• Journal of Korean Society of Coastal and Ocean Engineers
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• v.11 no.1
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• pp.7-19
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• 1999

The energy transfer between sea-wave components by way of nonlinear wave-wave interactions plays a central role in spectral evolution. Since huge calculation time is required to exact computation of the resulting Boltzmann integral, however, the exact nonlinear energy transfer has not been directly introduced into operational wave models. Thus, effective calculation methods were examined in the present study which exploit the scale property of a scattering coefficient and the detailed balance of interactions. The improved Webb's method (IWM) has inherent stability because singularities degenerate into a negligible point. The improved Masuda's method (IMM) makes a quasi-analytical treatment of the inherent singularities and requires only 1.3 seconds of computer time via Pentium 300MHz processor. The IMM is, therefore, projected to be very useful for theoretical researches in spectral evolution with fetch- or duration-limited situations.

• Journal of Korean Home Economics Education Association
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• v.19 no.3
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• pp.37-60
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• 2007

This study has been historically reviewed the clothing and textiles education through references. The clothing and textiles education had been informally offered as a part of household skill, skill of daily life and home skill before the law of school education was established. Therefore, we have reviewed the changes in the clothing and textiles education by separating the prior period between the end of the old Korea and the liberation in 1945, from the later period from the liberation up to now. And also contents of clothing and textiles education between before and after the revision of the 7th curriculum were compared and analyzed. The clothing and textiles education had put emphasis on sewing, handicraft and household during the prior period from the end of the old Korea to the liberation, but after liberation, it became involved in Home Economics Education. The number of classes and the contents of clothing and textiles education had been increased and deepened from the 1st term to the 5th term of curriculum. In particular, the 4th and 5th term of curriculum became a turning point where home life section was intensified. Even though the number of classes was reduced during the 6th term of curriculum, with increase in target school grades for this education, and Home Economics in the middle school remained an independent subject matter. However, during the 7th term of curriculum, Technology-Home Economics Education in the middle school courses led to losing independent subject name and shrinking its contents. Through the revision in the 7th curriculum, the clothing and textiles education achieved great improvement and progress by gaining balance in distribution of contents among school grades and balance between theory and practice. However it still remains as an issue to be more studied and resolved how well the contents are matched with the interests and attention of students. We need to consider and reflect request of students under learner-centered curriculum. Considering enormous changes in the environment surrounding the clothing and textiles education, it is crystal clear that the gap between existing contents of education and teaching methods and our real life will be widened. Because students' perceptions of value have been diversified, it is our task to develop better contents and learning system in order to help students have interests, attention and desire in clothing and textiles life in line with social needs for desirable clothing and textiles education.