• Journal of the Korean BIBLIA Society for library and Information Science
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• v.14 no.2
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• pp.159-178
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• 2003

Electronic reference service was defined as reference service designed for remote users and identified by a specific link from a library' website. This study examined whether academic libraries deliver web-based electronic reference services to remote users. Particularly, four types of electronic bulletin board services, free bulletin board, FAQ, Q＆A and reference question-response service were measured in terms of 8 types of questions and 12 contents of questions. The result showed that there was few differences among 4 services. Guidelines for effective use of electronic bulletin board services in academic libraries were suggested: standardization of service names, easy access to menu services, definition of each menu, search function for contents and standard web forms.

• THE INTERNATIONAL COMMERCE & LAW REVIEW
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• v.47
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• pp.3-24
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• 2010

The contours of the definition of an indirect expropriation are not precisely drawn. In some recent ICSID decision, tribunals have interpreted the concept of indirect expropriation narrowly and have preferred to find a violation of the standard of fair and equitable treatment. Thus, I analyzed the three Requirements of Indirect Expropriation basis of ICSID Cases as below. First, the effect of measure upon the economic benefit value as well as upon the control over the investment will be the key question when it comes to deciding whether an indirect expropriation has taken place. Whenever this effect is substantial and lasts for a significant period of time, it will be assumed prima facie that a taking of the property has occurred. Second, legitimate play a key role in the interpretation of the fair and equitable treatment standard. But they also found entry into the law governing indirect expropriation. Finally, the duration of a government measure affecting the interests of a foreign investor is important for the assessment of whether an expropriation has occurred.

• Korean Journal of Social Welfare
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• v.44
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• pp.117-145
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• 2001

This paper attempts to assess the impact and implication of globalization on social welfare in Korea. It is no easy task to give an exact definition of globalization and the concept has been used in many different senses, that is, economic, social, cultural, political globalization. In particular, the meaning of globalization is connected to the rise and expansion of neo-liberalism. Globalization tends to undermine national welfare systems by the social dumping, race to the bottom, privatization of social services, labor market flexibility. On the other hand, in many studies the negative impact of globalization on social welfare has been questioned. Instead of end or erosion of the welfare systems, it is emphasized that competitiveness and welfare may go hand in hand. We investigate the question what and how the social welfare system in Korea has been changed in globalization process. In order to answer, this paper examines the changes in welfare ideology, welfare programs, social stratification level after economic crisis. The result of analysis is that in contrast to globalist expectations which is to retrench social welfare, paradoxically, the welfare system in Korea has been reinforced in globalization process. Therefore, the alleged impact of globalization on social welfare will be independent on the structure of domestic institution, political legacies, and on the socialization of global politics such as IMF, World Bank, ILO, UNDP, etc., on the welfare politics of stakeholders in national state.

• Journal of Korea Game Society
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• v.15 no.3
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• pp.51-62
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• 2015

Do artifacts function merely as tools? Today tremendous softwares work to assist or guide their users. This paper will apply the theories of Science & Technology Studies(STS) and the agent definition of Floridi & Sanders(2004) to game-bot programmes. Consequently we would see game-bots have had the interactivity, autonomy and adaptability. They are the position of agents even in playing. Further they may be companion relationship in the way that bots and human players compose each other. Then we will be induce to new question, the bots may be political-social. While human actors in computer based rule are the compounds being affected by the artificials, they will be never same to classic human actors.

• The Mathematical Education
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• v.40 no.2
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• pp.241-252
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• 2001

Many high school students are having difficulties for studying advanced mathematics concepts. It is more complicated than in junior high school and they are losing interest and confidence. In this paper, advanced mathematics concepts are not just basic concepts such as natural numbers, fractions or figures that can be learned through life experience but concepts that are including variables, functions, sets, tangents and limits are more abstract and formal. For the students to understand these ideas is too heavy a burden and so many of the students concentrate their efforts on just memorizing and not understanding. It is necessary to search for a meaningful method of teaching for advanced mathematics that covers deductive methods and symbols. High school teachers are always asking themselves the following question, “How do we help the students to understand the concept clearly and instruct it in a meaningful way?” As a solution we propose the followings : I. To ensure they have the right understanding of concept image involved in the concept definition. II. Put emphasis on the process of making mental representations and the role of intuition. III. To instruct students and understand them as having many chance of the instructional conversation. In conclusion, we studied the meaningful method of teaching with the theory of Ausubel related to the above proposed methods. To understand advanced mathematics concepts correctly, the mutual understanding of both teachers and students is necessary.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.4 no.2
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• pp.193-216
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• 1997

The purpose of this research was to understand the structure of the experiences of turnover among hospital nurses. The research question was 'What is the structure of the experiences of turnover among hospital nurses?' The sample consisted of 16 hospital nurses who experienced one or more turnover. The unstructured interview were carried out from July 15. through August 31., 1997. Intervewed by audio-recording and analyzed by Van Kaam's method. There were 361 descriptive expressions and priority classifications. The result summerized as 107 common elements, 38 syntheses of hypothetical definitions and 6 identifications of the structural definition. The structural definitions and hypothetical definitiones were as follows ; 1. There were different views on the turnover intention. Hard task, dissatisfaction of initial expectancy, uncomfortable relationship with doctors, inappriate reward, uncomfortable relationship with workers of other parts, uncomfortable relationship with patients, unreasonable promotion, uncomfortable relationship with co-worker, helplessness, poor environment of working conditions. 2. Motivating factor of turnover can be varied : self development, problem of social support, boring task, problem of relation-ship with the senior, unfair promotion, night duty. 3. Social supportive factors were co-worker support, senior support, self control, family support, time support. 4. There were different views on the job satisfaction. Task, relationship with patient, recognition, professionalism, promotion, working environment, relationship with co-worker, reward.

• Journal of The Korean Association For Science Education
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• v.26 no.5
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• pp.637-645
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• 2006

This study reviewed and discussed the nature of scientific hypothesis described in philosophy, the philosophy of science, science, and science education. In these descriptions, a hypothesis was defined as one of five types: hypothesis as an assumption, hypothesis as a prediction, hypothesis as a tentative explanation, hypothesis as a tentative law, and hypothesis as a tentative causal explanation. Most scholars agreed that a hypothesis is a proposition or a set of propositions proposed as an explanation for an observed situation. In this view, a hypothesis is a possible answer to or an explanation of a question that accounts for all the observed facts. Also, it is a statement that explains why things happen in nature or an explanation for an observation that can be tested. In the five types of hypothesis meanings, a tentative explanation includes a tentative law and a tentative causal explanation. However, tentative laws are not explanation but description which are general statements drawn from specific experiences by way of a process known as induction. A number of studies also have distinguished hypothesis from assumption, tentative explanation, tentative law, and prediction. Therefore, a hypothesis is concluded to be a proposition or a set of propositions proposed as a tentative causal explanation for an observed situation.

• Journal of Science Education
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• v.37 no.3
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• pp.434-445
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• 2013

The purpose of this study is to aid the teaching strategy for the teacher by investigating the preconception of the earthquake for 4th grade students in elementary school before learn the curriculum. For this, 31 grade students who lived in Seongnam in Gyeonggi province were interviewed with the questionnaire. The following is the findings. On the definition of an earthquake, 64.9% of the students had scientific conception. On the question of 'what happens on the ground when there is an earthquake', 59.2% of the students responded shaking or cracking of the earth, ground, things or building. On the question of 'what a person should do when there is an earthquake', most of the students responded by more than two answers. In contrast, on the causes of an earthquake, there were the largest percentage (35.3%) students who answered they didn't know. Except for one student, there were no students had talked about scientific conception. On the question of 'what happens below when there is an earthquake', 26.3% of the students responded they didn't know. On the place where an earthquake occurs rather frequently, 22.2% of the students mentioned an island. On the reason, 39.9% of the students responded they didn't know and there were no students with scientific answers. This study showed 4th grade students had scientific conception on the definition of an earthquake, and they had many experience interaction with external environment on 'what happens on the ground when there is an earthquake', 'the place where an earthquake occur rather frequently'. However the students had relatively small experience on the causes of an earthquake, on 'what happens below the ground when there is an earthquake', and earthquake-prone areas. Based on this study, additional research must be conducted on science in which the students' preconceptions is investigated to connect back to curriculum development. In addition, consideration must be given on how to integrate the thinking processes of students during the curriculum development process.

• Journal of The Korean Association For Science Education
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• v.31 no.6
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• pp.942-957
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• 2011

The purpose of this research was to examine the concept of elementary school teachers of combustion. The participants were selected from the elementary school teachers who had various career experiences, 6th grade science teaching experiences, and academic backgrounds on science. For the purpose of this study, 12 elementary school teachers took the concept-test formed five questions on combustion and were interviewed. The concept-test was composed with 'The definition of combustion', 'The reason that the candle was blown out when glass was closed.', 'The existence of oxygen and carbon dioxide of before and after combustion in glass', 'Combustion of iron', 'Combustion products'. And the collected data by semi-structured interviews based on responses to the concept-test. During the analysis of the data, additional interviews by phone, e-mail and Internet messenger were conducted if necessary. The answers to each question were classified into three levels: (Scientific-concept(S), Partial-concept(P), Misconcept(M)). The research results showed that all teachers had misconceptions or partial-concept of more than 50 percent of each question. Teachers who had the 6th grade science teaching experience acquired scientific concepts of the combustion more than teachers who did not have the 6th grade science teaching experience. We should develop visualization materials about the change of gases during combustion and use these materials for implementation of the scientific concept.

• Journal of the Daesoon Academy of Sciences
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• v.30
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• pp.61-94
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• 2018

The aim of this research is to examine the main concepts of human beings established by the saints and wise men in the Perennial Philosophy, and to reveal that the human view of Perennial Philosophy is consistent with the view of human beings of Daesoon Thought. In addition, Kant, who synthesizes Western modern philosophy, also sets out the ultimate goal of his philosophy of identifying human beings, wherein Kant asks what human beings are. The view of human beings in the Daesoon Thought reveals one kind of answer that can be given to Kant's anthropological question. If we compare this idea with that of the Western world (a Kantian view of humanity) based on this Perennial Philosophy, the characteristics of Daesoon Thought can be revealed clearly. Kant set the ultimate goal of his philosophy to answer the question, "What is man?" With regards to this, he posits four questions: 1) What can I know? 2) What should I do? 3) What can I hope for? 4) What are human beings? And Kant says that the fourth question (related to anthropology) involves three other questions. However, he does not offer up his own definition of human existence anywhere in his works. He regarded humans as being rational, and he did not think that humans had any special cognitive ability to intuit into humanity itself. In the end, Kant leaves the human being as a sort of unknown entity. On the other hand, The concept of humanity in Daesoon Thought (Perennial Philosophy) can provide a straightforward answer to Kant's question. This possible is because human beings in Daesoon Thought are not seen as different from the Dao (道) or deities (神), which can be called the essence of ultimate reality. From the perspective of Daesoon Thought, humans have divine cognitive abilities. In Perennial Philosophy, this could be the best way to simultaneously lead the object of mind and cognition to the divine Ground. Humans have special cognitive or perceptual abilities. The ultimate identity of every person is God. The realization of the divine being by finding one's true nature as a human being (the self) and the essence of the enlightenment of those who have shown this special intellectual intuition through training are both outcomes found at the core of perennial philosophy. These can be expressed clearly and obviously through the essence of Daesoon Thought.