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Demotivating factors in learning English for elementary school students
Lee,Jihye,Lee,Chung-Hyun 한국초등영어교육학회 2011 초등영어교육 Vol.17 No.1
This study aims to identify the demotivating factors in learning English for Korean 5th and 6th graders and determine the differences in the demotivating factors according to students’ gender and English proficiency. For this study, a 57-item questionnaire was constructed based on eight demotivating factors: teachers’ personality and teaching style, class environment, reduced motivation and interest, characteristics of class, difficulty of learning English, negative attitudes toward second language (L2), attitude of group members, and grading and test score. The questionnaire was completed by 170 students, and seven students were then interviewed. The first finding was that reduced motivation and interest, difficulty of learning English, and characteristics of class were the most demotivating factors in respective order. The second finding showed that male students tended to have more negative attitudes toward L2. The third finding was that the lower their proficiency levels were, the more the students attributed their demotivation to reduced motivation and interest, difficulty of learning English, negative attitudes toward L2, attitude of group members, and grading and test score factors. Based on the results, it is suggested that through identifying learners’ demotivating factors, teachers can reduce the causes of demotivation using various methods applicable for the respective demotivating factors.
SSP 기후변화 시나리오에 따른 농업용 저수지 홍수조절능력 분석
김지혜 ( Kim¸ Jihye ),곽지혜 ( Kwak¸ Jihye ),황순호 ( Hwang¸ Soonho ),전상민 ( Jun¸ Sang Min ),이성학 ( Lee¸ Sunghack ),이재남 ( Lee¸ Jae Nam ),강문성 ( Kang¸ Moon Seong ) 한국농공학회 2021 한국농공학회논문집 Vol.63 No.5
The objective of this study was to evaluate the flood control capacity of the agricultural reservoir based on state-of-the-art climate change scenario - SSP (Shared Socioeconomic Pathways). 18 agricultural reservoirs were selected as the study sites, and future rainfall data based on SSP scenario provided by CMIP6 (Coupled Model Intercomparison Project 6) was applied to analyze the impact of climate change. The frequency analysis module, the rainfallrunoff module, the reservoir operation module, and their linkage system were built and applied to simulate probable rainfall, maximum inflow, maximum outflow, and maximum water level of the reservoirs. And the maximum values were compared with the design values, such as design flood of reservoirs, design flood of direct downstream, and top of dam elevation, respectively. According to whether or not the maximum values exceed each design value, cases were divided into eight categories; I-O-H, I-O, I-H, I, O-H, O, H, X. Probable rainfall (200-yr frequency, 12-h duration) for observed data (1973∼2020) was a maximum of 445.2 mm and increased to 619.1∼1,359.7 mm in the future (2011∼2100). For the present, 61.1% of the reservoirs corresponded to I-O, which means the reservoirs have sufficient capacity to discharge large inflow; however, there is a risk of overflowing downstream due to excessive outflow. For the future, six reservoirs (Idong, Baekgok, Yedang, Tapjung, Naju, Jangsung) were changed from I-O to I-O-H, which means inflow increases beyond the discharge capacity due to climate change, and there is a risk of collapse due to dam overflow.
Overseas Digital Citizenship Education Research Analysis and Implications
JiHye Lee(JiHye Lee) 한국아세아태평양교육문화융복합학회 2022 Asia Pacific Journal of Teaching and Learning Vol.2 No.2
Purpose The purpose of this study is to examine digital citizenship education in other countries and to suggest future directions for digital citizenship education. Through this, it is intended to provide implications for curriculum revision and subjects related to digital citizenship. Method In order to achieve the purpose of this study, websites, papers, and books were analyzed. In the EU, digital citizenship education presented by the Council of Europe was examined. In the UK, I analyzed the Connected World of the UK Council for Internet Safety. In Australia, I looked at two institutions: the New South Wales Department of Education and the ARC Centre of Excellence for the Digital Child. Common Sense, a nonprofit organization in the US, Smart Media that is a center for digital and media literacy in Canada, and DQ Institute in Singapore were also analyzed. Results Based on the examination of digital citizenship education in other countries, it was found that they emphasize responsibility within the digital society by paying attention to the connectivity of the digital society. For safety in the digital society, education in understanding the digital society and its characteristics is proposed. In addition, the rights within the digital society are considered important in protecting the digital rights of the self and others. Conclusion Since digital use is not limited to schools, education connected with home and society is necessary. For this, digital citizenship education for parents is needed. It is also necessary to recognize the importance of cultivating digital citizenship in society. In addition, it is necessary to develop a variety of educational material and educational programs that can be used in schools, homes, and organizations.
Immediate effect of self-myofascial release on hamstring flexibility
( Jihye Jung ),( Wonjae Choi ),( Yonghyuk Lee ),( Jiwoo Kim ),( Hyunju Kim ),( Kyoungho Lee ),( Jaewoo Lee ),( Seungwon Lee ) 물리치료재활과학회 2017 Physical therapy rehabilitation science Vol.6 No.1
Objective: This study aimed to identify the area with greatest effect using self-myofascial release technique (self-MFR) in the hamstring, suboccipital, and plantar regions. Design: Cross-sectional study. Methods: Twenty-two adult subjects were evaluated for flexibility and hamstring pain threshold after self-MFR. Based on the superficial back line, the self-MFR application areas were the suboccipital region, hamstring, and plantar regions. Self-MFR was applied to each area using a wooden pole for a total of 4 minutes. Self-MFR was applied for 3 days at the same time of day, which was randomly assigned for each subject. Treatment was applied to one area each day. The sit and reach test (SRT), active range of motion (AROM), and passive ROM (PROM) were used to determine changes in flexibility, and an algometer was used to determine pain threshold. Pre/post-self-MFR effectiveness was tested using a paired t-test. Repeated measurement was used to compare self-MFR effects in the suboccipital, hamstring, and plantar regions. Results: When the self-MFR technique was applied to the 3 areas, the SRT showed significant improvement over baseline (p<0.05). Bilateral AROM and PROM showed significant improvements (p<0.05). When the self-MFR technique was applied to the hamstring, the semimembranosus showed a significant change in pain threshold (p<0.05). Conclusions: Our findings suggest that indirect application based on the Anatomy Trains could be effective for those who need to improve muscle flexibility. Moreover, self-MFR easily alleviates myofascial pain while maintaining flexibility, and can be performed at any time and place.