• 국제지역연구
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• 제15권2호
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• pp.141-168
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• 2011

한·중·일 대학생의 국민정체성과 다문화태도의 관계를 탐구하였다. 이를 위해 부산대학교 사회과학연구소가 조사한 "한·중·일 대학생의 다문화태도" 자료를 사용하였으며, 일원배치분산분석(ANOVA), Scheffe 사후검정, 구조방정식 모델링, 다집단분석을 이용하였다. 연구결과, 첫째, 중국 대학생은 혈통적 정체성과 시민적 정체성 모두 비교 국가 대학생보다 높은 것으로 나타났다. 한국 대학생은 혈통적 정체성이, 일본 대학생은 시민적 정체성이 비교 국가 대학생보다 낮은 것으로 나타났다. 둘째, 다문화태도의 경우 한국 대학생들은 일자리, 경제 기여 등에서, 중국 대학생들은 사회문제, 외국 집단 거주 등에서, 일본 대학생들은 혈통훼손, 세금 증가 등에서 비교 국가 대학생보다 인지된 위협 수준이 높았다. 셋째, 국민정체성 각 하위 요인은 다문화태도에 각각 독립적이기보다는 상호 영향관계 속에서 다문화태도에 영향을 미치는 것으로 나타났다.

• 한국의류학회지
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• 제33권5호
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• pp.679-690
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• 2009

The purpose of this study was to compare clothes-wearing in winter between Korean and Japanese college students and to provide the fundamental data for apparel manufacturers to produce young woman's clothing. A total of 332 Korean female students in the capital area and 347 Japanese female students in Tokyo aged between 19 and 25 were used into data analysis from December 2007 to January 2008. Their majors were Fashion Design and Clothing & Textiles. The questionnaires consisted of 36 questions in total. Their details were as follows: 2 questions about the purposes of wearing clothes in winter, 5 questions about whether or not underwear was worn and its types, 9 questions about the types of wearing outer garments, 17 questions about the types of wearing accessories, and 3 questions about demographic characteristics. The results were as follows: It was found that many female students wore clothes for "a protection purpose" or "an ornamental purpose" in winter. There was significant difference between Korea and Japan. As for the question about whether or not underwear was worn in winter, less Korean students answered than Japanese students that they wore both of upper and lower underwear. More upper underwear was worn than lower underwear. As for the question about the types of wearing outer garments, both Korean and Japanese students answered that they wore 3-layered upper garments in winter most. The types of upper garments worn in winter were different between Korea and Japan. The lower garments worn in winter were different between the two countries as well. The Korean students mainly wore pants while the Japanese students wore skirts. As for the types of accessories, there was significant difference between Korea and Japan about most of the questions about hats and gloves. Korean students wore them more than Japanese students. There was no significant difference between the two countries about whether or not scarves or earmuffs were worn. In both countries, more students wore scarves while less students wore earmuffs.

• 한국실내디자인학회논문집
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• 제20호
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• pp.56-61
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• 1999

The purpose this study was to examine the actual condition and trends in changing the seating style in the house, focusing on the behavioral posture. The data was collected through the self-entry questionnaire designed for this study and the sample of 400 in total, 200 cases from Korea and 200 cases from Japav. The major findings were as the following : the seating style of Korean and japanese female university students were the floor-seating trends in the present conditiov. But they generally preferred the chair seating in the future. In the present seating style, the chair seating style has included bath, study, dinner, sleep, make-up, rest and family communication in that order by Korean Female university students ; the chair seating style has included sleep, study, dinner, make-up, bath, rest and family communication in that order by japanese. In the future seating style, the chair seating style has included study, make-up, dinner, sleep, bath, family communication and rest in that order by Korean ; the chair seating style sleep, study·make-up, dinner, family communication, rest and bath in that order by Japanese.

• 공학교육연구
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• 제17권4호
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• pp.54-57
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• 2014

This paper investigated the influence of foreign words, otherwise known as loan words, on global communication abilities of university students from two non English-speaking countries: Korea and Japan. To survey the understanding and usage of foreign words which are from English language and used frequently in daily conversation, questionnaires were administered to Korean and Japanese university students majoring in engineering who shared similar linguistic backgrounds. The results were analyzed from global communication viewpoint. Based on the results, methods for improving global communication skills in engineering education were proposed.

• 한국의류산업학회지
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• 제4권6호
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• pp.524-533
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• 2002

The present study selected female Japanese and Korean university students (a population that is assumed to be sensitive to the subject of fashion) as subjects. We investigated (1) their awareness of and attitudes about clothing styles, and (2) their relationships to fashion and various media. In both Japan and Korea, female students were highly interested in fashion and their major motive for adopting a given fashion was "style change" (the desire to change one's style by adopting a novel fashion) or "self-expression" (the desire to express oneself and achieve self-realization). They most frequently adopted a fashion during the acceptance phase (when the fashion has spread through the market and been shown extensively by the media). Korean students were more interested in and positive to fashion than were Japanese counterparts. Fashion magazines often served as the major source of information on clothing fashions. The frequency of buying magazines and the number of magazines bought were higher in Korea than in Japan. The time spent in reading these magazines was also longer in Korea. The frequency of buying fashion magazines correlated with the degree of interest in fashion and the time when a fashion was adopted. Students who adopted a fashion earlier tended to buy fashion magazines more frequently.

• 대한음성학회:학술대회논문집
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• 대한음성학회 2000년도 7월 학술대회지
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• pp.301-311
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• 2000

The purpose of this paper is to explore the use of reaction signals by Japanese and English speakers. After collecting data from Japanese and English speakers, American and British, I checked them and decided to be concerned with five of them: ah, eh, oh, m, and ${\partial}:m$. At first I thought that the first three of them resembled in form and in their tones and meanings, while the others occur frequently only in English. But as I was reading the data more in detail I found the reason for too frequent use of the signal eh by Japanese. It is also found that the signal eh is a kind of substitute for a real word, the similar linguistic phenomenon is seen in the use of m, and m seems to be different from ${\partial}:m$ in its function, according to whether the speaker is talkative or not. And American students learning Japanese started their Japanese with an English reaction signal and the reverse phenomenon was found with Japanese students speaking in English, so much so that reaction signals are used spontaneously, though they have various tones and meanings.

• 한국의류산업학회지
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• 제3권5호
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• pp.444-454
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• 2001

The purpose of this paper was to identify and compare the underlying design theory of contemporary European and Japanese fashion designers by using the qualitative research method of grounded theory developed by Glaser and Strauss (1967) and Glaser (1978). In this research, four fashion sites-Paris, Milan, London and Tokyo-were selected. The researcher stayed in each site for a period of two to three weeks for the purpose of data collection. A total of 60 fashion designers, educators, students and journalists were interviewed. 53 open-ended design questionnaires were returned by fashion designers and students. 19 on-site observations of fashion designers and educators were done. Grounded theories of fashion designers were synthesized from in-depth interviews, participant observations and questionnaire surveys of fashion designers, students and educators. The results of theory-building research suggested that there were significant differences between the grounded design theories of European and Japanese fashion designers due to their various cultural contexts.

• 한국과학교육학회지
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• 제14권3호
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• pp.312-320
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• 1994

The purpose of this study is to analyze the relationship of logical thinking skills and integrated process skills, and to investigate the differences in general tendency of subskills by grade level and gender between Korean middle school students and Japanese one. The performance level of skills was measured using GALT and TIPS II. The results are compared with those of Japan (Mattheis et al., 1992). Summary of the results are as follow. 1. Percentages of formal and transitional stage of males are more than females in developmental level. It has been found out that the males attained significantly higher scores of logical thinking skills than the females in middle school stage. The significant differences in scores by gender show a good correlation with those for Japanese middle school students. Developmental level of Korean middle school students shows a remarkable improvement as they move up from 8th grade to 9 one. The significant differences in developmental level by grade also show a good correlation with those for Japanese middle school students. Total scores of GALT for Japanese middle school students are higher than Korean one, but it has been found nearly same scores for 9th grade in both countries. Scores of subskills of logical thinking skills, except correlational reasoning, for Korean students show lower than those for Japanese students. It could be noted that the combinatorial reasoning is considered to be easiest and the correlational reasoning to be most difficult in both countries. 2. It also has been found out similar pattern for integrated process skills in both countries because the males and females did not examplify significant differences, although males gain somewhat higher scores than females in Korea. Scores of subskills of integrated process skills for Japanese middle school students show higher them Korean one. It could be noted that the identifying variables is considered to be easiest and stating hypothesis to be most difficult in both countries. 3. There was a significant relationship (r= .65) between logical thinking skills and integrated process skills, and there were statistically significant differences of the integrated process skills for developmental level. In integrated process skills, the students who belong to the higher grade levels acquired better score than who belong to the lower grade level. It has been also found remarkable improvement between 8th and 9th grade, and there are significant differences for grade level in both countries.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제10권3호
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• pp.151-167
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• 2006

The open approach to teaching school mathematics in the United States is an outcome of the collaboration of Japanese and U. S. researchers. We examine the approach by illustrating its three aspects: 1) Open process (there is more than one way to arrive at the solution to a problem; 2) Open-ended problems (a problem can have several of many correct answers), and 3) What the Japanese call 'from problem to problem' or problem formulation (students draw on their own thinking to formulate new problems). Using our understanding of the Japanese open approach to teaching mathematics, we adapt selected methods to teach mathematics more effectively in the United States. Much of this approach is new to U. S. mathematics teachers, in that it has teachers working together in groups on lesson plans, and through a series of discussions and revisions, results in a greatly improved, effective plan. It also has teachers actively observing individual students or groups of students as they work on a problem, and then later comparing and discussing the students' work.

• 한국수학교육학회:학술대회논문집
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• 한국수학교육학회 2006년도 제37회 전국수학교육연구대회 프로시딩
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• pp.45-62
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• 2006

The open approach to teaching school mathematics in the United States is an outcome of the collaboration of Japanese and U.S. researchers. We examine the approach by illustrating its three aspects: open process (there is more than one way to arrive at the solution to a problem; 2) open-ended problems (a problem can have several of many correct answers), and 3) what the Japanese call 'from problem to problem' or problem formulation (students draw on their own thinking to formulate new problems). Using our understanding of the Japanese open approach to teaching mathematics, we adapt selected methods to teach mathematics more effectively in the United States. Much of this approach is new to U.S. mathematics teachers, in that it has teachers working together in groups on lesson plans, and through a series of discussions and revisions, results in a greatly improved, effective plan. It also has teachers actively observing individual students or groups of students as they work on a problem, and then later comparing and discussing the students' work.