• Journal of The Korean Association of Information Education
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• v.9 no.2
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• pp.231-241
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• 2005

There are two main purposes in learning map in the subject of social studies in understanding the map itself and growing the ability of construing connection and situation and reasoning by applying the map. However, the map learning leans to understanding the map itself in existing materials. Although there is an interaction between learners and the context, there is hardly any interaction between learners or between teachers. Therefore, this paper designs and implements the web-based map learning system using the constructivism to make the cooperative study possible through the interaction and to be able to teach the map learning based on learners. The characteristics of the system suggested in this paper are as below. First, learners study the basic factors of the map by themselves and enable them to give feedbacks after the evaluation. Also, it embodies to evaluate the context of study as a multiple question after studying the whole thing. Second, the participation is induced by bringing the interests of learners based on the web and the interaction between teacher and learner as well as between learners is strengthened by the bulletin board and chatting function. Third, the study of utilizing map is embodied by means of applying the study model of solving problems and suggesting useful tasks.

• Journal of Arbitration Studies
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• v.22 no.2
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• pp.53-77
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• 2012

Competence-competence refers to an arbitratorpower to determine whether he or she has jurisdiction to decide a controversy. Although arbitrators power to rule on their own jurisdiction is generally recognized throughout the world, in the United States, neither the courts nor legislative bodies have recognized its significance or the reasoning behind its widespread adoption. Section 3 of the Federal Arbitration Act (FAA) is notorious among arbitration statues for its failure to incorporate competence-competence. When courts rule on an issue of competence-competence, it is referred to as a question of who decides the arbitrability of the case. In the United States, the use of competence-competence as a term of art is still limited to scholarly writings. The answer to the competence-competence inquiry is found in an interpretation of section 3 of the FAA which empowers the courts to decide arbitrability issues. The cases of the Supreme Court and most commentators interpreted sections 2 and 3 of the FAA as conferring issues of arbitrability on the federal courts, including the ability to rule on the validity and scope of the arbitral agreement. Traditionally, United States courts have denied the competence-competence to arbitral tribunal. Recently, however, they have confounded the rules by placing primary importance on the arbitration agreement between the parties. The Supreme Court, in a series of cases, has underscored the necessity of giving full effect to the intentions of the parties as expressed in their agreement to arbitrate. The result of the Supreme Court's emphasis on contractualism in determining the issue of arbitrability is most evident in the Courtdecision in the First Options case. Under First Options, courts are to decide arbitrability issues unless there is a clear and unmistakable contractual assignment of these issues to the tribunal itself. The Court is appraised that it has attempted to compromise between contractual freedom in the arbitration setting and the rule of law that is necessary in a society that depends on the concept of ordered liberty. In the decision in Howsam, the Court clarified the definition of arbitrability by attempting to draw a clear line between questions of arbitrability that are to be decided by courts and those matters that bear on the allocation of decisions between courts and arbitrators but are not questions of arbitrability.

• Journal of The Korean Association For Science Education
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• v.30 no.5
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• pp.544-556
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• 2010

The purpose of this study was to investigate the change in beginning science teachers' inquiry-oriented teaching practice through mentoring program. Participants in this study are three mentor teachers and three beginning teachers. The three beginning teachers are middle school science teachers who have less than four years teaching experience. Also three science teachers participated in the program as mentors, who have more than twelve years teaching experience. We collected data such as video recordings of beginning teachers' classes, lesson plans, recordings of one to one mentoring and RTOP class observation reports. Mentor teachers observed and analyzed five classes of each beginning teacher. Before the mentoring program, beginning teachers' teaching methods were more concept-oriented and teacheroriented. They rarely used inquiry-elements including prediction, reasoning, hypothesizing and students were not actively engaged in communicative interactions in a classroom. But during the mentoring program, these teachers recognized and responded to student diversity and encouraged all students to participate in science learning. Beginning teachers' teaching methods have changed to become student-oriented, teachers and students collaborated in pursuit of ideas, and students often initiated new activities relevant to an inquiry. As a result, this mentoring program provided beginning teachers the opportunities to reflect on their own teaching and reform their classes. The results show that school-centered mentoring program is helpful to enhance beginning science teachers' inquiry-oriented teaching ability.

• Cartoon and Animation Studies
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• s.22
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• pp.31-45
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• 2011

The paper holds its purpose to analyze the descriptive function and meaning of first person animation which the focalizer, character, and all narrators are indicated as 'I', For the purpose, the following was reviewed; the relation between 'I' as child memorizing the days of childhood as adult and the current 'I' as adult, and the aesthetic effect of experience and sense of the child on the audience reading the narration. The retrospective narrating situation of the adult narrator brings descriptive effect which comes from 'the tension between the experiencing self (self as child) and the narrative self (self as adult). The works focus on the content of child experience through the confession of the adult narrator, but the view of the adult always heading towards 'the present'. That is, the aesthetics contained by the first person narrator is related to endless arousal of the values of hidden and forgotten things. In addition, the descriptive method of child focalizer as 'the subject of experience' brings qualitative change which enables reasoning of the subject as itself, which is free from the view tamed by rational system. Becoming an adult, the lost ability of mimesis brings qualitative change by meeting with the generality of childhood sense. Therefore, it can be known that the meaning the narrator contains in the first person narrator condition of animation links with the degree of aesthetic completion of the work, but also, it is a highly strategic descriptive device which determinately affects even the acceptance of audiences regarding the work.

• School Mathematics
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• v.16 no.1
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• pp.19-37
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• 2014

This study investigated the degree of understanding pre-service teachers' random variable concept, based on the attention and the importance for developing pre-service teachers' ability on statistical reasoning in statistics education. To accomplish this, the subject of this study was 70 pre-service teachers belonged to three universities respectively. The teachers were given to 7 tasks on random variable and requested to solve them in 40 minutes. The tasks consisted of three contents in large; 1) one was on the definition of random variables, 2) the other was on the understanding of random variables in different/diverse conditions, and 3) another was on problem solving relevant to random variable concept. The findings are as follows. First, while 20% of pre-service teachers understood the definition of random variable correctly, most teachers could not distinguish between random variable and variable or probability. Second, there was a significant difference in understanding random variables in different/diverse conditions. Namely, the degree of understanding on the continuous random variable was superior to that of discrete random variable and also the degree of understanding on the equal distribution was superior to that of unequality distribution. Third, three types of problems relevant to random variable concept dealt with in this study were finding a sample space and an elementary event, and finding a probability value. In result, the teachers responded to the problem on finding a probability value most correctly and on the contrary to this, they had the mot difficulty in solving the problem on finding a sample space.

• Journal of Intelligence and Information Systems
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• v.16 no.4
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• pp.113-130
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• 2010

During the decades, considerable human interventions to comprehend the web information were increased continually. The successful expansion of the web services made it more complex and required more contributions of the users. Many researchers have tried to improve the comprehension ability of computers in supporting an intelligent web service. One reasonable approach is enriching the information with machine understandable semantics. They applied ontology design, intelligent reasoning and other logical representation schemes to design an infrastructure of the semantic web. For the features, the semantic web is considered as an intelligent access to understanding, transforming, storing, retrieving, and processing the information gathered from heterogeneous, distributed web resources. The goal of this study is firstly to explore the problems that restrict the applications of web services and the basic concepts, languages, and tools of the semantic web. Then we highlight some of the researches, solutions, and projects that have attempted to combine the semantic web and business support, and find out the pros and cons of the approaches. Through the study, we were able to know that the semantic web technology is trying to offer a new and higher level of web service to the online users. The services are overcoming the limitations of traditional web technologies/services. In traditional web services, too much human interventions were needed to seek and interpret the information. The semantic web service, however, is based on machine-understandable semantics and knowledge representation. Therefore, most of information processing activities will be executed by computers. The main elements required to develop a semantic web-based business support are business logics, ontologies, ontology languages, intelligent agents, applications, and etc. In using/managing the infrastructure of the semantic web services, software developers, service consumers, and service providers are the main representatives. Some researchers integrated those technologies, languages, tools, mechanisms, and applications into a semantic web services framework. Therefore, future directions of the semantic web-based business support should be start over from the infrastructure.

• Communications of Mathematical Education
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• v.23 no.1
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• pp.109-128
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• 2009

This study aimed to investigate students' learning process by examining their perception process of problem structure and mathematization, and further to suggest an effective teaching and learning of mathematics to improve students' problem-solving ability. Using the qualitative research method, the researcher observed the collaborative learning of two middle school students by providing problem-posing activities of five lessons and interviewed the students during their performance. The results indicated the student with a high achievement tended to make a similar problem and a new problem where a problem structure should be found first, had a flexible approach in changing its variability of the problem because he had advanced algebraic thinking of quantitative reasoning and reversibility in dealing with making a formula, which related to developing creativity. In conclusion, it was observed that the process of problem posing required accurate understanding of problem structures, providing students an opportunity to understand elements and principles of the problem to find the relation of the problem. Teachers may use a strategy of simplifying external structure of the problem and analyzing algebraical thinking necessary to internal structure according to students' level so that students are able to recognize the problem.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.11
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• pp.7635-7647
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• 2015

The purpose of this study is modeling nursing competencies and reasoning out the core competencies, the ability for 20% of important actions for nursing jobs which can manage the rest 80% so that the competency-based nursing curriculum can be developed. A literature review of the vast studies regarding competencies was done to understand the concepts of competency-based curriculum, competency, and nursing competencies, identifying the relationships among each nursing competency categorized in accordance with those concepts. An exemplified concept map of core competencies for the competency-based nursing curriculum is suggested based on a thorough review of various competency modeling methodologies. The core competencies consist of base competency (theoretical/practical nursing knowledge and skills), practical competency (clinical judgment, patient education, communication, etc.), and personality competency (leadership, sense of responsibility, cooperation, etc.). The circular relationship among them can remain consistent through self-directed learning and critical thinking. Therefore, a nurse who have those core competencies is a knowledge worker, a self-directed learner, and also an effective, professional communicator. Further studies which solidify the concept of nursing competencies should be done, as well as the feedback procedures which evaluate the program outcomes and then reflect the evaluation results in the curriculum should be followed continuously.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.11
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• pp.7414-7423
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• 2015

Subjective cognitive-linguistic complaints in older adults contribute to the diagnostic and prognostic investigation of MCI or dementia. However, the utility of subjective test for predicting cognitive-linguistic decline is controversial. Few domestic studies have included the correlation between subjective and objective tests systematically. The current study analyzed 26 studies published since 2000, and the effect sizes of their correlation coefficients between two tests were computed. The results of qualitative analysis indicated that the number of subjects ranged from 26 to 657. Subjective tests included the self-report 75.4% and the informant-report 24.6%. In objective tests, memory comprised the largest proportion, followed by global cognition, and language, etc. As a result of meta-analysis, self-report test had the predictive value for dementia, and informant-report test contributed to discriminate among 3 groups. In the elderly group, self-report test was correlated with reasoning, and informant-report test with memory and language. In MCIs, self-report test predicted several abilities including language, and informant-report test signaled the future decline of domains like global cognition. Two types of subjective tests in dementia also represented memory, language, and global cognition accurately. This study provides evidence-based information to support relationships between subjective and objective tests for cognitive-linguistic ability in 3 groups.

• Journal of The Korean Association For Science Education
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• v.42 no.2
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• pp.277-287
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• 2022

This study aims to investigate the main effects and interaction effects of individual variables on the epistemological beliefs of elementary school science teachers. For this purpose, a survey was conducted on 338 elementary science teachers in the metropolitan area on gender, teaching career, and epistemological beliefs. Epistemological beliefs show significant differences not only in gender and teaching career, but also in the interaction between gender and teaching career. Depending on gender, female teachers are more integrated in knowledge than male teachers, and process is more important than outcome in learning. Depending on the teaching career, it was found that high-career teachers generally value the process rather than the results, as knowledge is integrated and constantly evolving, knowledge is acquired by individual reasoning and justified through external interaction. On the other hand, teachers with low career perceive that efforts are indispensable in learning compared to other groups. Depending on the interaction between gender and teaching career, elementary school teachers believe that the higher the teaching career, the more integrated and constantly evolved, but low-career male teachers believed that learning ability was born with experience, while high-career male teachers value the learning process. Based on this study, it is expected that many training sessions aimed at improving the quality of teaching and learning will provide more effective opportunities to develop elementary science teachers' epistemological beliefs, considering teachers' personal characteristics.