• Journal of the Korean Regional Science Association
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• v.33 no.2
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• pp.3-23
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• 2017

This study aims to understand how human capital is related to the inter-regional wage gap between the capital region and the non-capital region in Korea. We focus more specifically on whether the inter-regional wage gap is due to high levels of human capital in the capital region or due to high returns to human capital in the capital region. The decomposition method based on the unconditional quantile regression was used to examine how the relationship between human capital and the inter-regional wage gap varies along the wage distribution. When first estimating earnings functions from the two regions to apply this decomposition method, we included not only conventional indicators of human capital, such as education and on-the-job training, but also occupational skills including cognitive-interactive skills, technical skills, and physical skills. As a result, other things being equal, a large part of the inter-regional wage gap was explained by the human capital variables. Although the composition effect of the human capital variables existed in all the wage quantiles, the more important factor was the wage structure effect of the human capital variables. In addition, among the various human capital variables, the wage structure effect of years of education was a key factor in explaining the inter-regional wage gap. This study is meaningful in that it shows that the relationship between human capital and the inter-regional wage gap may vary depending on the wage quantiles.

• Journal of The Korean Association For Science Education
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• v.39 no.6
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• pp.777-790
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• 2019

The purpose of this study is to investigate the experience of teachers who apply Smart-technology in elementary school STEAM class and the reasons, difficulties when applying the technology and required support. Semi-structured in-depth interviews were conducted with six elementary school teachers with specialized knowledge in STEAM education who have experienced STEAM lessons several times before. The research findings are as follows: First, research participants utilized a variety of Smart-technology in STEAM class, most of which were experiential or interactive technology. Among the STEAM learning criteria, the Smart-technology in 'Creative Design' course was most often applied. Second, they adopted Smart Technology in STEAM class to encourage students to feel interested, actively participate in the class, enjoy indirect experience, and nurture interest in state-of-the-art technology. They used it to prepare for future societies and organize classes that are suitable for STEAM learning criteria. They also used Smart-technology because it was easy to use. Third, they found it difficult to find, secure, and use suitable Smart-technology when applying Smart-technology in the STEAM class. They also had trouble restructuring the curriculum. In addition, there were difficulties in using Smart-technology in the class such as lack of class hours, increased level of activity, insufficient physical environment and unexpected malfunction of Smart-technology, thus interrupted the class. After the class, it was hard to manage Smart-technology and also, there were difficulties in assessment, record, and negative awareness of surrounding people. Fourth, they mentioned that's suggesting education guidelines, develop, and distribute educational materials are required to enable 'Creative Design,' reduce educational content, provide training, secure Smart-technology equipment and provide Wi-Fi, support teacher's club and communities and create an atmosphere to emotionally support teachers in order to activate using Smart-technology in STEAM class.

• 한국체육학회지인문사회과학편
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• v.55 no.4
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• pp.443-462
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• 2016

The purpose of this study was to suggest an extensive and evolved conceptual model of community dance reflecting new tendencies, practice, and various values. For the purpose, efforts were made to categorize common properties based on various cases using qualitative data collection about 10 community dance specialists. The Practice of Community theory of Wenger(1991) has contributed to conceptualization including the new perspective on community dance, which has been the theoretical framework. Firstly, 'a community' as a basic premise is self-organizing, interactive, regional and creative. Secondly, 'practice' in community dance means openness, focused on participants, improvisation and nmind-body centering, value-oriented processes and connectivity with daily lives. Thirdly, 'social learning' can be interpreted within the framework of joint enterprise and domain, quality and status of dacne, and dance literacy embodied as a shared repertoire. Lastly, identity of community dance has been expanding the concept area as 'dance for all' reflecting ongoing properties and future-oriented values in that it pursues healing arts and relationship, amateurism collaborating with dance artists, combination of democratic citizenship and civic creativity, cultural diversity and social integration, and types of sustainable development.

• Journal of Internet Computing and Services
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• v.17 no.4
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• pp.35-42
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• 2016

Recently many researches have been focused on the use of the markerless augmented reality system using face, foot, and hand of user's body to alleviate many disadvantages of the marker based augmented reality system. In addition, most existing augmented reality systems have been utilized rigid objects since they just desire to insert and to basic interaction with virtual object in the augmented reality system. In this paper, unlike restricted marker based augmented reality system with rigid objects that is based in display, we designed and implemented the markerless augmented reality system using deformable objects to apply various fields for interactive situations with a user. Generally, deformable objects can be implemented with mass-spring modeling and the finite element modeling. Mass-spring model can provide a real time simulation and finite element model can achieve more accurate simulation result in physical and mathematical view. In this paper, the proposed markerless augmented reality system utilize the mass-spring model using tetraheadron structure to provide real-time simulation result. To provide plausible simulated interaction result with deformable objects, the proposed method detects and tracks users hand with Kinect SDK and calculates the external force which is applied to the object on hand based on the position change of hand. Based on these force, 4th order Runge-Kutta Integration is applied to compute the next position of the deformable object. In addition, to prevent the generation of excessive external force by hand movement that can provide the natural behavior of deformable object, we set up the threshold value and applied this value when the hand movement is over this threshold. Each experimental test has been repeated 5 times and we analyzed the experimental result based on the computational cost of simulation. We believe that the proposed markerless augmented reality system with deformable objects can overcome the weakness of traditional marker based augmented reality system with rigid object that are not suitable to apply to other various fields including healthcare and education area.

• Journal of Global Scholars of Marketing Science
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• v.19 no.3
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• pp.49-61
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• 2009

This article provides training exercises for executives into interpreting subroutine maps of executives' thinking in processing business and industrial marketing problems and opportunities. This study builds on premises that Schank proposes about learning and teaching including (1) learning occurs by experiencing and the best instruction offers learners opportunities to distill their knowledge and skills from interactive stories in the form of goal.based scenarios, team projects, and understanding stories from experts. Also, (2) telling does not lead to learning because learning requires action-training environments should emphasize active engagement with stories, cases, and projects. Each training case study includes executive exposure to decision system analysis (DSA). The training case requires the executive to write a "Briefing Report" of a DSA map. Instructions to the executive trainee in writing the briefing report include coverage in the briefing report of (1) details of the essence of the DSA map and (2) a statement of warnings and opportunities that the executive map reader interprets within the DSA map. The length maximum for a briefing report is 500 words-an arbitrary rule that works well in executive training programs. Following this introduction, section two of the article briefly summarizes relevant literature on how humans think within contexts in response to problems and opportunities. Section three illustrates the creation and interpreting of DSA maps using a training exercise in pricing a chemical product to different OEM (original equipment manufacturer) customers. Section four presents a training exercise in pricing decisions by a petroleum manufacturing firm. Section five presents a training exercise in marketing strategies by an office furniture distributer along with buying strategies by business customers. Each of the three training exercises is based on research into information processing and decision making of executives operating in marketing contexts. Section six concludes the article with suggestions for use of this training case and for developing additional training cases for honing executives' decision-making skills. Todd and Gigerenzer propose that humans use simple heuristics because they enable adaptive behavior by exploiting the structure of information in natural decision environments. "Simplicity is a virtue, rather than a curse". Bounded rationality theorists emphasize the centrality of Simon's proposition, "Human rational behavior is shaped by a scissors whose blades are the structure of the task environments and the computational capabilities of the actor". Gigerenzer's view is relevant to Simon's environmental blade and to the environmental structures in the three cases in this article, "The term environment, here, does not refer to a description of the total physical and biological environment, but only to that part important to an organism, given its needs and goals." The present article directs attention to research that combines reports on the structure of task environments with the use of adaptive toolbox heuristics of actors. The DSA mapping approach here concerns the match between strategy and an environment-the development and understanding of ecological rationality theory. Aspiration adaptation theory is central to this approach. Aspiration adaptation theory models decision making as a multi-goal problem without aggregation of the goals into a complete preference order over all decision alternatives. The three case studies in this article permit the learner to apply propositions in aspiration level rules in reaching a decision. Aspiration adaptation takes the form of a sequence of adjustment steps. An adjustment step shifts the current aspiration level to a neighboring point on an aspiration grid by a change in only one goal variable. An upward adjustment step is an increase and a downward adjustment step is a decrease of a goal variable. Creating and using aspiration adaptation levels is integral to bounded rationality theory. The present article increases understanding and expertise of both aspiration adaptation and bounded rationality theories by providing learner experiences and practice in using propositions in both theories. Practice in ranking CTSs and writing TOP gists from DSA maps serves to clarify and deepen Selten's view, "Clearly, aspiration adaptation must enter the picture as an integrated part of the search for a solution." The body of "direct research" by Mintzberg, Gladwin's ethnographic decision tree modeling, and Huff's work on mapping strategic thought are suggestions on where to look for research that considers both the structure of the environment and the computational capabilities of the actors making decisions in these environments. Such research on bounded rationality permits both further development of theory in how and why decisions are made in real life and the development of learning exercises in the use of heuristics occurring in natural environments. The exercises in the present article encourage learning skills and principles of using fast and frugal heuristics in contexts of their intended use. The exercises respond to Schank's wisdom, "In a deep sense, education isn't about knowledge or getting students to know what has happened. It is about getting them to feel what has happened. This is not easy to do. Education, as it is in schools today, is emotionless. This is a huge problem." The three cases and accompanying set of exercise questions adhere to Schank's view, "Processes are best taught by actually engaging in them, which can often mean, for mental processing, active discussion."