• Journal of the Korean Society of Clothing and Textiles
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• v.41 no.1
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• pp.1-16
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• 2017

This study conducted in-depth interviews with twelve men in their twenties and employed the Zaltman Metaphor Elicitation Technique (ZMET) to identify the ideal self-image and fantasy of men wearing makeup. The results are as follows. First, the ideal self-images of men wearing makeup can be divided into 7 images (well-managed, dissimilar from real identity, masculine, neat, stylish, standing out, and formal). Men who wear makeup pursued an alternative decent image that is different from their reality. They want to be manly, attractive, decorous, and eye-catching through a better looking face. Second, men who wear makeup have insecurities about their looks and personalities that creates dissatisfaction with reality and a desire for a different idealistic self. Makeup was the tool to create the other entity. Makeup facilitated a fantasy of becoming another to gain increased confidence in social relationships. However, without makeup, they showed a lack of confidence and became intimidated that made them even further dependent on makeup. Third, the process helped participants complete a consensus map that represented the emotional and reasoning structures of men wearing makeup. This study showed 7 ideal self-images of men wearing makeup with a fantasy to create a desired ideal self by wearing makeup. The study can be applied to marketing strategy for men's cosmetics and plates' designs.

• Journal of architectural history
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• v.30 no.6
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• pp.59-70
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• 2021

Compared with other philosophers and writers who were engaged in architecture Georges Bataille was extraordinary. Because he produced anti-architectural discourse. This paper studied the Bataille's thinking with relation to architecture that used as a fundamental and privileged metaphor. Philosophy regarded as the foundation of all academic discipline needed architecture in order to show its system was durable, synthetic and hierarchical. The will to build a solid system of reasoning made philosophy to call architecture to pretend that it is structurally stable. Metaphor and representation is inevitable in philosophy. Then architectural image that supported by discourse of philosophy became a representation of sociocultural system. According to Bataille architectural representation justified existing power and belief system. With architecture Identity always represented the true and good. This kind of architectonic thinking erased the Other that allowed metaphysics and symbolic Against architecture Bataille produced writings of violation and excess corresponding to labyrinth. Labyrinth in fact made a formal structure of architecture possible to be a metaphor of symbolic system. Bataille's anti-architectural thinking paradoxically shows the importance of Architecture and give a chance to rethink the ethical aspect of architecture instead of aesthetics.

• Journal of Science Education
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• v.48 no.1
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• pp.15-30
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• 2024

This study aimed to analyze students' cognitive levels and the cognitive demands of mathematical concepts related to science to understand why students struggle to comprehend scientific concepts and tend to avoid learning them. Initially, the mathematics and science curricula of the 2015 revised curriculum were examined to extract learning elements related to mathematics within middle school science content. The Curriculum Analysis Taxonomy (CAT) was then employed to analyze the cognitive levels required by the learning content. In the domain of chemistry, among a total of 20 learning elements related to mathematics, 12 required an understanding at the level of initial formal manipulation (3A), while 3 necessitated comprehension at the level of later formal manipulation (3B). It was noted that cognitive logic types such as proportional reasoning, mathematical manipulation, and measurement skills were prominently employed in elements corresponding to both 3A and 3B. As for biology, out of 7 learning elements related to mathematics, 3 required an understanding at the level of initial formal manipulation (3A), and 2 necessitated comprehension at the level of later formal manipulation (3B). Elements corresponding to both 3A and 3B in biology predominantly involved correlational logic, indicating a somewhat different cognitive challenge compared to the domain of chemistry. Considering that the average percentage of middle school students capable of formal thinking, as analyzed through the GALT short form, was 12.1% for the first year, 16.6% for the second year, and 29.3% for the third year, it can be concluded that the cognitive demands of mathematics-related chemistry and biology learning content are relatively high compared to students' cognitive levels.

• Journal of KIISE
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• v.41 no.9
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• pp.674-685
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• 2014

The Knowledge service system needs to infer a new knowledge from indicated knowledge to provide its effective service. Most of the Knowledge service system is expressed in terms of ontology. The volume of knowledge information in a real world is getting massive, so effective technique for massive data of ontology is drawing attention. This paper is to provide the method to infer massive data-ontology to the extent of RDFS, based on cloud computing environment, and evaluate its capability. RDFS inference suggested in this paper is focused on both the method applying MapReduce based on RDFS meta table, and the method of single use of cloud computing memory without using MapReduce under distributed file computing environment. Therefore, this paper explains basically the inference system structure of each technique, the meta table set-up according to RDFS inference rule, and the algorithm of inference strategy. In order to evaluate suggested method in this paper, we perform experiment with LUBM set which is formal data to evaluate ontology inference and search speed. In case LUBM6000, the RDFS inference technique based on meta table had required 13.75 minutes(inferring 1,042 triples per second) to conduct total inference, whereas the method applying the cloud computing memory had needed 7.24 minutes(inferring 1,979 triples per second) showing its speed twice faster.

• Journal of Educational Research in Mathematics
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• v.17 no.4
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• pp.453-475
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• 2007

School algebra starts with introducing algebraic expressions which have been one of the cognitive obstacles to the students in the transfer from arithmetic to algebra. In the recent studies on the teaching school algebra, algebraic thinking is getting much more attention together with algebraic expressions. In this paper, we examined the processes of the transfer from arithmetic to algebra and ways for teaching early algebra through algebraic thinking factors. Issues about algebraic thinking have continued since 1980's. But the theoretic foundations for algebraic thinking have not been founded in the previous studies. In this paper, we analyzed the algebraic thinking in school algebra from historico-genetic, epistemological, and symbolic-linguistic points of view, and identified algebraic thinking factors, i.e. the principle of permanence of formal laws, the concept of variable, quantitative reasoning, algebraic interpretation - constructing algebraic expressions, trans formational reasoning - changing algebraic expressions, operational senses - operating algebraic expressions, substitution, etc. We also identified these algebraic thinking factors through analyzing mathematics textbooks of elementary and middle school, and showed the middle school students' low achievement relating to these factors through the algebraic thinking ability test. Based upon these analyses, we argued that the readiness for algebra learning should be made through the processes including algebraic thinking factors in the elementary school and that the transfer from arithmetic to algebra should be accomplished naturally through the pre-algebra course. And we searched for alternative ways to improve algebra curriculums, emphasizing algebraic thinking factors. In summary, we identified the problems of school algebra relating to the transfer from arithmetic to algebra with the problem of teaching algebraic thinking and analyzed the algebraic thinking factors of school algebra, and searched for alternative ways for improving the transfer from arithmetic to algebra and the teaching of early algebra.

• Journal of The Korean Association For Science Education
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• v.22 no.3
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• pp.571-585
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• 2002

This is one of the basic research for inspecting the possibility of the development of logical thinking capability to make possible formal thinking. The 5th grade students (n=306) in the elementary school were participated in this study. Performing the 6 variable-controlling activities in the 'Thinking Science' program for one semester, the SRT II test and the Variable-Controlling test were operated to examine the effects on the development of the variable-controlling ability by treatments, gender, and cognitive levels. Performing of the variable-controlling activities was highly successive on the development of students' variable-controlling ability. Although learning effect on the ability of identifying causal variable was moderate, the abilities of controlling experimental condition, measurement of variable, and identifying result variable were significantly developed. There was statistically significant difference by gender. Girls showed better performance all the time in both groups. Boys in the experimental group were getting better gradually, so the difference by gender was somewhat decreased. Examining the variable-controlling ability by cognitive levels, students in the experimental group show significant increase in all levels, especially the students in early, mid, and mature concrete level show substantial learning effects. The results of this study implied that the variable-controlling activities in the 'Thinking Science' could be effective for learning of variable-controlling and eventually for the development of logical thinking capability to make possible formal thinking.

• Journal of Educational Research in Mathematics
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• v.19 no.4
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• pp.493-511
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• 2009

The purpose of this thesis is to discuss the characteristic methods of Mathematics Education. However, it is not simple to find the proper research method of Mathematics Education since Mathematics Education deals with the practice of teaching and learning mathematics, as well as the topics of scholarly research on the practice. Issues on Mathematics Education might vary with the epidemical aspects, which are basic attitudes toward the knowledge and understanding about Mathematics. Thus, this thesis will discuss two questions: First, What are the distinguishing characteristics of Mathematics Education as a field of study, when compared with ones of mathematics? Second, What are the characteristic methods of Mathematics Education, when compared with ones of other academic fields? For solving those questions, this thesis starts from meanings of science and education. And it also classifies Mathematics as formal science whereas Mathematics Education as social science by showing differences between Mathematics and Mathematics Education: research subject of Mathematics targets on mathematics itself and it uses the deductive method. On the other hand, Mathematics Education research handles the practice of mathematics of students and uses plausible reasoning. Also, it will also show why Mathematics Education shares lots of aspects with social science, not with natural science, which has many different characteristics from those of social science. Many researchers have agreed that Education should be categorized into the social science but misplaced Mathematics Education and Science Education into the natural science. It is true that physics and chemistry are natural science. And also it should be said that pure science is formal science. But it should be considered that just like Education, Mathematics Education and Science Education are in the category of social science.

• School Mathematics
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• v.13 no.4
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• pp.599-614
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• 2011

According to prior research studies, comparison of two data sets promote informal and formal statistical reasoning, which may mediate descriptive and inferential statistics. However, there has been relatively little attention given to the mediation of both descriptive and inferential statistics. We attempted to identify which statistical concepts or factors students used and how they applied concepts or factors to make decisions when they compared data sets. We also investigated the characteristics and changes of the view of concepts and factors. As a result, we identified that students paid attention to data value, center, spread, and sample, which are important factors of inferential statistics. Students' understanding of each factors were sometimes appropriate for inferential statistics, but sometimes not. From the results, we suggest instructional ideas for a task which can connect descriptive and inferential statistics.

• School Mathematics
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• v.13 no.3
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• pp.363-384
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• 2011

This study is based on the recognition that the school mathematics education should reinforce the heuristic and constructional aspects related with discoveries of mathematical rules and understanding of mathematical concepts from real world situations as well as the deductive and formal aspects emphasizing on mathematical contents precisely. The 11th grade students of one class from a city high school with average were chosen. They were given time to learn various functions of Excel in regular classes of "Information Society and Computer" subject. They don't have difficulty using cells, mathematical functions and statistical functions in spreadsheet. Experiment was performed for six weeks and there were two hours of classes in a week. Considering the results of this research, teaching materials using spreadsheets play an important role in helping students to experience probabilistic and statistical reasoning and construct mathematical thinking. This implies that teaching materials using spreadsheet provide students with an opportunity to interact with probabilistic and statistical situations by adopting engineering which can encourage students to observe and experience various aspects of real world in authentic situations.

• The Transactions of the Korea Information Processing Society
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• v.5 no.5
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• pp.1216-1224
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• 1998

In the object oriented methods, most of the objects are independent from the another. However to get their job done from the system's point of view, they must have some kind of connection established among them. This means that the cooperation among the objects through the interaction is just as important as the static side of the objects. Usually, checking for correctness, compatibility and reasoning of the objects is limited due to the fact that the interactions between the objects are expressed in the form of a line or a box. The reuse experts often claim that the design reuse is more important than code reuse, mostly because it can be applied in more contexts and so is more common. The composition of the objects is also considered as a very important definition in the area of framework which is generally known as a technique to support reuse at both the coding and the designing level. Therefore on this thesis, the composition of such objects has been studied to provide a formal means of evaluating the component's compatibility and better possibility for further improvement in the area of framework, by formalizing the component compositions using the LOTOS.