• Title/Summary/Keyword: Education Potential

Search Result 2,318, Processing Time 0.026 seconds

Stability characteristic of bi-directional FG nano cylindrical imperfect composite: Improving the performance of sports bikes using carbon nanotubes

  • Chaobing Yan;Tong Zhang;Ting Zheng;Tayebeh Mahmoudi
    • Steel and Composite Structures
    • /
    • v.50 no.4
    • /
    • pp.459-474
    • /
    • 2024
  • Classical and first-order nonlocal beam theory are employed in this study to assess the thermal buckling performance of a small-scale conical, cylindrical beam. The beam is constructed from functionally graded (FG) porosity-dependent material and operates under the thermal conditions of the environment. Imperfections within the non-uniform beam vary along both the radius and length direction, with continuous changes in thickness throughout its length. The resulting structure is functionally graded in both radial and axial directions, forming a bi-directional configuration. Utilizing the energy method, governing equations are derived to analyze the thermal stability and buckling characteristics of a nanobeam across different beam theories. Subsequently, the extracted partial differential equations (PDE) are numerically solved using the generalized differential quadratic method (GDQM), providing a comprehensive exploration of the thermal behavior of the system. The detailed discussion of the produced results is based on various applied effective parameters, with a focus on the potential application of nanotubes in enhancing sports bikes performance.

Coronary Artery Calcium Data and Reporting System (CAC-DRS): A Primer

  • Parveen Kumar;Mona Bhatia
    • Journal of Cardiovascular Imaging
    • /
    • v.31 no.1
    • /
    • pp.1-17
    • /
    • 2023
  • The Coronary Artery Calcium Data and Reporting System (CAC-DRS) is a standardized reporting method for calcium scoring on computed tomography. CAC-DRS is applied on a per-patient basis and represents the total calcium score with the number of vessels involved. There are 4 risk categories ranging from CAC-DRS 0 to CAC-DRS 3. CAC-DRS also provides risk prediction and treatment recommendations for each category. The main strengths of CAC-DRS include a detailed and meaningful representation of CAC, improved communication between physicians, risk stratification, appropriate treatment recommendations, and uniform data collection, which provides a framework for education and research. The major limitations of CAC-DRS include a few missing components, an overly simple visual approach without any standard reference, and treatment recommendations lacking a basis in clinical trials. This consistent yet straightforward method has the potential to systemize CAC scoring in both gated and non-gated scans.

Aerodynamic vibration control theorem by parametric stability analysis

  • C.C. Hung;T. Nguyen;C.Y. Hsieh
    • Advances in aircraft and spacecraft science
    • /
    • v.11 no.2
    • /
    • pp.105-128
    • /
    • 2024
  • Vibrations in aerodynamic systems can lead to significant structural and performance issues. This paper presents a novel theorem for actively controlling aerodynamic vibrations through parametric stability analysis. The proposed approach models the aerodynamic system as a dynamic system with parametric excitation, allowing for the identification of stable and unstable regions in the parameter space. By strategically adjusting the system parameters, the vibrations can be effectively suppressed, enhancing the overall reliability and performance of the aerodynamic system. The theoretical underpinnings of the theorem are discussed, and the effectiveness of the approach is demonstrated through numerical simulations and experimental validation. The results show the potential of this method for practical implementation in various aerodynamic applications, such as aerospace engineering and wind turbine design.

Study on Proactive Data Process Orchestration in Distributed Cloud

  • Jong-Sub Lee;Seok-Jae Moon
    • International journal of advanced smart convergence
    • /
    • v.13 no.3
    • /
    • pp.135-142
    • /
    • 2024
  • Recently, along with digital transformation, technologies such as cloud computing, big data, and artificial intelligence have been actively introduced. In a situation where these technological changes are progressing rapidly, it is often difficult to manage processes efficiently using existing simple workflow management methods. Companies providing current cloud services are adopting virtualization technologies, including virtual machines (VMs) and containers, in their distributed system infrastructure for automated application deployment. Accordingly, this paper proposes a process-based orchestration system for integrated execution of corporate process-oriented workloads by integrating the potential of big data and machine learning technologies. This system consists of four layers as components for performing workload processes. Additionally, a common information model is applied to the data to efficiently integrate and manage the various formats and uses of data generated during the process creation stage. Moreover, a standard metadata protocol is introduced to ensure smooth exchange between data. This proposed system utilizes various types of data storage to store process data, metadata, and analysis models. This enables flexible management and efficient processing of data.

A Study on the Compensatory Education for the Disadvantaged Children in Preschool Age (Focussed on the Programs of Compensatory Education in the U.S.A. and Japan) (불리(不利)한 환경(環境)의 학령전(學齡前) 아동(兒童)을 위한 보상교육(補償敎育)에 관(關)한 연구(硏究) - 미국(美國) 및 일본(日本)의 보상교육(補償敎育)·프로그램을 중심(中心)으로 -)

  • Chong, Young-Sook;Lee, Hee-Ja
    • Korean Journal of Child Studies
    • /
    • v.1
    • /
    • pp.65-81
    • /
    • 1980
  • This study is aimed at investigating the compensatory education which was already implemented or is being implemented in the U.S.A. and Japan; and at studying the types of programs and their characteristics; and at sounding out the possibilities of the application of such programs in family and social conditions is Korea. In order to achieve the above mentioned objectives, the established items for the study are as follows: (1) Various types of early children's education (2) Programs of compensatory education for the disadvantaged Children (3) Head Start Program, Early Training Project and Montessori School (4) Integrated Preschool Programs (5) Day-Care Center for employed mothers We investigated the various compensatory education programs for the preschool children who are in economically, socially, culturally disadvantaged conditions. Head Start Programs were federally supported programs for preschool children and opened as summer programs in 1965 for the first time. The purpose of Head Start has been to give preschool children the kinds of experiences they need in preparation for school. The Head Start children were found to be significantly better prepared for school than the normal children. However, after six to eight months, their initial advantages had virtually. disappeared and then the simple problem with Head Start and other such programs was that little long-term good could be evidenced unless the high quality educational environment was maintained. Therefore, to solve this problem, three other programs were funded as part of the overall Head Start. These three programs are the Parent-Child Center, Home Start, and the Child and Family Resources Program. The Early Training Project for disadvantaged children was implemented by Klaus and Gray of Peabody College in 1962. The program was a field research study concerned with the development and testing over time of procedures for improving the educability of young children from low income homes. Its major concern was to study whether it was possible to offset the progressive retardation observed in the public schooling careers of children, living in deprived circumstances. Children, who were trained through the Early Training Project were superior to control groups in the test of IQ and vocabulary as well as linguistic abilities, and preparation for reading. This project showed the possibilities which could prevent preschool children from being disadvantaged socially, culturally and mentally. In 1907, Montessori School was established by Maria Montessori in Italy and her school program has been introduced at present to several countries in the world as one compensatory educations. She first began her experimental methods with retarded children, followed by disadvantaged children from the tenements of Rome. The Montessori approach futures a prepared environment and carefully designed, self-correcting materials. The Montessori curriculum presents tastes that feature sequence, order, and regularity, in addition to those that develop motor and sensory skills. She was interested in children's intellectual development and in developing good work habits. One of the latest developed programs for disadvantaged children is "Integrated Preschool Program" which has successfully integrated handicapped and nonhandicapped children. Several studies have showed that handicapped children in integrated school environments are accepted by and interact with their nonhandicapped peers. In fact, this program provides a number of potential, and perhaps opportunities for nonhandicapped children to serve as valuable resources in fostering the development of their handicapped peers. Next we turn to Japanese programs which are divided into two different types. One is Day-Care Center which was established by Child Welfare Law and the other is kindergarten organized by School Education Law. The kindergarten opened in 1876 and it has been part of school systems since 1947 by the implementation of education law, and the Day-Care Center which started in 1890 for the employed mothers. was changed into Day-Nursery by the enactment of child welfare law in 1947. The laws and operational regulations for the Day-Nursery were set up and were put in effect by the establishment standard acts of children welfare facilities, and the Day-Nursery has been operated in various types by the increasing demand, chiefly because of the socio-economical changes of family structures in both urban and suburban areas. Nursery education for physically and mentally disadvantaged children is for those who are blind, deaf and dumb, mentally retarded; physically disadvantaged by accidents or diseases. Montessori education in Japan was started in 1968 and many research groups for studying Montessori were organized. In 1977, Montessori remedial education society was also organized in which they started a number of studies; a study for developing materials; in-service training for the remedial education; and seminars and lectures, etc It is strongly suggested that we study the early educations that are being implemented in Japan and a variety of compensatory educations that were already implemented in the U.S.A. and modify them for the organization of our own model and properly accommodate them to our social needs.

  • PDF

Outdoor/Environmental Education Program Design in the Nature Study Center - The Program Diversification for the Middle School Students - (자연학습원 옥외 환경교육 프로그램 설계를 위한 연구 -중학생을 위한 프로그램 다양화를 중심으로-)

  • 이재영;안동만
    • Hwankyungkyoyuk
    • /
    • v.3 no.1
    • /
    • pp.141-152
    • /
    • 1992
  • The purpose of this study is to search for the ways to diversify Outdoor/Environmental Education Program in the Nature Study Center(NSC), especially for the middle school students. For this study, various research methods such as literature review, questionnaire survey (448 students, 11 middle school teachers, 19 NSC staffs), interview and participant observation are used the process of this study consists of two steps. The first step is to define research questions through pilot survey and the second is to investigate the research questions, in the form of hypotheses through main survey. Nine hypotheses are formulated. Six are related with program elements (educational goals, student characteristics, staff resources, teaching methods, instructional resources, contents). three are related with program implementation process(preplan, implementation, post-evaluation). The hypotheses are tested and alternatives for program improvement are proposed. 1. Educational goals : Educational goals of NSC should be focused on Outdoor /Environmental Education and each NSC should specialize on its own theme. The objectives of every sub-program should be unified toward educational goals. 2. Student characteristics: The Outdoor/Environmental Education Program should reflect student characteristics: sex, urban/rural origins, normal/handicapped, number of visit and so on. 3. Staff resources : Provide qualified staff with professional knowledge and positive attitudes, reeducate staffs periodically, reduce management staff and increase teaching staffs. Provide permanent and well paid position, encourage and give opportunities and the middle school teachers to participate in program. 4. teaching method: Increase outdoor classes two way communication between teaching staffs and students adopt more open ended teaching method so that students can exercise coworks in small groups. 5. Instructional resources: Diversify NSC sites(mountains, coastal areas, urban areas and so on), teaching media (audio/visual equipments, graphic design of signs). Consider design for handicapped and integrate indoor and outdoor educational facilities. Plan nature trails with separate themes, allign nature trail so that it passes through diverse environments. 6. Content : Reflect characteristic site potential specialize on day or night program, on seasonal program, and on site specific social issues(such as interpreting of environmental damages around the NSCs). 7. Preplan: Get Information and know about visiting students in advance. Discuss with middle school teachers and adjust program weeks before visits if many or all of the students had already visited a NSC. arrange a visit to other NSC. Provide an introductory class for the teachers and students before they visit a NSC. 8. Implementation: During NSC visit and classes apply various and appropriate techniques to collect in formation for later evaluation. Improve NSC provided evaluation sheet so as to reflect student characteristic. Compare with formal education and investigate on effects of NSC program. 9. Post-evaluation: Formalize a post-evaluation process and organization. During the winter vacation, develop new programs based on the post-evaluationacation, for the next year. Also, have comparative evaluation meetings of staff from various NSCs during the winter vacation while there is no visitors and classes.

  • PDF

A Literature Review of Mobile Activities in Teaching and Learning Science: With Regard to Support for Learners' Agency (과학 교수학습 모바일 활동에 대한 국내 문헌 분석 -학습자 주체성 지원에 관하여-)

  • Kim, Hyojoon;Song, Jinwoong
    • Journal of The Korean Association For Science Education
    • /
    • v.40 no.5
    • /
    • pp.451-462
    • /
    • 2020
  • According to the online learning environment, learning activities using mobile technology have emerged as a major concern. The features of mobile technology show potential supporting the emergence of learners' agencies in science education. In this study, 22 research literature on mobile activities in science teaching and learning published in Korea from 2011 to April 2020 were selected. First, the framework of Suarez et al. (2018) was revised and the types of mobile activities were categorized and investigated. Second, the emergence of agencies was examined in the context of science teaching and learning. And also, the relevance of mobile activity types ('Access to content', 'Data collection', 'Peer-to-peer communication', 'Contextual support') to support learners' agency dimension ('goals', 'content', 'action', 'strategy', 'reflection', 'monitoring') was analyzed. The first analysis show that science teaching and learning through mobile activities are changing from traditional to student-centered. Through these activities, students become more involved in learning and get the opportunity to become agents of learning. As a result of the second analysis, it has been confirmed that the emergence of learners' agencies has been supported and strengthened through mobile activities. Whereas, it needs to look upon the relationship between learners' agency and mobile activities in the overall context of science class. This consideration led to implications for the use of mobile technology in future science education and the transition to student-centered education.

Analyses of Elementary School Students' Scientific Creativity in Cognitive Domain by Applying a Brain-Based Evolutionary Approach to Science Instruction (인지적 영역 중심의 뇌기반 진화적 접근법을 적용한 초등 과학 수업에서 학생들의 과학 창의성 분석)

  • Ok, Chanmi;Lim, Chae-Seong;Kim, Sung-Ha;Hong, Juneuy
    • Journal of Korean Elementary Science Education
    • /
    • v.35 no.4
    • /
    • pp.469-478
    • /
    • 2016
  • A brain-based evolutionary approach developed by reflecting the brain functions and authentic science is consisted of Affective, Behavioral, and Cognitive domains, and within each domain the processes of Diversifying, Evaluating, and Furthering are proceeded (ABC-DEF). Two core components of creativity of originality and usefulness are inherent in each step. So, this study analyzed scientific creativity with the originality and usefulness components in cognitive domain, which is composed of diversifying the meanings inherent in the results of observations or experiments (C-D), evaluating the meanings (C-E), and furthering (C-F) in learning of 'World of Plants' unit which includes two topics of 'Plants on Land' and 'Plants in Water and Special Environment'. A total of 20 fourth grade students at Y elementary school in Gyeonggi province participated in the study. The main results of this study are as follows. First, the scientific creativity in step C-D (Diversifying stage) was assessed according to the scientific creativity assessment formula. The scores of scientific creativity were quite different with topics and showed different pattern in the originality and usefulness components. Second, when the students compare and evaluate the values of each meaning (C-E stage), they weighed more on usefulness than originality, such as "because it is useful" or "because it solve many everyday problems". Third, the overall scores of scientific creativity in step C-F (Furthering stage), as compared with those of step C-D, were low and showed decrease in the average scores of originality from 9.8 to 7.5 points, whereas increase in the average scores of usefulness from 5.4 to 6.1 points. In conclusion, these results showed that, even though the levels were not so high, the students, as scientists, can exhibit the scientific creativity in the processes of diversifying, comparing and evaluating, and applying the meanings about the results obtained by observations or experiments. The specific and various strategies to help students express their potential scientific creativity more effectively need to be developed.

The Effect of Genibo Program Based Robot Learning on a Pre-Schoolers' Emotional Development (로봇학습에 기반한 제니보 프로그램이 유아의 정서발달에 미치는 효과)

  • Lee, Jae-Cheol
    • Journal of the Korea Academia-Industrial cooperation Society
    • /
    • v.16 no.1
    • /
    • pp.165-172
    • /
    • 2015
  • The purpose of this study was to identify the effect of Genibo program robot-based learning(R-Learning) on a pre-schooler's mental state. To achieve above study purpose, the subject of this study was selected 46(teacher 2, five years old pre-schooler 44) from pre-school childrens in Kyongki Y city(R-Learning activity participants group 21: boys 10, girls 11. non-participants 25: boys 13, girls 12). R-Learning program is consist of 5 field about 20 contents using Genibo robot, were applied to the experimental group and the pre-post test was conducted using the EQ assessment tool and observations. The data were analyzed by t-test using the SPSS(ver 18.0) program. The results were as follows: First, the exposure of robots to pre-schoolers in practical situation has shown positive influence to the children's emotional well-being. Positive improvements were observed in the four sub categories of the EQ assessment after exposure. Second, the Genibo used for this study, is a biomimetic AI based robot mimicking the behavior of a pet dog. This is related more or less to the specifications of a pre-school education where animals are used as a 'friendly medium' to facilitate the learning process. Third, the robot exposure gave benefit to all the ones in the sample, regardless of sex. Furthermore, It is suggested that promising potential for robots to be utilized as a new educational media plus facilitator, R-Learning is related more or less to the specifications of a pre-school education where animals are used as a 'friendly medium' to facilitate the learning process, and when applying them for education, stereotyping the likes of sex is overrated - instead, the focus should be more on the pre-schoolers' / childrens' individual traits, learning curve differences and alike.

A Design and Effect of STEAM PBL based on the History of Mathematics (수학사를 활용한 융합적 프로젝트기반학습(STEAM PBL)의 설계 및 효과 분석)

  • Lee, Minhee;Rim, Haemee
    • School Mathematics
    • /
    • v.15 no.1
    • /
    • pp.159-177
    • /
    • 2013
  • This study is a case study of STEAM education. We have developed teaching and learning materials, suggested teaching method, and analysed the result for exploring the potential and effect of STEAM. The content of this study is based on the history of mathematics. Science (S) is related to the 24 divisions of the year, the height of the sun, the movement of heavenly bodies. Technology (T) is related to the exploration with graphic calculators. Engineering (E) is related to design sundial and research on the design principles. Art (A) is related to literature review about mathematical history, the understanding of the value of the mathematics. Mathematics (M) is related to the trigonometric functions. We have considered that Project-Based Learning is proper teaching and learning for STEAM education, we have designed the STEAM PBL and analysed the results focused on the developing integrative knowledge, mathematical attitude including mathematical value, the competencies of 21 century. The result of this study is as follows. We find that STEAM education activates students' collaboration, communication skills and improves representation and critical thinking skills. Also STEAM education makes positive changes of students' mathematical attitudes including the values of the mathematics.

  • PDF