• Journal of the Korean Society of Food Culture
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• v.21 no.3
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• pp.270-279
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• 2006

This study was designed to : (a) analyze the menus of the French restaurant in tourism hotel using the menu analysis techniques of Kasavana & Smith and Pavesic, (b) compare the characteristics of the two analysis techniques. The calculations for the menu analysis were done using the MS 2000 Excel spreadsheet program. The menu mix % and unit contribution margin were used as variables by Kasavana & Smith and weighted contribution margins (WCM) and potential food cost % (PFC%) by Pavesic. In two cases, a four-cell matrix was created and menu items were located in each according they achieved high or low scores with respect to two variables. The items that scored favorably on both variables were rated in the top category (e.g., star, prime) and those that scored below average on both were rated in the lowest category (e.g., dog, problem). While Kasavana & Smith's method focused on customer's viewpoints, Pavesic's method considered the manager's viewpoints. Therefore, it is more likely to be desirable for decision-making on menus if the menu analysis techniques chosen is suited to its purpose.

• Journal of the Korean Chemical Society
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• v.61 no.2
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• pp.65-76
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• 2017

The goal of this study was to discover factors of difficulties on learning Brønsted-Lowry acid and base focusing viewpoint of each definition. To achieve this, we were targeting statement of textbooks and perception of teachers that have a decisive effect on students' learning. Analysis of textbooks was performed for chemistry I of high school and EBS(total 6 textbooks) which dealt with Brønsted-Lowry definition. And a survey was conducted on 24 science teachers who had Brønsted-Lowry definition teaching experience. According to the textbooks analysis, characteristics of statement way were (1) statement without viewpoint of each definition, (2) convergent statement to Arrhenius. And features of teachers' perceptions were (1) teachers who have the only one viewpoint, (2) teachers with unawareness on coexisting reason of various definitions. All of these can be explained by absence from understanding viewpoints of Arrhenius and Brønsted-Lowry. To promote students' Brønsted-Lowry learning, students should obtain viewpoints of each definition. So we suggest that pre-service teacher training curriculum and statement way of textbook should reflect viewpoints of each definition.

• Journal of Educational Research in Mathematics
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• v.12 no.1
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• pp.49-70
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• 2002

There have recently been increasing exchanges between South and North Korea in many areas of society, involving politics, economics, culture, education. In response to these developments, research activities are more strongly demanded in each of these areas to help prepare for the final unification of the two parts of the nation. In the area of mathematics education, scholars have started to conduct comparative studies of mathematics education in South and North Korea. As a response to the growing demand of the time, in this thesis we compared the secondary mathematics education in South Korea with that in North Korea. To begin with, we examined the background of education, in North Korea, particularly predominant ideological, epistemological and teaching theoretical aspects of education in North Korea. Thereafter, we compared the mathematics curriculum of South Korea with that of North Korea. On the basis of these examinations, we compared the secondary school mathematics textbooks of South and North Korea, and we attempted to suggest a guideline for researches preparing for the unification of the mathematics curriculum of South and North Korea. As a communist society, North Korea awards the socialist ideology the supreme rank and treats all school subjects as instrumental tools that are subordinated to the dominant communist ideology. On the other hand, under the socialist ideology North Korea also emphasizes the achievement of the objective of socialist economic development by expanding the production of material wealth. As such, mathematics in North Korea is seen as a tool subject for training skilled technical hands and fostering science and technology, hence promoting the socialist material production and economic development. Hence, the mathematics education of North Korea adopts a so-called "awakening teaching method," and emphasizes the approaches that combine intuition with logical explanation using materials related with the ideology or actual life. These basic viewpoints of North Korea on mathematics education are different from those of South Korea, which emphasize the problem-solving ability and acquisition of academic mathematical knowledge, and which focus on organizing as well as discovering knowledge of learners' own accord. In comparison of the secondary school mathematics textbooks used in South and North Korea, we looked through external forms, contents, quantity of each area of school mathematics, viewpoints of teaching, and term. We have identified similarities in algebra area and differences in geometry area especially in teaching sequence and approaching method. Many differences are also found in mathematical terms. Especially, it is found that North Korea uses mathematical terms in Hangul more actively than South Korea. We examined the specific topics that are treated in both South and North Korea, "outer-center & inner-center of triangle" and "mathematical induction", and identified such differences more concretely. Through this comparison, it was found that the concrete heterogeneity in the textbooks largely derive from the differences in the basic ideological viewpoints between South and North Korea. On the basis of the above findings, we attempted to make some suggestions for the researches preparing for the unification in the area of secondary mathematics education.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.10 no.2
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• pp.169-177
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• 1999

Human being can be defined in several ways. These are biological, psychological, social and religious, ethical and philosophical aspects. The first two viewpoints refers to the intrapersonal aspects and the last two viewpoints deals with the interpersonal aspects. There have been numerous thoeries and hypotheses to explain the human behavior and psychopathology, but the author does not find any theory or hypothesis to integrate the biological and psychological viewpoints. In addition, The author does not find any theory to integrate the intrapersonal and interpersonal aspects in interpersonal relationships. Thus, the author proposed one model to explain the human behavior. In proposing this theory, the author has the following hypotheses：1) All human being can not exist by oneself. 2) The ultimate goal of all human being is to achieve 'Survival'. 3) There are four kinds of survivals and they are biological, psychological, social and religious, ethical and philosophical survivals. 4) Power and control are two prerequisites for survival and there are four kinds of power and control. 5) The four elements of power and control are biological, psychological, internal and external ones. 6) The conflict between buman being can also be explained in terms of power, control and survival. 7) Normality and abnormality of human behavior can be explained in terms of the harmony and balance among the powers and controls.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.10
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• pp.709-718
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• 2016

The study considers viewpoints for qualitative improvement of landscape planning based on research literature, books and reports. By classifying items used in this study, evaluation criteria was derived for viewpoint selection using SPSS Statistics. In addition, we establish weights and prioritize viewpoints by measuring the relative importance within the hierarchical index. The analysis results are as follows: First, 16 viewpoints were determined using surveys from experts to establish specific and systematic plans for landscape simulation. Second, with respect to the medium classification level of viewpoint evaluation, the most important factor found was 'view' followed by 'publicness' and 'place.' Third, priority by viewpoint was found to exhibit the following order of relative importance: visual openness of viewpoint, favorability as view target, cultural property space, historicity, public place, gateway place, area where the target can be observed, thickly-populated or most-used place, place where various shapes of targets and surrounding landscape can be identified, ecological protection area, river and waterside area, viewing angle (relief-etching), viewing direction, major roads, distance between the viewpoint and the target, and plains and farmland. These results can contribute to developing systematic and reliable analysis frame for qualitative improvement of landscape planning and evaluating landscape simulation.

• Journal of Korean Home Economics Education Association
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• v.33 no.3
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• pp.1-22
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• 2021

The purpose of this study is to examine high school students' perception of male home economics teachers and identify diverse viewpoints. To this end, the Q method was used, which is useful for operant subjectivity studies in which research participants create their own opinions and viewpoints. Based on the general procedures of the Q method, this study finalized 40 statements comprised of the representational system of high school students on male home economics teachers, which are Q samples, from the Q population. The statements were Q-sorted by P samples comprised of 31 high school seniors and analyzed using the QUANL program. The results showed that there were 4 different viewpoints of high school students on male home economics teachers. The type 1 focused on individual traits, claiming that the 'male' gender of home economics teachers and the 'home economics' subject are merely individual traits of the teachers. The type 2 focused on the subject, perceiving male home economics teachers with focus on the subject of home economics. The type 3 focused on competencies, thinking that male home economics teachers have sufficient skills and competencies to teach home economics. Finally, the type 4 focused on character, valuing the character of the teachers and thinking that male home economics teachers are great teachers who took up the challenge of teaching home economics. This study has significance as it provides the basic data for in-depth understanding of students' perception of male home economics teachers in individual context.

• Analyses & Alternatives
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• v.2 no.1
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• pp.31-69
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• 2018

This study examines the role of science in resolving trade disputes. After the Great East Japan Earthquake of 11 March 2011 that not only jeopardized the people of Japan, but also put the safety of an entire region at risk, the Republic of Korea (Korea) has imposed import bans as well as increased testing and certification requirements for radioactive material on Japanese food products. Japan has challenged these restrictions at the World Trade Organizations Dispute Settlement Body (DSB). This study aims to explain how international trade agreements and previous DSB rulings have dealt with different scientific viewpoints provided by confronting parties. In doing so, it will contrast the viewpoints espoused by Korean and Japanese representatives, and then analyzes the most similar case studies previously ruled on by the DSB, including the case of beef hormones and the case of genetically modified crops including biotech corn, both between the United States and the European Communities (EC). This study finds that science is largely subordinate to national interests in the case of state decision-making within the dispute settlement processes, and science has largely been relegated to a supportive role. Due to the ambiguity and lack of truly decisive decisions in the Appellate Body in science-based trade disputes, this study concludes that the Appellate Body avoids taking a firm scientific position in cases where science is still inconclusive in any capacity. Due to the panel's unwillingness to establish expert review boards as it has the power to do, instead favoring an individual-based system so that all viewpoints can be heard, it has also developed a system with its own unique weaknesses. Similar to any court of law in which each opposing party defends its own interests, each side brings whatever scientific evidence it can to defend its position, incentivizing them to disregard scientific conclusions unfavorable to their position. With so many questions that can arise, combined with the problems of evolving science, questions of risk, and social concerns in democratic society, it is no wonder that the panel views scientific information provided by the experts as secondary to the legal and procedural issues. Despite being ruled against the EC on legal issues in two previous cases, the EC essentially won both times because the panel did not address whether its science was correct or not. This failure to conclusively resolve a debate over whose science is more scientific enabled the EC to simply fix the procedural issues, while continuing to enforce trade restrictions based on their scientific evidence. Based on the analysis of the two cases of disputes, Korea may also find itself guilty of imposing an unwarranted moratorium on Japan's fish exports, only to subsequently pass new restrictions on labelling and certification requirements because Japan may have much scientific evidence at its disposal. However, Korea might be able to create enough uncertainty in the panel to force them to rule exclusively on the legal issues of the case. This will then equip Korea, like the EC in the past, with a way of working around the ruling, by changing whatever legal procedure they need to while maintaining some, if not most, of its restrictions when the panel fails to address its case on scientific grounds.

• The Journal of Korean Philosophical History
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• no.28
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• pp.155-182
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• 2010

When we divide Environmental Ethics education into the elements of 'knowledge - emotion - behavior', we need to focus on 'knowledge' at high school level. In general Moral Education, 'knowledge - emotion - behavior' is a circular link, but as Environmental Ethics is a matter of 'consciousness', it is desirable to instruct with the process of 'knowledge>emotion, behavior'. Teaching 'Consciousness on Nature' is not recommended at elementary or middle school level because it demands higher inference. On the contrary, considering the reality in high school it is not recommended to teach the necessity and method of recycling or to go field trip to the polluted area. Rather, it is better to inform the students of Environmental Ethics' viewpoints and let them know the ways of moral judgments. The view of nature in Orientalism is well explained through the Environmental Ethics' viewpoint. To explain the view of nature in Orientalism we should concentrate on the theory, not on the attitude of life. And we should rather compare the viewpoints of nature in Confucianism, Taoism and Buddhism respectively than explain in Orientalism all together. That is, if we compare with the viewpoints of Environmental Ethics and explain similarities & differences in Confucianism, Taoism and Buddhism, we can complement Environmental Ethics or present the third approach.

• Smart Media Journal
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• v.12 no.11
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• pp.48-56
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• 2023

The technology of Three-dimensional human posture estimation is used in sports, motion recognition, and special effects of video media. Among various methods for this, multi-view 3D human pose estimation is essential for precise estimation even in complex real-world environments. But Existing models for multi-view 3D human posture estimation have the disadvantage of high order of time complexity as they use 3D feature maps. This paper proposes a method to extend an existing monocular viewpoint multi-frame model based on Transformer with lower time complexity to 3D human posture estimation for multi-viewpoints. To expand to multi-viewpoints our proposed method first generates an 8-dimensional joint coordinate that connects 2-dimensional joint coordinates for 17 joints at 4-vieiwpoints acquired using the 2-dimensional human posture detector, CPN(Cascaded Pyramid Network). This paper then converts them into 17×32 data with patch embedding, and enters the data into a transformer model, finally. Consequently, the MLP(Multi-Layer Perceptron) block that outputs the 3D-human posture simultaneously updates the 3D human posture estimation for 4-viewpoints at every iteration. Compared to Zheng[5]'s method the number of model parameters of the proposed method was 48.9%, MPJPE(Mean Per Joint Position Error) was reduced by 20.6 mm (43.8%) and the average learning time per epoch was more than 20 times faster.

• Journal of The Korean Association For Science Education
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• v.27 no.9
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• pp.809-817
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• 2007

The purpose of this research was to investigate the nature of the science views of science teachers and high school students as well as the views expressed in 10th grade science textbooks. The subjects were a high school science teacher, 18 male students and 11 female students in a 10th grade class located in Gyeongbuk Province, Korea. The data were analyzed in terms of three main categories of the nature of the science: the definition of science, the development of science, and the method of science. In the results, it was found that the textbook had an inductivism point of view, and that the teacher had a falsificationism point of view in terms of the definition of science. However, the teacher presented the inductive point of view of the textbook in the class. After the class, the students showed an inductive point of view. In terms of scientific development, the textbook represented a relativism point of view briefly, and the viewpoint of the teacher also expressed relativism. The teacher taught briefly from the relativism point of view, as in the textbook. The viewpoints of the students were inductivism and were not affected by the textbook or the explanations of the teacher. In terms of scientific methods, the viewpoints of the textbook and the teacher were falsificationism, and the teacher represented falsificationism views in her classes. The views of the students also showed falsificationism after their classes. However, before conclusions can be made, it is necessary to find concrete proof of the teaching effect on the viewpoints of the students in continuing research.