Ensuring Safety Level with an Efficient Model in Construction Management System

Kal,Won Mo,Son,Ki Sang 한국산업안전학회 2001 한국안전학회지 Vol.16 No.5

The low efficiency in Korean construction safety management is attributed to hardware-orienting control for construction safety management system, up to now. In this paper, we developed a model for efficient construction safety system. It was found from the case study that the model result in high efficiency with low cost. The system to find out and estimate unsafe potential hazard will be said "Dual Safety System" derived from this study. This dual system can be contributed with the aspect of cost save as well as enhancement of subcontractor management in efficiency.

CONSTITUTION OF THE FIFTH REPUBLIC OF KOREA (1981) : Its Features and Characteristics

Kal, Bongkun 동아대학교 법학연구소 2003 東亞法學 Vol.- No.32

An Integral Model for Product Liability and Safety using Hazard Analysis.

Kal, Won-Mo,Hahm, Hyo-Joon Society of Korea Industrial and System Engineering 1999 한국산업경영시스템학회지 Vol.22 No.53

This paper presents an integral model for product safety and product liability resulting from a defective product. The essence of the paper is the process of supply of manufacturing products which satisfy the product liability and the product safety in terms of consumers expectation levels. The main criteria of the product safety is the hazard level which involves in the severity and frequency. The proposed model shows the process to supply the manufactured products under the conditions that they are suitable in comparison of hazard level and safety level established by each company. If the product do not meet the safety level, this paper proposes that four different types of PL and PS countermeasures for the risk types are forward, respectively.

Abstract

Kal won mo,Hahm Hyo Joon 한국산업경영시스템학회 1999 한국산업경영시스템학회지 Vol.22 No.53

Investigation on the Health and Safety Hazards of Construction Workers

Kal, Won-Mo,Park, Jong-Tae,Son, Ki-Sang The Korean Society of Safety 2005 International Journal of Safety Vol.4 No.2

The construction workers might be at the risk of many occupational injuries and illnesses. To protect workers from various hazards, industrial health and hygiene systems were specified for the construction workers by law. It is important to know the actual health and safety(H&S) conditions by tasks and the characteristics of injuries and illnesses of construction workers. This study was designed to investigate the actual conditions of construction workers exposed to various harmful substances and work elements including evaluation of health status of each worker and general H&S system. Questionnaire was sent to 600 construction workers nationwide and totally 367 people responded to it having 61.67% of response rate. The common construction hazards were dust(29.6%), noise(19.3%), repetitive motions(12.0%), handling excessive heavy materials(11.2%) in order. The repetitive motions and handling heavy materials related to muscle disorders accounted for 23.2%. The accident and injury types were in order of overexertion, falling, overturning, dropping or flying, electric shock, collision, etc.

Enhancement in Performance of Dye-Sensitized Solar Cells Modified with In Situ Photopolymerized PDEA in TiO[sub 2] Films

Kal, Seoung Hoon,Joseph, James,Lee, Jiwon,Kim, Kang-Jin The Electrochemical Society 2005 Journal of the Electrochemical Society Vol.152 No.7

BILINGUAL-BICULTURAL EDUCATION : A REVIEW OF RELEVANT RESEARCH

GEZI, KAL 이화여자대학교 동서교육연구소 1980 East west education Vol.1 No.1

This article surveys significant studies in bilingual-bicultural education and presents their major findings in the hope that they could be useful to researchers, practitioners and lay persons interested in this field. Scholary interest in the study of linguistic and cultural pluralism has been on the international scene for years. Europe is mostly multiethnic and multilingual, and so are Latin America, Africa and Asia (McNamara, 1967). Programs in bilingual-bicultural education have long been a part of schooling in many nations throughout the world such as Canada, Mexico, France and the Soviet Union. In this country, the problems facing ethnic and bilingual students have not escaped the early scrutiny of researchers. For instance, as early as 1933, Reynolds pointed out in her report, The Education of Spanish-Speaking Children in Five Southwestern States, the gravity of the problems these children encountered from being treated as educable mentally retarded to their alarmingly-high rate of school dropout. One of the most critical views of some observers of our schools have been that classes for educable mentally retarded include a relatively large proportion of Mexican-American students. The study by Chandler and flakes (1969) gave strong support to such observations. Their sample consisted of 47 third to eighth graders, 11 of whom came from a rural district and the rest from urban schools. The students were selected on the basis of their Mexican descent, having difficulty in English, and being enrolled in EMR classes. The students were given the Escala do Inteligencia Wechsler Para Ninos (the Spanish version of the Wechsler Intelligence Scale for children). The IQ scores derived from the Spanish test were compared for mean and median gains with the students' previously reported IQ scores. The comparison showed a mean gain 13.5 IQ points and a median increase of 13 IQ points for these Mexican-American students. The authors cautioned school districts not to place Mexican-American children in EMR classes solely on their performance on a test given in English since this would inroduce the effect of the language variable into the assessment of their mental capacities. It was revealing indeed that when children were given IQ tests in Spanish, their scores tended to move higher giving credence to the detrimental offsets to the use of English in IQ tests or Spanish speaking children. One of the highly respected and detailed studies of the plight of Mexican-Americans in the Southwest was conducted by Grebler, Moore and Guzman (1970). The investigators and their research collaborators conducted field visits and interviews in several locations with major emphasis on San Antonio and Los Angeles. They portrayed the historical origins of Mexican-Americans, their socio-economic status and their relations with the dominant society along several variables. The findings of this study described the changes which this minority as well as the larger society have undergone. The authors analyzed how Mexican-Americans have suffered economically, socially, politically, and culturally. They found them to have considerable diversity from within in terms of being urban and rural, immigrant and American-born, skilled and unskilled, and to have an expanding socio-economic gulf among themselves. Mexican-Americans demonstrated shifts in self concept moving from a local ethnic group to a national minority and in political strategy from passivity and mild activity to militancy. The evidence supported the notion that the dominant society has become more aware of the serious problems faced by the second largest minority. A significant sub-study of the Grebler, Moore and Guzman research was conducted by Carter (1970) focusing on the educational dilemmas faced by Mexican-American students in the Southwest. Relying on extensive interviews with over 250 educatiors and on direct observations of classrooms mainly in California and Texas, he documented the lack of adequate educational provisions by the school and community to meet the real needs of Mexican-American children. The investigator rejected the "cultural deprivation" notion branding it as the school's rationalization for their failure to provide these children with the requisite skills and knowledge needed for careers and higher academic pursuits. He analyzed certain factors associated with these children's low school achievement such as stereotypes held about their culture, inequality and low quality of educational opportunities, and local and regional handicaps and constrains affecting positive development. Carter concluded that both the school and society must take certain steps to change their responses to the educational, social and economic needs of Mexican-American children. The most comprehensive recent reports on the educational status of Mexican-Americans have come from the Mexican-American Education Study conducted by the United States Commission on Civil Rights. Data for the Commission's Report1, Ethnic Isolation of Mexican-Americans in the Public Schools of the Southwest (1971) were based, first, on its mail survey of Mexican American education in Arizona, California, Colorado, New Mexico and Texas, and, second, on the United States Department of Health, Education and welfare survey of elementary and secondary schools during the Fall of 1968. This second survey used a random. stratified sample of districts in the continental United States and it retied on two questionnaires. The first, which elicited data on student enrollment by selected grades and ethnicity, was sent to 538 districts having Mexican American enrollments of 10 per cent or more. The Commission received 99 per cent of the completed questionnaires. The other questionnaire was sent to 1,166 elementary and secondary principals whose schools were included in the sample. A third source of data for the report stemmed from direct classroom observations and interviews with school personnel. Testimonies to the Commission regarding educational problems faced by Chicanos coinstituted the fourth source of information. These sources of data were used as the basis for all of the Commission's reports. The Commission discovered that public school enrollments in the Southwest included 1,397,586 Mexican-American students (comprising 11%), 807,030 Black student(9.9%), and 168,030 of -her non-Anglo students (2%). The major findings of the report were that the schools which were attended by Mexican Americans were both ethnically imbalanced and severely isolated within individual districts, and that proportionately few Mexican Americans were on school boards or were members of the professional staff in education. The second report of the United States Commission on Civil Rights, The, Unfinished Education (1971) used the following five criteria to evaluate minority student achievement in the South-west : school holding power, reading, repeating grades, overageness and involvement in extra class activities. The major conclusion of the report was that Mexican-American, Black and American Indian students exhibited lower school achievement levels than Anglo students on every achievement criterion measured. The Commission's third study, The Excluded Student (1972) analyzed the reaction of the schools in the Southwest to the cultural and linguistic characteristics of Mexican-American students. The report concluded that public schools have excluded the culture of Mexican American students from the main stream of their curriculum, thereby making it exceedingly difficult for these students to obtain full and appropriate educational benefits. The fourh report in this series, Mexican American Education in Texas : A Function of Wealth (1972) focused on the question of financing public education in Texas and its relationship with the access of Chicanos to education. In addition to the sources of data used in previous reports, this study used financial data and reports dealing with district expenditures. tax rates, property evaluation, and State and Federal support. The study found the system of financing public education in Texas to be prejudicial against Mexican American studens. Since under this finance system, wealthy districts can spend considerably more on their schools than less wealthy areas, districts with Chicano majorities have provided inferior education. The fifth Commission report, Teachers and Students (1973) dealt with the examination of whether there were significant differences in the verbal interaction of teachers with Mexican Americans as contrasted to Anglo students. This report is based mainly on observations of trained Commission staff members in a representative sample of classrooms in California, New Mexico and Texas. A modified Flanders Interaction Analysis System (including ethnicity) was used by trained observers. The results indicated that schools and teachers have not involved Mexican American students as actively and as positively as they have involved Anglos in the total learning process. Teachers tended to respond about 40 per cent less positively toward Chicano students that toward Anglo children. Chicano pupils received less of·or-all attention from their teachers than did their Anglo classmates. Toward Quality Education For Mexican Americans (United States Commission on Civil Rights, 1974) was the sixth and final investigation carried out under the auspices of the Mexican American Education Study. In addition to the sources of data common to other reports, this investigation derived its information also from reviews of the literature on school failure and promotion, from other surveys conducted in 1973, from conferences and consultations with experts and from a questionnaire and a series of interviews with the staff of the office for Civil Rights. The findings indicated that the curriculum of the schools in the Southwest by and large tended to ignore the language and culture of Mexican-American students. Input from the parents of these students and from Chicano educators had not been sought by school districts. Chicano students repeated grades more than twice as much as did their Anglo counterparts. The ratio of Mexican-American students placed in low ability groups and EMR classes was higher than that of Anglos. In teaching, counseling and teacher preparation programs, Chicanos were under-represented. While the states-funded bilingual programs were positive efforts, they included less than two per cent of the target students in each state in the Southwest. The conclusion from the survey of the literature was that there was not evidence that grade retention was more useful than grade promotion for academically or adaptionally-troubled students. The report included many specific and excellent recommendations based on the following three principles deemed to be important in educational reform: "1. The language, history, and culture of Mexican-Americans should be incorporated as inherent and integral parts of the educational process. 2. Mexican-Americans should be fully represented in decision-making positions that determine or influence educational policies and practices. 3. All levels of government-local, State, and Federal-should recorder their budget priorities to Provide the funds needed to implement the recommendations enumerated in this chapter:"(p. 71)

EFFECTIVE EVALUATION IN BILINGUAL EDUCATION

GEZI, KAL 이화여자대학교 동서교육연구소 1984 East west education Vol.5 No.1

The plight of the non-English and limited-English speaking students, who in 1980 constituted 325,748 learners in K through 12th grades in California alone, has become a major concern in education today. One of the main thrusts designed to meet the needs of these children lies in the field of bilingual education. Section 52163 of the California Education Code defines bilingual bicultural education as "… a system of instruction which uses two languages, one of which is English, as a means of instruction:" (p. 1365) But with the increasing emphasis on budget cutting in the nation, a greater clamor for accountability and rigorous evaluation of bilingual education has been evident in recent years. While there have been several studies supporting bilingual education as a viable approach to meeting the needs of the limited and non- English students (Gezi, 1974), the emphasis placed by the federal, state and local authorities has been for bilingual programs to demonstrate systematically that they can help children learn English and increase their achievement more than the monolingual programs could do

美國「1963年 大統領職交替法」 (Presidential Transition Act of 1963)의 意義와 그 內容

葛奉根(Kal Bong-Keun) 미국헌법학회 1990 美國憲法硏究 Vol.- No.1

ISSUES IN MULTICULTURAS EDUCATION

GEZI, KAL 이화여자대학교 동서교육연구소 1983 East west education Vol.4 No.1

Several scholars, such as Cordianni and Tipple (1980) and Gordon (1964), have observed the historical change in emphasis in American society from Anglo conformity and the melting pot to the notions of cultural mosaic and cultural pluralism. In addition, ethnic groups have moved to assert their right to maintain their cultural identity and to demand their share of power and resources in American society. As a result, multicultural and bilingual programs were introduced into the curriculum of many American schools. According to Giles (1978), most of our states have established legislation, regulations, guidelines and or policies in "curriculum, instructional materials, teacher certification and education, staff development and resource centers" (p. 82) relevant to multicultural education. Furthermore, Gollnick (1977) reported, on the basis of a survey of 395 teacher education institutions, that most institutions provided for study of intergroup communications and classroom dynamics and student teaching experience in schools with culturally diverse students. A large number of insititutions offered studies of ethnicity, racism, cultural differences, value clarification and experience in teaching from a multicultural perspective.