• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.10 no.3
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• pp.91-95
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• 2010

Using artificial neural network to use a search preference based on the user's information, the ranking of search results that will enable flexible searches can be improved. After trained in several different queries by other users in the past, the actual search results in order to better reflect the use of artificial neural networks to neural network learning. In order to change the weights constantly moving backward in the network to change weights of backpropagation algorithm. In this study, however, the initial training, performance data, look for increasing the number of lessons that can be overfitted. In this paper, we have optimized a lot of objects that have a strong advantage to apply genetic algorithms to the relevant page of the search rankings flexible as an object to the URL list on a random selection method is proposed for the study.

• Journal of The Korean Association For Science Education
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• v.29 no.3
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• pp.329-347
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• 2009

Science curriculums for elementary schools were, traditionally, developed to be balanced in content and contain equal proportions of the four branches of science: physics, chemistry, biology, and earth science. To develop a successful science curriculum, we asked some questions about how elementary students recognize these branches and about what they think of the domains of science in the science curriculum. Our study was designed to investigate how elementary students classify the domains of science in the curriculum. Previous research (Lee et al., 2001) seemed not to be successful, because verbal expressions in that research might be inappropriate for elementary students who were unaccustomed to the technical language of science. For this reason, instead of using only words, we developed image card instruments, made of picture duplicates of the introductory covers of each unit in the 3$^{rd}$, 4$^{th}$, and 5$^{th}$ grades' science textbooks. We asked students to classify these cards into their own categories and record the reasons for classifying them. The ratio and distribution of the units was then analyzed to identify their view of the science domains. 30% of the 4$^{th}$ grade students created the following categories: 'nature,' 'observation,' 'seasons,' 'living things,' 'sounds,' 'separating,' and 'the things necessary for everyday life'. In the case of the 5$^{th}$ grade, over 30% created the categories of 'living things,' 'weight,' and 'water.' Over 30% of the 6$^{th}$ grade created the categories of 'nature,' 'light,' 'water,' 'living things,' 'solution,' 'fire,' 'properties of an object,' and 'experiment.' Upon scrutinizing the above results, we discovered that the science domains selected by students into three types of domains: academic contents and concepts; activities related to a science class; and lessons and experiences in students ' lives. The last category was a new, complex kind of domain. We concluded that students did not utilize the four branches of science when constructing their own domains of science. Instead, they created many alternative domains, which reflected students' thoughts of and their experiences. The educational needs of elementary students suggest that when organizing science curriculum as 25 % allocation of the four science branches, newly-created domains should be considered.

• Asia Marketing Journal
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• v.14 no.4
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• pp.95-116
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• 2013

AMOREPACIFIC has rapidly grown to become a successful global brand by persistently seeking and achieving success in foreign markets. In 2011, AMOREPACIFIC was ranked as one of the global top 20 cosmetics companies. What makes AMOREPACIFIC's global success noteworthy is that AMOREPACIFIC challenged the France and the US market, where competition level is the toughest. Lolita Lempicka, AMOREPACIFIC's perfume brand, was chosen as one of the top seven most popular brands in the women's perfume market in France. In addition, Amorepacific, AMOREPACIFIC's namesake skincare brand, is currently recognized as a top prestige brand in the USA. Their success played a significant role as a bridgehead for AMOREPACIFIC in becoming a global cosmetics company. The main object of this case study is to analyze how AMOREPACIFIC became a global cosmetic company through building key brands such as Lolita Lempicka and Amorepafic, among others. Therefore, this study reviewed AMOREPACIFIC's unconventional approach in launching Lolita Lempicka in France, and Amorepacific in the US by focusing on how they foresaw the future opportunities and employed innovative marketing strategies. Specifically, we focused on Amorepacific's marketing strategy under the critical period when AMOREPACIFIC achieved great success in France with Lolita Lempicka (between 1997 and 2004) and in US with the brand, Amorepacific (2003-2008). The case of AMOREPACIFIC's success in the global markets can give valuable lessons to companies that want to extend their businesses to foreign countries and ultimately become global. One such lesson is the importance of building a successful pioneer brand in a powerful bridgehead market. While domestic competitors first entered into less competitive markets such as those in South-East Asia, AMOREPACIFIC challenged the toughest markets such as the French and US markets where the incumbent companies waged the most intensive and severe battles against Lolita Lempick and Amorepacific. Through the success in France and US market, however, AMOREPACIFIC built a powerful base for its successful global expansion. Another valuable lesson is the importance of foresight in uncovering great opportunities hidden behind the trends without losing focus on the brand's core character and values. Lolita Lempicka and Amorepacific showed excellence in foresight competition, which led them to succeed against the intense competition from Goliath companies. If Lolita Lempicka and Amorepacific had just followed the popular market trend at the time, they would have never succeeded.

• Journal of The Korean Association For Science Education
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• v.44 no.1
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• pp.11-27
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• 2024

This study aimed to investigate the role of scientific empathy in influencing students' productive disciplinary engagement in scientific activities and analyze the key factors of scientific empathy that manifest during this process. Twelve fifth-grade students were divided into three subgroups based on their general empathic abilities. Lessons promoting productive disciplinary engagement, integrating design thinking processes, were conducted. Subgroup discourse analysis during idea generation and prototype stages, two of five problem-solving steps, enabled observation of scientific empathy and practice aspects. The results showed that applying scientific empathy effectively through design thinking facilitated students' productive disciplinary engagement in science. In the idea generation stage, we observed an initial increase followed by a decrease in scientific empathy and practice utterances, while during the prototyping stage, utterance frequency increased, particularly in the later part. However, subgroups with lower empathic abilities displayed decreased discourse frequency in scientific empathy and practice during the prototype stage due to a lack of collaborative communication. Across all empathic ability levels, the students articulated all five key factors of scientific empathy through their utterances in situations involving productive science engagement. In the high empathic ability subgroup, empathic understanding and concern were emphasized, whereas in the low empathic ability subgroup, sensitivity, scientific imagination, and situational interest, factors of empathizing with the research object, were prominent. These results indicate that experiences of scientific empathy with research objects, beyond general empathetic abilities, serve as a distinct and crucial factor in stimulating diverse participation and sustaining students' productive engagement in scientific activities during science classes. By suggesting the potential multidimensional impact of scientific empathy on productive disciplinary engagement, this study contributes to discussions on the theoretical structure and stability of scientific empathy in science education.