• Journal of Arbitration Studies
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• v.22 no.2
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• pp.125-157
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• 2012

This study is to vindicate the vacation of arbitral awards in the United States. It focuses on the harmony of case law with statutory law of the United States. Until the early twentieth century, the American legal system, having adopted the English common law view, harbored a hostile attitude toward arbitration. The purpose of the Federal Arbitration Act (FAA) of the United States, enacted in 1925, was to eliminate the hostile attitude of courts toward arbitration. Congress is to enforce arbitration agreements into which parties have entered and to place arbitration agreements upon the same footing as other contracts. The structure of grounds for vacating arbitration awards has two layers. One is of vacating grounds with statutory origins, such as the FAA and the Uniform Arbitration Act, and the other, of vacating grounds originating from a nonstatutory, case law background. For a while, vacatur based on case law has coexisted with vacatur on statutory grounds for arbitration awards. After the Supreme Court decision in Hall Street Associates, L.L.C. v. Mattel, Inc., however, the justification of vacating based on case law has weakened. Post-Hall Street decisions of circuit courts show ways to deal with manifest disregard of the law. One of them is the harmonization of the case law grounds for vacating with the statutory grounds. It seems that the manifest-disregard-of-law and public-policy exceptions show a possibility of survival after Hall Street. However, other nonstatutory grounds for vacation of arbitration awards have no firm basis after Hall Street.

• Fashion & Textile Research Journal
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• v.14 no.4
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• pp.532-543
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• 2012

This research is aimed at analyzing the image and preference of the school uniform of a girls' high school located in Ulsan. The analysis of 396 data were measured by the frequency, the t-test through SPSS 12.0. The results show that first, in the image, they associated a cold color, short v zone, necktie with mannish image, a coordination between boxy jacket and flared skirt or silhouette mixture of mannish image and feminie image with unfashionable. Second, sensibility images that they prefers differed significantly in mature, soft, and practical images between different academic spheres, and in terms of refined image between different grades. Third, in preference of school uniform wearing, photo 9 showed the significance by groups and photo 6 showed it by grade. As a result of uniform design preference analysis, significant differences were by academic shown on photo 2 in total harmony and color combination, on photo 3 in details, on photo 7 in lower garment design, on photo 8 in upper garment design, on photo 9 in total harmony, upper garment design, lower garment design, color combination and details. Meanwhile, photo 1 showed the significance by grade in color combination, photo 4 in total harmony and upper garment design, photo 7 in upper garment design, respectively. Through this study, we could assume schoolgirls' attitude toward school uniform currently worn by them and it is considered to be used for resolving diverse problems which have been raised when school uniform design is being planned to satisfy students' desires.

• Journal of the Korean Society of Clothing and Textiles
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• v.16 no.1 s.41
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• pp.85-96
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• 1992

The puropse of this study is to find out that whether the juvenile delinquency could be decreased by the revival of school uniform for the high school students. For this purpose, the difference and frequency of juvenile delinquency between uniformed students and none·uniformed students were surveyed. In addition, the relation among the students, social classes, receiving attitude for the sub-culture, with juvenile delinquency were also surveyed. For this study, 728 high school students were' studied with a questionaire. They were 328 ' uniformed students from 6 schools and 400 none-uniformed students from other 6 schools. The conclusions of this study are as follow: 1. The order of juvenile delinquency is resistance to their parents and teachers, cunning in examination, drinking, watching shameful video tapes, possession of dirty books and pictures, gambling, entering to thea rooms, billiard rooms, the prohibited cinema houses aild drinking houses, and smoking. The students' delinquency was chiefly misdeed against the public order and social position and most of them were without any victims. And there were no misdeed such as drug addiction, robbrry and bodily harm. 2. The difference of juvenile delinquency between uniformed and non·uniformed schools was not found. 3. More nisdeed were occurred when they were without uniform; especially in cases of entering to shameful video shops, drinking houses, tea rooms and billiard rooms. 4.The logical propriety that the juvenile delinquency would be decreased by putting on uniform to all students is scarce, because Ell misdeed were occurred when they were without uniform after school. Uniform were worn only when they go to school. 5. A negative effect between student's affection toward their parents and schools, and juvenile deliquency was found. Much they love their parents and schools, less misdeed occurred. 6. Positive effect between sub·culture and juvenile delinquency was found. The friendship with delinquent students gives a great influence to juvenile delinquency.

• (The)Korea Educational Review
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• v.15 no.1
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• pp.107-132
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• 2009

What is good instruction? The term "instruction" means the essential activity of school education, a precondition for good school, and the starting point of reforming school education. The purpose of this study is to investigate the meaning of "good instruction" by examining the difference of perception between in-service teachers and pre-service teachers who encompass the viewpoint of both teacher and student using open-ended questionnaires asking the type of instruction that they have to avoid and the undesirable instruction. This study was carried out with 150 teachers who were working in the schools and 160 students who were in college of education to be teacher in the future. Collected data was analyzed using the QSR Nvivo qualitative program. The findings of this study indicates the followings: First, the most undesirable class cited by in-service teachers was the class that applies uniform instructional strategy, followed by class based on directions instruction, unsystematic class, class characterized by lack of teaching competency, class that emphasizes test scores and competition, class that are not interactive enough, class that does not consider the level of students, class in which students are not respected, class that have poor educational environment, and the class in which little support is provided. Second, the most undesirable class cited by pre-service teachers was the class that applies uniform instructional strategy, followed by unsystematic class, class characterized by lack of teaching competency, class based on directions instruction, class in which students are not respected, class that emphasizes test scores and competition, class that does not consider the level of students, class that are not interactive enough, class that have poor educational environment, and the class in which little support is provided. Third, this study examined the difference of perception between in-service teachers and pre-service teachers toward the undesirable class that they have to avoid. In terms of the integrated rank that is common among in-service teachers and pre-service teachers, the most undesirable class that they have to avoid was the class that applies uniform instructional strategy, unsystematic class, class based on directions instruction, and class characterized by lack of teaching competency. The findings of this study may be used as a basis for in-service teachers to reflect on their professionalism of instruction that they provide and examine the attitude of students toward instruction, while providing a practical guideline for pre-service teachers to design and ensure systematic instruction in the future.

• Korean Educational Research Journal
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• v.41 no.1
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• pp.25-57
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• 2020

The purpose of this study is to analyze the characteristics of beginning teachers in elementary school as they experience the lifecycle of teachers, to analyze and comprehend the difficulties of these teachers based on their characteristics, and to propose a resolution strategy. The study is intended to assist beginning teachers in adapting well to their work and profession as teachers in order to contribute to the growth in quality of education; it is also intended to prepare beginning teachers to utilize their time in elementary school as a period of self-improvement to become proficient teachers. The difficulties in human relations that beginning teachers experience in school can be divided into three major categories: relations with administrators and fellow teachers, relations with parents of students, and relations with students. The standardized and uniform culture of a school and the administrators and fellow workers imposing such a culture are the reason for the difficulties that beginning teachers face, and the question of what kind of fellow teachers the beginning teachers will encounter in their first school exerts a serious influence on the growth of these teachers, who have just begun their career in education. Furthermore, the lack of skills to discipline students eventually leads beginning teachers to face difficulties in controlling students in the classroom, and the process of encountering and resolving various classroom problems contributes to the growth of teachers' proficiency. Moreover, the attitude of students' parents who behave toward them as novice teachers serves as the reason for beginning teachers to lose their confidence or face difficulties in their careers, and exerts an influence on student counseling and guidance. The resolution strategy that beginning teachers apply as they encounter such problems with the entities in the educational field is as follows: imitation, listening, and accepting the thoughts and to renounce. To resolve the difficulties that beginning teachers experience, it is necessary to allocate space and time to discuss their difficulties and possible plans for resolution during the beginning teachers' training period and initiate a mentoring system in schools. Lastly, it is necessary that the offices of education continuously conduct qualitative research on beginning teachers and publish casebooks on such studies.