• Journal of the Korean Society for information Management
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• v.25 no.1
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• pp.19-41
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• 2008

Cue words and phrases of critical sentences, Paradigms knowing the critical information between sentences, Rules extracting the sentences contained critical information and producing the critical sentences were made to construct the critical abstract of scholar journals in the web environment. The ontology aided to accomplish above works were designed, to manage and operate the cue words and phrases in documents and the symptoms related to Purpose, Method, Result, and Conclusion sentences. The results of performance test remarked to improve the advancement of extraction and production rules and the reinforcement of ontology's relationship.

• School Mathematics
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• v.11 no.4
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• pp.583-605
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• 2009

This research aims to examine the characteristics and main subjects of the mathematics class-criticism by elementary' teachers. In this aim, we analyzed the mathematics class-criticism by the 11 elementary teachers. As the results of this research, the elementary teachers criticized the mathematics class while understanding and describing the class as it is. And mathematics class-criticism by elementary teachers showed contextual and situational characteristics. Furthermore, the main subjects of mathematics class-criticism by elementary teachers were identified as mathematical communication, teacher's question to foster the students' mathematical thinking, appropriateness of task, motivation for students, concrete operational activity, appropriateness on teacher's mathematical behavior and teacher's use of mathematical term, experience of inductive reasoning. While, we identified the significance of mathematics class-criticism for elementary teachers. The elementary teachers pointed out the necessity and importance of the mathematics class-criticism on the mathematics class in usual context.

• Journal of Korea Game Society
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• v.13 no.3
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• pp.19-30
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• 2013

Digital games have become a major part of the modern popular culture, but little attention has been paid to understanding the textuality of games and what the game texts have the cultural meanings. As the games develop, however, the academic and journalistic game critiques and reviews that try to understand and to deconstruct the game texts are on the rise. This study explores how the game criticism characterizes the game texts, creates and shapes the understanding of games. The finding shows that game criticism is rich and varied in terms of themes and approaches covered, more generally, games criticism can also help preserve game history by focusing on the distinctive game textuality, forms and meanings, and by contextualizing the links and cultural meanings that exist between games and between games and the cultural context.

• Proceedings of the Korea Contents Association Conference
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• 2016.05a
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• pp.441-442
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• 2016

본 연구는 1960년대 비평사의 쟁점인 순수 참여 논쟁을 연구한 것이다. 논의 결과 한국전쟁 이후 50년대 비평은 현실 부재의 이데올로기적 비평임을 알 수 있다. 60년대 비평은 앞 세대의 논의를 이어받아 순수주의와 현실주의로 양분되었다. 이 시기 비평가들의 논의를 통해 우리는 순수주의가 언어에 천착한 비평으로 이어지고, 참여주의는 한국적 적용 문제를 검토하는 계기가 되었음을 알 수 있다. 60년대 중반 이후 순수참여 논쟁에 이은 김현과 백낙청의 논의는 상상력과 역사의식에 맞닿아 있음을 알 수 있다.

• Journal of the Korean Society for information Management
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• v.30 no.3
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• pp.89-109
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• 2013

The study analyzes mission statements of Library and Information Science schools in the United States. It aims to reveal identities of LIS by Critical Discourse Analysis (CDA). The study examines the strategies or stereotypes of academic mission statements in LIS as a genre. Mission statements are analyzed using discourse analysis to find common ideology using agency, modality, and lexical analysis. A comparative analysis of two mission statements is also conducted within discursive practices to reveal characteristics of two schools. This study has value in that it provides implications for other ideological discussions applicable to LIS.

• School Mathematics
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• v.15 no.2
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• pp.369-387
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• 2013

This research intends to give a practice of mathematics lesson-critique and some perspectives on a mathematics lesson in the elementary school level. We carried out a mathematics lesson-critique on a lesson chosen as a good lesson by a local educational district in Korea. The main themes of mathematics lesson-critique were the reconstruction of lesson models, the pursuit of relational understanding, the activation of mathematical communication, and the didactical transformation by a in-service teacher. Meanwhile we confirmed that we need to discuss the properness and adequateness of contents about division of natural numbers given in the elementary mathematics textbook and teachers' guide according to the revised 2007 mathematics curriculum.

• Journal of Science Education
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• v.39 no.3
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• pp.389-403
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• 2015

The goal of this study were to look into the elementary school teacher's experience in the self-review of science class and analyze the changes of reflection level revealed in it. This study was a qualitative example research where two elementary school teachers participated and performed self-review via reflective writings regarding their science classes. Both teachers showed changes in aspect and frequency of review to a certain extend by reflective writings based on their class experience and the educational settings they are at. They all revealed a high level of changes on reflection by the feedback from the class reviews. Affirmative changes of cognition on science class and the perception of factors affecting the practice of the class such as understanding students, class observation of the peer teachers et al. contributed to the elevation of reflection level by continuously adjusting and complementing the practical knowledge through the reflection during or after the class.

• Proceedings of the Korea Water Resources Association Conference
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• 2018.05a
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• pp.76-76
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• 2018

하천에서의 유사이송과 하상변동을 분석하는 대표적인 방법으로는 현장에서 유사량이나 하상고를 측정하여 분석하는 실측에 의한 방법, 수리모형 실험과 수치모형을 이용하는 방법이 있다. 이 중에서 실측에 의한 방법은 시간과 비용의 한계로 수치해석모형을 이용한 연구가 많이 이루어 지고 있다. 현재까지 개발된 다양한 하상변동 수치모형들은 유사이송 상태를 평형 유사이송 상태를 가정하고 개발되어 왔다. 평형 유사이송은 흐름과 하상재료 등의 조건이 발생시킬 수 있는 유사이송능력과 실제 유사이송률이 동일하다고 가정하는 것이다. 그러나, 실제 유사이송에서는 흐름 및 지형 등의 변화에 따라서 지속적으로 새롭게 형성되는 유사이송능력에 실제 유사이송률이 빠르게 도달하지 못하면서 유사이송능력과 유사이송률 사이에 시 공간의 격차가 발생하게 된다. 이러한 상황을 비평형 유사이송이라고 하며 지속적인 하상 상승 및 저하가 발생하는 구간, 댐과 같은 구조물에 의해서 유사의 연속성이 차단되는 구간, 하상재료가 불연속한 구간 등에서 주로 발생하는 것으로 알려져 있다. 비평형 유사이송을 수학적으로 모의하기 위한 대표적인 방법에는 적응거리계수와 회복계수를 이용하는 방법이 있다. 위의 계수들은 흐름 및 하상 특성을 이용하여 공간에 대한 유사이송의 지체현상을 고려하는 방법으로 이를 산정하기 위한 다양한 공식들이 제시되고 있다. 그러나, 각 공식들에 의해서 제시되는 값에 많은 차이가 있는 것으로 알려져 있다. 본 연구에서는 실내실험과 수치실험을 통해서 평형/비평형 유사이송 및 집중형/분포형 적응거리계수를 고려한 모의 결과를 비교하였으며, 적응거리계수 산정공식에 따른 비평형 유사이송 모의 결과를 비교하였다. 본 연구에서 적용한 실내실험에 대해서는 평형 유사이송보다는 비평형 유사이송을 고려한 경우와 비평형 유사이송 공식을 이용하여 적응거리계수를 분포형 매개변수로 이용하는 경우가 실제 하상변동 모의 결과에 더 근접한 수치실험 결과를 제공하는 것으로 나타났다.

• Journal of The Korean Association For Science Education
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• v.39 no.3
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• pp.389-403
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• 2019

This study aims to analyze criteria and characteristics for preservice elementary teachers' critiques of their peers' inquiry-based instruction. This study reviews critiques written by 31 preservice elementary teachers enrolled in an elementary school science inquiry methods course wherein the teachers designed and implemented inquiry-based instruction. These preservice teachers participated in inquiry-based instruction as if they were elementary students and then evaluated their peers' instruction. Analysis of the critiques reveals that preservice teachers evaluated their peers' instruction on the following criteria: instruction context, science content, teaching strategies, students, instructional goals, non-verbal attitude, and assessment. Their beliefs about teaching science inquiry were reflected in the critiques. Additionally, it was found that four orientation for teaching inquiry-didactic, academic rigor, activity-driven, inquiry orientation-reflected in critiques; some of critiques held more than one of these orientations. And they did not merely criticize but suggested alternatives to general teaching strategies; furthermore, of inquiry-instruction specific teaching strategies. They showed higher epistemic understanding of inquiry-based instruction after mid-term demonstrations. The evidence demonstrated that the proportion of critiques specifically about inquiry-based instruction increased after the mid-term demonstrations. Moreover, the post mid-term critiques emphasized interaction between students as well as understanding of the nature of science. These findings could provide implication for teaching inquiry and criticizing others' instruction as part of elementary school science courses in preservice elementary teacher education.

• Cross-Cultural Studies
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• v.45
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• pp.167-194
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• 2016

V.V. Rozanov, a well-known writer and thinker, has wrote many critical essays about Russian literature and writers. The most famous literary criticism written by him is an essay about F. Dostoevsky - Legend of the Grand Inquisitor (1894), which has been highly appraised by N. Berdyaev. If Dostoevsky was the best and the most admirable writer by Rozanov, Gogol was one of the most condemned one by him. This paper, first of all, aims to analyze Rozanov's literary essays about Gogol. At this time, our subjects of analysis included writer's critical essays about Pushkin and Dostoevsky because Rozanov tried to investigate the nature of a creation of Gogol through comparative studies. Based on these analyses, we attempted to deduce an overall view of Rozanov about Russian literature. We also examined the influence of Rozanov on the later criticism.