• Journal of the Korean Home Economics Association
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• v.29 no.3
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• pp.191-207
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• 1991

The present study investigated the parent's educational views according to sex, age, educational level of parent, and social class. The study also examined parent's educational views resulting from participation of parent education and the types of parent education of marital partner. The subjects were consisted of 162 couples(324 persons) whose children were attending elementary school in Seoul. The instrument was "A tools of Parent's Educational Views Measurement". The major findings are: 1. Parent's educational views showed a tendency to be adult oriented rather than child centered regardless of parent's sex and age. However, the higher parent's education and SES are, the more child oriented views are. 2. Mothers who had participated in the specialized parent education were found to be child oriented educational views. 3. The fathers whose wives participated in the specilized parent education showed the child oriented educational views, probably because of mothers' influence on fathers' educational views.

• Journal of Korean Elementary Science Education
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• v.29 no.2
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• pp.195-206
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• 2010

The purposes of this study were to develop science education programs for changing students' science research ethical views, and to investigate the types and features of their views, and to examine their changes overtime. The subject of this study was one 6th grade class(41 students) at an elementary school located in Seoul. The scientific research ethical education programs developed in the study was applied through 8 lessons over 4 weeks. The results of this study show that 3 types of science research ethical views were appeared in elementary students participated in this study: 'human technology centered views', 'value ecology centered views' and the mixed views. The numbers of students, who changed their views from type I or type II to type III, were significantly increased. Students with type III appeared to actively involve in classroom activities aligned with science research ethical issues. The results imply that intended science ethical education program can affect students' ethical views on science. It is also important to aware that teacher's effective assistance and help contribute to students' meaningful changes on their traditional scientific ethical views. Educational implications on science education are discussed.

• Journal of Korean Foot and Ankle Society
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• v.9 no.1
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• pp.94-98
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• 2005

Purpose: To compare the radiographic evaluations between two radiographic views (AP and lateral views) and four radiographic views (AP, lateral and both oblique views) in ankle fractures. Materials and Methods: From January 2000 to June 2002, 60 cases of ankle fractures were treated with open reduction and internal fixation and its followed up periods were at least 2 years. All cases were classified into three groups according to the method of preoperative radiographic evaluation. Two radiographic views (AP and lateral views) were taken in group A and four radiographic views (AP, lateral and both oblique views) were taken in group B. 12 Cases were evaluated with three dimensional computed tomography (3D CT). Four radiographic views and 3D CT were taken in group C. All cases were classified according to the Danis-Weber and Lauge-Hansen classification. Displacement of fracture fragment of medial, lateral, posterior malleolus and size of fracture fragment of posterior malleous were measured using picture archiving communication system (PACS). Results: Although kappa value between two or four radiographic views were good or excellent in Danis-Weber classification and Lauge-Hansen classification of ankle fractures, the displacements of medial and lateral malleoli were statistically different. Four radiographic views evalulated the degree of displacement of medial and lateral fragments more accurately compared to two radiographic views. Conclusion: Four radiographic views will be more useful than two radiographic views to decide the method of treatment and operation considering the displacement of fracture fragment.

• Journal of The Korean Association For Science Education
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• v.33 no.3
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• pp.581-596
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• 2013

The aim of this study was to identify students' views on the orientation of science and to investigate the relationship between their views and decision-making on socio-scientific issues (SSI). In this study, 27 university students attending a science course were asked to discuss four controversial issues: the Toyota recall, the green car, the global warming and swine influenza (influenza A (H1N1)). The study was comprised of two stages. At the first stage, we examined students' views on the nature of science and on the orientation of science with the open-ended questionnaire based on VNOS and VOSTS. While they held relatively similar views on the nature of science, their views on the orientation of science were distinct as pragmatic, intrinsic, communal and ethical views. At the second stage, to examine the role of their views on the orientation of science in decision-making, we selected four students who had similar views on NOS but different views on the orientation of science. The four students were selected from each group of views on the orientation of science and their decision-making processes were analyzed following grounded theory. Across SSIs, they relied upon their views on the orientation of science as the strategies for decision, though considered different perception, and causal and contextual conditions. This study indicates that understanding students' views on the orientation of science would be helpful for achieving scientific literacy for informed decision.

• Journal of Science Education
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• v.36 no.2
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• pp.341-353
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• 2012

The purpose of this study is to explore how science teachers' views about physics and biology are different. From a survey of 45 science teachers who majored in physics, this study found that their views about physics were closer to the experts' views than their views about biology. But it seemed that their views about neither physics nor biology were similar to the experts' views. Compared their views about physics with their views about biology in six dimensions, in four dimensions including structure dimension, methodology dimension, validity dimension, and reflective thinking dimension, the scores of the views about physics were higher, in learnability dimension, the scores of the views about biology were higher, and in personal relevance dimension, the scores of the two kinds of views were similar. Specially the their views about physics in learnability dimension were closer to novices'. In addition, science teachers majored in physics seemed to think that compared with biology, physics is coherent, systematic and reasoning, but it is not learnable.

• Proceedings of the Korea Inteligent Information System Society Conference
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• 2001.01a
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• pp.441-447
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• 2001

The problem of query rewriting using views has interested in the context of data integration where source data is described by the views on global relations. When the query and views are of the form of conjunctive queries, the rewriting is a union of conjunctive queries each of which is contained in the original query and consists of only views. Most previous methods for query rewriting using views are 2-step algorithms. In the first step, they identify the views that are useful in rewriting and in the second step they construct all correct rewritings by combining the views that gained in the first step. The larger the number of selected views in the first step, the larger the number of candidate rewritings in the second step. We want to minimize the number of selected views in the first step by defining stringent conditions for a view to be participated in rewritings. In this paper, first we offer a necessary condition for the existence of a rewriting that includes a view. For the common case that predicate repetitions are not allowed in the bodies of views, we show that our algorithm for testing the condition is done in a polynomial-time. Second, we offer an algorithm to construct contained rewritings using the view instances that are computed in the first step. The exponential containment-mapping test in the second step is not needed in our algorithm.

• Asia pacific journal of information systems
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• v.13 no.4
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• pp.191-206
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• 2003

More views in data warehouse, can respond to the users more rapidly because the user's requests might be processed by accessing only the materialized views with higher probabilities rather than accessing base relations. But, the update duration for maintaining materialized views limits the number of materialized views in data warehouse. In this paper, we propose the algorithm for reducing update duration of materialized views, of which aggregation functions are maintained by self-maintenance. We also implement the proposed algorithm and evaluate the performance of the algorithm.

• Journal of Computing Science and Engineering
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• v.1 no.1
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• pp.95-123
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• 2007

Existing systems that support semistructured views do not maintain semantics during the process of designing the views. Thus, these systems do not guarantee the validity and reversibility of the views. In this paper, we propose an approach to address the issue of valid and reversible semistructured views, We design a set of view operators for designing semistructured views. These operators are select, drop, join and swap. For each operator, we develop a complete set of rules to maintain the semantics of the views. In particular, we maintain the evolution and integrity of relationships once an operator is applied. We also examine the reversible view problem under our operators and develop rules to guarantee that the designed views are reversible. Finally, we examine the changes in the participation constraints of relationship types during the view design process, and develop rules to ensure the correctness of the participation constraints.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.6 no.8
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• pp.1336-1345
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• 2002

Materialized views in data warehouse play important roles in rapidly answering to users's requests for information Processing. More views in data warehouse, can respond to the users more rapidly because the user's requests may be processed by using only the materialized views with higher probabilities rather than accessing base relations. The limited duration, during which the materialized views are updated due to base relations's changes, limits the number of materialized views in data warehouse. In this paper, we propose efficient policy for updating the materialized views, which can save the update duration of views although MIN/MAX values frequently change in base relation. The policy updates the materialized views by distinguishing whether MIN/MAX values's changes in the base relation are insert value or delete value. Then, the number of accesses to the base relation is descreased when updating the MIN/MAX values in the materialized views.

• Journal of The Korean Association For Science Education
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• v.24 no.6
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• pp.1158-1172
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• 2004

This study searched secondary school students' epistemological views and ontological views about nature and the root causes of such their views. The subjects were 156 secondary school students and data were gathered by the questionnaire developed based on preceding researches. As a result, many secondary school students had epistemological views of unknowable nature. There were various root causes of their epistemological views such as regularity and harmony of nature, predictable and circular natural phenomenon, causation, the relation between human and nature. On the other hand, a lot of secondary school students had ontological view of supernatural nature. Their religious beliefs were very powerful influence their supernatural ontological views. The nature is the object of science and the physical world. Because those views supply science educators basic backgrounds how leaners understand science class, secondary school students' epistemological views and ontological views are precious information. From now on, it is necessary to study relations between students' epistemological views and ontological views and their science class processes.