• Communications of Mathematical Education
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• v.29 no.1
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• pp.111-130
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• 2015

The purpose of the study was to investigate the differences between two groups of students according to information recognition styles such as visual learners and linguistic learners. Two instructional methods, algeblocks and factorization formula, were utilized to introduce the factorization. Four students were participated for the study, and two of them were visual learners and the other two were linguistic learners based on learning style test. Interviews and the diagnostic tests were implemented before the instructions which were lasted for 6 sessions. After the instructions all the participants were interviewed and the researchers also interviewed them 5 days later. The results of the study were the followings: 1. All the participants regardless of their learning style revealed that algeblocks were helpful in understanding the factorization. 2. Visual learners were more likely using algeblocks, while the linguistic learners were more enthusiastic and proficient in using formula to solve the problems. 3. Five days later, two types of learning style students revealed different tendencies. Visual learners mainly used algeblocks, and linguistic learners were not enthusiastic about using algeblocks and one of them did not use them at all. 4. Five days later, two visual learners could not remember the formula, but linguistic learners could remember the formula in somewhat different level.

• Koreanishche Zeitschrift fur Deutsche Sprachwissenschaft
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• v.3
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• pp.277-301
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• 2001

우리가 간단히 사용하는 언어는 실제적으로 아주 복잡한 진행과정을 가지고 있다. 사전상의 각 어휘는 대화상황에서 상호 작용하는 초기단계의 역할을 하며, 표현은 과거나 현재에 행해지는 대화상황 및 대화참여자의 발화 과정에서 생기는 일종의 일체감을 표시한다. 의사 소통을 한다는 것은 단어나 문장에 대한 다양한 의미와 각각의 개념에서 지시되는 표현을 수단으로 발생하는 대화상의 연관성을 의미한다. 이러한 모든 것은 의사소통에 있어 의미의 다양성과 관련을 맺고있다. 우리는 표현을 통하여 매우 복잡하고 다양한 양상들을 볼 수 있다. 대화내용에 따라 똑같은 표현들이 서로 다르게 이해될 수 있기 때문이다. 언어는 단지 사람이 행하는 언어처리의 일부만을 보여줄 뿐이다 언어를 처리하는데 있어서 문제가 되는 것은 매우 복잡하고 구성적인 진행과정이다. 청자는 의사소통이 진행되는 과정에서 활자와 함께 주어진 정보를 처리함으로써 상황을 내적 형상화하게 된다. 따라서 청자는 표현의 의미를 이해하려고 노력하며, 다양한 방법을 동원한 지식을 사용한다. 의사소통에 있어서 통사적$\cdot$의미적인 지식, 문맥에 맞는 대화지식 혹은 일반 지식을 대화상황에 맞게 적용하는 것이 그 예라 할 수 있다. 지시적 언어의 표현은 사전적으로 고정된 단어의 의미를 규정하거나 또는 이와 같은 단어의 의미에 정확하고 적절한 지시사를 규정하는 근거가 된다. 인칭$\cdot$장소$\cdot$시간을 지시하는 언어 Personal-, Lokal-, Temporaldeixis는 언어 시스템을 형성하게 되는데, 활자와 청자는 이러한 표현을 인칭$\cdot$장소$\cdot$시간으로 형상화하면서 의사소통을 한다. 따라서 자연어의 처리과정에 나타나는 다양한 표현들에 대한 심리학 및 언어학의 강력한 연구가 요구된다.에 기대어 텍스트, 문장, 어휘영역 등이 투입되어 적용되었으며, 이에 상응되게 구체적인 몇몇 방안들이 제시되었다. 학습자들이 텍스트를 읽고 중심내용을 찾아내며, 단락을 구획하고 또한 체계를 파악하는데 있어서 어휘연습은 외국어 교수법 측면에서도 매우 관여적이며 시의적절한 과제라 생각된다. Sd 2) PL - Sn - pS: (1) PL[VPL - Sa] - Sn - pS (2) PL[VPL - pS] - Sn - pS (3) PL(VPL - Sa - pS) - Sn - pS 3) PL[VPL - pS) - Sn -Sa $\cdot$ 3가 동사 관용구: (1) PL[VPL - pS] - Sn - Sd - Sa (2) PL[VPL - pS] - Sn - Sa - pS (3) PL[VPL - Sa] - Sn - Sd - pS 이러한 분류가 보여주듯이, 독일어에는 1가, 2가, 3가의 관용구가 있으며, 구조 외적으로 동일한 통사적 결합가를 갖는다 하더라도 구조 내적 성분구조가 다르다는 것을 알 수 있다. 우리는 이 글이 외국어로서의 독일어를 배우는 이들에게 독일어의 관용구를 보다 올바르게 이해할 수 있는 방법론적인 토대를 제공함은 물론, (관용어) 사전에서 외국인 학습자를 고려하여 관용구를 알기 쉽게 기술하는 데 도움을 줄 수 있기를 바란다.되기 시작하면서 남황해 분지는 구조역전의 현상이 일어났으며, 동시에 발해 분지는 인리형 분지로 발달하게 되었다. 따라서, 올리고세 동안 발해 분지에서는 퇴적작용이, 남황해 분지에서는 심한 구조역전에 의한 분지변형이 동시에 일어났다 올리고세 이후 현재까지, 남황해 분지와 발해 분지들은 간헐적인 해침과 함께 광역적 침강을 유지하면서 안정된 대륙 및 대륙붕 지역으로 전이되었다.

• Proceedings of the Korea Water Resources Association Conference
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• 2019.05a
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• pp.371-371
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• 2019

우리나라는 홍수기(6~9월)에 집중되는 기상패턴과 하천 중하류부에 발달된 도시의 개발특성으로 인하여 가장 중요한 자연재해 중 하나로 홍수 및 도시침수가 거론되고 있다. 과거 집중호우로 침수 피해가 발생한 사례를 살펴보면, 피해가 발생하는 지역은 지방하천 및 소하천을 중심으로 형성된 도시지역이다. 중앙 지방 정부는 수차례 침수 피해를 겪으며 사후관리가 아닌 재난예방 및 사전관리 등의 방안 마련을 강조하고 있다. 하지만 기후변화에 의한 기상의 불확실성으로 치수 중심의 물관리 및 중 소하천의 하천 특성으로 여전히 홍수 발생에 대비할 수 있는 골든타임 확보 등에 어려움을 겪고 있다. 이러한 어려움을 극복하기 위해 사전 예방적 차원에서의 홍수대응 방안으로 중 소하천을 담당하는 지자체 중심의 홍수피해 저감 방안이 필요하다. 본 연구에서는 A 지자체를 대상으로 모니터링 대상 경계를 설정하여 우량 알람 기준을 예비알람, 주요 관측지점에 대해 강우에 따른 수위 상승 정도를 홍수대응 기준인 직접알람과 연계함으로써 예방적 재난대응 체계를 구축하였다. 모니터링 대상 지역은 해당 지자체를 포함하면서 유역 개념을 적용하여 만경강유역 전체로 설정하였다. 만경강 유역 내 유관기관(지자체, 환경부, K-water, 기상청 등)이 관할하는 우량국(41개소) 및 수위국(28개소), 저수용량이 30만톤 이상이 되는 농어촌공사 저수지(7개소)를 고려하여 홍수분석 모형(COSFIM)을 구축하였다. 해당 모형은 2018년 8월 호우사상에 대해 주요 수위관측 지점에서 $R^2$가 0.8 이상의 우수한 검증 결과를 보였다. 구축된 모형을 통해 예상강우량별 하천 내 수위지점별 최고수위, 최대유량, 도달시간 등 예상 조견표를 제시하여 호우 발생시 지자체 담당자가 참고할 수 있도록 제시하였다. 또한 수위지점별 홍수대응 기준은 평시, 관심, 주의, 경계, 심각 단계로 구분하여 담당자가 수위별 위험 정도를 인지할 수 있도록 지점별 도달되는 수위의 위험 정보를 알람기준으로 제시하였다. 홍수분석 모형은 상류에 위치한 주요시설물의 운영현황을 연계하고 있어 실제 강우 발생 시 기상예보를 고려하여 하천 내 수위관측 지점별 수위 상승 정도를 예상함으로써 사전에 홍수에 대비할 수 있는 단계별 시간 확보에 활용 가능하다. 향후 홍수대응기준은 하천 환경 변화를 반영하여 지속적인 보완이 필요하며 유관기관과의 수문자료 공유체계 확대로 예방적 차원의 홍수 대응 체계가 구축되어야 할 것이다.

• Journal of Korean Society of Coastal and Ocean Engineers
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• v.33 no.6
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• pp.308-320
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• 2021

An integrated sediment management approach that includes the recovery of the amount of declined sediment supply is effective as a fundamental solution to coastal erosion. During planning, it is essential to analyze the transfer mechanism of the sediments generated from estuaries (the junction between a river and sea) to assess the amount and rate of sediment discharge (from the river to sea) supplied back to the coast. Although numerical models that interpret the tidal sand bar flushing process during flooding have been studied, thus far, there has been no study focusing on the formation and development processes of tidal sand bars. Therefore, this study aims to construct wave deformation, flow regime calculation, and topographic change analysis models to assess the amount of recovered sediment discharge and reproduce the tidal sand bar formation process through numerical analysis for integrated littoral drift management. The tidal sand bar formation process was simulated, and the wave energy and duration of action concepts were implemented to predict the long-term littoral movement. The river flux and wave conditions during winter when tidal sand bars dominantly develop were considered as the external force conditions required for calculation. The initial condition of the topographic data directly after the Maeupcheon tidal sand bar flushing during flooding was set as the initial topography. Consequently, the tidal sand bar formation and development due to nearshore currents dependent on the incident wave direction were reproduced. Approximately 66 h after the initial topography, a sand bar formation was observed at the Maengbang estuary.

• Journal of The Korean Association For Science Education
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• v.27 no.1
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• pp.59-69
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• 2007

The aim of this study was to investigate teachers' perceptions on MBL (microcomputer-based laboratory) experiment training program for teachers, the expecting effects of MBL experiment and application of MBL experiment after conducting MBL experiment training for science classes in schools. This study showed that most of the teachers who participated in the training program thought that the MBL experiment training program was very useful and instructive. Many teachers considered that MBL experiments using a computer could decrease time spent in the experiment by accurate and fast data collection and analysis. They also thought that the reduced time could be used more effectively in the analysis of experimental data and discussion activities leading to correct concept formation as well as in the development of graphical analysis and science process skills. However, they thought that MBL experiments were ineffective in learning how to operate experiment apparatus. This study also revealed that most teachers intended to apply MBL experiments in real classrooms context right after the training course and they pointed out many obstacles in introducing MBL experiments into their classrooms such as a budget to purchase equipment, poor laboratory conditions, and few MBL experiment training opportunities. In order to apply MBL experiment into the real classrooms, further changes were suggested as follows; development of technologies to reduce unit cost of equipment for MBL experiments, production and supply of many kinds of sensors, development of MBL experiment materials, and expansion of the training program for teachers.

• Journal of Chest Surgery
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• v.39 no.7 s.264
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• pp.544-548
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• 2006

Background: The purpose of this study is to evaluate the validity of a combined high saphenous vein division and sclerotherapy without sacrificing saphenous vein for varicose vein. Material and Method: Between August 2004 and October 2005, 70 limbs in 50 patients were treated by a combined high saphenous vein division and sclero-therapy. The operative indication is valvular incompetence of femoral-saphenous or popliteal-saphenous junction. Patients received local anesthesia and were treated by a combined high saphenous vein division, ligation of incompetent perforating vein and $1{\sim}3%$ sclerosant. Patients received 1 day hospitalization and applied in com-pression stocking for 6 weeks. Patients followed after 1 week, 1 and 3 months. Result: Mean age of patients was $50{\pm}11$. The female was more common. 8 patients was no symptom, another 42 patients complained of pain, heaviness and fatigue of limbs. The symptoms of varicose vein disappeared 1 month after the procedure in all symptomatic patients. 8 patients needed a adjuvant sclerotherapy for residual varicose vein on 1 week after the procedure. There were only minor complications such as hematoma (1), wound infection (1), thrombophlebitis (20), skin blister (10), hyper-pigmentation (1), and skin ulcer (1). Conclusion: We concluded that a combined high saphenous vein division and sclerotherapy without sacrificing saphenous vein for varicose vein is simple, less invasive, economical, and effective treatment for primary varicose vein, and it has a special advantage that saphenous vein can be used as a bypass conduit later. The method was selective in old aged patients.

• Journal of the Korean earth science society
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• v.39 no.2
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• pp.178-192
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• 2018

The purposes of this study were to develop and apply on learning on geological field trip utilizing the social construction of scientific model. We developed field trip places by considering not only Orion (1993)'s novelty space but also the achievement standards of 2015 national curriculum. The subjects of the study were 8 in the 'G' science gifted education center. We conducted a study using the theme of 'How was formed Mt. Gwanak?' on 5 lessons including a series of 2 field trip lessons and 3 lessons utilizing the social construction of scientific model. Students participated in pre- and post-test on the understanding of scientific knowledge about formation of mountain. Semi-structured interview was used to analyze students' learning about geological field trip in terms of affective domain. Results were as follows. First, there were 2 places of upper-stream valley and down-stream valley separately. They contained outcrops gneiss, granite, joint in the valley, xenolith, fault plane, mineral in the valley. Second, pre- and post-test and semi-structure interview were analyzed in terms of what scientific knowledge students learned about and how Mt. Gwanak was formed. Seven students explained that Mt. Gwanak was volcano during pretest. Seven students described how granite was formed to form Mt. Gwanak. They also understood geological time scale, i.e., metamorphic rock. Third, the geological field trip was effective to low achievement geoscience students as they engaged in the activities of field trip. Using positive responses on affective learning was effective on learning on geological field trip when utilizing the social construction of scientific model. This study suggests that teachers use an example 'model' on geoscience education. This study also suggests that teachers apply the social construction of scientific model to geological field trip.

• Journal of the Korean earth science society
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• v.22 no.5
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• pp.405-414
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• 2001

Jecheon granite can be divided into two types; porphyritic granite (K-feldspar megacryst bearing) and medium-grained biotite granite. Porphyritic granite, host body of feldspar deposits, is 8${\sim}$11 km in diameter and about 80 $km^{2}$ in area. It mainly contains K-feldspar, plagioclase, biotite and quartz, and magnetite, zircon, sphene and apatite are accessary minerals. Enclosed minerals in K-feldspar megacryst with 3${\sim}$10 cm in diameter are hornblende, plagioclase, quartz, magnetite, apatite, sphene and zircon. Mafic enclaves mainly consisting of hornblende, plagioclase and quartz are frequently observed in porphrytic granite. Medium-grained biotite granite consists of K-feldspar, plagioclase, biotite and hornblende as main, and hematite, muscovite, apatite and zircon as accessary minerals. Core and rim An contents of plagioclase from porphyritic granite, medium biotite granite, K-feldspar megacryst, and mafic enclave are 36 and 21, 40 and 32, 37 and 32, and 43 and 36, respectively. $X_{Fe}$ values of hornblende are 0.57 at biotite granite, 0.51 at K-feldspar mehacryst and 0.45 at mafic enclave. $X_{Fe}$ values of biotite and hornblende are homogeneous without chemical zonation. K-feldspar megacryst shows end member of pure composition with exsolved thin lamellar pure albites. Characteristics of mineral compositions and petrography indicate porphyritic granite is igneous origin and medium-grained biotite granite comes from the same source of magma; biotite granite is initiated to solidly and from residual melt porphyritic granite can be formed. Possibly K-feldspar megacrysts are formde under H$_{2}$O undersaturation condition and near K-feldspar solidus curve temperature; growth rate is faster than nucleation rate. Mafic enclaves are thought to be mingled mafic magma in felsic magma, which is formed from compositional stratigraphy. Estimated equilibrium temperature and pressure for medium-grained biotite granite are about $800^{\circ}C$ and 4.83${\sim}$5.27 Kb, respectively.

• Journal of the Korean Chemical Society
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• v.52 no.3
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• pp.303-314
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• 2008

The purpose of this study was to understand the experiment for measuring chemical reaction rate by precipitate formation and to develop experiments applying small-scale chemistry. For this study, the experimental method for measuring the effect of concentration and temperature on chemical reaction rates presented in the 10 high school science textbooks were classified by their experimental methods of confirming production. Subsequently, problems observed in carrying out the experiments for measuring chemical reaction rates by precipitate formation frequently presented in the 10 high school science textbooks were analyzed. Experiments applying small-scale chemistry were developed measuring chemical reaction rate by precipitate formation. According to the result of this study, there were some problems in the experimental method of precipitate formation for measuring chemical reaction rates presented in the high school science textbooks. Those problems in the science textbook experiments were insufficient specification of mixing methods of reaction solutions, obscurity of knowing when the character letter X disappeared, time delay in collecting the experimental data, formation of hazardous sulfur dioxide, uneasiness of fixing water bath container, controlling the reaction temperature, and low reproducibility. Those problems were solved by developing experiments applying smallscale chemistry. Presenting the procedure of mixing reaction solutions on the A4 reaction paper sheet made the experimental procedure clearly, using well plates and stem pipette shortened the reaction time and made it possible to continuously collect the experimental data. Furthermore, the quantity of hazardous sulfur dioxide was reduced 1/7 times and the time when the character letter X disappeared could be observed clearly. Since experiments for measuring the effect of concentration and temperature on chemical reaction rates could be performed in 30 minutes, the developing experiments applying SSC would help students understand the scientific concepts on the effect of concentration and temperature on chemical reaction rates with enough time for experimental data analysis and discussion.

• Journal of Korea Technology Innovation Society
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• v.17 no.4
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• pp.763-785
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• 2014

Science, technology and innovation policy (STI policy) is a result of the interactions between the social issues and academic research. Understanding the interactions of the STI policy between the social issues and academic research can throw some light on designing better policies and enhancing the social value of academic research. Thus, this paper explores the interactions of the STI policy between the social issues and academic research using the qualitative content analysis of major newspapers and journal articles in Korea. We have three major findings. First, on the one hand, academic research rose after uprising changes in the STI policy issues in the society. Second, on the other hand, social issues on STI policy were influenced by academic research reflecting the fundamental changes in the Korean innovation system and the nature of technology. Third, there are strong policy demands regarding the role of the STI policy for society and for traditional economic domains, but relevant research is scarce up to now. These findings contribute to uncovering the potential policy domains and agendas for policy makers and researchers.