• Fashion & Textile Research Journal
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• v.21 no.3
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• pp.326-335
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• 2019

This study categorized 100 female subjects over 65 years of age into two groups. The first group is called 'early stage of varus', which is when the gap between the knees is less than 5 cm. The second group is called 'progressive varus', which is when the gap between knees is 5 cm (or more). We then analyzed their lower body shapes and life status. The results were as follows. The average gap between knees in the early stage group and the progressive group was 3.3 cm and 6.2 cm. Direct and indirect measurements of their lower bodies showed that subjects in the progressive group had longer legs than the other group because their legs were bent outwards. Most of the subjects were found to live in western housing conditions, but maintained sedentary lifestyles. A total of 60% of the subjects thought that they were in bad health conditions and said that they found it difficult to move their knees dynamically; in addition, 63.6% of the subjects in the early stage group and 73.5% of the subjects in the progressive group suffered from arthritis. Subjects in the progressive group were more aware than the other group that their legs were bent outwards. They also responded that bent legs do harm to their appearance and make their lives uncomfortable. Most senior females with varus did not seek medical treatment and did not buy clothes that can help change their varus. However, 95% of the subjects responded they were in need for clothes that could straighten the varus-type.

• Journal of the Korean Institute of Rural Architecture
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• v.25 no.3
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• pp.37-45
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• 2023

This study is conducted to provide an empirical review on how schools play a pivotal role in the regional communities. For this, the use of closed schools, activities to revive small-scale schools, and activities related to nearby schools outside the village were analyzed for villages that have participated and have been awarded in the Contest for Making Happy Rural Communities by the Ministry of Agriculture, Food and Rural Affairs. The results of this are as follows. Out of 204 villages that won the contest, there were 19 cases of school closures. Of these 19 cases, there are 17 cases in which the closed school facilities still exist. For the two remaining cases, there are no buildings and only the site remains. To summarize the use of these schools, the functions are being combined and are determined within the range that local residents can operate. The impact or success factors on the region can be summarized into five main categories through the revival of schools in the crisis of closure. First, it was an opportunity to lay an organizational foundation for village projects in the future by reorganizing the village's organization, such as the formation of a village promotion committee to revive the schools. Second, it did not just introduce outsiders to increase the population, but supported housing and jobs for them to successfully settle down. Third, a cultural community was created with senior and junior residents, and finally, the residents became teachers or formed a village education communities such as lifelong education. In the relationship with schools existing outside the village, activities with members of the surrounding schools and linked activities are being carried out in the sense of "school".

• Journal of the Korean GEO-environmental Society
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• v.18 no.9
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• pp.19-31
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• 2017

In case of USA, the drilled shaft and the driven pile in the field showed a good correlation in the analysis of the bearing capacity between the dynamic load test and the static load test. However, in Korea, we mainly install the bored pile, which is not widely used overseas and we tried to confirm the reliability of the dynamic load test on the bored pile, because many people questioned the reliability of it. In this study, load tests were carried out on PHC bored piles in LH field (Cheonan, Incheon, Uijeongbu), and the bearing capacity of the dynamic load test (EOID 7times, Restrike 7times) and the static load test (7times) were compared and analyzed. As a result, the average of the bearing capacity of the static load test was 27% higher than that of the dynamic load test (reliability : 0.73, coefficient of variation : 0.3). And the average of the bearing capacity of the static load test (Davisson) was 27% higher than that of the bearing capacity of the dynamic load test (Davisson) (reliability : 0.73, coefficient of variation : 0.2). To reduce the difference between the bearing capacity of the dynamic load test and the static load test, we proposed modified bearing capacity of dynamic load test (base bearing capacity of EOID + skin frictional force of restrike) and difference between the bearing capacities was reduced to 9% (reliability : 0.91, coefficient of variation : 0.2). And the coefficient of variation was reduced to 0.2 and the consistency of analysis increased.

• Journal of Korean Home Economics Education Association
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• v.22 no.3
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• pp.1-18
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• 2010

The purpose of this study was to develop a teaching-learning process plan for sustainable residing creating with neighbors and to apply it to the housing section of Technology-Home Economics according to the 2007 Revised Curriculum. Teachinglearning method solving practical problems was used for the teaching-learning process plans of 6-session lessons according to the ADDIE model. In the development stage, 17 activity materials and 15 teaching learning materials (6 reading texts, 6 moving pictures, 2 internet and 1 image materials) were developed. for the 6-session lessons, based on the stages of solving practical problems. The plans applied to the 3 classes of 8, 9, and 10th grade of the H. junior and senior high school in Myun district in Kyungbook during Sept. 1st to 14th, 2009. The results showed that students actively participated when the contents and materials were related to their own experience. The 6-session lessons about sustainable residing creating with neighbors was significantly increased the sense of community between before and after. Each of the 4 stages of the teachinglearning method solving practical problems were highly participated by the students. The satisfaction with the contents and methods of the 6-session lessons were evaluated over medium to somewhat higher levels. The practical activities to solve the community space and programs were got positive comments. Problem solving process and presentation and discussion were needed to learn more. Those results might support that the teachinglearning process plan this research developed. would be appropriate to the lessons for sustainable residing creating with neighbors.