• Proceedings of the KSR Conference
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• 2006.11b
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• pp.1017-1028
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• 2006

Japanese railroad companies continued growing by developing diversification based on a railroad enterprise. However, after entering in the 1990s, the diversification model of a railroad company reached the management limit. Under economic depression, A decrease in the birthrate and aging progressed and passenger transport changed to the downward tendency. Nevertheless, since railroad investment was expanded, railroad achievements got worse and price competitiveness with JR East Japan became weak. But the achievements of a diversification section got worse compared with the railroad enterprise. Therefore, group management was thought as important and enterprise reorganization was developed.

• Journal of Korea Entertainment Industry Association
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• v.14 no.8
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• pp.49-62
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• 2020

Musicals are plays in which songs and dances are closely aligned with the plot development of the play, and songs and dances develop specific situations and a series of events. In particular, songs perform a fuction of causing the significant changes and emotional ventilation and amplification in the play by specifically capturing the goals and actions the characters are aiming for. This paper focuses on the song that takes on the function of the plot deployment, defines songs that embody actions and stories on stage' as 'action songs' and highlights their role and importance. Action Song is not a clearly defined or prescribed term in Musical. However, 'Action Song' is a song about how a character's desire or motivation for action, given as a 'character song' inserted at the beginning of an integrated musical play, provides a conflict that is a central event of action. In other words, 'action song' means a song that organically combines music and narrative by conveying the action on the stage as a song with lyrics. In addition, it is a song that moves the plot forward and contains a series of events or actions that are the material of the plot. This paper is intended to summarize the concept of'Action song which is not well known to us, and to lay the foundation of the stud, learned the concept, function and efficiency by the analyses of script and music of the musical . As a result, action songs accumulate and amplify tension caused by conflicts and induce the audience to immerse in their emotions. At the same time, the action song multiplies fun and interest of the play while the audience's expectation increased for the next scene after the action song and the progression of the play with single action makes the contents of the drama to be understood clearly.

• Journal of The Korean Association For Science Education
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• v.29 no.6
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• pp.611-625
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• 2009

The purpose of this research is to investigate the characteristics of beginning science teachers' subject matter knowledge (SMK) as revealed in their classroom teaching methods. In this research, we explored six beginning teachers' classroom teaching episodes on the 'work and energy' unit. Using open-ended interviews with the teachers and group discussions taking place on a regular basis to analyze and compare the classes of six beginning teachers, we extracted the features of beginning science teachers' SMK. Using grounded theory methods, the characteristics of beginning science teachers' SMK drawn from this research are: (1) beginning teachers' positivistic epistemology on science, (2) claiming the teacher's authority based on rich subject content knowledge, and (3) beginning teachers' science elitism. These epistemological characteristics are realized such PCK as (1) representational errors caused by the teacher's own science misconception, (2) doing harm to students with too much content knowledge, (3) sporadic content presentation lacking a focus, and (4) surplus class hours with lack of effective science teaching explanations. Suggestions for alternative perspectives on science SMK are presented by experienced teachers. In conclusion, science teachers' SMK is necessary, but not sufficient, for effective teaching. Science teachers' SMK does have an effect on science teaching, mediated by other types of teacher knowledge. The beginning teachers need a systematic support to transform their SMK into a viable PCK.

• Archives of design research
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• v.19 no.5 s.67
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• pp.75-84
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• 2006

The aims of this study are to examine the conceptual contents of space diagram, and to find its elements and practical applications by analyzing the UN Studio. The Findings of this study are as follows: firstly, the conceptual contents represented in space diagram are classified into four elements - motif, flow, relationship, and distribution. Secondly, space diagram is used in program development, schematic design, and preliminary design of design process phases. Thirdly, the elements based on the case diagrams include five elements: context analysis, object analysis, time-behavior analysis, modeling analysis, and space analysis. Fourthly, in practical use, diagrams with motif concept is usually used in modeling analysis, and diagram with flow concept is commonly used in the analysis of time-behavior and object. Diagrams with relationship concept is mostly used in space analysis, secondly in analysis of context and modeling. Further, diagrams with distribution concept is usually used in space analysis. If one uses these findings for design projects in practical business or education, it would be helpful in design conception and development as well as of design information structuralization.

• School Mathematics
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• v.11 no.4
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• pp.723-743
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• 2009

This paper analyzed the main contents of multiplication and division of fractions in elementary mathematics textbooks and workbooks aligned to the national mathematics curriculum. This paper first explored the adequacy of when to teach the contents, the connection of instructional flow across grades, and the method of constructing a unit to teach multiplication or division of fractions. This paper then analyzed in detail the contents with regard to the types and frequency of word problems, the types of visual models and frequency, and the process of formalizing the calculation methods and principles. It is expected that the issues and suggestions stemming from this analysis of current textbooks and workbooks are informative in developing new instructional materials aligned to the recently revised mathematics curriculum.

• Journal of Digital Convergence
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• v.8 no.2
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• pp.55-68
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• 2010

This study identifies perceived importance and relative education necessity of entrepreneurship education program of university students. This research examine the major 5 factors of invention education program and identified the improvement of relative invention education program relation to entrepreneurship process. The sample survey of this research are 125 university student respondents and 5 invention entrepreneurs are participated. Research methods used means, percentile, frequency and factor analysis. Major findings are as follows; the selected course category of factor analysis categorized the understanding of invention concept, invention and management, invention and creativity, invention and patent and invention exercise. The mean value of perceived importance that invention and management, invention exercise, invention and creativity, invention concept and invention and patent are in order. But the perception of invention entrepreneurs to patent, management, creativity, invention exercise and invention concepts are in order. And the sub invention program's necessity degree relation to 'management and exercise' are higher than others. This study suggested that invention education program reinforcing the invention management and student takes interesting patent contents which accepted exercise program with easy.

• Education of Primary School Mathematics
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• v.21 no.2
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• pp.111-130
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• 2018

In this study, I compared and analyzed the contents of Korean, Japanese, Singapore, American, and Finnish textbooks about fraction which is one of the important and difficult concepts in elementary school mathematics. This is aimed to get the implications for meaningful fractional teaching and learning by analyzing the advantages and disadvantages of the methods and time of introducing the concept because fraction has the diversity of the sub-concepts and the introducing methods or process. As a result of the analysis, the fraction was introduced as part-whole(area) in all five countries' textbooks, but the use of number line, conversion between improper fraction and mixed number, whether to deal with part-whole(set) model. Furthermore, there are differences in the methods in obtaining of the equivalent fraction and the order of arrangement in comparison of fraction. Through this analysis, we discussed the reconsideration of the introducing contexts of fractions, the use of number line when introducing fractions, and the problem of segmentation and classification of contents.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2017.10a
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• pp.179-181
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• 2017

In this paper, we propose the contents of the visual content of the child's own boundaries and implement the contents based on active learning using touch method. The images consist of four modules, each of which consists of content developments, learning concepts, and learning content. The notion of sexual violence is also aimed at fostering awareness that sexual violence is also an extension of the child's safety. Moreover, the learning content of a learning game improves learning outcomes by receiving a 'compliment' if the game succeeds and receives a 'reward' on the game.

• Journal of the Korean Society of Earth Science Education
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• v.11 no.3
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• pp.237-243
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• 2018

The purpose of this study is to analyze the contents related to a subject 'Earth and Mooon' from elementary science textbooks of the 2009 revised curriculum and elementary science textbooks of the 2015 revised curriculum. For the research, the team selected and analyzed the contents of the 'Earth and Moon' unit in the elementary science textbooks of the 2009 revised curriculum and 2015 revised curriculum. As a result of the research, first, there has been no significant change in achievement standards of the curriculum as the science textbook revised from 2009 curriculum to 2015 curriculum. Second, the two curriculum did not differ much in specific textbook contents statement or development, but they showed much change in presentation of exploration activities in curriculum as well as the specific exploration activities presented in the textbooks. Third, compared to science textbooks of the 2009 revision the 2015 revision used more pictures and illustrations. Forth, there have been few changes related to experimental observation, but the activities to organize the unit in 2015 revision have been strengthened compared to the 2009 revision.

• 한국체육학회지인문사회과학편
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• v.54 no.4
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• pp.257-269
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• 2015

The purpose of this study was to conduct content analysis on expression activity section in the physical education textbooks of 2009 curriculum revision and provide a basis for future middle school physical education. in order to accomplish the purpose of this study, 5 different kinds of physical education textbook. The physical education textbooks were examined through the comparative analysis and previous studies conducted for selections of the analysis bases. The results were as follows. First, textbooks devoted the space from 14.1 to 17.3%. In deployment and configuration of the section, each textbooks were used variety of methods, photographs and illustrations for motivations and advanced learning. Second, the instructional objectives were presented 4-6 each text book including expression activity concepts, understanding expression methods, personal competence reinforcement through creative activity, and watching performances. Learning contents were to focus on the concepts of aesthetic component in the esthetical expression, to highlight creative component in the modern expression, to express characteristic dances through understanding of the culture in the traditional expression. lastly, the middle assessments hight the understanding of each contents but small assessments focus on attitudes of character education.