• Management & Information Systems Review
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• v.33 no.5
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• pp.131-153
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• 2014

This study has analyzed on affecting factors of the customer's empathy toward the corporate philanthropic activities in terms of corporates and their products. From the corporate perspective, we have checked how the activities affect the perception of the customer familiarity and authenticity. Study shows that the fairness of the social contribution activities have an impact on both the familiarity and the authenticity (hypothesis 1, hypothesis 2). Social contributions reciprocity has been shown to influence familiarity (hypothesis 3) and it was not statistically significant to the authenticity (hypothesis 4). Looking at the relationship between the familiarity and authenticity from the product side, charm and familiarity (hypothesis 5), uniqueness and authenticity (hypothesis 8) showed that the impact on the definition. On the other hand charm and authenticity (hypothesis 6), uniqueness and familiarity (hypothesis 7) appeared to be not statistically significant. Finally, the relationship between familiarity, authenticity and empathy is as follows. First, the familiarity was found that it is affecting the authenticity (hypothesis 9) and for the consumer sympathetic (hypothesis 10) appeared to be not statistically significant. And the authenticity was found having a defined effect on the consumer sympathetic (hypothesis 11). It is really far more important to suggest an integrated approach to continue a sustainable and stable relationship by increasing consumer purchasing and empathy for the products and services of social enterprises. This study provides practical implications for marketing strategies of social enterprises, which can draw the consumer sympathy through the social contribution activities of social enterprise.

• Journal of The Korean Association of Information Education
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• v.12 no.3
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• pp.355-363
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• 2008

In order to enhance the effect of Problem-based Learning, the role of scaffold as a learning support strategy is necessary. Collective intelligence provides scaffolding in the sense that it integrates users' knowledge, information, experiences, values, etc. Based on these factors, collective intelligence determines the direction of behavior, revises the direction continuously, and provides problem-solving methods. Teaching and learning situations emphasize learners' initiative, voluntary, and active participation. Thus, this study was conducted to find out if collective intelligence can be an effective and attractive alternative of learning strategy. Specifically, this study purposed to examine how collective intelligence performs the role of scaffold on the Web and what types of scaffolding are provided to learners. According to the results of this study, collective intelligence had a positive effect on learners' learning attitude, confidence, interest, etc. in the affective aspect, but its effect on the cognitive aspect was different according to learners' school year and learning level. Because collective intelligence had a positive effect on learners, we identified scaffolding types explanation, suggestion of direction, illustration and feedback in the cognitive aspect, and positive response and encouragement in the affective aspect.

• Journal of the Korean Operations Research and Management Science Society
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• v.14 no.2
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• pp.27-42
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• 1989

REA (Restricted Entity Aspect) model is a knowledge representation model to classify the aspect type, the EA model component, into five aspects (IS-A-aspect, A-PART-OF aspect, attribute aspect, role aspect, and operation aspect). EATPS, the knowledge representation system, consists of user interface module, knowledge creation module, instance management module, schema management module, and integrity checking module. EATPS creates and manages interactively REA model based knowledge base. This paper shows the structure and functions of EATPS, the design and interactive construction of the knowledge definition language EAKDL, the functions and algorithm of class creation module, and the functions and algorithm of instance creation module to include inheritance inference mechanism.

• Journal of The Korean Association For Science Education
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• v.39 no.3
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• pp.363-377
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• 2019

This study reveals the aspects of subjectivity in the test results in a science-specific aspect when assessing science-related affective characteristic through self-report items. The science-specific response was defined as the response that appear due to student's recognition of nature or characteristics of science when his or her concepts or perceptions about science were attempted to measure. We have searched for cases where science-specific responses especially interfere with the measurement objective or accurate self-reports. The results of the error due to the science-specific factors were derived from the quantitative data of 649 students in the 1st and 2nd grade of high school and the qualitative data of 44 students interviewed. The perspective of science and the characteristics of science that students internalize from everyday life and science learning experiences interact with the items that form the test tool. As a result, it was found that there were obstacles to accurate self-report in three aspects: characteristics of science, personal science experience, and science in tool. In terms of the characteristic of science in relation to the essential aspect of science, students respond to items regardless of the measuring constructs, because of their views and perceived characteristics of science based on subjective recognition. The personal science experience factor representing the learner side consists of student's science motivation, interaction with science experience, and perception of science and life. Finally, from the instrumental point of view, science in tool leads to terminological confusion due to the uncertainty of science concepts and results in a distance from accurate self-report eventually. Implications from the results of the study are as follows: review of inclusion of science-specific factors, precaution to clarify the concept of measurement, check of science specificity factors at the development stage, and efforts to cross the boundaries between everyday science and school science.

• Education of Primary School Mathematics
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• v.20 no.4
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• pp.287-303
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• 2017

In order to understand the characteristics of affect of elementary school students in this study, we used a questionnaire developed by Hannula (2012) to measure elementary students' beliefs and affective factors about mathematics based on the emotional, cognitive, and motivational dimensions of the affect of personal level. Statistical analysis and one-way ANOVA were conducted to identify the characteristics of elementary school students' beliefs and affective factors about mathematics according to mathematics achievement level, grade level, and gender. Regression analysis was performed to analyze the correlation between the factors. The results of this study are compared with the results of the previous study which used comparative study of elementary school students in Finland and Chile using the questionnaire used in this study.

• Proceedings of the Korean Information Science Society Conference
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• 2003.10b
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• pp.349-351
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• 2003

Statecharts는 UML에서 시스템의 행위를 표현하기 위한 핵심적인 언어로서 다양한 분야에 응용되고 있다. 그 의미론은 수학적인 방법으로 기술되어 있으나 실제로 응용하여 구현하는데에는 상당히 많은 과정을 거쳐야 한다. 본 논문에서는 UML Statecharts와 유사한 언어인 SyncCharts로 정의한다. SyncCharts는 Esterel의 정형명세 언어에 기반한 도식적인 언어로서 그 의미론은 물론 내장형 시스템의 코딩을 위해 잘 정의되고 진화된 언어이다. 본 논문에서는 SyncCharts를 이용하여 Statecharts의 의미론을 정의한다. 특히 실시간적인 행위 측면에서의 동기적 시간 의미론과 비동기적 시간 의미론을 모두 정의한다. 이렇게 함으로써 UML Statecharts의 실시간과 관련된 의미론을 정의한다. 그에 더하여 SyncCharts의 명세를 통해 어떻게 구현이 가능한지를 보임으로서 실제 Statecharts를 이용한 검증 및 구현 과정을 보인다.

• Korean Architects
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• s.483
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• pp.45-70
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• 2009

건축이 최근 지식경제부의 영역으로 편입되면서, 건축은 새로운 국면을 맞게 되었다. 그간 국토해양부와 문화체육부 산하에서만 다루어지던 내용위에 지식이란 측면의 중요성이 추가로 얹어지게 되었다. 따라서 그간 문화 예술, 기술 산업분야로 정의되었던 건축이 지식분야를 포함하면서 건축의 본질적 정의에 많이 가까워진 것으로 판단된다.

• RED RIBBON
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• s.26
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• pp.32-34
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• 1999

AIDS의 어느 분야에 관계하든 우리는 AIDS를 다룸에 있어 양심과 식견에 따라 환자와 일반인을 포함한 최대 다수인에게 보다 더 많은 자율과 혜택 그리고 자선과 정의가 주어지도록 최선을 다하는 것이 바람직할 것으로 생각된다.

• Journal of Educational Research in Mathematics
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• v.20 no.4
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• pp.529-546
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• 2010

This study aims to analyze and criticize the definition of the similarity concept in mathematical texts by investigating mathematical history. At first, we analyzed the definition of Pythagoras, the definition of Euclid's ${\ll}$Elements${\gg}$, the definition of Clairaut's ${\ll}$Elements of geometry${\gg}$, the postulate of Brkhoff's postulates for plane geometry, the definition of Birkhoff & Beatly의 ${\ll}$Basic Geometry${\gg}$. the definition of SMSG ${\ll}$Geometry${\gg}$. and the definition of the similarity concept in current mathematics texts. Then we criticized the definition of the similarity concept in current mathematics texts based on mathematical history. We critically discussed three issues and gave three suggestions.

• 한국경영정보학회:학술대회논문집
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• 2007.06a
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• pp.745-750
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• 2007

기업의 성과관리와 성과평가 분야에서 성과지표의 분류는 조직의 내부 구성관계 즉, 수직적 (vertical) 구조(전사-본부-팀)와 수평적 (horizontal) 구조(본부와 본부 혹은 팀과 팀간)의 공유에 따라 구분될 수 있으나 기존 연구(Lipe & Salterio 2000, Dilla & Stcinbart 2005)에서는 공통지표와 고유지표라고 하는 수평적인 측면만이 고려되고 수직적인 측면은 고려되지 않았다는 한계가 있다. 조직의 성과가 향상되기 위해서는 하부조직이 전사 전략에 집중 할 필요가 있으며 이를 위하여 전사의 비전을 위한 전략목표달성에 기여한 정도를 측정하여 보상과 연계하는 것은 성과관리제도가 추구하는 기본 방향이며 도입목적이기도 하다. 그런데 선행 연구에서 밝혀지지 않은 조직구성 관계의 수직적 측면에서 전사지표의 정렬(Alignment)을 통한 공유와 할당(Cascading)된 지표의 가중치를 고려해 볼 때 고유지표는 재 정의하여 세분화 할 필요가 있다는 점이다. 즉, 특정 부서의 지표 중에는 전사 혹은 상위부서에 반영되어 공유하고 있는 고유지표(이하 공유지표)와 전사 혹은 상위부서에는 반영되지 않고 해당 부서만 독점하고 있는 순수한 고유지표(이하 고유지표$^{1}$)로 구분되어야 하며 공유지표와 고유지표의 분류에 따라 가중치 설정이 달라져야 한다는 주장이 그것이다. 따라서 본 연구의 목적은 조직이 성과를 공정하게 평가하고 하부조직이 전사전략에 집중하도록 하기 위해 공통지표와 고유지표를 사용하고 있는데(Dilla & Steinbart 2005), 고유지표를 공유지표와 고유지표로 재 정의하고 분류하여 관리 할 필요가 있다는 점과 각각의 지표 분류에 따라 가중치 설정에 차이가 있는지에 대한 유의성을 검증해 보고자 한다.