• Journal of the Korean Society for information Management
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• v.35 no.3
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• pp.245-270
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• 2018

In order for school library to fully serve as a key educational element of a school, teachers' positive perception on the library's role is essential. Due to the lack of the perception, however, school libraries are not closely related to class activities in practice. Since teachers' perception on school library has been regarded as an given environmental factor in the field of school libraries, alternatives for revitalizing school libraries proposed in previous studies were not effective in practice. We developed a hypothesis that activities in school libraries have a certain impact on the teachers' perception, and tested the hypothesis and identified library factors to the perception in this study. Through a series of statistical analyses with the data from a questionnaire survey with teachers in elementary schools, we identified that the teachers perceived the library as non-curricular element, their perceptions were affected by the library. Consequently, the school library can influence the teachers' perveption. This study has implications to explore practical alternatives to improve the teachers' perception on school libraries by activities in school libraries.

• The Journal of the Korea Contents Association
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• v.14 no.12
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• pp.1058-1068
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• 2014

The purpose of this study is to analyze the role of physical education to solve school violence. In order to do this, we took a sample size of 590 middle school students from city D by using the simple random sampling, allowed them to answer open questions recognizing the relationship between physical education and school violence, and then conducted an inductive category analysis of the data. As a result, it was found that there are both positive and negative reponses towards physical education and school violence. First, the positive responses were classified into 8 subcategories and 4 major categories(the social factors, psychological factors, physical factors, and environmental factors). On the contrary, the negative responses were classified into 6 subcategories and 4 major categories(personal experience, structural elements, cognitive factors, and environmental factors).

• Korean Journal of Social Welfare Studies
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• v.40 no.3
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• pp.299-326
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• 2009

The purpose of this study was to find out some factors affecting the social prejudice perceived by people with psychiatric disability(PPD) and to present some useful explanations for those effects based on theories from symbolic interactionism. The hypotheses were as follow. First, the higher the symptoms, the higher will be the perceived social prejudice of PPD. Second, if PPD have vocational roles, the perceived prejudice will be lower. Third, if PPD want more services or supports for vocational rehabilitation, the perceived prejudice will be higher. Fourth, the higher the perceived prejudice of family members, the higher will be the perceived prejudice of PPD. The results show that the major hypotheses were supported. Based on the results some theoretical and clinical implications are discussed. First, this study made a little contribution to the study of perceived social prejudice of PPD providing some useful theoretical basis and empirical evidences. Secondly, due to the limitation of the data and cross-sectional research the results of this study need to be duplicated under more rigorous experimental or quasi-experimental study. Concerning the clinical intervention, it should be stressed to provide valued social roles to help PPD protect themselves from social prejudices. Secondly, rehabilitation professionals need to help PPD cope with increasing perceived prejudice while pursuing valued social roles such as employee. Third, rehabilitation professionals should assess the perceived prejudice of family members and to help them resist social prejudices through education, self-help groups, and other advocating strategies. Lastly, professionals should be carful not to blame family members for the adverse effects of their perceived prejudice on PPD.

• Journal of the Korean Society for information Management
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• v.31 no.2
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• pp.189-209
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• 2014

This study examined librarians' perceptions of Information Commons(I.C.), user's information seeking behaviors, and new role of library in the digital ages. Interviews with 28 librarians found that the perceptions of the librarians were widely differed depending on their understandings of the nature of the space. The interview results were divided into three different categories of librarians: the librarians; 1) understanding library as a place only with academic functions, 2) library as academic place along with multi-cultural functions, and 3) library as open learning space with focus on creativity and discovery of users. The findings also indicated that all these perceptions are closely related to understanding of the role of library and its future development.

• Proceedings of the KIEE Conference
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• 2001.11c
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• pp.161-164
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• 2001

생명체의 면역계는 외부에서 침입해 세포나 장기에 피해를 주는 물질인 항원을 스스로 자기세포와 구분해 인식하고 제거하는 기능을 가지고 있다. 이러한 면역계의 특징 중의 하나는 항원과 구별되는 자기 세포의 확실한 인식을 가지고 구분하는 자기/비자기(self/non-self) 인식방법이다. 이러한 기능을 가장 잘 보여주는 면역 T세포 중의 하나인 세포독성 T세포(T-cytotoxic Cell)는 자기세포를 인식하는 부분과 항원으로 인식하는 부분으로 구성되어 항원에 의해 감염된 자기세포를 찾아 제거하는 역할을 한다. 본 논문에서는 생명체의 면역계에서 중요한 역할을 하는 세포독성 T세포의 생성중의 자기인식 과정의 하나인 Positive Selection을 모델링하여 자기-인식 알고리즘 구현하였다. 구현한 알고리즘을 자기 공간의 국소변경과 블록변경에 대한 자기인식률을 통해 알고리즘의 유효성을 검증하며 응용 시스템으로 지문 인식에 적용하였다.

• Monthly Duck's Village
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• s.184
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• pp.28-30
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• 2018

• 어항어장
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• s.12
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• pp.16-18
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• 1990

• Korean Deer Journal
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• v.2 no.3 s.8
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• pp.54-58
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• 1997

• 발명특허
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• v.10 no.12 s.118
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• pp.10-12
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• 1985

• Journal of the Korean Chemical Society
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• v.46 no.1
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• pp.76-82
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• 2002

This study investigated the effects of assigning cognitive roles, a method that may promote verbal interaction in knowledge-building processes, in small-group discussion for science concept learning. Two classes (62 students) of 7th-graders respectively received a concept learning instruction through small-group discussion with assigned cognitive roles (CR) asking to explain and contradict one's idea and to synthesize and conciliate group's idea, and a concept learning instruction through small-group discussion with no specific assigned roles (NSR), for 9 class periods. After the instructions, the tests of achievement, conceptions, the perceptions on science learning environments, and the perceptions toward small-group discussion were administered. ANCOVA results revealed that low-achievers in the NSR group performed significantly better than those in the CR group. Similar tendency was also found in the scores of the conceptions test. Two groups did not differ significantly in the perceptions on science learning environments and toward small-group discussion.