• Journal of the Korean Society of Costume
• /
• v.59 no.2
• /
• pp.111-127
• /
• 2009

The purpose of this study is to understand the importance of exterior influential factors and kunstwollen(artistic will) of fashion designer. In order to investigate the differences which based on periodic backgrounds, social influences, cultural actualities and kunstwollen, Vivienne Westwood, Issey Miyake and Hussein Chalayan who have different social and cultural contexts are selected. Also through this research, people would understand the clothes has the values as the art works which have philosophy of creator and recognize the importance of fashion as an intermediation for comprehension of history, society and culture. Vivienne Westwood presents her honor to British history and culture in the way of her unique interpretation. Also she expresses the authority and the pride of woman who lives in the present age. Issey Miyake accomplishes the harmony of human body and soul. He attains the most perfect beauty through incomplete beauty of cloth. Hussein Chalayan produces his fashion works as a form of concept which is keep asking question about existence of human being. Fashion is the work of art which Is based on the relationship between clothes, human body and spirit. The fashion designer makes human life has value through his or her creations and tries to communicate with the world.

• Journal of Korea Spatial Information System Society
• /
• v.9 no.1
• /
• pp.91-104
• /
• 2007

In ubiquitous computing environment, people expect services to change actively in response to the change of themselves and surrounding environment. In order to meet such expectations, the streaming service needs technologies for migrating through various devices, following the user's movement, and the technology of individualized streaming push service. In this paper, we designed and implemented U-Stream, a ubiquitous streaming service system, based on user-defined context and stream view. The system classifies contexts according to streaming service migration and allows users to define some contexts and, by doing so, provides user-oriented individualized services rather than uniform services based solely on the developers' anticipations.

• Journal of architectural history
• /
• v.25 no.2
• /
• pp.21-30
• /
• 2016

Autonomia movement that emerged in Italy in the 1960s from workerist (operaismo) communism gives historical and discursive context to Manfredo Tafuri's famous criticism of ideology. His thesis on the death of architecture was a radical criticism of Keynesian intervention which was a strategy to cope with the Great Depression. For him, this capitalist development had taken away ideological prefiguration from architecture. At least Tafuri's this early intellectual phase was formed in the wake of magazine Contrapiano and Antonio Negri's influence. Tafuri almost entirely adapted Negri's thought on the importance of capitalist innovation that was uncovered by Keynes, Schumpeter, and Manheim and the periodization in modern history. When we read Tafuri's text with this concrete context, we can avoid being plunged into his abstruseness. On the other hand, 1980's Korea cannot understand Tafuri comprehensibly. 1980's situation to struggle to acquire democracy prescribed only one mode of reception of Tafuri's historiography in Korea. Tafuri's so-called pessimist view point could not satisfy student activists. They want to take intellectual means to sustain student movement and to secure political dynamics of protest. But at the same time they have anxiety to understand tafuri's thesis that they consider ad a critical theory for Korean Architecture. Double contexts of Tafuri's criticism of ideology bring to light to historicize both Tafuri's historiography itself and reception of his text in Korea.

• School Mathematics
• /
• v.4 no.1
• /
• pp.79-95
• /
• 2002

This paper is to make strides toward an enriched understanding of student learning and performance in mathematics that acknowledges the roles social and cultural contexts play in what students learn as well as what we are able to team about student learning. A student's mathematical practice over a year and a half is presented in detail in order to explore the relationships between classroom contexts and student performance. This study was situated at a K-4 urban elementary school in the United States. The data used for this study included classroom observations, interviews with the teachers and the student, and document collection. The data were analyzed by characterizing each classroom context and exploring the student's practice both in the classrooms and in the interviews. Despite the student's ongoing status as a struggling student, there were tremendous changes in his level of engagement in and persistence with mathematical tasks. The student was substantially more engaged in and enthusiastic about the daily mathematics lessons in third grade than he had been in second. However, we found little improvement in his mathematical understanding and performance during class or in the interviews. This highlights that increased engagement in the mathematical tasks does not necessarily signal increased learning. This paper discusses several issues of learning and performance raised by the student, looking at the relationship between classroom context and student performance. This paper also considers implications for how students' performances are interpreted and how learning is assessed.

• Proceedings of the KSPS conference
• /
• 1996.10a
• /
• pp.333-336
• /
• 1996

It is widely known that the Japanese alveolar nasal (n) is affected by adjacent vowels in most positions, that is, the variants of the alveolar (n) occur conditionally. The Japanese (n) is palatalized under the influence of vowel (i) or palatal (j). In the articulation of (ni), for instance, the tip and sides of the tongue make wide contact with the palate. It is interesting to know how palatalization occurs and varies during the production in different contexts. In my presentation, the actual realization of the palatalized alveolar nasal in different contexts is examined and clarified by consider me the Electro-palatographic data and examining the articulatory feel ins and auditory impression. As a result, palatalized (equation omitted) occurs either word-initially or inter-vocalically. (equation omitted) in (equation omitted) and (equation omitted) has great palatality. When conditioned by (j), the (equation omitted) in (equation omitted), (equation omitted) and (equation omitted) has full palatality. In each sound the average number of contacted electrodes of the Electro-palatograph at maximum tongue-palate contact is 63 or 100% of the total. To summarize the experimental data, articulatory feel ins and auditory impression, it can be concluded that the (n) followed by or hemmed in (i), (j) is a palatalized nasal (equation omitted).

• Phonetics and Speech Sciences
• /
• v.8 no.3
• /
• pp.11-20
• /
• 2016

It is well known that vowels are shorter before voiceless consonants than voiced ones in English, as in many other languages. Research has shown that the ratio of vowel durations in voiced and voiceless contexts in English is in the range of 0.6~0.8. However, little work has been done as to whether the ratio of vowel durations varies depending on English variety. In the production experiment in this paper, seven speakers from three varieties of English, New Zealand, British, and American English, read 30 pairs of (C)VC monosyllabic words which differ in coda voicing (e.g. beat-bead). Vowel height, phonemic vowel length, and consonant manner were varied as well. As expected, vowel-shortening effects were found in all varieties: vowels were shorter before voiceless than before voiced codas. Overall vowel duration was the longest in American English and the shortest in New Zealand (NZ) English. In particular, vowel duration before voiceless codas is the shortest in New Zealand English, indicating the most radical degree of shortening in this variety. As a result, the ratio of vowel durations in varying voicing contexts is the lowest in NZ English, while American and British English do not show a significant difference each other. In addition, consonant closure duration was examined. Whereas NZ speakers show the shortest vowel duration before a voiceless coda, their voiceless consonants have the longest closure duration, which suggest an inverse relationship between vowel duration and closure duration.

• Journal of the Institute of Electronics Engineers of Korea TE
• /
• v.42 no.1
• /
• pp.47-52
• /
• 2005

The context-aware retrieval method is one of the fundamental characteristics in ubiquitous computing. The essential aims of context-aware retrieval method are retrieving relevant information and delivering information quickly. We propose a new method that retrieves relevant information and delivers information quickly using characteristics of levelized contexts. We extract rules and recommendation information in the near future using context values and rules. Then we prefetch recommendation information in very near future using access score. Our method retrieves relevant information and deliver information quickly by storing only recommendation information to be needed in near future using the characteristics of levelized contexts.

• Journal of the Korean earth science society
• /
• v.30 no.3
• /
• pp.366-380
• /
• 2009

The purpose of this study was to investigate the differences of reflective inquiry according to students' characteristics and interaction modes of small group in three contexts of the classroom and to obtain educational implications about using small group and teacher's intervention for an effective reflective inquiry. We transcribed and analyzed the students' conversation in inquiry activities of small group with frameworks of linguistic behavior and three contexts of the classroom. The result of the study indicated that individual and group reflective inquiry could be affected by the relationship with peers more than their own characteristics.

• Journal of The Korean Association For Science Education
• /
• v.31 no.7
• /
• pp.1025-1039
• /
• 2011

Even though many researchers have reported that everyday contexts can arouse students' interests and improve their science learning, the connection between everyday context and physics learning is not yet clearly discussed. In our study, at first, we assumed five guidelines for helping the development of teaching materials for physics learning in everyday context. Based on these guidelines, we developed teaching materials for understanding basic optics and applied these materials to ninth grade students. From the positive responses of students and science teachers about the developed materials, we could confirm that the guidelines were reflected well in the materials. And also, it was found that students and teachers wanted to learn or teach context-based physics in future classroom learning. However, all students do not receive benefits from learning physics in everyday context. By analyzing students' actual learning processes and interviews with them, we found five potential impeding factors which could hinder students' successful learning of physics in everyday context. As a result, we suggested five recommendations for overcoming these impeding factors.

• Journal of the Korean School Mathematics Society
• /
• v.8 no.4
• /
• pp.423-444
• /
• 2005

Despite the importance of number sense, computational skills have been emphasized in elementary mathematics curriculum. There is lack of research on number sense. Against this background, this study analyzed the way 137 sixth grade students coped with routine computation problems and with problems requiring number sense. Students performed better on the computation tasks than on the number sense tasks. With regard to the number sense tasks, many students had a tendency to implement direct computation rather than to use number sense appropriate to the given contexts. Students also had difficulties in making use of effective benchmarks or applying the knowledge of number and operation to various problem contexts. An implication is that students should explore multiple tasks requiring number sense as an integral part of their mathematics learning in order to develop number sense.