• Korean Journal of Culture and Social Issue
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• v.13 no.2
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• pp.55-76
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• 2007

This study investigated the relationship between emotional contagion and altruistic behaviors and also examined the moderating effect of self-construals(independent and interdependent self) in this relationship. It was hypothesized that the emotional expression of people in need would be caught by others through automatic mimicry, that emotional information would be internalized through the facial-feedback process and that the transferred emotion would eventually result in a motive to call for altruistic behaviors. In Study 1, participants watched a video clip about a disabled student reporting difficulties in school life but showing facial expression opposite to the contents of message to separate emotional contagion and empathy. Participants' decision to participate in voluntary works for the disabled student was measured. As a result, it was found that the more participants experienced emotional contagion, the more they participated in altruistic behaviors. Study 2 measured the vulnerability to emotional contagion, actual experiences of altruistic behaviors, and self-construals. The results of hierarchical regression showed that interdependent self moderated the influence of emotional contagion on altruistic behaviors whereas independent self moderated the relationship in an opposite direction. The implications of emotion and altruistic behaviors in human evolution process are discussed.

• Journal of Korean Home Economics Education Association
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• v.35 no.2
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• pp.133-144
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• 2023

The goal of this study was to improve environmental awareness by systematically developing a hands-on online lesson for adults on making drink bags by upcycling discarded umbrella cloth. The lesson was developed using an ADDIE model. During the analysis stage, the instructional design direction was established based on the findings of previous studies. In the design stage, the operation of practical classes in the online environment was specifically planned. The contents of education and the training time were also determined. The materials developed during the development stage included a kit and theoretical information containing images to raise awareness of environmental pollution and the significance of upcycling, as well as videos and photos. During the implementation stage, two sessions were held three months apart. A total of 36 adults participated, with 18 participants in each session. In the evaluation stage, the first session participants provided feedback on class satisfaction, which led to improvements. Positive feedbacks were received from the second session participants, who expressed satisfaction with the smooth communication and easy approaches to the learning materials. In both instances, the surveys on environmental consciousness and attitudes yielded an overall average score of 4.27, indicating a generally positive evaluation.

• Journal of the Institute of Convergence Signal Processing
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• v.14 no.3
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• pp.147-153
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• 2013

Functional game, which is the combination of play and learning and a futuristic tool, can minimize the dysfunction and maximize the proper functions, and furthermore, has taken root as a new alternative that can change the game industry and game culture. Recently, the focus of game and education markets is shifting to the development of more advanced learning contents, rather than emphasizing the self-control and motivation of users. Along with that, the game market has excluded the socially dysfunctional elements, such as the addiction and learning disabilities, and has witnessed a diversification into the human-friendly entertainment business that emphasizes the mental and physical health and pursues scientific educational effects. In addition, functional games are expanding its reach from the professional sectors - such as medical aide/medical learning, military simulation, health, auxiliary tools, special education and learning tools - to the realm of routine education, mental health, etc., and has seen a steady growth. However, most functional games, which are being currently planned and developed to cope with the special characteristics of the market, have not undergone accurate scientific assessment of their functions and have not proven their effectiveness. An overwhelming proportion of the functional games are being developed based on the intuition and experience of game developers. Moreover, the type of games, which involve the repetition of simple tasks or take the form of simple puzzles, cannot effectively combine the practically interesting factors and the learning effects. Most games incorporate unscientific methods leading to the vague anticipation of improvement in functions, rather than the assessment of human functions. In this paper, a study was conducted to present the measures that could maximize the effects of functional games in relation to the changes in the visual and auditory stimulations in order to maximize the effects of functional games, i,e., the immersion and concentration. To compare the degree of effects arising from the visual stimulation, the functional game contents made in the form of 2D and 3D were utilized. In addition. ultra sound and 3-dimensional functional game contents were utilized to compare the degree of effects resulting from the changes in the auditory stimulation. The brainwave of the users were measured while conducting the experiments related to the response to the changes in visual and auditory stimulations in 3 steps, and the results of the analysis were compared.

• Journal of The Korean Association For Science Education
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• v.33 no.6
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• pp.1154-1169
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• 2013

The present work was performed to find behavioral characteristics of elementary school students corresponding to the motivation system on science learning (SL-BIS/BAS; Behavioral Inhibition/Activation System about Science Learning) in the observation situation. Eye-tracking was used for this study, which is one of the neurophysiological methods. The findings of present study were as follows: First, students who have sensitive motivation system to SL-BIS (SL-BIS group) showed meaningfully shorter fixation duration the whole time during an observation task than students who have sensitive motivation system to SL-BAS (SL-BAS group) (p<.05). Total fixation counts of SL-BIS group were significantly larger than SL-BAS group and it indicates that SL-BIS group often generated new fixations. Therefore, fixation duration per count of SL-BAS group was longer than that of SLBIS group. Second, we studied fixations in situations with movement corresponding to the motivation system on science learning. SL-BIS group and SL-BAS group exhibited similar fixation duration in the study task segment with movement, which is one of the stimulus attracting students. However, for the study task segment when the movement was finished, total fixation duration and fixation duration per count of SL-BAS group were meaningfully longer than those of SL-BIS group. Third, comparing fixation targets classified by factors of study task, SL-BIS group showed fixation on the target that is not important for the study task. But SL-BAS group concentrated on the target-related factor of the study task. The present work could be helpful in understanding students' characteristics corresponding to the motivation system on science learning in observation situation and for making a learning & teaching plan that is suitable to the feature of students.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.3
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• pp.439-455
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• 2018

This study was designed to analyze the behavior characteristics of people, who have the same or similar Investigative (I) and Enterprising (E) Holland code scores, toward their career commitment. The calculus of the two codes is .16, which means that they are inconsistent and full of oppositions. Especially, the focus of the analysis is whether there are any differences in career commitment between people who have similarly high or low scores of their I and E codes and, if there are differences, what are their characteristics The analysis shows that the participants with high scores of their I and E codes have strong career commitment. They are highly goal oriented and motivated and with a long future time perspective they seek for progress in their careers. Due to their high career expectations and career resilience, they are willing to invest in their careers and put up with a certain level of sacrifice. They place the emphasis on their independence and are not very influenced by the surrounding environment. While the participants with low scores of their I and E codes also perceive the importance of their career commitment, they are very much affected by people and external stimuli. As a result, their efforts in terms of their career commitment are easily disturbed and lowered. The critical factor causing the difference between these two types of people is related to the score of their Social(S) code. This research has the potential to provide improvement points for career counselling.

• Journal of Elementary Mathematics Education in Korea
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• v.8 no.1
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• pp.1-21
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• 2004

The purpose of this study is analyzing phenomenon of mathematical communication by students applied story shell. Also, this study is obtained teaching indicated in early standardized mathematics classes. It is served we realize the purpose of study and set study subject to be as follows. First, it finds out how to be described activities of students' mathematical communication in the mathematics class applied story shell. Second, it finds out what phenomenon is observed in a behavior side of the mathematics class applied story shell. It is developed 7 story shells for the 6th grade of the elementary school for about 4 months and when applying mathematics classes, it is analyzed the notes and recorded data to get in an each class and when applying mathematics classes. It is analyzed the notes and recorded data to get in an each class. The result of this study is as follows: First, in a mathematics class which applies story shell, students concentrate on the class when hearing and reading mathematics problem. So, they are able to understand a mathematical language included in the problem. Second, in a mathematics class which applies story shell, students participate actively at the mathematics class. And in complicate situation among the students it is served they justify own opinion and persuaded logically. The point which study hints to see such a result is as follows: First, in a mathematics class which applies story shell students have answered more quickly than the old times as hearing and reading the problem in a picture. Second, in a mathematics class which applies story shell, students were used to being the mathematics language intimately and there was to observe to express it by an equation. Third, in a mathematics class which applies story shell students attend to study activity with interest. Forth, in situation of complicate thought, students are persuading and explaining their opinions for the purpose of justification.

• The Korean Journal of Zoology
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• v.37 no.4
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• pp.554-564
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• 1994

세균이 세포내 공생하는 xD strain과 모 세포주인 tD strain Amoeba proteus의 열충격 대응의 차이를 알아 보기 위하여 방사선 동위원소로 표지된 아미노산을 Ca2+_less Chalkley's 용액에서 음작용 경로를 통하여 90분 동안 흡수하게 하고, 저온 및 고온 스트레스에 대하여 새로 합성되는 스트레스 대응 단백질의 양상을 1, 2차원 전기영동 및 자기방사 사진법에 의해서 비교하였다 저온(10"C) 충격에 대응하여 아메바는 두 strain 모두 56.0 kDa, pl 6.0 단백질을 강하게 발현하였으며, xD strain에서는 tD strain과 달리 저온 충격 초기에 66 0 kDa, pl 5.5 단백질의 발현이 중단되었다. 한편 고온(33"C) 열충격에 대하여 두 strain 아메바에서 모두 10여종의 단백질이 새합성되는 것으로 확인되었으며, tD 아메바에는 이들 단백질의 새합성이 완만하게 이루어지는데 비하여 xD 아메바에서는 그중 66.0 kDa 단백질이 고온 대응 단백질로서 신속하게 새합성되는 것으로 나타났다. 이외에도 2차원 전기 영동 분석을 통하여 열충격에 의해서 발현이 촉진되는 다수의 단백질들을 탐지하였다 탐지된 아메바의 열충격 단백질은 분자량에 따라 hsp100군 2종, hsp90군, 3종, hsp70군 및 hsp60군 각 1종, 그리고 small csp군 4종으로 분류해 볼 수 있었다 두 분석의 결과를 종합해 보면 tD 아메바에는 저온 및 고온 충격에 대하여 열충격 단백질의 합성이 완만하게 상승하는 데 비하여 xD strain에서는 신속하게 이루어졌다. 이상의 결과로 보아 아메바의 세포내 공생 세균은 숙주의 열충격 대응기작에 변화를 야기한 것으로 판단된다한 것으로 판단된다. 10mg과 20mg의 estrogen 처리구 사이에 유두 직경, 길이 그리고 용적의 증가량에 있어서는 차이가 없었다. 10mg 및 20mg의 estrogen 처리는 초발정일령을 각각 20일 및 124일 단축시켰다. 전체적으로 이러한 결과는 송아지에 estradiol의 삽입은 성장과 유선 발달을 촉진시키고 초발정일령을 단축시킬수 있다는 것을 강력하게 지적한다. 일치하지 않으므로 더욱 정밀한 조사를 실시하여 분류학상의 위치를 정확히 밝혀 볼 필요가 있을 것으로 생각되었다.연한 도구이자 정신활동으로 보게함으로써, 주제 및 연구방법에서 획일성보다 다양성과 창조성이 강조되고 있다. 그리고 연구에 있어서 주제 의 다양성을 통해 보다 현실생활에 밀접하게 연결되어야 할 필요성은 학문이나 과학의 사회 성에 대한 새로운 인식을 가져다 주고 있다. 이러한 지리교육과정의 좌표의 변화된 측면들 을 고려하여, 지리교육과정의 새로운 방향은 다음의 세가지로 모색될 수 있다. 첫째, 爭點中 心 地理敎育課程이다. 사회쟁점에 대한 접근은 쟁점의 이해와 문제해결에의 지리적 관점의 활용을 통해 학습내용의 시사성과 사실성을 높힐 수 있다. 이때 문제해결능력을 통해 현대 시민의 자질 및 능력을 기를 수 있음은 물론, 다른 한편으로 실제세계 즉 학생의 실생활, 사 회, 국가, 세계에서 일어나는 일들과의 관련성을 갖게 함으로써, 내적 동기화와 외적인 자극 을 강력하게 결합할 수 있을 것이다. 이는 개인적 유관적합성과 사회적 유관적합성을 동시 에 확보하는 데 유리할 것이다. 둘째, 思考中心 地理敎育課程이다. 지리교육은 학생들을 지 식 및 기능의 숙달자가 되도록 할 것이 아니라 기본적 문장해독력의 수준을 넘어 능력있는 사고자로 길러내는 것을 목표로 하여야 한다.

• Journal of Agricultural Extension & Community Development
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• v.21 no.1
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• pp.177-217
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• 2014

The purpose of this study is to examine the relation between Program Satisfaction and the leadership types of who participating in the program of village lifelong education leader. The detail goals of this study are to (1) understand the concepts about the training program of village lifelong education leader. (2) study the theory related to the leadership of village lifelong education leader. (3) examine the relation between program satisfaction and leadership types by personal characteristics. The results of this study are as follows: First, there is the significant difference between the transactional leadership and the exceptive management leadership which is the transactional leadership's sub-type in age. Second, there is the significant difference between the exceptive management leadership which transactional leadership's sub-type and charisma leadership that is transformational leadership's sub-type by participated in or not the lifelong education program before. Third, the average value of the transformational leadership is more higher than the transactional leader's average value. Fourth. the ranking of the transformational leaders' activities are as follows; (1) individual relationship (2) spiritual motivation (3) intelligence stimulus (4) charisma. Fifth, the ranking of the transactional leader's activities are as follows; (1) reward to achievement (2) exceptional management.

• Journal of the Korean Geographical Society
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• v.29 no.4
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• pp.438-449
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• 1994

This paper focuses on recontextualizing geography curriculum, i.e. examining recent changing aspects in three geography curriculum locators-society, student and discipline of geography-and searching future directions of geography curriculum in light of such changes. For conciliation and reflection of changing aspects of each locators, this paper dealt with social issues and societal changes in terms of locator of society, increased concern to student and development of cognitive science in terms of students, and challenging views on science and the meaning of epistemological changes in geography in terms of discipline. As a result, three future directions in geography curriculum are searched : issue-based geography curriculum, thinking geography curriculum, geography curriculum toward equity and accessbility.

• Journal of Korea Entertainment Industry Association
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• v.15 no.3
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• pp.231-241
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• 2021

This study intended to present strategies and implications for attracting new students and customized education to university officials through research on the participation of workers' academic aspirations in university education. Thus, variables were derived by analyzing prior data, and causal settings between variables and questionnaires were developed. Subject to the survey, 331 workers interested in participating in university education were collected through interpersonal interviews. The collected data were dataized, and reliability and feasibility verification and frequency analysis were conducted. Finally, we validate the fit of the structural equation model and the causal relationship for each concept. Therefore, the results of the validation show the following implications. First, university officials should be motivated by a mentor and mentee system with experienced people who have switched to a suitable vocational group through university education. It will also be necessary to develop and disseminate programs so that they can continue to develop themselves for the future. To this end, it will be necessary to help them understand their aptitude and strengths through consultation with experts. Second, university officials should strengthen public relations so that prospective students can know the cases and information of the job transformation of the admitted workers through recommendations. It will also be necessary to develop university education programs that can self-develop, accept various ideas through "public contest", and provide accurate information about university education to workers through re-processing. Third, university officials should provide workers with a program that allows them to catch two rabbits: job transformation and self-improvement through university education. In other words, it is necessary to stimulate the motivation of workers by providing various information such as visiting advanced overseas companies, obtaining various certificates, moving between departments of blue-collar and white-collar, and transfer opportunities. Fourth, university officials should actively promote university education programs related to this by participating in university education and receiving systematic education and the flow of social environment. Finally, university officials will need to consult and promote workers so that they can self-develop when they participate in college education, and they will have to figure out what they need for self-development through demand surveys and analysis.