• 대한안전경영과학회지
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• 제26권1호
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• pp.55-61
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• 2024

In this paper, in order to study the relationship between the safety culture of highway management agencies and disaster reduction activities (BCMS), a measurement tool was identified through previous research on safety culture, and the validity of the measurement tool was confirmed through exploratory factor analysis. I want to check. The subjects of the study were workers belonging to disaster reduction activity management system certification organizations among highway management organizations. The highway management agencies are the Korea Expressway Corporation, which manages the functional continuity of national highways nationwide, and 8 of the 21 private road agencies that manage the functional continuity of the highways. The safety culture measurement tool is an indicator that measures safety culture factors, and is reorganized by the researcher based on survey items from previous studies, with management/manager safety values and attitudes, safety communication, safety education and training, and safety regulations/management system as subfactors. A total of 24 questions were comprised of the survey tool. As a result of the study, the result of exploratory factor analysis was that the safety culture scale was extracted into four factors based on theoretical grounds, and the total cumulative variance was 80.360%. When checking the questions for each factor, it was found that all the questions loaded on the factor that was originally intended to be measured. Factor 1 is management, factor 2 is safety, and factor 3 is communication., Factor 4 was named education. Number of questions: 4 management questions, 3 safety questions, communication It consisted of 4 questions and 2 education questions.

• 영어어문교육
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• 제9권spc호
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• pp.39-60
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• 2003

The purpose of the present classroom research is to investigate teacher talk in the primary English classroom with special reference to teacher questions. The analysis of the recorded teacher questions reveals that the teacher asks a carefully structured sequence of questions leading to the clear pedagogical goals she has set: to encourage students to correct themselves; to find out what students know; to personalize the task; and to elicit culture talk. It is also shown that her use of display questions is supportive of learning; the teacher provides feedback in a way which is as communicative as possible in the context of the classroom and which facilitates the attainment of the pedagogical purposes. All these findings suggest that we consider how teacher talk may perform communicative functions in the classroom context rather terms defining communicative teacher talk purely in terms of the norms of communication outside the classroom.

• 한국초등과학교육학회지:초등과학교육
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• 제32권1호
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• pp.95-103
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• 2013

This study described a teacher's dilemma case caused by students' questions and an endeavor to resolve the dilemma. The teacher was faced with the dilemma of whether or not to give answers to the students' questions: Students' meaningful questions should be dealt in class. However, immediate answers for the questions would be difficult for the students to understand. In addition, offering text-based immediate answers would be criticized by a perspective on meaningful science education. Not only ignoring questions but also offering text-based answers could be the reason for a rupture between student and nature. And this made the teacher's dilemma. In this study, We try to address this dilemma and discuss why students should learn text with experience of nature in science class.

• 아동학회지
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• 제22권1호
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• pp.227-240
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• 2001

This review examined trends in research on the assessment of Korean children's story comprehension. Specific areas that were analyzed included types of questions asked in the assessment and variables treated as relevant to the assessment of story comprehension. Literal, inferential, and critical questions were identified. Among the 33 studies reviewed, 20 used all 3 types of questions, the other 13 used only literal questions. The studies using only literal questions interpreted comprehension of a story as "comprehension of letters and/or components of a story." The other studies interpreted it as "comprehension of implied meaning of a story." Other relevant variables were "teaching strategies" (29 studies) and "structural components" (4 studies). None of the studies treated "children's internal variables related to story comprehension."

• 한국언어정보학회:학술대회논문집
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• 한국언어정보학회 2001년도 학술대회 논문집
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• pp.227-229
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• 2001

This paper presents the observation that negative alternative questions across languages can be formed only when negation has not been inverted (Han (1999)), and proposes to derive this fact from the effects of Focus on negation and the LF-syntax of yn-questions. Although the questions in (1) have the same components (they both contain the proposition expressed by John drank coffee or tea plus negation), they do not have the same interpretation. (1b) has either a yn-question reading or an alternative question (alt-) reading. Under, the yn-reading, the possible answers are Yes, John drank coffee or tea and No, John did not drink coeffer or tea, John didn’t drink one of them, and the possible answers are John did not drink coffee and John did not drink tea (see Karttunen (1977), Larson (1985), Higginbotham (1993) on the semantics of alt-questions). (la), on the other hand, has only the yn-reading.

• 말소리와 음성과학
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• 제6권4호
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• pp.37-45
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• 2014

Korean wh-questions and yes-no questions have morphologically the same structure. In speech, however, two types of questions are distinguished by prosodic difference. In this study, we examined if Korean native speakers can distinguish wh-question and yes-no questions produced by Chinese Korean leaners based on the prosodic information contained in the sentences. For this purpose, we performed perception analysis, and 15 Korean native speakers participated in the perception test. The results show that two types of interrogative sentences produced by Chinese Korean leaners were not distinguished by constant pitch contours. These results reveal that Chinese Korean leaners cannot match prosodic meaning and prosodic form. The most saliant prosodic feature used perceptually by native speakers to discriminate two types of interrogative sentences is pitch difference between the F0 pick of wh-word and boundary tone.

• 한국영어학회지:영어학
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• 제2권2호
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• pp.279-285
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• 2002

English allows conjoined wh-questions to have two different readings. The English sentence Which person does John like and Mary admire\ulcorner involves ATB movement and is understood either as single questions requiring one set of individuals that are liked by John and admired by Mary (which person x, likes (j,x) & admires (m,x)) or as coordinated wh-questions, allowing distinct individuals that John likes and Mary admires (which person x, likes (j,x) & which person y, admires (m,y)). I argue this ambiguity is explained by the two key assumptions about wh-movement in Chomsky (1995): (1) Movement is copying. (2) wh-phrases consist of a wh-element and a nominal restrictor. This yields two possible LFs for English depending on whether [Wh+nominal] or wh alone is interpreted as a variable. It is therefore natural for me to propose that number of questions understood corresponds to the number of nominal segments at LF.

• 한국환경교육학회지:환경교육
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• 제22권3호
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• pp.63-71
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• 2009

The aim of this study is to provide the basic data on misconception correction through the investigation of perception extent for 'environmental pollution' concepts in the elementary school students. For this, 18 investigation questions for concepts were created. And then a questionnaire was inputted for 446 elementary school students. The rate of average wrong answer for total questions was 34.9%. The eight questions were appeared as rate of wrong answers over average, suggesting that the misconception extent for 'environmental pollution' was still high. The extent of concepts for total questions between living environments of the study subjects did not show any significant differences. However, the urban students had significantly higher rate of wrong answers than rural students in the three questions, indicating that it is necessary to develop various teaching-learning materials on 'environmental pollution'. Therefore, the teachers have to study the various ways to induce the cognition conflicts through the application of proper teaching-learning for correction of 'environmental pollution' concepts.

• 한국수학교육학회지시리즈A:수학교육
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• 제49권4호
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• pp.395-410
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• 2010

Current mathematics of CSAT(College Scholastic Ability Test) faces time to prepare examination questions according to the new curriculum making this year the last. MEST(Minister of Education, Science and Technology) already decided the range of examination in 2008. However, the discuss about how to construct the questions and what form of questions should be set was not conducted enough. Mathematics items of CSAT will have to undergo changes both in 2012 and 2014. Also, reconstruction of the examination questions for the past 16 years and the exploration of the new direction are strongly required. To accord with these requirements, this study analyze Japan's college entrance exam, NCTUA(National Center Test for University Admissions) which is the most similar to our exams. And then on the basis of this, the applicable implication to set mathematics questions in 2012 and 2014 CSAT will be deducted.

• 영어영문학
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• 제56권6호
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• pp.1135-1161
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• 2010

The interpretations of degree expressions require the postulation of new entities to represent degrees. Diverse entities such as degrees, intervals, and vectors are adopted for degree expressions. Positive degree sentences and questions are properly construed with the introduction of these entities, but their negative counterparts need more consideration. Negative degree sentences show dual patterns of entailments depending on contexts, and negative degree questions are unacceptable, making weak islands. To explicate the distinct nature of negative degree sentences and questions, Fox & Hackl (2006) provide an analysis based on degrees while Abrusan & Spector (2010) suggest a proposal in interval readings of degree expressions. I have pointed out the theoretical problems of these analyses and proposed an alternative in the framework of the vector space semantics, following Winter (2005). Bi-directional scales in vector space fit well with the dual patterns of negative degree sentences, and the notion of a reference vector is useful to accommodate the contextual influence in negative degree sentences and to deal with the unacceptability of negative degree questions.