• Journal of the Economic Geographical Society of Korea
• /
• v.13 no.1
• /
• pp.64-88
• /
• 2010

Rapidly increasing transnational migration can be seen as a typical process which has proceeded under macro-contexts of socio-spatial characters of origin and destination country and their relationships, shaped with global uneven regional development in the process of glocalization and development of transportation and communication on the global level. In order to consider macro-contexts of transnational migration, this paper emphasizes the concept of multicultural space and some key elements implied in it, that is, place, territory, network, scale (suggested by Jessop et al.) and spatial flow and difference. As results of questionnaire analysis of foreign immigrants' recognition of macro-contexts, this paper suggests some findings: that is, a high level of recognition of all types of foreign immigrants on global changes, the most negative recognition of migrant workers among 4 types of foreign immigrants on economic and social conditions of their origin country, a positive recognition of people in all regions of their origin (except few countries such as Japan) on international migration, and a low level of their recognition in all types on S. Korea's characters as their destination country.

• Communications of Mathematical Education
• /
• v.36 no.2
• /
• pp.229-252
• /
• 2022

This study analyzed the introduction of addition and subtraction, including the composition and decomposition of numbers in the Korean, Singaporean, American, and Japanese elementary mathematics textbooks. The analytic foci of this study included visual models and their connections with the given problem contexts, the introduction of addition/subtraction or addition/subtraction sentences and their connections with the visual models, and additional activities for students to develop a relational understanding of the equal sign. The results of the analysis demonstrated diverse connections, mainly because the problem contexts, visual models, and the introduction of addition/subtraction or addition/subtraction sentences were implemented differently for each textbook. There were differences among the textbooks in what order of problem contexts were presented. Regarding the use of visual models, two textbooks tended to use one model consistently, whereas the other textbooks used various models depending on the problem contexts. There were subtle but significant differences in introducing addition/subtraction or addition/subtraction sentences. For a relational understanding of the equal sign, all textbooks included activities emphasizing that both sides of the equal sign are equal. Based on the results of this study, this paper closes with several implications related to the problem contexts to introduce addition/subtraction and addition/subtraction sentences as well as the use of visual models, which can serve as a basis for a new unit for the subsequent textbook.

• Proceedings of the Korean Society for Language and Information Conference
• /
• 1991.02a
• /
• pp.113-132
• /
• 1991

• The Korea Genome Conference
• /
• 2005.09a
• /
• pp.52-52
• /
• 2005

• Fashion & Textile Research Journal
• /
• v.7 no.4
• /
• pp.371-377
• /
• 2005

The purpose of this study is to consider 1990s fashion design involving the utility of function which is the essence of modernism. First, documentary studies about the aesthetic value of the utility of function throughout the 20th century sociocultural contexts has been done. Second, content analysis of articles in American "Vogue" from 1990 to 2002 has been accomplished to hold the actual proof for the utility of function in postmodernism fashion. As a result, the utility of function has been defined the utility of body activity, the utility of practical use, and the utility of mechanical product. According to contents analysis, new aspects has been introduced in use of high-tech fabrics, ornaments, and mass customization in 1990s. In conclusion, the utility of function in fashion has been improved in accordance with the change of sociocultural contexts and women's wants.

• English Language & Literature Teaching
• /
• v.12 no.1
• /
• pp.55-75
• /
• 2006

This paper attempts to discuss the complex nature of social contexts regarding English language education in Korean middle school and to demonstrate the affective factors that should be considered to find appropriate approaches within the context. To do this, a questionnaire survey was conducted among 85 middle school students regarding learners' motivation, and attitudes toward EFL learning. Additionally, teachers in secondary school were asked about the general circumstances of English language education. Findings indicate that in spite of the participants' high instrumental motivation, they rather show a negative attitude toward English learning. This paper intends to raise practitioners' attention to the fact that the effect of learners' affective variables on EFL learning seems distinctive depending on the host country's EFL contexts.

• 한국HCI학회:학술대회논문집
• /
• 2006.02a
• /
• pp.926-930
• /
• 2006

Current image retrieval techniques have shortcomings that make it difficult to search for images based on a semantic understanding of what the image is about. Since an image is normally associated with multiple contexts (e.g. when and where a picture was taken,) the knowledge of these contexts can enhance the quantity of semantic understanding of an image. In this paper, we present a context-aware image retrieval system, which uses the context information to infer a kind of metadata for the captured images as well as images in different collections and databases. Experimental results show that using these kinds of information can not only significantly increase the retrieval accuracy in conventional content-based image retrieval systems but decrease the problems arise by manual annotation in text-based image retrieval systems as well.

• English Language & Literature Teaching
• /
• v.16 no.1
• /
• pp.101-122
• /
• 2009

This study was purposed to discuss an educational concept of listening potential in ESL/EFL contexts as a counterpart of the reading potential concept in L1 contexts. As a preliminary condition for the concept of listening potential, this study investigated a relationship between reading and listening proficiency of ESL/EFL learners, focusing on roles of grammar knowledge in reading and listening comprehension. Reading and listening comprehension and grammar knowledge test scores of 231 Korean college students studying at a university in the U.S. were analyzed for this study. This study found that there was a positive correlation between reading proficiency and listening proficiency of Korean ESL college students. Grammar knowledge played significant roles accounting for reading and listening comprehension. Furthermore, this study found a difference between the reading proficiency and the listening proficiency across the stages of language development. However, results of this study did not empirically verify the concept of listening potential.

• Korean Journal of Child Studies
• /
• v.14 no.1
• /
• pp.77-89
• /
• 1993

The purpose of this study was to investigate (1) children's field dependence by age and sex, (2) children's interpersonal problem solving ability by age, sex, and contextual factors, (3) children's interpersonal problem solving ability by field dependence. The subjects were 120 five-, seven-, and nine-year-olds. Children's field-dependence was measured with the Children's Embedded Figures Test (CEFT). Children's interpersonal problem solving ability was measured with the Preschool Interpersonal Problem Solving Test (PIPS Test). Statistical methods adopted for data analysis were frequencies, percentiles, means, standard deviation, t-test, oneway ANOVA. $Scheff{\acute{e}}$ test and Pearson's correlations. Major findings were that (1) The older children were more field-independent than the younger ones (2) The older children suggested more problem solving methods and higher-level problem solving strategies than the younger ones. (3) Children suggested higher-level problem solving strategies in contexts involving familiar as opposed to unfamiliar participants and contexts involving children as opposed to adults. (4) 9-year-olds' field-independence was positively associated with interpersonal problem solving ability.

• Child Studies in Asia-Pacific Contexts
• /
• v.1 no.1
• /
• pp.39-49
• /
• 2011

This study compared parents' and teachers' feeding practices with young children. Parents and teachers of children aged 0-3 years were recruited at 24 child care centers to complete surveys regarding their demographic characteristics, parenting styles, and feeding practices with young children. Respondents included 106 parents and 102 teachers. Participants' feeding beliefs and values were found to be related to their parenting style classifications (i.e., Authoritative, Authoritarian, or Permissive), ethnicity, income, and other demographic characteristics. Findings indicate the need for teachers and parents to begin communicating about their longterm goals for a child's development as soon as the child enters care. Understanding the goals and variation of feeding practices used at home and at school can help teachers and parents begin to construct a shared vision for care.