• English Language & Literature Teaching
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• v.13 no.2
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• pp.63-90
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• 2007

The present study investigated what combination of three form-focused options - explicit explanation, production practice, and corrective feedback - may be effective in helping low-proficiency learners improve accuracy in communicative writing. The subjects were 34 Korean university students enrolled in 'Business English 1' and the study lasted 11 weeks. The relative clause structure was selected as the target structure. The study found that the combination of explicit explanation, sentence-level production practice, communicative writing practice, and recasts had a significantly greater effect on improved accuracy than the combination of communicative writing practice and recasts and that of explicit explanation, communicative writing practice, and recasts. Because the second and third combinations didn't lead to significantly improved accuracy, it can be concluded that of the form-focused options forming the first combination sentence-level production practice made a decisive contribution to the significant increase in accuracy. It also found that the provision of self-correcting opportunities before providing recasts on errors committed in sentence-level production practice resulted in significantly greater accuracy in communicative writing than the provision of recasts alone on them. The results of the study suggest that we should make low-proficiency Korean learners have sentence-level production practice which is intensive and focused and make them self-correct targeted errors before providing them with narrowly focused recasts in order to help them to improve writing accuracy.

• Quality Improvement in Health Care
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• v.12 no.1
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• pp.114-123
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• 2006

Background : Patients who were discharged from the emergency department(ED) may revisit. These patients are divided into two groups; one is expected scheduled condition, the other is unexpected condition. These patients of inappropriate revisits to the ED would be unsatisfied, difficult to make rapport and take legal action as a result of additional medical charges. The purpose of this study was to reduce inappropriate revisits to the ED with a new method which was developed by analyzing inappropriate revisits in 2002. Methods : This study was conducted in a tertiary hospital consisting of 1,278 beds. The most common cause of inappropriate revisits was the medical team's lack of explanation about a disease. Thus we decided that the effective method was to offer full explanations to patients to understand the clinical pathway of a disease. We made four types of stickers to explain most common 4 diseases in 2003. An emergency physician completed 'discharge explanation report' and explained it to patients in 2004. Results : In 2002 inappropriate revisited patients were 164, patients with four diseases were 79. During the same period of 2003, inappropriate revisited patients were 56 (-65.9%), four disease patients were 6 (-92.4%) and in 2004 inappropriate revisited patients were 52, four disease patients were 19. Causes of revisits were lack of explanation about a disease in 35 patients (44.3%) in 2003, and 5 patients (83.3%) in 2003, and 16 patients (84.2%). Conclusions : Application of 'explanation stickers' at discharge reduced inappropriate revisits from 34.5% in 2002 to 15.9% in 2003. Application of 'Discharge explanation report' by emergency physician reduced inappropriate revisits from 15.9% in 2003 to 13.5% in 2004. Reduction of inappropriate revisits elevated the quality of medical treatment, and decreased patients' dissatisfaction in ED.

• Transactions of Materials Processing
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• v.11 no.8
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• pp.641-650
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• 2002

For the production of complicated plastic parts in a cycle, a mold is needed.. The basic tasks of a mold are accommodation and distribution of the resin, shaping and cooling the melt and ejection of the molding. To achieve these goal a mold has several important parts and we classified types of molds. The 6 different major functions of a mold are explained and several types of molds are shown in her. I hope these explanation will help to understand injection molds for a design engineer.

• Journal of the Korean Chemical Society
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• v.47 no.2
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• pp.155-164
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• 2003

This study examined the types of explanations related to physical change and chemical change in the science textbooks of middle and high school based on the prior study of science teachers' understanding. For this research, the researchers analyzed 44 textbooks of middle school science and high school chemistry. As a result, there were no explanation or property type explanation represented in most of the textbooks related to physical and chemical change concepts. Also, there are few relationship represented between physical change and chemical change, and the examples related to physical change and chemical change were confused. These representations of textbooks can give rise to confusion of understanding of teachers and learners. So, it needs to re-design the explanation types correctly and constantly in science textbooks related to physical change and chemical change.

• Journal of Korean Elementary Science Education
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• v.22 no.1
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• pp.15-28
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• 2003

The purpose of this study was to explore the relationships between the concept of heat and that of temperature for elementary students. Eight multiple choice type questions with explanation of reasons for selection were developed based on previous researches and the analysis of science curriculum for elementary students. The students of 9, 10, 11 years(n=292) were selected from two elementary schools in Taegu City. The responses of students' multiple choice and their explanations were analysed in each items χ² test used for the relationships between types of heat and temperature conceptions Half of elementary student could discriminate the two terms of heat and temperature, majority of them thought that heat is likely to be hot and temperature is the quantity of heat, which is not based on scientific conception. Elementary students thinkings about heat could be classified with material type of heat and molecular kinematics type. Material type of heat were more popular than with molecular kinematics type, although the latter is increased. Majority of students answered correctly in qualitative questions of mixing of hot and cold water, but about only one third of them answers in quantitative questions. Subtraction of cold temperature from hot temperature was the most popular explanation, even though one-quarter of students summed up the two temperature in quantitative situation of mixing hot and cold waters. Those who thought heat as the molecular kinetic responded more correctly in most difficult questions than those who as the material. Therefore, we concluded that the types of heat conceptions affected the concept formation of temperature.

• Journal of The Korean Association For Science Education
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• v.22 no.3
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• pp.478-489
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• 2002

In this study, we identified the conceptions of heat and temperature on a basis of the science history, and analyzed the explanation types in elementary, and secondary school science textbooks. From these data, we tried to discover the cause of students' misconceptions. The results revealed that the explanation types of the textbooks don't include modem sight. Different conceptions developed in different era mixed in the textbooks. We can infer that students who learn heat and temperature concept by the textbooks could have misconceptions because of the above problems.

• Journal of Applied Reliability
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• v.15 no.3
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• pp.176-180
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• 2015

A defect on the product safety display is defined by a failure to prevent the damage caused by the inappropriate explanation, direction, and caution to warn the users of the related risks. In other words, it lacks the sufficient instructions or caution for proper use and is unable to furnish the possible danger of the product and the instructions to deal with it. The defect is the responsibility of the manufacturers who are supposed to provide the adequate information so as to prevent injuries of the users. However, in order to prove the product safety display defective, there should be a comprehensive consideration in many different ways such as social norms (such as property and expectation of the product), usage form, indication of the expected risk, and awareness of consumer about the harm and possibility of avoidance of danger. The purpose of this research is to propose the content and types of standardized indication of safety in the industrial product by collecting and analyzing domestic safety information.

• Research in Mathematical Education
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• v.8 no.1
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• pp.1-18
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• 2004

Current interest in mathematics learning that focuses on understanding, mathematical reasoning and meaning making underscores the need to develop ways of analyzing classrooms that foster these types of learning. In this paper, the author show that the constructs of social and socio-mathematical norms, which grew out of taking a symbolic interactionist perspective, and Toulmins scheme for argumentation, as elaborated for mathematics education by Krummheuer [The ethnology of argumentation. In: The emergence of mathematical meaning: Interaction in classroom cultures (1995, pp. 229-269). Hillsdale, NJ: Erlbaum], provide us with means to analyze aspects of explanation, justification and argumentation in mathematics classrooms, including means through which they can be fostered. Examples from a variety of classrooms are used to clarify how these notions can inform instruction at all levels, from the elementary grades through university-level mathematics.

• Communications of Mathematical Education
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• v.18 no.1 s.18
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• pp.1-18
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• 2004

Current interest in mathematics learning that focuses on understanding, mathematical reasoning and meaning making underscores the need to develop ways of analyzing classrooms that foster these types of learning. In this paper, I show that the constructs of social and sociomathematical norms, which grew out of taking a symbolic interactionist perspective, and Toulmins scheme for argumentation as elaborated for mathematics education by Krummheuer, provide us with means to analyze aspects of explanation justification and argumentation in mathematics classrooms, including means through which they can be fostered. Examples from a variety of classrooms are used to clarify how these notions can inform instruction at all levels, from the elementary grades through university-level mathematics.

• The Mathematical Education
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• v.43 no.1
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• pp.97-107
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• 2004

Current interest in mathematics learning that focuses on understanding, mathematical reasoning and meaning making underscores the need to develop ways of analyzing classrooms that foster these types of learning. In this paper, I show that the constructs of social and sociomathematical norms, which grew out of taking a symbolic interactionist perspective, and Toulmin's scheme for argumentation, as elaborated for mathematics education by Kummheuer, provide us with means to analyze aspects of explanation, justification and argumentation in mathematics classrooms, including means through which they can be fostered. Examples from a variety of classrooms are used to clarify how these notions can inform instruction at all levels, from the elementary grades through university-level mathematics.