• The Journal of the Convergence on Culture Technology
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• v.6 no.1
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• pp.279-288
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• 2020

In this paper, we try to criticize a bias that liberal arts are not practical. First, I introduce holistic models of knowledge and constructivism in education. Second, I suggest 'linguistic turn' as another noticeable phenomenon. Language is an element of culture, but a priviledged one because culture, in itself, is linguistic. So culture is a sort of a text. We can see that liberal arts or humanities to deal with texts, contexts and languages can have an important role to read, understand and construct a world. So the rediscovery of the traditional model of the education of liberal arts like processes of graduating studies of liberal arts or humanities, is relevant to a new 'practical' model of reading and leading recent social transformations. An important point is academic contribution. And current situation called 'Knowledge-Based Society' also supports my point in another way. The situation of rapidly changing knowledge requires an education of problem-solving ability by unifying and reconstructing knowledge supporting with constructivism in education rather than the cramming system of education.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.11 no.6
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• pp.1228-1234
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• 2007

In this paper, we develop the thinking extension education program for the gifted students of information and prove the validity and effectiveness of the proposed model by presenting the Tic-tac-toe problem as the practical example of the information-gifted students. This model consists of four phases which has the game tree as data structure and the search of game lee as control structure. And the search of game tree becomes the basis of the thinking extension education program. This model gives the help for students to learn representing the problem as tree structure and solving the problem of tree structure using the search method of game tree. The internal ability of the information-gifted for thinking extension of this education program contains the fluency, perceptiveness, originality, power of concentration, imaginative power, analyzing skills, pattern recognition, space sense, synthesizing, problem-solving.

• Journal of Intelligence and Information Systems
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• v.29 no.3
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• pp.211-227
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• 2023

Personal service robots, a type of social robot that has emerged with the aging population and technological advancements, are undergoing a transformation centered around technologies that can extend independent living for older adults in their homes. For older adults to accept and use social robot innovations in their daily lives on a long-term basis, it is crucial to have a deeper understanding of user perspectives, contexts, and emotions. This research aims to comprehensively understand older adults by utilizing a mixed-method approach that integrates quantitative and qualitative data. Specifically, we employ the Van Kaam phenomenological methodology to group conversations into nine categories based on emotional cues and conversation participants as key variables, using voice conversation records between older adults and social robots. We then personalize the conversations based on frequency and weight, allowing for user segmentation. Additionally, we conduct profiling analysis using demographic data and health indicators obtained from pre-survey questionnaires. Furthermore, based on the analysis of conversations, we perform K-means cluster analysis to classify older adults into three groups and examine their respective characteristics. The proposed model in this study is expected to contribute to the growth of businesses related to understanding users and deriving insights by providing a methodology for segmenting older adult s, which is essential for the future provision of social robots with caregiving functions in everyday life.

• Journal of Gifted/Talented Education
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• v.17 no.1
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• pp.123-143
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• 2007

In this study, intelligence and creativity of students selected for the mentorship program at the Science-gifted Education Center were tested and those levels were related to the examination for the mentorship program. Diverse psychometric tests(WAIS, RAPM, TTCT-verbal, TTCT-figural) were administered to the students in both courses(biology course: n=19, physics course: n=21) at the Science-gifted Education Center. Students selected for the mentorship program had high intelligence scores(WAIS IQ>98%). On the other hand, their creativity scores were not as high as their intelligence scores. In the correlation analysis between those scores and examinations for the mentorship program, examination for the biology program was correlated with WAIS and TTCT-verbal, whereas that for the physics program was correlated with RAPM. These results show that students for the mentorship program have higher score in intelligence than in creativity and the examination for the mentorship program tests mainly intelligence. Thus, educational effort should include an emphasis on the assessment of creativity.

• Journal of the Society of Cosmetic Scientists of Korea
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• v.42 no.2
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• pp.145-152
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• 2016

Epidermis is continuously regenerated by keratinocyte stem cells (KSCs) residing in basement membrane, which is critical to the survival of an organism. KSCs are believed to persist during the whole lifetime and generate an enormous number of keratinocytes, required for the maintenance of epidermis, through transit amplifying cells dividing definite times until they become differentiated. In this report, we have developed a phenolic compound, paeonol, purified from Moutan Cortex, as a KSC proliferation activator, by screening about 350 herbal compounds. The cell proliferation activation by paeonol is specific for KSC not for keratinocyte, and no significant difference in the expression of p63 protein, a KSC marker, in KSCs treated with paeonol was observed in FACS analysis with anti-p63 antibody. In the colony forming assay, paeonol-treated KSC showed improved colony forming activity more than 1.3 fold. In addition, the result of PCR array shows that the activity of paeonol is through several signal pathways involving stem cell functions. These results suggest that paeonol could enhance KSC proliferation activity without reduction in stemness and could be applied to cosmetics as a KSC activating ingredient.

• Journal of Gifted/Talented Education
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• v.15 no.2
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• pp.59-76
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• 2005

We examined the relations between the score of the divergent thinking in mathematical (Mathematical Creative Problem Solving Ability Test; MCPSAT: Lee etc. 2003) and non-mathematical situations (Torrance Test of Creative Thinking Figural A; TTCT: adapted for Korea by Kim, 1999). Subjects in this study were 213 eighth grade students(129 males and 84 females). In the analysis of data, frequencies, percentiles, t-test and correlation analysis were used. The results of the study are summarized as follows; First, mathematically gifted students showed statistically significantly higher scores on the score of the divergent thinking in mathematical and non-mathematical situations than regular students. Second, female showed statistically significantly higher scores on the score of the divergent thinking in mathematical and non-mathematical situations than males. Third, there was statistically significant relationship between the score of the divergent thinking in mathematical and non-mathematical situations for middle students was r=.41 (p<.05) and regular students was r=.27 (p<.05). A test of statistical significance was conducted to test hypothesis. Fourth, the correlation between the score of the divergent thinking in mathematical and non-mathematical situations for mathematically gifted students was r=.11. There was no statistically significant relationship between the score of the divergent thinking in mathematical and non-mathematical situations for mathematically gifted students. These results reveal little correlation between the scores of the divergent thinking in mathematical and non-mathematical situations in both mathematically gifted students. Also but for the group of students of relatively mathematically gifted students it was found that the correlations between divergent thinking in mathematical and non-mathematical situations was near zero. This suggests that divergent thinking ability in mathematical situations may be a specific ability and not just a combination of divergent thinking ability in non-mathematical situations. But the limitations of this study as following: The sample size in this study was too few to generalize that there was a relation between the divergent thinking of mathematically gifted students in mathematical situation and non-mathematical situation.

• Journal of Gifted/Talented Education
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• v.15 no.2
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• pp.101-125
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• 2005

We applied functional magnetic resonance imaging (fMRI) techniques to examine whether general intelligence (g) could be assessed using a neurobiological signal of the brain. Participants were students in a national science academy and several local high schools. They were administered diverse intelligence (RAPM and WAIS) and creativity tests (TTCT-figural and TTCT-verbal). Forty of them were scanned using fMRI while performing complex and simple g tasks. In brain regions of greater blood flow in complex compared with simple g tasks, the gifted group with an exceptional g level was not significantly different from the average group with an ordinary g level: both of them activated the lateral prefrontal, anterior cingulate, posterior parietal cortices. However, the activation levels of the gifted group were greater than those of the average group, particularly in the posterior parietal cortex. Correlation analysis showed that the activity of the posterior parietal cortex has the highest correlation ($(r=0.73{\sim}0.74)$) with individual g levels and other regions also have moderate correlation ($(r=0.53{\sim}0.66)$). On the other hand, two-sample t test showed a striking contrast in intelligence tests scores between the gifted and the average group, whereas it did not show in creativity tests scores. These results suggest that it is within the bounds of possibility that a neurobiological signal of the brain is used in the assessment of the gifted and also suggest that creativity has to be given a great deal of weight on the assessment of the gifted.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.1 no.2
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• pp.27-65
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• 2006

This study reviews the success cases of National Research&Development Projects such as TDX and CDMA projects at the catching-up stage and FTTH technology development project at the post catching-up stage. First, we investigate why the success model of national R&D projects at the catching-up stage failed to operate properly at the post catching-up stage, and then we propose improved policies for a successful national R&D project at the post-catching up stage. From the comparison of FTTH development case at the post catching-up with TDX and CDMA cases at the catching-up stage, we observed that at the catching-up stage 1) there are high uncertainties in technology development and it is very difficult to establish technology standards, 2) it is difficult to conduct government driven R&D and to develop a market for the technology developed, 3) it is difficult to share a vision among the participants in the H&D consortium, and 4) commercialization of the technology developed from the project was carried out by SMEs and venture businesses with little marketing capabilities. Also, we discuss the national level technology development strategies and the role of the government for a successful national research and develop project at the post catching-up stage.

• Korean Journal of Comparative Education
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• v.28 no.3
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• pp.333-354
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• 2018

The study aimed to compare and analyze Nuri curriculum and contents for mathematics in Korea and the Common Core State Standards(CCSS) and New Jersey Preschool Standards for mathematics in the United States. With the results as basis, this study intended to provide suggestions and directions for improving Nuri curriculum of mathematics for young children. For the goal of this study, educational goals, categories of contents, and specific contents were reviewed. First, results of this study indicated that Nuri curriculum for mathematics provides comprehensive educational goals that promote problem-solving ability in everyday contexts with composing mathematical knowledge. On the contrary, CCSS and Preschool Standards provide specific educational goals that focus on children's mathematical skills and concepts. Second, the contents of both countries' curriculum concentrate on 'counting and cardinality', 'measurement', and 'spatial and geometric sense.' There are 5 categories of CCSS, 4 categories of Preschool Standards based on CCSS and one category of Nuri curriculum for mathematics. Third, there are the differences between the two countries' curriculum in continuity from kindergarten to first grade and description method for curriculum.

• Journal of the Korea Concrete Institute
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• v.16 no.3 s.81
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• pp.357-367
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• 2004

In this paper, the effect of cumulative damage for reinforced concrete bridge piers subjected to both single and multiple earthquakes is investigated. For this purpose, selected are three set of accelerograms one of which represents the real successive input ground motions, recorded at the same station with three months time interval. The analytical predictions indicate that piers are in general subjected to a large number of inelastic cycles and increased ductility demand due to multiple earthquakes, and hence more damage in terms of stiffness degradation is expected to occur. In addition, displacement ductility demand demonstrates that inelastic seismic response of piers can significantly be affected by the applied input ground motion characteristics. Also evaluated is the effect of multiple earthquakes on the response with shear. Comparative studies between the cases with and without shear indicate that stiffness degradation and hence reduction in energy dissipation capacity of piers are pronounced due to the multiple earthquakes combined with shear. It is thus concluded that the effect of multiple earthquakes should be taken into account for the stability assessment of reinforced concrete bridge piers.