• Journal of the Korean Institute of Landscape Architecture
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• v.51 no.4
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• pp.46-55
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• 2023

This study investigated the public's awareness and purchase behavior of organic farming and environment-friendly agriculture products. This study also analyzed whether awareness affects environment-friendly agriculture products' consumption and price resistance and support for the revitalizing organic farming. This study derived environmental and public interst in organic farming, and a web survey was conducted for statistical analysis. As a result, it was found that the awareness of organic farming did not affect the consumption of environment-friendly agriculture products, but in case of high awareness is high, the resistance to prices is low. In addition, it was found that the stronger the public's awareness, the more positive the support for the expansion of organic agriculture and the willingness to purchase environment-friendly agriculture products. The results of this study are expected to be used as basic data for preparing measures to revitalize organic agriculture in the future.

• Korean Journal of Culture and Social Issue
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• v.14 no.1_spc
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• pp.427-468
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• 2008

This article examines the role and influence of educational achievement on Korean society and its future. Four major factors that associated with and influence educational achievement in Korea (i.e., trust, efficacy beliefs, quality of life, and societal transformation) are reviewed. First, the role of educational achievement on establishing a basis for trust in Korean society is examined. By reviewing studies of perception of Korean society, people and institutions, the importance of establishing trust in Korean society is outlined. Second, the role of efficacy belief in promoting educational achievement is examined. The importance of collective efficacy, at the adolescent, adult and political levels is emphasized. In addition, the concept and application of self-efficacy for teachers and parents is reviewed. Third, the role and influence of educational achievement on quality of life is outlined. Studies indicate that educational achievement plays an important role in improving the quality of life. The pressure to achieve, however, can have negative impact on stress and mental health and support systems need to be developed to alleviate their impact. Fourth, the future and prospects for Korean society through educational achievement is discussed. Through education, the importance of bridging the divide with North Korea is an important agenda for the future of Korean society. Finally, the importance of indigenous psychological perspective in understanding Korean society and providing direction for the future is discussed.

• Science of Emotion and Sensibility
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• v.26 no.3
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• pp.83-100
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• 2023

This study determines whether the perception of the frequency of experiencing positive, negative, and surprise emotions changes according to the level of cognitive well-being. Furthermore, we determined practical means to analyze which emotions can be managed in daily life as an effective means of improving overall life satisfaction by identifying representative specific emotions that strongly predict the level of cognitive well-being. To this end, the between-subjects factorial design is adopted to measure the frequency of emotional experiences according to the level of cognitive well-being in 438 university undergraduate students. For cognitive well-being, the life satisfaction scale (SWLS) was used, and the PANAS-X scale was used to measure emotional frequency. As a result, first, the group with high cognitive well-being displays a higher frequency of positive and surprise emotional experiences and a lower frequency of negative emotional experiences than the group with low cognitive well-being. Second, the results confirm that representative emotions affecting cognitive well-being included 8 positive emotions, 7 negative emotions, and 1 surprise emotion. Among them, positive emotions include "happy" and "confident," negative emotions include "dissatisfied with self" and "disgusted with self," and surprise emotions include words such as "amazed." Therefore, we can conclude that the representative emotions are those with the greatest influence on cognitive well-being. Therefore, increasing the frequency of specific emotions (e.g., happy, confident, and surprise) and decreasing the frequency of others (e.g., dissatisfied with self and disgusted with self) could be effective in improving cognitive well-being than unconditionally examining emotions experienced in daily life.

• Korean Journal of Culture and Social Issue
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• v.12 no.4
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• pp.55-75
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• 2006

Most previous research on impression formation has been examined the effects of various informations exclusively within a category, either social category or individual characteristic. The present research examined and compared the priming effects of social category information (we and other) versus personality information (warm and cold) on impression formation. In Study 1, participants primed subliminally with combinations of social category and personality information (we/warm, we/cold, other/warm, and other/cold) were asked to rate faceial pictures on the good-bad and likable-dislikable dimensions. The analysis revealed only the significant main effects of social category information but not any effects of personality information on both the impression dimensions. In Study 2 in which participants were primed with either social category or personality information exclusively, priming of social category information influenced the judgments of likable-dislikable dimension and that of personality information influenced the judgments of good-bad dimension. These results suggest that personality information influences impression in general even though its impacts may be overwritten by social categorical information. The findings were discussed with its implication of everyday's impression formation and the cultural psychological perspectives.

• Journal of The Korean Association For Science Education
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• v.29 no.1
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• pp.116-136
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• 2009

Since there are differences in the content, structure and functions of interpersonal communication during the practice of school science classes, it needs to articulate the difference of the modality of pedagogical practice in order to understand science teaching in detail. These characteristics of science teaching can be investigated by further insightful analysis on language in the science classroom. In this study, classroom discourse language codes using Bernstein's code theory were analyzed in the case of a middle school science class on the unit of minerals. The discourse language code was identified by the value of classification, which revealed power relations to the contexts of discourse and participants of discourse. It was also identified by the value of framing, which showed hierarchical relation between teacher and students as discourse subjects, and discursive control on the initiative of discourse. The results addressed that six types of discourse language codes were constructed and that those language codes reflected diverse modalities of science teaching from student-centered instruction to teacher-centered instruction in relation to classroom discourse. The modality of science teaching according to the transition tendencies of discourse language code showed dynamic variations of 'controlled student-centeredness inducing teaching' - 'positional student-centeredness permissive teaching' - 'controlled students' participation permissive teaching' - 'controlled student-centeredness facilitative teaching' - 'student-centeredness enhancing teaching'. In addition, results released that discursively and hierarchically weak control of discourse is necessary for enhancing student-centeredness of science teaching. Moreover, teaching practice enhancing student-centeredness can be accomplished by the harmony of a teacher's perception of discourse language code and his/her orientation to constructivist teaching and student-centered teaching.

• Journal of The Korean Association For Science Education
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• v.27 no.9
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• pp.881-892
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• 2007

This study is aimed to classify teachers' questions and feedbacks as well as students' responses in term, of type and frequency, and speculate the distinctive features of verbal interactions including teachers' questions and feedbacks performed actively in the classes of the gifted in science. The 24 hours of the classes made for the 8th grade science-gifted students were observed and recorded. In addition, the mutual conversations between the teacher and the students were transcribed and analyzed, and the interviews with the teachers also were made. It is found that the teachers usually use the question methods of memory recollection, perception and memorization, together with an instant feedback method, while the students prefer to respond with rather short answers. The characteristic features of the class by the teachers who lead the active class show that they use the open questions at the beginning, raise the level of the questioning, use the questions 'why and how' frequently, and to ask evaluative questions. Their feedbacks to the students interestingly indicate that they show the students the attitude of accepting and receiving students' replies, invite different responses from other students by reserving instant answers or judgements to the students, and give the students the confidence of solving the next problems, by praising and encouraging them.

• Journal of The Korean Association For Science Education
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• v.27 no.7
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• pp.631-638
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• 2007

This study investigated the influences of a student-centered analogical instruction using physical analogies upon students' conception and application, retention of conception and application, perceptions of science classroom environment, and perceptions of analogical instruction. Six classes of seventh graders (N=208) at a middle school in Seoul were assigned to the control, the teacher-centered analogy (TCA), and the student-centered analogy (SCA) groups. They were taught about 'three states of matter' and 'motion of molecules' for 8 class hours. Analysis of the results revealed that the scores of the SCA group were significantly higher than those of the other groups in the conception test, retention test of conception and application, and perception test of science classroom environment. The scores of the SCA group in the application test were also higher than those of the other groups, but there was a significant difference only between the control and the SCA groups. The TCA group performed significantly better than the control group only in the test of the retention of application. In addition, the students in the SCA group exhibited more positive perceptions of the analogical instruction than those in the TCA group. Educational implications are discussed.

• Journal of Industrial Convergence
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• v.22 no.5
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• pp.11-21
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• 2024

In the steel industry, there is a perception that "collusion has become a long-standing practice" and it is expected that the authorities' legal response to collusion will be strengthened in the future. This necessarily requires improving the accuracy of the legal response, the most important of which is to accurately identify whether the allegedly colluding firms actually did collude. This study focuses on the recent iron scrap price-fixing case and examines whether a single accused firm actually engaged in price-fixing in a situation where there is a mix of firms that acted independently of the collusion and firms that actually engaged in price-fixing. The results of the analysis allow us to infer that the accused steelmaker did not actually collude, which is consistent with the authorities' final judgment against the steelmaker. In the real world, some collusions are carried out by only a subset of firms in a market, and in these cases, there are often disputed firms as to whether or not they carried out the collusion. This study can serve as an analytic guide for industries, including the steel industry, to verify the behavior of individual firms, especially those whose collusive practices are disputed.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.18 no.6
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• pp.71-86
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• 2023

Although starting a business plays a key role in strengthening national competitiveness and creating jobs, it is recognized as a risky choice. Failure to start a business can result in a wide range of negative effects, such as loss of personal wealth as well as deterioration of national competitiveness. This study considers startups that have reached a level of sustainable growth by achieving performance above the minimum profitability and sales standards for KOSDAQ listing, or achieved EXIT through sale or listing, as successful startups. based on the practical experiences of 23 successful entrepreneurs and Based on perception, the importance and priorities of startup success factors were derived through stratification analysis (Analytic Hierarchy Process, AHP), and interviews were conducted. In particular, using the ERIS model, we comprehensively analyze various variables of a start-up by considering the four elements of the entrepreneur, resources, industry, and strategy, and examine the changes and importance of success factors according to the characteristics of each growth stage of the start-up. As a goal, we specifically identified the challenges and opportunities faced by entrepreneurs at each stage. As a result of the study, the order of importance of the top factors of success factors in the start-up period was found to be the entrepreneur, resources, industry, and strategy. In particular, the importance of the entrepreneur's entrepreneurship spirit, special capabilities, general capabilities, and human resources was emphasized. The order of importance of the top factors of success factors during the growth period was found in the following order: entrepreneur, resources, industry, and strategy. In particular, the importance of general capabilities, entrepreneurship, and human and organizational resources was emphasized. This study is significant in that it analyzes startup success factors from the perspective of successful entrepreneurs and provides useful insights and directions to entrepreneurs and policy makers.

• Science of Emotion and Sensibility
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• v.26 no.4
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• pp.103-114
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• 2023

Augmented reality (AR) and virtual reality (VR) differ fundamentally, with AR overlaying computer-generated information onto the real world in a nonimmersive way. Despite extensive research on cybersickness in VR, its occurrence in AR has received less attention (Vovk et al., 2018). This study examines cybersickness and discomfort associated with AR usage, focusing on the impact of content intensity and exposure time. Participants viewed 30-minute racing simulation game clips through AR equipment, varying in racing speed to alter content intensity. Cybersickness was assessed subjectively using the Simulator sickness questionnaire (SSQ; Kennedy et al., 1993). Findings revealed a progressive increase in cybersickness with longer exposure, persisting even after removing the AR equipment. Contrarily, content intensity did not significantly influence cybersickness levels. Analysis of the SSQ subscales revealed higher oculomotor (O) scores compared to nausea (N) and disorientation (D), suggesting that discomfort primarily stemmed from oculomotor strain. The study highlights distinct differences in user experience between AR and VR, specifically in subjective responses.