• Journal of the Korean Society for information Management
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• v.18 no.1
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• pp.85-104
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• 2001

The purpose of the study is to investigate the international standings of Korean medical journals and to provide a concrete journal evaluation data. The SciSearch database was searched for the 7,779 papers published in 8 Korean medical journals between 1989 and 1998. The frequency of citation to each journal was measured for each year, and the journal impact factor was calculated from 1991 to 1999 exactly as it is calculated in the Jour~~lnl Citation Reports (JCR). The Korean-language journals were rarely cited in SCI, even though the journals were of the medical areas where Korean researchers published a great deal of SCI papers. The number of citations to English-language journals started to grow from 1994 and increased rapidly from 1997. The citation interval is getting shorter, resulting in the drastic increases in the impact factors in the recent years. The nine-year averages of impact factors of the journals were distributed between 0.002 and 0.126. The international standings of Korean medical journals are very poor. When the impact factors were compared to those of SCI journals in the same subject category, Korean-language journals fell below the last SCI journals ranked by the impact factor, and the English-language journals were at the bottom among the SCI journals. The impact factors of 3 English-language Korean medical journals were about 2.0 when they became SCI journals in the late 1990s.

• THE INTERNATIONAL COMMERCE & LAW REVIEW
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• v.44
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• pp.111-180
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• 2009

According to English law, in a voyage policy there is an implied warranty that at the commencement of the voyage the ship shall be seaworthy for the purpose of the particular adventure to be insured. However, Unites States law affords the implied warranty of seaworthiness a great deal of latitude. In the case of voyage policies, it has been traditionally held that the assured is bound not only to have his vessel seaworthy at the commencement of the voyage but also to keep her so, insofar as this can be achieved by himself and his agents, throughout the voyage. Additionally, a defect in seaworthiness, arising after the commencement of the risk, and permitted to continue from bad faith or want of ordinary prudence or diligence on the part of the insured or his agents, discharges the insurer from liability for any loss consequent to such bad faith, or want of prudence or diligence; but does not affect the insurance contract in reference to any other risk or loss covered by the policy, and which is not caused or exacerbated by the aforementioned defect. One of the most important areas of difference in the marine insurance contract between the U.K. and U.S. is the breach of warranty. Prior to the Wilburn Boat case, the MIA was thought to hold that the effect of a breach of warranty was similar under American law -in that under the general maritime law literal compliance with all promissory warranties is required. In this case, the Court concluded that state law should apply to a marine insurance policy, and found that there was no federal rule addressing the consequences of a breach of warranty in marine polices. However, it is of the utmost importance that this case brought to a close the imperative concordance between English and American law. Meanwhile, in relation to marine insurance contracts in Korea, this insurance is subject to English law and practice;, additionally, the international trade volume between Korea and the United States has assumed a vast scale. Therefore, we believe it is important to understand the differences in marine insurance law between the two countries in terms of marine insurance contracts, and most specifically warranties.

• Journal of Digital Contents Society
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• v.14 no.3
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• pp.323-331
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• 2013

This study aims at investigating and comparing the diphthongs, words, and sentences between two Korean highschool students groups using the Praat program. To do this English words and sentences were uttered and recorded by twenty Korean subjects; each group has ten subjects. All the subjects are female and their grades range from freshman to sophomore. Acoustic features were measured from a sound spectrogram with the help of the Praat software program and analyzed through statistical analysis. Results showed that the lengths of diphthongs and words were different between two groups, but the difference was not significant. However, in the lengths of sentence utterance, the group of 5 to 6 grade students in the current grading system pronounced longer than that of 1 to 2 grade students. Especially in the pronunciation of the first two sentences with more than five words, the difference was significant. From the data of the overall sum of words between the two subject groups, we were able to find out that the differences of the lengths of the words with the diphthongs were not significant, but those of the sentences with more than five words were significant. In the pronunciation of the words between coat and code, the length of the diphthong in coat was smaller than that of in code.

• The Journal of the Convergence on Culture Technology
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• v.9 no.6
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• pp.309-317
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• 2023

The purpose of this paper is to investigate how Japan tried to dominate Chosen through educational policies by analyzing three official English texts published by the Japanese Government-General of Korea: the First Chosen Educational Ordinance declared in 1911, the Manual of Education of Koreans(1913), and the Manual of Education in Chosen 1920(1920). In order to pursue this purpose, the present study carried a corpus-based diachronic analysis, rather then a qualitative analysis. Facilitating text analytics such as Word Cloud and CONCOR, this paper derived the following results: First, the first Chosen Educational Ordinance(1911) includes overall educational regulations, curriculum, and operations of schools. Second, the Manual of Education of Koreans(1913) contains the educational medium and contents on how to educate. Finally, it can be proposed that the Manual of Education in Chosen 1920(1920) contains specific implementation of education and the subject of education.

• Journal of the korean academy of Pediatric Dentistry
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• v.43 no.2
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• pp.123-128
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• 2016

The purpose of this study is to analyze the equality between keywords used in the Journal of the Korean Academy of Pediatric Dentistry and medical subject headings (MeSH). A total of 4,353 English keywords in 1,165 papers from 1998 to 2014 were eligible for this study. We classified them according to equality to MeSH. We assayed patterns of errors in using MeSH, and reviewed frequently used non-MeSH terms. 24.9% of total keywords were completely coincident with MeSH terms, 75.1% were not MeSH terms. The results show that the accordance rate of keywords with MeSH terms in the Journal of the Korean Pediatric Dentistry is at a low level. Therefore, there is a need for authors to understand MeSH more specifically and accurately. Use of proper keywords aligned with the international standards such as MeSH is important to be properly cited. Authors should pay attention and be educated on the correct use of MeSH as keywords.

• Journal of Gifted/Talented Education
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• v.11 no.3
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• pp.99-129
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• 2001

The purpose of the present study is to determine antecedents in the area of subject matters and to compare these factors between average student group and gifted student group, based on the implicit theory proposed by Sternberg(1993). The average group consisted of 350 primary school students (boy 172; girl 178) from a primary school and 380 middle school students (boy 221; girl 159) from a middle school in Taejeon Metropolitan City. The gifted group consisted of 181 primary school students (boy 130; girl 51) and 154 middle school students (boy 92; girl 62) from the Center for the Gifted Education of the Kong Ju National University. A questionnaire was developed by the authors. It consisted of 30 research questions related to reasons why they studied those subject matters hard. It took about 40 minutes to complete the questionnaire. Several exploratory factor analyses and confirmative analyses were conducted. The main results obtained were as follows: The subject matters all the students of the present study were English and Math. The main reasons why they studied those subject matters hard were interest, utility, competition, self-esteem, entrance examination, recognition, punishment avoidance, etc. A factor analysis revealed that, for the elementary school students, recognition and interest were factors for the average students, whereas knowledge acquisition was an unique factor for the gifted. Utility was common factor for both groups. A factor analysis revealed that, for the middle school students, knowledge acquisition was the main factor for the average students, whereas competition was the unique factor for the gifted. Recognition, interest, and utility were common factors for the both groups.

• Journal of the Korean School Mathematics Society
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• v.16 no.1
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• pp.1-29
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• 2013

The main goal of the research is to develop instructional consulting manual to help math teachers improve classroom teaching. Improving the quality of teaching in schools is stressed as a central focus of meaningful classroom instruction and high quality education. In this research, teaching consulting was defined as an activity that covers reflection process oriented towards formative assessment and continuing professional development. Within this context, subject-specific teaching consulting and teaching professionalism with focus on PCK was reviewed. Further, the questionnaire survey was conducted to investigate the current situation of teaching consulting and teachers' needs for consulting. And also, specific examples of subject-specific consulting based on our previous consulting experiences in math classes were shown. Alternative ways to improve subject teaching were derived through the conferences where consultants and consultees analyze video-taped lessons conducted by the consultees. By those results, a manual for invigorating teaching consulting was developed. The contents of the manual consists of setting conditions of teaching consulting and its implementation in the classroom teaching. The first part of the manual contains steps to establish teaching consulting system, the qualification and role of the consultant, system evaluation, etc. The second part of the manual presents the pre-preparation, prescription and implementation and follow-up management steps. Each part of the manual provides consultants with specific guidelines for each step. Finally, recommendations for making policy related to ways to invigorate teaching consulting was suggested. It is expected that specific examples and cases of subject-specific teaching consulting presented in this research will be used to narrow the gap between theory and practice of teaching consulting, and to help math, science and English teachers develop teaching professionalism.

• Speech Sciences
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• v.7 no.3
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• pp.197-218
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• 2000

The vocal tract shapes were measured from tracheoesophageal speakers during the sustained phonation of five Korean vowels /u/, /o/, /a/, /e/, /i/ using magnetic resonance image(MRI). The subject's original vowel utterances with speech intelligibility and the synthesized vowels from MR images were analyzed. The results were as follows: (1) The vowels /a/, /e/, /i/ were perceived as the same sounds of actual subject's speech, but the vowels /o/ and /u/ were perceived as /$\partial$/ and strained /u/, respectively. (2) The synthesized vowels /a/ and /e/ from the MR images were perceived as the same sounds, but the vowels /u/, /o/, /i/ were perceived as different sounds. (3) The synthesized vowel by the expanded pharyngeal segment of 3 times in vowel /o/ was perceived as more natural than that of 2 times. The pharyngeal areas with varied sizes should be experimented to secure better speech production because the correct shapes of the vocal tract lead to distinct vowel production.

• Cross-Cultural Studies
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• v.19
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• pp.251-270
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• 2010

The subject of the paper is to discern the validity of the translation theory put forward by the ESIT(Ecole Sup?rieur d'Interpr?tes et de Tranducteurs, Universit? Paris III) and how it differentiates from the other translation theories. First, the paper will analyze the theoretical aspects put forward by examining the equivalence that may be discerned between the french and korean translation in relation to the original english text that is being translated. Employing the equivalence in translation may shed new insights into the unterminable discussions we witness today between the literal translation and the free translation. Contrary to the formal equivalence the dynamic equivalence by Nida suggests that the messages retain the same meanings whether it be the original or a translated text to the/for the reader. In short, the object of the dynamic equivalence is to identify the closest equivalence to the suggested source language. The concept of correspondence and equivalence defined by theoriticians of translation falls to the domain of dynamic equivalence suggested by Nida. In translation theory the domain of usage of language and the that of discourse is denoted separately. by usage one denotes the translation through symbols that make up language itself. In contrast to this, the discourse is suggestive of defining the newly created expressions which may be denoted as being a creative equivalence which embodies the original message for the singular situation at hand. The translator will however find oneself incorporating the two opposing theories in translating. Translation falls under the criteria of text and not of language, thus one cannot regulate or foresee any special circumstances that may arise in translation of discourse, the translation to reflect this condition should always be delimited. All other translation should be subject to translation by equivalence. The interpretation theory in translation (of ESIT) in effect is relative to both the empirical and philosophical approach and is suggestive of new perspective in translation. In conclusion, the above suggested translation theory is different from the skopos theory and the polysystem theory in that it only takes in to account the elements that are in close relation to the original text, and also that it was developed for educational purposes opening new perspectives in the domain of translation theories.

• Journal of Korean Academy of Nursing
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• v.18 no.2
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• pp.162-188
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• 1988

The purpose of this study is to guide the direction of the Korean nursing education to analysize ⑴ the philosophy and objectives ⑵ curriculum, and ⑶ educational environment. This analysis is based on the data from 50 nursing schools (14 4-year colleges and 35 3-year colleges) The survey was conducted from Dec. 1986 through Jan. 1987 by mail. 1) Educational philosophy and objectives 10 4-year colleges and 8 3-year college program have curricular philosoph. Most popular curricular philosophies are human beings, health, nursing, nursology, nursing education, nurses role in the present and in the future. 10 nursing schools mentioned that human being is the subject to interact with : environment physically, mentally and socially. 2 schools mentioned that health is the state of functioning well physically, mentally and socially. 13 schools mentioned that the nursing is the dynamic act to maintain and to promote the highest possible level of health. 4 schools mentioned that the nursology is an applied science. 4 schools mentioned that nursing education is the process to induce the behavioural changes based on the individual ability. There is different opinion about the nurses' role between 4-year college and 3-year college. In the responses from 4-year colleges they focus on the leadership in effective changes, self-regulating and self-determining responsibilities, applying the new technology, continuing education, and participation in research to further nursing knowledge. In the responses from 3-year colleges, they focus on the education in college, primary health care nursing, direct care provider and public health education. Among 50 respondents 40 schools have educational goals which can be divided into two categories. One is to establish the moral and the other is to develop the professionalism. 2) Curriculm The analsis of curriculum is only based on the data from the 4-year colleges because the most of 3-year colleges follow the curriculum guideline set by the Ministry of Education. a) Comparison of the credits in cultural subject and in nursing major. The average required credit for graduation is 154.6 and the median credit is the range of 140-149. The average credit of cultural subjects is 43.4. In detail, the average number of credit of required course and elective courses are 24.1 and 19.3 respectively. The average credit for major subject is 111.2. In detail, the average credit for required courses and electives course are 100.9 and 10.4 respectively. In 5 colleges, students are offered even on elective course b) Comparison of the credit by class. The average earned credits are as follows : 41.1 in freshman, 400 in sophormore 38.3 in junior and 32.4 in senior. Cultural subjects are studied in early phases. c) Comparison of the compulsory and elective cultural subject by institute. The range of credit is 7-43 in compulsory cultural subjects and there are lot of differences among institutions. While all respondents require liberal arts as compulsary subjects, few respondents lists social science, natural science and behavioral science as required subjects. Social science-related subjects are frequently chosen as cultural subjects d) Distribution of creditsin cultural subjects by institute. The liberal art subjects are taught in 20 institute. English and physical education courses are taught in all instituions. The social science subjects are taught in 15 colleges and the basic Psycology and the Basic sociology are the most popular subjects. The natural science subjects are taught in 7 colleges and Biology and Chemistry are the most popular subjects among them. e) Distribution of credits in major basic courses by institute. Most of the institutes select Anatomy, Microbiology, Physiology, biochemistry and Pathology as basic major courses. f) Comparison of the required and elective courses for nursing major by institutions. Subjects and credit ranges in major are varing by institute. More than half of the respondents select the following subjects as required major subjects. (1) Adults Health Nursing and Practice (19.5 credits) (2) Mother and Child Care and Practice (8.9 credits) (3) Community Health Care and Practice (8.5 credits) (4) Psychiatric Nursing Care and Practice (8.1 credits) (5) Nursing Management and Practice (3.9 credits) (6) Fundamental of Nursing, Nursing Research and Health Assessment and Practice. Three institutions select Introduction to nursing, Rehabilitation Nursing, School Nursing, Public Health Nursing, Nursing English, Communication, Human Development as electives in nursing major. 3) Educational environment a) Nursing institution There are forty-three 3-year colleges and seventeen 4-year colleges and 81.4% of which are private b) Number of students and faculty 19.2% of the students are in 4-year colleges and 80.8% of the students are in 3-year colleges. In 4-year colleges, the number of nursing faculty members is in the other of assistant professor, instructor and professor. In 3-year colleges, the orderiis lecturer, associate professor, full time instructor and assistant professor. In 4-year colleges, 18.8 students are allocated per nursing faculty and in 3-year colleges, 33.1 students are allocated per nursing faculty. c) Clinical practices 66.7% of the 4-year colleges practice over 1201 hours in clinic and 28.5% of 3-year colleges practice over 1201 hours in clinic. In 4-year colleges, 11.5 students are allocated per nursing faculty and in 3-year colleges,17 students are allocated per nursing faculty The survey shows no difference in the procedure between 4-year colleges and 3-year colleges but 3-year colleges choose the more variety practicing site such as special hospital and community health clinic. d) Audiovisual facilities The survey shows a lot of difference in audiovisual facilities among institution and 3-year colleges are less equipped than 4-year colleges.