Research School Research Articles

학습자중심수업이 학습 동기, 학교행복감을 매개로 고등학생의 창의적 사고역량과 자기관리역량에 미치는 영향에 관한 구조분석

Objectives In this study, the structural relationship between the factors of learner-centered classes on creative thinking and self-management competencies through learning motivation and school happiness was compared and analyzed, focusing on the application of the 2015 revised curriculum and before and after COVID-19. Methods To this end, structural equation model analysis and difference analysis were conducted on high school student data in the 1st, 4th, and 5th years of the BELS(Busan Education Longitudinal Study), and mediating path analysis using phantom variables was conducted to verify the two parameter paths, respectively. Results First, as a result of analyzing the differences before and after the application of the 2015 revised curriculum, high school students (2019) showed a statistically significant increase in all variables compared to high school students (2016) before the application. In the pre- and post-COVID-19 analysis, it was confirmed that self-management competency increased and learner-centered classes decreased after COVID (2020 high school 2) compared to before COVID (2019 high school 1), and no significant difference was found in the remaining variables. Next, as a result of verifying the mediating path of the research model, learning motivation and school happiness in learner-centered classes and creative thinking competencies were found to have complete mediating effects in all years, and partial mediating effects in learner-centered classes and self-management competencies. In particular, after COVID-19, the influence of all mediated routes decreased significantly compared to before COVID-19. Conclusions Based on the results of the study, it was possible to confirm the influence of the 2015 revised curriculum and COVID-19, the importance of learning motivation and school happiness in the high school field.

중등 영어 학습부진 학생 교수⋅학습 처치 효과에 관한 메타분석

Objectives The purpose of this study was to specify the effects of English language instruction for underachievers in secondary schools through a quantative meta-analysis. Methods 68 experimental studies were collected and analyzed in terms of dependent variables (English proficiency, affective domain), controlled variables (research type, region, school type, group size, instructional period and duration), and independent variables (10 types of instructional methods and approaches). Results The result of the meta-analysis was that the overall mean effect size was .741. The effect size of English proficiency was .787, and the effect size of affective domain was .949. Some statistical differences were found in some subcategories of each variable. Conclusions Almost all teaching types and methodologies were effective to some extent in English language instruction for underachievers in secondary schools, however the effect size was different depending on the variables.

Lexicons of Key Terms in Scholarly Texts and Their Disciplinary Differences: From Quantum Semantics Construction to Relative-Entropy-Based Comparisons.

Complex networks are often used to analyze written text and reports by rendering texts in the form of a semantic network, forming a lexicon of words or key terms. Many existing methods to construct lexicons are based on counting word co-occurrences, having the advantage of simplicity and ease of applicability. Here, we use a quantum semantics approach to generalize such methods, allowing us to model the entanglement of terms and words. We show how quantum semantics can be applied to reveal disciplinary differences in the use of key terms by analyzing 12 scholarly texts that represent the different positions of various disciplinary schools (of conceptual change research) on the same topic (conceptual change). In addition, attention is paid to how closely the lexicons corresponding to different positions can be brought into agreement by suitable tuning of the entanglement factors. In comparing the lexicons, we invoke complex network-based analysis based on exponential matrix transformation and use information theoretic relative entropy (Jensen–Shannon divergence) as the operationalization of differences between lexicons. The results suggest that quantum semantics is a viable way to model the disciplinary differences of lexicons and how they can be tuned for a better agreement.

Profiling the most highly cited scholars from China: Who they are. To what extent they are interdisciplinary

Since the beginning of the 21st century, an increasing number of Chinese researchers have joined the ranks of the world’s top scientists. Some international organizations have observed this phenomenon and ranked the world’s top Chinese researchers. However, investigation of highly cited interdisciplinary research (IDR) scholars is insufficient, although IDR tends to have a greater social impact. Looking at the top 2% of the world’s Chinese scholars, this study analyzes the structural attributes of IDR by those top scholars in detail using network analysis, cluster analysis, block modeling, and quadratic assignment procedure analysis. The results show that the proportion of highly cited scholars in technical categories is higher than in social categories. The fields of artificial intelligence and image processing, oncology and carcinogenesis, plus neurology and neurosurgery serve as bridges across disciplines, with materials, energy, and artificial intelligence and image processing having higher eigenvector centrality. The field of social sciences has the widest range of IDR activities, but cooperation within this field is low. Forty-two of the world’s first-class universities are in China, and of the world’s top 2% scholars who come from China, 46.3% work for these institutions. The research themes of highly cited academics from World First-Class universities in China are most similar to the themes of scholars from universities in China with first-class academic disciplines. There are differences between non-university and university scholars in terms of research topics. It is suggested that the government can promote a triple-helix effect (public institute, industrial enterprise, and research school) so that organizations of different natures can produce synergistic effects.

How the COVID-19 Pandemic and Endemic Racial Injustice Have Affected Future and Current Physician Assistant Student Learners: The Need for Nationwide Awareness and Action.

Sheena D. Brown, PhD, MSCR, is an associate professor and assessment director for the Physician Assistant Sciences Program at Meharry Medical College, School of Graduate Studies and Research, in Nashville, Tennessee. Correspondence should be addressed to: Sheena D. Brown, PhD, MSCR, Physician Assistant Sciences Program, Meharry Medical College, School of Graduate Studies and Research, 1005 Dr. D. B. Todd Jr. Boulevard, Nashville, Tennessee 37208; Email: [email protected] The author declares no conflict of interest.

Practical Applications of The Carbon Risk Premium

1. Michael Azlen 1. is the chief executive officer at Carbon Cap Management, LLP in London, UK. (mike.azlen{at}carbon-cap.com) 2. Glen Gostlow 1. is a PhD candidate at the London School of Economics & Political Science in London, UK. (g.gostlow{at}lse.ac.uk) 3. Alex Child 1. is the head of Carbon Markets Research at Carbon Cap Management, LLP in London, UK. (alex.child{at}carbon-cap.com) In [ The Carbon Risk Premium ][1], from the Summer 2022 issue of The Journal of Alternative Investments , Michael Azlen and Alex Child of Carbon Cap Management and Glen Gostlow of the London School of Economics & Political Science present innovative research on a new and very important asset class. They explain how emission trading systems (ETSs) are an increasingly popular and effective tool for implementing legislation to lower carbon emissions. These systems create markets for tradable carbon allowances. The authors provide a summary of the world’s carbon markets, analyze variables affecting carbon prices, and assess carbon as a class of investable assets. For each of four liquid carbon markets, they determine a total-return time series, accounting for the collateral return as well as the roll effect between carbon futures contracts. They use the time series to create a composite index and analyze its performance, volatility, and correlation with other asset classes. They also evaluate the prognosis for emission levels and carbon prices, considering spot and futures linkages and the causes of a potential risk premium. [1]: https://doi.org/10.3905/jai.2022.1.166

Empathy in patient-clinician interactions when using telecommunication: A rapid review of the evidence.

ObjectivesThe COVID-19 pandemic accelerated the replacement of many face-to-face healthcare consultations with telephone consultations. Little is known about the extent to which empathy can be expressed in telephone consultations. Our objective is to review evidence related to empathy in telephone consultations including clinical outcomes, and patient/practitioner experiences.MethodsSearches of Medline/Ovid and PsycINFO/Ovid were undertaken. Titles and abstract screening, data extraction, and risk of bias were undertaken by two reviewers. Discrepancies were resolved in discussion with additional reviewers. Included studies were specific to tele-communications with empirical data on empathy related to patient outcomes/views, published (in English), 2010–2021. Studies that did not mention empathy explicitly were excluded.ResultsOur search yielded 740 individual records and 8 studies (527 patients, 20 practitioners) met inclusion criteria: Some barriers to expression of empathy were noted, but no major obstacles were reported. However, data was sparse and most studies had a high risk of bias.ConclusionEmpathy in telephone consultations is possible, (though the loss of non-verbal cues and touch can present barriers) however the research does not yet identify how.InnovationIt is possible to establish and display empathy in telephone consultations, but future research needs to identify how this can be optimized.FundingThis work was supported by a 10.13039/501100000272National Institute for Health Research (NIHR) 10.13039/501100013374School for Primary Care Research grant (project number 389). The 10.13039/501100000739University of Southampton's Primary Care Department is a member of the 10.13039/501100013374NIHR School for Primary Care Research and supported by NIHR Research funds. The views expressed are those of the authors and not necessarily those of the NIHR or the Department of Health and Social Care.Protocol registration.PROSPERO (CRD42021238087).

Abstract Book of 7th Brain Research School (2022-BRS), 27 June and 3 July 2022, Isparta, Turkey (http://2022.brs.org.tr/)

7th Brain Research School (2022-BRS) was performed in Isparta, Turkey between 27 June and 3 July 2022 (http://2022.brs.org.tr/). There were abstracts of 8 speakers, 11 oral presentations, and 3 poster presentations in the 2022-BRS. Titles of speakers; 1- Mustafa NAZIROĞLU. Fluorescent Ca2+ stains for imaging the mice microglia. 2- Beatrice Mihaela RADU. Low-energy accelerated protons irradiation inhibits DNA repair and diminishes cell proliferation, migration and calcium signaling in brain microvascular endothelial cells. 3- Nashat ABUMARIA. Behavioral assays and animal models of psychiatric disorders. 4- Ferah YILDIRIM. Mapping genome-wide DNA methylation changes in alcohol use disorder (No abstrcat). 5- Marco CANEPARI. Principles of Ca2+ imaging using low-affinity indicators. 6- Denis ROUSSEAU. Western blot analyses in the mitochondria. 7- Xinhua SHU. Protection of p-Coumaric acid against depression and memory impairment via inhibition of neuroinflammation 8- Simon HEBEISEN. State dependent block of voltage gated sodium and calcium channels as modern treatment for epilepsy. Titles of oral presentations (OPs); OP1. Bünyamin AYDIN. Diabetic neuropathic pain and TRPM2 Channel: Focus on selenium. OP2. Agomelatine attenuates calcium signaling and apoptosis via the inhibition of TRPV1 channel in the hippocampal neurons of rats with chronic mild stress depression model. OP3. Hatice DALDAL. An interaction between cisplatin-induced optic nerve injury and TRPM2 channel. OP4. Kemal ERTİLAV. Recent developments on the traumatic brain injury models in the experimental animals. OP5. Kaan ERBAKAN. Involvement of TRPV1 channel in the etiology of epilepsy. OP6. Ramazan ÇINAR. Does GSH depletion induce TRPM2 activation in neuronal cells? OP7. Esin AKBAY ÇETİN. TRP ion channels and approaches in COVID-19. OP8. Gülin ÖZDAMAR ÜNAL. Early life stress and neuroinflammation. OP9. Adem AHLATCI. Investigation of TRPM2 cation channel activation in PTZ-induced SH-SY5Y cells by patch-clamp technique: Regulatory role of valproic acid. OP10. Yener YAZĞAN. Orthodontic teeth movement-induced pain and TRPV1 channel. OP11. Evaluation of the role of Radish (Raphanus sativus) extract in movement tests in MPTP induced experimental Parkinson's model in Balb/C mice. Titles of poster presentations (P); P1- Esin AKBAY ÇETİN. Probable pathways of SARS-CoV-2 to central nervous system. P2. Yusuf DAL. Low molecular weight heparin treatment reduced apoptosis, oxidative stress, and calcium signaling in the thrombocytes of patients with recurrent pregnancy loss and thrombophilia: Involvements of TRPM2 and TRPV1 channels. P3. Ferruh KARAMANGİL. Investigation of frequency and diversity of experimental animal models of schizophrenia.

Balancing teacher educators’ researcherly and pedagogical dispositions – an example from Norway

ABSTRACT The role of research in teacher education is a widely discussed topic by policymakers as well as by researchers and practitioners. At the policy level, there seems to be a general claim that teacher education shall be research based (OECD, 2005; European Commission, 2013; Finnish Ministry of Education and Culture, 2021; Norwegian Ministry of Knowledge, 2020). The claims are strong, however, the interpretation and the operationalisation of the role of research in teacher education is, to say it mildly, vague. In this paper, I will briefly present voices of some international researchers with the purpose of illuminating the complex roles research plays in teacher education. A major part of this paper will present an example of how Norway has attempted to operationalise the complexity of balancing between teacher educators’ researcherly and pedagogical dispositions by funding the National Research School in Teacher Education (NAFOL). The overall goal of the research school is to develop “researching teacher educators” with equal value of all the three words.

A case study of interreligious learning and teaching in a Catholic primary school – a nexus of leadership, pedagogy, identity, and relationships

Australia is a religiously diverse nation with a growing trend in ‘no religious affiliation’ and irrelevance of religion in the lives of young learners and their families. The purpose of this study is to explore the perspectives of School leaders, teachers, and support officers in describing their role in interreligious learning and teaching in the context of one school. Whilst this is a study of one context, the Enhancing Catholic School Identity (ECSI) data and Australian Council for Education Research (ACER) school review data indicate it is a high functioning school. Fourteen one-to-one interviews were transcribed, analysed, and coded revealing themes that clarify key features of the data guided by the research question. Leadership, diversity, relationships, pedagogy, learners, and religious identity emerged as key themes. Delving deeply into the perceptions of the school staff in relation to their engagement in interreligious learning and teaching may offer some insight for other contexts endeavouring to increase the relevance and plausibility of religion in the lives of learners.

Intentions and Realities in Doctoral Education in Norway. New Policies for Doctoral Education in Norway and the Implications for an Inter-Institutional Research School (WNGER II)—Some Preliminary Findings

This policy and practise review article examines how new policies and policy documents impact a graduate-level research school in Norway, Western Norway Graduate School of Educational Research II (WNGER II) on a general level. WNGER II is a research school consortium with seven universities and university colleges, six PhD programmes, 97 PhD candidates, and 48 supervisors. It was established in 2018 to complement existing PhD programmes and strengthen PhD education in Western Norway. A pilot phase (2016–2017) was used to identify and address specific challenges in PhD education as experienced in the seven universities and university colleges of Western Norway. Against this backdrop, this policy and practise review article builds on our previous research on doctoral-level education and aims to illuminate the more general learning and teaching conditions in the WNGER II consortium in light of national PhD regulations. This subject will be examined in light of the relationships among the arenas of formulisation (macro-level), transformation (meso-level), and realisation (micro-level). Frame factor theory is used as a lens to examine how new policies impact the doctoral level of higher education, and the main data source of the study is document analysis. The policy and practise review shows that the new national policies on doctoral education add a new layer of requirements on several levels, a situation that can be demanding and challenging for institutions and might be considered part of what has come to be known as a certain tendency toward “public management” within higher education. Such new policies and requirements constitute changing frame factors, which can enhance the focus on educational, study, and teaching quality at the doctoral level in WNGER II. For some institutions, such as research schools, it seems particularly fruitful to deal with challenges through collaborative measures. A general finding seems to be that if WNGER II (and similar research schools) is to optimise its potential as a collaborative research school, increased integration amongst its six different PhD programmes is required. The study finds that certain actionable recommendations could be relevant to consider in relation to the institutions' frame factors to facilitate further development of the research school. There are also several limitations on the study, since this is the first phase of formative dialogue research and only deals with a general policy review. Therefore, the findings should be interpreted with great caution.

Developing a signature pedagogy for doctoral education

AbstractThe number of doctoral students internationally is on the increase, yet low completion rates seem to be stable. Universities need to learn from each other to strengthen doctoral education. In doctoral education, the person and the doctoral project are intertwined and both must be nurtured and developed. This article presents the signature pedagogy of the Norwegian Research School in Teacher Education (NAFOL). The international and national context of NAFOL is described and the reasons for establishing NAFOL are presented. The pedagogical vision behind the research school is outlined, and examples of how the vision translates into activities are provided. The last part of the article analyses experiences from NAFOL and highlights points that might be useful to other research schools in different contexts. Based on the experience gained at NAFOL, a whole person approach to doctoral students in doctoral education is recommended.

Analisis Penggunaan Metode Pembelajaran Kitab Kuning di Madrasah Aliyah Tahfizhil

The purpose of this study was to find out how the process of learning the yellow book in Madrasah Aliyah Tahfidzul Quran Medan and in this study the analytical techniques carried out were by collecting observation data, interviews, and documentation. It turned out that at Madrasah Aliyah Tahfidzul Qur'an based on the data obtained by the school's researchers applied several methods in teaching the yellow book learning, namely being guided by practical and systematic guidebooks to recognize the basics of Nahwu science pattern 36 where this book was directly written by Tuan Guru Besar Nahwu and Shorof and taught directly by him who lives in the Madrasah Aliyah Tahfidzul Quran complex in Medan itself, conventional learning methods or in this method every educator in opening learning conveys learning knowledge orally to students in the hope of encouraging students to be more focused and teachers full control over the class. The question and answer method is carried out because the implementation of the lecture method was due to direct communication, in this method students ask the teacher or vice versa. The attack method is carried out by the educator team where all students directly face the teacher or Ustadz in turns or relay such as Simaan memorizing the Koran, the point of the amtsilati method is applied so that students can quickly understand and read the yellow book by giving a mindset to understand Arabic with the formula systematic.

Editorial.

aDepartment of Anesthesiology and Pain medicine bDivision of Anesthesiology, Perioperative Medicine, Emergency and Critical Care Medicine, Maastricht University Medical Centre, Research school, Mental Health and Neuroscience (MhenS), Maastricht University, Maastricht, The Netherlands Correspondence to Wolfgang Buhre, MD, Division of Anesthesiology, Perioperative Medicine, Emergency and Critical Medicine, Maastricht University Medical Centre, Postbus 5800, 6202 AZ Maastricht, The Netherlands. Tel: +31 626882849; e-mail: [email protected]

Barriers to metabolic bariatric surgery in adolescents: results of a qualitative study.

It is estimated that 4.5 million youth in the United States have severe obesity (SO). Metabolic and bariatric surgery (MBS) is the most effective and longitudinally durable treatment for adolescents with SO, but only an estimated 1600 adolescents undergo the procedure annually. To understand patients' perceptions and experiences with the barriers to MBS as an adolescent. This research was conducted at Children's Hospital Colorado, an urban academic medical center, and the University of Colorado Anschutz School of Medicine and Sanford Research, a rural medical center. We conducted 14 qualitative interviews with individuals who received MBS between the ages of 19 and 25 years in the last 5 years regarding the barriers to MBS they experienced as an adolescent. A formal qualitative analysis was conducted using the constant comparative techniques of grounded theory generally guided by Anderson's behavioral model of health service use. We identified 3 principal groups of barriers related to (1) a lack of information that MBS was an option and the absence of discussions about MBS with medical providers while an adolescent, (2) a lack of access to MBS primarily related to insurance coverage, costs, and family-related issues, and (3) a general stigma around MBS as a treatment for obesity. This study suggests that the primary barriers to MBS for adolescents with SO are related to a general lack of information about MBS, social stigma, and access issues related to costs that decrease or limit access.

A Decade of Youth Behavior Studies Regarding ICT's Impacts: Notes on the Experience of School of the Future Research Laboratory at the University of São Paulo - Brazil

School of the Future Research Laboratory at the University of São Paulo – USP is 32 years old and since 2010 has been devoted to map and discuss new behaviors among different virtual communities seeking of media and information literacy (MIL), new ways of learning and producing contents on digital platforms. On order to do so we have been developing surveys, virtual ethnography and netnographic studies to map new attitudes and behaviors of contemporary networked actors. This article brings a summary of several findings in the research conducted in the last ten years, demonstrating how the pioneering work of School of the Future researchers points out indicators on the behavior of young communities that are valid to this day and still raise contemporary discussions. In order to do so we will focus on our most extensive netnographic studies developed with young students throughout Brazil in 2012-2014.

Relationship between achievement in physics and mathematics and family functioning

The development of pedagogical-psychological theories causes an increase in the number of examined factors (cognitive and non-cognitive). One of the non-cognitive factors is the family environment, so the paper deals with determining the connection between success in physics and mathematics and family functioning. In the research, 80 seventh and eighth-grade elementary school students participated. The constructed questionnaire included eight dimensions of family functioning: cohesion, flexibility, disunity, networking, chaos, rigidity, family communication, and family satisfaction. Results showed that students whose parents are married achieve significantly higher scores on all four mentioned scales. The children whose parents are divorced achieved the lowest marks. Also, the dimensions of communication and family satisfaction are rate as good. The chaotic component was influenced by parents‘ level of education, where the highest value was expressed by students whose parents are at the primary school level. This component proved to be important for students’ achievements in mathematics. Achievements in physics were influenced by the level of cohesion, whose increase also caused a higher student achievement. Family environment is an important factor determining students’ development, functioning, and school success, so it is important to monitor its impact and train teachers to work with students from dysfunctional families.

Child poverty and children entering care in England, 2015–20: a longitudinal ecological study at the local area level

BackgroundChildren in care face adverse health outcomes throughout their life course compared with their peers. In England, over the past decade, the stark rise in the number of cared-for children has coincided with rising child poverty, a key risk factor for children entering care. We aimed to assess the contribution of recent trends in child poverty to trends in care entry.MethodsIn this longitudinal, ecological study of 147 local authorities in England, we linked data from the Department for Work and Pensions and HM Revenue & Customs on the proportion of children younger than 16 years living in families with income less than 60% of the contemporary national median income, before housing costs, with Department for Education data on rates of children younger than 16 years entering care. Using within-between regression models, and controlling for employment trends, we estimated the association of changing child poverty rates with changing care entry rates within different areas. Our primary outcome was the annual rate of children younger than 16 years starting to be looked after by local authorities in England.FindingsBetween 2015 and 2020, controlling for employment rates, a 1 percentage point increase in child poverty was associated with an additional five children entering care per 100 000 children (95% CI 2–8). We estimate that, over the study period, 8·1% of the total number of children under the age of 16 entering care (5·0–11·3) were linked to rising child poverty, equivalent to 10 351 (6447–14 567) additional children.InterpretationWe report evidence that rising child poverty rates might be contributing to an increase in children entering care. Children's exposure to poverty creates and compounds adversity, driving poor health and social outcomes in later life. National anti-poverty policies are key to tackling adverse trends in children's care entry in England.FundingNational Institute for Health Research (NIHR) School for Public Health Research, NIHR Public Health Policy Research Unit, Swedish Research Council, Wellcome Trust, Medical Research Council, and NIHR Applied Research Collaboration North West Coast.

Thomas Edward Dutton (1935–2021)

Thomas Edward Dutton (1935–2021) Andrew Pawley 1. PROLOGUE.1 Thomas (Tom) Edward Dutton died on December 21, 2021, aged eighty-six. He made important contributions to the study of New Guinea languages in several domains. He carried out surveys of the 100 or so indigenous languages of Central and Southeast Papua and did in-depth descriptions of several of these, especially Koiari and Koita. He wrote textbooks for Tok Pisin and Police Motu, the chief lingue franche of Papua New Guinea (PNG). He contributed many maps and articles to the massive twovolume Language Atlas of the Pacific. He was the Foundation Professor of Linguistics at The University of Papua New Guinea (UPNG) from 1975 to 1977. He served as managing editor of Pacific Linguistics (PL) publications between 1987 and 1996. He co-supervised the dissertations of many PhD students who worked on languages of New Guinea. 2. EARLY YEARS Thomas Dutton was born on May 10, 1935, at Dayboro, near Brisbane, the eldest of five children of Lewis (Ted) and Mary Dutton, but grew up near Bundaberg where Lewis was a school teacher. Tom decided to follow in his father's footsteps and in 1953 went to Queensland Teachers College. The following year he was posted to East Bundaberg State School and began a BA as an extramural student of The University of Queensland. In midyear, he was called up for National Service and was selected for training as a pilot. He was invited to make flying for the Royal Australian Air Force his career but declined and returned to teaching. 3. PNG CALLS 1957 proved to be a watershed year for Tom. He had come round to the view that there must be more to life than being a school teacher in Queensland. He heard that the Administration of what was then the Australian Territory of Papua needed "Education Officers" and he applied. He hitchhiked to Sydney and attended a six-week course training teachers for Papua. In June, he took up an appointment as head of Rigo Intermediate School, east of Port [End Page 602] Moresby. In 1959, he was promoted to Area Education Officer in charge of Administration and Mission schools from Manumanu to Gaire. The diversity of languages spoken by his Papuan students interested him. He began learning Police Motu, the main lingua franca of Papua, and its source language, Motu, an Austronesian language spoken around Port Moresby. In 1960, Tom was one of three Education Officers chosen to attend the first six-week Language Learning course for Administration field officers run by the Summer Institute of Linguistics in Goroka. He was then posted to Chimbu Sub-District and later to Okapa in the Eastern Highlands. During that period he studied Gahuku (spoken around Goroka), Kuman (Chimbu) and compiled a set of lessons on Fore (Okapa). He also began to learn Tok Pisin (New Guinea Pidgin English), the lingua franca used by the Australian Administration in the Trust Territory of New Guinea. Tom was now hooked on the study of languages and realized that he needed to get some serious academic training in linguistics. In 1961, he took leave from Papua and in 1962 finished his BA at The University of Queensland, majoring in English with minors in mathematics and philosophy. In 1962, he married Corinne Scott, a school teacher who hailed from Nanango, near Kingaroy, and was working for Tom's father. Corinne flew light aircraft for a hobby, and Tom was assigned to be her copilot on a flight to the Gold Coast. Thus began a successful partnership of almost sixty years. From 1963–65 Tom studied for a Master's degree in English linguistics while employed as a Research Fellow in the Queensland Speech Survey, recording and analyzing varieties of English spoken by local Aboriginal communities and "Broken," the creole of Torres Straits Islanders. His Master's thesis was titled "The informal English of Palm Islanders" and ran to 457 pages. 4. DOCTORAL STUDIES AT THE AUSTRALIAN NATIONAL UNIVERSITY (ANU) In 1967, Tom became one of the first PhD students in linguistics in the Research School of Pacific Studies (RSPacS) at the ANU. The ANU had been created by the Federal Government...

고교학점제 도입에 따른 학교공간 재구조화의 방향

The high school credit system, which emphasizes student course selection and responsibility, is being implemented with the goal of introducing all high schools nationwide by 2025. For the proper operation of the high school credit system, it is necessary to restructure the school space along with the preparation of the curriculum, completion standards, and evaluation plan. Therefore, the purpose of this study is to derive the direction of high school spatial restructuring in response to the introduction of the high school credit system. To this end, a survey was conducted on research schools that are piloting the high school credit system, and opinions based on the experience of operating the high school credit system were collected and analyzed. The analysis results were presented in four themes: the direction of the learning space, the direction of the support space, the direction of the communal space, and the improvement direction of the student movement. Based on the analysis results, the necessity of school space restructuring according to the characteristics of the high school credit system was emphasized, and change direction of the spatial structure was suggested.