiction Movie (SF) and investigate the effects of application to the science learning. The results are as follows. 1) Science fiction movies for the earth science classes of middle school were selected, that is the Armageddon, the Apollo13 and the Total Recall. They are related to the chapters, the Earth and the Stars in the 8th grade science textbook. 2) The developed WBI materials were applied to the science classes of the 2nd grade in middle school through the Internet Line. and then the changes of attitude on science and recognition on using the science fiction movies to the class were analyzed. The results show that the science fiction movies have so much related to the contents of science learning and the developed WBI materials are effective to the science classes(p<0.05), but no meaningful (p>0.05) to the attitude on the science excluding the students' interest to science learning.

• The Journal of the Korea Contents Association
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• v.6 no.12
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• pp.216-225
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• 2006

Teaching methods should focus on enabling the students to adopt an open mind towards new experiences and to be flexible to change. Moreover, their purpose lies in encouraging the students to build their ability to discern values so that they can make the right decisions when they are at a crossroad. However, traditional teaching methods were centered on textbooks and on the teachers. This type of teaching method needs to change so that the new teaching method will focus on the students themselves, taking levels of individual students into consideration to enable development of their creativity in line with the demands made during the 21st century, an era of information and globalization. Projected learning method is appropriate for the Physical Education (PE) classes where various activities aim to increase the level of cooperation among students and their investigative skills. Moreover, PE classes pay special attention to the practical aspect. Accordingly, this research makes recommendations for the class execution methods based on projected learning by improving the curriculum for the PE classes, and the effect of these methods are subject to verification.

• The Journal of the Convergence on Culture Technology
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• v.8 no.1
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• pp.307-312
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• 2022

In line with the 4th industrial revolution and the innovative changes of the 21st century knowledge and information society, the education field where the 2015 revised curriculum is applied is facing a situation where it is necessary to consider various teaching and learning methods. Among them, interest in instructional design applying flipped learning suitable for future education is growing, but studies on classes using flipped learning in actual music and education are rare. In general music classes currently conducted in the elementary education field, it is insufficient to learn the musical function targeted in the class. Therefore, this study developed and validated an instructional design model for elementary school music and classes that applied flipped learning based on the ADDIE model, which is a systematic instructional design model, using the design and development research methodology. Based on the developed instructional design model, major issues for each stage were presented, and major educational implications in the development process were discussed.

• Journal of People, Plants, and Environment
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• v.23 no.1
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• pp.101-114
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• 2020

This study focused on the composition of the exterior space of Parkjinsagoga, the types of gardens and planting and the landscape characteristics of walls, and examined its meaning as modern garden remains. Parkjinsagoga is a modern Korean house that harmonizes traditionality and practicality, and is an invaluable material for research not only on architecture but also on changes in the gardens of upper-class gardens. Its exterior space can be divided largely into An-chae (inner house), Outer Sarang-chae (outer house) and Inner Sarang-chae areas, and a garden was created in each yard (inner garden). In particular, one thing noticeable is that the yard of Inner Sarang-chae, unlike traditional gardening styles, was actively decorated. At the center of the yard of Inner Sarang-chae, two atypical planters and artificial moundings were created and the traffic line of the garden was designed to enjoy them while walking. An atypical pond was created on one of the artificial moundings and trees and shrubs were densely planted. Natural stones were also placed. The style seemed to be affected by Japanese gardens. These characteristics observed in the gardens of Parkjinsagoga are closely related to the transitional characteristics that traditional gardens started to show in modern times. A total of 35 families and 57 species were planted in the gardens of Parkjinsagoga and there were 19 species of tall trees, 20 species of shrubs and 17 species of flowering plants. The number of species planted in the garden of Inner Sarang-chae was the highest, and a total of 22 species of tall trees and shrubs. The walls in Parkjinsagoga were basically earth and rock-fill walls but their materials and patterns differed depending on the type of spaces. Four types of walls were found to be introduced to the house.

• Journal of Practical Engineering Education
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• v.15 no.1
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• pp.183-192
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• 2023

This study analyzes the performance of flipped learning, an offline class method conducted in a degree-linked work-learning parallel system. Training in the work-study parallel system, which is conducted as part of job competency improvement, has thoroughly adhered to the offline method, but in line with COVID-19, unlike before, it is changing in the direction of using the online method more actively. However, educational methods such as flipped learning are not new because the degree-linked operation is applied to the academic system and education method of universities and is practically the same form as general university education. Therefore, it is necessary to analyze the educational performance and complementary points of flipped learning, which has recently been expanded in the degree-linked work-study parallel system, considering the characteristics of this system, in which classes are held only on weekends. As a result of statistical analysis based on the survey, some of the outcomes of flipped learning have been confirmed, and in order to increase the performances, it is necessary to continuously seek out specific measures to encourage learning and expand communication between instructors and students.