• Archives of Reconstructive Microsurgery
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• v.8 no.2
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• pp.130-138
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• 1999

The lower extremity injuries are extremely increasing with the development of industrial & transportational technology. For the lower extremity injuries that result from high-energy forces, particularly those in which soft tissue and large segments of bone have been destroyed and there is some degree of vascular compromise, the problems in reconstruction are major and more complex. In such cases local muscle coverage is probably unsuccessful, because adjacent muscles are destroyed much more than one can initially expect. Reconstruction of the lower extremity has been planned by dividing the lower leg into three parts traditionally The flaps available in each of the three parts are gastrocnemius flap for proximal one third, soleus flap for middle one third and free flap transfer for lower one third. Microvascular surgery can provide the necessary soft tissue coverage from the remote donnor area by free flap transfer into the defect. Correct selection of the appropriate recipient vessels is difficult and remains the most important factor in successful free flap transfer. Vascular anastomosis to recipient vessels distal to the zone of injury has been advocated and retrograde flow flaps are well established in island flaps. Retrograde flow anastomosis could not interrupt the major blood vessels which were essential for survival of the distal limb, the compromise of fracture or wound healing might be prevented. During 5 years, from March 1993 to Feb. 1998, we have done 68 free flap transfers in 61 patients to reconstruct the lower extremity. From analysis of the cases, we concluded that for the reconstruction of the lower extremity, free flap transfer yields a more esthetic and functional results.

• Journal of Gifted/Talented Education
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• v.11 no.3
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• pp.45-68
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• 2001

The Gifted need the constructivist loaming environments that reflect his or her cognitive and affective characteristics and needs to exert their potential fully. 'Structural Communication'was designed to encourage creative thinking in learners, allowing them to create an understanding of a topic, not simply memorize facts. It is considered in line with constructivist philosophy and cognitive paradigms. The major purpose of this study is to explore 'Web-Based Structural Communication'program to embody the collaborative loaming based on constructivism. It was applied on high school $2\times2$ matrix teaming for the gifted students. Recently developed computer technology, emerging network facilities, and internet enable us to extend the usefulness and efficiency of 'Structural Communication’Especially web provides not only the discussion environment that is free from space and time constraints and characteristics of leasers, but also the experiences of knowledge construction through the collaborative learning. Through the 'Web-based Structural Communication', the gifted will be able to argue, persuade and share their unique ideas and gradually elaborated ill-structured ideas. The gifted will escape from the tunnel vision of the early time and have multiple perspectives that are more objective and logical. As the result, the gifted are expected to acquire the effect of 'the Zone of Proximal Development'that Vygotsky advocated.

• Journal of Digital Convergence
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• v.14 no.3
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• pp.453-464
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• 2016

This study started from the basis of necessity on the researches which asserts that parental rearing behavior in the modern society should change reflecting the social change of sociocultural environment. For this, parental rearing behavior of social constructivism and existing parental rearing behavior were contemplated while construct of parental rearing behavior was explored on the basis of main causes from Vygotsky's theory in order to prepare paradigm of new parental rearing behavior. As far as the method of study goes, various literature from relevant scholars were analyzed, centering various previously conducted studies pertaining to parental rearing behaviors as well as Vygotsky's theory. Also, the validity of the contents was confirmed through consult and revision from three experts. As the result, five factors were extracted. First, factor of cooperative interaction on social interaction. Secondly, emphasis on Internalization factor on social constructive behavior. Thirdly, potential development factor in zone of proximal development. Fourthly, instructional conversation factor as semiotic medium. Lastly, assistance factor as scaffolding. As a result, new paradigm of parental rearing behavior was presented and opened a prospect in developing the touchstone of parental rearing behavior pursuant to social constructivism.

• Journal of Elementary Mathematics Education in Korea
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• v.13 no.1
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• pp.75-95
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• 2009

The purpose of the study was to investigate the scaffolding processes of children in mathematical problem solving. 3 groups of 4th grade students participated in the study and the researchers proceeded the study for 4 months. The procedures of this research were as followings. First, when the learners solved the problems, the categories of scaffolding processes(by way of unit line coding belong in open codings, the categories were made 25 concepts and integrated 20 subcategories) were produced the 7 results: invite to the learning, set the problems, affective aids, attempt self learning, re-ordering between learners and affirmation self learning. Second, the processes of scaffolding in mathematic problem solving resulted in condition, the present condition, action/interaction and the outcomes. Third, the cognitive and affective aids that discovered in the scaffolding processes were considered the main categories of learner's scaffolding processes in solving the mathematic problems. In conclusion, first, the learners' scaffolding processes, based on Vygotsky's "the zone of proximal development" in selection and presentation of mathematic problems, are very diverse. Peers' affective aids are very important in solving the problems. Second, learners in the scaffolding processes exchange the cognitive and affective aids with each other with joy and earnestness, and the aids can give assistance to all the participants. Third, in the results of observation and analysis in learners' scaffolding processes, it is meaningful to know how they think. Finally, the learners' scaffolding processes are a little unsystematic and illogical compared to those of adults, but those of scaffolders are so similar to those of learners' cognitive and affective systems that they can provide teachers with many merits in understanding and teaching learners.

• Research in Mathematical Education
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• v.4 no.1
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• pp.33-43
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• 2000

The purpose of this paper was to introduce sociocultural theory which is a different epistemological perspective from constructivism and to understand the sociocultural theory in a systemic way by providing four specific criteria for a sociocultural theory from the analysis of Vygotsky's ideas. The four criteria are the followings: first, the origin of learning is not at the individual level, but at the social. Second, Learning takes place in a sociocultural framework through ZPD and there exists the stage of pseudo concept before it gets to a true concept. Third, a clear focus on action, especially mediated action, and the concept of psychological tools should be discussed in the boundary of a sociocultural theory. Fourth, actors in a learning process are not an individual child alone. In consequence, the role of adults, particularly teachers, are significant in a child's learning, and this fact provides a great potential for the active role of teachers in the students' learning of mathematics from the sociocultural perspective.

• Journal of Gifted/Talented Education
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• v.11 no.3
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• pp.131-153
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• 2001

The importance of identifying gifted children during early childhood is becoming recognized. Nonetheless, most researchers preferred to study the primary and secondary levels where children are already and more clearly demonstrating what talents they have, and where more reliable predictions of gifted may be made. Comparatively lisle work has been done in this area. When we identify giftedness during early childhood, we have to consider the potential of the young children rather than on actual achievement. Giftedness during early childhood is still developing and less stable than that of older children and this prevents us from making firm and accurate predictions based on children's actual achievement. Dynamic assessment, based on Vygotsky's concept of the zone of proximal development(ZPD), suggests a new idea in the way the gifted young children are identified. In light of dynamic assessment, for identifying the potential giftedness of young children. we need to involve measuring both unassisted and assisted performance. Dynamic assessment usually consists of a test-intervene-retest format that focuses attention on the improvement in child performance when an adult provides mediated assistance on how to master the testing task. The advantages of the dynamic assessment are as follows: First, the dynamic assessment approach can provide a useful means for assessing young gifted child who have not demonstrated high ability on traditional identification method. Second, the dynamic assessment approach can assess the learning process of young children. Third, the dynamic assessment can lead an individualized education by the early identification of young gifted children. Fourth, the dynamic assessment can be a more accurate predictor of potential by linking diagnosis and instruction. Thus, it can make us provide an educational treatment effectively for young gifted children.

• The Sea:JOURNAL OF THE KOREAN SOCIETY OF OCEANOGRAPHY
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• v.8 no.4
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• pp.357-368
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• 2003

Time-series CTDT (Conductivity/Temperature/Depth/Transmissivity) were obtained at one point near tidewater glacier of Marian Cove (King George Islands, Antarctica) to present water column properties and SPM (suspended particulate matter) dispersal pattern in relation with tide, current, meteorological data, and SPM concentration. Four layers were divided from the water column characteristics measured in the interval of an hour for about 2 days: 1) cold, fresh, and turbid surface mixed layer between 0-20 m in water depth, 2) warm, saline, and relatively clean Maxwell Bay inflow between 20-40 m in water depth, 3) turbid/cold tongue of subglacial discharges compared with the ambient waters between 40-70 m in water depth, and 4) cold, saline, and clean bottom water beneath 70 m in water depth. Surface plume, turbid freshwater at coastal/cliff area in late summer (early February), had the characteristic temperature and SPM concentration according to morphology, glacial condition, and composition of sediments. The restrict dispersion only over the input source of meltwater discharges was due to calm wether condition. Due to strong wind-induced surface turbulence, fresh and turbid surface plume, englacial upwelling cold water, glacier-contact meltwater, and Maxwell Bay inflow was mixing at ice-proximal zone and the consequent mixed layer deepened at the surface. Large amount of precipitation, the major controlling factor for increasing short-term glacial discharges, was accompanied by the apparent development of subglacial discharge that resulted in the rapid drop of salinity below the mid depth. Although amount of subglacial discharge and englacial upwelling may be large, however, their low SPM concentration would have small influence on bottom deposition of terrigenous sediments.