• Journal of Korean Home Economics Education Association
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• v.27 no.4
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• pp.19-35
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• 2015

The purpose of this study was to develop and evaluate a teaching learning process plan for the practice of caring and sharing to improve character of highschool students through Home Economics subject. The teaching learning process plan consisting of 13-session lessons has been developed and implemented according to the ADDIE model for the unit of 'Happy Family Life and Culture led by Family'. The unit was divided into two themes: Theme I caring through sharing and Theme II caring through practice. Six practice elements of caring and sharing such as communication, gratitude, courage, love, empathy, and environment drawn from Theme I are applied to Theme II. Various activities and teaching materials as well as questionnaire were developed. The plan was applied to 8 classes, 287 freshmen of S highschool in Jeonju-si from March to May, 2014. Three factors were drawn from 35 character-related items: self-perception, perception of caring and sharing, and practice of caring and sharing. These factors were related to respondents' satisfaction with family relationships and school life. Two factors except self-perception improved through 13 lessons. Students evaluated that the whole caring and sharing practice lessons of Theme I and II gave them the chance to realize a actual practice in everyday life was important even with small efforts such as cooking for special family. Also students commented that the praising workbook was impressive. All 23 items of evaluation gained from over 3.5 to 4.2 on 5-point scale. It can be concluded that the teaching learning process plan for the practice of caring and sharing for the unit of 'Happy Family Life and Culture led by Family' would improve character of highschool students through the Home Economics subject.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.9 no.1
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• pp.82-90
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• 1998

This study is attempted to examine Korean teachers’ perceptions of mental health problems in students and their attitudes towards psychiatric consultations through a questionnaire survey. The results of this study are as follows. 1) Teachers thought that 5.3% of their students had mental health problems, 1.9% of students required psychiatric evaluation, and 1.2% of students were referred or recommended psychiatric evaluation by their teachers. 2) The most frequent mental health problems in students discovered by teachers were distractibility and inattention, lack of academic skills, and language difficulties in elementary schools；distractibility and inattention, conduct problems, and lack of academic skills in middle schools；and conduct problems, distractibility and inattention, physical symptoms, and substance abuse in high schools. 3) Teachers thought the mental health problems in students were caused by the family environment, psychological factors, the educational system, and a lack of mental health services. 4) Teachers desired smaller classes, improvement of the school environment, more time, regular mental health education, a special program for students with mental health problems, and the counseling staffs or consultants for the school mental health. 5) Teachers consulted with other teachers, the parents of the students, the counseling teachers, the health care teachers, the counseling institutes, the psychiatric clinics, and the principals in descending order to handle the hard case problems. The frequent reasons for failing in psychiatric consultations were the prejudice of parents against psychiatric services, the teachers’ sense of superiority in dealing with the problems of students, the prejudice of teachers themselves against psychiatric practice, and inaccessible professional consultation. 6) About 20.4% of teachers reported they had proposed psychiatric consultations or had recommended their students to receive psychiatric evaluations.

• Journal of the Korean Institute of Landscape Architecture
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• v.36 no.2
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• pp.60-68
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• 2008

Three land-use limitations including water hazard, soil erosion and fallow potential were evaluated to define an unfair area. Landscape indices in the unfair areas, defined by evaluations before and after landscape enhancement, were computed by Fragstats v3.3 and compared in order to propose a landscape enhancement plan. The results are as follows: First, as a result of the land evaluation, 388.56ha was analyzed for the 1st class(S1), 623.25ha for the 2nd class(S2), 138.08ha(S3s: 82.47ha, S3e: 51.88ha) for the 3rd class(S3), 230.44ha(N1w: 194.91ha, N1e: 23.09ha, N1es: 13.94ha) for the 4th class(N1), and 67.91ha(N2w: 60. 89ha, N2es: 7.02ha) for the 5th class(N2). The classes under the 3rd class(including the 3rd class) were determined as an unfair area, and proposed landscape enhancement for them. Second, it was proposed that unfair areas with potential water hazards(N1 w, N2w) be restored as a wetland and buffer zone. At this point, the farmers owning these fields could be compensated using the direct payment for landscape conservation(DPLC). Areas witha relatively lower slope(S3e) or a steep slope(N1e) containing soil erodibility potential were proposed to be restored as a sod-culture-applied field and substitute vegetation or potentially natural vegetation, respectively. The unfair areas having fallow potential(S3s, N1es, N2es) were proposed to apply special use crops for the S3s fields, native plants for the N1es fields, and intended fallow for the N2es fields. Third, after landscape enhancement, theforest had higher values in the indices of NP, PLAND, LSI, IJI, and TCA, while paddy and upland had lower values in most indices except NP and LSI. The forest patches increased and were more plentiful with their restoration and had much greater possibility to join with nearby patches. With continued restoration, forest patches will have a large core area and small number of patches due to the conglomeration of patches, which positively influences the species of diversity in the forest patches.

• Asian Journal of Turfgrass Science
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• v.23 no.1
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• pp.151-162
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• 2009

When viewing that since the 1990s local governments have tried to build golf courses as a plan to revitalize the attraction of home and abroad tourists and to increase their tax incomes and that big companies are interested in leisure business including golf courses as a future promising business in the 21st century, golf courses seem to continuously increase in the future. On the contrary, noticing that golf courses are not only the main culprit behind the damage of natural environment and environmental pollution but also a target of real estate speculation and that golf makes a sense of incongruity between the classes of a society as a luxury sports, environment activists and local residents raise criticism to golf. Golf in our country shows a special sports phenomenon of which the pros and cons appear continuously. So, it is judged that policy for golf development direction should be set up based on verified scientific data. Thus, the research aims at deriving the location types of golf courses by looking at laws from the period of formation of the initial domestic golf courses to the recent period, grasping their distribution status according to time series and regions, conducting a questionnaire survey regarding location factors for golfers and the workers of golf courses, and dividing golf courses into several types. It is expected that the research will be a fundamental material when a golf course is built later on, contributing to the research of golf courses.

• Journal of Elementary Mathematics Education in Korea
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• v.13 no.2
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• pp.163-192
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• 2009

Currently, our country operates gifted education only as a special curriculum, which results in many problems, e.g., there are few beneficiaries of gifted education, considerable time and effort are required to gifted students, and gifted students' educational needs are ignored during the operation of regular curriculum. In order to solve these problems, the present study formulates the following research questions, finding it advisable to conduct gifted education in elementary regular classrooms within the scope of the regular curriculum. A. To devise a teaching plan for the gifted students on mathematics in the elementary school regular classroom. B. To develop a learning program for the gifted students in the elementary school regular classroom. C. To apply an in-depth learning program to gifted students in mathematics and analyze the effectiveness of the program. In order to answer these questions, a teaching plan was provided for the gifted students in mathematics using a differentiating instruction type. This type was developed by researching literature reviews. Primarily, those on characteristics of gifted students in mathematics and teaching-learning models for gifted education. In order to instruct the gifted students on mathematics in the regular classrooms, an in-depth learning program was developed. The gifted students were selected through teachers' recommendation and an advanced placement test. Furthermore, the effectiveness of the gifted education in mathematics and the possibility of the differentiating teaching type in the regular classrooms were determined. The analysis was applied through an in-depth learning program of selected gifted students in mathematics. To this end, an in-depth learning program developed in the present study was applied to 6 gifted students in mathematics in one first grade class of D Elementary School located in Nowon-gu, Seoul through a 10-period instruction. Thereafter, learning outputs, math diaries, teacher's checklist, interviews, video tape recordings the instruction were collected and analyzed. Based on instruction research and data analysis stated above, the following results were obtained. First, it was possible to implement the gifted education in mathematics using a differentiating instruction type in the regular classrooms, without incurring any significant difficulty to the teachers, the gifted students, and the non-gifted students. Specifically, this instruction was effective for the gifted students in mathematics. Since the gifted students have self-directed learning capability, the teacher can teach lessons to the gifted students individually or in a group, while teaching lessons to the non-gifted students. The teacher can take time to check the learning state of the gifted students and advise them, while the non-gifted students are solving their problems. Second, an in-depth learning program connected with the regular curriculum, was developed for the gifted students, and greatly effective to their development of mathematical thinking skills and creativity. The in-depth learning program held the interest of the gifted students and stimulated their mathematical thinking. It led to the creative learning results, and positively changed their attitude toward mathematics. Third, the gifted students with the most favorable results who took both teacher's recommendation and advanced placement test were more self-directed capable and task committed. They also showed favorable results of the in-depth learning program. Based on the foregoing study results, the conclusions are as follows: First, gifted education using a differentiating instruction type can be conducted for gifted students on mathematics in the elementary regular classrooms. This type of instruction conforms to the characteristics of the gifted students in mathematics and is greatly effective. Since the gifted students in mathematics have self-directed learning capabilities and task-commitment, their mathematical thinking skills and creativity were enhanced during individual exploration and learning through an in-depth learning program in a differentiating instruction. Second, when a differentiating instruction type is implemented, beneficiaries of gifted education will be enhanced. Gifted students and their parents' satisfaction with what their children are learning at school will increase. Teachers will have a better understanding of gifted education. Third, an in-depth learning program for gifted students on mathematics in the regular classrooms, should conform with an instructing and learning model for gifted education. This program should include various and creative contents by deepening the regular curriculum. Fourth, if an in-depth learning program is applied to the gifted students on mathematics in the regular classrooms, it can enhance their gifted abilities, change their attitude toward mathematics positively, and increase their creativity.

• Korean Journal of Heritage: History & Science
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• v.41 no.2
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• pp.61-78
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• 2008

Celadons painted in underglaze iron brown 'Sung(成)' inscription are characteristic celadons excavated only at the No. 7 kiln site located at Sadang-ri(沙堂里), Daegu-myeon(大口面), Gangjin-gun(康津郡), Jeollanamdo(全羅南道), Korea and has inscription in the inner center of the foot by brush. The inscription was marked where it is not easily seen. it can be assumed that since it showed a variety of hand writings, many people were involved in manufacturing these celadons and the 'Sung' inscription was marked after workshop rather than manufacturer. It was also found that quality of glaze, paste, shape, pattern and firing method were same and these were manufactured with the same techniques in the same period. Kinds of these celadons were mainly sets of tablewares including bowl with handle, bowl, plate, cup, bowl with cover and bottle. Raised relief designs using extrusion technic were especially preferred rather than incised designs and inlaid designs. Cases of using inlaid designs were not frequently found compared to incised designs, thus it can be assumed that in this period, inlaid designs were not generally used. Special designs having the meaning of authority or dignity such as chrysanthemum, peony, parrot and lotus plate designs were not found. Foot was molded with 'U' type except some bowls with cover and plates and firing was done after glazing the whole surface of the ceramic with the support of quartzite at 3 to 4 places of inner bottom of foot. Production period of these celadons with 'Sung' inscription can not be confirmed from other excavation sites outside of No. 7 kiln site at Sadang-ri since there are no other excavation sites whose relics bear 'Sung' inscription. Through comparison research with other relics bear the characteristics of these celadons from tombs, temple sites, shipwrecks, production period of these celadons with 'Sung' inscription can be assumed as second quarter of 13th century. And since the quality of these celadons are generally inferior to the top-quality celadons which were supplied to royal familes and high-ranking aristocrats, it can be deducted that these celadons with 'Sung' inscription were supplied to classes lower than royal familes and high-ranking aristocrats. So it is considered that Celadons with 'Sung' inscription have a great significance as a chronological material to complement the blank of the first half of the 13th century because most of celadons with raised relief designs and engraved relief designs were attributed to 12th century, the period of prosperity.