• Proceedings of the Korean DIstribution Association Conference
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• 2006.05a
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• pp.103-115
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• 2006

중국은 세계 무역기구에 가입하면서 세계경제에서 차지하는 위치가 강화되고 디지털 경제체제에 편입되면서 산업구조를 고부가가치 산업으로 개편하고 있다. 동안 상대적으로 외국기업에 대해 폐쇄적이었던 중국의 유통시장은 2006년부터 전면개방이 시작될 것으로 전망되고 있다. 그러나 중국전자상거래 시장에서 정보 기초화와 물류배송 금융체계의 문제는 나날이 안정화되어 온라인 구매환경은 나아지고 있으나, 오히려 해마다 인터넷쇼핑물 구매율의 하락은 온라인 쇼핑몰 상거래에 대한 불신 문제가 그대로 남아있음을 알 수 있다. 따라서 본 연구에서는 중국의 소비자수준에서의 온라인 구매가 활성화되지 못하는 주요 장애요인으로써 불신(distrust)을 제기하고자 하며 신뢰를 신뢰와 불신의 2차원으로 파악하여 각각의 차원(신뢰와 불신)이 마케팅 성과에 차별적으로 공헌하고 있음을 밝히고자 한다. 본 연구에서 선행변수로 상호작용, 지각된 평판, 정보유용성, 지각된 보안위험, 지각된 거래위험을 설정했으며 매개변수로는 신뢰와 불신을, 결과 변수로는 관계몰입과 구매의도로 구성하였다. 결과에서는 온라인 맥락에서는 신뢰와 불신의 선행요인이 온라인 쇼핑몰에 대한 관계몰입과 구매의도에 서로 차별적으로 공헌한다는 것을 밝혔다. 이는 기존의 신뢰를 2차원으로 구분하여 신뢰와 불신으로 분리하여 관리하는 것이 필요하다는 것을 시사한다고 할 수 있다.

• The Journal of the Korea Contents Association
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• v.16 no.2
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• pp.14-24
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• 2016

Recently, the sound design of the electric vehicle has emerged as one of the new research objects. This study was conducted to explore and examine major values of interior driving sound of the electric vehicle from the perspective of user experience. An exploratory study based on the ground theory extracted contextual information and quietness as independent variables, and then we analyzed the main and interaction effects of those two variables on the usefulness, emotion, and satisfaction through a $2{\times}2$ factorial experimental design. The experimental study demonstrated that the effect on the user experience of electric vehicle can be conditioned by the combination of contextual information sound and quietness. Based on the results of this study, we suggested future research agendas for the optimization of user needs which reflect individual preference of interior driving sound values.

• The Journal of the Convergence on Culture Technology
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• v.9 no.4
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• pp.423-430
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• 2023

This dissertation discusses the formulation of a nonlinear storytelling board that preserves the contextual perspective of characters. Storytelling encompasses the director's creative intention by leveraging the interaction of various elements to construct a logical narrative that explores cause and effect. Its primary objective is to enhance viewers' empathy. Consequently, there is a pressing need for comprehensive research on differentiating storytelling from storyboarding. Moreover, the integrated approach to storytelling and storyboarding holds scholarly value in understanding the process of narrative composition and visualization. Thus, a study proposes a method for constructing nonlinear storytelling boards considering the discrete camera perspective and contextual scene continuity, ultimately contributing to visual complexity and correlation comprehension. This approach enables a careful and simultaneous consideration of the correlations that deepen cognition, including the physical, emotional, and event rhythms mentioned in Karen Perlman's theory.

• Journal of Digital Convergence
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• v.19 no.10
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• pp.119-132
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• 2021

This study focused on examining the impact of the social context that causes gender differences in entrepreneurship, not the phenomenon itself. Specifically, this study verified the moderating effect of the social context on the relationship between gender and entrepreneurship using data from 20 countries in the Global Entrepreneurship Trend Report (GETR). In order to test hypotheses involving social context implications, Hofstede's cultural dimension factors such as power distance, individualism, masculinity, and uncertainty avoidance variables, and institutional factors such as gender equality and social security are used as specific variables reflecting the social context. Empirical analysis through GLM found that gender did not independently influence entrepreneurship, and gender had a significant effect by interacting with power distance, individualism, uncertainty avoidance, gender equality, and social security variables, respectively. Such empirical results show that the gender difference in entrepreneurship is not due to the unique characteristics inherent in each gender but on the level of the country's social context to which the individual belongs.

• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.509-521
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• 2015

Argumentation is a social and collaborative dialogic process. A large number of researchers have focused on analyzing the structure of students' argumentation occurring in the scientific inquiry context, using the Toulmin's model of argument. Since SSI dialogic argumentation often presents distinctive features (e.g. interdisciplinary, controversial, value-laden, etc.), Toulmin's model would not fit into the context. Therefore, we attempted to develop an analytical framework for SSI dialogic argumentation by addressing the concepts of 'discourse clusters' and 'discourse schemes.' Discourse clusters indicated a series of utterances created for a similar dialogical purpose in the SSI contexts. Discourse schemes denoted meaningful discourse units that well represented the features of SSI reasoning. In this study, we presented six types of discourse clusters and 19 discourse schemes. We applied the framework to the data of students' group discourse on SSIs (e.g. euthanasia, nuclear energy, etc.) in order to verify its validity and applicability. The results indicate that the framework well explained the overall flow, dynamics, and features of students' discourse on SSI.

• The Mathematical Education
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• v.62 no.3
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• pp.341-362
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• 2023

This study analyzed student noticing in a lesson that emphasized relational understanding of equal signs for first graders from four aspects: centers of focus, focusing interactions, mathematical tasks, and nature of the mathematical activity. Specifically, the instructional factors that emphasize the relational understanding of equal signs derived from previous research were applied to a first-grade addition and subtraction unit, and then lessons emphasizing the relational understanding of equal signs were conducted. Students' noticing in this lesson was comprehensively analyzed using the focusing framework proposed in the previous study. The results showed that in real classroom contexts centers of focus is affected by the structure of the equation and the form of the task, teacher-student interactions, and normed practices. In particular, we found specific teacher-student interactions, such as emphasizing the meaning of the equals sign or using examples, that helped students recognize the equals sign relationally. We also found that students' noticing of the equation affects reasoning about equation, such as being able to reason about the equation relationally if they focuse on two quantities of the same size or the relationship between both sides. These findings have implications for teaching methods of equal sign.

• Communications of Mathematical Education
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• v.9
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• pp.1-13
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• 1999

수학 교육에서 수학 지식의 추상적 특성으로 인하여 수학 학습에 중요한 발생적 측면으로서 “concrete“ 에 대한 학습론적인 연구가 부족하였다. 또한 구체적 감각 조작 단계에서 형식적 추상적 조작 단계로의 아동의 인지 발달을 강조하다보니 ”concrete“와 ”abstract“의 통상적인 의미가 이분화 됨으로서 수학 학습에서 모든 연령과 수준에 무관한 상보적이고 상호 작용하는 가치를 수학 교육 연구에서 잊고 있었다. 본 논문은 발생적인 그리고 구성주의적 수학 학습에서 ”concrete”가 가져야 할 새로운 의미를 제안하였다. 새로운 의미의 “concrete“는 다양한 경험과 사물 그리고 지식과의 관계 맺음을 의미하는 ”connected“와 같은 맥락을 갖는다고 보고 몇 가지 수학교육에 관련된 의의와 중요성을 제시하였다.

• Journal of Digital Convergence
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• v.15 no.9
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• pp.283-300
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• 2017

This study is to understand the work experiences of nursing students under preceptorship in 3+1 year program, and suggests effective practice to prevent stopping nursing profession. Four focus group interviews were made with 23 nursing students in 3+1 year program. Data were analyzed through the grounded theory of Corbin and Strauss' (2008). Through comparative analysis, central phenomenon of was 'looking for lighthouse'. The causal condition was 'opportunity to learning practice'. Contextual conditions were 'mood of being a true nurse', 'getting vivid information about clinical field', and 'lack of students perception about preceptorship'. Intervention conditions were 'work environment', 'proactive learning' and 'attachment to the hospital'. Action/interaction strategies were 'adjustment to diverse demands of patients and guardians', 'feeling as if it were one's own affair', and 'looking as much as knowing'. Consequence were 'pride' and 'itinerary of learning as a new graduate nurse'. This study is meaningful because it gives useful basis to nursing students in the process of 'looking for lighthouse'.

• The Journal of the Korea Contents Association
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• v.17 no.9
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• pp.406-417
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• 2017

The purpose of this study was to analyze an experience of sexual traffic victims and contribute for its formation of theory based on the results. A method of study was performed by using grounded theory method of Strauss and Corbin(1988). Through the results of study, one hundred and five concepts and thirty five subcategories and seventeen categories were deducted. 'destroy of mind and body' from the central phenomenon. The core category of experience of escaping from prostitution was presented by 'return of ordinary life recovered from destroy of life 'and the process of escaping from prostitution was presented in order of 'destroy of mind and body step', 'abandonment step', 'recovery of will step', 'challenge of adaption of ordianry life step'. In the study, it followed that an independent their own will of a sexually exploited women play an important role for a successful escaping from prostitution.

• Korean Journal of School Psychology
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• v.18 no.2
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• pp.249-267
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• 2021

This study examined how social withdrawal as an individual factor and discrimination as a contextual factor contributed to depression caused by peer victimization among middle school students. Self-reported data of 1,611 students from 86 classrooms in 7 middle schools was analyzed, using multilevel path analysis. The results indicate that peer victimization had a significant partial mediating effect on the relation between social withdrawal and depression at the individual level. Social withdrawal had a direct positive effect on depression as well as an indirect positive effect on depression via high levels of peer victimization. Discrimination also positively predicted peer victimization at the classroom level. Moreover, classroom-level discrimination moderated the individual-level relations between social withdrawal and peer victimization. The relation between social withdrawal and peer victimization was much stronger as the levels of discrimination in the classroom were higher. These findings shed light on the importance of considering both individual and contextual factors when intervening to prevent peer victimization.