• The Journal of Korean Philosophical History
• /
• no.25
• /
• pp.293-313
• /
• 2009

A general sequence of moral instruction in elementary school is advanced to understanding of contents, application of understanding, reflection of application. The understanding of contents as first stage of instruction is related with abstract moral concepts. A model of concept analysis as one of the moral instruction models could be applied to understand on abstract moral concept. We can find rationale of that model from the 'analysis of concept' that is proposed by John Wilson. His 'analysis of concept' is thinking technique based on informal logics of ordinal language. These technique is constituted of 'Isolating questions of concept', 'Right answers', 'Model cases', 'Contrary cases', 'Related cases', 'Borderline cases', 'Invented cases', 'Social context', 'Underlying anxiety', 'Practical results', 'Results in language'. And these techniques could be categorized some of stages like finding a concept for analysis, finding a cases for understanding, concerning on the contexts about using context, concerning on the verification of defined concept. But it has difficulties that directly applicate these stages and technique to elementary school students. For instruction in elementary school, teacher should be translated these terms about each stages and technique to terms suited for students. And it is good for students that these activity can inspire students' interests. In this thesis, I'm trying to translate original terms about concept analysis technique to terms that elementary school students can understand. And then, I'm intending to propose of moral instruction method about truth telling as a example.

• Journal of Science and Technology Studies
• /
• v.1 no.1 s.1
• /
• pp.105-122
• /
• 2001

The purpose of this study is to understand how a teacher's teaching can be changed while he or she teaches the same contents in different classes. The qualitative research method was used in this study. Data were collected from classroom observations, several in-depth interviews, and stimulated-recall interviews after each class. All the data were transcribed and analyzed interpretively, and then, the results of the analysis were checked by each participating teacher. The results are as follows: First, changes appeared in each class in terms of the teaching items, tools, sequence, and time, even though the same teacher taught the same contents. It showed that the teacher's teaching practice changed immediately and intuitively in class. Second, teachers tried to implement "exploratory teaching" or "move-testing teaching" to address the emerging problems during their teaching. They then reflected on and modified their own teaching. This type of change, which happened during the teaching practice, can be an example of "Reflection-in-practice." Thus, the results of this study can provide helpful insights into how teachers might adapt and reflect in their teaching. It suggests that teachers need to recognize their subconscious teaching changes and learn "Reflection-in-practice."

• Journal of Science and Technology Studies
• /
• v.1 no.2 s.2
• /
• pp.423-438
• /
• 2001

The purpose of this study is to understand how a teacher's teaching can be changed while he or she teaches the same contents in different classes. The qualitative research method was used in this study. Data were collected from classroom observations, several in-depth interviews, and stimulated-recall interviews after each class. All the data were transcribed and analyzed interpretively, and then, the results of the analysis were checked by each participating teacher. The results are as follows: First, changes appeared in each class in terms of the teaching items, tools, sequence, and time, even though the same teacher taught the same contents. It showed that the teacher's teaching practice changed immediately and intuitively in class. Second, teachers tried to implement "exploratory teaching" or "move-testing teaching" to address the emerging problems during their teaching. They then reflected on and modified their own teaching. This type of change, which happened during the teaching practice, can be an example of "Reflection-in-practice." Thus, the results of this study can provide helpful insights into how teachers might adapt and reflect in their teaching. It suggests that teachers need to recognize their subconscious teaching changes and learn "Reflection-in-practice."

• The Journal of the Korea Contents Association
• /
• v.10 no.2
• /
• pp.72-80
• /
• 2010

The 1Gbps clock and data recovery (CDR) circuit using the proposed multi-point phase detector (PD) is presented. The proposed phase detector generates up/down signals comparing 3-point that is data transition point and clock rising/falling edge. The conventional PD uses the pulse width modulation (PWM) that controls the voltage controlled oscillator (VCO) using the width of a pulse period's multiple. However, the proposed PD uses the pulse number modulation (PNM) that regulates the VCO with the number of half clock cycle pulse. Therefore the proposed PD can controls VCO preciously and reduces the jitter. The CDR circuit is tested using 1Gbps $2^{31}-1$ pseudo random bit sequence (PRBS) input data. The designed CDR circuit shows that is capable of recovering clock and data at rates of 1Gbps. The recovered clock jitter is 7.36ps at 1GHz and the total power consumption is about 12mW. The proposed circuit is implemented using a 0.18um CMOS process under 1.8V supply.

• Journal of the Korean Society for Library and Information Science
• /
• v.25
• /
• pp.445-476
• /
• 1993

This paper is written to clarify the specific details of the Sabu-Songyu­Mongnok(사부송유목록). which is a reading list for recitation and appreciation of Chinese classics edited by Hong Suk-Chu(1774-1842) when he was 56 years old for the stimulation of his younger brother Hyun-Ju (1793-1865)'s reading life. In this study the catalogue's title interpretation. the time of the editing, the motive for the editing and the analysis of the contents are revealed as what they actually are. The main details are as followings. There is no date written on the Sabu-Songyu-Mongnok but the writer estimate it to be around 1829. After Hong Suk-Chu recognized the fact that although his younger brother Hyun-Ju was interested in reading but felt that he was a little too old to begin to read all the books of the whole classes. he selected the classic works from whole subjects, i.e. history, philosophy and anthology, that he thought which would best represent each subject. From these selected works he then picked out the most important chapters or parts of the works. Another motivation of the editing was for the stimulation of the reading life for Hong Suk-chu himself and for people like himself who were getting old and losing their vitality. The Sabu-Songyu-Mongnok consists of four categories. i.e. classics category, history category, philosophy category and anthology category, and in the catalogue, 26 different works are entered. The classics category has ten, the history category has six, the philosophy category has six and the anthology category has four. Each of the works are entered under the title of the book, and hen the chapter heading. The Sabu-Songyu-Mongnok was edited 19 years later than Hong-ssi toksorok(홍씨독서록) or an Annotated Bibliography of Korean and Chinese Books. Comparing each category of the catalogue with the Hong-ssi toksorok, the writer could catch the following characteristics. 1. Although there was no indication of the class heading, the sequence of the arrangement of the entries in the classics categories was the same as the sequence of the classes in the Hong-ssi toksorok. 2. The Zuo-shi Chun-qiu-zhuan(좌씨춘추전) is recorded in the class of Chunqiu of the classics category in the Hong-ssi toksorok, but in the Sabu-Songyu­Mongnok, it belongs to the history category. 3. In the philosophy category of the catalogue, Chuangtzu(장자) writings are included because it is so well written. 4. Unlike the categories of classics, history and anthology, the philosophy category is recorded under the author's name. This is fascinating because it unites with the conventional cataloguing practice of the west. 5. In the anthology category, the writings with the best styles from the Chuci(초사) or the poems of Chou, Wen-xuan(문선), wen-yuan-ying-hua(문여영화) are selected and classified into four parts: (1) poems, (2) proses of Han, Wei and Pre-Qin dynasties. (3) Si-liu-pian-li-wen(사육병려문), (4) classic style of writings of Tang and Song dynasties (당송고문). 6. There was an unusually large number of Han Yu's writings selected from the great eight poets of Tang and Song dynasty writings. (20 categories out of $43: 47\%)$ After comparing the entries of the Sabu-Songyu-Mongnok, it can be concluded that all the entries were also included in the Hong-ssi tokrorok. The fact that the sequence of the entries in the classics category and that the literary works were sequenced under the same subject by the year of editing or writing like as the Hong-ssi toksorok Also it is unusual that there was not even one literary work of a Korean in the catalogue. Anyhow this catalogue is the first recitation catalogue in our country that was edited for the people in the prime of life as well as for old people and is the only one existing today.

• Journal of The Korean Association For Science Education
• /
• v.29 no.8
• /
• pp.793-811
• /
• 2009

The purpose of this study is to understand how a teacher's teaching can be changed while he or she teaches the same contents in different classes. The qualitative research method was used in this study. Data were collected from classroom observations, several in-depth interviews, and stimulated-recall interviews after each class. All the data were transcribed and analyzed interpretively, and then, the results of the analysis were checked by each participating teacher. The results are as follows: First, changes appeared in each class in terms of the teaching items, tools, sequence, and time, even though the same teacher taught the same contents. It showed that the teacher's teaching practice changed immediately and intuitively in class. Second, teachers tried to implement "exploratory teaching" or "move-testing teaching" to address the emerging problems during their teaching. They then reflected on and modified their own teaching. This type of change, which happened during the teaching practice, can be an example of "Reflection-in-practice." Thus, the results of this study can provide helpful insights into how teachers might adapt and reflect in their teaching. It suggests that teachers need to recognize their subconscious teaching changes and learn "Reflection-in-practice."

• The Journal of the Korea Contents Association
• /
• v.6 no.10
• /
• pp.34-40
• /
• 2006

In this study, the treatment of organic matters and nutrients like Nitrogen and Phosphorus with sequencing batch reactors (SBR) was conducted. The following conclusions can be summarized from the study. The influent BOD concentration was varied 19.6 to 40.0mg/L and the effluent was 3.0 to 14.8mg/L. The variations of BOD removal efficiency during the experimental period was $47.9{\sim}88.4%$ and the average was 80.8%. The average removal efficiency was stabilized with the passage of time. Also the COD concentration was flowed into as $12.2{\sim}32.0mg/L$ and the effluent concentration was varied 3.3 to 18.6 mg/L, and then the average COD removal efficiency was 57.3%(minimun 19.2% and maximum 78.6%). But fortunately, the COD removal efficiency was also stabilized as 70.2% after 79days. In the case of T-N, the influent concentration range was $7.53{\sim}14.99mg/L$ and the effluent concentration was 6.59mg/L(the average removal efficiency was 40.3%) until the first experiment time 79days. But after normalizing the system, it was 4.44mg/L (the average removal efficiency was 56.4%). Also the influent T-P concentration was varied from 0.77 to 1.91mg/L and the effluent concentration was $0.26{\sim}1.53mg/L$. The removal efficiency was varied from 5.3 to 71.7%. considerably, therefore the average removal efficiency was 42.6%. The reason was concluded that the sludge wasn't discharged for increasing MLSS concentration.

• Korean Journal of Soil Science and Fertilizer
• /
• v.45 no.6
• /
• pp.1126-1135
• /
• 2012

In order to produce high-quality fermenting composts, bacteria strains with high activities of extracellular enzymes (cellulase, chitinase, amylase, protease and lipase) were isolated from the soils in 6 provinces of Korea, and characterized by 16S rRNA gene sequence analysis and properties. The selected 7 stains inoculated to livestock manure for 2' fermenting time, and experimental treatment divided into 3 groups, B1, B2 and B3, according to microbial activity and enzyme type. Our results showed that microbe applications (B1, B2 and B3) can increase (p<0.05) both rhizomes (17-38%) and enzyme activities (50-81%) in compost after fermenting time, respectively, compared to non-microbe treatment (control). The microbe application also decreased significantly (p<0.05) the $NH_3$ and $H_2S$ gas contents 13.4 and 27.3% compared with control, and the Propionic acid and Butyric acid gas contents 14.5 and 19.6%, respectively, as compared to the control. The microbial degradation rate (%) of pesticides and heavy metals increased significantly (p<0.05) after fermenting time, respectively, as compared to the control. Especially, microbe applications were more effective in total rhizomes yields and bioactivities than non-microbe treatment. Thus the results of this study could help in development of potential bioinoculants and composting techniques that maybe suitable for crop production, and protectable for earth environment under various conditions.

• Communications of Mathematical Education
• /
• v.34 no.3
• /
• pp.355-372
• /
• 2020

The concept of infinite series is an important subject of major mathematics curriculum in college. For several centuries it has provided learners not only counter-intuitive obstacles but also central role of analysis study. As the understanding in concept on infinite series became foundation of development of calculus in history of mathematics, it is essential to present students to study higher mathematics. Most students having concept of infinite sum have no difficulty in mathematical contents such as convergence test of infinite series. But they have difficulty in organizing concept of infinite series of partial sum. Thus, in this study we try to analyze construct the concept of infinite series in terms of APOS theory and genetic decomposition. By checking to construct concept of infinite series, we try to get an useful educational implication on teaching of infinite series.

• Korean Journal of Food Science and Technology
• /
• v.46 no.2
• /
• pp.153-164
• /
• 2014

Five takju prepared using four types of nuruk (a traditional Korean fermentation starter made of malted wheat; non-cooked, naturally inoculated) labeled SH, SS, JJ, and SJ, and one type of koji (cooked, inoculated with an inoculum) labeled MN, were compared. Titratable acidity, pH, sugars, ethanol, amino acids, organic acids, and microbial changes in samples were measured, and the sensory properties were evaluated. Titratable acidity, alcohol, and organic acid content increased as sugar contents decreased. The overall ethanol concentration of all takju increased over time, reaching a maximum of 13.08-14.96% (w/v) at 7-21 days. The total amino acid contents of takju prepared with nuruk, except for one (SJ), were higher than the takju prepared with koji (MN). Lactic acid bacteria were also isolated from the starters. Sequence analysis of 16S rRNA genes (500 - 600 bp) of 223 isolates revealed that the major strains were in the genera of Leuconostoc, Weissella, Pediococcus, and Lactobacillus.