• Journal of Fashion Business
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• v.27 no.5
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• pp.121-134
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• 2023

With the development of information and communication technology, interest in new educational approaches that can enhance the learning performance of learners with improved information literacy skills is increasing, and universities are actively promoting educational innovation to foster the talents required by society. In the field of fashion studies education, which is closely related to the fashion industry, there is a strong need to develop field-linked educational programs that reflect the trends in the industry and changes in the educational system. The purpose of this study was to introduce industry-coupled problem-based learning (IC-PBL) to the course "Understanding Fashion Consumption Trends" for non-fashion majors to reflect the current needs and strengthen the educational effectiveness of the learners through a survey. A seven-step curriculum (introduction to the class, practitioner's problem, learner's problem analysis, organizing concepts related to variables, information collection and scenario writing, presentation and scenario proposal, and evaluation) not only enhanced learners' understanding of fashion consumption trends and the fashion industry but also greatly amplified learners' satisfaction with the class. The results of the survey showed that the seven-step curriculum was effective in increasing learners' self-directed learning ability, problem-solving ability, and confidence in learning. Self-directed learning ability was stronger than other factors, consistent with the core principle of problem-based learning to empower learners to take the initiative and promote self-directed learning. Each factor analyzed was positively correlated.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.5
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• pp.559-564
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• 2020

In order to attain the best-educated people in a rapidly changing, modern society with English is an official language, this study applies the problem-based learning (PBL) method to the English Science Class. PBL problems were developed for PBL classes, and their effectiveness has been proven. The focus of this study was five PBL questions posed during the first semester, targeting seven learners in the fourth grade of Elementary School A. The questions were divided into levels aimed at each grade, with the emphasis on specialized English education. Learners wrote journals, peer evaluations, and self-evaluations after finishing their PBL classes. Also, a survey about PBL was conducted after the first semester. The results of the study showed that learners experienced an 86% improvement in presentation skills, an 86% improved interest in learning, 86% better understanding, and 100% improvement in both problem-solving skills and cooperation. On the other hand, learners had difficulty in understanding PBL problems, and with research using the internet. PBL was somewhat unfamiliar to the students, but the survey found that learners are already aware of its effectiveness, and that they are interested in PBL.

• Communications of Mathematical Education
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• v.27 no.1
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• pp.19-37
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• 2013

In order to improve the problem-solving abilities and enhance the academic achievement of under achieving students for university basic mathematics, P-university has opened the basic mathematics and practice education courses. These education courses are operated as prerequisite subject of Calculus and we are progressing the class focused on presentation with variety learning materials by organizing level-based classes In this paper, we analyzed the acquired grade and the result of teaching assessment of 1,106 students registered in the 30 classes that the teaching portfolio of the basic mathematics and practice education courses were submitted to support 'Accreditation for Engineering Education of Korea'. In addition, we tried to find attention points and improved solutions on operating the level-based class of the basic mathematics and practice education courses based on the 'Continuous Quality Improvement Report' of teaching portfolio submitted by each professor who is in charge of this class.

• Journal of Engineering Education Research
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• v.9 no.4
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• pp.5-9
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• 2006

In this research, a case study for cooperative learning practiced in a design class for environmental engineering was presented. Designing a treatment facility for urban diffuse pollution was a main problem given to the participants. Turn-key system for civil works were simulated throughout class works. Twenty five students were grouped into four virtual companies and assigned own position from chairperson to workers. Each group competed throughout establishing design concept regarding order, expense calculation, process distribution, actual calculation. Best design with lowest bidding won the first place. For evaluating class effectiveness, one student from each group were monitored thorough semester. Participants were improved for their understanding about company establishment, turn-key system management, awareness about personal management, and presentation skills. Tension of the class was effectively elevated as well.

• Journal of Korean Elementary Science Education
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• v.23 no.3
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• pp.192-198
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• 2004

The purpose of this study was to analysis the curriculum for educating and operating the classes of elementary science gifted in Incheon Metropolitan Office of Education. We developed the framework for curriculum content analysis based on the principles of curriculum development for gifted education. The developed framework was applied to the curricula of four classes of elementary science gifted in Incheon. And the needs of gifted students were surveyed in the classes of the elementary science gifted. The results of this study were as follows: 1. The current curriculums of two classes described the goal of the elementary gifted education, but the content and theme of the curricula of three classes were not related to the contents of the 7th national curriculum. 2. The teaching methods used in the science gifted class were mainly a lecture and an experimental activity. and there was little the process of individual instruction. 3. There was not mostly the products as the results of learning because of little performed by a project teaming, an announcement and an exhibition in gifted class. 4. Most of the students of the science gifted class were estimated by the paper tests and observation of the teacher in charge of the gifted class, not by the products and presentation etc. 5. They mostly preferred the theme of everyday life in addition to the textbook, and the instructional type of enrichment teaming and acceleration learning over the grade of themselves. 6. They mainly expected that the curriculum of the gifted class is operated during the semester.

• Journal of The Korean Society of Clinical Toxicology
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• v.16 no.1
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• pp.1-8
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• 2018

Purpose: Extremely hazardous pesticides are classified as World Health Organization (WHO) hazard class Ia. However, data describing the clinical course of WHO class Ia OP (organophosphate) poisonings in humans are very scarce. Here, we compare the clinical features of patients who ingested hazard class Ia OPs. Methods: This retrospective observational case study included 75 patients with a history of ingesting ethyl p-nitrophenol thio-benzene phosphonate (EPN), phosphamidon, or terbufos. The patients were divided according to the chemical formulation of the ingested OP. Data regarding mortality and the development of complications were collected and compared among groups. Results: There were no differences in the baseline characteristics and severity scores at presentation between the three groups. No fatalities were observed in the terbufos group. The fatality rates in the EPN and phosphamidon groups were 11.8% and 28.6%, respectively. Patients poisoned with EPN developed respiratory failure later than those poisoned with phosphamidon and also tended to require longer mechanical ventilatory support than phosphamidon patients. The main cause of death was pneumonia in the EPN group and hypotensive shock in the phosphamidon group. Death occurred later in the EPN group than in the phosphamidon group. Conclusion: Even though all three drugs are classified as WHO class Ia OPs (extremely hazardous pesticides), their clinical courses and the related causes of death in humans varied. Their treatment protocols and predicted outcomes should therefore also be different based on the chemical formulation of the OP.

• The KIPS Transactions:PartB
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• v.8B no.6
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• pp.717-724
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• 2001

Multimedia presentations are a class of documents that are used for lectures, tour guides, business presentations, and in many other applications. These presentations comprise multimedia objects with a temporal structure that specifies when objects are to be delivered, for what duration, and what the temporal relationships among objects are. In this paper, we propose temporal extensions to XHTML that allow seamless integration of synchronized multimedia into web documents. The extensions are based on three concepts：(i) XHTML＋TIME (in short, Xtime) links for temporal composition, (ii) common time bases for close synchronization between media objects, and (iii) dynamic layout for specifying regions of a screen for presentation. Also, we will show a flexible execution architecture to support these concepts in a multimedia presentation.

• KSII Transactions on Internet and Information Systems (TIIS)
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• v.12 no.1
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• pp.413-435
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• 2018

Although the accuracy of handwritten character recognition based on deep networks has been shown to be superior to that of the traditional method, the use of an overly deep network significantly increases time consumption during parameter training. For this reason, this paper took the training time and recognition accuracy into consideration and proposed a novel handwritten character recognition algorithm with newly designed network structure, which is based on an extended nonlinear kernel residual network. This network is a non-extremely deep network, and its main design is as follows:(1) Design of an unsupervised apriori algorithm for intra-class clustering, making the subsequent network training more pertinent; (2) presentation of an intermediate convolution model with a pre-processed width level of 2;(3) presentation of a composite residual structure that designs a multi-level quick link; and (4) addition of a Dropout layer after the parameter optimization. The algorithm shows superior results on MNIST and SVHN dataset, which are two character benchmark recognition datasets, and achieves better recognition accuracy and higher recognition efficiency than other deep structures with the same number of layers.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.3
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• pp.564-568
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• 2020

Problem-based learning (PBL) is applied to various subjects for the sake of learners' creative thinking, problem-solving skills, presentation skills, confidence, self-directed learning, cooperation, and for the communication skills required in a rapidly changing society. Among them, the English language-an official language-is invested in 2.3 times more than other subjects, according to the English education company Yoon's Teacher. Therefore, PBL is an important learning method. However, the reality is that teacher-centered instruction, acquiring knowledge of the best answers only, and traditional evaluations are the main subjects. In order to supplement these weak points, this study designed a learning model for English subjects based on Barrows & Myers (2002) and the analyze, design, develop, implement, and evaluate (ADDIE) model. As a result of a PBL English class based on the ADDIE model, the learners were able to improve their presentation skills by 86%, their interest in learning by 86%, their understanding of learning by 86%, and cooperation by 100%. As such, studies on designing the learning model should be carried out continuously to achieve the purpose of 21st century English education, which is to improve learners' communication skills and information processing skills.

• Journal of The Korean Association For Science Education
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• v.33 no.7
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• pp.1259-1272
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• 2013

The purpose of this study was to investigate the effects of Science Writing Heuristic (SWH) laboratory class on the creative thinking and critical thinking of middle school students. Science writing heuristic programs were developed based on SWH strategies developed by Keys et al (1999). This study was conducted on 63 students from two classes as the comparative group and 63 students from two other classes as the experimental group. The cognitive level of the group as a homogeneous group was similar, and the program was applied to a total of 18 periods based on nine topics from March to July 2011. Evaluation instruments used in pre-test and post-test were the creative and critical thinking tests. To consider the score for creative and critical thinking. the SPSS 20.0 program was used. The study made use of technical statistics and ANCOVA. The result of this study showed that creative problem solving skills were improved by SWH in laboratory class. Therefore, persistent presentation of SWH teaching strategies and developing various experiment topics are required.