• Journal of Digital Convergence
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• v.12 no.8
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• pp.475-480
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• 2014

They are used as a symbol representing some meaning of an object. Geometric patterns in the formative arts have been recasted by artists and used to express modern images. Simple shapes of geometric patterns create beauty with their outward appearance and decorated patterns. The simpleness of decorated patterns go with restrained, rational, and modern concepts. The patterns decorated with geometric patterns use geometric figures such as octagon, triangle, quadrangle, etc. and they give satisfaction to modern people. They are also regular and simple, so they can create impactive visual effects and three-dimensional space can be created with these dynamic patterns. Therefore, attractiveness of shape which gives enjoyment is also found in tableware design using geometric patterns. Using geometric patterns in tableware design is not based on a chance factor, so it is possible to objectify and reproduce the patterns. These repetitive designs can influence a lot of designers working on tableware and help improve the tableware designs. It is also considered that those designs are able to create new opportunities to produce a high value product in the ceramics industry.

• 기호학연구
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• no.56
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• pp.71-107
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• 2018

The purpose of this study was to find out the presentation of food and cooking process shown through the media and its cultural implications by comparing and analyzing seasons 1 and 2 of , tvN's reality program which has gained high viewer ratings and sympathy from the viewers. In light of the existing documents, the research reviewed the social and cultural meanings implied through a series of processes of "the act of cooking- the act of providing food - the act of having a meal."The authors concerned narrative structure of the program, paradigmatic analysis, actantial analysis, and analysis by applying the culinary triangle of $L{\acute{e}}vi$-Strauss were conducted, in order to find out the difference between seasons 1 and 2 of the . As a result of semiotic analysis on the programs, by focusing on the value of composure and slowness which may be felt through the simple everyday lives and travelling by running a Korean restaurant in a foreign country, the reality program revealed the changed consumption behaviors for Korean food, and the evolutionary process of cooking and the act of providing food reflecting the above. Meanwhile, the transformation of the Korean food may mean the "statelessness of Korean food" hidden under the name of localization or globalization. Furthermore, although the program intended to put up globalization of Korean food, the uniqueness of the Korean food wash armed, and this is the reason why it needs to be examined whether Korean food was used simply for entertainment in the program. Also, the program showed limitations such as drawing cultural inferiority as the motive for watching the program.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.2
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• pp.247-282
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• 2011

In the elementary school mathematics textbooks of the 7th national curriculum, just simple construction education is provided by having students draw a circle and triangle with compasses and drawing vertical and parallel lines with a set square. The purpose of this study was to examine the mathematical thinking of sixth-grade elementary school students in the construction process in a bid to give some suggestions on elementary construction guidance. As a result of teaching the sixth graders in gifted and nongifted classes about the equal division of line segments and evaluating their mathematical thinking, the following conclusion was reached, and there are some suggestions about that education: First, the sixth graders in the gifted classes were excellent enough to do mathematical thinking such as analogical thinking, deductive thinking, developmental thinking, generalizing thinking and symbolizing thinking when they learned to divide line segments equally and were given proper advice from their teacher. Second, the students who solved the problems without any advice or hint from the teacher didn't necessarily do lots of mathematical thinking. Third, tough construction such as the equal division of line segments was elusive for the students in the nongifted class, but it's possible for them to learn how to draw a perpendicular at midpoint, quadrangle or rhombus and extend a line by using compasses, which are more enriched construction that what's required by the current curriculum. Fourth, the students in the gifted and nongifted classes schematized the problems and symbolized the components and problem-solving process of the problems when they received process of the proble. Since they the urally got to use signs to explain their construction process, construction education could provide a good opportunity for sixth-grade students to make use of signs.