• Korean Journal of Child Studies
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• v.17 no.1
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• pp.275-288
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• 1996

The purposes of this study were to investigate children's prosocial behavior by age and sex and to examine the relationship between children's prosocial moral reasoning and prosocial behavior by costs and types of tasks. The subjects were 300 3th-and 6th-graders enrolled in elementary schools in Seoul. The revised form of Prosocial Moral Dilemmas including costs and types of tasks was used. The tasks of prosocial behaviors included time-cost tasks, money-cost tasks and physical strength-cost tasks. For data analysis, the paired t-test, two-way ANOVA, and Pearson's Correlations were used. Major findings were as follows; (1)There was age difference in children's prosocial behavior. 6th-graders performed at a higher level than 3th-graders. Sex differences weren't significant. In low- and high-cost tasks and in time-, money-, and physical strength-cost tasks, there were (2) Scores on high-cost behavior tasks were higher than on low-cost tasks. (3) Children's prosocial moral reasoning was positively related to prosocial behavior; in low- and high-cost tasks, and in time-, money-, and physical strength-cost tasks.

• Research in Mathematical Education
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• v.25 no.4
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• pp.285-309
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• 2022

A large body of previous studies investigated mathematical tasks by analyzing the design process prior to lessons or textbooks. While researchers have revealed the significant roles of mathematical tasks within written curricular, there has been a call for studies about how mathematical tasks are implemented or what is experienced and learned by students as enacted curriculum. This article proposes a mathematical task analytic framework based on a holistic definition of tasks encompassing both written tasks and the process of task enactment. We synthesized the features of the mathematical tasks and developed a task analytic framework with multiple dimensions: breadth, depth, bridging, openness, and interaction. We also applied the scoring rubric to analyze three multiplication tasks to illustrate the framework by its five dimensions. We illustrate how a series of tasks are analyzed through the framework when students are engaged in multiplicative thinking. The framework can provide important information about the qualities of planned tasks for mathematics instruction (proactive) and the qualities of implemented tasks during instruction (reactive). This framework will be beneficial for curriculum designers to design rich tasks with more careful consideration of how each feature of the tasks would be attained and for teachers to transform mathematical tasks with the provision of meaningful learning activities into implementation.

• Journal of the Korean Dietetic Association
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• v.27 no.4
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• pp.209-231
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• 2021

The purpose of this study was to compare differences between essential tasks and delegable tasks among public kindergarten dietitians. A survey study was conducted through a self-administered online method from November 18 to December 28, 2019. The survey consisted of essential tasks and delegable tasks, including 6 Duties, 25 Tasks, and 94 Task Elements. The survey was distributed to a sample of 500 kindergartens in Korea, after excluding incomplete surveys and outliers, and a total of 224 responses were used for the analysis. Descriptive statistics were used to compare essential tasks and delegable tasks. The results show that 'Duty A. Nutrition Management', 'Duty B. Foodservice Management Practices', 'Duty C. Hygiene management of kindergarten foodservice', 'Duty D. Nutrition-Diet Education and counseling', and 'Duty F. Professionalism Enhancement' were recognized as essential tasks to be performed by kindergarten dietitians. All 16 tasks elements (100.0%) in 'Duty E. Managing snacks during semesters, and lunch/snack during breaks' were identified as delegable tasks. In conclusion, most tasks were recognized as essential tasks to be performed by kindergarten dietitians. On the other hand, 'Duty E. Managing Snacks during semesters, and lunch/snack during breaks' was considered a delegable task by public-attached kindergarten dietitians. It is recommended that public-attached kindergartens should consider additional workforce related to 'Duty E'. This study is expected to offer basic data on laws and regulations about the duties of kindergarten dietitians.

• Journal of the Korean Society of Safety
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• v.24 no.2
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• pp.76-82
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• 2009

The NIOSH lifting equation has been used as a dominant tool in evaluating the hazard levels of lifting tasks. Although it provides two different ways for each simple and complex lifting task, the NIOSH simple lifting equation is almost used for not only simple tasks but also complex tasks. However, most of lifting tasks in industries are in the form of complex lifting. Therefore some errors occur inevitably in the evaluation of complex lifting tasks. Among complex lifting tasks, a multi-stacking task is the most popular in lifting tasks. To compensate the error in the evaluation of multi-stacking tasks by using the NIOSH simple lifting equation, a set of calculations for finding LIs(Lifting Indices) was performed for the systematically varying multi-stacking tasks. Then a regression model which finds the equivalent height in simple lifting task for multi-stacking task was established. By using this model, multi-stacking tasks can be evaluated with less error. To validate this model, some real multi-stacking tasks were evaluated as examples.

• Proceedings of the ESK Conference
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• 1997.10a
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• pp.433-436
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• 1997

Automobile assembly tasks consist of many kinds of manual work which are very stressful to workers because of repetitive poor working postures and dealing heavy weights. To decrease the level of workload, it is necessary to evaluate the workload quantitatively. In this study, a workload evaluation method based on EMG was experimentally evaluated. We measured EMG at 6 main muscles with 2 healthy male workers during doing 9 assembly tasks, which were selected as high workload jobs. The tasks were decomposed into 36 elementary tasks. The workload was calculated through an equation with %MVIS and work duration time. To evaluate the result, subjective discomfort on the tasks was assessed by 29 workers. By the calculated workload, we were able to ranked the workload of tasks, elementary tasks. The comparison between the EMG-based workload and subjective rating showed a positive correlation(P-value=0.0246). We think it is possible to adapt the EMG-based workload evaluation technique to all assembly tasks by expending the experi- ment size.

• Nuclear Engineering and Technology
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• v.51 no.6
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• pp.1554-1560
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• 2019

Development of digital main control rooms (MCRs) has greatly changed operating environments by altering operator tasks, and thus the unique characteristics of digital MCRs should be considered in terms of human reliability analysis. Digital MCR tasks can be divided into primary tasks that directly supply control input to the plant equipment, and secondary tasks that include interface management conducted via soft controls (SCs). Operator performance regarding these secondary tasks must be evaluated since such tasks did not exist in previous analog systems. In this paper, we analyzed SC-related tasks based on simulation data, and classified the error modes of the SCs following analysis of all operational tasks. Then, we defined the factors to be considered in human reliability analysis methods regarding the SCs; such factors are mainly related to interface management and computerized operator support systems. As these support systems function to reduce the number of secondary tasks required for SC, we conducted an assessment to evaluate the efficiency of one such support system. The results of this study may facilitate the development of training programs as well as help to optimize interface design to better reflect the interface management task characteristics of digitalized MCRs.

• Education of Primary School Mathematics
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• v.18 no.2
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• pp.61-75
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• 2015

This study analyzed the characteristics of mathematical tasks including the level of cognitive demands set up by pre-service elementary school teachers. 50 pre-service teachers in G university of education who participated in their 4 weeks teaching practicum were selected as subjects. They planned and implemented mathematics lesson with their lesson plans. Lesson plans, video of their lessons, transcript of video were gathered and analyzed the characteristics of mathematical tasks used in their lesson. Through the analysis, several conclusions were drawn as follow. First, 78% of the subjects modified tasks in mathematics textbooks. Since modification or construction of mathematical tasks gives good chance for constructing mathematical task knowledge for teaching, more chance should be given to pre-service teachers to construct new tasks or modify tasks in mathematics textbooks. Second, types of modification done by pre-service teachers were categorized as number change(15.6%), situation change(78.1%) and material change(6.3%). As Chapman(2013) emphasized the importance of MtKT, pre-service teachers must have more MtKT by understanding the characteristics of mathematical tasks. Third, the level of cognitive demands required by mathematical tasks were relatively low. 74% of mathematical tasks was lower cognitive demands and only 26% was higher cognitive demands. The level of cognitive demands of tasks in mathematics textbooks tended to be lowered by the directions given right after the tasks were given. In this respect, the structure of mathematics textbooks need to be changed.

• Journal of Educational Research in Mathematics
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• v.23 no.3
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• pp.353-371
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• 2013

The purpose of this study is to investigate preservice secondary teachers' understanding and modification capacity of tasks from mathematics textbooks. This study conducted a survey about how preservice teachers understand the features of mathematical tasks and how they would select and modify tasks appropriately from the curriculum and for lesson goals. The findings from the analysis suggest that the preservice teachers seem to recognize Procedures Without Connections tasks as the high-level tasks. Further, 43 percent of the total numbers appropriately selected the tasks from the curriculum and for lesson goals. Most of the preservice teachers appear to find it difficult to modify low-level tasks into high-level tasks.

• Journal of Radiation Industry
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• v.18 no.1
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• pp.23-33
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• 2024

This study was conducted to analyze the characteristics of three high-exposure tasks performed by radiation workers in Korean pressurized water reactors (PWRs) and to identify factors that reduce their exposure during work. Three high-exposure tasks were selected based on a previous study. In this previous study, nozzle dam installation and removal, eddy current testing, and manway opening and closing were determined as high-exposure tasks through normalization (radiation dose per unit time). Based on the analysis of the characteristics of the high-exposure tasks in this study, the high-exposure tasks were steam generator-related tasks performed inside and outside the water chamber. This study analyzed the reduction factors for high-exposure tasks and suggested improvements in terms of time, distance, and shielding. The use of the characteristics of high-exposure tasks and their dose reduction factors enables Korean PWRs to optimize radiation protection for workers who receive relatively high doses.

• The Mathematical Education
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• v.52 no.1
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• pp.111-128
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• 2013

The purpose of this study was to examine and analyze the cognitive demand of the mathematical tasks suggested in the middle school textbooks. In particular, it aimed to reveal the overall picture of the level of cognitive demand of the mathematical tasks in the strand of geometry in the textbooks. We adopted the framework for mathematical task analysis suggested by Stein & Smith(1998) and analyzed the mathematical tasks accordingly. The findings from the analysis showed that 95 percent of the mathematical tasks were at high level and the rest at low level in terms of cognitive demand. Most of the mathematical tasks in the textbooks were algorithmic and focused on producing correct answers by using procedures. In particular, the high level tasks were presented at the end of each chapter or unit for wrap up rather than as key resources.