• Journal of the Korean Society of Clothing and Textiles
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• v.31 no.6 s.165
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• pp.911-922
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• 2007

In this study, for the purpose of correct viewing on the image of Africa and understanding of modem fashion, African image and art, the general characteristics of African costume, the background of fashion subjecting African image, and the trend according to ages were examined based on theoretical background. Then the researcher drew African image by analyzing the works in four 2005 S/S major fashion collections to designers and design factors. The ten voted designers' and brands' works in 2005 S/S collections had four concepts of African image; 'Wild Erotic', 'Abstract Primitive', 'Natural Elegant' and 'Sporty Romantic'. The viewpoint of modem fashion on African image from the aspect of design, designer and fashion trend can be examined as below. First, African costume, which was religious and ceremonial, appeared to emphasize its esthetic side with decorative details in modem fashion design and designers competed to choose a method to harmonize tradition and modem style and by adopting these from occult to decorative meaning, Second, fashion designers presented city unpolished beauty of modem women to a special style and made african image to be recognized as a code of fashion culture by integrating it with modem people's mind to go back to the past and admiration for the purity of nature. Third, thanks to the instinctive vitality hidden in the primitive life, inspiration for creative design that is found in the esthetic mind of the Indians, foreign taste emphasizing ethnic trend, and admiration to naturalism due to the increase of concern over ecology, 'African image' led the beginning of 21C trend by being settled as a in fashion trend.

• The Mathematical Education
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• v.27 no.1
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• pp.15-23
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• 1988

We are at the onset of a major revolution in education, a revolution unparalleled since the invention of the printing press. The computer will be the instrument of this revolution. Computers and computer application are everywhere these days. Everyone can't avoid the influence of the computer in today's world. The computer is no longer a magical, unfamiliar tool that is used only by researchers or scholars or scientists. The computer helps us do our jobs and even routine tasks more effectively and efficiently. More importantly, it gives us power never before available to solve complex problems. Mathematics instruction in secondary schools is frequently perceived to be more a amendable to the use of computers than are other areas of the school curriculum. This is based on the perception of mathematics as a subject with clearly defined objectives and outcomes that can be reliably measured by devices readily at hand or easily constructed by teachers or researchers. Because of this reason, the first large-scale computerized curriculum projects were in mathematics, and the first educational computer games were mathematics games. And now, the entire mathematics curriculum appears to be the first of the traditional school curriculum areas to be undergoing substantial trasformation because of computers. Recently, many research-Institutes of our country are going to study on computers in orders to use it in mathematics education, but the study is still start ing-step. In order to keep abreast of this trend necessity, and to enhance mathematics teaching/learning which is instructed lecture-based teaching/learning at the present time, this study aims to develop/present practical method of computer-using. This is devided into three methods. 1. Programming teaching/learning method This part is presented the following five types which can teach/learn the mathematical concepts and principle through concise program. (Type 1) Complete a program. (Type 2) Know the given program's content and predict the output. (Type 3) Write a program of the given flow-chart and solve the problem. (Type 4) Make an inference from an error message, find errors and correct them. (Type 5) Investigate complex mathematical fact through program and annotate a program. 2. Problem-solving teaching/learning method solving This part is illustrated how a computer can be used as a tool to help students solve realistic mathematical problems while simultaneously reinforcing their understanding of problem-solving processes. Here, four different problems are presented. For each problem, a four-stage problem-solving model of polya is given: Problem statement, Problem analysis, Computer program, and Looking back/Looking ahead. 3. CAI program teaching/learning method This part is developed/presented courseware of sine theorem section (Mathematics I for high school) in order to avail individualized learning or interactive learning with teacher. (Appendix I, II)

• Journal of Educational Research in Mathematics
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• v.26 no.2
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• pp.173-188
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• 2016

Research on didactic transposition in mathematics education has about 25-year and about 35-year long history in and out of Korea, respectively. This study attempts to investigate in trends of those research and to suggest tasks needed to be tackled. Major findings are followed. First, studies done in Korea tended to focus on the application of the didactic transposition theory for proving its effectiveness in understanding mathematics textbooks and mathematics lessons in-depth. It is suggested to conduct meta-analysis of the accumulated results or analysis of further applications of the didactic transposition theory to improve theoretical aspects of didactic transposition. Second, new categories for extreme teaching phenomenon were found and new typology in knowledge to be considered in the didactic transposition was developed in a few studies done in other subject matter education. Application of these to mathematics education may enhance research in didactic transposition of mathematical knowledge. Third, praxeology or a complex of praxeology for Korean school mathematics should be explored as did in other countries. Fourth, there have been rich attempts to link perspectives in didactic transposition to other perspectives or fields such as anthropology, human and education in technology era, praxeology theory in economics, epistemology in other countries but not in Korea. It is suggested to extend the scope of discussion on didactic transposition and to relate various concepts given in other disciplines. Fifth, clarification or negotiation of meaning for the main terms used in the discussion on didactic transposition such as personalization, contextualization, depersonalization, decontextualization, Topaze Effect, Meta-Cognitive Shift is suggested by comparing researchers' various descriptions or uses of the terms.

• Journal of the Korean Geographical Society
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• v.49 no.4
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• pp.615-632
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• 2014

This study aims to explore 'bluffing', one of the most important topics in order to ensure the objectivity, validity, reliability of scoring of constructed-response items. The author identifies the conception of bluffing, and classifies major types of bluffing on the basis of previous studies on the theoretical level. Next, the author analyzes empirically the bluffing strategies and types of learners on key terms of Korean Geography subject. Compared with the existing research reports, the result of this study shows a significantly lower average bluffing score. On the other hand, it is consistent in results of previous studies reported that average bluffing score is similar between genders and that those students who got highest grades did least bluffing. Actually bluffing types are classified into four categories: 'repeating the question' type, 'depending on a well-known or existing knowledge' type, 'applying some basic concepts regardless of understanding' type, and 'inducing scorer's basic beliefs' type. Some comments and suggestions are as follows. First, it is necessary to continue researches of the relations among bluffing and age, gender, grade, intelligence and learning styles. Second, it is required for scorers who score constructed-response items to develop and supply the scoring guide including analysis contents of bluffing types and cases, and increase opportunity for training. Third, we need to inquire the domain-specific bluffing types in geography subject based on the generalizable sample size.

• Journal of the Korea Convergence Society
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• v.8 no.7
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• pp.151-158
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• 2017

This study explored the development and utilization strategies based on the recognition of Massive Open Online Courses(MOOC) of students and professors who are the subjects of university teaching and learning. All members of the university recognized the basic concepts of MOOC as openness, sharing, and participation positively. In the understanding and recognition level of MOOC, undergraduate and graduate students were very low but professors were relatively high. They wanted the MOOC to develop courses in the humanities, natural sciences, social sciences, technology engineering and the arts and sciences, aiming at innovation in college curricula and diffusion of unique contents. The undergraduates wanted MOOC to be able to complete the liberal arts curriculum, basic learning in other areas and extra-curriculum and the graduate students who were lifelong learners wanted MOOC to be developed and utilized for strengthening lifelong education of local citizens. Professors who are providers of high quality education and lifelong learners wanted MOOC to be used for the deepening of their major courses in order to innovate the university education and to spread unique contents. The university should support the development of various MOOCs, establish the completion system, and provide advanced and high quality online education service.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.9 no.1
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• pp.97-105
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• 2014

This study attempts to review the theories and related literatures on crowd funding and build the framework to understand the core concepts of crowd funding. In addition, I explore the applicability of crowd funding platforms for start-ups. For this purpose, I analyze the framework based on the life cycles of projects on crowd funding with the components of stake-holders. Furthermore, I review the results of previous outstanding literature on pros and cons of crowd funding to identify the applicability of crowd funding for start-ups. The results show that the use of crowd funding platform alleviates the risks involved with the information goods which occupy major portion of the projects listed on crowd funding have unique cost structure with high fixed cost and very low variable cost. Consequently, crowd funding is identified as a platform for start-ups of information goods by leveraging the wisdom of crowd. However, crowd funding may not work as an effective platform for start-ups if group thinking emerges. The study provides an implication that it provides a framework for understanding crowd funding and its applicability for start-ups, which can support government's policy for creative economy. Additional empirical research analyzing the data on the projects listed on crowd funding platforms in Korea will be performed in the succeeding study.

• Korean Journal of Childcare and Education
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• v.9 no.2
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• pp.117-141
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• 2013

The purpose of this study is to investigate the young children's 'more means more' bias and knowledge change process regarding a lever phenomenon, especially the relationship between the weight of an object and the strength of force and between the length of a lever and the strength of force. Subjects, who were presented with the tasks, were eight young children 5 years of age. Major findings were as followings. First, most of the subjects have a 'more means more' bias about the relationship between the weight of an object and the strength of force and between the length of a lever and the strength of force regarding a lever phenomenon. This meant that young children have similar concepts about a lever phenomenon regardless of whether it is right or wrong physically. Second, young children tried to make sure of their knowledge during experiments. They chose the evidence which confirmed their knowledge. But they tried to change their knowledge, when the evidence presented did not correspond to their knowledge. These findings contribute to understanding young children's 'more means more' bias and knowledge change process about a lever phenomenon and can be used in preschool science education programs and curriculums.

• The Journal of the Korea Contents Association
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• v.17 no.1
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• pp.507-521
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• 2017

Purpose: The purpose of this study is to examine the relationship between attitude toward death among Korean hostess (room salon/bar) in Busan and their suicide-related factors. Methods: The questionnaires were administrated to 120 Korean hostess. The questionnaires consist of 7 major concepts: death as liberation, death as natural phenomenon, fear of death, avoidance of thought about death, fear for the impact of death on family, frequency of thought of death, their capacities to resist suicidal impulses. Results: Interestingly, satisfaction for hostess working in room salons with their monthly incomes was negatively correlated with frequency of thought of death and was positively related to their capacities to resist suicidal impulse. Moreover, in terms of the factors influencing 'their capacities to resist suicidal impulse', for hostess working in room salons, 'fear for the impact of death on family,' and 'satisfaction with their monthly income' were found to significantly influence 'their capacities to resist suicidal impulses'. However, for hostess working at bars, 'death as liberation' was found to be the only one factor showing significant effect on 'their capacities to resist suicidal impulses'. Conclusion: For hostess working in room salons, their perceived monetary reward seems to affect their attitudes toward death and suicide-related thoughts. Understanding a person's attitudes toward death can be another way to help people in a difficult situation to prevent them from carrying out the worst.

• Membrane Journal
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• v.27 no.3
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• pp.205-215
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• 2017

Polymer membranes are cheap and easy in fabrication, and show a high permeability and selectivity, thus play pivotal roles in gas separation as well as water purification. However, polymer membranes typically exhibit the trade-off relation between permeability and selectivity; i.e. when the permeability is high, the selectivity is low and vice versa. Facilitated transport has been considered one of the solutions to address this issue. Over the last decades, facilitated transport concept had played an important role in preparing the membranes and providing ideal and various models for the transport. Understanding the nature of carrier, the mobility of matrix and the physico-chemical properties of polymer composites are crucial for facilitated transport. Depending on the mobility of carrier, facilitated transport membrane is classified into three; mobile carrier membrane, semi-mobile carrier membrane, fixed-site carrier membrane. Also, there are four types of reversible reaction between the carrier and the specific target; proton transfer reaction, nucleophilic addition reaction, p-complexation reaction and electrochemical reaction. The facilitated transport membranes have been applied in the separation of CO2, O2 and olefin (propylene or ethylene). In this review, major challenges surrounding facilitated transport membranes and the strategies to tackle these challenges are given in detail.

• Journal of the Korean association of regional geographers
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• v.13 no.2
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• pp.201-219
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• 2007

To understand the structure and dynamics of different forms of learning, whether incidental or conscious, we have to study them as parts or aspects of concrete historical activities with specifiable contexts. This realization is more embodied in apprenticeship learning situations of the student teachers. In this perspective, this paper aims to understand the student teachers' experience on geography teaching as a participant observer in the secondary schools. The 9 student teachers during the teaching internship have written their 38 journals, which was quality analysed to find out key concepts for the purpose of this research. Major conclusions are suggested below as follows. First, the most student teachers were experienced in geography teaching in the secondary schools through the 2-weeks practice teaching. Second, in the positive perspective, student teachers observed on that teachers would teaching well interact with student and experienced teachers would settle down to student's studies. Third, in the negative perspective, student teachers observed on that teachers lecture with only text, and cooperative learning by student presentation in the geography class. Finally, In third person perspective, there is no students' or teachers' productive questions in the whole-class conversation. In addition to that the most mentor teachers lecture do all of the talking in class. In effect these student teachers' experiences, especially 'reality of the geography teaching' and 'practical knowledge of the novice mentor teachers or experienced mentor teachers', either reinforce or modify understanding about the geography teaching practices.