• Journal of Information Technology Applications and Management
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• 제19권1호
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• pp.25-36
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• 2012

Social Commerce recently attracted the attention of academic and industry researchers. Social Commerce aims to make a transactional environment which is beneficial to three parties-social commerce service provider, buyer and seller by way of using the platform of SNS. As Social Commerce is a new technology issue, there is no existing conceptual framework, e.g. appropriate classification the business types, that help to understand the nature of Social Commerce. This study suggests one classification framework and tries to verify whether it works.

• 한국초전도저온공학회:학술대회논문집
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• 한국초전도저온공학회 2000년도 KIASC Conference 2000 / 2000년도 학술대회 논문집
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• pp.125-127
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• 2000

In this study, we performed long lange power transmission expansion planning for conceptual design of HTS power cable in Seoul area. Since the HTS power cable has the high power transmission density and low loss characteristics in comparison with conventional power cables, the HTS power cable is introduced between the downtown and the suburbs in the future system in order to verify the feasibility of the HTS power transmission cables technically and to encourage the research activity in the area.

• 대한화학회지
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• 제60권6호
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• pp.428-435
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• 2016

Effective mastering and learning of basic organic chemical concepts is pivotal to ensure students continue to excel to the higher levels of organic chemistry learning. Concept learning is crucial for first-year organic chemistry students so that they can comprehend and understand a concept better and able to make connection to problems. In the present paper, the authors have implemented the Interactive Anonymous Quiz (IAQ) with "must-have" features in the organic chemistry course as a teaching tool to instill students' interest and enhance conceptual understanding in organic chemistry. The effectiveness of this activity was examined and evaluated through students' reflective writing. Students showed positive learning outcome on the implemented activity as reflected by the reflective writings. In addition, this activity could be employed as an activity to check on students' concept understanding, to instill students' interest in organic chemistry course and to improve on students' weakest topic in organic chemistry in the future classes.

• 대한지구과학교육학회지
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• 제4권1호
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• pp.57-65
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• 2011

The purposes of this study investigated the effects of placement of analogy on the conceptual changes of air of elementary students, while learning the air conceptions. The subjects consisted of 108 students who are in the sixth grade classes in an elementary school in Busan city. For this study, comparative group(37 members), experimental group I(37 members), and experimental group II(34 memgers) were selected. A pre-test and a post-test on the air conception were done both for the comparative group and the experimental groups. The results are as follows. First, the averages of experiment group I and II are statistically higher than comparative group's. By the way, it just has a small gap between the comparative group and the experimental II. In other words, activity of analogy does not keep always constant to change of air conceptions of elementary students. Therefore, it has a different reason that only before or after during the analogy. Second, it shows that experimental group I has effected on a more change of air conceptions as compared with experimental group II. Then, the first group's result shows better than the other group's result. From this result, six grade students showed a change of air conceptions very well by analogy. It means if the analogy is given to students at the beginning state of chapter, they can understand scientific concepts easily.

• 디자인학연구
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• 제18권2호
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• pp.273-282
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• 2005

본 연구는 유비쿼터스 컴퓨팅 환경구축에 활용하기 위한 상황인지 모델과 이를 활용한 멀티모달 인터랙션 디자인 프레임웍을 제안하였다. 먼저 상황인지 모델개발을 위해 사용자의 인터랙션 상황을 파악하는 방법과 수집된 상황의 의미를 추론하여 사용자 요구에 맞는 멀티모달 인터랙션 서비스를 제공하는 방법을 연구하였다. 또한 상황인지 모델(Context cube)을 활용한 멀티모달 인터랙션 디자인 프레임웍을 제안하였으며, 이 프레임웍의 활용성을 검증하는 사례연구를 수행하고, 개인화된 유비쿼터스 서비스 도출 및 이 서비스의 산업화 가능성을 제시하였다. 상황인지는 사용자의 기본 행위(Basic Activity), 공간에서의 사용자 위치 및 공간내의 기기 및 환경 요소, 시간 요소와 사용자의 일상적인 스케줄 정보 요소에 의해 파악할 수 있으며, 이러한 요소들을 종합하여 공간적인 개념의 상황인지 모델(Context Cube)을 개발함으로써, 구체적인 공간 모델 내에서의 다양하고 개인화 된 유비쿼터스 서비스의 제안이 가능하였다. 또한, 실제적인 사용자 시나리오에 의한 사례연구를 통해 개념 모델을 구축하는 과정 및 각 과정에서 요구되는 정보의 유형을 검증하고, 상황인지 모델에서의 구성요소의 내용과 배열 등을 정의함으로써 개념모델의 완성도를 높였으며, 상황인지 모델에서 표현되는 사용자의 인터랙션 특징을 바탕으로 멀티모달 인터랙션 디자인의 접근방법을 개발함으로서 이를 디자인 프레임웍으로 구체화할 수 있었다.

• 한국환경교육학회지:환경교육
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• 제18권2호
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• pp.31-43
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• 2005

In this study, after establishing assessment framework and reviewing the conceptual evolution and component of EL(Environmental Literacy) through literature review, through middle school students as population, the level of EL and relationship of its related variables were examined. The investigation was consisted of second and third grades of urban and rural middle schools in Choongbook. The used measurement methods were objective evaluation and Likert-type scale. The questionnaire instrument variables were consisted of 80 items on environmental literacy variables and six items on student gender, area of residence, environmental lesson, degree of environmental concern, environmental information, environmental activity as background variables. The major findings of this study were as follows: 1. Although the broad and obscure concept of EL has been evolved until 1992, it has been developed more systematic and precise after 1992. But there is not still an agreed concept. 2. The subordinate components of EL were consisted of cognitive, affective, and behavioral aspects. Both ecological knowledge(KEOC) and environmental skill(SKILL) were determined to serve as two powerful predictors of EL. 3. The level of EL of middle school student was showed statistically significant difference to some variables by student gender, residential area, environmental lesson, environmental concern, environmental information, and environmental activity variables. And the most influential variables of EL in middle school student were environmental skill(SKILL), and locus of control (LOC). Based on the findings of this study, the following suggestions are drawn: It should be established a precise concept on EL as the ultimate aim of environmental education both interdisciplinary cooperation and experts of environmental education and also performed further longitudinal study which assessed multidimensional variables which are able to exactly measure the EL of middle school student.

• Spatial Information Research
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• 제23권3호
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• pp.123-132
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• 2015

2009년 제7차 개정 교육과정부터 자율과 창의 교육을 중심으로 현장체험학습을 하도록 권장하고 있으며, 현장체험학습의 중요도와 관심이 증가하고 있다. 현장학습의 중요성이 증가하면서 관련 앱의 출시가 증가하고 현장체험학습 지원을 위한 다양한 연구가 진행되고 있다. 본 연구는 현장체험학습의 특징과 사용자 요구사항 분석을 바탕으로 현장체험학습을 지원하기 위한 저작도구의 개념을 정의하고, 개념적 설계를 진행하였다. 현장체험학습 저작도구는 사전, 현장, 사후단계 활동을 지원할 수 있어야 하며, 위치기반의 체험활동 저작이 가능하고, 역사, 과학, 지리 등 현장학습이 이루어지는 교과의 특성을 반영한 저작기능이 요구된다. 특히 현장체험활동 이후 탐구활동 결과물들이 재활용될 수 있는 구조로 설계되어야 함을 확인하였고, 이를 바탕으로 개념적인 설계를 진행하였다.

• The Korean Journal of Physiology and Pharmacology
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• 제18권6호
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• pp.457-460
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• 2014

At central synapses, activity-dependent synaptic plasticity has a crucial role in information processing, storage, learning, and memory under both physiological and pathological conditions. One widely accepted model of learning mechanism and information processing in the brain is Hebbian Plasticity: long-term potentiation (LTP) and long-term depression (LTD). LTP and LTD are respectively activity-dependent enhancement and reduction in the efficacy of the synapses, which are rapid and synapse-specific processes. A number of recent studies have a strong focal point on the critical importance of another distinct form of synaptic plasticity, non-Hebbian plasticity. Non-Hebbian plasticity dynamically adjusts synaptic strength to maintain stability. This process may be very slow and occur cell-widely. By putting them all together, this mini review defines an important conceptual difference between Hebbian and non-Hebbian plasticity.

• PNF and Movement
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• 제7권1호
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• pp.17-23
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• 2009

Purpose : To provide a convenient framework for PNF practice, we reviewed the relationship between ICF framework and PNF framework. Methods : We reviewed literatures related with ICF and PNF. Results : ICF model is useful tool for physical therapist who is working in PNF to identify the interactions the components of individual's health, especially the relationship between functioning and disability. A framework for PNF is philosophy which included the concept, functional approach. It is essential to identify primary activity limitation and causal impairment in PNF field and evaluate the their relationship. The ICF model can be used to classify the examination information. Next step is to prioritize the activity limitation and then evaluate the interrelationships among each components of the ICF framework. Conclusions : ICF model guides physical therapist in PNF practice to identify patient problems and evaluate the interrelationship of components of their health. This model is logical framework to directs functional approach as PNF philosophy to be approached the goal.

• 한국수학교육학회지시리즈A:수학교육
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• 제42권5호
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• pp.637-646
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• 2003

Visual representation is very important topic in Mathematics Education since it fosters understanding of Mathematical concepts, principles and rules and helps to solve the problem. So, the purpose of this paper is to analyze and clarify the various meaning and roles about the visual representation. For this purpose, I examine the status of the visual representation. Since the visual representation has the roles of creatively mathematical activity, we emphasize the using of the visual representation in teaching and learning. Next, I examine the errors in relation to the visual representation which come from limitation of the visual representation. It suggests that students have to know conceptual meaning of the visual representation when they use the visual representation. Finally, I suggest some examples of problem solving via the visual representation. This examples clarify that the visual representation gives the clues and solution of problem solving. Students can apprehend intuitively and easily the mathematical concepts, principles and rules using the visual representation because of its properties of finiteness and concreteness. So, mathematics teachers create the various visual representations and show students them. Moreover, mathematics teachers ask students to design the visual representation and teach students to understand the conceptual meaning of the visual representation.