• Cartoon and Animation Studies
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• s.38
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• pp.145-176
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• 2015

In animation, 'laughter' is an important factor for the fun. Dreamworks' animation is a successful popular animation. It has four series and spin-off animations, and settled as a successful case that created fun with strategic use of parody throughout the productions. Most preceding studies on this animation have focused on its humor, parody, and satire. However, not many studies have discussed its independent comedy as a piece of animation that satisfies the needs of public. This study considered that viewers' desire to watch an animation comes from their fantasies to discuss the comedy of based on its animated characters. Animated characters communicate with the public with wits that ignore the rules of reality. The characters that do not exist in reality are created and animated to turn the world of reality upside down. The comedy in comes from the entertaining deformation of the society's fixed ideas and prejudices. It is a fun variation of the ideology behind fairy tales created by the Disney animations to challenge Disney in the animation market in reality, and twisted the world of fairy tales in the story to quench the thirst of the public. 'Shrek', a monstrous character, stands in the center of the story. A monstrous character that always played an anti-role has become the main character to break the rule of fairy tales. This is the subjectivation of anti-character. Second, it is a new anti-character with an exaggerated and distorted body. Lord Farquad, who looks abject compared to the monstrous character for a person with so much power and ambition, brings laughter. Third, it is the variation of various characters from fairy tales. The conventional fairy tale characters, both animals and non-living things, come out of the box and appear as humorous characters that bring life to the story. uses comedy characters in the process of reinterpreting the fixed ideas, prejudices, and ideologies of the real world created by fairy tales. I hope that it helps Korean animations establish a successful format for creating characters that bring life to the stories.

• Journal of Korean Home Economics Education Association
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• v.30 no.3
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• pp.19-42
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• 2018

The purpose of this study is to analyze the tasks of 'dietary life' in the textbook developed according to the 2015 revised middle school 「Technology·Home economics」 education curriculum based on the multiple intelligence teaching and learning methods. To accomplish this purpose, 12 textbooks of middle school 「Technology·Home economics」 textbooks were titled "Nutrition and Dietary Behavior of Adolescents", "Planning and Choosing Meals", "Choosing Foods and Safe Cooking" except the questions, the tasks that the students can perform are analyzed based on the teaching and learning methods using multiple intelligences. Analysis methods were analyzed by using contents analysis method, focusing on learning activities, and sub-questions of activities were all included in each activity, and the process of preparing activities on a continuous line was grouped into one. Three people analyzed the activities and proceeded to revise and supplement the analysis standard through consultation. The other three researchers confirmed it. As a result of analyzing 12 kinds of textbooks, the number of activity tasks was 25~74 for each kind of textbooks, and the total number of activities was 527. According to the ratio of multiple intelligences, 35% of the tasks were using logical-mathematical intelligence, and 26.8% of linguistic intelligence, 23% of intrapersonal intelligence, 7.2% of interpersonal intelligence, 3.8% of spatial intelligence, bodily-kinesthetic(2.7%) and musical intelligence(1.5%). On the other hand, it was analyzed that there is no activity task using naturalist intelligence. Except to the naturalist intelligence, general intelligence was utilized. This indicates that the home economics curriculum is a convergence of the home economics curriculum in that it is a reorganization by extracting the contents and methods of other curriculum related to dietary life, is interpreted. This study is expected to provide a framework for various teaching and learning methods to activate students' participation classes and to provide an alternative to realize convergence education in home economics curriculum.

• Journal of the Korean Society of Earth Science Education
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• v.9 no.2
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• pp.217-232
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• 2016

In line with the emphasis on the importance of nature of science recently, this paper examines the degree and level at which the 2009-revised convergence science textbook, developed from the common science under the 7th curriculum in South Korea, reflected nature of science according to the development of curriculum. 'Nature of science' was classified according to scientific view - which represents scientists' view - and naive view - which represents general thinking and scientific error concepts. Also, 'Nature of science' was classified according to the explicit method and implicit method in terms of teaching method. The level of nature of science was defined using the four occasions of scientific view, naive view, explicit teaching and implicit teaching. In order to identify the components and level of nature of science reflected in the textbook, using the 10 items which refer to Lederman(2001)'s 7 definitions, NOSAT (Nature of Science Analyzing Tool) was developed and used. The results are that, since the educational curriculum is changed from common science under 7th curriculum to 2009-revised convergence science, the degree of reflection was rather a withdrawal. On parts of theories of 7th common science curriculum except research parts, it was difficult to find explicit nature of science. Also on 2009-revised curriculum, nature of science, which is seen on 2007 curriculum, disappeared. It is suggested that the future curriculum emphasizes the importance of nature of science, and bolster the reflection of nature of science according to the changing curriculum. Nature of science should not be expressed limitedly, but instead, should be more positively reflected, and the reflection method should be not implicit but explicit, allowing direct teaching. Towards that end, writers of the textbook should have an accurate understanding of nature of science. And, for the right teaching, teachers' capabilities are important and it is necessary to train teachers to understand and act for nature of science.

• Maritime Security
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• v.4 no.1
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• pp.57-82
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• 2022

The objective of this treatise is to explore the limitations of the current navy manpower utilization system and the ways to improve it from the perspective of Generation Z. As Generation Z, following Millennials, has finally come of age, this new group is constituting a gradually greater proportion of military personnel. Due to the typical characteristics of naval operations, the harmony between Millennials and Generation Z, which is differentiated from Generation X in view of dispositions and traits, is one of the essential issues to be discussed. Generally, in a naval vessel, there are numerous pieces of equipment necessary to carry out a wide range of missions and a large number of crew members who operate them with consistent levels of fighting power. This is all while members are living together within the narrow space throughout the 24 hours of each day. Under such particular circumstances, any inter-generational conflicts may have a disruptive effect on the successful accomplishment of naval missions. Currently, new generations of military personnel are facing social difficulties in different aspects compared with the previous generations, and also have different viewpoints on the military. In this regard, in order to foster true harmony between generations, it is considered necessary to take a closer look at the inter-generational differences from their respective standpoints and to examine whether the military organization has taken adequate steps to respond to such changes. Accordingly, Chapters 1 and 2 cover the environments in which Millennials and Generation Z were raised during their childhood to young adulthood, which are distinct from those of older generations, their viewpoints formed based on such backgrounds, and the need to resolve various conflicts between generations. In Chapter 3, the current actions taken by overseas military powers to enhance the coexistence with Generation MZ are analyzed to find the significant implications they had. Chapter 4 examines the operation environments specific to the navy; identifies the potential barriers to achieving harmony between generations by assessing the current status of personnel utilization in the Korean navy in terms of the seaman, petty officer, and the officer, as well as policy; and outlines the solutions to drive harmony. Finally, Chapter 5 emphasizes the need to establish a genuine empathy between generations based on the understanding of unique inter-generational characteristics. This section also discusses the importance of addressing difficulties in utilizing technology-centered naval manpower, and forecasts a scenario of a naval organization that resolves the problem of utilizing naval personnel and the inter-generational conflicts in the future.

• Journal of the Korean Chemical Society
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• v.66 no.4
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• pp.323-332
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• 2022

The purpose of this study is to investigate the effects of science classes using smart devices that combine augmented reality (AR) and virtual reality (VR) on the scientific attitude of middle school gifted students. In addition, it is intended to find out the perception of science classes using these smart devices. In addition to actual experiments, a science class program that allows students to experience science experiments virtually using AR and VR was applied to 15 middle school gifted students. Before and after the application of the program, the questionnaire is to investigate the interest in scientific classes, the attitude toward science exploration, and the professional interest in science, and the recognition of classes that combine AR and VR. In addition, through in-depth interviews, the perceptions of gifted students was accurately investigated. As a result of this study, the content of science classes and instructors showed high class satisfaction, but the smart devices and applications used during the science classes showed lower class satisfaction than others. As a result of comparing and analyzing the pre-post of gifted students, interest in science class, attitude toward science inquiry, and professional interest in science increased significantly among the sub-areas of the scientific attitude test. As a result of analyzing free responses and indepth interviews, gifted students responded with the advantage that classes using smart devices that combine AR and VR can be tested quickly and safely for a short time compared to actual experiments. On the other hand, they responded with low completeness of the application and dizziness when operating virtual reality. Based on this, implications for the development of applications and instructional programs using advanced technologies that can experience realistically limited scientific experiments such as experimental preparation, class time, and risk factors were obtained.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.2
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• pp.235-248
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• 2022

With the changes in the future educational environment, such as the rapid decline of the school-age population and the expansion of students' choice of curriculum, changes are also required in PCK, the expertise of science teachers. In other words, the categories constituting the existing 'consensus-PCK' and the characteristics of 'science PCK' are not fixed, so more categories and characteristics can be added. The purpose of this study is to explore the potential area of science PCK required to cope with changes in the future educational environment in the form of 'Family Resemblance Science PCK (Family Resemblance-PCK, hereafter)' through Wittgenstein's family resemblance approach. For this purpose, in-depth interviews were conducted with three focus groups. In the focus group in-depth interview, participants discussed how the science PCK required for science teachers in future schools in 2030-2045 will change due to changes in the future society and educational environment. Qualitative analysis was performed based on the in-depth interview, and semantic network analysis was performed on the in-depth interview text to analyze the characteristics of 'Family Resemblance-PCK' differentiated from the existing 'consensus-PCK'. In results, the characteristics of Family Resemblance-PCK, which are newly requested along with changes in role expectations of science teachers, were examined by PCK area. As a result of semantic network analysis of Family Resemblance-PCK, it was found that Family Resemblance-PCK expands its boundaries from the existing consensus-PCK, which is the starting point, and new PCK elements were added. Looking at the aspects of Family Resemblance-PCK, [AI-Convergence Knowledge-Contents-Digital], [Community-Network-Human Resources-Relationships], [Technology-Exploration-Virtual Reality-Research], [Self-Directed Learning-Collaboration-Community], etc., form a distinct network cluster, and it is expected that future science teacher expertise will be formed and strengthened around these PCK areas. Based on the research results, changes in the professionalism of science teachers in future schools and countermeasures were proposed as a conclusion.

• Journal of Intelligence and Information Systems
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• v.29 no.4
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• pp.271-286
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• 2023

The global COVID-19 pandemic has transformed face masks from situational accessories to indispensable items in daily life, prompting a shift in public perception and behavior. While the relaxation of mandatory mask-wearing regulations is underway, a significant number of individuals continue to embrace face masks, turning them into a form of personal expression and identity. This phenomenon has given rise to the Fashion Mask industry, characterized by unique designs and colors, experiencing rapid growth in the market. However, existing research on masks is predominantly focused on their efficacy in preventing infection or exploring attitudes during the pandemic, leaving a gap in understanding consumer preferences for mask design. We address this gap by investigating consumer perceptions and preferences for two prevalent mask designs-horizontal fold flat masks and vertical fold flat masks. Through a comprehensive approach involving surveys and eye-tracking experiments, we aim to unravel the subtle differences in how consumers perceive these designs. Our research questions focus on determining which design is more appealing and exploring the reasons behind any observed differences. The study's findings reveal a clear preference for vertical fold flat masks, which are not only preferred but also perceived as unique, sophisticated, three-dimensional, and lively. The eye-tracking analysis provides insights into the visual attention patterns associated with mask designs, highlighting the pivotal role of the fold line in influencing these patterns. This research contributes to the evolving understanding of masks as a fashion statement and provides valuable insights for manufacturers and marketers in the Fashion Mask industry. The results have implications beyond the pandemic, emphasizing the importance of design elements in sustaining consumer interest in face masks.

• Journal of the Korean Institute of Landscape Architecture
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• v.44 no.2
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• pp.37-51
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• 2016

Modern optical mechanisms slanted toward Ocular-centrism have neglected diverse functions of vision, judged objects in abstract and binary perspectives, and organized spaces accordingly, there by neglecting the function of eyes groping objects. Recently, various experiences have been induced through communication with other senses by the complex perception beyond the binary perception system of vision. Haptic perception is dynamic vision that induces accompanying bodily experiences through interaction among the various senses; it recognizes the characteristics of material properties and various sensitive stimulations of human beings. This study elaborates on the major features of haptic perception by examining the theoretical background of this concept, which stimulates the active experience of the subject and determines how characteristics of haptic perception are displayed in picturesque gardens. In order to identify the major features of haptic perception, this study examines how Adolf Hildebrand's theory of vision is developed, expanded, and reinterpreted by Alois Riegl, Wilhelm Worringer, Walter Benjamin, Maurice Merleau Ponty, and Gilles Deleuze in the histories of philosophy and aesthetics. Based thereon, the core differences in haptic perception models and visual perception models are analyzed, and the features of haptic perception are identified. Then, classical gardens are set for visual perception and picturesque gardens are set for haptic perception so that the features from haptic perception identified previously are projected onto the picturesque gardens. The research results drawn from this study regarding features of haptic perception presented in picturesque gardens are as follows. The core differences of haptic perception in contrast to visual perception can be summarized as ambiguity and obscureness of boundaries, generation of dynamic perspectives, induction of motility by indefinite circulation, and strangeness and sublime beauty by the impossibility of perception. In picturesque gardens, the ambiguity and obscureness of boundaries are presented in the irregularity and asymmetric elements of planes and the rejection of a single view, and the generation of dynamic perspectives results from the adoption of narrative structure and overlapping of spaces through the creation of complete views, medium range views, and distant views, which the existing gardens lack. Thus, the scene composition technique is reproduced. The induction of motility by indefinite circulation is created by branching circulation, and strangeness and sublime beauty are presented through the use of various elements and the adoption of 'roughness', 'irregularity', and 'ruins' in the gardens.

• Science of Emotion and Sensibility
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• v.19 no.3
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• pp.103-120
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• 2016

This study investigated how video playback styles affect viewers' emotional responses to a video and then suggested emotion assessment tool for playback-edited videos. The study involved two in-lab experiments. In the first experiment, observers were asked to express their feelings while watching videos in both original playback and articulated playback simultaneously. By controlling the speed, direction, and continuity, total of twelve playback styles were created. Each of the twelve playback styles were applied to five kinds of original videos that contains happy, anger, sad, relaxed, and neutral emotion. Thirty college students participated and more than 3,800 words were collected. The collected words were comprised of 899 kinds of emotion terms, and these emotion terms were classified into 52 emotion categories. The second experiment was conducted to develop proper emotion assessment tool for playback-edited video. Total of 38 emotion terms, which were extracted from 899 emotion terms, were employed from the first experiment and used as a scales (given in Korean and scored on a 5-point Likert scale) to assess the affective quality of pre-made video materials. The total of eleven pre-made commercial videos which applied different playback styles were collected. The videos were transformed to initial (un-edited) condition, and participants were evaluated pre-made videos by comparing initial condition videos simultaneously. Thirty college students evaluated playback-edited video in the second study. Based on the judgements, four factors were extracted through the factor analysis, and they were labelled "Happy", "Sad", "Reflective" and "Weird (funny and at the same time weird)." Differently from conventional emotion framework, the positivity and negativity of the valence dimension were independently treated, while the arousal aspect was marginally recognized. With four factors from the second experiment, finally emotion assessment tool for playback-edited video was proposed. The practical value and application of emotion assessment tool were also discussed.

• Journal of Korean Home Economics Education Association
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• v.17 no.2
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• pp.197-219
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• 2005

This study attempted, in accordance with the National Educational Curriculum, to develop achievement assessment standards for a course within the field of home economics which has been widely adopted by Korean vocational high schools, namely, the food and nutrition subject. Focus was also placed on strengthening the management of the curriculum for this food and nutrition course, as well as on establishing proper assessment standards by developing model assessment tools which can be used to assess the subject. The results of this study can be summarized as follows : First, based on an analysis of the related literature and materials. the desired notion of the achievement and assessment standards was established, and their significance ascertained the achievement and assessment standards for the food and nutrition course were set and the type of model assessment tool which should be developed, as well as the method in which it should be applied. was established Second. by analyzing the curriculums and the contents of the textbooks used in the food and nutrition subject, the researcher was able to compile the 70 factors which could to be used to develop the achievement and assessments standards, and then classify these into 6 main categories and 32 sub-categories. Based on the characteristics of these factors and learners' academic performance levels the number of factors was expanded to 89 in order to establish the achievement standards. In turn, these achievement standards were used, in accordance with the learners' achievement and teaming activity levels, to develop three different levels of assessment standards. namely, upper, middle, and lower ones. Third. a model assessment tool was developed which could be used by individual school units as a reference in terms of achievement and assessment standards, and that could be modified to meet each school's circumstances. In order to create the model assessment tool a 100-question questionnaire was formulated that contained various types of questions, such as essay, report, theoretical and practical, portfolio, as well as multiple choice-type questions. Lastly, the researcher introduced measures to effectively use the achievement and assessment standards developed for the food and nutrition course, as well as the model assessment tool in school units.