• Journal of the Korean Home Economics Association
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• v.46 no.2
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• pp.137-153
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• 2008

This research analyzed the contents of the elementary and middle school home economics textbooks within the 7th Curriculum from two theoretical Perspectives: structural functionalism and healthy family. A quantitative and in-depth content analysis was carried out with the five elements of family structure, family role, family relation, communication, dating and pregnancy. A healthy family Perspective was found in relation to the elements of family type and family role from the in-depth analysis of the elementary school practical arts textbook. In the middle school textbooks, the five elements reflected a strong structural-functionalist tendency. In both levels, the quantitative content analysis indicated that a structural-functionalist viewpoint was prevalent in the graphical components of the textbooks, including pictures, diagrams and graphs.

• Genomics & Informatics
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• v.6 no.3
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• pp.147-152
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• 2008

The basic graph layout technique, one of many visualization techniques, deals with the problem of positioning vertices in a way to maximize some measure of desirability in a graph. The technique is becoming critically important for further development of the field of systems biology. However, applying the appropriate automatic graph layout techniques to the genomic scale flow of metabolism requires an understanding of the characteristics and patterns of duplicate and shared vertices, which is crucial for bioinformatics software developers. In this paper, we provide the results of parsing KEGG XML files from a graph-theoretical perspective, for future research in the area of automatic layout techniques in biological pathway domains.

• English Language & Literature Teaching
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• v.11 no.3
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• pp.71-87
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• 2005

The role of interaction in second language (L2) classrooms has been examined from different angles, ranging from early studies of foreigner talk to the studies of the teacher- and task-based talk. However, most of the research on L2 classroom interaction has been based on a traditional psycholinguistic view of language and learning, failing to reconceptualize a broad and holistic understanding of L2 learning. Currently, many researchers have attempted to explore and describe classroom interaction in L2 classrooms from a sociocultural perspective. The purpose of this paper is to discuss Vygotsky's theoretical framework in terms of L2 classroom interaction and research from a sociocultural perspective, by describing three key concepts (zone of proximal development, private speech, and activity theory) in Vygotsky's theoretical framework and relating them to L2 classroom interaction. The results demonstrated the importance of social interaction for second language acquisition with the review of the related research study. It was also suggested that the dynamic and interactive processes of second language learning in the classroom should be valued by L2 researchers as well as L2 teachers. Finally, implications for the concepts for L2 classroom research and pedagogy are presented in the conclusion.

• Journal of Sasang Constitutional Medicine
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• v.25 no.3
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• pp.135-144
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• 2013

Objectives Two conflicting readings of "Donguisusebowon" so far have been presented that Sasang Constitutional Medicine inherited the traditional Five Elements theory and that it was a new perspective on its own right. The main purpose of this paper is to review the theoretical ground of Sasang Constitutional Medicine to see whether it has inherited the Traditional Korean Medicine, and show that it had been developed as an original view independent of the Five Elements theory. Methods To do this, I inquired into the theoretical background of Sasang Constitutional Medicine as well as its philosophical premises and its leading ideas. Results and Conclusions As a result, I have found that Sasang Constitutional Medicine is an original medical theory developed in empirical terms on its own right, divorced from the transcendental view of the Five Elements theory, while borrowing some concepts from I-Ching and Neo-Confucianism only for technical tools. In short, Sasang Constitutional Medicine may well be put as calling for a reappraisal of the Han-medical and Confucian accounts of human being, and a transition from speculative method based on the Five Elements theory to a verifiable empirical method. In this vein, my reading of Sasang Constitutional Medicine in empirical perspective may well be appraised as presenting a new way to further inquiries into the theoretical nature of it, and to getting itself across with Western medicine as well.

• Proceedings of the Korea Contents Association Conference
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• 2008.05a
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• pp.356-360
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• 2008

As a seedbed for American Public Administration, Traditional Reform Perspective (TRP) produced Wilsonian formulation of administrative science in modern academic setting. From the beginning of the second half of the twentieth century, ideas were transported into Public Administration scholarship. New Reform Perspective (NRP) entails a belief that these reasonings are largely based on assumptions of Economics. Looking into this belief is a necessary condition, if not a sufficient one, for answering the question: Does NRP hold in the study of administration? This initial reading, though somewhat primitive, tries to set up a proposal for identifying a meaningful context for understanding the situation. As a representative version, Wilson's original perspective must be reconsidered in order to articulate the field of study within traditional reform context. According to NRP, new administrative theories are the results of the influence of economic reasoning into the field of Public Administration. Therefore, rereading of Tiebout's 'Pure Theory' and Ostrom, Tiebout and Warrens's 'Theoretical Inquiry' is a prerequisite to satisfy this particular condition.

• Journal of Families and Better Life
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• v.9 no.1 s.17
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• pp.1-11
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• 1991

This paper reviews the literature on life course as a perspective in family studies. Life course approach on family studies have been emerged since 1960. This approach, which is challenging accepted knowledge and theory, partly reflects a shift in analytic perspective from structural models to a more behavioral thrust that views as a actor in structured situations, Life course approach is a theoretical orientation for our understanding of the linkage between individual and family development in context of changing historical context. Life course approach contributes time, process, and context to receiving in sociological perspectives on family and kinship.

• Korean Journal of Social Welfare
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• v.59 no.3
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• pp.229-252
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• 2007

Traditional quantitative approaches to comparative social policy research in welfare state have mostly focused on cross-national variations in social policy. More recently, they have attempted to account for disparities in the local provision of social policy. However, heavily relying on traditional theories of welfare state development (e.g., industrialism theory, power resource approach, and state-centric thesis), most of them seem to have explained the local variation from a central or national perspective, thereby completely ignoring the local perspective. Furthermore, their theoretical bases have been exclusively derived from the social context of post-war era. In tackling these issues, this study aims at localizing and updating the theoretical framework of local welfare policy in the post-industrial age. The framework provided in this study calls for a shift in the theoretical perspective towards more local and new approaches (e.g., new social risks, new public management and intergovernmental relations).

• Journal of architectural history
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• v.1 no.1 s.1
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• pp.267-281
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• 1992

This study maintains that settlement and dwelling system reflects socio-cultural value of the people to express their image of ideal-life and intrinsic way of life. To demonstrate it, the study is conducted on a cross-cultural perspective. Through the study, it is shown that the character and content of the settlement and dwelling system is largely generated by the result of a choice among possible alternatives, which provides the theoretical base of the settlement and dwelling system.

• Journal of Industrial Convergence
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• v.9 no.1
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• pp.67-78
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• 2011

It is revealed that there is still considerable interest in job satisfaction and that a growing number of methods are being used to study satisfaction. In particular I reviewed studies using methodologies such as interviews, questionnaires, and diary studies. Overall. my review suggests that working roles change for individuals and theoretical perspectives fade or rise for scholars, the experience of job satisfaction continues to play a central role in understanding life at work.

• Journal of Elementary Mathematics Education in Korea
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• v.16 no.2
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• pp.253-267
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• 2012

In this paper, we primarily focus on the perspectives about creative process, which is how mathematical creativity emerged, as one aspect of mathematical creativity and then present a desirable task characteristic to measure and program characteristics to develop mathematical creativity. At first, we describe domain-generality perspective and domain-specificity perspective on creativity. The former regard divergent thinking skill as a key cognitive process embedded in creativity of various discipline domain involving language, science, mathematics, art and so on. In contrast the researchers supporting later perspective insist that the mechanism of creativity is different in each discipline. We understand that the issue on this two perspective effect on task and program to foster and measure creativity in mathematics education beyond theoretical discussion. And then, based on previous theoretical review, we draw a desirable characteristic on instruction program and task to facilitate and test mathematical creativity, and present an applicable task and instruction cases based on Geneplor model at the mathematics class in elementary school. In conclusion, divergent thinking is necessary but sufficient to develop mathematical creativity and need to consider various mathematical reasoning such as generalization, ion and mathematical knowledge.