• International Journal of Contents
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• v.4 no.3
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• pp.16-19
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• 2008

The purpose of this paper is to attempt the analysis of the 'Positivist' School and the 'Interpretative' School to the Relationship between Theory and Method, Using examples from Criminological Research. The differences between approach of the positivist school and interpretative school are often made very difficult to make an approach. What are more to focus on are the relationships between quantitative research and positivism and qualitative research and interpretative paradigms are often presented as essential connections. Therefore, it is a lot more difficult to imply an appropriate research method and process depends on the subject and field of the research topic. The differences between types of research and also the connections which are made between types of research and theoretical paradigms portray a very simple picture. The danger of this is that two readily available set of research methods and assuming that positivist and interpretative research style represent competing approaches and also that they present 'either-or' alternatives as to strategies of research. For example, in some instances positivist and interpretative's methods do represent alternatives but in some case, positivist and interprativist each other can complement about each other's defects in terms of use of methodology. Though depending according to the specialist of the topic, it needs sensitivity to the potentials and the contributions of different styles of data and different methods of information collection and analysis to the criminological issues under test and to the theoretical questions being asked of them.

• Journal of Korean Academy of Nursing
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• v.53 no.5
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• pp.538-555
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• 2023

Purpose: This qualitative study used interpretative phenomenological analysis and photovoice methods to explore the meaning of non-suicidal self-injury experienced by adolescents. Methods: Participants were adolescents enrolled in middle and high schools in Gyeonggi-do and Jeollabuk-do who were selected through snowball sampling. Six participants had repeatedly engaged in self-injurious behavior for over a year. Data were collected through in-depth interviews and the photovoice method between November 2020 and July 2021. The collected data were analyzed using six steps of interpretative phenomenological analysis. Results: The results yielded 5 main themes and 18 subthemes. The main themes were 'a silent cry to an indifferent world', 'a heartache that one endures with scars', 'an inescapable cycle', 'filling the space in one's heart', and 'healing the wounds'. The study findings revealed that the self-injurious behavior of adolescents began as a consequence of feeling lost and struggling with conflicts at home and school, which helped them relieve tension and pain. Nonetheless, inflicting self-injury only left signs of regret and remorse, which became a trace that the participants wanted to hide. However, the wounds healed after receiving attention and support from others. They were determined to stop engaging in repeated self-injurious behaviors and made efforts to do so. Conclusion: This study can be used as a basis for the development of educational programs to prevent non-suicidal self-injury in adolescents. Additionally, it can inform nursing interventions that focus on building support systems to help adolescents who attempt self-injury.

• Journal of Korean Home Economics Education Association
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• v.21 no.1
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• pp.89-106
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• 2009

The purpose of this study was to investigate the perspectives on curriculum of secondary school home economics(HE) teachers, the HE teacher efficacy level, and the correlation between their perspectives on HE curriculum and the HE teacher efficacy. A questionnaire survey was carried out to the 500 HE teachers from middle and high schools across the nation, 215 questionnaires were used in the final analysis. The findings of this study were as follows: First, most of HE teachers had the biggest interest in interpretative perspective and some teachers had a interest in critical perspective. On the other hand, a few teachers only had a interest in technical curriculum perspective. Second, HE teachers who worked in the big cities tended to be more interested in interpretative perspective than those who worked in small cities. HE teachers from 25 to 40 years olds tended to be more interested in critical perspective than those who were more than 50 years old. Also, HE teachers with less than 15 years of experience tended to be more interested in critical perspective than those who had worked for more than 15 years. Third, the average of the HE teacher efficacy level was 3.69. The efficacy level of studying support was the highest. Then came class support, environment support, instruction strategy, and demands alternation in order. Fourth, there was moderate correlation between the interpretative perspective on curriculum of middle and high school HE teachers and teacher efficacy level in comparison with other curriculum perspectives.

• Journal of the Korean Society of Laryngology, Phoniatrics and Logopedics
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• v.19 no.2
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• pp.107-112
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• 2008

Diagnostic laryngeal electromyography (LEMG) relatively evaluates the electrophysiologic status of the larynx and provides critical clinical informations that no other tests can provide. However, LEMG is still not widely applied as a routine tool in clinical practice. One reason for this is the technical and interpretative difficulties of LEMG. But if LEMG is performed by a team approach consisting of an otolaryngologist and a neurologist, the technique and the interpretation of LEMG are not difficult to master. Another reason is that there is still not exact standard guideline for clinical application of LEMG. LEMG is an essential diagnostic test in evaluating patients with neuromuscular disorders, particulary vocal fold immobility, reduced mobility of vocal fold. The more we have used LEMG, the more we have found it useful in the evaluation and treatment of voice disorders, and the role of LEMG will be extended.

• Journal of Korean Elementary Science Education
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• v.33 no.4
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• pp.710-723
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• 2014

The purpose of this study was to develop instructional strategy for newspaper-based science writing and to examine the effect of its application. The target unit was 'change of weather' and 'a variety of gas' in the sixth grade of elementary school, and the teaching strategy was composed of 3 stages-writing including realistic, interpretative and comprehensive writing. The result of applying this strategy into actual classrooms was as follows. First, it was proven that the science writing strategy using newspaper articles actually helped improving science process skills of learners, in particular, integrated process skills. Second, this strategy for science writing changed the scientific attitude of learners positively. While they read the newspaper articles, their thinking became more elaborate and systemized, which seemed to serve to foster their openness, criticism, and perseverance. Third, the science writing strategy did not contribute to the improvement of learners' science study achievement. To improve the understanding of scientific concepts and principles of learners, it is needed that teaching program combines with argument-based activity organically. The above-mentioned findings show that this instructional strategy using newspaper articles can be applicable as one of effective methods in science writing.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.3 no.3
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• pp.1-15
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• 2008

The paper discusses application of soft OR methodologies, which have been developed for last decades centered in European OR communities, to strategy formation process. It is shown that there is strong similarity in understanding of strategy formation between descriptive school of strategy and the research trend of soft OR. The focus and philosophical background of cognitive school of strategy, in particular, share much in common with soft OR school. The analysis and overview of several soft OR methodologies are introduced. It is also proposed that SODA can be utilized more directly to the strategy formation process. However, it is also noted in this paper that the epistemological issues should be considered and resolved for fluent investigation of soft OR methodologies in relation with existing rich strategic research works, for soft OR adopts interpretative research methods while strategy research generally lies on positivistic approaches.

• Bulletin of the Korean Chemical Society
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• v.35 no.9
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• pp.2679-2683
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• 2014

Mechanisms underlying the impacts of interactions between carbon nanoparticles (CNPs) and ionic liquids (ILs) on the physicochemical behavior of CNPs need to be more full worked out. This manuscript describes a theoretical investigation at multiple levels on the interactions of fullerene $C_{60}$ with 21 imidazolium-based ILs of varying alkyl side chain lengths and anionic types and their impacts on $C_{60}$ dispersion behavior. Results show that ${\pi}$-cation interaction contributed to mechanism of the $C_{60}$-IL interaction more than ${\pi}$-anion interaction. The calculated interaction energy ($E_{INT}$) indicates that $C_{60}$ can form stable complex with each IL molecule. Moreover, the direction of charge transfer occurred from IL to $C_{60}$ during the $C_{60}$-IL interaction. Quantitative models were developed to evaluate the self-diffusion coefficient of $C_{60}$ ($D_{fullerene}$) in bulk ILs. Three interpretative molecular descriptors (heat of formation, $E_{INT}$, and charge) that describe the $C_{60}$-IL interactions and the alkyl side chain length were found to be determinants affecting $D_{fullerene}$.

• Educational Technology International
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• v.17 no.1
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• pp.87-116
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• 2016

In this research, we designed a teacher professional development (PD) program where a small group of mathematics teachers could share, reflect on, and discuss their pedagogical knowledge and practices of ICT-integrated lessons, using a video annotation tool called DIVER. The main purposes of this paper are both micro and macro: to examine how the teachers were engaged in the meaning-making process in a video-based PD (micro); and to derive implications about how to design effective video-based teacher PD programs toward a teacher community of practices (macro). To examine teachers' meaning-making in the PD sessions, discourse data from a series of 10 meetings was segmented into idea units and coded to identify discourse patterns, focusing on (a) participation levels, (b) conversation topics, and (c) conversation depth. Regarding the affordance of DIVER, discourse patterns of two meetings, before and after individual annotation with DIVER were compared through qualitative vignette analysis. Overall, we found that the teacher discourse shifted the focus from surface features to deeper pedagogical issues as the PD sessions progressed. In particular, the annotation function in DIVER afforded the teachers to exercise descriptive analyses of video clips in a flexible manner, thereby helping them cognitively prepared to take interpretative and evaluative stances in face-to-face discussions with colleagues. In conclusion, deriving from our research experiences, we discuss the possibilities and challenges of designing video-based teacher PD in a school context.

• Biotechnology and Bioprocess Engineering:BBE
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• v.11 no.5
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• pp.432-441
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• 2006

2D fluorescence sensors produce a great deal of spectral data during fermentation processes, which can be analyzed using a variety of statistical techniques. Principal component analysis (PCA) and a self-organizing map (SOM) were used to analyze these 2D fluorescence spectra and to extract useful information from them. PCA resulted in scores and loadings that were visualized in the score-loading plots and used to monitor various fermentation processes with recombinant Escherichia coli and Saccharomyces cerevisiae. The SOM was found to be a useful and interpretative method of classifying the entire gamut of 2D fluorescence spectra and of selecting some significant combinations of excitation and emission wavelengths. The results, including the normalized weights and variances, indicated that the SOM network is capable of being used to interpret the fermentation processes monitored by a 2D fluorescence sensor.

• Journal of the Korean Chemical Society
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• v.48 no.3
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• pp.291-299
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• 2004

The purpose of this study is to investigate views of high school students' learning of chemistry as one aspect of conceptual ecology. The results of this study will help us expand our understanding of conceptual change as it is used to evaluate learners. I made use of an interpretative research design based on principles of naturalistic inquiry. The participants in this study were six sophomore students. The picture of a chemistry class we draw from analyzing data is a play on stage with little interaction. Students accept passive and difficult-to-modify views of the learner roles that they should play in the chemistry classroom. Students identified chemistry classes as conservative places. 'Transmission' seems to remain the persistent and dominant classroom cultural dynamic for both the teaching and learning of chemistry. Students should understand about learning processes, and how to play, monitor, evaluate and regulate them. Students should experience the plausibility and fruitfulness of learning chemistry, and it will help students to feel a "love of learning chemistry." As students change their views of learning chemistry, it will help to improve their learning and to experience conceptual change in chemistry learning.