9 research outputs found
Information literacy instruction to distance students in higher education : librarians’ key role
No full textThis paper describes the changing of distance education environment, characteristics of distance students in higher education and their problems in using library resources and services. Information literacy instruction as the key role of distance education librarians is described based on STOU’s experience in Thailand as a case study
Occult cervical spinal dural arteriovenous fistula masquerading as acute spinal cord ischemia
No full textAcute presentation of upper and lower extremity motor weakness is commonly attributed to intracerebral ischemic infarct upon initial examination. For those that exhibit acute onset of bilateral weakness, it is important to expand the differential diagnosis to include spinal cord ischemic involvement. One cause of ischemic lesions is spinal dural arteriovenous (AV) fistulas which are generally found in the thoraco-lumbar region. They present with progressive paraplegia or quadriplegia due to changes in the spinal venous pressure and eventual myelopathy. We present a 60 year old gentleman with bilateral upper extremity weakness and right lower extremity weakness preceded by upper back and neck pain. Initial studies included both Magnetic resonance imagine (MRI) of the brain and also the cervical spine that demonstrated abnormal signal intensity within the anterior cervical cord from C3-C7 levels concerning for spinal cord infarct. In our case there were no flow voids to suggest dilated perimedullary vessels that usually prompt further diagnostic evaluation through a spinal angiogram. However, given the clinical suspicion, a spinal angiogram was obtained that demonstrated a cervical dural AV fistula supplied by a dural branch vessel originating from the left vertebral artery. We will highlight the importance of recognizing the clinical presentation of spinal dural AV fistulas; the usual findings on imaging, the value of considering further diagnostic tests if clinical suspicion is high, and provide an overview of the spinal dural AV treatment
Parameter estimation of the zero inflated negative binomial beta exponential distribution
No full textFrom theory to practice: a case of research in library and information science in Thailand
No full textThe author outlines the background of research in library and information science in Thailand. Reasons for its minor role and impact are summarized. Collaboration between theory and practice in library and information science, in the case of STOU, is presented as evidence - based practice
A Study for Planning the Development of Curriculum for Korean Studies Majors in University in Thailand : Focusing Primarily on the Requirement Analysis of Korean Culture Education System
No full text본 논문은 지금까지 한국문화 교육이 주로 한국어 능력 향상을 위한 것으로 논의되었던 것과 관점을 달리하여, ‘태국인 한국학관련 전공자를 위한 전문 한국문화 교육과정은 어떻게 되어야 할 것인가?’라는 물음에 본 연구가 시작된다고 할 수 있다. 이는 태국과 한국, 두 나라의 사회 · 문화 · 경제적 교류의 지속적인 증가와 함께 태국 대학교에서의 한국학관련 전공과정 교육에 있어서 한국학 전공과정 입학요구의 증가 및 한국어 전공과정 학습자의 전문 한국문화 교육요구가 증가되었기 때문이다.
과연 태국인 한국학관련 전공자를 위한 전문 한국문화 교과과정은 어떻게 구성되어야 하는가? 이를 위해 ‘태국에서의 한국학 교육 내 한국문화 교육 현황은 어떠한가?’와 ‘내적 요구는 어떠한가?’ 두 가지의 연구문제를 도출하여 현지 한국학 교육과정 내 한국문화 교육 현황 및 교육의 주체인 교육자와 학습자의 요구에 초점을 두고 살펴보았다.
본고의 구성은 다음과 같다. I 장에서는 연구의 목적 및 필요성과 문제제기에 대해 서술한 후 본 연구와 관련된 선행 연구들을 검토하였다. 선행 연구는 한국에서 한국학 교육, 태국에서의 한국학 교육, 태국인 학습자의 한국문화 교육 등 세 가지의 방향으로 진행되어 왔지만, 특히 태국인 학습자의 한국문화 교육에 대한 연구는 언어 교육과 문화 교육이 상호 관계를 가진다는 점에 대해만 논의하였으나, 전문성은 목적으로 하는 한국문화 교육에 대한 논의는 그동안 연구방향에서 배제되었거나 고찰 대상에 넣지 않았다.
II 장에서는 전문 한국문화 교육 연구에 기반이 되는 이론적 배경으로 지역학으로서의 한국학 내 한국문화의 정의 및 분류를 정리하였는데, 그 중 대표적인 것으로 Tomalin과 Stempleski(1993), Hammery(1986), Moran(2001)과 김중순(2008)의 논의를 정리하여 본 연구에서 바라본 한국문화 분류, 즉 산물문화, 관념문화, 행위문화 등 세 가지 문화 분류를 정리하였다. 그리고 본 연구에서 사용한 설문문항을 기준으로 외국문화로서의 한국문화 교육, 문화 교육 방법 및 문화 교재의 이론에 대해 살펴봤고 요구조사에 적용한 요구분석 개념도 짚어보았다.
III 장에서는 연구문제에 따른 연구방법, 즉 교과과정 분석 방법과 요구분석 기준에 대해 정리하였다. 그리고 요구분석을 하기 위하여 상호작용에 참여한 교육자용 및 학습자용의 설문 문항에 대해 정리하였다.
IV 장에서는 태국에서 한국학 교육 내 한국문화 교육 현황을 검토하였다. 이를 위하여 현재 태국에서 한국학 교육 양상들을 살펴본 다음, 태국인 한국학관련 전공 학습자가 각각의 전공과정을 통해서 어떤 문화 내용을 향상할 수 있는지와 현지 한국문화 수업의 특징은 무엇인지를 파악하였다. 교과과정 파악의 결과, 현지 한국문화 수업은 독립된 교과목으로 개설되어 있지만 체계적인 교육 방안의 부족, 전문가 및 교직원의 부족, 교육 자료의 부족 등 몇 가지의 문제점을 가지고 있었다.
V 장에서는 요구조사를 통해 수집된 정보를 분석하여 얻은 결과를 바탕으로, 태국인 한국학관련 전공자를 위한 전문 한국문화 교과과정 즉, 교육과정 및 내용, 교육 방안과 교육 자료 등 세 가지의 문화교육 개설 방안을 도출하였다. 이는 집단별, 단계별로 비교 · 분석하는 작업을 통해서 한국학관련 전공 학습자의 요구가 많이 다르게 나오는 것이 아니라, 대체적으로 거의 같은 문화 수업 방식을 요구하고 있고, 특히 한국어 전공 학습자의 요구는 고학년일수록 인간관계를 맺을 수 있는 수준에서 한국인의 가치관과 행동양식을 이해하고 분석할 수 있는 능력을 가지려는 경향이 있음을 확인하였다.
마지막으로 VI 장에서는 연구를 정리하고 본고의 의의와 한계점에 대해 기술하였다. 태국인 한국학관련 전공자에게 한국문화 교육은 두 나라 사람이 소통할 때 생길 문화적 갈등을 해소하고 대상 나라 문화에 대한 존중과 포용성을 갖게 하는 매우 중요한 내용이었다. 그럼에도 불구하고 한국문화 교육이 배제되거나 언어 교육을 위한 문화 교육 차원에서만 논의되었던 연구 경향 속에서, 전문 한국문화 교육에 대한 연구의 필요성을 재확인했다는 점에서 의의가 있다.
그러나 현지 한국학관련 전공과정 내 문화교육 현황 파악과 한국학관련 교육자 및 학습자의 요구조사, 특히 한국학 전공과정 교육을 막 시작하는 소수의 연구 대상자인 한국학 전공자의 요구를 통해서 태국인 한국학관련 전공자를 위한 교육과정을 일반화할 수 없다는 한계를 지니고, 단계별로 한국문화 요구 및 교육 방안에 대해 분석하고 제안할 수 없다는 또 하나의 한계점도 가지고 있다. 그럼에도 불구하고 본 연구가 한국문화 교육 및 연구 속에서 태국 현지 전문 한국문화 교육의 요구 및 중요성 인식을 도출하여 태국에서의 전문 한국문화 교육 개발을 위한 연구를 구축하는 데 일조할 수 있을 것으로 기대된다.
;The following thesis is not about the argument on the Korean education system mainly focusing on the improvement of Korean language proficiency, but rather about the question "How will the Korean educational system affect Thai students majoring in Korean studies?" Due to the rise in admission requirements for universities in Thailand as well as more and more students demanding professional education related to Korean studies, there has been an increase in both Thailand and Korea's culture and economy.
Thus, how should Korea's educational curriculum for Thai students majoring in Korean studies be composed? For this to be answered, we have deduced two research questions: "How are the present conditions of Korean studies and education of Korean culture in Thailand?" and "What are the internal demands?" In addition, we have observed the importance of the teacher and the student's role in the present state of the Korean studies curriculum and education of Korean culture.
This study is composed as follows. In part I, we will be discussing the main objective and importance of this paper, as well as how to eliminate the problem. Afterwards, we will examine researches related to and preceding this paper. Although the preceding research papers we will be discussing are about Korean studies in Korea, Korean studies in Thailand, and the education of Korean studies for Thai students, we have especially argued that the education of Korean studies for Thai students is based on a mutuality of language and cultural education. In addition, the argument for the education of Korean culture in an expertise way has been removed or has been purposely excluded from the direction of this research paper.
In part II, we have based the foundations of professional Korean cultural education research on a theoretical background composing of geographic studies that help classify Korean studies and Korean culture. In the midst of all this, we have selected the works of Tomalin, Stempleski (1993), Hammery (1986), Moran (2001) and Kim Joong-Soon (2008) and have organized their arguments into three categories of Korean culture in our study: product culture, cultural stereotypes, and behavioral culture. Also, in this study, we have used survey questions to further investigate the education of Korean culture, the theoretical methods of education and teaching material for teaching culture, as well as the analysis of demand used in the demanded research, all in terms of foreign culture.
Part III, of our thesis will be looking into different approaches to research, namely the analysis of curriculum and demand. Also, in order for the analysis of demand to happen, we will discuss the importance of reciprocal action between the teacher and the student.
In Part IV, we will be examining the present condition between Korean studies in Thailand and the education of Korean culture. For this, we have looked into certain aspects of Korean studies in Thailand that have shown how each Thai student majoring in Korean studies has been able to improve cultural content. Through all this we have been able to understand the unique characteristics of Korean classes. By examining the curriculum of these classes, we have found that the courses are currently independently established. Yet the critical problem with this was that they lacked organized education program, professional faculty, and educational materials.
In Part V, we will be analyzing the collected information through the claims we have investigated. Basing the results as author's background, we deduced that to Thai students majoring in Korean studies, educational curriculum, educational programs, and study material are the foundation to a program. Through the comparison by group and by level, it is shown that the demand for Korean studies majors and the way the class is taught is not so different in these areas overall. Especially, as Korean studies majors become juniors and seniors, their human relations ability to sympathize and understand Korean values helps them blend in with native Koreans.
Finally, in Part VI, we will be summarizing our research and this study's significance. We will be providing a solution to the cultural conflict that arises between Korea and Thailand when it comes to Thai students majoring in Korean studies and Korea's educational system. The respect and tolerance for the target country is highly important yet it sometimes excluded. Thus, we will be expanding and reaffirming on the tendency to argue that cultural education for language education is necessary for the Korean educational system.
However, the understanding of the current state of those who are majoring in Korean studies and the demands of those who teach and learn are crucial. In particular, during the time when the Korean educational system is just starting to bloom, we can see that the minority of research subjects are Thai students majoring in Korean studies, and that there is a boundary to over generalizing their educational curriculum. On some level, the demands of Korean culture and educational programs can be analyzed yet cannot be limited. Nevertheless, we deduce through this research paper concerning Korea's educational system for Thai students that we must raise awareness and help develop better conditions for Korean educational systems in Thailand.Ⅰ. 서론 1
A. 연구의 목적 및 필요성 1
B. 선행연구 검토 4
1. 한국에서 한국학 교육 5
2. 태국에서의 한국학 교육 현황 6
3. 태국인 학습자를 위한 한국문화 교육 8
Ⅱ. 이론적 배경 10
A. 지역학으로서의 한국학 내 한국문화 10
1. 한국학의 정의 10
2. 문화의 개념 13
B. 문화 교육 개념 23
1. 외국문화로서의 한국문화 교육 23
2. 문화 교육 방법 25
3. 문화 교재 28
C. 요구분석 29
Ⅲ. 연구방법 32
A. 교과과정 분석 33
B. 요구분석 33
1. 연구 참여자 34
2. 측정도구 35
Ⅳ. 태국에서의 한국학 교육 내 한국문화 교육 현황 38
A. 태국에서의 한국학 교육 양상 38
1. 중등교육에서 한국어를 제2외국어로 선정 40
2. 한국학관련 교육과정 개설 42
3. 한국학 연구소 47
B. 태국 대학에서의 한국학관련 전공 교과과정 48
1. 한국어 전공 교과과정 48
2. 한국학 전공 교과과정 58
C. 태국에서의 한국문화 교재 현황 59
Ⅴ. 요구분석 결과 및 교육적 적용 62
A. 교사 및 학습자의 요구분석 결과 62
1. 한국문화 교과목의 필요성 및 역할 66
2. 한국문화 교육 방법 72
3. 한국문화 교재 구성 76
4. 중요시하는 분야 83
B. 학습자의 집단별 비교 90
1. 전공별 비교 90
2. 학년별 비교 92
C. 종합적 분석 97
D. 한국문화 교육 방안 99
1. 한국문화 교과과정 및 내용 99
2. 한국문화 수업의 지도 방안 102
3. 한국문화 교육 교재 및 보조자료 103
Ⅵ. 결론 105
참고문헌 109
부록-1 학생용 요구조사 설문지 (한국어) 114
부록-2 교수용 요구조사 설문지 (한국어) 120
부록-3 학생용 요구조사 설문지 (태국어) 126
부록-4 교수용 요구조사 설문지 (태국어) 133
Abstract 14
Role of Parallel Solenoidal Electric Field on Energy Conversion in 2.5D Decaying Turbulence with a Guide Magnetic Field
No full textWe perform 2.5D particle-in-cell simulations of decaying turbulence in the presence of a guide (out-of-plane) background magnetic field. The fluctuating magnetic field initially consists of Fourier modes at low wavenumbers (long wavelengths). With time, the electromagnetic energy is converted to plasma kinetic energy (bulk flow+thermal energy) at the rate per unit volume of J · E for current density J and electric field E . Such decaying turbulence is well known to evolve toward a state with strongly intermittent plasma current. Here we decompose the electric field into components that are irrotational, E ir, and solenoidal (divergence-free), E so. E ir is associated with charge separation, and J · E ir is a rate of energy transfer between ions and electrons with little net change in plasma kinetic energy. Therefore, the net rate of conversion of electromagnetic energy to plasma kinetic energy is strongly dominated by J · E so, and for a strong guide magnetic field, this mainly involves the component E so,∥ parallel to the total magnetic field B . We examine various indicators of the spatial distribution of the energy transfer rate J ∥ · E so,∥, which relates to magnetic reconnection, the best of which are (1) the ratio of the out-of-plane electric field to the in-plane magnetic field, (2) the out-of-plane component of the nonideal electric field, and (3) the magnitude of the estimate of current helicity © 2021. The Author(s). Published by the American Astronomical Society
Standardised criteria for classifying the International Classification of Activities for Time-use Statistics (ICATUS) activity groups into sleep, sedentary behaviour, and physical activity
No full textBackground
Globally, the International Classification of Activities for Time-Use Statistics (ICATUS) is one of the most widely used time-use classifications to identify time spent in various activities. Comprehensive 24-h activities that can be extracted from ICATUS provide possible implications for the use of time-use data in relation to activity-health associations; however, these activities are not classified in a way that makes such analysis feasible. This study, therefore, aimed to develop criteria for classifying ICATUS activities into sleep, sedentary behaviour (SB), light physical activity (LPA), and moderate-to-vigorous physical activity (MVPA), based on expert assessment.
Method
We classified activities from the Trial ICATUS 2005 and final ICATUS 2016. One author assigned METs and codes for wakefulness status and posture, to all subclass activities in the Trial ICATUS 2005. Once coded, one author matched the most detailed level of activities from the ICATUS 2016 with the corresponding activities in the Trial ICATUS 2005, where applicable. The assessment and harmonisation of each ICATUS activity were reviewed independently and anonymously by four experts, as part of a Delphi process. Given a large number of ICATUS activities, four separate Delphi panels were formed for this purpose. A series of Delphi survey rounds were repeated until a consensus among all experts was reached.
Results
Consensus about harmonisation and classification of ICATUS activities was reached by the third round of the Delphi survey in all four panels. A total of 542 activities were classified into sleep, SB, LPA, and MVPA categories. Of these, 390 activities were from the Trial ICATUS 2005 and 152 activities were from the final ICATUS 2016. The majority of ICATUS 2016 activities were harmonised into the ICATUS activity groups (n = 143).
Conclusions
Based on expert consensus, we developed a classification system that enables ICATUS-based time-use data to be classified into sleep, SB, LPA, and MVPA categories. Adoption and consistent use of this classification system will facilitate standardisation of time-use data processing for the purpose of sleep, SB and physical activity research, and improve between-study comparability. Future studies should test the applicability of the classification system by applying it to empirical data
