• Journal of The Korean Association For Science Education
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• v.13 no.2
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• pp.198-209
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• 1993

This paper was made for the purpose of research for newly formed of Common Science subject and setting up for Common Science subject's place. For this purpose, I 1) reviewed the bacground of curriculum revision and newly formed Common Science subject. 2)reviewed the change of the current of science education and the study of Common Science subject in Korea. 3) examined Common Science subject as integrated science The results were as follow: l.Newly formed of Common Science subject motivated by current of science education in the wordwide, direction of the 6th curriculum in Korea and the actual condition of integrated science in foreign country. 2.1t emphasize on learning of inquiry method than system of knowlege,introduction to material connected with real life and science and technology in society in the Common Science subject. In principle,the level of concept in Common Science subject keep within level of Science subject in middle school. 3.Common Science subject is characterized by integrated science. And Common Science subject have to become more integrated science in the textbook and the teaching-learning as well as in curriculum.

• Journal of The Korean Association For Science Education
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• v.14 no.3
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• pp.330-343
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• 1994

The purpose of this study was to investigate into common science and Science-Technology-Society education movement which are concerned in newly reformed 6th curriculum. These data were obtained by the survey of 291 high school science teachers who have no experience for the workshop of the common science in Kwangju city and 120 high school science teachers who have experience for the workshop of the common science in Kwangju city and Chollanamdo. The results were as follows: 1) They responded that the physics is more closely subject for the common science and thereby it could be charged for the common science by teacher of physics. 2) The 96.90 percent of the respondents (B-group) have confidence with teaching common science subject. 3) They favored that a device for the application of STS Thoughts is added last part of each chapter, last chapter or adequately introduce to each teaching. 4) They are not concerned about overlap with the contents of common science and each science contents (A-group:74.58 percent, B-group:78.35 percent). 5) They wondered about the various items of teaching and the lack of scientific surrounding Knowledge for solving problems. 6) They responded that if the common science are implicated into the current high school, the sciences will become a interesting. 7) Before the common science have become established, they was demanded a improvement of currently University Entrance Examination systems.

• Korean Journal of Fisheries and Aquatic Sciences
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• v.36 no.6
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• pp.735-742
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• 2003

In order to develop a logical method for using selective fishing gear, the behaviour and habits of the aquatic animals must be investigated. However, until now, little national research has been carried out to investigate the behaviour and habits of the common octopus (Octopus minor). The purpose of this study henceforth, is to compile necessary behavioral data to develop fishing gear to catch the common octopus. Behaviour and habits of the common octopus were observed while breeding in a water tank from February to May, 2003. The feeding habits of common octopus are more vigorous at night than in the daytime. The common octopus feeds on 1-4 bait crabs per day and consume each crab in 40-50 min. The sensory organs of the common octopus are more influenced by the sense of touch and smell, than by vision. Using live bait is more effective and advantageous than using dead bait, as the common octopus responded more to live bait. The hiding habits of the common octopus were very intensive, as they hid around all the shelters that were provided in this study. They demonstrated territorial behavior and struggled to maintain their sphere of influence. In addition, out of the various colors for shelters and bait supplied, the common octopus preferred light colors.

• Korean Journal of Fisheries and Aquatic Sciences
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• v.51 no.6
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• pp.704-713
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• 2018

Globally, the survival of many marine mammals is threatened by entanglement in fishing gear and there is also a high bycatch in Korea. This study analyzed the bycatch data of most cetacean species for Korean waters from 2011 to 2017, including the narrow-ridged finless porpoise Neophocaena asiaeorientalis, common dolphin Delphinus delphis, common minke whale Balaenoptera acutorostrata, and Pacific white-sided dolphin Lagenorhynchus obliquidens. A total of 12,262 cetaceans were captured as bycatch. In the Yellow and South Seas, the main species affected was the narrow-ridged finless porpoise, with 82.9% caught in stow nets and 11.5% captured in trawls. In the East Sea, the common minke whale, common dolphin, and Pacific white-sided dolphin were reported. The main common minke whale bycatch (43.5%) was in set nets, while common dolphins (49.0%) and Pacific white-sided dolphins (91.4%) were mainly caught in gill nets. The narrow-ridged finless porpoise, common dolphin, and common minke whale were most commonly reported in March, April, and May, while the Pacific white-sided dolphin was most frequently captured as bycatch in January and December. Each of these factors (season and gear responsible for bycatch) depended on the characteristics of the cetacean species. To conserve cetaceans, it is necessary to reduce the bycatch.

• Science of Emotion and Sensibility
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• v.21 no.3
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• pp.29-48
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• 2018

Although the concept of "common sense" is often taken for granted, judging whether behavior or knowledge is common sense requires a complex series of mental processes. Additionally, different perceptions of common sense can lead to social conflicts. Thus, it is important to understand how we perceive common sense and make relevant judgments. The present study investigated the dynamics of neural representations underlying judgments of what common sense is. During functional magnetic resonance imaging, participants indicated the extent to which they thought that a given sentence corresponded to common sense under the given perspective. We incorporated two different decision contexts involving different cultural perspectives to account for social variability of the judgments, an important feature of common sense judgments apart from logical true/false judgments. Our findings demonstrated that common sense versus non-common sense perceptions involve the amygdala and a brain network for episodic memory recollection, including the hippocampus, angular gyrus, posterior cingulate cortex, and ventromedial prefrontal cortex, suggesting integrated affective, mnemonic, and social functioning in common sense processing. Furthermore, functional connectivity multivariate pattern analysis revealed that interactivity among the amygdala, angular gyrus, and parahippocampal cortex reflected representational features of common sense perception and not those of non-common sense perception. Our study demonstrated that the social memory network is exclusively involved in processing common sense and not non-common sense. These results suggest that intergroup exclusion and misunderstanding can be reduced by experiencing and encoding long-term social memories about behavioral norms and knowledge that act as common sense of the outgroup.

• Proceedings of the KIPE Conference
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• 2001.10a
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• pp.212-216
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• 2001

Because conventional switching converters have been usually using unbalanced circuit topologies, parasitic capacitance between the drain/collector of an active switch and the frame ground through its heat sink may generate the common-mode conducted noise. We have proposed a balanced switching converter circuit, which is an effective way to reduce the common-mode conducted noise. As an example, a boost converter version of the balanced switching converter was presented and the mechanism of the common-mode noise reduction was explained using equivalent circuits. This paper extends the concept of the balanced switching converter circuit and presents a buck-boost converter version of the balanced switching converter. The feature of common-mode noise reduction is confirmed by experimental results and the mechanism of the common-mode noise reduction is explained using equivalent circuits.

• Journal of Korean Library and Information Science Society
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• v.8
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• pp.97-126
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• 1981

The professional duties of librarians and other information workers involve a generalized body of both theoretical and practical knowledge (the so-called, 'common core') which is a n.0, pplicable worldwide without regard to national boundaries, levels of economic and technical development or cultural context. The current study is an attempt to validate and su n.0, pport this common core concept through a detailed examination of its important role in the sound development of library and information science both as a learned subject and as a profession. Following an initial overview of generally agreed upon core areas in the education and training of librarians and information specialists, with particular attention to the manifold social changes rapidly being effected by computers and communication technology, the focus shifts to the proliferation of academic homes for information science education and its implications for core areas in information science. Of note here is the relationship between information science as a broadly accepted social science discipline and the evolving core curriculum in library schools. To this regard the fact that the popularization of computers and communication technology is increasingly blurring the once-sharp differences between traditional librarians and information specialists naturally favors common core concept. Major figures in library and information science education such as Shera, Saracevic and Foskette su n.0, pport this concept and have already identified its theoretical infrastructure. Finally, UNESCO and IFLA are also stressing the common core cure curriculum for library and information science both as guidelines for the Third World and as a means to achieve universally accepted academic standards. In conclusion, the search for a comprehensive common core curriculum in library and information science education is still in the elementary stages. The task of identifying the components of this common core is among the most crucial responsibilities facing today's educators and professionals for the successful elaboration of a common core would enable us to attain three highly desirable professional goals: 1) To determine the basic concepts and principles of library and information science. 2) To serve as the base for further professional education and specialized research. 3) To offer enhanced o n.0, pportunities for integrated library and information science education programs by providing a genuine two-way communication channel between the library and information science professions.

• KSII Transactions on Internet and Information Systems (TIIS)
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• v.10 no.5
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• pp.2326-2345
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• 2016

For the compression of color images, a common bitmap usually is generated to replace the three individual bitmaps that originate from block truncation coding (BTC) of the R, G and B channels. However, common bitmaps generated by some traditional schemes are not the best possible because they do not consider the minimized distortion of the entire color image. In this paper, we propose a near-optimized common bitmap scheme for BTC using Binary Ant Colony Optimization (BACO), producing a BACO-BTC scheme. First, the color image is compressed by the BTC algorithm to get three individual bitmaps, and three pairs of quantization values for the R, G, and B channels. Second, a near-optimized common bitmap is generated with minimized distortion of the entire color image based on the idea of BACO. Finally, the color image is reconstructed easily by the corresponding quantization values according to the common bitmap. The experimental results confirmed that reconstructed image of the proposed scheme has better visual quality and less computational complexity than the referenced schemes.

• Journal of The Korean Association For Science Education
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• v.20 no.2
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• pp.200-213
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• 2000

This study is to examine how common science, which was selected as a required subject in high schools with the reorganization of the 6th national science curriculum by the Ministry of Education, is taught in high schools these days. The results show that only one teacher is teaching common science in 3.2% of schools or the teachers divide and teach units according to their majors. In this situation, there are many problems because there are too many integrated contents in each unit and they are too short to solve the study subject during the unit time of 50 minutes. Another problem is that there is no special laboratory for common science. For the knowledge part of common science, lecture-learning is used as a method of teaching and for the inquiry part, inquiry-learning is used. Evaluation is conducted using subjective or objective paper-tests for the knowledge part, and reports are used for evaluation in the inquiry part. Therefore, this study shows that students' response to common science is below the general level and this subject missed the original intent introduced to raise students' interests about science.

• Journal of The Korean Association For Science Education
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• v.17 no.4
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• pp.405-413
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• 1997

High school common science is introduced by the sixth national curriculum. It consists of physics, chemistry, biology and earth science like the secondary school science. In this paper, textbooks are analyzed by the science teachers and the status of the present teaching and learning methods is reported. The detailed results are as follows; 1. Almost high school teachers choose textbook that included little the STS material. More than two teachers are teaching the high school common science and when they are chosen, they are independent with their major. 2. According to the national curriculum, they evaluated the textbooks as it is below the middle level. This evaluations are not dependent on teachers' comparement and textbook's class except the several matters based on STS (science-technology-society). 3. The teacher teaching the high school common science thought that teaching the textbook in school is worse than analysizing it. they must have emphasised on learning of inquire method than system of knowledge, introduction to material connected with real life and STS in the high school common science.