• 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.

• The Journal of Engineering Geology
• /
• v.32 no.4
• /
• pp.437-448
• /
• 2022

This work aims to assess the threat to human health of hazardous materials in groundwater that is used domestically and for drinking. Two distinct sub-assessments are considered: cancer and non-cancer risk. The studied groundwater is in an agricultural area of Gyeongnam Province, Korea, and is contaminated by arsenic at a mean level of 16.27 ㎍/L, far greater than the WHO guideline (10 ㎍/L for drinking water). We collected groundwater data from the National Groundwater Information Center (gims.go.kr) and assessed the risk to human health following the methodology of the United States Environmental Protection Agency. We considered three exposure scenarios: domestic use (scenario 1) and drinking use with different doses (scenarios 2 and 3). Scenario 1 had a median hazard quotient (HQ) of 0.77 and a cancer risk (CR) of 0.013. Scenario 2 had a median HQ of 0.08 and a CR of 3.69 × 10^-5, and the values for scenario 3 were 0.11 and 4.82 × 10^-5, respectively. Scenario 1 is likely the most hazardous to human health. Further study of the origin of arsenic in groundwater in the study area is required, as are remedial measures to mitigate its health effects.

• International conference on construction engineering and project management
• /
• 2009.05a
• /
• pp.30-31
• /
• 2009

Early detection of schedule delay in field construction activities is vital to project management. It provides the opportunity to initiate remedial actions and increases the chance of controlling such overruns or minimizing their impacts. This entails project managers to design, implement, and maintain a systematic approach for progress monitoring to promptly identify, process and communicate discrepancies between actual and as-planned performances as early as possible. Despite importance, systematic implementation of progress monitoring is challenging: (1) Current progress monitoring is time-consuming as it needs extensive as-planned and as-built data collection; (2) The excessive amount of work required to be performed may cause human-errors and reduce the quality of manually collected data and since only an approximate visual inspection is usually performed, makes the collected data subjective; (3) Existing methods of progress monitoring are also non-systematic and may also create a time-lag between the time progress is reported and the time progress is actually accomplished; (4) Progress reports are visually complex, and do not reflect spatial aspects of construction; and (5) Current reporting methods increase the time required to describe and explain progress in coordination meetings and in turn could delay the decision making process. In summary, with current methods, it may be not be easy to understand the progress situation clearly and quickly. To overcome such inefficiencies, this research focuses on exploring application of unsorted daily progress photograph logs - available on any construction site - as well as IFC-based 4D models for progress monitoring. Our approach is based on computing, from the images themselves, the photographer's locations and orientations, along with a sparse 3D geometric representation of the as-built scene using daily progress photographs and superimposition of the reconstructed scene over the as-planned 4D model. Within such an environment, progress photographs are registered in the virtual as-planned environment, allowing a large unstructured collection of daily construction images to be interactively explored. In addition, sparse reconstructed scenes superimposed over 4D models allow site images to be geo-registered with the as-planned components and consequently, a location-based image processing technique to be implemented and progress data to be extracted automatically. The result of progress comparison study between as-planned and as-built performances can subsequently be visualized in the D4AR - 4D Augmented Reality - environment using a traffic light metaphor. In such an environment, project participants would be able to: 1) use the 4D as-planned model as a baseline for progress monitoring, compare it to daily construction photographs and study workspace logistics; 2) interactively and remotely explore registered construction photographs in a 3D environment; 3) analyze registered images and quantify as-built progress; 4) measure discrepancies between as-planned and as-built performances; and 5) visually represent progress discrepancies through superimposition of 4D as-planned models over progress photographs, make control decisions and effectively communicate those with project participants. We present our preliminary results on two ongoing construction projects and discuss implementation, perceived benefits and future potential enhancement of this new technology in construction, in all fronts of automatic data collection, processing and communication.