• Journal of Educational Research in Mathematics
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• v.10 no.2
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• pp.229-246
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• 2000

The purpose of this paper is to compare and analyze the two different teaching methods of elementary mathematics in the traditional method and in the constructive view. To do so, the actual class in the constructive view has been made for about four months using a class of 45 students in the second grade of an elementary school. After the class was finished, we collected diverse data from the class, such as the responses from the children(self-evaluation, mathematics diary, observation by the investigator, daily report), class evaluation report by other teacher and so on. The results of this research are as follows: First, the traditional class reaches at the goal of learning in a unit time because the class is guided by the teacher but the class in the constructive view is a little flexible because it is contextual. Second, in the constructive process of mathematical knowledge we knew that small group activities or discussion without intervention of teacher was often ended in exhaustive argument without arriving at valid social consensus. Third, the attitude in mathematics was changed from the passive one to the self-regulated ones. Fourth, the class in the constructive view could extend not only the ability of mathematical communication but also the ability of self-directed learning of children. Fifth, it was a considerable change the role of teacher, that is, guide of instruction instead of unique specialist in the classroom. Sixth, finally, the evaluation was made after finishing a unit class in the traditional instruction but it was integrated in a class in a constructive view.

• Kyungpook Mathematical Journal
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• v.59 no.3
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• pp.481-491
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• 2019

In the present paper, we investigate the upper bounds on third order Hankel determinants for certain class of close-to-convex functions in the unit disk. Furthermore, we obtain estimates of the Zalcman coefficient functional for this class.

• Journal of the Korean Home Economics Association
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• v.39 no.1
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• pp.169-178
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• 2001

In this study, we examined relationship among social class, conspicious consumption, dimensions of clothing price, and clothing buying behavior. The data were obtained by 290 female college students using questionnaire. The questionnaire were consist of four parts, dimensions of clothing price, conspicious consumption, clothing buying behavior, demographic factors. And the data were analysed with frequency, $x^2$-test, factor analysis, cluster analysis, ANOVA and Duncan test. The results were as follows. First, there was significant differences in social class and their attitude on dimensions of clothing price. Upper class consumers evaluate clothing price as Quality and dignity, on the other hand, lower class consumers perceived it as tendency for discount. Second, clothing selective standards was founded significantly different in social class. Clothing symbolic factor was more important to the upper class then lower class. Third, upper class consumers had a tendency of purchasing more clothes than lower class, and spend more money on clothing. Fourth, there was significant differences in conspicious consumption group and their attitude on dimensions of clothing price. Fifth, when conspicious consumption tendency is higher, importance of clothing price is highly perceived by college student. Sixth, Amount of clothing purchase and clothing expenditure were significantly different in conspicious consumption group. Consumers tend to buy more clothes and spend more money on clothes when they had high tendency in conspicious consumption.

• Journal of the Korea Fashion and Costume Design Association
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• v.23 no.3
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• pp.73-85
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• 2021

The purpose of this study is to understand the influence of the professor's image making (internal, external, social image) perceived by college students on instructional outcomes. The influence of the professor's image making on class satisfaction and class commitment was analyzed, and the mediating effect of class satisfaction and the relationship between class satisfaction and class commitment in the relationship between image making and class commitment was considered. First, it was found that the external image and social image of the professor had a significant effect on class satisfaction. The level of interpersonal relations, such as communication, manners, manners, and intimacy as well as the management of external expressions, clothing style, makeup, hair, gestures, postures, attitudes, voices, speech, and speech speed brings satisfaction to the class. Second, it was found that the professor's inner image, outer image, and social image had a significant effect on class commitment. In order to satisfy the students' immersion in class, professors are required to manage internal, external, and social images. Third, it was found that class satisfaction had a significant effect on class commitment. If the class satisfaction is high, it means that class immersion also increases. Fourth, as for the social image of a professor, it was found that class satisfaction had a completely mediating effect in the relationship between class commitment, and the external image of a professor was found to have a partial mediating effect in class satisfaction in the relationship between class commitment. It was found that the social image of professors perceived by college students improve class satisfaction, and this improves class satisfaction further enhances class immersion.

• Journal of the Architectural Institute of Korea Planning & Design
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• v.36 no.3
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• pp.49-58
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• 2020

Based on Merrill's instructional theory, this study pursued to develop a demonstration-based architectural design class operation model for the 3^rd year undergraduate students taking a Spring semester design studio class. The model was designed and used particularly to improve architectural thinking abilities of under-motivated learners. Learning effects of the model were examined based on the preliminary data obtained for 3 consecutive years, 2017 through 2019. A total of 52 students were participated in the class and observed by the instructor. Once developed, the model has been continually updated and improved based on results of each class operation. Five types of demo. were used in the model. First, direct contacts of the instructor with under-motivated learners were turned out to be the most preferred demo(demo. 4), while watching and listening of the demo(demo.3) between the instructor and motivated learners taking place in class was ranked at the second place. Belief of under-motivated learners on the instructor as a professional should be highly valued for improving their architectural thinking abilities. Second, motivated peers' direct help for under-motivated ones was placed in the third rank. Social attitudes of under-motivated learners towards accepting motivated ones' helps were determined the particular demo's appropriateness. Third, a set of guidelines for operating the model in undergraduate design studio classes were developed and suggested.

• Proceedings of the Botanical Society of Korea Conference
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• 1999.07a
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• pp.21-35
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• 1999

We have previously isolated OsMADS4 gene that is a member of the class B MADS box genes from rice. In this study, another member of the class B MADS box genes was isolated from rice flower by the yeast two-hybrid screening method using OsMADS4 as bait. RNA blot analyses revealed that the clone, OsMADS16, was expressed in the second and third whorls, whereas the OsMADS4 transcripts were present in the second, third, and fourth whorls. These expression patterns of the OsMADS16 and OsMADS4 genes are very similar with those of AP3 and PI, the class B genes of Arabidopsis, respectively. In the yeast two-hybrid system, OsMADS4 interacted only with OsMADS16 among several rice MADS genes investigated, suggesting that OsMADS4 and OsMADS16 function as a heterodimer in specifying sepal and petal identities. We have also isolated OsMADS6 gene using OsMADS1 as a probe. Both are members of the AGL2 MADS family. Various MADS genes that encode for protein-protein interaction partners of the OsMADS6 protein were isolated by the yeast two-hybrid screening method. A majority of these genes belong to the AGL2 family. Sequence Homology, expression pattern, and ectopic expression phenotypes indicated that one of the interaction partners, OsMADS14, appears to be homologous to API, the class A MADS gene of Arabidopsis.

• Journal of Korean Elementary Science Education
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• v.36 no.2
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• pp.155-162
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• 2017

The purpose of this study was to analyze science academic emotion and scientific imagination of students between a science gifted class and a general class in elementary school. Samples of this study were composed of 212 fifth and sixth graders in Gyeonggi province. The results of this study were as follows. First, positive scientific academic emotion of students in a science gifted class was higher than that of general class. Second, boredom and laziness of negative scientific academic emotion were higher scores in general students, whereas, angry area was higher scores of students in a science gifted class. Third, scientific imagination of students in a science gifted class was higher than that of general class. Fourth, both groups had a positive correlation between scientific imagination and positive science academic emotion. Especially, interest area of positive scientific academic emotion in both of the two groups influenced scientific imagination.

• Korean Journal of Veterinary Service
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• v.35 no.2
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• pp.139-145
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• 2012

Prevalence of major legal communicable diseases in bovine and swine had been monitored in Jeonbuk province from year 2004 to 2008. At least 1 communicable disease had been reported in 687 heads from 68 bovine farms and 17 farms (25.0%) of the 68 positive farms had 1~2 additional outbreaks during the surveillance. By disease, enzootic bovine leukosis, Johne's disease and Akabane disease were occurred in 53 farms (582 heads), 14 farms (100 heads) and 1 farm (5 heads), respectively. Swine communicable diseases were occurred in 4,466 heads from 63 swine farms and 18 farms (28.6%) of the 63 positive farms had 1~2 additional outbreaks during the surveillance. By disease, Aujeszky's disease (AD), porcine epidemic diarrhea (PED), classical swine fever (CSF), porcine reproductive and respiratory syndrome (PRRS), porcine transmissible gastroenteritis (TGE), atrophic rhinitis (AR) and Japanese encephalitis in swine (JE) were occurred in 20 farms (70 heads), 20 farms (2,817 heads), 12 farms (258 heads), 6 farms (1,257 heads), 1 farm (50 heads), 1 farm (2 heads) and 1 farm (10 heads), respectively. In total, 10 communicable diseases (1 species of first-class, 3 species of second-class, and 6 species of third-class) were reported. The first-class diseases were CSF. Johne's disease, and Aujeszky's disease. JE was the second-class and Akabane disease, enzootic bovine leukosis (EBL), PED, PRRS, TGE and AR were third-class diseases.

• Journal of the Korean Home Economics Association
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• v.29 no.2
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• pp.135-154
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• 1991

The purposes of this study are: 1) To find out overall family life issues percieved by the middle-classhousewives in their forties. 2) To examine detailed aspects related to middle years crises, leisure activities, children issues, family economy issues, and housing issues. 3) To clarify solutions to, and provide basic data on family issues raised by the middle-class families. The middle-class housewives in their forties living in the Seoul area were the subject of the survey. The sample size analysed in this study was 422. Data were analysed by the frequency, mean, percentile, standard deviation, X2-test, analysis of variance, multiple classification analysis, analysis of multiple regression, and Scheffe-test as a post-hoc analysis. The conclusions are as follows: First, the middle-class housewives tend to give more importance on children issues, especially on academic achievement and career development. Second, family cohesion of middle-class families is comparatively high and intra-familial conflict is low, and middle years crisis of housewives is comparatively low, too. Third, the stability of middle-class families can be found in household economic management patterns. one fourth of the families own stocks and two fifths of the families own real estate except their own dwelling house. Be based on their property income add to their labor income, middle-class families are showed their economic stability, however, intra-class inequality is found, too. Fourth, the great part of middle-class families that possess their own house, tend to be unsatisfied with their housig scale, and a half of the families expect to enlarge their housing scale for more comfortable and convient living.

• Korean Journal of Childcare and Education
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• v.17 no.3
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• pp.39-64
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• 2021

Objective: This study analyzed the compliance situation of class rules for 3-year olds in the Wisdom class at Sarang kindergarten. Methods: Research participants were composed of 17 young children and two teachers in the wisdom class for 3-year-olds and data collection and analysis were conducted by participant observation using the qualitative method. Results: Research results were as follows. The compliance situation of class rules included compliance, violation, and among compliance and violation. First, compliance was divided into compliance with assistance and self compliance. Compliance with assistance is for young children to follow the rules under the guidance, help, and instructions of teachers. Self compliance is for children to understand and follow the rules themselves. Second, Between compliance and violation is conflict of the rules created by different standards of class rules. Third, depending on who found the violation, violation was classified into teacher discovery, peer discovery, and acquiescence. The teacher discovery led to teacher guidance and teacher acquiescence, The peer discovery led to peer notification, peer resistance, peer punishment, and peer acquiescence. Conclusion/Implications: By looking at the compliance situation of class rules for three-year-olds, the educational implications of how to guide class rules were obtained for children.