Proposal for Improvements of the Police Manual Regarding Crisis Management

The current manual for crisis management in Korea includes military units and the police as related organizations. However, the duties of police units are very broad, such as traffic control and security maintenance in disaster areas, lifesaving, and the search for missing persons, and the main tasks of such disaster management actions as lifesaving and the search for missing persons are led by fire-fighting units or local governments. Therefore, it is necessary to clearly present the scope of police activities in the event of a disaster. In this study, police manuals in Korea and abroad were investigated to identify problems and implications of the current Korean manual. In addition, through an analysis of common unit tasks that the police should perform in the event of a disaster, domestic crisis management manuals, and overseas cases, additional police unit duties are proposed in detail. As a result, we suggest provisions in the manual that allow the police to immediately intervene in response to disasters.

Hazardous area classification for wheat flour processing plant

Dust explosion possibly occurs in common unit operations such as mills, grinders, dryers, and other modes of transport. The basic element for the setting of hazardous zone types consist of identifies release sources, determination of classification region of hazardous area, overviewing the basic operation in wheat flour processing plant with their specification requirement and use of a suitable code or calculations to determine area scope. Therefore, this analysis can be more elaborate by classifying the hazardous area into several areas using the International Electro Technical Commission System for Certification to Standards Relating to Equipment for Use in Explosive Atmospheres standard. Thus, wheat flour processing plant area classification can be categorized according to three zones based on the quantity of an explosion into atmosphere and its release frequencies which are zones 20, zones 21, and zones 22. From the results, it can be summarized that zone 20 is almost inside or closer one with the main equipment located near the ignition source which could lead to dust explosion, whereas zone 21 and zone 22 comes after zone 20 which is a less hazardous area as compared to zone 20 areas.

Classification Schemes and Identification Methods for Urban Functional Zone: A Review of Recent Papers

Urbanization is accelerating due to economic and societal development. The accurate identification of urban functional zones is significant for urban structure optimization, urban planning, and resource allocation. This paper reviews the scholarly literature on urban functional zone identification. Based on the retrieval results of databases, we analyzed the overview and current status. The identification methods and classification schemes are summarized from the existing research. The following results were obtained: (1) point of interest (POI) data are widely used for functional zone identification; (2) the block is the most common unit for functional zone identification; (3) cluster analysis is the main approach for urban functional zone identification; (4) most of the classification schemes are based on the dominant land use and characteristics of data sources. We predict future trends of urban functional zone identification based on the reviewed literature. Our findings are expected to be valuable for urban studies.

Conhecimentos Evidenciados Por Futuras Professoras de Matemática Sobre os Números Racionais e Sobre seu Ensino

ResumoEste artigo objetiva identificar os conhecimentos evidenciados por um grupo de licenciandas ao ensinar noções e procedimentos concernentes ao conceito de fração e à resolução de operações em Q na Educação Básica. Considera-se as categorias refinadas por Ball, Thames e Phelps a partir de trabalhos de Shulman, no que diz respeito aos conhecimentos necessários ao professor que ensinará Matemática. Opta-se por discutir neste trabalho os resultados de dois questionários aplicados a quatro estudantes de um curso de Licenciatura em Matemática ao iniciar uma formação sobre números racionais e seu ensino, vinculada ao projeto de pesquisa “Um estudo sobre os conhecimentos necessários ao professor de matemática para ensinar frações”. As respostas das participantes a esses questionários indicaram dificuldades como: localizar frações na reta numérica; fixar uma unidade comum a todas as frações para ser o inteiro e compará-las; e representar uma fração em que o denominador seja maior que o numerador. Esses desafios, muito presentes em alunos da Educação Básica, persistem mesmo após essas licenciandas terem integralizado mais de 50% do curso. Diante disso, considera-se que o formador de professores precisaria incluir em suas aulas situações que lhe permita discutir com os futuros professores aspectos relacionados ao conteúdo, às causas dos erros cometidos pelos alunos e maneiras de superá-las. Palavras-chave: Formação de Professores. Ensino de Fração. Conhecimento Comum do Conteúdo. Conhecimento do Conteúdo Especializado. AbstractThe goal of this article is to identify the knowledge that a group of student-teachers has for teaching notions and procedures regarding the concept of fractions and solving equations in Q in Basic Education. We consider the categories refined by Ball, Thames and Phelps, based on the works of Shulman, with respect to the knowledge necessary for a teacher to teach Mathematics. In this paper, we have chosen to discuss the results of two questionnaires applied to four students in a Mathematics Teaching Degree program at the start of the training program on Rational Numbers and how to teach them, linked to the research project “A study on the knowledge necessary for a Mathematics teacher to teach fractions” (Um estudo sobre os conhecimentos necessários ao professor de matemática para ensinar frações). The participants’ answers to these questionnaires indicated difficulties, such as: locating fractions on a number line; finding a common unit for all fractions to be a whole number and, thus, be able to compare them; and representing a fraction in which the denominator is greater than the numerator. These challenges are frequently present among students in Basic Education and they persisted even after the student-teachers completed 50% of the program. As such, we believe that teacher trainers need to include situations in their classes to discuss with future teachers aspects related to the content, to the causes of mistakes made by students and ways to fix them. Keywords: Teacher Trainer. Teaching Fractions. Common Content Knowledge. Specialized Content Knowledge.

The Temporal Dimension of Tourist Attraction

Tourist attractions are vital sub-elements in the tourism system. Despite drawing considerable attention in the tourism literature, most studies suffer from a lack of in-depth analysis of the theoretical foundation. This research aims to analyze the temporal nature of tourist attraction, thereby linking the cognitive and organizational perspective of tourist attraction classification by its temporal dimension. From the organizational perspective of tourist attraction classification, a further purpose is to classify tourist attractions regarding their temporal dimension. This paper shows the organizational influence of time regarding when and how long an attraction occurs. The cognitive and organizational perspective typologies of tourist attractions are linked by a common unit of measurement: time. With regard to their temporal dimension, tourist attractions are classified as STA - Stationary attraction and SEA - Seasonal attractions. This study contributes to the literature by providing an insight into the temporal dimension of tourist attractions and the understanding of the cognitive and organizational perspective and their interconnection within tourist attraction typology. The defined framework can be applied in the comparison and evaluation of tourist attractions providing the basis for further discussion on the nature of tourist attractions.

Digitization and the evolution of money as a social technology of account

Throughout the history of monetary thought, economists have predominantly emphasised the function of money as a medium of exchange along with the intrinsic properties that enhance its salability and credibility as the most liquid store of value. But the social institution of money co-evolves with technology. It is significant that the advent of digital crypto-currencies was initiated by computer scientists and has taken economists completely by surprise. As a consequence, it also forces our profession to rethink the basic phenomenology of money. In accordance with the views of Wieser and Schumpeter, digitization brings to the fore the immaterial function of money as a standard of value and social technology of account, which increasingly absorbs its function as a medium of exchange. The potential impact of this on economic policy is huge. The variety of different crypto coins has proven the technical feasibility of competing private currencies as proposed by Hayek. In the long term, however, there is reason to doubt the persistence of intense competition. One must fear that major digital platforms will extend their current dominance in multisided virtual market places to include digital payments and money. Central banks are increasingly anxious to preserve public sovereignty over the common unit of account and are considering issuing their own digital fiat money. After the current era of intense creative experimentation, the potentially new spontaneous order of private crypto-currencies is likely to be supplanted by central bank digital currencies (CBDCs), the design of which will depend on deliberate public choices and policies.

Child development with the D-score: tuning instruments to unity

The chapter familiarises the reader with an intuitive yet powerful methodology to tune instruments to a common unit, presenting a fresh approach that expresses measurements made by different instruments on the D-score scale. As a result, the reader may compare D-scores between ages, children or cohorts. It shows how to exploit common developmental milestones to bridge instruments and cohorts; presents an analysis to obtain D-scores from 16 cohorts and 14 instruments; compares D-score age-distribution across populations from four continents; suggests an indicator for the United Nations Sustainable Development Goals; and defines developmentally-on-track.

El sistema de orientación universitaria en Finlandia: identificación de buenas prácticas aplicables al contexto español

RESUMENEl propósito de este artículo es analizar, desde una aproximación documental, cuál es la oferta de servicios y actividades innovadoras en el contexto de orientación de las universidades públicas finlandesas. Este estudio está enmarcado en el paradigma cualitativo de investigación, identificando (a) qué servicios de orientación y asesoramiento ofrecen a sus estudiantes y (b) qué actividades innovadoras desarrollan en el ámbito de la orientación que puedan aplicarse al contexto español, mejorando nuestro sistema de orientación universitaria.Se han analizando las trece universidades finlandesas mediante la importación de la información de las páginas webs (n=125) al software profesional para el análisis de datos cualitativos MAXQDA 2018. Partiendo de este análisis previo, así como de la consulta a expertos en orientación en la Universidad de Turku (Finlandia), se identificaron buenas prácticas del sistema de orientación universitaria español, seleccionando aquellas con mejores beneficios para los estudiantes y mayor transferibilidad y proyección internacional a nivel institucional. Los principales resultados obtenidos reflejan una tendencia en Finlandia a promover acciones dirigidas al bienestar de los estudiantes desde una unidad común e incluir la orientación como parte intrínseca del well-being de la universidad. Existen asimismo comités de igualdad y bienestar de los estudiantes para abordar estas dos cuestiones, aspecto que se podría trasladar a las universidades españolas. Por último, se destaca la transferibilidad de los planes personalizados de estudio para los estudiantes, la coordinación y la interacción entre los recursos existentes de orientación, y una mayor flexibilidad en las adaptaciones a realizar a los estudiantes.ABSTRACT The purpose of this article is to analyse, from a documentary approach, which is the offer of innovative services and activities in the context in which guidance is developed in Finnish public universities. This study is framed within the qualitative paradigm of research, identifying (a) what guidance and counselling services they offer to their students and (b) what innovative activities they develop in the field of guidance that can be applied to the Spanish context, improving our university guidance systems. The thirteen existing universities in Finland have been analysed by importing the websites (n=125) into the professional software for the analysis of qualitative data MAXQDA 2018. Starting from this previous analysis as well as from the consultation with experts in guidance at the University of Turku, good practices transferable to the Spanish university orientation system were identified, selecting those with the best benefits for students and greater transferability and international projection at an institutional level. The main results obtained offer a tendency in Finland to promote actions aimed at the well-being of students from a common unit and to include guidance as an intrinsic part of the well-being of the university, existing also committees on equality or well-being of students, an aspect that could be transferred to Spanish universities. The transferability of Personal Study Plans for students, the coordination and interaction between existing guidance resources, and greater flexibility in the arrangements to be made to students are also highlighted.

Comparative Analysis of Methods for Assessing the Transition to a Green Economy

The concept of sustainable development has become the basis for the future of humanity, and one of the tools for achieving it is green economy, which needs to be evaluated by offering certain methods of measurement. The purpose of this work is a comparative analysis of the most well-known methods for evaluating the implementation of the green economy concept at the national and regional levels, identifying their advantages and disadvantages. The analysis of foreign and domestic literature has shown that two types of integral indices are used mainly to measure the “greening” of economy: indices whose constituent elements require normalization (The Global Green Economy Index, The Index of the Green Economy, The Green Growth Index, The Ecological Footprint) and the indices that comprise the indicators which have a common unit of measurement (The Index of Adjusted Net Savings, “Green GDP”). As a result of the research, it was found that the normalized indices do not fully meet the criteria for aggregate indicators presented by the OECD. In addition, all the considered methods allow only to reflect trends towards the transition to a green economy, but not to assess the degree of its implementation. Further research will develop a set of indicators that can be used to characterize not only trends, but also the specific stage of transition to a green economy.

The City of Tomorrow from… the Data of Today

In urban planning, a common unit of measure for housing density is the number of households per hectare. However, the actual size of the physical space occupied by a household, i.e., a dwelling, is seldom considered, neither in 2D nor in 3D. This article proposes a methodology to estimate the average size of a dwelling in existing urban areas from available open data, and to use it as one of the design parameters for new urban-development projects. The proposed unit of measure, called “living space”, includes outdoor and indoor spaces. The idea is to quantitatively analyze the city of today to help design the city of tomorrow. First, the “typical”-dwelling size and a series of Key Performance Indicators are computed for all neighborhoods from a semantic 3D city model and other spatial and non-spatial datasets. A limited number of neighborhoods is selected based on their similarities with the envisioned development plan. The size of the living space of the selected neighborhoods is successively used as a design parameter to support the computer-assisted generation of several design proposals. Each proposal can be exported, shared, and visualized online. As a test case, a to-be-planned neighborhood in Amsterdam, called “Sloterdijk One”, has been chosen.