• Title/Summary/Keyword: L-School

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Korean Secondary School Students' L2 Learning Motivation: Comparing L2 Motivational Self System with Socio-educational Model

  • Kim, Yoon-Kyoung;Kim, Tae-Young
    • English Language & Literature Teaching
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    • v.18 no.1
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    • pp.115-132
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    • 2012

  • In order to confirm ecological validity of D$\ddot{o}$rnyei's second language motivational self, the present study investigated 495 South Korean secondary school students' L2 learning motivation and motivated behavior by using a questionnaire survey. The participants' ideal L2 self, ought-to L2 self, integrativeness, and instrumentality were examined and compared to identify which motivational factor had the most effect on their motivated L2 learning behavior. Among Korean secondary school students, the concept of integrativeness was replaced with the ideal L2 self as a more appropriate concept for understanding Korean secondary school students' L2 learning motivation. As for instrumentality, promotional aspects demonstrated a significant correlation with both the ideal and ought-to L2 selves, whereas preventional aspects showed a relatively high correlation with the ought-to L2 self. The ideal L2 self had the most impact on the motivated behavior, and the ideal L2 self and ought-to L2 self reflected the students' different motivational characteristics. It is suggested that D$\ddot{o}$rnyei's (2005, 2009) L2 motivational self system can be a better psychological model than Gardner's (1985) socio-educational model for understanding Korean secondary school students' L2 learning motivation.

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The Lung Volumes of Korean Females (한국여성의 연령별 정상폐용적 측정)

  • Kim, J.H.;Lee, D.S.;Lee, S.J.;Choi, D.K.
    • The Korean Journal of Physiology
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    • v.1 no.1
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    • pp.77-82
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    • 1967

  • The normal lung volumes were determined and subdivided under sitting position in 48 middle school girls, 49 high school girls and 44 house wives. All subjects were free of pulmonary and vascular diseases. The vital capacity was measured by Mckessons spirometer and the residual volume was determined by Rahn's three breathing method. 1. The lung volumes (BTPS) of middle school girls determined were: $RV\;0.59{\pm}0.11l\;FRC\;1.45{\pm}2.22l\;VC\;2.68{\pm}0.29l$ 2. The lung volumes (BTPS) of high school girls determined were: $RV\;0.83{\pm}0.19l\;FRC\;1.9{\pm}0.25l\;VC\;3.15{\pm}0.24l$ 3. The lung volumes (BTPS) of house wives determind were: $RV\;0.95{\pm}0.61{\ell}\;FRC\;2.1{\pm}0.25{\ell}\;VC\;3.06{\pm}0.29l$ 4. The calculated residual ratio $(RV/TLC{\times}100)$ were: $17.7{\pm}2.57%$ in middle school girls and $20.6{\pm}3.65%$ in high school girls and $24.0{\pm}2.31%$ in house wives 5. The functional residual ratio $(FRC/TLC{\times}100)$ were: $43.7{\pm}5.98%$ in middle school girls and $48.8{\pm}4.41%4 in high school girls and $52.6{\pm}5.38%$ in house wives. 6. The correlation coefficients between vital capacity and total lung capacity were r=0.96 in middle school girls and r=0.986 in high school girls and r=0.856 in house wives. 7. The regression equations were obtained follows: $TLC(l) =1.105{\times}VC+0.304$ (in middle school girls) $TLC(l) =1.551{\times}VC-0.902$ (in high school girls) $TLC(l) =0.999{\times}VC+0.954$ (in house wives)

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A Comparative Analysis on Curriculum of iSchools and L-School in North America (북미지역 iSchool 대학과 L-School의 교육과정 비교분석)

  • Kim, Heesop;Nam, Kwon Hee;Kang, Bora
    • Journal of the Korean Society for Library and Information Science
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    • v.47 no.4
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    • pp.295-314
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    • 2013

  • The purpose of this study is to analyze the curriculum of iSchools in North America. To achieve the aim of the study 17 iSchools and the same number of L-Schools were chosen from the same regional area. Data were collected mainly through each of their official websites and email inquiry. The graduate courses were classified into 8 domains judging by its title, and conducted t-test for a comparative analysis with L-School curriculum using SPSS 19.0. It is found that 'Information Studies', 'Practicum and Study', and 'Library and Information Center Management' domains were dominant in iSchool curriculum. In the comparative analysis, 'Study in Library and Information Science' domain showed lower percentage, whereas 'Information Studies', 'Library and Information Center Management', 'Practicum and Study' domains showed higher percentage than the L-School curriculum.

  • https://doi.org/10.4275/KSLIS.2013.47.4.295 인용 PDF KSCI