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Active Korean 1 Workbook ((FREE))


OER (such as textbooks, videos, assessment tools, lab books, research materials or interactive course modules) are free for students and carry legal permission for open use. The open licenses under which these items are released allow users to create, reuse, and redistribute copies of the resources.




Active Korean 1 Workbook



Sang-Seok Yoon and Joung-A Park, faculty in Asian & Slavic Languages in the College of Liberal Arts and Sciences, have been awarded $5,000 for First Year Korean: First Semester. Yoon and Park will create an OER workbook for students studying the Korean language. This workbook will improve on the currently used commercial text by incorporating stronger content in conversations, listening comprehension, and Korean culture. The resource will reduce expenses for students while providing a more engaging and effective learning tool for UI students, with a special focus on preparing students for specific study abroad and work experiences in Korea.


Active Prelude to Calculus is designed as a college-level preparatory text for students who aspire to take calculus and who either need to take a course to prepare them for calculus or want to do some additional self-study. In particular, the text is intended as an appropriate prerequisite base for students who will go on to study from Active Calculus while also encouraging and promoting an active learning approach. The HTML version of the text includes about 150 anonymous, interactive exercises; static versions of those problems are included in PDF and print. In addition, the text offers about 120 activities designed for student engagement in and out of class.


There are links to interactive Desmos activities, interactive applets, and even some interactive Javascript graphics embedded in the text. These features are best accessed in HTML. In addition, all of the graphics are full-color in the electronic versions. To keep costs low, the bound, print version for sale on Amazon is in black and white.


Many of the core topics of the course will be familiar to students who have completed high school. At the same time, we take a perspective on every topic that emphasizes its importance in calculus. The reader will find that the text requires them to engage actively with the material, to view topics from multiple perspectives, and to develop a deep conceptual understanding of ideas. Many courses at the high school and college level with titles such as college algebra, precalculus, and trigonometry serve other disciplines and prepare students for courses other than calculus. As such, these prerequisite classes frequently contain wide-ranging material that, while mathematically interesting and important, isn't necessary for calculus. Perhaps because of these additional topics, certain ideas that are essential in calculus can be under-emphasized or ignored. In Active Prelude to Calculus, one of our top goals is to keep the focus narrow on the following most important ideas. See more about the motivating forces behind the text in the Our Goals section of the text's preface. Students who will use the text are especially encouraged to read the Students! Read This! section of the preface.


Instructors are strongly encouraged to have their students use the Activities Workbook. This workbook is simply a PDF document that has a single activity per page along with room for students to record their work and thinking. Instructors can provide students with the PDF, have their bookstore or copy center create coursepacks for students to purchase for a small fee, or purchase a bound workbook directly from Amazon. To acquire a PDF copy of the Activities Workbook, please contact the author directly: boelkinm at gvsu dot edu.


Access to content on Oxford Academic is often provided through institutional subscriptions and purchases. If you are a member of an institution with an active account, you may be able to access content in one of the following ways:


Media education in South Korea has developed in a veryindependent, sui generis manner. It arose from the television viewers'movement, which was launched in the early 1980s in order to achieve viewersovereignty over public broadcasting. In 1980, an authoritative regime led bymilitary leaders came to power and tightened its control over the press. Outof the struggle against political oppression, a civic movement arose toreject paying the subscription fee of KBS (Korea Broadcasting System), whichwas and still is Korea's leading public broadcaster. Beginning in April1986, this campaign, which was named , was led by religious organizations (includingChristian and Catholic) and women's organizations. It was supported byas much as 80% of the Korean population for approximately three years. Duringthe course of the campaign, media activists transformed the issue into anationwide television audience movement. Religious groups such as YMCA (YoungMen's Christian Association) and women's organizations such asKorean Womenlink actively participated in raising the awareness of thetelevision audience. Content analysis, critical analysis and activeparticipation were the main approaches used to educate television viewers. Inthis way, the history of media education in South Korea is rooted in thiscivic movement of television viewers (Kim K-T., 2004; 2007).


While media education in Korea began as a civic movement, therewere few governmental or legal supports in the early stage. However, for thepast 10 years, governmental organizations under the Ministry of Culture,Sports, and Tourism and the Commission on Youth Protection have been activein supporting media education programmes, developing learning materials, andconducting research in this area. The efforts made by the KCC (KoreanCommunication Commission), which is the broadcasting and telecommunicationsregulation body, and governmental organizations under the Ministry ofCulture, Sports, and Tourism, such as KPF (Korea Press Foundation), KBI(Korean Broadcasting Institute), and the KACES (Korea Arts and CultureEducation Service), are particularly noteworthy.


associations can be categorized into three closely related areas:media watch, media literacy and media production. Media watch is mainly aboutmonitoring the mass media as part of a national and global media watchmovement related to the development of democracy. Media literacy aims toimprove the audience's rights, mainly through critical analysis of mediacontent. Media production is not only to develop the audience's medialiteracy through production but also to allow the audience to activelyexpress their opinions through the media, going beyond analysis and criticismof media content. Thus, media watch and literacy are to improve the publicawareness of audience welfare, while media production is a more active typeof movement to improve the audience's rights in sync with therealization of public access rights and civic agency. Media education bycivil society associations seems to be in complement of media literacy byschool teachers, in that media literacy in school emphasizes protection ofchildren and functional use of media whereas media literacy out of schoolemphasizes critical stance and rights of media.


Media education by broadcasting companies and internet portals aredifferent with regard to participants and contents. While broadcastingcompanies focus on the general public and video production, Internet portalssupport children and adolescents in their multimedia content production anddistribution. Despite innovative and diverse attempts, however, mediaeducation by the media industry seems to have limitations in terms of payingtoo much attention to providing training skills for media production. Itseems that more efforts need to be made for the media industry to provide abetter environment for communication. This could be achieved with the activeand critical participation of their users.


Research Group for Media Literacy Across the Curriculum (2006).Teachers Meet with Students' Cultures Through the Media. (Unpublishedworkbook and teachers' guide). Korea Arts and Cultural EducationService.


Sounds Unlikely: Music in Birmingham? Brewin Books, 2006. Birmingham's musical reputation is associated with Simon Rattle's brilliant seasons with the City of Birmingham Symphony Orchestra from 1980-1999. Rattle's work was a transformation, based on a solid musical foundation, built up through the endeavour of many interesting and active musicians and music lovers over a period of several centuries. Moving through the ages,the book describes how the foundation was laid, from the chantries of the fourteenth and fifteenth centuries, to the age of the orchestra in the twentieth century. This is an account of how, with no single architect but many men of vision, the present day much admired edifice has been established.


Written by: Rebecca Robb Benn has been involved in language teaching for over twenty years as a teacher, editor and writer. For Macmillan, she has co-written the Intermediate and Upper-intermediate levels of Macmillan's award-winning course Global, the advanced level of Move, as well as the six-level secondary course Beyond. She holds a BSc and PGCE in French and German, and an MSc in Applied Linguistics, and has taught English, French and German in the UK, Germany and Denmark. Her main interests are materials and course design, cultural awareness and motivation. Robert Campbell has worked as a teacher, an ELT magazine editor, and an author. He has written several readers including Owl Hall (Macmillan) which was a finalist in the 2013 ELTon Awards for innovation in learner resources, and the Extensive Reading Foundation Learner Literature Awards. In 2013 he won a Learner Literature Award for his reader The Green Room(Helbling). Robert is one of the co-authors of the secondary course English in Motion (Richmond Publishing). He is also one of the authors of the award-winning GlobaleWorkbook (Macmillan). For many years he edited and published iT's for Teachers, a magazine for teachers of English. He also published magazines for British Council students worldwide. He has created web sites for several ELT publishers and produced the audio and video components for many courses. In his spare time he writes and performs songs. Rob Metcalf has over 20 years of experience as a teacher. He started to write material as a contributor to iT's for Teachers, and then as co-author of courses for online school Net Languages. He was co-author of the advanced level of Framework (Richmond) and three workbooks in the same series, and co-wrote the four-level secondary course English in Motion (Richmond). For Macmillan he has co-written two of the award-winning Global eWorkbooks and the six-level secondary course Beyond.


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