• Korea-Australia Rheology Journal
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• v.21 no.4
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• pp.225-233
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• 2009

In various attempts to relate the behaviour of highly-elastic liquids in complex flows to their rheometrical behaviour, obvious candidates for study have been the variation of shear viscosity with shear rate, the two normal stress differences $N_1$ and $N_2$, especially $N_1$, and the extensional viscosity $\eta_E$. In this paper, we shall be mainly interested in 'constant-viscosity' Boger fluids, and, accordingly, we shall limit attention to $N_1$ and $\eta_E$. We shall concentrate on two important flows - axisymmetric contraction flow and "splashing" (particularly that which arises when a liquid drop falls onto the tree surface of the same liquid). Modern numerical techniques are employed to provide the theoretical predictions. It is shown that the two obvious manifestations of viscoelastic rheometrical behaviour can sometimes be opposing influences in determining flow characteristics. Specifically, in an axisymmetric contraction flow, high $\eta_E$ can retard the flow, whereas high $N_1$ can have the opposite effect. In the splashing experiment, high $\eta_E$ can certainly reduce the height of the so-called Worthington jet, thus confirming some early suggestions, but, again, other rheometrical influences can also have a role to play and the overall picture may not be as clear as it was once envisaged.

• Journal of Korean Elementary Science Education
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• v.33 no.2
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• pp.231-241
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• 2014

This study is subject to compare the STEAM and the STEM education of Korea, the U.K., and the U.S. to find their differences and similarities, as well as the implications in implementing the STEAM education in Korea. In order to accomplish this, the educational objectives, contents and topics, teaching and learning methods, subjects and timing for education, and convergence curriculum were compared; also, after choosing the representative program of each country, a cross-comparative analysis was done for the teaching and learning method distribution ratio, content element distribution ratio, program distribution ratio, STEAM domain ratio, curriculum structure and domain ratio, frequency of inquiry process, basic inquiry, integrated inquiry frequency, hourly basic inquiry, and integrated inquiry process. As a result, it was possible to obtain 77 programs, a total of 656 class hours of Korea, 65 programs and 846 class hours of the U.S., and 75 programs and 774 class hours of the U.K. The results are as follows: Korea's STEAM and the U.K. and the U.S.' STEM all include science, technology, engineering, arts, and mathematics, but in terms of frequency, Korea's STEAM has higher figure in arts. However, the U.K. and the U.S. have higher frequency of debate and discussion, and there were many cases of a student, after receiving feedback from other students, modifying the work.

• Journal of the Korean Institute of Intelligent Systems
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• v.26 no.3
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• pp.226-232
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• 2016

The research for the improvement in math and science scores is active by the brain exercises, stress reliefs, and emotion sensitized illuminations. This principle is based on the following facts that the most effective brain turns are supported with the circumstances not only when the brain wave should keep stability and comfort in science criticism, but also when minimized stress and comfortable illumination should be adjusted in solving math problem. In this paper, in order to effectively learn mathematics and science, the most optimized simulating tests in learning conditions are conducted by using a stress relief. However, depending on the users' tastes, the effectiveness on favorite music or colors therapy have no convergency but many differentiations. Therefore, in this paper, in order to solve this problem, the proposed optimal illumination and music therapy treatment using fuzzy inference method.

• Education of Primary School Mathematics
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• v.15 no.3
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• pp.201-218
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• 2012

In this study, the following topics were investigated targeting elementary school students: Schema formed through precise notion of cognitive and the connection of the concepts when studying common divisor, common multiple, and the lowest common multiple, configuration ability and problem solving of the students when learning using a modified schema, how the schema of the student to advance to a higher level, and how the deformation of the schema is carried out student's configuration of concept and problem solving ability. As a result, it was found out that cognition about precise concept, schema and the modified schema are important factors when a primary concept was developed into a secondary concept, and play important roles when the connection and the formation of the modified schema created by cognition about the precise primary concept rather than by the formation of the secondary concept (formation of the secondary schema) created by the connection between the primary concept.

• Education of Primary School Mathematics
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• v.20 no.2
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• pp.163-175
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• 2017

The purpose of the study is to identify the effect of length and right angle indication on the understanding of the concept of the figure when presenting the task of classifying the plane figures. we recorded thirty three 4th grade students' performance with eye-tracking technologies and analyzed the correct answer rate and gaze duration. The findings from the study were as follows. First, correctness rate increased and Gaze duration decreased by marking length in isosceles triangle and equilateral triangle. Second, correctness rate increased and Gaze duration decreased by marking right angle in acute angle triangle and obtuse triangle. Based on these results, it is necessary to focus on measuring the understanding of the concept of the figure rather than measuring the students' ability to measure by expressing the length and angle when presenting the task of classifying the plane figures.

• The Mathematical Education
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• v.59 no.3
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• pp.255-269
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• 2020

In this study, how to instruct the computational estimation of addition and subtraction was considered from the perspective of a 'intended-written-implemented' multi-dimensional curriculum. To this end, the 2015 revised elementary school mathematics curriculum as a intended curriculum and the 2015 revised first~sixth grade textbook as a written curriculum were analyzed with respect to how to instruct the computational estimation of addition and subtraction. As an implemented curriculum, a research study was conducted in relation to the method of instructing teachers about the computational estimation of addition and subtraction. As a result, first, it is necessary to discuss how to develop the ability to estimate and set it as a teaching goal and achievement standard in a separate curriculum to instruct it with learning content. Second, it is necessary to provide an opportunity to learn about various estimation methods by presenting specific activities so that students can learn the estimation itself in a separate operation method. Third, in order to improve the computational estimating ability of addition and subtraction, contents related to the computational estimation need to be included in the achievement criteria, and discussions on the expansion of the areas, and the diversification of the instructing time will be needed.

• Structural Engineering and Mechanics
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• v.57 no.3
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• pp.569-585
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• 2016

This paper highlights a case study that investigates the behaviour of existing bridge, West Terrace Bridge, induced by horizontal seismic loading. Unfortunately the lack of past information related to seismic activity within the NSW region has made it difficult to understand better the capacity of the structure if Earthquake occurs. The research was conducted through the University of Western Sydney in conjunction with Railcorp Australia, as part of disaster reduction preparedness program. The focus of seismic analyses was on the assessment of stress behaviour, induced by cyclic horizontal/vertical displacements, within the concrete slab and steel truss of the bridge under various Earthquake Year Return Intervals (YRI) of 1-100, 1-200, 1-250, 1-500, 1-800, 1-1000, 1-1500, 1-2000 and 1-2500. Furthermore the stresses and displacements were rigorously analysed through a parametric study conducted using different boundary conditions. The numerical analysis of the concrete slab and steel truss were performed through the finite element software, ABAQUS. The field measurements and observation had been used to validate the results drawn from the finite element simulation. It was illustrated that under a YRI of 1/1000 the bottom chord of the steel truss failed as the stress induced surpassed the ultimate stress capacity and the horizontal displacement exceeded the allowable displacement measured in the field observations whereas the vertical displacement remained within the previously observed limitations. Furthermore the parametric studies in this paper demonstrate that a change in boundary conditions alleviated the stress distribution throughout the structure allowing it to withstand a greater load induced by the earthquake YRI but ultimately failed when the maximum earthquake loading was applied. Therefore it was recommended to provide a gap of 50mm on the end of the concrete slab to allow the structure to displace without increasing the stress in the structure. Finally, this study has proposed a design chart to showcase the failure mode of the bridge when subjected to seismic loading.

• Industrial Engineering and Management Systems
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• v.14 no.3
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• pp.221-235
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• 2015

Risk assessment is an important phase of risk management. It is the stage in which risk is measured thoroughly to achieve effective management. Some factors such as probability and impact of risk have been used in the literature related to construction projects. Because in high-rise projects safety issues are paramount, this study has tried to develop a quantifying technique that takes into account three factors: probability, impact and Safety Performance Index (SPI) where the SPI is defined as the capability of an appropriate response to reduce or limit the effect of an event after its occurrence with regard to safety pertaining to a project. Regarding risk-related literatures which cover an uncertain subject, the proposed method developed in this research is based on a fuzzy logic approach. This approach entails a questionnaire in which the subjectivity and vagueness of responses is dealt with by using triangular fuzzy numbers instead of linguistic terms. This method returns a Risk Critical Point (RCP) on a zoning chart that places risks under categories: critical, critical-probability, critical-impact, and non-critical. The high-rise project in the execution phase has been taken as a case study to confirm the applicability of the proposed method. The monitoring results showed that the RCP method has the inherent ability to be extended to subsequent applications in the phases of risk response and control.

• The Korean Journal of Applied Statistics
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• v.18 no.1
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• pp.159-171
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• 2005

The US Food and Drug Administration(FDA) recommends that population bioequivalence and individual bioequivalence would be assessed to address the prescribability and switchability between a brand-name drug and its new formulation or generic copy in its 2001 guidance document. The test for population bioequivalence in the latest FDA guidance is recommended in 2 x 4 crossover design, but it turns out to be very conservative. Recently Lee, Shao & Chow(2002), Chow, Shao & Wang(2003) and McNally, Iyer & Mathew(2002) proposed new statistical methods for assessing population bioequivalence between drugs to correct the biasness of current FDA method. Since 2 x 2 crossover experiment is most welcomed design in bioequivalence testing, we adopt their methods to 2 x 2 crossover designs and compare their methodologies with FDA one through the simulation study.

• Education of Primary School Mathematics
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• v.14 no.1
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• pp.69-79
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• 2011

The purpose of this study is to analyze 3rd, 4th and 5th graders' probability understanding and raise issues concerning instructional methods and search for the possibility of learning probability. For the purpose, a descriptive study through pencil-and-paper test regarding fairness, sample space, probability of event, probability comparison, independence and conditional probability was conducted. The following conclusions were drawn from the results obtained in this study. First, the 3rd, 4th, and 5th grade students scored the highest in the sample space questions. In descending order of skill, the students scored the highest in sample space following probability of events, fairness and probability comparison. Second, however, the level of independence understanding was low. There was no meaningful differences between grades and the conditional probability was the least understood. The independence is difficult to develop naturally according to cognitive development. The conditional probability recognizing the probability of an event changes in non-replacement situations was very difficult for these students. Third, there were significant differences between the 5th graders and the 3rd and 4th graders in the probability comparison questions. It shows that 5th graders understand the concept of proportion when they compare equal ratio probability of an event. The 3rd graers could do different ratio probability of an event more easily than equal ratio probability of an event after they were instructed on probability comparison.