• The Journal of the Convergence on Culture Technology
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• v.4 no.2
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• pp.131-138
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• 2018

The study objective was to identify attitude types about multicultureal society of Korea male-female in the middle age. Data was obtained from a total of 25 in the middle age with 42 questionnaires. Data analysis was used by PC QUANL program. The study result had shown the three types such as an anger-reject style, a concern-acceptance style, and a boundary-adaptation stype. All study participants had perception about multicultural society. Therefore, the study results would used the basic data to develop program considered the types according perception and attitude about multicultural society.

• Journal of Science and Technology Studies
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• v.12 no.1
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• pp.107-144
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• 2012

Recently concerns on the energy future are rising in Korea after nuclear disaster of Fukushima in Japan last year. However, even after Fukushima disaster Korean government keeps on insisting nuclear oriented energy policy. Contrary to it, some of civil society's organizations(CSOs) including environment groups and progressive political parties are making strong voices for phase-out nuclear. As a way of phase-out nuclear activity researcher groups based on CSOs have presented several alternative energy scenarios against the official government scenario so that contest between the two senarios seems not to be avoided. This article aims to analyse the politics of expertise around energy scenarios in Korea by highlighting differences between two scenarios of government and CSOs in terms of epistemological and methodological base, value orientation, institutional foundation, and the socio-political contexts of scenarios. Our research shows that government's energy scenario is based on scientific-positivist epistemology, firm belief in value neutrality and forecasting method, and is built by neo-classical economists at government-sponsored research institutes in accordance with the 'Business As Usual' approach. In contrast, alternative scenarios of CSOs can be said to be based on epistemological constructivism, value oriented attitudes and backcasting method, and be built by collaboration of researchers and activists with different academic and social backgrounds after Fukushima nuclear disaster.

• Review of KIISC
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• v.13 no.6
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• pp.16-24
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• 2003

생체정보를 이용한 인식 기술의 사회적 요구가 빠르게 증대함에 따라 생체인식 기술에 대한 신뢰성에 대한 요구 역시 급속하게 증대되고 있다. 생체인식 기술에 대한 신뢰성은 생체인식시스템의 인식률에 대한 시험과 생체인식시스템에 대한 보안성 시험을 통해 보장될 수 있다. 보안성 시험은 크게 시스템 내부 및 외부 공격에 대한 안전성 등에 대한 일련의 항목들에 대해 시험을 한다. 이러한 보안성 시험에 대해 국외의 경우 자국기준 또는 공통평가기준에 따라 지문인식시스템을 포함한 생체인식시스템에 대한 보안성 시험을 수행되고 있으나 국내에서는 이에 대한 연구가 아직 미진한 상태이다. 본 연구에서는 제시하는 지문인식시스템의 보안성 평가 방법론은 지문인식시스템을 시험할 때 어떤 면을 고려하여 시험해야 하는지에 대한 지침을 제공하기 위한 것이라 할 수 있다.

• Korean Journal of Social Welfare Studies
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• v.42 no.2
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• pp.205-233
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• 2011

This study aims to fathom the relationship between socio-economic security and social cohesion which are two sub-domains of Social Quality, on the institutional context of welfare state. In order to grasp the institutional context of welfare state, the study adopted welfare status theory and measured socio-economic resources of individuals via the status as welfare beneficiary and welfare taxpayer. The study postulates a theoretical model that the socio-economic security domain affects the social cohesion domain. In order to verity the theoretical hypothesis, this study utilized structural equations analysis(SEM) using social survey data conducted in year 2008. Recognition of social trust was included as the core index of social cohesion, and welfare statuses, socio-economic security and social trust were inserted in the sequence. Results revealed that the amount of resource in regards to welfare status of rights had significant influence on the socio-economic security, whereas it had no significant relations in regards to welfare status of duties. The recognition of socio-economic security derived from status of welfare rights and duties were positively associated with recognition of social trust. Also, the recognition of socio-eocnomic security turned out to have significant influence on social trust. Conclusively, among the two sub-domains of Social Quality, the study found that the socio-economic domain has influence on social cohesion domain. Such results suggest that in order to enhance the overall social cohesion in Korea, more delicate arrangement of welfare institutions are required.

• The Journal of the Korea Contents Association
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• v.19 no.8
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• pp.427-439
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• 2019

The purposes of the study were to introduce a new approach in overcoming career problems of adolescents with multicultural backgrounds, and to explore public views on their careers. Using the Q-methodology, the types of perception toward multicultural adolescents' careers and their features from diverse views were drawn, Data from 35 participants and 34 statements were analyzed by using the QUANL-PC program. The identified perception types were classified as four types: neutral perception type, economic hardship perception type, lack of career training perception type, and lack of professional support perception type. The results found that views toward career problem of adolescents with multicultural backgrounds are neither positive nor negative, and their perceptions were more varied and specific beyond the dichotomy. Therefore, to promote the careers development of adolescents with multicultural backgrounds, more individualized career supporting strategy should be provided based on the applicable perception types.

• Journal of the Korean earth science society
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• v.22 no.5
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• pp.427-447
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• 2001

Science teachers need to understand what science is, how students learn, how to teach science effectively, and the rationale for their teaching methods. Along this line, this article discusses constructivist learning theory as an alternative to the traditional pedagogy and the origin of various versions of constructivism. Constructivism is defined and used in a variety of contexts including philosophical constructivism, constructivist research paradigm, sociological constructivism, and educational constructivism. Educational constructivism (or psychological constructivism) can be divided into three distinct versions (i.e., individual, radical, and social constructivism) depending on unique ontological and epistemological beliefs that underlie each version. Each version of educational constructivism supports different conceptions of science teaching and learning that are consistent with its specific ontological and epistemological beliefs. In this article, the main tenets of each version of educational constructivism are examined with regard to ontological beliefs, epistemological commitments, and pedagogical beliefs. In addition, two major criticisms on constructivist pedagogy as well as implications for research methods for each version are also discussed.

• Journal for History of Mathematics
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• v.23 no.3
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• pp.33-44
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• 2010

We investigate what kind of logic is used in the ancient East Asian mathematics from their philosophical viewpoints. Such viewpoints are the logic by Mozi and the epistemology by Xun zi. We conclude that the logic residng in the ancient East Asian mathematics is surely existent and that the logic is the mathematics itself.

• Journal of Digital Convergence
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• v.14 no.11
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• pp.1-12
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• 2016

Rapid growth of information and communication technology and changes in college student characteristics require for university instructors to diversify instructional improvement efforts. Technological Pedagogical Content Knowledge (TPACK) is a capacity that instructors need to build for making instructional design based on consolidated technology. Accordingly this study explores instructors' awareness of the importance and performance of TPACK and to inquire into their relationships with epistemological beliefs and social support as relevant factors through a survey carried out with 264 instructors. The study has shown that there is a significant difference between college instructors' awareness of the importance of TPACK and their awareness of its performance. Furthermore, it has shown that the awareness of importance and performance of TPACK is significantly related to the social support, and that among the sub-factors of the social support, significant influences are observed from the emotional support on their awareness of the importance of TPACK and from the informational support on their awareness of the performance of TPACK. These results provide fundamental data for measures to develop and support TPACK capacity of college instructors, suggesting that it requires a teaching support strategy to enhance social support for instructors above all things.

• Korean Journal of Social Welfare
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• v.62 no.2
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• pp.235-255
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• 2010

The successful practicum should be based on the systematic supervision and the supervision will be provided by the cooperation and liason between school and field. This study intended to explore the perception of faculty field liasons about the contents of supervision. As a result of using the Q methodology, the percetion on supervison was categorized into three types : "focusing on attitude and mind of social worker", "focusing on knowledge and self-awareness" and "focusing on practice skills for intervention". According to these results, discussions and implications for social work education and practice were suggested.

• 한국사회정책
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• v.25 no.2
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• pp.333-366
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• 2018

The purpose of this study is to identify the types of social capital by delinquent adolescents using the Q methodology and to find ways to form social capital. As a result, 33 types of statements about social capital were extracted from 16 juvenile delinquents and five types were derived. Type I was named as 'Friend Supportive Type', Type II as 'Family Friendly', Type III as 'Ability Type', Type IV as 'Social Justice' and Type V as 'School Trust Type'. First, it is necessary to develop a program that uses good friends to improve social capital in peer relations. Second, intervention in the direct relationship between parents' children, that is, communication with friends, children of friends and children who are indirectly formed with children, as well as communication, attention, and communication are required. Third, it is necessary to intervene to control the continuous emotional control ability in daily life. Fourth, there is a need to strengthen the irrationality of the social system and the supervision over the harmful environment. Finally, there is a need to improve the environment to enhance the level of school norms and confidence in the school.