• Steel and Composite Structures
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• v.42 no.2
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• pp.277-288
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• 2022

A novel flat steel plate-concrete-corrugated steel plate (FS-C-CS) sandwich panel was proposed for resisting impact load. The failure mode, impact force and displacement response of the FS-C-CS panel under impact loading were studied via drop-weight impact tests. The combined global flexure and local indentation deformation mode of the FS-C-CS panel was observed, and three stages of impact process were identified. Moreover, the effects of corrugated plate height and steel plate thickness on the impact responses of the FS-C-CS panels were quantitatively analysed, and the impact resistant performance of the FS-C-CS panel was found to be generally improved on increasing corrugated plate height and thickness in terms of smaller deformation as well as larger impact force and post-peak mean force. The Finite Element (FE) model of the FS-C-CS panel under impact loading was established to predict its dynamic response and further reveal its failure mode and impact energy dissipation mechanism. The numerical results indicated that the concrete core and corrugated steel plate dissipated the majority of impact energy. In addition, employing end plates and high strength bolts as shear connectors could prevent the slip between steel plates and concrete core and assure the full composite action of the FS-C-CS panel.

• Journal of the Korean earth science society
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• v.30 no.7
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• pp.909-927
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• 2009

Inquiry became an essential methodology in science education. Recently, argumentation becomes more important in inquiry, but inquiry-based teaching in school science would not provide enough opportunities for students to have voluntary and active interactions during inquiry activities. Informal science learning can be an alternative for authentic inquiry. Accordingly, this study aims to find interaction patterns in dialogic inquiry of junior high school students in small groups in the natural history gallery. Inquiry elements and interaction patterns are analyzed with 42 dialogues of 13 small groups. As a result, seven interaction patterns are identified. First, five major interaction patterns were drawn as follows; Sharing questions, asking questions and simple response, asking questions and simple explanation, asking questions-simple explanation-(collecting data)-data based explanation, and asking questions-collecting data-data based explanation. Second, pattern 2, 'asking questions and simple response', is subdivided into three categories; passive and/or evasive response, inaccurate response, and repeated patterns of asking questions-simple response. The results of the study provide different patterns of dialogic interactions in a small group inquiry in informal contexts from formal contexts, and provide foundations to understand middle school students' interactive dialogues of inquiry occurred in the natural history gallery.

• Korean Journal of Health Education and Promotion
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• v.29 no.2
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• pp.71-81
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• 2012

Objectives: Effective and efficient response for public health crisis necessitate planning how to respond and mobilize the resources in schools. We preformed this study to develop the strategies to improve efficiency of school health education in an outbreak of pandemic disease. Methods: We tried to review the policies, regulations and response systems of all related sectors, and advanced cases associated with pandemic disease control measures by searching databases and on-line networks connected with the Korean Ministry of Education, Science and Technology. Results: It was important to implement a consistent and systematic approach for educational offices and schools to prevent confusion resulted from the inaccurate information. First, the systems and action plans for school health should be established to prepare and respond to an outbreak of pandemic disease. Secondly, the strategies to improve the efficiency of school health education in public health crisis should be in place. Finally, the personnel pool would be needed to provide the crisis management programs. Conclusion: In order for staffs and students to have abilities to respond in an outbreak of pandemic disease, comprehensive school health approaches and efficient educational efforts should be prepared in collaboration with related sectors.

• Korean Medical Education Review
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• v.22 no.3
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• pp.163-172
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• 2020

Medical treatments as universal care have been turning into delivering medical technology. Coping with death, which is prevalent in all medical circumstances, without comprehensive understanding results in missing out on significant aspects between life and death. This makes doctors surrender easily to a conventional and binary division of life and death and reduces the chance of including death as a part of the medical realm. Furthermore, in terms of medical education, we need to have the opportunity to consider such subjects that can benefit from special planning and consideration. Through reviewing articles in a variety of disciplines such as medicine, philosophy, psychology, literature, and anthropology, we can better understand death, condolences, and the relevance between them in a contextual way. In order to seek a better approach, this study also aims to survey and review the recent state of death education in diverse fields of medicine in Korea. In conclusion, if it is complicated for us to explain or understand death in general, focusing on condolences as a human response to death could be one meaningful way that deserves contemplation. It is possible to regard condolences as a touchstone and a prerequisite in death education itself.

• Journal of Fisheries and Marine Sciences Education
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• v.5 no.1
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• pp.1-14
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• 1993

This study is to observe and activate a groping of education based on the perceptual responses from the teachers and the students in fisheries schools. The conclusions of this study are as follows : First, lower level of the perceptual response was estimated in the curriculum and experimental courses, the financial and administrative supports from the Government, the contribution of a fisheries high school to the local society the wages of seamen and the co-works between the industries and the academies. Second, a careful consideration is needed for the fisheries school to have a different shape. As one way for co-works of the industries and the academies, two year program in school and one year internship in a related company should be formed for the curriculum in a fisheries high school. A localized support for sea area, a fisheries high school's role as a re-eaducation for the seamaen and opening a educational graduate school for teachers in the fisheries university are pursued. Third, the perceptual response from the teachers and the students are globally weighted in the acquisition of the license with a graduation of the school and then the credit for the military services, the entering into the same area of the higher education, the expansion of the experimental materials in the courses, developing the curriculum, the Governmental supports and the awareness for the local society, in order. The issues indicated here should be researched continuously for activating the education in the fisheries high schools.

• Earthquakes and Structures
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• v.13 no.6
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• pp.573-588
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• 2017

The earthquake input is required when the soil-structure interaction (SSI) analysis is performed by the direct finite element method. In this paper, the earthquake is considered as the obliquely incident plane body wave arising from the truncated linearly elastic layered half space. An earthquake input method is developed for the time-domain three-dimensional SSI analysis. It consists of a new site response analysis method for free field and the viscous-spring artificial boundary condition for scattered field. The proposed earthquake input method can be implemented in the process of building finite element model of commercial software. It can result in the highly accurate solution by using a relatively small SSI model. The initial condition is considered for the nonlinear SSI analysis. The Daikai subway station is analyzed as an example. The effectiveness of the proposed earthquake input method is verified. The effect of the obliquely incident earthquake is studied.

• Journal of Medicine and Life Science
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• v.19 no.1
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• pp.1-7
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• 2022

Learning disabilities (LD), also known as learning disorders, refers to cases in which an individual experiences lower academic ability as compared to the normal range of intelligence, visual or hearing impairment, or an inability to peform learning. Children and adolescents with learning disabilities often have emotional or behavioral problems or co-existing conditions, including depression, anxiety disorders, difficulties with peer relationships, family conflicts, and low self-esteem. In most cases, attention deficit and hyperactivity disorder coexists. As learning disabilities have the characteristics of a difficult heterogeneous disease group that cannot be attributed to a single root cause, they are diagnosed based on an interdisciplinary approach through medicine and education, such as mental health medicine, education, psychology, special education, and neurology. In addition, for the accurate diagnosis and treatment of learning disabilities, the diagnosis, prescription, treatment, and educational intervention should be conducted in cooperation with doctors, teachers, and psychologists. The treatment of learning disabilities requires a multimodal approach, including medical and educational intervention. It is suggested that educational interventions such as the Individualized Education Plan (IEP) and the Response to Invention (RTI) should be implemented.

• ALGAE
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• v.38 no.2
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• pp.141-150
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• 2023

Light quality is a common environmental factor which influences the metabolism of biochemical substances in algae and leads to the response of algal growth and development. Pyropia yezoensis is a kind of economic macroalgae that naturally grows in the intertidal zone where the light environment changes dramatically. In the present study, P. yezoensis thalli were treated under white light (control) and monochromatic lights with primary colors (blue, green, and red) for 14 days to explore their physiological response to light quality. During the first 3 days of treatment, P. yezoensis grew faster under blue light than other light qualities. In the next 11 days, it showed better adaptation to green light, with higher growth rate and photosynthetic capacity (reflected by a higher rETR_max = 61.58 and E_k = 237.78). A higher non-photochemical quenching was observed in the treatment of red light than others for 14 days. Furthermore, the response of P. yezoensis to light quality also results in the difference of photosynthetic pigment contents. The monochromatic light could reduce the synthesis of all pigments, but the reduction degree was different, which may relate to the spectral absorption characteristics of pigments. It was speculated that P. yezoensis adapted to a specific or changing light environments by regulating the synthesis of pigments to achieve the best use of light energy in photosynthesis and premium growth and metabolism.

• Journal of the Korean Geographical Society
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• v.47 no.6
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• pp.934-954
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• 2012

Constructed-response items are useful to estimate a higher-order thinking abilities such as sense of place, graphicacy, and geographical imaginations which are aimed by geography education. This study aims to identify the conception of the constructed-response items, to classify those feasible items in geography education, and to propose some comments and suggestions for development and application in Korea. The author tries to classify the constructed-response items by analyzing the NAEP items in the formal aspect and the aspect of cognitive dimension respectively. In the formal aspect, they are classified as 'question-standalone' type and 'material-presenting' type. In the aspect of cognitive dimension, they are classified into three types as 'knowledge-requirement', 'understanding-requirement', and 'applying-requirement'. Some comments and suggestions are as follows. First, it is necessary to develope the constructed-response items that coherent to both content and cognitive dimensions. Second, it is required for students who take an examination to use a great variety of graphics, photos, thematic maps related to geography. Third, we need to inquire the rubric, grade, process to scoring because they are vital to success of the constructed-response items.

• Journal of Korean Elementary Science Education
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• v.32 no.4
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• pp.393-403
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• 2013

The purpose of this study was to investigate the perception of school teachers in science research ethics and perception of science research ethics education. A survey was administered for this study and a total 167 elementary and secondary teachers studying in K University graduate school participated. The survey was organized to examine participants' 1) science research ethics awareness, 2) status of science research ethics education, and 3) needs for science research ethics education, and 4) the perception of the direction of the science research ethics education in school. Each item was responded using either 1 to 5 Likert type scale, multiple choices questionnaires. The results were as follows: both of elementary and secondary school teachers showed above average interest in science research ethics and secondary school teachers showed significantly higher interest than elementary school teachers(p<0.05). In degree of awareness of science research ethics, plagiarism (M=3.98) was the highest, followed by free-riding(M=3.78), the scientist's social responsibility(M=3.71), and forge(M=3.61). In response science research ethics problem occurs in science education activities more than the average(M=3.39). Teacher's response on the teaching of science research ethics ranges from 3.02 to 4.47, but each science research ethics elements was showed a large deviation. Elementary and secondary school teachers responded that science research ethics education needed(M=4.34). Science research ethics education should be included in the school curriculum. Eighty-five percent of the teachers responded that the science research ethics education should be started from elementary school. 'Discussion-type classes with examples' was preferred as an effective teaching. And teachers needed 'instructional materials' and 'teachers training' for science research ethics education.