• Phonetics and Speech Sciences
• /
• v.8 no.1
• /
• pp.71-80
• /
• 2016

The phonemic awareness tasks (phonemic synthesis, phonemic elision, phonemic segmentation) by auditory presentation and visual presentation were conducted to 40 children who are 5 and 6 years old. The scores and error types in the sub-tasks by two presentations were compared to each other. Also, the correlation between the performances of phonemic awareness sub-tasks in two presentation conditions were examined. As a result, 6-year-old group showed significantly higher phonemic awareness scores than 5-year-old group. Both group showed significantly higher scores in visual presentation than auditory presentation. While the performance under the visual presentation was significantly lower especially in the segmentation than the other two tasks, there was no significant difference among sub-tasks under the auditory presentation. 5-year-old group showed significantly more 'no response' errors than 6-year-old group and 6-year-old group showed significantly more 'phoneme substitution' and 'phoneme omission' errors than 5-year-old group. Significantly more 'phoneme omission' errors were observed in the segmentation than the elision task, and significantly more 'phoneme addition' errors were observed in elision than the synthesis task. Lastly, there are positive correlations in auditory and visual synthesis tasks, auditory and visual elision tasks, and auditory and visual segmentation tasks. Summarizing the results, children tend to depend on orthographic knowledge when acquiring the initial phonemic awareness. Therefore, the result of this research would support the position that the orthographic knowledge affects the improvement of phonemic awareness.

• Journal of the Chungcheong Mathematical Society
• /
• v.23 no.3
• /
• pp.555-561
• /
• 2010

For the pure braid groups, this paper gives a positive finite presentation whose generators are the standard Artin generators, and determines whether the submonoid generated by the Artin generators is a Garside monoid or not.

• Bulletin of the Korean Mathematical Society
• /
• v.53 no.2
• /
• pp.601-614
• /
• 2016

Let $N_{g,s}$ denote the nonorientable surface of genus g with s boundary components. Recently Paris and Szepietowski [12] obtained an explicit finite presentation for the mapping class group $\mathcal{M}(N_{g,s})$ of the surface $N_{g,s}$, where $s{\in}\{0,1\}$ and g + s > 3. Following this work, we obtain a finite presentation for the subgroup $\mathcal{T}(N_{g,s})$ of $\mathcal{M}(N_{g,s})$ generated by Dehn twists.

• Journal of the Korean Society of Costume
• /
• v.51 no.5
• /
• pp.61-75
• /
• 2001

This study was intended to observe strategic fashion-presentation in Music stars according to the change of the star system in the Korean popular musics. The Korean Music stars since 1990s have been made, fabricated and have excessively depended on the demand of the teenagers. Therefore their distinctive fashion-presentation is considered as more important element than those of the past. Consequently. the characteristics of the fashion-presentation in the Korean Music star these days are as follows : First. Music stars shows fashion-presentation that has a consistent fashion theme. That is one of the key success factor to raise the recognition of star singer. Second. Music star produces fashion images which reflects identity and of subculture. Those appearance have won wild popularity of the Peeps 1990's new generation. Third. although there is no change music genre and emotion. through merely renovation of their fashion image, Music star got diversity and originality of the characteristics of contemporary cultural goods. Fourth. In case of famous dance groups, in the past they maintained a singular atmosphere as a group, but in 1990'Music star group each members of the group have individually fashion-presentation. So, they can get more fans. Fifth, Music singers borrow or duplicate fashion-presentation from each others. Such as similar fashion-presentation guarantees support of the same fans.

• Research in Mathematical Education
• /
• v.18 no.4
• /
• pp.307-319
• /
• 2014

This research is a survey study on students' attitude toward a class employing small group discussion and presentation by the method of free-listing. Participants in this study were students who registered in the course of Mathematical Logics and Writing during 2011 and 2014. Senior students who took the course of theory of mathematics education previously usually registered the course. The class for this course used to be designed as a class adopting group discussion and presentation. Main theme of this research is not to demonstrate some theories or hypothesis on teaching and learning, but rather to inquire students' attitude toward a class employing the constituents first and then through analyzing the results of this study to find practical ideas and strategy for design and implementation of a class which brings cultivation of students' understanding, communication and moreover writing in mathematics. Since the survey was given in the $8^{th}$ week of this class, participants of this research could be expected to have more concrete idea for positive or negative aspects of the classes employing these constituents. We compared both research results of 2011 and 2014 to view any changes in students' attitude. Research results are follows. Students began to think that group discussions and presentation bring out better learning to them. Not to give students psychological burden of discussion and presentation, instructors need to provide comfortable atmosphere through arranging suitable grouping and enough time for discussion. Moreover, simple evaluations criteria for group discussions and presentation should be well structured and more concrete guides for them are required to make students to feel comfortable and to concentrate on the given subject for discussion.

• Journal of the Korean Mathematical Society
• /
• v.47 no.3
• /
• pp.445-454
• /
• 2010

The braid group $B_n$ maps homomorphically into the Temperley-Lieb algebra $TL_n$. It was shown by Zinno that the homomorphic images of simple elements arising from the dual presentation of the braid group $B_n$ form a basis for the vector space underlying the Temperley-Lieb algebra $TL_n$. In this paper, we establish that there is a dual presentation of Temperley-Lieb algebras that corresponds to the dual presentation of braid groups, and then give a simple geometric proof for Zinno's theorem, using the interpretation of simple elements as non-crossing partitions.

• Research in Community and Public Health Nursing
• /
• v.20 no.3
• /
• pp.351-360
• /
• 2009

Purpose: The purpose of this study was to develop a lecture on oral presentation and to evaluate changes in anger expression, assertive behavior, and self-esteem after lecture on oral presentation. Methods: The design was a nonequivalent control group pretest-posttest design. The participants were university students in nursing, of which 17 were assigned to the experimental group and 15 to the control group. The education was carried out for 2 hours, once a week for 14 weeks. Data was analyzed with SPSS/WIN 14 program, and included chi-square test, independent t-test, and repeated measure ANOVA. Results: Lecture on oral presentation showed significant differences in the changes of anger expression (F=10.122, p=.003) and assertive behavior (F=8.498, p=.007). Conclusion: Findings suggest that this lecture on oral presentation was effective in changing students' anger expression and assertive behavior. Therefore this lecture on oral presentation is recommended for inclusion in education for university students in nursing.

• The Journal of the Convergence on Culture Technology
• /
• v.9 no.5
• /
• pp.431-441
• /
• 2023

In a good class, the elements that make up the class are organically related as a system. The goal of the class is to foster the ability of students to fully understand the educational content of the subject and then apply it to their professional areas. Therefore, for ideal classes, it is necessary to design students to acquire the necessary theories and apply them practically. The question We always ask ourselves during lectures is how to effectively give large-scale lectures for students. This is also the concern of all professors in charge of large-scale lectures opened across various major fields. Now is the time to find ways to effectively give lectures on a large scale. We studied how it is most effective to design and implement various factors such as lectures, presentation and group organization, assignment, group presentation, professor's group presentation guidance, lecture materials posting, questions and answers, group presentation feedback, final report writing, and grade calculation.

• International Journal of Computer Science & Network Security
• /
• v.21 no.12
• /
• pp.335-343
• /
• 2021

The study aimed to elucidate how to design a learning environment on the premise of micro-learning (ML) and investigate its impact on website designing skills and achievement motivation among secondary school students. Adopting the experimental approach, data were collected through an achievement test, a product evaluation form, and a test to gauge motivation for achievement. The sample was divided into two experimental groups. Results revealed statistically significant differences at 0.05≥α between the mean scores of the two groups that experienced ML, irrespective of the two modes of presenting the video in the pre-test and post-test, as for the test of websites design skills, product evaluation form, and achievement motivation test. Besides, there have been statistically significant differences at 0.05≥α between the mean scores of the first experimental group that had exposure to ML using the split-video presentation style and the scores of the second experimental group that underwent ML using continuous video presentation style in the post cognitive test of website design and management skills in favor of the group that had segmented-video-presentation ML. Another salient finding is the nonexistence of significant differences at 0.05≥α between the mean scores of the first experimental group that underwent segmented-video-presentation ML and the grades of the second experimental group that received ML with continuous video presentation style in the post-application of the product scorecard of websites designing skills and the motivation test. In light of these salient findings, the study recommended using ML in teaching computer courses at different educational stages in Saudi Arabia, training computer and information technology teachers to harness ML in their teaching and using ML in designing courses at all levels of education.

• Korean Journal of School Psychology
• /
• v.16 no.2
• /
• pp.111-128
• /
• 2019

The present study was to investigate the mediating and moderating effects of self-acceptance on the relationship between perfectionistic self-presentation and peer relationship quality in adolescents. Two hundred and sixty-one middle school students were surveyed. The results were as follows. First, self-acceptance had a full mediation effect on the relationship between perfectionistic self-presentation and peer relationship quality. That is, peer relationship quality was only indirectly affected by perfectionistic self-presentation through self-acceptance. Second, self-acceptance had a significant moderating effect in the relationship between perfectionistic self-presentation and peer relationship quality. Perfectionistic self-presentation did not have a statistically significant impact on peer relationship quality in the group with low self-acceptance, but it did in the group with high self-acceptance. Therefore, this study suggests the need for counseling and educational approaches to improve adolescents self-acceptance by verifying the effect of self-acceptance in perfectionistic self-presentation and peer relationships.