• Proceedings of the Korean Nuclear Society Conference
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• 1995.10a
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• pp.73-78
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• 1995

이중 또는 삼중으로 탄소 피막된 핵연료 입자를 Graphite 소결체에 채워넣은 핵연료를 설계하고, 이에 대한 핵적 타당성을 검토하고자 하였다. 핵계산 체계로서 CASMO-3가 갖는 Spatial Self-shielding 효과의 문제, 코드의 계산 방식 문제, 핵자료 결손 문제를 검토한 후 보정 계수를 산출하려 하였다. CASMO-3의 정확도는 MCNP-4A를 통해 검증하였는데, 비균질한 소결체 내부를 균질화 함으로서 야기되는 Spatial Self-Shielding 효과는 임계도의 차이가 거의 없는 것으로 확인되어졌고, 계산 코드의 차이로 인한 효과 또한 무시할 수 있었다. 그러나 CASMO-3의 핵자료에서 탄소와 실리콘의 자료 부족은 임계도 차이가 0.06184정도로 다소 차이가 나기 때문에 보정이 필요함을 확인하였으나 CASMO-3 자체의 유용성에는 문제가 없었다.

• Journal of Global Scholars of Marketing Science
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• v.3
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• pp.195-213
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• 1999

정보사회로의 급격한 변화와 소비자들의 편리함에 대한 욕구의 증가로 최근 홈쇼핑은 새로운 유통환경을 창조하며 기업의 마케팅 활동과 소비자의 소비 구매 행태를 크게 변화시키고 있다. 이는 쌍방적 구조로 이루어져 있는 전형적인 직접마케팅 형태 중 하나로 일반 유통 구조와는 색다른 촉진 기법을 사용하고 있다. 본 연구에서는 홈쇼핑의 대표적인 촉진기법 중 하나인 희소성 메시지의 광고효과를 살펴보는 바, 각각의 고/저관여 제품에 있어 두 유형의 희소성 메세지(주문 가능한 제품의 수량을 제한하는 주장, 제품의 주문 가능한 시간을 제한하는 주장)와 희소성 메세지가 포함되지 않은 광고 사이에 광고 효과에 차이가 있는지 비교 분석함으로 희소성 메시지의 광고효과를 살펴보고자 하였다. 카탈로그를 통한 실험 연구 결과, 저관여제품이나 고관여제품 모두에서 시간을 한정하거나 수량을 한정하는 희소성 메세지와 비희소성 메세지간에 소비자의 광고에 대한 태도나 광고상표에 대한 태도 및 구매의도에 유의한 차이가 나타나지 않았다. 단지 시간을 한정하는 희소성 메시지는 유의한 차이를 보였으나 그 차이 역시 미미하였다. 이로써 카탈로그에서는 고관여제품, 저관여제품 모두에서 희소성 메세지의 광고 효과를 확인할 수 없었다. 따라서 카탈로그에서 희소성 메시지는 소비자에게 영향을 미칠만한 광고효과를 창출하지 못하므로 광고 효과를 강화시키는데는 적합한 수단이라고 볼 수 없으며, 희소성 메세지를 활용하는 것은 무의미함을 알 수 있었다. 저관여제품에서 희소성 메시지의 효과가 입증되지 못한 이유는 실험 매체로 이용한 카탈로그 자체가 Krugman(1965)이 주장한 저관여 정보처리 과정을 거치는 저관여 매체이기 때문이라 추측된다. 그리고 고관여 제품의 경우 시간을 한정하거나 수량을 한정하는 희소성 메시지의 비효과성이 입증된 것은 정교화 가능성 모델(ELM)에서 주장되는 연구와 일치함을 의미한다.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.19 no.2
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• pp.81-96
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• 2024

This study analyzed the differences in the effects on entrepreneurship and entrepreneurial willingness of college students under the coronavirus pandemic by dividing theoretical education into practical education, face-to-face education, and non-face-to-face education, and analyzed the differences in the effects on entrepreneurship and entrepreneurship willingness according to the education method. This study conducted entrepreneurship education for 552 students at a comprehensive university in Chungcheong-do, Korea, and analyzed the sample by dividing it into theoretical and practical education, face-to-face education, and non-face-to-face education. In addition, a two-way repeated measures ANOVA was conducted to determine whether there were differences in the entrepreneurship education course operation form according to the pre- and post-education time points. The results showed that, first, the difference between the effectiveness of entrepreneurship education before and after theoretical and practical education was significant, and the entrepreneurship of practical education was higher than that of theoretical education after education. In the test of pre- and post-training differences in entrepreneurial intention, the difference in effectiveness was significant only in practical training. Second, the results of the repeated measures ANOVA analysis of the course operation type of theoretical and practical courses according to the difference between the pre- and post-education time points showed that there were differences in the entrepreneurship effectiveness of theoretical and practical courses according to the time point of education. Third, the difference in the effectiveness of entrepreneurship education according to face-to-face and non-face-to-face education was significant, and only the effect of non-face-to-face education on entrepreneurial intention was significant before and after education. Fourth, the results of repeated measures ANOVA analysis of face-to-face and non-face-to-face course operation type showed that the effect of face-to-face and non-face-to-face entrepreneurship education differed depending on the time of education. The pre-post difference in entrepreneurial intention was significant only for the non-face-to-face program. The implication of this study is that in order to increase the effectiveness of entrepreneurship and entrepreneurial will among university students, it is necessary to expand the amount of practical classes in which students actively participate in activities related to entrepreneurship. In addition, in order to increase the effectiveness of entrepreneurial will, a non-face-to-face education method that utilizes the metaverse space and increases the role of each student can contribute to increasing the effectiveness of entrepreneurial will.

• Korean Journal of Cognitive Science
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• v.24 no.2
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• pp.173-201
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• 2013

This study aimed to investigate the differential effects of individual's cultural disposition (individualism-collectivism or horizontal-vertical thinking) and need for cognitive closure(NFC) on framing effects. For this purpose, the participants were divided into 4 different cultural disposition groups based on Singelis et al.'s[1] INDCOL scale, and 2 different NFC groups based on Lee's[2] NFC Scale, and then asked to respond on 5 decision making scenarios. The results can be summarized as followings. First, participants preferred risk-avoidant option in gain frame, whereas risk-seeking option in loss frame. Second, there are no difference of cultural disposition on framing effects, but high NFC group showed larger framing effects than low NFC group in loss frame. Third, collectivism and vertical thinking in high NFC condition showed larger framing effects than low NFC condition.

• Science of Emotion and Sensibility
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• v.16 no.2
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• pp.177-186
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• 2013

This study aimed to investigate the differential effects of self-relevance on framing effects. For this purpose, the participants were allocated into two frame type conditions(positive vs. negative), and asked to respond on six decision-making scenarios manipulated by self-relevance levels(low vs. high). The results can be summarized as followings. First, although self-relevance level made no significant difference in framing effects, the positive frame condition tended to induce larger framing effects than the negative frame condition. Second, no significant interaction effect between frame type and self-relevance level condition was found in the positive condition, whereas high self-relevance level condition induced smaller framing effects than law self-relevance level condition in the negative frame condition. These results indicated that although self-relevance tended to reduce framing effects, this effect can be differed in frame types.

• Proceedings of the Korean Society of Computer Information Conference
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• 2012.07a
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• pp.175-178
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• 2012

이 연구에서는 학습전략 게임 활용 학습에서 자기조절학습능력의 효과를 분석하였다. 그리고 학습전략 게임 활용 학습이 학습자의 학습전략 수준에 따라 자기조절학습능력 신장에 주는 효과성을 검증하여 효과적인 게임 활용 학습 환경 설계에 시사점을 제공하고자 하였다. 연구대상으로서 103명의 초등학생에게 학습전략의 수준을 측정하고 4주간 10차시에 걸쳐 학습전략 게임 활용학습을 실시한 후 자기조절학습능력의 효과를 분석하였다. 연구결과 첫째, 학습전략 게임 활용 학습은 실험집단과 통제집단의 자기조절학습능력에 있어서 통계적으로 유의한 차이가 있었으며 특히 인지조절, 동기조절에서 유의한 차이가 있었다. 둘째, 학습전략 게임 활용 학습은 학습전략 수준별 상, 중, 하 집단의 자기조절학습능력의 향상 차원에서 통계적으로 유의한 차이를 보였으며 특히 중 집단에서 유의한 차이가 있었다.

• Journal of the Korean Society for information Management
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• v.25 no.3
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• pp.273-296
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• 2008

This study conducted meta-analysis of librarians' job satisfaction using the Hedges & Olkin's Effect Size Model. Sex and Marrage as group variables, and Total Satisfaction and 7 sub-variables(Work Itself, Salary, Promotion, Supervision, Working Conditions, Social Recognition, Self-actualization) as dependent variables were selected from 27 studies. The effect sizes between men and women were significantly different on Supervision, Working conditions, Promotion, and Social Recognition, of which first two were homogeneous. But the difference of Social Recognition was not significant in Random Effect Model. The effect sizes difference between married and unmarried were significant on Self Recognition, Salary, and Work Itself. However the difference of Work Itself was not significant in Random Effect Model. Study Year could not be a moderator.

• Korean Journal of Cognitive Science
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• v.17 no.4
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• pp.337-356
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• 2006

This research was conducted to see the impact of brightness, polarity, and hue diference on legibility and emotional effcts of the word. In the experiment 1, stimuli with three levels of brightness difference and two-typed polarity were used. The results showed that legibility, aesthetics, and preference increased with increasing brightness difference. In the experiment 2, the same stimuli if experiment 1 included four hues: red, green, blue, yellow. As a result, the effects of brightness and polarity and the interaction effect of brightness and polarity on legibility were significant. Also, the effects of brightness, polarity, and hue and the interaction effect of brightness and hue on aesthetics and preference were significant. These results showed that legibility, aesthetics, and preference increased with increasing brightness difference of word and background and positive polarity was better than negative. Aesthetics and preference rating increased according to the following order: red, blue, green, yellow. In addition, the interaction effect of brightness and polarity on legibility was because reaction time of negative polarity was longer than positive at the small brightness difference condition. The interaction effect of brightness and hue on aesthetics and preference ws because the aesthetics rating of hue at the large brightness difference condition had significant difference compared with small brightness difference. In the experiment 3, participants rated text designs and simple color stimuli with 18 emotional adjectives to see the similarity of their emotion. The conclusion was that to reflect the subjective feelings of a rotor on the text design, it would be appropriate to use the rotor on background of the text design.

• Journal of Convergence for Information Technology
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• v.7 no.6
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• pp.253-258
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• 2017

The purpose of this study is to measure the difference of corporate social responsibility(hereinafter referred to as "CSR") effects on SME's depending on the level of business risk perception. For this aim, we divided the analysis target SEM's into two groups according to the level of business risk perception and examine whether there is any difference in CSR effects through t-test and the test of the structural model invariance across the groups. As a results, the difference of CSR activities between the two groups occurred in the communication and strategy. In terms of CSR effects, there was a gap in the financial performance.

• The Journal of Korean Association of Computer Education
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• v.12 no.1
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• pp.45-55
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• 2009

The purpose of this study was to examine the possibility of development of flow level and problem-solving ability by Using robots in the programming classes. For this purpose, a course has been developed which consists of (1) strategies to motivate students and to improve flow level (2) Creative Problem Solving (CPS) teaching model to improve their problem solving abilities. We experimented the course with 30 second-grade middle school students and we could observe that the robot programming learning considered gender differences helps improving their problem solving abilities and flow level. Specially, the group of the female student was greater improvement than the group of the male student on flow level.