• The Journal of the Korean dental association
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• v.58 no.4
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• pp.222-250
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• 2020

Although museums of dentistry and dental museums are both museums related to dentistry, they may differ significantly in the scope and the content regarding the audiences. Museums of dentistry, which display a variety of dental instruments, materials, and photographs, help you learn about the development of dentistry and primarily attract a lot of attention from those who work in dental fields. These museums, however, don't get much attention from the general public. The dental museum, which displays everything related to teeth and dental care, can attract a lot of curiosity and attention not only by those in dental fields, but also by the general public. Dental museums should purpose public health education; they should not just be a place for looking around. This is because the experience of the dental museum has the power to engage people. Therefore, if you add educational functions to the dental museum and make it a place to learn about dental history and oral health care, it can be the institution where culture and health are combined. We need to study history to better understand which improvements we have made and also to see what we need to aim for in the future. The purpose of this study is to examine the actual way each of 28 dental museums in 7 different countries is operated by describing what I saw when I visited them. In addition, the current state of museums of dentistry in Korea is examined and the future development directions is also considered.

• Journal of Global Scholars of Marketing Science
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• v.8
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• pp.21-38
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• 2001

In the paper, I selected the research topic, methods to commercialize traditional tea as a way to spread our tea culture recognizing the meaning of traditional tea. In other words, the research suggests that it should be significant that we learn some basic characters as well as reconsideration on traditional tea to commercialize our traditional tea as a tourism product. Consequently, it needs to develop various programs so as to provide chances to learn traditional tea manner along with the commercialization of traditional tea as a tourism product.

• Proceedings of the Korea Society for Industrial Systems Conference
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• 2003.11a
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• pp.721-727
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• 2003

This study designed and implemented a system to extract of vowel from a word. The system is comprised of a voice feature extraction module and a neutral network module. The voice feature extraction module use a LPC(Linear Prediction Coefficient) model to extract a voice feature from a word. The neutral network module is comprised of a learning module and voice recognition module. The learning module sets up a learning pattern and builds up a neutral network to learn. Using the information of a learned neutral network, a voice recognition module extracts a vowel from a word. A neutral network was made to learn selected vowels(a, eo, o, e, i) to test the performance of a implemented vowel extraction recognition machine. Through this experiment, could confirm that speech recognition module extract of vowel from 4 words.

• English Language & Literature Teaching
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• no.5
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• pp.49-62
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• 1999

Education systems throughout the world encourage their students to learn languages other than their native one. In Australia, our Education Boards provide students with the opportunity to learn European and Asian languages. French, German, Chinese and Japanese are the most popular languages studied in elementary and high schools. This choice is a reflection of Australias European heritage and its geographical position near Asia. In most non-English speaking countries, English is the foreign language most readily available to students. In Korea, the English language is actively promoted by the Education Department and, in less official ways, by companies and the public. It is impossible to be anywhere in Korea without seeing the English language alongside or intermingled with Korean. When I ask students why they are learning English, I receive answers that include the word globalization and the importance of English throughout the world. When I press further and ask why they personally are learning English, the students mention passing exams, usually high school tests or TOEIC, and the necessity of passing the latter to obtain a good job. Seldom do I ever hear anything about communication: about the desire to talk with other people in English, to read novels or poetry in English, to understand movies or pop-songs in English, to chat on the Internet in English, to search for information on the Internet in English, or to email pen-pals in English. Yet isnt communication the only valid reason for learning a language? We learn our native language to communicate with those around us. Shouldnt we set the same goal for learning a foreign language? In my opinion communication, whether it is reading and writing or speaking and listening, must be central to language learning. Learning a language to pass examinations is meaningless unless those examinations are a reliable indicator of the ability of the student to communicate. In previous eras, most communication in a foreign language was through reading novels or formal letters. This required a thorough knowledge of grammar and a large vocabulary. Todays communication is much less formal. Telephone conversations, tele-conferences, faxes and emails allow people to communicate regularly and informally. Reading materials are also less formal as popular novels and newspapers are available world-wide. Movies and popular songs have added to the range of informal communication available. Finally travel has ensured that people from different cultures will meet easily and regularly. This informal communication requires less emphasis on grammar and vocabulary and more emphasis on comprehension and confidence to speak. Placing communication central to language learning has important implications for the Education system and for teachers.

• Proceedings of the IEEK Conference
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• summer
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• pp.421-426
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• 2004

Analyzing adaptive possibilities of agents in multi-agents system, we have discovered new aspects of ambient intelligence in distributed modular systems using intelligent building blocks (I-BLOCKS) [1]. This paper describes early scientific researches related to technical design, applicable experiments and evaluation of adaptive processing and information interaction among I-BLOCKS allowing users to easily develop ambient intelligence applications. The processing technology presented in this paper is embedded inside each DUPLO1 brick by microprocessor as well as selected sensors and actuators in addition. Behaviors of an I-BLOCKS modular structure are defined by the internal processing functionality of each I-Blocks in such structure and communication capacities between I-BLOCKS. Users of the I-BLOCKS system can do 'programming by building' and thereby create specific functionalities of a modular structure of intelligent artefacts without the need to learn and use traditional programming language. From investigating different effects of modem artificial intelligence, I-BLOCKS we have developed might possibly contain potential possibilities for developing applications in ambient intelligence (AmI) environments. To illustrate these possibilities, the paper presents a range of different experimental scenarios in which I-BLOCKS have been used to set-up reconfigurable modular systems. The paper also reports briefly about earlier experiments of I-BLOCKS in different research fields, allowing users to construct AmI applications by a just defined concept of modular artefacts [3].

• The Journal of Sustainable Design and Educational Environment Research
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• v.9 no.3
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• pp.59-67
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• 2010

Architectural design for school can be completed well when the environment-friendly elements are satisfied. In other words, the environment-freindly element could be most important idea for school planning, and one should have this direction for each element as a design goal. In this study, I defined the "environment-friendly" as the environment for nature and human. I examined what could satisfy those and would be its principles. I set up the criteria to satisfy each priciple. Most important factor to keep the relation between nature and human would be reducing carbon dioxide emissions, and a green belt would absorb it. Therefore, I think that there would be effective possibility when suitable conditions are applied in phases. Every school can have comfort as environment-friendly facility, at the same time, contribute to nature. Also, students can learn and study nature, and perform a duty as human.

• Proceedings of the Korean Society of Organic Agriculture Conference
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• 2001.10a
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• pp.219-227
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• 2001

First, I'd like to express my great respect to the highly developed environment-friendly and organic agriculture in South Korea, especially in this region of Yangpyong. I've heard that rural farmers and city people cooperated together to develop the environment-friendly agriculture in Yangpyong. I believe Japanese farmers and people can learn a lot from the experience of your people. We'd like to exchange our knowledge and experience to develop environment-friendly and organic agriculture in both countries, for we share a lot in common. In this paper, I'd like to introduce how the Japanese have been developing organic and environment-friendly agriculture, and how we are working with the official organic standard and building the social structure to encourage the overall development of organic and environment-friendly agriculture.

• Journal of Korea Port Economic Association
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• v.19 no.1
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• pp.139-159
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• 2003

This study deals sith some problems of foreign direct investment and seeks for the ways of activating foreign direct investment (hereafter F.D.I.) by analyzing the Korean economic structure that is faced with the neo-protectivism and nationalism of the advanced or foreign countries currently. During a transformational process in the transitional period of world trade environment, it is necessary for Korea not only to learn the higher technology for advanced countries, but also to apply techonology to their economic structure in order to enter into competition with the advanced countries. Based on the experiences and accomplishments from their investments, Korean enterprises should turn their business into F.D.I. and act appropriately in order to keep the balance between indoor and outdoor investment. Looking through the ways to activate F.D.I., we may make conclusions as follows: 1. Government policy transparency 2. Prudential Macro Economic policy 3. International policy coorperation system 4. Solidification of Foreign Commercial intercourse to Developing countries 5. Globalixation base of domestic coorperation 6. High efficiency- low cost of business coorperation enterprise 7. Attacktive investiestment strategies on conclusive competive advantage 8. Multilateral investment Area 9. New recognixation on marketing investment etc. F.D.I. strategies

• Journal of The Korean Association For Science Education
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• v.32 no.9
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• pp.1427-1442
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• 2012

This study tracked the changes of preservice biology teachers' pedagogical knowledge along with science teaching efficacy throughout sequentially developed science methods course I and II over two consecutive semesters. Two courses, science methods course I and II, aimed these preservice teachers to discuss the notion of science teaching with teaching and learning theories, to learn science instructional models, to design lessons utilizing science instructional models, and to eventually implement microteaching. The preservice teachers were mainly engaged in cooperative instructional planning activities through science methods course I, and engaged in cooperative microteaching activities through the science methods course II. This study revealed that preservice teachers successfully developed pedagogical knowledge and science teaching efficacy after two science methods courses. The science methods course I where cooperative instructional planning activities occurred helped the preservice teachers to improve pedagogical knowledge but not science teaching efficacy. Based on their pedagogical knowledge development, then, these preservice teachers increased science teaching efficacy belief after completion of the science methods course II.

• The Research Journal of the Costume Culture
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• v.21 no.3
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• pp.452-456
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• 2013

Velvet is a luxury cloth. In Fashion it dresses the Elite. In Interiors, it covers palace walls and upholsters elegant furniture. In every culture throughout its history velvet's sumptuous surfaces denotes luxury, status, power, privilege and wealth. My humble aim is to reveal the artisan in the art-to comprehend the mastery of weaving techniques, to understand the design principles, to study the everyday practice of the weavers at work. In the few ateliers that still weave silk velvet by hand, I have documented their processes and now want to share this knowledge with the broader textile community in hopes of expanding the appreciation of their art. I approach as a fellow weaver striving to learn the mechanics, the practical aspects that guide the work from initial idea to finished cloth. I leave the difficulties of establishing provenance and other important analyses to my more learned textile historian colleagues.