• English Language & Literature Teaching
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• v.11 no.4
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• pp.21-47
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• 2005

The purpose of this study is to investigate the effectiveness of English vocabulary learning strategies such as definition-oriented/contextoriented/situated context-oriented vocabulary learning strategy according to the cognitive styles of learners and interaction effect on the achievement test score between the learners' cognitive style and vocabulary learning strategies. The results show that there is no significant difference in the achievement test scores between field-dependent learner group and field-independent learner group. And there is significant difference in the English vocabulary achievement test scores among three experimental treatment groups, definition-oriented, context-oriented, situated context-oriented vocabulary learning strategy groups. Finally, there is an interaction effect on the achievement test score between the learners' cognitive style and vocabulary learning strategies.

• Journal of Educational Research in Mathematics
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• v.14 no.1
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• pp.19-37
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• 2004

In school mathematics, polygon and polyhedron are defined by vague terms such as "surrounded" or "formed" Moreover, the inclusion of boundary and interior in the definition of polygon and polyhedron is varied according to the context. Polygon and polyhedron are considered as "context-dependent concept" in school mathematics. Elementary school mathematics introduces a surface only in the context of solid, yet secondary school mathematics explains a surface as the trace of the line movement. From the perspective of fallabilism, it is possible and desirable to lead students to revise and improve their conceptions on polygon, polyhedron, and surface. It is more appropriate to name a face, an edge, and a vertex rather than to express a face of polyhedron, an edge of polyhedron, and a vertex of polyhedron in textbooks. The term "surface as a polygon" in secondary mathematics textbooks shows a conflict between intuitive approach in elementary school and logical approach in secondary school.

• Proceedings of the Computational Structural Engineering Institute Conference
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• 2004.10a
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• pp.270-277
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• 2004

In this paper, path-independent values of the J-integral in the fininte element context for arbitrary two-dimensional and three-dimensional crack configurations in welds are presented. For the fracture mechanics analysis of cracks in welds, residual stress analysis and fracture analysis must be performed simultaneously. In the analysis of cracked bodies containing residual stress, the usual domain integral formulation results in path-dependent values of the J-integral. This paper discusses modifications of the conventional J-integral that yield path independence in the presence of residual stress generated by welding. The residual stress problem is treated as an initial strain problem and the J-integral modified for this class of problem is used. And a finite element program which can evaluate the J-integral for cracks in two-dimensional and three-dimensional residual stress bearing bodies is developed using the modified J-integral definition. The situation when residual stress only is present is examed as is the case when mechanical stresses are applied in conjunction with a residual stress field.

• Journal of Educational Research in Mathematics
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• v.18 no.2
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• pp.201-221
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• 2008

This study discusses how the humanity mathematics education can be realized in practice. The essence of mathematical concept is gradually disclosed revealing the ambiguities in the concept currently accepted and clarifying them. Historical development of mathematical concepts has progressed as such, exemplified with the group-theoretical thought and continuous function. In learning of mathematical concepts, thus, students have to recognize, reveal and clarify the ambiguities that intuitive and context-dependent definitions in school mathematics have. We present the process of improvement of definitions of a tangent and a polygon in school mathematics as examples. In the process, students may recognize the limitations of their thoughts and reform them with feelings of humility and satisfaction. Therefore this learning process would contribute to cultivating students' minds as the humanity mathematics education pursues.

• Journal of Fashion Business
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• v.9 no.6
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• pp.86-100
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• 2005

This paper has examined how ugliness has aesthetically been portrayed in modern make-up. In the past, ugliness was regarded as an antonym of beauty, but it recently plays a role on part of beauty, as independent portion of art. It was Schegel who initially maintained the view. According to his theory, ugliness represents interesting things including suffering reality, shock, attention, humor, surprises brought by distort and deformation. Hegel had a different view on it. As for him, he had the notion that ugliness was the opposite to beauty and that it had to be dependent in art, he argued that art was subordinate to philosophy, and that it was just nostalgia for the past, not representing reality, therefore, it could not be a foothold in contemporary art. In this context, some images of ugliness can be classified accordingly to Schegel's view deteste, decadence and androgynous can be fallen into a category describing reality; fetish, kitsch and grotesque can be included in interesting things. There is no fine line between the two. There are sometimes things they have in common. They mutually draw attentions by distancing themselves from general images of beauty, or making many changes and distorts in its part, using unique materials, unprecedented attempts of colors which result in creative and shocking images. Attempts made in ugly images in modern art are widening its concept to depicting reality on the body of human beings, also creating its new definition, playing a major role in independent part of modern art, not in the past way like wearing make-up on the face to make it look better.

• Nutrition Research and Practice
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• v.7 no.5
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• pp.347-351
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• 2013

Food-dependent exercise-induced anaphylaxis (FDEIAn) is induced by different types and various intensities of physical activity, and is distinct from food allergies. It has been shown that consumption of allergenic food followed by exercise causes FDEIAn symptoms. Intake of allergenic food or medication before exercise is a major predisposing factor for FDEIAn. Urticaria and severe allergic reactions are general symptoms of FDEIAn. Dermatological tests and serum IgE assays are the typical prescreening methods, and have been used for several decades. However, these screening tests are not sufficient for detecting or preventing FDEIAn. It has been found that exercise may stimulate the release of mediators from IgE-dependent mast cells that can result in FDEIAn when a certain threshold level has been exceeded. Mast cell degradation might be a major factor to induce FDEIAn but this has not been determined. A number of foods have been reported to be involved in the onset of FDEIAn including wheat, eggs, chicken, shrimp, shellfish, nuts, fruits, and vegetables. It is also known that aspirin increases the occurrence of type I allergy symptoms when combined with specific foods. Moreover, high intensity and frequent exercise are more likely to provoke an attack than low intensity and less frequent exercise. In this paper, we present the current views of the pathophysiological mechanisms underlying FDEIAn within the context of exercise immunology. We also present a detailed FDEIAn definition along with etiologic factors and medical treatment for cholinergic urticaria (UC) and exercise-induced anaphylaxis (EIA).

• The Mathematical Education
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• v.47 no.2
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• pp.197-219
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• 2008

Unlike ordinary situations, deifinitions play a very important role in mathematics education in schools. Mathematical concepts have been mainly acquired by given definitions. However, according to didactical intentions, mathematics education in schools has employed mathematical concepts and definitions with less strict forms than those in pure mathematics. This research mainly discusses definitions used in geometry (promising) course in primary schools to cope with possibilities of creating misconception due to this didactical transformation. After analyzing problems with potential misconceptions, a survey was conducted $\underline{with}$ 80 primary school teachers in Jeju to investigate their recognitions in meaning of mathematical concepts in geometry and attitudes toward teaching. Most of the respondents answered they taught their students while they knew well about mathematical definitions in geometry but the respondents sometimes confused mathematical concepts of polygons and circles. Also, they were aware of problems in current mathematics textbooks which have explained figures in small topics (classes). Here, several suggestions are proposed as follows from analyzing teachers' recognitions and researches in mathematical viewpoints of definitions (promising) in geometric figures which have been adopted by current mathematics textbooks in primary schools from the seventh educational curriculum. First, when primary school students in their detailed operational stage studying figures, they tend to experience $\underline{a}$ collision between concept images acquired from activities to find out promising and concept images formed through promising. Therefore, a teaching method is required to lessen possibility of misconceptions. That is, there should be a communication method between defining conceptual definitions and Images. Second, we need to consider how geometric figures and their elements in primary school textbooks are connected with fundamental terminologies laying the foundation for geometrical definitions and more logical approaches should be adopted. Third, the consistency with studying geometric figures should be considered. Fourth, sorting activities about problems in coined words related to figures and way and time of their introductions should be emphasized. In primary schools mathematics curriculum, geometry has played a crucial role in increasing mathematical ways of thoughts. Hence, being introduced by parts from viewpoints of relational understanding should be emphasized more in textbooks and teachers should teach students after restructuring this. Mathematics teachers should help their students not only learn conceptual definitions of geometric figures in their courses well but also advance to rigid mathematical definitions. Therefore, that's why mathematics teachers should know meanings of concepts clearly and accurately.

• Cross-Cultural Studies
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• v.27
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• pp.471-496
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• 2012

Since Takeo Toi's discussion in The Anatomy of Dependence (1973), the concept of amae has generated considerable interest in the fields of psychology, anthropology, communication and other fields. However, there have been few agreements on the definition and functions of amae (Behrens, 2004). Furthermore, it has rarely drawn interest from linguists in general and has rarely been discussed in the context of social interaction. This study aims to examine the concept of amae in Japanese and the corresponding phenomena in Korean, and attempts to explore the similarities and differences between them. The prototype of the amae relationship is the mother-infant relationship (Doi,1973). Even an adult can assume the role of a baby, showing his or her need for dependence on others and expecting to be accepted. It turns out that amae-like phenomena frequently occur in everyday life in Korea as well (Lee, 1982). There is no single term for the concept, but it can be translated in many different ways in Korean, for example, aykyo, ayang, ungsek, erikwang, etc. It can have either positive or negative connotations depending on the situation. It seems that the psychological system that causes dependent behaviors such as ungsek in Korea is cheong, one of the key terms characterizing the Korean culture. Cheong, like amae, starts in the mother-infant relationship extending to familial and to other relationships. A corpus-based analysis shows that cheong is conceptualized as gluing people together, growing over time, and also potentially fatal because it assumes illogical, uncalculated, and personal relationships. In conclusion, unlike some Japanese scholars' claim that amae is the Japanese concept that exists only in Japan, it seems that similar phenomena do exist in Korea as well, but that Korean has no single term corresponding to amae in Japanese. It seems that cheong can be posited in Korean as the inner emotional system that makes amae-like behaviors possible, and that there is not single term, but many, designating the behaviors, possibly because the behaviors have a negative connotation and are not encouraged in Korean society.

• International Journal of Computer Science & Network Security
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• v.22 no.2
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• pp.348-356
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• 2022

The article is devoted to substantiation of theoretical and methodical bases of formation of the organizational-economic mechanism of maintenance of stability of development of region on the bases of influence of potential-forming space in the conditions of formation of creative economy. It was found that the organizational-economic mechanism due to its multifaceted nature does not have a single generally accepted definition, and its acceptable scale and complexity is reflected in the structure, which is very dependent on the scope and conditions of its application, can be very different and contain different elements. In view of this, in order to highlight the characteristics that are inherent in the organizational-economic mechanism of sustainable development of the region on the basis of potential-forming space in the formation of creative economy, the article examines the properties and characteristics of direct organizational and economic mechanism. The necessity of basing the process of formation of any organizational-economic mechanism, including the organizational-economic mechanism of ensuring the sustainability of the region on the basis of the potential-forming space in the conditions of creative economy on the system of principles. In this context, the author's vision is proposed and a set of principles for the formation of organizational-economic mechanism for sustainable development of the region on the basis of the potential of the potential-forming space in the creative economy, as well as revealed the essence of each. According to the structural aspect, the organizational-economic mechanism of ensuring the sustainability of the region's development on the basis of the potential-forming space is proposed to be presented as a set of seven stages, which are implemented in a certain sequence. Within the limits of this research the sequence of realization of the stages making process of formation of the organizational-economic mechanism of maintenance of stability of development of region on the basis of influence of potential-forming space in the conditions of formation of creative economy is defined and their maintenance and essence is presented.

• The Journal of Korean Institute of Communications and Information Sciences
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• v.19 no.10
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• pp.2028-2042
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• 1994

Properly defining signal and noise in a self-organizing system like ART(Adaptive Resonance Theory) neural network model raises a number of subtle issues. Pattern context must enter the definition so that input features, treated as irrelevant noise when they are embedded in a given input pattern, may be treated as informative signals when they are embedded in a different input pattern. The ATR automatically self-scales their computational units to embody context and learning dependent definitions of a signal and noise and there is no problem in categorizing input pattern that have features similar in nature. However, when we have imput patterns that have features that are different in size and nature, the use of only one vigilance parameter is not enough to differentiate a signal from noise for a good categorization. For example, if the value fo vigilance parameter is large, then noise may be processed as an informative signal and unnecessary categories are generated: and if the value of vigilance parameter is small, an informative signal may be ignored and treated as noise. Hence it is no easy to achieve a good pattern categorization. To overcome such problems, a Coupled-ART neural network capable of modularized categorization of patterns is proposed. The Coupled-ART has two layer of tightly coupled modules. the upper and the lower. The lower layer processes the global features of a pattern and the structural features, separately in parallel. The upper layer combines the categorized outputs from the lower layer and categorizes the combined output, Hence, due to the modularized categorization of patterns, the Coupled-ART classifies patterns more efficiently than the ART1 model.