• Journal of Information Technology Applications and Management
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• v.28 no.5
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• pp.1-16
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• 2021

This paper attempts to explore the need and importance of values integration in educational activities to mitigate learning crisis and promote sustainable learning achievement. The traditional approach, commercial motive, focus on instrumental knowledge coupled with many other contemporary issues have collectively smothered the fundamental humanistic principles of education. To avert the situation and execute the core objectives, we need to shift our focus: a shift from instrumental knowledge to humanistic-transformational knowledge; a shift from the traditional approach of supplying and storing information to learning to deal with the real-world problems; a shift from head to heart. Values integration is an attempt to initiate and promote this shift. Rather than teaching values and moral principles under a particular subject heading, values need to be a part of everyday in-school and out-school activities. To concretize this concept, a model is proposed in this study as a holistic model of values integration via whole school ambiances and community support.

• Journal of the Korean Society for information Management
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• v.33 no.2
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• pp.157-176
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• 2016

Cited-by Linking Service is one of the CrossRef's information services that allows you to discover how your publications are being cited and to incorporate that information into your online publication platform. This study tries to investigate citation patterns in the field of both Natural Science and Engineering using all of DOI assigned articles and Cited-by Linking data which are accumulated and managed by KISTI. The investigating approach is designed to verify the theory of 1) cognitive accessibility, 2) 'perceived quality and significance' and 3) 'subject relativity'. For cognitive accessibility verification the fulltext language portion of Korean and English between "Cited DOI Source Data" and "NOT Cited DOI Source Data" was compared. For perceived quality and significance verification the availability of the "Cited DOI Source Data" and "NOT Cited DOI Source Data" from SCIE and SCOPUS was employed. For subject relativity DOI data were classified and analysed on the basis of OECD subject classification scheme. Findings are that global citability is closely related to the fulltext language of the articles and their quality and significance. And in the natural science field most of citations are from the same subject categories, while relatively more citations are from other subject categories in the engineering field.

• Journal of the Korean Society for Library and Information Science
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• v.33 no.1
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• pp.129-144
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• 1999

The purpose of this research is to compare the opinions of three different groups - subject specialist librarians(group I) . students of department programs(group II) and students of college programs(group III) - as to whether these groups have a different way of thinking from each other concerning a general culture for subject specialist librarianship. Questionnaire are carried out for this research and the responses analyzed to draw a conclusion. Major findings are as follows: 1) The subject specialist librarianship to be important to all three groups and a desirable academic career of group I shows a tendency to have both B.A. degree in the subjet field and M.A. degree in library & information science, $15.3\%$ of group II and $82.9\%$ of group III appear to be belonging to either minor or double major programs, 2) the 37-45 major credits to be ideal to group I & III, and 46-55 group II, 3) a knowledge in 'Computer' and 'English' is mostly demanded to all three groups as the general culture for subject apecialist librarianship, 4) theoretical courses to be very important to group I and technical courses to group II & III, 5) the collection and access of library materials to be regarded to all three groups as an important role for future librarians.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.8 no.6
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• pp.493-503
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• 2018

The present study is a conceptual replication of O'Grady, Lee, and Choo's (2003) earlier study designed to investigate two hypotheses (linear distance hypothesis vs. structural distance hypothesis) in relation to L2 Korean learners' processing of Korean subject and object relative clauses (RCs) in a scholarly attempt to explicate Keenan and Comrie's (1977) Noun Phrase Accessibility Hierarchy (NPAH). In addition, the current study is intended to explore any potential role of working memory capacity (WMC) in the processing of Korean subject and/or object RCs. Chinese-speaking learners of Korean taking a language course offered at a local university in Korea participated in this experimental study. Among those recruited, only 23 learners completed the experimental tasks appropriately according to the specific instructions provided on each task, and thus, subsequent statistical analyses were conducted on their data. Fifteen Korean NSs were also recruited for the control group. Two experimental tasks were administerd to the participants: one picture selection task containing the same test items used in O'Grady et al.'s study to measure their processing of subject-object RCs and an operation span (OSPAN) task to measure their WMC. Somewhat differently from O'Grady et al.'s findings, the participating Chinese learners of Korean performed significantly better on object RCs than on subject RCs, seemingly lending support to the linear distance hypothesis. Further analyses, however, suggested that the results in favor of, or relative ease of processing, object relative clauses were due, most likely, to the learners' excessive use of the canonical sentence strategy, which also led to nonsignificant correlations between WMC and learner performance on the picture selection task.

• English Language & Literature Teaching
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• v.17 no.4
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• pp.141-156
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• 2011

This study purposes to explore the narrative of fictional events complicated by a specific narrator, taking notice of his/her role as an internal focalizer as well as an external participant. In William Faulkner's "A Rose for Emily," the story of an eccentric spinster, Emily Grierson, is focalized and narrated by a townsperson, apparently an individual, but one who always speaks as 'we.' This tale-teller, as a first-hand witness of the events in the story, details the strange circumstances of Emily's life and her odd relationships with her father, her lover, the community, and even the horrible secret hidden to the climactic moment at the end. The narrative 'we' has surely watched Emily for many years with a considerable interest but also with a respectful distance. Being left unidentified on purpose, this narrative agent, in spite of his/her vagueness, definitely knows more than others do and acts undoubtedly as a pivotal role in this tale of grotesque love. Seamlessly juxtaposing the present and the past, the collective 'we' suggests an important subject that the distinction between the past and the present is blurred out for Emily, for whom the indiscernibleness of time flow proves to be her hamartia. The focalizer-narrator describes Miss Emily in the same manner as he/she describes the South whose old ways have passed on by time. Like the Old South, Emily is desperately trapped in the past, since she has not been able to adjust to the changes brought on by time. In the end, the tragic story of Emily Grierson which takes place in Jefferson plainly seems to serve as an introduction to mature Faulkner.

• Speech Sciences
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• v.5 no.2
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• pp.77-91
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• 1999

The purpose of this paper is to investigate the phonetic characteristics of the 'focus' phrases associated with the particle '-man' in Korean. The particle '-man' is a bound morpheme which, like other postpositions such as the subject marker '-ka' and the object marker '-lil', the so-called 'case markers' in Korean, typically attaches to a noun (phrase). The semantics of '-man' roughly corresponds to that of only, its counterpart in English, and is thus classified as a 'delimiter' (Yang 1973). It is assumed in this paper that '-man', like only in English, should have a 'focus' associated with it (von Stechow 1991, Rooth 1992). In general, '-man' attached phrases get the focus, but sometimes the association is not clear-cut, especially in the cases of emphatic use of '-man' or when the context strongly favors other phrase as the focus (Choe 1996). In this paper, we compare the phonetic characteristics of the '-man' marked phrases with those to which '-ka'/'-lil' is attached, and conclude that the focused '-man' phrases show higher fundamental frequencies than their equally focused 'case' -marked counterparts. However, when the context clearly forces the focus to fall on phrases other than the '-man' or '-ka'/'-lil' attached ones, there is no meaningful difference in fundamental frequency between the '-man' and '-ka'/'-lil' attached phrases. We also compare the phonetic characteristics of the regular use of '-man' with those of the emphatic '-man'. According to our experiments, the emphatic '-man' does not bring forth its phonetic effects, namely, higher fundamental frequencies, on the' -man' attached words or phrases but rather in various other ways such as higher fundamental frequencies in '-man', lengthening of the following word-initial syllable, or the inclusion of the following word in the same accentual phrase. Finally, it is claimed that '-man' associated focus phenomena, especially the emphatic use of '-man', show some typical acoustic characteristics of the other well-known focus phenomena, namely, wh-interrogatives.

• 대한공업교육학회지
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• v.31 no.1
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• pp.1-22
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• 2006

The purpose of this study is to measure the level and importance of the key competencies of technical high school students in order to improve their key competencies. The subject was 12 teachers in charge of school-to-work education in a technical high school and 7 managers responsible for an apprentice in a company. The results of this study showed there was a difference in perception of the key competencies between teachers in charge of school-to-work education and managers responsible for that part in a company. Especially, both of two groups, teacher group and manager group, estimated apprentice's comprehension ability of the English documents low and also regarded its importance as low. So the comprehension ability of the English documents needs to be reconsidered as the key competencies. It appeared that the reading comprehension ability of Chinese characters and the ability of listening courteously needed to be added to the existing key competencies. To cultivate them, the key competencies should be examined accurately which technical high school students have to master. And on the basis of this, an instrument to measure the key competencies needs to be developed.

• Journal of the Korea Convergence Society
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• v.9 no.3
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• pp.173-179
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• 2018

The purpose of this study was to explore college students' use of learning strategies in a flipped learning class, and to examine the students' use of learning strategies in relation to their achievement levels. The participants were 33 college students who took an introduction to English education course. The study used three data collection procedures: (1) students' performance score; (2) a pre-and post-survey of student learning strategies; (3) a survey of student perception towards the flipped learning experience. Data were analyzed by using paired samples t-test and ANOVA. Results showed that the students used different learning strategies in the beginning and the end of the course, depending on their achievement levels. In particular, significant differences were found among three groups in terms of time management, concentration, selecting main idea, self-testing, and test strategies. The result indicates that learning strategies can be effectively trained and developed in the flipped learning environment with the consideration of students' levels.

• School Mathematics
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• v.12 no.1
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• pp.45-60
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• 2010

In school mathematics, gakdo(korean, ie angular measure in english) lost effectiveness as a term, on the other hand, an expression gak-ui-kugi(korean, ie size of angle in english) is prevalent these days. So it is necessary to accept this expression. It is necessary to specify in textbook that the size of angle rely on the degree of gap between two edges regardless of the length of edges. The content of curriculum manual and the content of textbooks must be reconciled. Random units for measuring the size of angle are not contained in textbooks. It can be possible, but it is not carried out actually. So, it is necessary not to require it in curriculum manual considering this circumstance. In curriculum manual, it is necessary to specify the role of 1-right angle as a standard unit, and situations to use it must be presented in textbooks. In cut-paste method of finding the sum of the size of three angles in a triangle and the sum of the size of four angles in a quadrilateral, keeping a straight angle and one rotation in mind, an explanation is based upon a premise that students know how to express the $180{^{\circ}}$ and $360{^{\circ}}$ in figure as a result. It is a leap of logic.

• Journal of English Language & Literature
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• v.54 no.4
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• pp.531-560
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• 2008

I hope to demonstrate in this paper the degree to which the works of Leonard and Virginia Woolf, mainly The Wise Virgins, The Village in the Jungle, and The Voyage Out, are contained within the politics of home. In doing so, I aim to challenge some mainstream criticism that affirms their resistance to British imperial desire. Although their statuses as outsiders in the British Empire, being a Jew and being a woman respectively, allowed Leonard and Virginia Woolf to criticize British imperialism and a male-dominated culture as well as racial and cultural hierarchies to a degree, their works inevitably unveil their prioritization of the British white-oriented space. In some ways their authorial positions in relation to their texts uphold the imperial center as an invisible regime of truth in their narratives, supporting the patriarchal and imperial binary oppositional structure and its hierarchical order imposed not only on the British subject but also on the foreign, colonial others. Leonard's and Virginia's inconsistencies and ambiguities betray their racial distantiation and notions of British white superiority, as disclosed in their racially stereotyped descriptions and the absence of real communication between the British characters and the colonial, foreign others. The work of self-repetition, the major mechanism in the politics of home, dies hard in Leonard's and Virginia's 'antiimperial' works. Leonard's and Virginia's struggle to stand against the imperial desire needs a genuine ethical position in order to embrace the Other, which would allow us to explore further and guard against the pitfall of postcolonial criticism's being easily degenerated into a neo-colonial criticism, another politics of home.