• Journal of the Korean Society of Clothing and Textiles
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• v.15 no.2 s.38
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• pp.151-162
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• 1991

The purpose of this study was to examine the point at issue unfitness and unclassification in figures for clothing construction. Comparing measurements of 3 sold figures and physical body by Suck·Go method and 19 items were selected. These items were acquired by factor analysis and cluster analysis an measurements of 200 women in twenties. The results were as follows; 1. Comparison between measurement of figures and physical body; There was not so much difference among figures, but significant difference between figures and physical body. 2. Comparison between measurement of surface area of figures and physical body; There was similar to each figure, but significant difference between figures and physical body. Mostly, figures were bigger than physical body in front parts but smaller in back parts. 3. There were 8 items selected by factor analysis; That is bust girth, waist girth, hip girth, neck base girth, posterior waist length, bust point length, chest breadth and armscye girth. 4. There were 7 clusters selected by cluster analysis.

• Journal of Educational Research in Mathematics
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• v.19 no.3
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• pp.393-407
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• 2009

In this article the definition of similarity and its introduction in Korean middle school textbooks based on the 7th national curriculum are analysed critically. As a result four suggestions are presented. First, on the consideration that the contents related with similarity has been removed in the elementary school curriculum, the meaning of 'constant rate' needs to be understood through the rich experience of drawing enlarged/reduced figures when similarity is introduced in middle school, Second, there are two different ways in enlargement/reduction of figures and in the definition of similarity. Teachers have to keep the limitations of the two ways in mind. Third, the activity of drawing similar figures in enlarged/reduced squared paper needs to be practiced. Last, on 'the relation of similarity' which is in the definition of similarity, it has to be examined whether 'similarity' should be presented in the documents of the national curriculum as a term.

• Journal of Korean Medical classics
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• v.28 no.4
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• pp.41-56
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• 2015

Objectives : This research is aimed to compare the visceral figures published during the Song Dynasty, and to reveal the differences between anatomical and physiological knowledge in the presence of Taoist theoretical background and in its absence. It is also aimed to discuss the theoretical differences among existing medicines. Methods : First, we will find the commonalities and the differences in the drawings describing the internal organs of a human body in the two publications, and study what made such commonalities and differences and how they affected medical theories. Secondly, we will analyze and update the internal organ data specified in the two publications as it relates to the five viscera and six bowls. Finally, we will analyze the commonalities and the differences, and study the background and the significance of medical theories. Results & Conclusions : 1. The positions of the liver and the spleen in the drawing of the Yanluozi's and Huatuo's visceral figures are inverted in the drawing of the Huatuo's visceral figures. The positions of other internal organs are similar. 2. The section of the five viscera in the Yanluozi's and Huatuo's visceral figures describes the Taoist gods necessary to build up discipline by the means of meditation. 3. In the Zhutidian's visceral theory, a belly button is recognized as a very important organ for the activity of life. 4. In the Huatuo's visceral figures, the 'Zangzhen' generated from foods is described as the energy source for the vitality of the five viscera. 5. The Huatuo's visceral figures mentioned the functionality of a gall bladder and an Tripple Energizer, which was not mentioned in the Yanluozi's and Huatuo's visceral figures. 6. Both the "Yanluozi's and Huatuo's visceral figures" and the "Huatuo's visceral figures" specify that the moisture filtered through small intestines turns into urine.

• East Asian mathematical journal
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• v.31 no.4
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• pp.459-481
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• 2015

In this study, we investigated whether the theorem is established even if we replace a 'square' element in the Euclidean proof of the Pythagorean theorem with different figures. At this time, we used different figures as equilateral, isosceles triangle, (mutant) a right triangle, a rectangle, a parallelogram, and any similar figures. Pythagorean theorem implies a relationship between the three sides of a right triangle. However, the procedure of Euclidean proof is discussed in relation between the areas of the square, which each edge is the length of each side of a right triangle. In this study, according to the attached figures, we found that the Pythagorean theorem appears in the following three cases, that is, the relationship between the sides, the relationship between the areas, and one case that do not appear in the previous two cases directly. In addition, we recognized the efficiency of Euclidean proof attached the square. This proving activity requires a mathematical process, and a generalization of this process is a good material that can experience the diversity and rigor at the same time.

• Journal of Educational Research in Mathematics
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• v.8 no.2
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• pp.565-586
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• 1998

Like many other school subjects, terminology is a starting point of mathematical thinking, and plays a key role in mathematics learning. Among several areas in mathematics, geometry is the area in which students usually have the difficulty of learning, and the new terms are frequently appeared. This is why we started to investigate geometric terms first. The purpose of this study is to investigate geometric terminology in school mathematics. To do this, we traced the historical transition of geometric terminology from the first revised mathematics curriculum to the 7th revised one, and compared the geometric terminology of korean, english, Japanese, and North Korean. Based on this investigation, we could find and structuralize the following four issues. The first issue is that there are two different perspectives regarding the definitions of geometric terminology: inclusion perspective and partition perspective. For example, a trapezoid is usually defined in terms of inclusion perspective in asian countries while the definition of trapezoid in western countries are mostly based on partition perspective. This is also the case of the relation of congruent figures and similar figures. The second issue is that sometimes there are discrepancies between the definitions of geometric figures and what the name of geometric figures itself implies. For instance, a isosceles trapezoid itself means the trapezoid with congruent legs, however the definition of isosceles trapezoid is the trapezoid with two congruent angles. Thus the definition of the geometric figure and what the term of the geometric figure itself implies are not consistent. We also found this kind of discrepancy in triangle. The third issue is that geometric terms which borrow the name of things are not desirable. For example, Ma-Rum-Mo(rhombus) in Korean borrows the name from plants, and Sa-Da-Ri-Gol(trapezoid) in Korean implies the figure which resembles ladder. These terms have the chance of causing students' misconception. The fourth issue is that whether we should Koreanize geometric terminology or use Chinese expression. In fact, many geometric terms are made of Chinese characters. It's very hard for students to perceive the ideas existing in terms which are made of chines characters. In this sense, it is necessary to Koreanize geometric terms. However, Koreanized terms always work. Therefore, we should find the optimal point between Chines expression and Korean expression. In conclusion, when we name geometric figures, we should consider the ideas behind geometric figures. The names of geometric figures which can reveal the key ideas related to those geometric figures are the most desirable terms.

• Journal of the Korean School Mathematics Society
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• v.26 no.2
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• pp.111-135
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• 2023

This study conducted a student-centered inquiry lesson on the similarity of figures using AlgeoMath, with student learning aspects analyzed from a communication perspective. This approach aimed to inform pedagogical implications related to teaching geometric similarity. Through utilizing AlgeoMath, students were able to visually confirm that their chosen figures were similar, experiencing key mathematical concepts such as the ratio of similarity to the area of similar figures, and congruency and similarity conditions of triangles. In the lessons applying this concept, we categorized the features of similarity learning displayed by students, as seen in the communication aspects of their exploratory activities, into 'Understanding similarity ratios', 'Grasping conditions of similarity in triangles', and 'Comparing concepts of congruency and similarity'. Through exploratory activities based on AlgeoMath, students discussed the meaning and mathematical relationships of key concepts related to similarity, such as the ratio of similarity to the area of figures, and the meaning and conditions of congruence and similarity in triangles. By improving misconceptions about the similarity of figures, they were able to develop deeper mathematical understanding. This study revealed that in teaching and learning the geometric similarity using AlgeoMath, obtaining meaningful pedagogical outcome was not solely due to the features of the AlgeoMath environment, but also largely depended on the teacher's guidance and intervention that stimulated students' thinking.

• Korean Journal of Heritage: History & Science
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• v.46 no.1
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• pp.160-175
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• 2013

There is the need to make a sharp distinction as regards JANGSEUNGs (Korean traditional totem poles) that are different in origin, history and function. This study is to identify the functions of the figures, as well as to trace stone JANGSEUNGs to their origins. In this regard, researched were conducted into the origins of JANGSEUNGs and their changes in history. There was a tradition in the GORYEO Dynasty (an ancient dynasty in the Korean Peninsula) that it erected JANGSAENGs (the archaic name of JANGSEUNGs) or allied stone figures within temples; especially, 'TONGDOSA GUKJANGSAENG SEOKPYO (a stone JANGSAENG that was erected by the royal command and is at the entrance of TONGDO Temple located in YANGSAN, South GYEONGSANG Province, South Korea)' functions as a stone monument rather than as a stone sign. In the engraved inscription, it is written that it should be erected in the form of PANA as before. 'PANA' refers to 'ZHONGKUI', a god in Chinese Taoism believed to exorcise devils that spread diseases. The inscription is to define the territory of TONGDO Temple. The article on HAN JUN GYEOM in a book 'WORAKGI (a travelogue on WORAK Mountain in North CHUNGCHEONG Province, South Korea)' written by HEO MOK makes it possible to guess the scale of GUKJANGSAENGs erected in DOGAP Temple. The stones, on which 'GUKJANGSAENG' or 'HWANGJANGSAENG' were engraved, are not JANGSAENGs but are demarcation posts. In the JOSEON Dynasty (the last dynasty in the Korean Peninsula) JANGSAENGs functioned as signposts. Unlike JANGSAENGs in temples, they were made of wood. At first, the word 'JANGSAENG' was written '長生' in Chinese characters, but in the JOSEON Dynasty another character '木 (wood)' was added to them, and thus the orthography was likely to change into 'JANGSEUNG.' In the JOSEON Dynasty, in addition, optative or geomantic figures were not called 'JANGSEUNG.' Historically, for instance, there has been no case where 'DOL HARBANGs (stone figures found only in JEJU ISLAND, South Korea)' are called 'JANGSEUNG.' In a book 'TAMRA GINYEON (a historical record on JEJU Island, South Korea)' it is written that KIM MONG GYU, JEJU governor, erected ONGJUNG Stones outside the fortress gate. ONGJUNG Stones usually refer to stone statues erected in front of ancient kings or dignitaries' mausoleums. Moreover, they were geomantic figures erected to suppress miasma. A magazine 'GWANGJUEUPJI (a journal on old GWANGJU, South Korea, 1899)' shows that two two ONGJUNG Stones were so erected that they might look at each other to suppress miasma from a pathway through which lucks lose. On the two stone figures located in BUAN-EUP, North JEOLLA Province, South Korea, inscriptions 'SANGWON JUJANGGUN' and 'HAWON DANGJANGGUN' were engraved. The words are to identify the figures' sexes. They are a kind of optative geomantic figures, and therefore there is no reason to call them 'JANGSAENG' or 'JANGSEUNG' or 'DANGSAN.' The words 'SANGWON' and 'HAWON' are closely associated with Taoism. Since then, the words have been widely used as inscriptions on stone figures in temples, and subsequently are used for JANGSEUNGs. A hatted ONGJUNG Stone, found in BUKANSAN Fortress, disappeared and other ones may be being buried somewhere. Meanwhile, ONGJUNG Stones in JEJU Island and stone figures in BUAN-EUP have hardly been displaced and thus have properly functioned. Stone figures, made in those days, seem to be most similar in function to JANGSAENGs made during the GORYEO Dynasty. Specifically, like earlier JANGSAENGs, stone figures made during the early to mid-18th century were likely to function not only as optative figures but as boundary stones. Most of stone figures in temples were made whenever the land use survey was conducted throughout the nation, but given that at the same period of time, the commonalty filed many lawsuits against grave sites, temples might erect many stone figures to mark their territories. Currently, wooden or stone figures are commonly called 'JANGSEUNG', but they were erected in different epochs and for different reasons. Their origins are to be sought in stone figures that functioned not only as optative figures in temples but as boundary stones during the GORYEO Dynasty.

• Journal of Elementary Mathematics Education in Korea
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• v.24 no.1
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• pp.129-149
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• 2020

This study reports the results of analyzing the learning opportunities about the plane figures provided by the first and second grade mathematics textbooks. The plane figures that students learn during this period are important in that it serves as the basis for the later geometric education. With assumptions that mathematics learning is related to the problem of meaning and that meaning-related activity can be viewed as a symbolic activity, it adopts and uses the perspectives and tools of semiotics to analyze the learning opportunities provided by the mathematics textbook. The analysis of the semiotic process of the textbook activities revealed the significance of learning opportunities and helped to distinguish the seemingly similar learning opportunities. Based on the results of the analysis, I discussed the link between learning opportunities provided by grade 1 and grade 2 mathematics textbooks. Finally, the paper concludes with suggestions and conclusions and suggestions for further research.

• Applied Microscopy
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• v.22 no.1
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• pp.33-41
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• 1992

To clarify the exocytotic features in adrenal medullary aminergic cells, the authors observed rat adrenal medulla prepared by the TAGO method with transmission electron microscope. Rat adrenal medulla contains two types of aminergic cells, adrenergic and noradrenergic, as described. They were present as a group. In a single group both adrenergic and noradrenergic cells were present, but the same kind of cells showed the tendency forming small groups. Adrenergic cells were characterized with the granules having relatively electroluscent cores. These granules were relatively uniform in size, and the cores filled the granules with only thin halos. Noradrenergic cells were characterized with the granules of various size and forms. Most of the cores of these granules were generally more electron-dense than those of the adrenergic cells and only partly filled the granules without forming the halos. But, some granules were very similar in the shape and electron density as those of the adrenergic cells. Even empty-looking granules were present. Exocytotic figures with the classical omega figures were observed in both types of aminergic cells, but they were more frequent in adrenergic cells. These figures were mainly present along the plasma membranes toward the capillary. The excreted materials could be identified in the cleft of the omega figures. Apocrine-like secretory patterns but without cytoplasmic rims were identified in noradrenergic cells. Some vesicles, possibly formed from the cytoplsmic tubular systems were released. Some irregular lamellar structures of varying sizes were also observed. They looked like membranous structures sneaking through the plasma membranes. We could not, however, found any evidences of their involvement in exocytotic processes. These were present toward the capillaries and found only in the adrenergic cells. The authors conclude that the secretory processes in adrenal chromaffin cells may include not only the classical exocytotic processes but also the unusual direct secretions of granules or parts of cellular organelles. The membranous lamellar structures may indicate the remnants of excreted granules or functionally inactive excess membranes of the organelles removed from the cytoplasm.

• Journal of Korean society of Dental Hygiene
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• v.2 no.2
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• pp.145-158
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• 2002

This is a section study for research of main cause and coping ways caused by stresses during the clinical experiment. It was researched by 231 students of third grade have finished clinical experiment until September though questionnaire. The methods for this study used the a stress measuring instrument thai was used by Hoa-Yun Jun and coping ways of stresses devised by Bell. We computed the frequency and the mean value by the SPSS 10.0 statistical data and we got the following result that from the experiment with t-test and the ANOVA analysis. 1. The mean value of stresses indicated rather higher states in figures 2,855 and the figures that were classified by each areas, indicated highest figures are affected by circumstances, that is 3.065. 2. As higher as the degree of satisfactions in their major, students feel stress less so, the result was not quite different between each of them (p=0.007). 3. The copping ways of stresses indicated, similar differences by using of long-term copping ways and short-term copping ways to cope with stresses(p=0.000). 4. In case of the students who failed college entrance exams and prepared for the next chance for more than one year, indicated highest figures that is 2.57 in short-term ways to cope with stresses, so it showed slightly differences between them(p=0.014). 5. According to the satisfactions of clinical experiments, there were not any statistical differences in long-term coping ways but, as smaller as the satisfactions, in that evidence of the students use short-term copping ways, it showed slightly differences between them(p=0.041). 6. According to the degree of stresses, low-stress groups use short-term coping ways more than high-stress groups, so it showed slightly differences between them(p=0.001). 7. As far as the using of long-term coping ways, the figures of between the lower stress groups and the higher stress groups indicated 2.89 and 2.97 respectably so, the figures were not so closed.