• Archives of design research
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• v.17 no.1
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• pp.211-220
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• 2004

The Chaos theory of complexity and Fractal theory which became a prominent figure as a new paradigm of natural science should be understood not as whole, and not into separate elements of nature. Fractal Dimensions are used to measure the complexity of objects. We now have ways of measuring things that were traditionally meaningless or impossible to measure. They are capable of describing many irregularly shaped objects including man and nature. It is compatible method of application to express complexity of nature in the dimension of non-fixed number by placing our point of view to lean toward non-linear, diverse, endless time, and complexity when we look at our world. Fractal Dimension allows us to measure the complexity of an object. Having a wide application of fractal geometry and Chaos theory to the art field is the territory of imagination where art and science encounter each other and yet there has not been much research in this area. The formative word has been extracted in this study by analyzing objective data to grasp formative principle and geometric characteristic of (this)distinct figures of Fractals. With this form of research, it is not so much about fractal in mathematics, but the concept of self-similarity and recursiveness, randomness, devices expressed from unspeakable space, and the formative similarity to graphic design are focused in this study. The fractal figures have characteristics in which the structure doesn't change the nature of things of the figure even in the process if repeated infinitely many times, the limit of the process produces is fractal. Almost all fractals are at least partially self-similar. This means that a part of the fractal is identical to the entire fractal itself even if there is an enlargement to infinitesimal. This means any part has all the information to recompose as whole. Based on this scene, the research is intended to examine possibility of analysis of fractals in geometric characteristics in plasticity toward forms in graphic design. As a result, a beautiful proportion appears in graphic design with calculation of mathematic. It should be an appropriate equation to express nature since the fractal dimension allows us to measure the complexity of an object and the Fractla geometry should pick out high addition in value of peculiarity and characteristics in the complex of art and science. At the stage where the necessity of accepting this demand and adapting ourselves to the change is gathering strength is very significant in this research.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.6 no.1
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• pp.133-160
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• 1984

The main purpose of the present study is to survey the major abstracting bulletins of national nature in Korea, to define such problem areas as lacunae, duplicates and limitation in coverage in the abstracting services currently available in Korea, and to make some suggestions for action for improving the abstracting services in the light of general principles and the tradition and situations unique to Korea. The major conclusions reached at this study are summarised as follows: (A) A new abstracting bulletin of general nature covering the whole field needs to be created in each of the following fields where no established abstracting service is available for the outcome of research and development activities in Korea. (1) Language (2) Religion (3) Art (4) Language (5) Literature (6) History (B) A new specialised abstracting bulletin needs to be created in each of the following fields of science where abstracting services limited in coverage are partially available. (a) Statistics (b) Sociology (c) political science (d) Public administration (e) Law (f) Folk lore (g) Military science (2) Pure sciences (a) Mathematics (b) Chemistry (c) Astronomy (d) Geology (e) Mineralogy (f) Life sciences (g) Botany (h) Zoology (3) Applied sciences (a) Agriculture (b) Architectural engineering (c) Mechanical engineering (d) Electrical engineering (e) Chemical engineering (f) Manufacturing industry (g) Domestic science (C) Publication of the abstracting bulletins suggested in (A) and (B) above may be ideally carried on by a qualified learned society established in the respective field. and should be financially supported by the public fund under the provisions of Art. 27 of the Research Promotion Act of 1979. (D) The current practice of adding the author's abstract and keywords to each of the records of the "Doctoral Theses in Humanities and Social Sciences" part of the" Catalogue of Doctoral and Master's Theses Submitted to the Universities in Korea" published by the National Assembly Library should be applied to all the other parts, i. e. to the parts of the "Master's Theses in Humanities and Social Sciences" and of the "Doctoral and Master's Theses in Natural Sciences': which will not only increase the Catalogue's use value but also discourage appearance of various theses abstracts of individual academic institutions such as the" Abstracts of the Doctoral and Master's Theses Submitted to Korea Advanced Institute of Science and Technology" which will in turn reduce inefficiency involved in the abstracting services at national level. (E) A general abstracting bulletin covering most part of the outcome of research and development activities in Korea other than that covered by the existing abstracts needs to be created to be temporarily. used till the abstracting journals suggested in this study will be fully available. A realistic way of having such a bulletin may be to expand the present coverage of "The Abstracts of the Reports of the Government-sponsored Projects" currently published by Korean Research Foundation.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.1
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• pp.179-198
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• 2011

The understanding of mathematical concepts should be backed up on a constant basis in oder to grow problem-solving skills which is one of the ultimate goals of math education. The purpose of the study was to provide readers with the information which could be considered valuably for the math educators trying both to prevent mathematical misconceptions and to develop curricular program by estimating the actual conditions and developing backgrounds of the mathematical misconceptions held by the gifted education learners. Accordingly, this study, as the first step, theoretically examined the meaning and the developing background of mathematical misconception. As the second step, this study examined the actual conditions of mathematical misconceptions held by the participant students who were enrolled in the CTY(Center for Talented Youth) program run by a university. The results showed that the percentage of the correct statements made by participant students is only 35%. The results also showed that most of the participant students belonged either to the level 2 requiring students to distinguish examples from non-examples of the mathematical concepts or the level 3 requiring students to recognize and describe the common nature of the mathematical concepts with their own expressions based on the four-level of concept formulation. The causes could be traced to the presentation of limited example, wrong preconcept, the imbalance of conceptual definition and conceptual image. Based on the estimation, this study summarized a general plan preventing the mathematical misconceptions in a math classroom.

• Journal of The Korean Association For Science Education
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• v.34 no.4
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• pp.335-347
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• 2014

Size/scale is a central idea in the science curriculum, providing explanations for various phenomena. However, few studies have been conducted to explore student understanding of this concept and to suggest instructional approaches in scientific contexts. In contrast, there have been more studies in mathematics, regarding the use of number lines to relate the nature of numbers to operation and representation of magnitude. In order to better understand variations in student conceptions of size/scale in scientific contexts and explain learning difficulties including alternative conceptions, this study suggests an approach that links mathematics with the analysis of student conceptions of size/scale, i.e. the analysis of mathematical structure and reasoning for a number line. In addition, data ranging from high school to college students facilitate the interpretation of conceptual complexity in terms of mathematical development of a number line. In this sense, findings from this study better explain the following by mathematical reasoning: (1) varied student conceptions, (2) key aspects of each conception, and (3) potential cognitive dimensions interpreting the size/scale concepts. Results of this study help us to understand the troublesomeness of learning size/scale and provide a direction for developing curriculum and instruction for better understanding.

• Journal of the Korean earth science society
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• v.27 no.2
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• pp.130-139
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• 2006

Natural history museums used to be called an "informal learning institute". It is based on the assumption that their exhibition and exhibits are supposed to reflect school science curriculum and support school science programs. This study is to explore how this assumption is verified in terms of content-wise connections between school science and museum exhibits. In this study, 461 Earth Science related exhibits were selected from the Smithonian Museums and the American Museum of Natural History in the U.S. and analyzed with several instruments. The instrument targeting on Earth Science curriculum was framed based on the Third International Mathematics and Science Study (1993) and the National Science Curriculum Standards (1996). Other than content-wise connections, this study investigated exhibition characteristics related to better learning of science: these characteristics were types of activities, exhibition media, exhibition technology, and presentation methods. The nature of science shown in exhibits were examined as well. Natural history museums were reconsidered for their relevance and potential as informal educational venues from this study.

• Computers and Concrete
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• v.16 no.6
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• pp.933-961
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• 2015

Damage by high-speed impact fracture is a dominant mode of failure in several applications of concrete structures. Numerical modelling can play a crucial role in understanding and predicting complex fracture processes. The commonly used mesh-based Finite Element Method has difficulties in accurately modelling the high deformation and disintegration associated with fracture, as this often distorts the mesh. Even with careful re-meshing FEM often fails to handle extreme deformations and results in poor accuracy. Moreover, simulating the mechanism of fragmentation requires detachment of elements along their boundaries, and this needs a fine mesh to allow the natural propagation of damage/cracks. Smoothed Particle Hydrodynamics (SPH) is an alternative particle based (mesh-less) Lagrangian method that is particularly suitable for analysing fracture because of its capability to model large deformation and to track free surfaces generated due to fracturing. Here we demonstrate the capabilities of SPH for predicting brittle fracture by studying a slender concrete structure (column) under the impact of a high-speed projectile. To explore the effect of the projectile material behaviour on the fracture process, the projectile is assumed to be either perfectly-elastic or elastoplastic in two separate cases. The transient stress field and the resulting evolution of damage under impact are investigated. The nature of the collision and the constitutive behaviour are found to considerably affect the fracture process for the structure including the crack propagation rates, and the size and motion of the fragments. The progress of fracture is tracked by measuring the average damage level of the structure and the extent of energy dissipation, which depend strongly on the type of collision. The effect of fracture property (failure strain) of the concrete due to its various compositions is found to have a profound effect on the damage and fragmentation pattern of the structure.

• The Mathematical Education
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• v.26 no.2
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• pp.9-13
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• 1988

Mathematics education is generally to cultivate mathematical thought. Most meaningful thought is to solve a certain given situation, that is, a problem. The aim of mathematies education could be identified with the cultivation of mathematical problem-solving ability. To cultivate mathematical problem-solving ability, it is necessary to study the nature of mathematical ability and its aspects pertaining to problem-solving ability. The purpose of this study is to investigate the relation between problem-solving ability and classficational viewpoint of mathematical verbal problems, and bet ween the detailed abilities of problem-solving procedure and classificational viewpoint of mathematical verbal problems. With the intention of doing this work, two tests were given to the third-year students of middle school, one is problem-solving test and the other classificational viewpoint test. The results of these two tests are follow ing. 1. The detailed abilities of problem-solving procedure are correlated with each other: such as ability of understanding, execution and looking-back. 2. From the viewpoint of structure and context, students classified mathematical verbal problems. 3. The students who are proficient at problem-solving, understanding, execution, and looking-back have a tendency to classify mathematical verbal problems from a structural viewpoint, while the students who are not proficient at the above four abilities have a tendency to classify mathematical verbal problems from a contextual viewpoint. As the above results, following conclusions can be made. 1. The students have recognized at least two fundamental dimensions of structure and context when they classified mathematical verbal problems. 2. The abilities of understanding, execution, and looking- back effect problem-solving ability correlating with each other. 3. The instruction emphasizing the importance of the structure of mathematical problems could be one of the methods cultivating student's problem-solving ability.

• Communications for Statistical Applications and Methods
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• v.30 no.6
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• pp.631-652
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• 2023

In the two-condition within-subject mediation design, pairs of variables such as mediator and outcome are observed under two treatment conditions. The main objective of the design is to investigate the indirect effects of the condition difference (sum) on the outcome difference (sum) through the mediator difference (sum) for comparison of two treatment conditions. The natural condition variables mean the original variables, while the rotated condition variables mean the difference and the sum of two natural variables. The outcome difference (sum) is expressed as a linear model regressed on two natural (rotated) mediators as a parallel two-mediator design in two condition approaches: the natural condition approach uses regressors as the natural condition variables, while the rotated condition approach uses regressors as the rotated condition variables. In each condition approach, the total indirect effect on the outcome difference (sum) can be expressed as the sum of two individual indirect effects: within- and cross-condition indirect effects. The total indirect effects on the outcome difference (sum) for both condition approaches are the same. The invariance of the total indirect effect makes it possible to analyze the nature of two pairs of individual indirect effects induced from the natural conditions and the rotated conditions. The two-condition within-subject design is extended to the addition of a between-subject moderator. Probing of the conditional indirect effects given the moderator values is implemented by plotting the bootstrap confidence intervals of indirect effects against the moderator values. The expected indirect effect with respect to the moderator is derived to provide the overall effect of moderator on the indirect effect. The model coefficients are estimated by the structural equation modeling approach and their statistical significance is tested using the bias-corrected bootstrap confidence intervals. All procedures are evaluated using function lavaan() of package {lavaan} in R.

• Journal of the Korean earth science society
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• v.35 no.5
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• pp.375-384
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• 2014

The number of students choosing science, technology, engineering, and mathematics (STEM) related careers are declining. Thus it became a worldwide challenge in the $21^{st}$ century. As public images of the engineers are unfavorable and inaccurate, misconceptions and stereotypes about engineers are prevailing. The purpose of this study was to investigate elementary school students' perceived mental and pictorial images of engineers and the nature of engineering work. This study involved 512 fifth and sixth grade students (Boys: 287 and Girls: 225) from four elementary schools at one of metropolitans in South Korea. The Draw An Engineer-Korean version (DAE-K) was developed based on Draw an Engineer (DAE) and Draw a Scientist (DAS), and Song and Kim (1999)'s instruments. A pilot-tested was conducted with 33 elementary students prior to the main study. The students were asked to answer how they think the engineers would be, to draw an engineer at work, and to write the engineer's personal information and the job description. Engineers were perceived as a person fixing, building, manufacturing, working outdoors in labors' clothes such as a robe. Engineers were shown with building tools, robots, airplanes, machines, conveyor belt, etc. Moreover, compared to the scientists, engineers were perceived as less intelligent, less imaginative, and less accurate. The results of this study revealed that elementary school students had a lack of accurate images of engineers. Students' current perceived images of engineers could help educators find the baselines for the future engineering education in elementary schools. In addition, the findings of this study could also contribute to the development of engineering education in terms of gender issues, STEM career choice, and even cultural diversity.

• Journal of English Language & Literature
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• v.56 no.2
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• pp.237-253
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• 2010

In Christopher Marlowe's Cambridge days in the 1580s, the British forward wits were engaged in the curious pursuit of magic and occult philosophy in order to discover the mystery of things. Magic, together with judiciary astronomy, astrology, mathematics, and logic, was one of the most practical disciplines. Marlowe, Shakespeare, and Jonson demonstrate their deep interest in magic and its language of spell and charms in the light of their analogical application to the alchemical theatre. As Shakespeare says that the poet, the lover, and the madman are of the same because they give forms to airy nothing, a magical illusion is, for the three playwrights, similar to the theatrical illusion in that both magic and theatre work in and by a language and both give us sportive pleasures through the deceptio visus. However, while Jonson is rather puritanically antagonistic to the illusive language of alchemy and magic, Marlowe and Shakespeare are attracted to the rapturous nature of the absolute language of magic. Doctor Faustus' indulgence in magic stands for the Marlovian aspiration for the absolute language which allows no discrepancy between thinking and willing, conceiving and actualizing. His uses of spells, charms, anagrams, and magic books are transformed and translated in the play into an alchemical theatre. Faustus is dependant on and bound by his books of magic, as is the actor on the stage. Faustus is the poet condemned from the beginning. Though he is mistakenly thinking that it is he himself that manipulates Mephostophilis the magical agent, it is otherwise. Faustus is a shadow or an actor in the Elizabethan language. He remains a farcical figure during the twenty-four years which are given to him for his sensual dalliance. Marlowe never forgets through his farcical clowning to satirize such Catholic rituals as exorcism and benediction for their illusive theatricalism. The sports of Faustus' playacting and play-directing rise at the last hour to the height of a tragedy. Ironically Marlowe the playwright succeeds as a tragedian at the point where Faustus fails as a magician.