• Phonetics and Speech Sciences
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• v.14 no.2
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• pp.77-86
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• 2022

This study aimed to investigate the voice onset time (VOT) of plosives in the VCV syllables by the place of articulation and phonation type spoken by children with bilateral cochlear implants (CIs) in comparison with children with typical hearing (TH). In all, 15 children with bilateral CIs and 15 children with TH participated in this study, aged between 5 to 10 years. All children produced 9 VCV syllables and their VOT were analyzed by the Praat software. There was no significant difference in mean VOT between children with bilateral CIs and children with TH. However, there was a significant difference in mean VOT by the place of articulation, such that the VOT for velars were longer than those for bilabials and alveolars. Additionally, there was a significant difference in mean VOT by the phonation type, such that the VOT of aspirated consonants were longer than those of lenis and fortis consonants. The results of this study suggest that children with bilateral CIs can distinguish the acoustic properties of plosive consonants and control the speech timing between the structures of the larynx and the oral cavity at a similar level as children with TH.

• Journal of The Korean Association For Science Education
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• v.26 no.2
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• pp.212-221
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• 2006

The purposes of this study were to examine the characteristics of teacher help in small group Thinking Science(TS) activities and analyze the way students respond to teacher help. For this study, twenty-four 5th grade and twenty-four 7th grade students were selected, to undertake TS activities. Out of the 8 activities students participated in, the verbal interactions in activity 4 and 6, by students in four small groups, which incorporated relatively active argumentation was analyzed. Students' cognitive level was identified through a science reasoning task and the students were grouped heterogeneously according to their cognitive level. This study showed that teachers predominately used simple confirmation questions in preference to metacognitive question. Also, teacher help varied according to one's personal traits, work experience and degree of activity recognition. It was discovered that when the teacher provided student appropriate metacognitive questions and sufficient feedback, students actively engaged in argumentation. On the other hand, when the teacher asked simple confirmation questions and interfered in the activity, students did not participate in argumentation actively.

• Archives of design research
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• v.18 no.4 s.62
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• pp.277-286
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• 2005

The purpose of this study is to ascertain the design element in traditional palaces of Korea, China and Japan. It takes threesteps to proceed this study. Firstly, it needs to be established the analysis framework from the documents. In second step, the design elements - the form, the material, the pattern and the color - should be collected and investigated through the observation of the actual traditional palaces the Changduckung, the Forbidden City, the Nijo castle. The third step is the analysis of the results of the investigation of the design elements from step two. To sum up similarities and dissimilarities among the design element in traditional palaces of Korea, China and Japan is as the following It is to be noticed that the mainly common characteristics of the artistic design are 'naturalism', 'harmonious ideas' and 'confucianism'. But the representation style of the design element is differed from the country. : The typical features of China are symmetry, glassy surface by artificial process, the meandered curve, the magnificent pattern and the constrable color. In Japan, the mathematical asymmetry, made-up rough surface by artificial skill, decorativepattern with abbreviation and achromatic color are important feature of the design element. While the major features of Korean design element are asymmetrical balance with nature, rough surface by natural process, moderate pattern and harmonious color.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.12 no.1
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• pp.1-13
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• 2017

The purpose of this study is to find out which factors determine the success of start-up in the initial market and what are the most important determinants. For the empirical analysis, the questionnaire related to the analysis of success factors for start-up success was designed according to the quantitative analysis (AHP technique). First, we selected 8 representative success factors for successful start-up in the initial market. In order to determine the degree of priority among these factors, we surveyed 12 entrepreneurs who are interested in entrepreneurship, universities, research institutes, and public officials. As a result of the empirical analysis, 51% of the funds in the tier 1 were ranked as the top priority to determine success factors. Followed by research and development (32.5%), management (8.7%) and marketing (7.8%). In particular, when each of the four items is calculated as 100 according to the result of the tier 1, and the tier 2 is converted, the foreign investment is analyzed as 43.7%. It was followed by 15.14% of R & D facilities, 14.07% of ideas, 8.7% of managerial ability, 7.29% of domestic investment, 5.85% of buyer feedback, 3.3% of development strategy and 1.95% of marketing strategy. Among the eight success factors, overseas investment items showed the closest preference to half, and it was the most important variable that determines the success or failure of market entry. The implication of this study is that many start-ups in Korea expect to receive investment and support from overseas accelerators. This means that overseas investment itself has been recognized as a start-up that makes services and products that can be used in the global market. A high preference for attracting foreign investment is due to the fact that the amount of investment is larger than that of Korea and that it can flexibly cope with the pressure on the performance compared to domestic investors. In this study, it was meaningful that we could confirm this fact through questionnaires of start-up experts. In future research, we need to find a viable alternative through studying how to provide start-up to foreign direct investment at the national level.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.17 no.3
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• pp.201-214
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• 2022

This study theoretically and empirically examined whether organizational communication mediates the effect of organizational learning culture perceived by members in the organization on task performance and contextual performance. Organizational learning culture is defined as a culture that is good at creating, acquiring, transferring, and modifying behavior to reflect new knowledge and insights. The hypothesis of this study is that the perceived organizational learning culture can increase performance through organizational communication between members. In particular, we measured communication within the organization into three types: upward, horizontal, and downward. These communications were set as mediating variables. In empirical studies, independent variables were perceived organizational learning culture, mediation variables were upward, horizontal and downward communication, and dependent variables were task performance and contextual performance. Hypothesis 1 is that the organizational learning culture will have a positive effect on employees' tasks and contextual performance. Hypothesis 2 is about the mediating effect of communication on the relationship between Hypothesis 1. In the empirical study, after verifying the validity and reliability of the research variables, correlation analysis and hypothesis verification were conducted. Hypothesis 1 was verified through regression analysis, and all detailed hypotheses were supported. To verify Hypothesis 2, we conducted a bootstrap test using process macro to separate the total, direct, and indirect effects and examine the significance of the indirect effects. As a result, Hypothesis 2 was partially supported. Downward communication mediated organizational learning culture and task and contextual performance, and horizontal communication mediated organizational learning culture and contextual performance. The mediating effect of upward communication was not significant. The results of this study contributed to the suggestion of implications, research limitations, and research directions. Organizational learning culture is the direction and intention of the organization to achieve its goals through the learning and growth of its members. By strengthening internal motivation, organizational members can take voluntary desirable actions that help groups and organizations as well as essential tasks given. since this relationship appears as a medium of downward communication, organizations can strengthen the relationship between organizational learning culture and performance through leadership education.