• 한국유통학회지:유통연구
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• 제2권2호
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• pp.135-151
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• 1997

This study of interfirm relationships is tested on a sample of Korean electric and electronic parts industry. The hypotheses present that (1) buyer's power affects administrative structure and relational norms, (2) communications are affected prior three antecedents, and (3) buyer's power, administrative structure, relational norms, and communication affects relational performances. The results indicate that buyer's power plays important roles in administrative structure and relational norms but communications are not explained three constructs. The result also indicates performances are partially affected by antecedents.

• 대한수학회지
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• 제50권4호
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• pp.727-753
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• 2013

In this paper, we introduce three new broad classes of second-order generalized convex functions, namely, ($\mathcal{F}$, $b$, ${\phi}$, ${\rho}$, ${\theta}$)-sounivex functions, ($\mathcal{F}$, $b$, ${\phi}$, ${\rho}$, ${\theta}$)-pseudosounivex functions, and ($\mathcal{F}$, $b$, ${\phi}$, ${\rho}$, ${\theta}$)-quasisounivex functions; formulate eight general second-order duality models; and prove appropriate duality theorems under various generalized ($\mathcal{F}$, $b$, ${\phi}$, ${\rho}$, ${\theta}$)-sounivexity assumptions for a multiobjective programming problem containing arbitrary norms.

• 대한가정학회지
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• 제24권4호
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• pp.179-188
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• 1986

The purpose of this research was to investigate the relations between resources and conjugal power in Korea, with the specific purpose of testing Rodman's theory that norms and resources operate in a cultural context. The subjects of this study were 268 couples with children who lived in nuclear families and resided in Seoul. Relative conjugal power, norms about role and socioeconomic resources of spouses were measured with questionnaires based on Burr's research. The data were collected from one spouse of each couple. The data were analyzed using the Pearson's Correlation and one-way ANOVA. Results of this study generally supported Rodman's theory but were not consistent with Rodman's speculation that resources are more strongly related to power when norms are more equalitarian than patriarchal.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제21권2호
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• pp.163-192
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• 2018

본 연구의 목적은 수학교사의 신념, 교실 규범 및 교실 담화가 교실 내의 공정성에 미치는 영향을 연구하는 것이다. 이를 위해 동일한 학교에 근무하는 세 명의 초등 교사의 신념과 수학 수업을 다음과 같이 분석하였다. 첫째, 교사의 수학 교수 학습에 대한 신념과 교실 내 학생들의 수학적 능력과 흥미에 관한 신념을 인터뷰를 통해 분석을 하였다. 둘째, 수학 교실 내의 교실사회규범과 (Classroom social norms) 사회수학적 규범 (Sociomathematics norms)을 탐험적 사례분석 (Exploratory case study) 방법을 통해 분석을 하였다. 셋째, 교실 담화의 주체와 목적을 분석하기 위해 카이 자승 검증을 (Chi-square test) 실시하였으며, 각 교실간의 차이점과 유사점을 비교 분석하였다. 넷째, 수학교사의 신념, 교실 규범 및 교실 담화를 종합적으로 분석하여 교실 내 낮은 학업성취도를 가진 소외된 학생들이 (Marginalized low-achieving students) 어떻게 '수학을 하는 학생으로서'의 (doers of mathematics) 정체성을 형성해가고 이것이 어떻게 교실 내의 공정성에 영향을 미치는지를 분석하였다. 분석결과 교사가 학생들의 수학적 탐구과정에 관심을 갖고 개개인의 능력과 참여를 고려해서 수학수업을 구성할 때 소외된 학생들이 긍정적인 자아를 형성하였으며 교실 내의 공정성이 향상되는 것으로 나타났다. 하지만, 교사가 학생의 수학적 흥미나 수학적 정확성에만 관심을 갖고 교사가 제시한 수학적 절차만을 사용하여 정확한 한 개의 답을 구하도록 지도할 경우 수학적 개념을 학원에서 미리 배워서 알고 있거나 기존에 높은 학업성취도를 가진 학생들만이 (Dominant high-achievers) 수학수업에 참여하는 것으로 나타났다. 이런 점에서 본 연구는 수학 교사의 신념, 교실 규범 및 교실 담화가 교실 내의 공정성을 미치는 영향을 조사 하는 연구에 시사점을 제시하고 있다.

• 한국컴퓨터정보학회논문지
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• 제25권1호
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• pp.187-198
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• 2020

본 논문에서는 블록체인기반의 스마트계약의 규범성 인식과 스마트계약의 규범성에 대한 주요 영향요인을 통해 스마트계약이 계약규범으로 정착되기 위한 몇 가지 요건을 확인할 수 있었다. 첫째, 스마트계약의 규범적 필요성 측면에서 기술적 오류에 대한 법적 보호장치, 정부 차원의 홍보교육, 스마트계약 비즈니스를 규율할 기본법이 필요하다. 둘째, 스마트계약의 이용성 측면에서 책임소재가 명확하도록 설계된 블록체인을 기반으로 계약규범이 구성되어야 수범자들이 이를 수용하려 할 것이다. 셋째, 스마트계약의 규제 측면에서는 스마트계약을 기존 법률에서 포섭하거나 새로운 기본법 제정방안을 고려하되 스마트계약의 규범성이 사용 편이성보다 우선시 할 수 없는 것으로 인식하고 있음을 알 수 있다.

• 한국가정과교육학회지
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• 제3권1호
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• pp.147-161
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• 1991

The purpose of this study was to investigate the following contents： 1. Relationship between clothing behavior(modesty, conformity, importance) and clothing regulations of school girls. 2. The differences between middle school girls and high school girls in clothing behavior and in attitude toward clothing regulations. 3. The differences between students herself norms and subiective norms(the students thoughts which would be parents opinions and teachers opinions) in attitude toward clothing regulations. Questionnaires were designed and administered to 300 middle school girls and 302 high school girls in Inchon. The obtained data were statistically analyzed by Pearson’s correlation coefficients, t-test, F-test, and Duncan test. The results of the study were summarized as follows： 1. As tho the differences in responses between school levels, the high school girls showed higher interest in conformity. But there is no differences in Modesty and Importance by school levels. 2. As tho the differences in responses between school levels, there were no differences in attitude toward clothing regulations. But according by types of clothing regulations, high school girls showed higher desire in shoes and sack. 3. In correlation coefficients between the variables on clothing behaviors and the attitudes toward clothing regulations of school girls, modesty is the most related toward clothing regulations of school girls and conformity, importance the next. The higher the school girls are in modesty, the more follow the clothing regulations. And the higher the school girls are in conformity and importance, the lower follow the clothing regulations. 4. The differences between students herself norms and subjective norms(the students thoughts which would be parents opinions and teachers opinions), students and parents showed lower scores than teachers. That is tho say, teachers put more restrictions on students clothing than parents do.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제4권2호
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• pp.111-125
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• 2000

This paper presents cross-national perspectives on challenges in implementing current mathematics education reform ideals. This paper includes detailed qualitative descriptions of mathematics instruction from unevenly successful second-grade classrooms both in Koran and in the U. S with regared to reform recommendations. Despits dramatic differences in mathematics achivement between Korean and the U.S student. problems in both countries with regard to mathematics education are perceived to be very similar. The shared problems have a common origin in teacher-centered instruction. Educational leaders in both countries have persistently attempted to change the teacher-centered pedagogy to a student-centered approach. Many teachers report familiarity with and adherence to reform ideas, but their actual classroom teaching practices do not reflect the full implications of the reform ideals. Given the challenges in implementing reform, this study explored the breakdown that may occur between teachers adoption of reform objectives and their successful incorporation of reform ideals by comparing and contrasting two reform-oriented classrooms in both countries. This comparison and contrast provided a unique opportunity to reflect on possible subtle but crucial issues with regard to reform implementation. Thus, this study departed from past international comparisons in which the common objective has been to compare general social norma of typical mathematics classes across countries. This study was and exploratory, qualitative, comparative case study using grounded theory methodology based on constant comparative analysis for which the primary data sources were classroom video recordings and transcripts. The Korean portion of this study was conducted by the team of four researchers, including the author. The U.S portion of this study and a brief joint analysis were conducted by the author. This study compared and contrasted the classroom general social norms and sociomathematical norms of two Korean and two U.S second-grade teachers who aspired to implement reform. The two classrooms in each country were chosen because of their unequal success in activating the reform recommendation. Four mathematics lessons were videotaped from Korean classes, whereas fourteen lessons were videotaped from the U.S. classes. Intensive interviews were conducted with each teacher. The two classes within each country established similar participation patterns but very different sociomathematical norms. In both classes open-ended questioning, collaborative group work, and students own problem solving constituted the primary modes of classroom participation. However in one class mathematical significance was constituted as using standard algorithm with accuracy, whereas the other established a focus on providing reasonable and convincing arguments. Given these different mathematical foci, the students in the latter class had more opportunities to develop conceptual understanding than their counterparts. The similarities and differences to between the two teaching practices within each country clearly show that students learning opportunities do not arise social norms of a classroom community. Instead, they are closely related to its sociomathematical norms. Thus this study suggests that reform efforts highlight the importance of sociomathematical norms that established in the classroom microculture. This study also provides a more caution for the Korean reform movement than for its U.S. counterpart.

• 한국수학교육학회지시리즈A:수학교육
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• 제45권4호
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• pp.459-479
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• 2006

There has been an increasing concern of whether a real instructional change happens in a way to promote students' mathematical development. Against this background, this paper dealt with successes and difficulties an elementary school teacher went through as she moved on to student-centered instruction. The analysis drew on classroom observations for one year to illustrate how the teacher and students established social norms, sociomathematical norms, and classroom mathematical practices that could emphasize mathematical sense-making and justification of ideas. Close analysis showed many gradual but dramatic changes in terms of mathematics classroom culture. This led to consider possibly subtle but crucial issues with regard to implementing student-centered instruction.

• 한국논리학회:학술대회논문집
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• 한국논리학회 2009년도 동계학술 발표회
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• pp.38-66
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• 2009

Weakening-free non-associative fuzzy logics, which are based on mica-norms, are introduced as non-associative substructural logics extending $GL_{e\bot}$ (Non-associative Full Lambek calculus with exchange and constants T, F) introduced by Galatos and Ono (cf. see [10, 11]). First, the mica-norm logic MICAL, which is intended to cope with the tautologies of left-continuous conjunctive mica-norms and their residua, and several axiomatic extensions of it are introduced as weakening-free non-associative fuzzy logics. The algebraic structures corresponding to the systems are then defined, and algebraic completeness results for them are provided. Next, standard completeness (i,e. completeness with respect to algebras whose lattice reduct is the real unit interval [0, 1]) is established for these logics by using Jenei and Montagna-style approach for proving standard completeness in [7, 18].

• 한국프랜차이즈경영연구
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• 제6권2호
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• pp.1-16
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• 2015

The purpose of this study was to examine the structural relationships among consumer's values(individualism and collectivism), attitude, subjective norms, and visit intention using reasoned action theory(RAT). The data were collected from 12 5 customers who visited coffee shops in Seoul and Kyonggi and were analyzed using structural equation modeling with SPSS and AMOS The result of the overall model analysis appeared as follows: χ2=11.347, df=2, p=0.003, GF I=0.966, NF I=0.946, CF I=0.954, RMR=0.05 The findings are as follows: First, collectivism had a positive influence on attitudes and subjective norms. Second, Individualism had a significant positive influence on attitude toward coffee shops, but not on subjective norms. Third, both attitude and subjective norm had positive effects on visit intention.