• Proceedings of the Korean Information Science Society Conference
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• 2004.10a
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• pp.145-147
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• 2004

기존 온톨로지를 확장하는 한 가지 방법은 기존의 기초 개념들로부터 새로운 하위 개념들을 유도해 내거나 개념들간의 새로운 관계들을 발견해내는 것이다. 본 논문에서는 의학분야의 기존 온톨로지를 확장하는데 정형적 개념 분석(FCA) 방법이 갖는 잠재적 역할을 분석해보자 한다. 이를 위해 우리는 영역 특정 문서들로부터 기존 개념들의 실례(instance)들을 추출할 수 있다고 가정한다. 본 논문에서는 3 단계로 이루어진 FCA기반의 은톨로지 확장 방법론을 설명하고, MeSH 온톨로지 확장에 관한 경험을 소개한다.

• Journal of Korean Home Economics Education Association
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• v.31 no.2
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• pp.1-18
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• 2019

The purposes of this study were to develop analysis criteria and analyze the two subject competencies of units dealing with the core concept 'Relation' of the middle school Technology-Home Economics textbook in accordance with the 2015 revised curriculum: 'practical-problem-solving-ability' and 'relationship ability'. The subject of analysis of the current study was the activity assignment of Chapter 1 related to the core concept 'Relation', from the twelve middle school 'Technology-Home Economics II' textbooks. The results of this study were as follows: First, some textbooks showed differences in highlighting or downplaying the components of certain subject competencies. The analysis results for 'practical-problem-solving-ability' in textbook A, E, and G were shown in the high frequency, while in textbook D in the lowest frequency. The analysis results for 'relationship ability' in textbook K and A were shown in the high frequency, while in textbook J in the lowest frequency. Second, Value Judgement was the most frequent component of 'practical-problem-solving-ability' followed by Logical Thinking, Practical Reasoning, and Decision-Making. Family Relation and Sense of Community was the component of 'relationship ability' most frequently dealt with followed by Communication, Conflict Management, and Respecting Others, however Environmental and Ecological Awareness was not shown at all. The two subject competencies were mostly reflected in the Technology-Home Economics textbooks from all the twelve publishers.

• Journal of rehabilitation welfare engineering & assistive technology
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• v.9 no.3
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• pp.223-230
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• 2015

There is an increasing trend of medical devices and products moving out of hospitals and clinics into community and residual homes for use by the general public due to both the technological developments and demographic changes resulted from the increased life expectancy and decreased birth rate. In Korea, however, the definition of "home medical device" is rather ambiguous and we thus compared the definition of the term used in the global market with that in Korea. FDA definition of "home medical device" includes the devices intended for use in both professional healthcare facilities and home. The KFDA, does not provide the definition for the "home medical device"and the definition has only been inferred from the results of consumer surveys. With a paradigm shift in advent of u-healthcare era, the definition of "home medical device" in Korea should include the medical devices that could be used both at hospitals and at home.

• Journal of Korean Home Economics Education Association
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• v.31 no.4
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• pp.41-62
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• 2019

The purpose of this study was to examine how the contents and pedagogical styles of Food and Nutrition in the middle school home economics textbooks could promote constructivist learning. For this, Food and Nutrition contents of 12 current textbooks were analyzed, based upon the learning factors derived from both a practical problem-focused curriculum from the constructivist perspective, and the current home economics curriculum from the objectivist perspective. Pedagogical styles of the texts and exercises were classified into four types- neutral informative, injunctive, persuasive, and participative, out of which 'persuasive' and 'participative', in particular reflect the constructivist perspective. The major findings were as follows: First, the analysis results of Food and Nutrition contents showed that of 14 learning factors, 13 of the textbooks corresponded well to the current curriculum(92.9%). On the other hand, Out of the 26 learning factors, 18 of the textbooks corresponded to the practical problem-focused curriculum(72.4%). Classified into each stage of the practical problem solving processes, only learning factors related with 'the concepts of the valued ends' were fully covered. However, the other learning factors related with the concepts of 'the practical problem', 'the context', 'the action' and 'the consequence', that is the factors particularly related with 'the concepts of the context', were not properly addressed. Besides, learning factors were not addressed from diverse viewpoints, especially from the social perspective. Second, the analysis of pedagogical style related to Food and Nutrition illustrated that the neutral informative(59.9%) in texts, and the participative in exercises(60.4%), were most common. However, persuasive and participative were insufficient in texts(22.1%). Furthermore even though the exercises, are more likely to be described from the constructivist perspective, nearly none of the exercises was considered from the social perspective. In conclusion, this study showed that Food and Nutrition in Korean home economics textbooks need to reflect constructivist learning better.

• Korean Journal of Logic
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• v.19 no.1
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• pp.49-82
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• 2016

In this paper, I argue that it is Kripke's Tractarian notion of rule-following that prevents him from giving a non-skeptical (straight) solution to Wittgenstein's paradox. I characterize the Tractarian notion of rule-following as the 'determinate/infinistic' notion of rule-following. The later Wittgenstein, however, advocates an opposite notion of rule-following: the 'indeterminate/finistic' notion. Considering the later Wittgenstein's context-sensitive, pragmatics-oriented approach to meaning and rule-following, the later Wittgenstein could not have endorsed the determinate/infinistic notion of rule-following. To the contrary, a motive behind Wittgenstein's skeptical paradox was to blame the Tractarian notion of rule-following as the major culprit giving rise to the paradox. At the end, I argue that Kripke's adherence to the Tractarian-correspondence theory of truth also contributes to his failure to offer a non-skeptical solution to the paradox. If Kripke had noticed that the later Wittgenstein was a deflationist about truth, he could have avoided his skeptical conclusion.

• Journal of Korean Home Economics Education Association
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• v.30 no.4
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• pp.57-81
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• 2018

The purpose of this study is to propose the curriculum of consumer life field in Home Economics Education(HEE) to raise people who practice 'ethical consumption'. For this purpose, this study established the concept of ethical consumption through an academic review of the concept of ethical consumption first. Ethical consumption is to the practice of consumption that fulfills personal and social responsibilities to change human life happily. In this study, we find out how the consumer life area in the HEE curriculum has been educated and we propose how to teach the content of ethical consumption in HEE curriculum by critically examining the content of ethical consumption presented in current HEE textbooks First, in the HEE curriculum, the contents of the consumer life field have been presented since the first curriculum, and the qualitative change has gradually been made as the concept of the consumer culture, but responsible consumption and ethical consumption are not properly reflected in the education and the summit. Second, the revised HEE textbooks of 2015 is necessary to present concrete method of ethical consumption practice because it lacks definite definition of ethical consumption and presents only general contents. Third, the direction of HEE curriculum for ethical consumption practice is responsible and the goal of HEE curriculum is to raise awareness of social responsibility for ethical consumption practice. The contents of HEE curriculum for ethical consumption practice should be included in consumption and consumption, sustainable consumption, and ethical consumption.

• Journal of Families and Better Life
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• v.17 no.2
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• pp.173-184
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• 1999

The purposed of this study was to reconceptualize home economics by focusing the concept of 'Family life welfare' which pursue the improvement of family life through making the home resourceful and developing the community. The reconceptualization of home economics as family life welfare could solve the problem identification and professionalization which home economics lack of. It also would contribute to the extension of an arena and activation of the Discussion no the family life by criticizing several approaches based on functionalism Finally the utilization of home economics major in public affair means the advancement of women's social participation.

• Journal of Families and Better Life
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• v.13 no.1
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• pp.79-79
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• 1995

본 연구의 목적은 (1) 가정에서의 소비행동을 자원활용적 측면에서 탐색해 봄으로써 소비의 사용/처분 효율성 개념을 제품군 별로 명료화 하고 (2) 사용/처분 효율성과 인구통 계적 특성 환경보전에 대한 태도와의 차이를 실증하기 위한 것이다 연구대상은 서울시에 거 주하는 주부 400명이며 최종분석에 사용된 자료수는 357부이다 연구에 따르면 사용/처분 효 율성 개념은 상품군(식품, 의류 가전제품) 에 따라 다르게 규정지어야만 함을 알 수 있었다 또한 사용/처분 효율성과 몇몇 인구통계적 변수와는 관련이 있음을 보여주었고 환경보전 태 도는 사용효율성과 정적 관계를 보여주었으나 처분효율성과는 일과성 있는 관계를 보여주지 는 못했다 이러한 연구결과는 소비자 교육 및 재활용정책에 적극 활용할 수 있으리라고 본다.

• Journal of Families and Better Life
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• v.13 no.1
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• pp.78-87
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• 1995

본 연구의 목적은 (1) 가정에서의 소비행동을 자원활용적 측면에서 탐색해 봄으로써 소비의 사용/처분 효율성 개념을 제품군 별로 명료화 하고 (2) 사용/처분 효율성과 인구통계적 특성, 환경보전에 대한 태도와의 차이를 실증하기 위한 것이다. 연구대상은 서울시에 거주하는 주부 400명이며, 최종분석에 사용된 자료수는 357부이다. 연구에 따르면 사용/처분 효 율성 개념은 상품군(식품, 의류, 가전제품)에 따라 다르게 규정지어야만 함을 알 수 있었다. 또한 사용/처분 효율성과 몇몇 인구통계적 변수와는 관련이 있음을 보여 주었고, 환경보전 태도는 사용 효율성과 정적관계를 보여 주었으나 처분효율성과는 일과성 있는 관계를 보여주지는 못했다. 이러한 연구결과는 소비자 교육 및 재활용정책에 적극 활용할 수 있으리라고 본다.

• Journal of Korean Home Economics Education Association
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• v.32 no.4
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• pp.1-18
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• 2020

The purpose of this study is to improve media literacy through home economics education. To this end, in this study, developed were 10 teaching-learning plans, learning activity sheets, and teaching materials for the 'relationship' area, the core concept of the 2015 revised home economics curriculum, using the ADDIE method. Pre- and post-survey results after implementing the developed program showed statistically significant improvements in enhancing participants' ability to access media and critical understanding of media. Through this, also found was that the ability to express and produce one's own thoughts and feelings has improved. As a result of a qualitative analysis, it was found that students who participated in the class experienced an overall change in the performance goals of media literacy, especially in 'critical understanding and evaluation', and improved in media use ethics and social participation consciousness as well. It is significant that this study has developed a program that can foster media literacy in home economics education. It is expected to help improve the acceptability of media literacy education in home economics education, enhancement of the expertise of home economics teachers' media literacy education, and the improvement of teaching and learning activities in the field.