• Science of Emotion and Sensibility
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• v.9 no.1
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• pp.49-61
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• 2006

The present mobile phone industry has significant effect on the domestic economy and has taken root as the core item that has the responsibility to lead the Korean economy for a considerable period of time. As the mobile phone market becomes gigantic, the mobile phone is being used by people in broader age bracket, and functions or designs preferred by people of various age are getting more diverse. Like that, as the mobile phone has greater effect on and meaning in our daily lives, consumers of mobile phone have growing expectation of the mobile phone Now, the core function of voice communication via the mobile phone is not a great concern to consumers. But the function, such as more convenient and friendly information input and output, processing and storage, and the design, which is more sophisticated and optimized for the user environment, are being demanded, not just the simple voice communication. And as the modern design is getting more similar to the objects of traditional high art consumed by consumers every day, the aesthetic aspect of design can play an important role, as the factor that differentiates the product, in creating new value which forms the spiritual and emotional value of human beings to improve the quality of living, and in addition, the willingness of consumers to buy is determined by the design that they prefer the most. Like that, a new design of mobile phone based on a new dimension and preferred by the consumers the most is urgently required to be developed by shedding light on the factors related to the preference of consumers on the basis of the analysis on the aesthetic aspect, which can be said to be the most critical factor in the design process. Therefore, this study aims to identity the common preference and different factors of aesthetic aspects through the analysis on the aesthetic aspects of the mobile phone preferred by users among countries, and figure out the formative artistic factors of aesthetic aspects that are considered to be important, in order to propose the guideline on the aesthetic aspect of mobile phone that can be applied to the design of mobile phone practically.

• Korean Journal of Poultry Science
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• v.36 no.3
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• pp.231-238
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• 2009

The present study was conducted to investigate the antimicrobial activities of extracts from approximately 40 different traditional Korean medicinal herbs against S. gallinarum and S. epidermidis. The extracts from Schizandra chinensis Baill., Melia azedarach Linn$\acute{e}$, Caesalpinia sappan Linn$\acute{e}$. and Rhus javanica Linn$\acute{e}$. exhibited high antimicrobial activities against S. gallinarum, whereas the extracts from Melia azedarach Linn$\acute{e}$ and Rhus javanica Linn$\acute{e}$. exhibited high antimicrobial growth for S. epidermidis. Minimum inhibitory concentrations (MIC) of Melia azedarach Linn$\acute{e}$, Caesalpinia sappan Linn$\acute{e}$. and Rhus javanica Linn$\acute{e}$. for S. gallinarum were 1.2 mg/mL, whereas MIC of exracts from Rhus javanica Linn$\acute{e}$. extract for S. epidermidis were 0.6 mg/mL. Heat treatment of the extracts from Schizandra chinensis Baill. and Rhus javanica Linn$\acute{e}$. caused a significant reduction in antimicrobial activities against S. gallinarum. but didn't affect antimicrobial activities against S. edidermidis. Alkaline treatment of the extracts from Schizandra chinensis Baill. caused a significant reduction in antimicrobial activities against S. gallinarum, while similar treatment of the extracts from Rhus javanica Linn$\acute{e}$. caused a significant increase in antimicrobial activities against S. edidermidis. Since extracts from Rhus javanica Linn$\acute{e}$. and Caesalpinia sappan Linn$\acute{e}$. exhibited the highest antimicrobial activities, these extracts at the concentrations of 100, 300 or 500 ppm were added and then bacterial growth-inhibiting activities for S. gallinarum and S. epidermidis by these two extracts were further examined. Optical density at 620 nm ($OD_{620}$) after 24 hours incubation in the absence of Rhus javanica Linn$\acute{e}$. extract ranged from 0.30 to 0.45 compared with $OD_{620}$ value ranging from 0.06 to 0.18 in the presence of 100, 300 or 500 ppm of the extract, indicating that growth of all bacteria was significantly inhibited within 24 hours by the addition of at least 100 ppm of Rhus javanica Linn$\acute{e}$ extract. Value of $OD_{620}$ after 24 hours incubation in the absence of Caesalpinia sappan Linn$\acute{e}$. extract ranged from 0.30 to 0.55 compared with $OD_{620}$ value ranging from 0.05 to 0.15 in the presence of 300 or 500 ppm of the extract, indicating that growth of all bacteria was also significantly inhibited within 24 hours by the addition of at least 300 ppm of Caesalpinia sappan Linn$\acute{e}$. extract. In conclusion, these findings suggest that extracts from Rhus javanica Linn$\acute{e}$. and Caesalpinia sappan Linn$\acute{e}$. may play important roles in antimicrobial activities against S. gallinarum and S. epidermidis.

• (The) Research of the performance art and culture
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• no.32
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• pp.595-628
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• 2016

Pansori of a creative group pansori 2006 demonstration factory floor sound brutal sorigeuk the home of is a legend 'deokttaegol' in pansori, a creative for adaptation to remakes Work is. Evil Twin 'deokttaegol' called "Give me my leg back" in of Ghost Stories, broadcast on a kbs of lines from breakneck work is considered to be a pronoun. Sound and shadow play and playing drums and payments sentiments of the cruelty I've come across in this 'Give me my leg back' audience to be deployed to the cruel is formed by the center. Based on emotional horror of cruelty. When I was little, ever heard of Korean Ghost Stories, a bedrock of the main feeling revulsion of value in a short time and is contained in a story of filial piety, while in education, to the target Provided. Done in our lives using genre called 'pansori' sentiment and efficient learning can move about the value education can know. Sound and stories, many carefree a stimulus such as Pansori is a great gesture can be a means of education. Valued with any information, work is performed in pansori, depending upon efficient and the various, education and made an emotional cultivation resulting from the value. In my life friendly, our own via a variety of materials that can easily access many values and sentiments, and to culture for each age group on languages and customs Each age groups and instructive preferred allowing them access through their rhythm, pansori, access to the target is persistent about it with curiosity and interest. Can have interest. This wealth not belong to the traditional pansori and new together private and to the tune called creative work for the Pansori. Therefore, our language and customs, their poems span a friendly, the pansori and created using the vocabulary for each age group creative content is educational effects if used in education It is expected to be big thing. These effective approach for each age group and based on the vocabulary by the content easily understood lessons by causing only a smoothly acquired Can to provide an opportunity. Therefore, the Pansori of a creative education is important to take advantage of educational value.

• Journal of the East Asian Society of Dietary Life
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• v.18 no.4
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• pp.446-454
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• 2008

The traditional Korean drink "Jehotang", which is one of the most commonly prescribed drugs for treatment of the heat stroke accompanied by high fever, severe sweat and thirst, it is effective far quenching thirst strengthening the stomach, stopping diarrhea and regulating intestinal function. It is also known to play a role in activating the growth of useful microbes in the intestine and in multiplying intestinal immune cells. Thus, this study investigated all aspects of the drink in an effort to develop a new functional beverage. In the course of this study, the analytical research into the literature concerning Jehotang an error in the secrets of preparing the drink. The Japanese apricot, which was given the botanical name, "Prunusmume", should only be used with the flesh (scientifically referred to as "Fructusmume"), which is fumigated with straw fire before drying. and the seed should be thrown away. The honey should only be used after it is heated with a gentle fire, before removing the white foam that farms on its surface to make the "Yeonmil". Two kinds of cooking processes were found in the ancient literature. One procedure boiling down the powered Fructus mume mixed with the Yeonmil, while the other procedure involved preparing the Fructus mume's water by adding water to it and blending the water with the Yeonmil and the rest of the raw ingredient before boiling them down. The current procedure, in which the cooking is done in a double boiler, has been widely adopted to its simplicity. The finished Jehotang is put in porcelain, kept at room temperature, and consumed after mixing with cold water.

• Journal of Korean Home Economics Education Association
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• v.26 no.4
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• pp.51-73
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• 2014

The purpose of this study is to develop a family life educational program and verify the effectiveness hereof in order to improve a family life and enhance practice ability for marriage immigrant women. The content of family life educational program was composed based on the family life education lesson of the home economics textbooks. The adequacy of the program content was verified by the two experts. The study subjects were the 14 marriage immigrant women living in J-gu of Seoul and the program was conducted for 3 days from September 16 to October 7 2014 at the Seoul J Multicultural Family Support Center. As for program evaluation, this study conducted both an objective evaluation and subjective evaluation (semi-structured interview and survey). The author of this study composed the questions of the objective evaluation on the basis of the previous studies and home economics textbooks. The aforementioned two experts verified the questions thereof. The important findings of this study are as follows. First, this study developed the family life educational program that consisted of a total of 8 rounds on the basis of "the happy family life education lesson led by family". Second, this study ensured that the family life educational program for marriage immigrant women would help understand the Korean traditional culture and also the family culture of their homeland. Also, this study aimed to allow the study subjects to develop an attitude to respect the diversity of family life culture. Third, it was found that the effectiveness of the program was statistically significant in the objective evaluation through the ex ante and ex post assessment as a result of the program effectiveness test. From the subjective evaluation, all the participants had a high degree of satisfaction with more than 4.0 points in all of the following areas: program objective achievement, adequacy of program contents and activities and program operation. As a result of the subjective evaluation through the semi-structured interview, this study confirmed a high level of desire for family life education through the willingness of marriage immigrant women to continue to learn the in-depth contents related to family life education. The above findings of this study imply that a family life educational program based on home economics can play a critical role in implementing a healthy family life education for marriage immigrant women.

• Journal of the Korean Society of School Health
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• v.8 no.2
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• pp.233-243
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• 1995

A survey has conducted on two hundred high school students of the first and second grade by way of questionnaine in Seoul. The purpose of this study on the information from the survey is to cstimate the level of awareness and probe how they feel and what they wish on sex. X2 inspection is designed to assess general aspects of responded contents by way of percentage and examine degree of satisfaction on previously experienced sex education and demand for sex education. The result is as follows. 1. As a result of the examination of degree of awareness on sex of respondents, 62% delines sex as human relationship including moral values for harmony between men and women. 64% of the men and 70% of the women say that sex is a natural thing. It comes to the conclusion that most of the respondent sgenerally consider sex positive. On chastity, 68.5% of the respondent answer that it means physical chastity, 12.5% that chastity before marriage should be kept, and 43% that it should be kept as far as possible. Most of them pespond that it should be kept. 2. As a result of the examination on the contents of sex, they answer they know well in the order of masturbation(72%), pregnancy(76%), and sex(63%). Contraception, abortion and ejection are contents they poorly informed of. 3. As a result of the examination on experienede of sex education, 83% of men and 100% of women have experienced sex, education, but their degreeof satisfaction to it is very low. And 49% of the whole is dissatisfactory to it. There is some difference between male and female students.(p=0.000) That result translates that female studeuts are educated on sex tjhrough more systematic subjects than male ones. In addition, it turns out that teenagers get most information on sex through friends, seniors, and mass media such as videos, TV and radios. Correct and systematic sex education is need because wrong information on sex culd be taught and bring them to misbehave. 4. 87.5% of the respondents answer that sex education is necessary, so that degree of necessity for sex education, turns out to be very high. Also the main subject that should perform sex education is in the order of school(50%), Society(24.5), home(18.5%). They respond that most appropriated period for the beginning of sex education is about elementary school age(43%), and 34% believes it to be put ahcad of elementary school age. Anurse teacher accounts for 54% for the main subject that addresses sex education, to male students visit teachers are most favored for 50%. As a result of those, it could be concluded that most high school students want sex education from responsible persons who have systematic and professional knowledge on sex. 5. In order to perform proper sex education by the above results, better educational effects are obtained when characteristics and natures of teenagers are known and most wanted knowledge by them is taught in priority in times of planning sex education. Besides, the contents of sex education suitable for each school should be planned before elementary school age and sex education should be performed in accordance with students' demand. In addition, sex education should be attentively performed by home, all organizations of society as well as school. Therefore, sex education will play a great role in making teenagers reestablish their conception on sex when the traditional and moral value systems of our country and the new value systems which are being formed under the influence of the western culture are in harmony.

• Journal of The Korean Association For Science Education
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• v.25 no.4
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• pp.514-525
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• 2005

The most important factor in providing education to gifted students as well as to students in general are the teachers themselves. However, at present in Korea, most of the teachers in charge of education for the gifted are educated by in-service training programs only for a short period of time. It is doubtful whether the teachers, who have taught ordinary students in general, can teach gifted students effectively only after completing such a short course. This research investigated the relationship between the teachers' beliefs about educating the gifted and the teachers' classroom practices in a Science Academy through case studies. The guiding questions for this study are as follows: First, what beliefs do the participating teachers have about education for the gifted? Second, how are the participants' beliefs reflected in their classroom practices? Of the five participants, two are physics teachers, two are biology teachers, and one is an earth science teacher. I observed and videotaped four classroom practices for each participant and conducted an in-depth interview with each participant. Further data were collected through e-mails with the participants. All data were carefully transcribed and analyzed. The results are as follows: Beliefs about education for the gifted do not exist independently, and form a belief system connecting with beliefs about teaching and learning, and subject matter. And the belief systems of participants can be divided into "student-centered," "teacher-centered," and "conflict chaos." In the classes of the participants who have "student-centered" belief system, students' questions or opinions played an important role and the participation structure in the classroom was determined by the students. On the contrary, participants who have "teacher-centered" belief system focused on teaching contents as much as possible in their classes. These teachers played a heavy role and formed a participation structure where students depended on their teacher's intellectual authority and therefore participated in their class passively. A participant who have "conflict chaos" belief did not form a firm belief system yet, and traditional beliefs about teaching and learning were reflected a lot in her classes. The research results imply teachers' beliefs play an important role in classroom practices and beliefs about teaching and learning and subject matter as well as beliefs about education for the gifted are important factors for teachers who guide gifted students. Additionally, I make some suggestions for the improvement of teacher education for the gifted.

• Journal of Korean Elementary Science Education
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• v.41 no.4
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• pp.740-753
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• 2022

This study was conducted to develop and apply an out-of-school STEAM program model based on Social-Emotional Learning (SEL) for underprivileged students in the lower grades. To this end, a STEAM program based on SEL was developed, with the following characteristics. First, by integrating traditional STEAM learning elements and SEL elements, a structured program was designed with consistent stages, including mindfulness meditation→present an authentic situation→creative design→emotional experiences→reflection. Second, the program was structured so that elementary school students could develop mathematical thinking and scientific inquiry skills in problem-solving situations in daily life. Third, the detailed themes for each STEAM program involved storytelling-based problem situations, as well as activities centered on play and sympathy to reflect the educational needs of underprivileged students. From these characteristics, a total of five programs were developed and applied to 16 teachers and 354 lower-grade elementary school students in 16 community children centers nationwide. The results were as follows. First, while students' satisfaction with the STEAM program was 4.16, there were no significant differences in STEAM satisfaction according to gender. Second, while all students' interest and self-efficacy, which was one of sub factors of STEAM attitude, were significantly improved, no significant difference was seen in STEAM attitudes according to gender. Third, although students' SEL competencies were not significantly improved, relationship skills, which were among the sub factors of SEL competencies, were significantly improved, and there were no significant differences in SEL competencies according to gender. From these results, a discussion on the effect of the out-of-school STEAM program for underprivileged students and directions for follow-up studies was suggested.

• Journal of Environmental Impact Assessment
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• v.4 no.3
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• pp.41-48
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• 1995

In former times the protection of our environment didn't play an important role due to the fact that emissions and effluents were not considered as serious impacts. However, opinions and scientific measurements meanwhile confirmed that the impacts are more serious than expected. Thus measures to protect our earth has to be taken into consideration. A part of these measures in the Environmental Impact Assessment (EIA). One of the most important parts of the EIA is the collection of basic datas and the following evaluation. Experience out of the daily business of Gerling Consulting Group shows that the content of the EIA has to be revised and enlarged in certain fields. The historical development demonstrated that in areas in which the population and the industrial activities reached high concentration there is a high necessity to develop strict environmental laws and regulations. Maximum values of the concentration of hazardous materials were fixed concerning the emission into and water. Companies not following these regulations were punished. The total amount of environmental offences increased rapidly during the last decade, at least in Germany. During this development the public consciousness concerning environmental affairs increased as well in the industrialized countries. But it could clearly be seen that the development in the field of environmental protection went into the wrong direction. The technologies to protect the environment became more and more sophisticated and terms as: "state of the art" guided more and more to lower emissions, Filtertechnologies and wastewater treatment for example reached a high technical level-but all these sophisticated technologies has one and the same characteristic: they were end-of-the pipe solutions. A second effect was that this kind of environmental protection costs a lot of money. High investments are necessary to reduce the dust emission by another ppm! Could this be the correct way? In Germany the discussion started that the environmental laws reduce the attractivity to invest or to enlarge existing investments within the country. Other countries seem to be not so strict with controlling the environmental laws which means it's simply cheaper to produce in Portugal or Greece. Everybody however knows that this is not the correct way and does not solve the environmental problems. Meanwhile the general picture changes a little bit and we think it changes into the correct direction "End-of-the-pipe" solutions are still necessary but this word received a real negative touch and nobody wants to be brought into connection with this word received a real negative touch and nobody wants to be brought into connection with this word especially in connection with environmental management and safety. Modern actual environmental management starts in a different way. Thoughts about emissions start in the very beginning of the production, they start with the design of the product and modification of traditional modes of production. Basis of these ideas are detailed analyses of products and processes. Due to the above mentioned facts that the public environmental consciousness changed dramatically a continous environmental improvement of each single production plant has to be guarantied. This question is already an important question of the EIA. But it was never really checked in a wholistic approach. Environmental risks have to be taken into considerations during the execution of an EIA. This means that the environmental risks have to be reduced down to a capable risk-level. Environmental risks have to be considered within the phase of planning, during the operation of a plant and after shut down. The experience shows that most of the environmental relevant accidents were and caused by human fault. Even in highly protected plants the human risk-factor can not be excluded during evaluation of the risk-potential. Thus the approach of an EIA has to regard technical evaluations as well as organizational thoughts and the human factor. An environmental risk is a threat to the environment. An analysis of the risk concerning the organizational and human aspect however never was properly executed during an EIA. A possible solution could be to use an instrument as the actual EMAS (Environmental Management System) of the EC for more accurate evaluation of the impact to the environment during an EIA. Organizations or investors could demonstrate by an approved EMAS or even by showing their installment of EMAS that not only the technical level of the planned investment meets the requested standards but as well the actual or planned management is able to reduce the environmental impact down to a bearable level.

• Proceedings of the KSPS conference
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• 1997.07a
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• pp.176-178
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• 1997

To make a long story short I made up my mind to experiment with a multimedia approach to my classroom presentations two years ago because my ways of giving instructions bored the pants off me as well as my students. My favorite ways used to be sometimes referred to as classical or traditional ones, heavily dependent on the three elements: teacher's mouth, books, and chalk. Some call it the 'MBC method'. To top it off, I tried audio-visuals such as tape recorders, cassette players, VTR, pictures, and you name it, that could help improve my teaching method. And yet I have been unhappy about the results by a trial and error approach. I was determined to look for a better way that would ensure my satisfaction in the first place. What really turned me on was a multimedia CD ROM title, ELLIS (English Language Learning Instructional Systems) developed by Dr. Frank Otto. This is an integrated system of learning English based on advanced computer technology. Inspired by the utility and potential of such a multimedia system for regular classroom or lab instructions, I designed a simple but practical multimedia language learning laboratory in 1994 for the first time in Korea(perhaps for the first time in the world). It was high time that the conventional type of language laboratory(audio-passive) at Hahnnam be replaced because of wear and tear. Prior to this development, in 1991, I put a first CALL(Computer Assisted Language Learning) laboratory equipped with 35 personal computers(286), where students were encouraged to practise English typing, word processing and study English grammar, English vocabulary, and English composition. The first multimedia language learning laboratory was composed of 1) a multimedia personal computer(486DX2 then, now 586), 2) VGA multipliers that enable simultaneous viewing of the screen at control of the instructor, 3) an amplifIer, 4) loud speakers, 5)student monitors, 6) student tables to seat three students(a monitor for two students is more realistic, though), 7) student chairs, 8) an instructor table, and 9) cables. It was augmented later with an Internet hookup. The beauty of this type of multimedia language learning laboratory is the economy of furnishing and maintaining it. There is no need of darkening the facilities, which is a must when an LCD/beam projector is preferred in the laboratory. It is headset free, which proved to make students exasperated when worn more than- twenty minutes. In the previous semester I taught three different subjects: Freshman English Lab, English Phonetics, and Listening Comprehension Intermediate. I used CD ROM titles like ELLIS, Master Pronunciation, English Tripple Play Plus, English Arcade, Living Books, Q-Steps, English Discoveries, Compton's Encyclopedia. On the other hand, I managed to put all teaching materials into PowerPoint, where letters, photo, graphic, animation, audio, and video files are orderly stored in terms of slides. It takes time for me to prepare my teaching materials via PowerPoint, but it is a wonderful tool for the sake of presentations. And it is worth trying as long as I can entertain my students in such a way. Once everything is put into the computer, I feel relaxed and a bit excited watching my students enjoy my presentations. It appears to be great fun for students because they have never experienced this type of instruction. This is how I freed myself from having to manipulate a cassette tape player, VTR, and write on the board. The student monitors in front of them seem to help them concentrate on what they see, combined with what they hear. All I have to do is to simply click a mouse to give presentations and explanations, when necessary. I use a remote mouse, which prevents me from sitting at the instructor table. Instead, I can walk around in the room and enjoy freer interactions with students. Using this instrument, I can also have my students participate in the presentation. In particular, I invite my students to manipulate the computer using the remote mouse from the student's seat not from the instructor's seat. Every student appears to be fascinated with my multimedia approach to English teaching because of its unique nature as a new teaching tool as we face the 21st century. They all agree that the multimedia way is an interesting and fascinating way of learning to satisfy their needs. Above all, it helps lighten their drudgery in the classroom. They feel other subjects taught by other teachers should be treated in the same fashion. A multimedia approach to education is impossible without the advent of hi-tech computers, of which multi functions are integrated into a unified system, i.e., a personal computer. If you have computer-phobia, make quick friends with it; the sooner, the better. It can be a wonderful assistant to you. It is the Internet that I pay close attention to in conjunction with the multimedia approach to English education. Via e-mail system, I encourage my students to write to me in English. I encourage them to enjoy chatting with people all over the world. I also encourage them to visit the sites where they offer study courses in English conversation, vocabulary, idiomatic expressions, reading, and writing. I help them search any subject they want to via World Wide Web. Some day in the near future it will be the hub of learning for everybody. It will eventually free students from books, teachers, libraries, classrooms, and boredom. I will keep exploring better ways to give satisfying instructions to my students who deserve my entertainment.