• Journal of the Korean GEO-environmental Society
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• v.6 no.2
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• pp.31-38
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• 2005

Flowable fills are self-leveling, liquid-like materials, and self-compacting to 95-100% of the maximum unit weight. Benefits of flowable fills include limited required labor, accelerated construction, ready placement at inaccessible locations, and the ability to be manually re-excavated. Applications for flowable fills include utility trenches, building excavations, underground storage tanks, abandoned sewers and utility lines, and filling underground mine shafts The objective of this study is to estimate engineering property of flowable fills made of soil mixed with recycled stylofoam and stabilizer for using geotechnical field. For this study, the uniaxial compression test, flowable test, and model tests were performed. Based on the results of the tests, the following conclusions are : fills made of soil mixed with recycled stylofoam and stabilizer can be used as flowable fills, minimum stabilizer quantity for using flowable fills ranges from 1.0($kN/m^3$) to 1.2 ($kN/m^3$).

• Journal of Gifted/Talented Education
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• v.10 no.2
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• pp.1-23
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• 2000

The Schoolwide Enrichment Model(SEM) is a representative model for the gifted education. As the model seems to be more conceptual in nature, it is hard to respond to the different interests and changing needs of the gifted learners. Also it does not provide specific procedures and prescriptions in teaching-learning processes for the teachers. Therefore, SEM needs to be modified into a Systemic Model that is more flexible and procedural. The paper proposes an Instructional Systems Design(ISD) model for SEM. The Systemic Model for SEM consists of 5 major steps. These are as follows: Planning, Diagnosis, Prescription, Implementation, Evaluation. In Planning step, there is a six-stage procedure for initiating the implementation of the SEM. In Diagnosis step, there are two-phases in identifying students for participation in the SEM and assessing strengths, interests, and talents of the learners and recording in The Total Talent Portfolio(TTP). In Prescription step, Curriculum Compacting is administered as a systematic procedure for modifying thecurriculum for above-average ability students. In Implementation step, Enrichment Learning and Teaching is an instructional strategy designed to promote active engagement in learning for teachers and students. Whenever each step has completed, Evaluation step should be followed. These 5 steps are repetitive, cycling and interactive. That is, each one becomes input for the next step, process for itself, and output for the previous step. Each step is monitored through the process of Review and Revision step. In conclusion, the paper suggests six strengths of the Systemic Model for SEM; The Model (1) provides the specific procedure in teaching-learning process; 92) has interactive relations with each component; (3) can be revised continuously for creation of the most effective system; (4) can be implemented more flexibly; (5) can be developed as an unique system for each school; (6) facilitates communications between teachers and students.