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ON THE CONCIRCULAR CURVATURE TENSOR OF A CONTACT METRIC MANIFOLD
BLAIR, D. E.,KIM, JEONG-SIK,TRIPATHI, MUKUT MANI Korean Mathematical Society 2005 대한수학회지 Vol.42 No.5
We classify N($\kappa$)-contact metric manifolds which satisfy $Z(\xi,\;X)\cdotZ\;=\;0,\;Z(\xi,\;X)\cdotR\;=\;0\;or\;R(\xi,\;X)\cdotZ\;=\;0$.
Challenges and Opportunities in Area Studies Programs
Blair, Fred L. 한국외국어대학교 북미연구소 2001 영미연구 Vol.7 No.-
Area Studies offer students new opportunities to complement their study of foreign language by gaining knowledge and understanding of the culture where the langugae is spoken. In the era of globalization it is essential that people be able to effectively interact with people from different cultures. This paper explores the nature of what cultural literacy is and what students need to know about a different culture. It stresses that one should be familiar with a culture's myths, proverbs and idioms as basic fundamental knowledge. The remaining disciplines such as history, politics, economics and sociology are taught by the existing departments of the college and special care has to be taken that the curriculum of Area Studies doesn't overlap or be redundant with already offered courses. Area Studies learning methods go beyond traditional classroom lectures. Students have to be directly involved in their learning by analyzing source material directly from the target culture. They must see themselves as cultural beings inter-acting with people who given the same set of circumstances think and make judgments entrirely different than their own. Opportunities to study abroad must be guided in such a manner that the encounters in the target cultures are recorded and craete a database for analysis upon return home. Students will be equipped to carry on their ethnographic and analytical skills into their future lives and be able to effectively communicate and conduct business in foreign environments without the impediments that result from misunderstanding people from other cultures.
U.S. Education Policy and Assistive Technology : Administrative Implementation
Blair, Martin E. 국립특수교육원 2006 The Asia-Pacific Journal of Inclusive Education Vol.3 No.-
This article provides definitions of assistive technology. It discusses essential administrative areas that must be in place in order to develop and implement a comprehensive assistive system in education. It also contains of the issues that U.S. is experiencing regarding implementing assistive technology.
유아교사와 유아특수교사의 통합교육 만족도 및 만족도에 미치는 요인
조광순 ( Blair Kwang Sun Cho ),엄순자 ( Sun Ja Um ) 한국특수교육문제연구소 2002 특수교육저널 : 이론과 실천 Vol.3 No.1
본 연구에서는 통합교육을 실시하고 있는 202명 일반 유아교사와 유아특수교사들을 대상으로 통합교육 만족도 및 통합교육에 대한 교사의 인식, 유아특수교육 실제에 대한 교사의 자질, 통합교육의 지원, 공동협력에 있어서 교사들의 수준은 어느 정도 인지 알아보고 각 요인들이 만족도에 미치는 영향에 대해 알아보았다. 연구결과, 교사들의 특수유아 통합 교육에 대한 만족도는 보통정도로 나타났으며, 통합교육에 대한 교사의 인식은 전체적으로 높게 나타나고 있으나 유아특수교사가 일반교사보다 긍정적으로 인식하고 있는 것으로 나타나고 있다. 교사의 자질과 통합교육의 지원 및 공동협력의 수준 또한 전반적으로 보통인 것으로 나타나고 있고, 유아특수교사는 일반유아교사에 비해 공동협력의 수준이 좀 더 높은 것으로 평가하고 있는 것으로 나타났다. 교사들간의 공동협력의 수준은 통합교육 만족도에 가장 큰 영향을 미치고 있는 것으로 나타났다. The purpose of this study was to examine the degrees of satisfaction on inclusion among early childhood education and early childhood special education teachers and the variables affecting their satisfaction with inclusive education. A survey approach was employed for this research. The survey involved 202 early childhood and early childhood special education teachers in kindergartens of special schools, special schools for preschoolers, special kindergarten classes, and early intervention agencies across the nation, except Cheju-do. t, F, and multiple regression analysis were used for data analysis. The results were as follows: First, the levels of satisfaction with inclusion among the participating teachers were found to be relatively low. Many of the early childhood education teachers demonstrated low satisfaction on their inclusion practices compared to the early childhood special education teachers. However, the differences between the two groups were found not to be statistically significant. Second, it was found that there were no differences between early childhood education and early childhood special education teachers in the levels of satisfaction on their inclusion practices according to their previous experience with children with disabilities, teaching certificates, and types of inclusion. Third, it was found that the levels of awareness on inclusion among the teachers were relatively high. The early childhood special education teachers demonstrated higher awareness. It was also found that the teachers demonstrated moderate levels of qualification on early childhood special education practices, but there were no differences between the two groups. Support for their inclusive practices and collaboration were found to be moderate. The early childhood special education teachers demonstrated higher levels of collaboration than regular early childhood educators. Fourth, it was found that variables of awareness of inclusion, qualification for early childhood special education practices, support for inclusion, and collaboration made significant contributions to the levels of satisfaction on inclusion. The collaboration was found to be the most contributing variable.