• Korean Journal of Child Studies
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• v.33 no.5
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• pp.53-70
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• 2012

The purpose of this study was to investigate the effects of task conditions (physical similarity between the spatial product and the reference space, presentation place of the spatial product) on children's spatial representation. The participants consisted of 40 3-year-olds and 40 4-year-olds. The results of this study are as follows. Both 3-year-olds and 4-year-olds were capable of a greater degree of spatial representation when there was a high level of physical similarity between the spatial product and the reference space, and when the presentation place of the spatial product was in the reference space. 4-year-olds were capable of more accurate spatial representation than 3-year-olds. There was no significant difference in the children's spatial representation depending on the type of spatial product (scale model, map). The results revealed that the physical similarity between the spatial product and the reference space and the presentation place of the spatial product are essential in young children's spatial representation. Additionally, the results indicated that spatial representation of children develops gradually from when they are three to when they turn four.

• Journal of the Korean Chemical Society
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• v.64 no.1
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• pp.30-37
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• 2020

The purpose of this study was to identify the problems faced by students in sub-microscopic representation of acid-base reactions. Herein, we selected 30 students of 12^th grade science classes, who had studied various acid-base models. In order to investigate the sub-microscopic representation ability of the students, we developed nine items related to various contexts, such as one type of solute and solvent, two types of solutes and solvent, cases with water as solvent or with nonaqueous solvents. For all items, we consistently observed lack of concept of chemical change. In context of aqueous and nonaqueous solutions, the frequency of lack of concept of chemical bonding was high if ammonia was the solute or solvent. Moreover, the frequency of lack of concept related to the degree of electrolytic dissociation was high. Therefore, chemistry teachers should understand that students' ability to sub-microscopic representation of acid-base reactions can be enhanced by analyzing the difficulties faced by the students in solving diverse acid-base problems.

• Korean Journal of Child Studies
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• v.32 no.1
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• pp.51-69
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• 2011

This study examined how young children understand representational relations between referents and their representational objects. Ninety-four children aged 2- to 4.5-years of age were individually tested; firstly in the scale-model tasks, and then in the scale-map tasks. Data were analyzed both by means of Chi-Square test and by a more descriptive, micro analysis. According to the results, there were significant age differences in the understanding of representational relations, regardless of the type of representational objects. In the descriptive, micro analysis, it was found that before 3 years of age, young children have a great deal of difficulties in understanding representational relations. More importantly, young children under three seemed unable to understand representational relations, especially when the similarities as well as the differences between the representational object and the referent were very high. These results suggest that teachers of very young children need to select representational materials carefully, taking into consideration children's understanding of representational relations.

• The Journal of the Korea Contents Association
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• v.16 no.10
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• pp.108-129
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• 2016

The purpose of this study was to develop a natural object configuration items of art education programs for children and hade verify compliance. To this end, through the literature review and analysis of previous research and the Delphi investigation of natural objects art activities were developed natural objects of art education programs. The program was applied consisting of a total of 24 times periods for 12 weeks to five year olds, represented through the art skills of children and nature-friendly attitude tests were proven the effectiveness of the program. The results showed that the natural objects of art education programs for children in the study developed effective representation in art and nature-friendly attitude, the ability of young children. This study natural objects for the art education in early childhood development programs could be provided as a basis to help plan and practice the art education activities utilize the natural objects of children in early childhood education.

• Korean Architects
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• no.10 s.390
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• pp.19-27
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• 2001

한국건축문화대상은 '역사의 그릇'인 오늘의 건축물을 발굴하여 이시대 건축문화의 표상으로 삼음으로써 우리나라 건축문화 창달에 기여함을 목적으로 제정되었다. 환경과 조화를 이루고 인간이 중시된 건축물과 그 주인공을 찾아 격려함은 물론 일반인과 신인, 학생에 이르기까지 부문별 참가 대상 폭을 넓힘으로써 건축문화에 대한 저변확대를 도모하고 우수한 건축물이 탄생될 수 있는 사회여건조성에 최선을 다하고자 제정된 한국건축문화대상은 이 시대의 진정한 건축문화 발전의 디딤돌이 되고자 한다.

• Korean Architects
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• no.10 s.378
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• pp.13-21
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• 2000

한국건축문화대상은 '역사의 그릇'인 오늘의 건축물을 발굴하여 이시대 건축문화의 표상으로 삼음으로써 우리나라 건축문화 창달에 기여함을 목적으로 제정되었다. 환경과 조화를 이루고 인간이 중시된 건축물과 그 주인공을 찾아 격려함은 물론 일반인과 신인, 학생에 이르기까지 부문별 참가 대상 폭을 넓힘으로써 건축문화에 대한 저변확대를 도모하고 우수한 건축물이 탄생될 수 있는 사회여건조성에 최선을 다하고자 제정된 한국건축문화대상은 이 시대의 진정한 건축문화 발전의 디딤돌이 되고자 한다.

• Science of Emotion and Sensibility
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• v.8 no.2
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• pp.137-153
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• 2005

Phantasy is the psychic reality in which drive, sadism and anxiety are represented and constructed. It is one of important metapsychological concepts of the psychoanalysis which explains the formations of symptoms, internal psychic structure, and the mutual relationship between internal subjective world of man and external world. Through the understanding of phantasy we can approach the man's unconsciousness and fathom the structure of the subject itself. Especially S. Freud and M. Klein's psychoanalysis give us the deep insight into the phantasy, on the basis of which we can investigate the cause and structure of the pathological phenomena of the man.

• International Commerce and Information Review
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• v.4 no.1
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• pp.21-38
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• 2002

1999년 7 월부터 시행된 "전자거래기본법"은 전자문서와 전자거래의 효력을 법적으로 인정하고 있다. 그러나 본 법률이 제정될 당시 UNCITRAL의 전자상거래 모델법(1996)을 그대로 답습하여 영미 법계와 달리 대륙법계인 우리 나라의 실정에는 맞지 않는 조항이 포함되고 법률의 체계도 기본법 체계라고 보기에는 어려운 법률제정체계 문제점도 등장하고 있다. 이에 따라 본 연구에서는 전자문서의 개념과 데이터, 기록물 등의 다른 개념과의 관계 재정립을 통한 전자문서의 정의재조명과 동법에서의 "전자거래" 개념의 해석을 통한 전자거래 개념의 발전방향을 살펴본 후 현재 동법과 전자서명법과의 관계해석을 통해 법제정 추진체계 및 방향에 대하여 검토하였다. 전자문서와 관련해서는 기존의 문서개념과 기능을 생각하건대 현재 각종 법률에서 언급되고 있는 전자문서의 개념은 제한적으로 해석되어야 한다. 문서라는 개념을 넘어서는 새로운 개념도입이 필요하다면, 디지털컨텐츠의 포함한 전자적 기록 내지 전자적 매시지라는 개념도입이 불가피하다. 그러나 이러한 방식은 재산권을 표상하는 정보(컨텐츠, 화폐가치의 정보 등)와 기존의 문서와 서면을 대신하는 정보를 혼합시켜 이해하게 만들어 오히려 해석상 혼란을 가중시킬 수 있다. 따라서 기존의 문서나 서면을 대체하는 '전자문서'라는 개념은 그대로 사용하되, 기타 정책목적상 필요하다고 판단되는 디지털 컨텐츠, 화폐가치를 표상한 정보(전자화폐, 전자자금 정보 등) 등은 개별법률에서 이에 관한 정의를 하고 규율을 하는 것이 바람직할 것이다. 전자거래와 관련해서는 본 개념을 전자문서와 관련시켜 파악해서는 안된다는 것을 전제로 강학적 의미로 전자거래의 해석부분은 이해를 하되, 특정한 법률에는 그 법률제정목적에 맞는 전자거래의 개념정의를 통해 법률제정 내지 개정목적을 달성하면 될 것이다. 전자거래를 포괄하는 법률은 가능하지도 않고 이것이 가능하다 하더라도 결국 포함되어야 하는 전자거래 관련 규정을 선별하는 것도 쉽지 않을 것이다.

• Journal of Popular Narrative
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• v.26 no.1
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• pp.211-240
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• 2020

This essay examines the questions that existing high-teen related studies are missing: "What is high-teen?". It is a foreign language originated from Japanese, spoken only in Japan and Korea among the post-war pan East Asian pop culture scenes. High-teen is based on the 'teenager' formed in the United States. It should be understood not just as a subcategory of popular culture but as an important ideological allegory of post-war Japanese politics. To learn this concept, this essay archeologically researches the origin of high-teen's meaning and analyses the political meaning of the early high-teen contents of Ueda Hirao which related to postwar politics and ideology in Japan. Existing research regarding high-teen tends to be limited to the peripheral and fragmentary areas. On the other hand, this paper will be the beginning of a discussion on high-teen in a more expanding perspective as an East Asian postwar history.

• Korean Journal of Child Studies
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• v.22 no.2
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• pp.315-327
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• 2001

This study investigated young children's spatial representation of geometrical relations based on their drawings of cube buildings. One hundred seventy-six children from 3 to 6 years of ages were selected from private kindergartens and day care centers. Their drawings were classified into 6 developmental levels: level 1 - drawings show only scribbles or several circles; level 2 - drawings show plane squares from a front view; level 3 - positional relations are included in the drawings; level 4 - separate-joint relations or the general outline of a cube building are shown; level 5 - rotated drawing and an additional square for hidden faces are attempted to represent the lateral view; level 6 - parallel lines are drawn to represent 3-dimensional structures. Three-to four-year-olds were between levels 1 and 2; four-to six-year olds were between levels 3 and 4; and children over six years old were between levels 3 and 5.