• International Journal of Advanced Culture Technology
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• v.9 no.3
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• pp.112-116
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• 2021

The aim of this study is to analyze the complementizer that-deletion in embedded complement clauses in English. This paper is concerned with the alternation between the overt that-complementizer and the zero complementizer by the complementizer deletion (C-deletion or that-deletion) in constructions with a nominal complement that-clause, i.e. [VP Verb [CP that-TP]]. In this paper, we compare that-complementation and zero-complementation in a diachronic grammaticalization and corpus, and show that the complementizer that has its origin in pronouns diachronically and finally becomes to form a C-head of the functional category CP. We provide the syntactic and semantic explanation on the optionality of that-deletion while answering the question why and how that-deletion is getting increasing in use especially with the verb, think, in the informal contexts. With the major causes for the currently increasing use of that-deletion, we are concerned with the contexts in which the overt complementizers or the covert complementizers are preferred.

• Educational Technology International
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• v.14 no.1
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• pp.27-40
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• 2013

Design-Based Research (DBR) focuses on developing key principles of interventions to advance both theory and practicalities of dissemination (Brown, 1992), yet its methodological details have not been quite established. Thus, the purpose of this paper is to address the pragmatics of DBR by sharing the researcher's reflections on conducting a longitudinal DBR project for five years. In an attempt to advance college teaching practices as well as theories related to student plagiarism, the project focused on refining "humble" theories on how and why college students engage in plagiarism to design classroom interventions for promoting academic integrity. Similar to the Integrative Learning Design (ILD) framework proposed by Bannan-Ritland (2003), but conducted in a much simpler and less formal format, this study followed DBR cycles from initial conceptualization to design and enact instructional interventions in authentic contexts while collecting both quantitative and qualitative data from each phase. Finally, the paper addresses some challenges encountered throughout the DBR project as well as the lessons learned from this experience. Like many previous DBR studies whose practical relevance is limited to local context, the findings from this study may not be easily generalized for other contexts.

• Educational Technology International
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• v.20 no.1
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• pp.83-107
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• 2019

The aim of this study is to provide the values and descriptive implications of the Design Thinking (DT) method into the context of educational problems of practice in an undergraduate course. To achieve the research objective, both quantitative and qualitative studies were conducted. For the qualitative study, the student's productions and reflections on the experience of the application of the DT into educational problems were analyzed. For the quantitative research, one-group pre and post-test were designed to validate the effectiveness of the DT method into educational contexts in terms of creativity level to measure the student's Creativity Potential and Practiced Creativity, Academic Self-Efficacy Scale, and Problem-Solving Inventory. This study validated that the DT method had a statistically significant influence on those three competencies and also illustrated the detailed process from a qualitative viewpoint. The results and implications reflect the potential of the DT approach with the educational problem of practice, especially, in the ill-structured problem-solving contexts for student-centered instructional setting.

• Proceedings of the Korea Multimedia Society Conference
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• 2012.05a
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• pp.393-393
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• 2012

• Proceedings of KHEA Conference
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• 1997.07a
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• pp.71-71
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• 1997

• Journal of the Korean Society of Clothing and Textiles
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• v.26 no.3_4
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• pp.503-514
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• 2002

• Journal of Elementary Mathematics Education in Korea
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• v.24 no.1
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• pp.1-30
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• 2020

This study was carried out in order to identify the error types of statistical graphs for statistical literacy education. We analyze the meaning of using graphs in statistical problem solving, and identify categories, frequencies, and contexts as the components of statistical graphs. Error types of representing categories and frequencies make statistics consumers see incorrect distributions of data by subjective point of view of statistics producers and visual illusion. Error types of providing contexts hinder the interpretation of statistical information by concealing or twisting the contexts of data. Moreover, the findings show that tasks provide standardized frame already for drawing graphs in order to avoid errors and pay attention to the process of drawing the graph rather than statistical literacy for analyzing data. We suggest some implications about statistical literacy education, ethical problems, and knowledge for teaching to be considered when teaching the statistical graph in elementary mathematics classes.

• Journal of Science of Art and Design
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• v.6
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• pp.33-59
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• 2004

The purpose of this study is to analyze the symbolic meaning of the Tiger in Korean Folk Paintings, Minhwa, (hereafter, Minhwa) connected to its social contexts in Joseon period. Thinking of the Tiger Minhwa as a 'visual language' and regard the Tiger as a 'visual signifier' as well as the united-signifiers such as a Korean magpie, pine tree and so on in Minhwa. This research is to analyze these signifieds, 'Signified', what we say in this paper, have composed its symbolic meaning related to the social 'ideological complexes' and collective consciousness during Joseon period. In a word, the characteristic of the Tiger signifier has changed and spread out from the ideal trend to a worldly one. Since the late Joseon period, the change of the social contexts was, because of the civil classes who recognized the limitation of the Sung Confucianism(the doctrines of $Chi-Tz\={u}$), the predominated ideology of that time. To get rid of their uneasiness, they brought the Shamanism, Taoism and Buddhism at the front which were usually the lower class ideology or belief and tried to construct the collective consciousness and safety of their real lives. Therefore, the trend of this 'common conceptualization' show us the positiveness and flexibility to the Tiger signifier through the variation, appropriation and producing signifier. Moreover, even to the same Tiger, there were various meanings and most of them were concentrated in the meanings as follows ; Beoksa(in Korean term is to drive away evil spirits) and Gilsang, which is the good omen of a luck. All these were based on the value of 'this world'. In conclusion, through this research, the concept of the Tiger as a apotheosis has lowered its statutes and being secularized.

• Journal of The Korean Association For Science Education
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• v.18 no.3
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• pp.347-355
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• 1998

This paper reports on a way of using cognitive conflict in order to bring about conceptual changes. Cognitive conflict occurs when there is a discrepancy in students mind between everyday events and the scientific concepts which are used to explain these events. In order to overcome this conflict auxiliary scientific hypotheses can be introduced, which makes the resolution easier. In this paper, we suggest a new model of conceptual change and a model of instruction named 'structured contrastive activity' which consists of three stages: contrastive discussion by introducing the auxiliary hypotheses for clarifying the cognitive conflicts of students, observing the phenomena in idealised contexts in order to increase the status of the scientific concepts, laboratory experiments which bridge the two contexts.

• The KIPS Transactions:PartB
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• v.17B no.6
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• pp.405-412
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• 2010

Previous background generation techniques showed bad performance in complex environments since they used only temporal contexts. To overcome this problem, in this paper, we propose a new background generation method which incorporates spatial as well as temporal contexts of the image. This enabled us to obtain 'clean' background image with no moving objects. In our proposed method, first we divided the sampled frame into m*n blocks in the video sequence and classified each block as either static or non-static. For blocks which are classified as non-static, we used MRF framework to model them in temporal and spatial contexts. MRF framework provides a convenient and consistent way of modeling context-dependent entities such as image pixels and correlated features. Experimental results show that our proposed method is more efficient than the traditional one.