• Cartoon and Animation Studies
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• s.43
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• pp.387-433
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• 2016

The ability to develop curriculums is a crucial factor in evaluating the expertise of a teacher who teaches culture & art education. Establishing a one-year plan for classes is an effort to create a well-designed curriculum for the year and also to foresee the big picture of classes in the corresponding year. A curriculum should not be composed of merely educational content or a series of knowledge and skills. It should be well-designed, based on principles of a coherent plan. This study examines organizational principles on which common curriculums are based on and looks at how a curriculum can be designed, especially for cartoon & animation classes, as part of Culture & Art education, and which factors should be considered in planning. In the process of forming such a curriculum, these steps should be followed: considering educational standards for cartoon animation classes; determining the learning experience, organizing the learning experience; and, lastly, evaluating the level of learning. In addition, effective teaching strategies that reflect the characteristics of a class on cartoon animation should be formulated. This study suggests actual examples of an effective annual curriculum for cartoon animation classes based on all the factors presented above.

• Journal of Engineering Education Research
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• v.19 no.3
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• pp.35-43
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• 2016

The purpose of this study is to explore directions for improvement of teaching at college of engineering based on analysis of differences from course evaluation of students and instructors. Data was collected from 86 instructors' ratings on courses and their 3004 students' ratings on courses at college of engineering in a two-year, a three-year college and a University from 2010 to 2013. The results of the survey indicate significant differences in the statistics from the several questions between the instructors and the students as well as between the course in a two-year, a three-year college and in a University. First, instructors' self evaluation of the course is higher than students' satisfaction ratings of the course on the average. Instructors' self evaluation are high on the questions 'The subject was proper for the course', 'The course provided the latest theory and trend of the field', and 'Fairness and objectivity about the exams and the assignments'. Also, the difference between Instructors and students on the questions is significant in the statistics. The professor must make sure that students know well how to organize the course content and the method for feedback to test result and homework. Second, instructors have higher satisfaction ratings on the six questions and students have higher satisfaction ratings on the one question('Make students participate in the class effectively') at a two-year and a three-year college. However, students have higher satisfaction ratings on the three questions('Make students participate in the class effectively', 'Concern about students' learning process', and 'Use of E-learning and media equipments') and instructors have higher satisfaction ratings on the one question. It means instructors at a University feel pressure on a teaching and they are unsatisfied with their teaching skills. Third, the result of comparing six parts of the questions shows that students' satisfaction ratings are higher on 'Students participation' and 'Application of media equipments' parts whereas instructors' self evaluation are higher on 'Exams and assignments' part. Fourth, the question 'Make students participate in the class effectively' is significant in statistic based on comparison of instructors and students, and comparison of in a college and a University. Students' satisfaction ratings are higher than instructors' self evaluation.

• Journal of Educational Research in Mathematics
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• v.20 no.4
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• pp.459-476
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• 2010

The purpose of this study is to suggest a new direction in using LOGO as a gifted education program and to seek an effective approach for LOGO teaching and learning, by analyzing the strategic thinking of mathematically gifted elementary students. This research is exploratory and inquisitive qualitative inquiry, involving observations and analyses of the LOGO Project learning process. Four elementary students were selected and over 12 periods utilizing LOGO programming, data were collected, including screen captures from real learning situations, audio recordings, observation data from lessons involving experiments, and interviews with students. The findings from this research are as follows: First, in LOGO Project Learning, the mathematically gifted elementary students were found to utilize such strategic ways of thinking as inferential thinking in use of prior knowledge and thinking procedures, generalization in use of variables, integrated thinking in use of the integration of various commands, critical thinking involving evaluation of prior commands for problem-solving, progressive thinking involving understanding, and applying the current situation with new viewpoints, and flexible thinking involving the devising of various problem solving skills. Second, the students' debugging in LOGO programming included comparing and constrasting grammatical information of commands, graphic and procedures according to programming types and students' abilities, analytical thinking by breaking down procedures, geometry-analysis reasoning involving analyzing diagrams with errors, visualizing diagrams drawn following procedures, and the empirical reasoning on the relationships between the whole and specifics. In conclusion, the LOGO Project Learning was found to be a program for gifted students set apart from other programs, and an effective way to promote gifted students' higher-level thinking abilities.

• Journal of Korean Society for Quality Management
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• v.44 no.3
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• pp.639-648
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• 2016

Purpose: Existing precedent studies include success factors of individual management innovation activities constantly. However, those studies have limitations about the common key success factors of individual management innovation activities. Methods: For this study, we investigate the key success factors using literature research of the most typical management innovation activities adopted and implemented by many companies in Korea, such as 6sigma, TQM, Lean 6sigma, ERP, TPM, BPR, Project Management, System Engineering. Factors emerging repeatedly was combined into common factors and inherent factors that are necessary for the success of individual management innovation activities are designated to essential factors. Results: 'Essential factors for Six Sigma' consist of 5 items. Black belt operating system, personnel management system linkage, the correct management of the data, perform improvement projects associated with financial performance financial result, linked to financial performance improvement project, project progress management. 'Essential factors of TQM' are arranged 4 items. Quality team's independence and role, goal-setting, Quality Information System, corporate's philosophy of quality first. 'Essential factors of Lean Six Sigma' are the selection of value stream which is based on the customer needs and the value creation and identify the project based on the selected value in the company. 'Essential factors of ERP' are investigated 6 items. Ongoing system maintenance and upgrades, the measurement and support of user satisfaction, the operating systems and the policies for the maintenance, IT infrastructure, change adaption condition monitoring, focusing on improving business performance. 'Essential factors for TPM' are arranged 4 items. Motivated and energetic Bottom-Up, CEO's recognition of the importance facility management, long-term perspective of necessity and ongoing patience. 'Essential factors for BPR' are the pursuit of change process and the staff's sense of crisis management. 'Essential factors for Project Management' are the strategy that reduce the risk management skills through risk management and the understanding and organized management for the project participant's needs. 'Essential factors for System Engineering' consist of 2 items. The first is the design for the best balanced system with pre-analysis about the compromise the cost, schedule and the performance. The second is the analysis of large problem into small problems which can solved. We have found the solution considering components of the interface through the systematic perspective. Conclusion: Common factors and essential factors presented in this study will properly help to introduce the individual management innovation activities for the each business sector and implement management innovation. After this study, new literature research that reflect new studies should accomplish steadily.

• Journal of Technology Innovation
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• v.20 no.2
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• pp.161-187
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• 2012

Recently, environmentally friendly technology are becoming important due to reconsideration about climate change and environmental pollution. In addition, as well as technical skills and social interaction through an analysis of the nonlinear transition management and policy implementation are emerging. This study of the development of photovoltaic industry in Korea 10 years analyze with strategic niche management (SNM) based on the theoretical and multi-layered perspective (MLP) is used as the analytical framework. Choose the gerverment-support project for niche technology, through a process of quantifying and alnalyze the phase transition to Regime with the numerical method and policy vision, learning effects, and network that key elements of SNM, MLP. Through the analysis of the photovoltaic industry technology-commercialization phase was investigated. This conventional overall and step-by-step model for technical management is proposed to replace exiting linear and narrow method and through the case study its validity was confirmed.

• Journal of Educational Research in Mathematics
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• v.9 no.1
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• pp.351-367
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• 1999

This study aims to study the discourses influencing high school students' concept and attitude toward mathematics, and to examine how gender differences concerning mathematical aptitude are created. This study is based on the results of previous two studies which suggested that mathematical competence differs not only according to gender, region and school year, but also even within the same gender. For this study, 12 students ranking in the top 10% at two co-ed high schools were interviewed to find out 1) what discourses are related to gender and mathematics, 2) in what way these discourses are formulated and gain currency, and 3) how they have affected students in general. Common notions concerning mathematics may be summed up as follows: 1) Most of the students believe that gender difference in mathematical aptitude results because biologically men tend to be strong in mathematics and analytical skills while women tend to have better linguistic ability. This concept can help male students' studying to have a greater learning toward mathematics. 2) A large number of the students believe that male students' studying method is based on comprehension whereas female students' method is based on retention, and hence the former group tends to be better at applying their learning than the latter group. This notion seres to encourage male students and discourage female students from tackling difficult mathematical problems. 3) Many students believe that, although female students may surpass their male counterparts in middle school or the first year of high school, they will eventually fall behind by the 3rd year. Despite research which shows that these common beliefs are not grounded in scientific proof, high-school girls, who may be strong in mathematics, lose self-confidence and feel a sense of crisis. The mechanisms which produce and reinforce such concepts as those mentioned above can be summarized as follows: 1) Regarding the choice of majors and future career paths, parents show different attitudes toward sons and daughters, and this tends to influence high-school girls and hinders them from entering mathematics-related fields. 2) Teachers with value systems based on stereo-typed gender roles affect students a great deal, and give different advice according to gender of their students, for selecting their major fields - for instance, whether to study the natural sciences as opposed to humanities. 3) This study indicates that peer-group behavior, of either support or exclusion, also reinforces the process of internalizing notions of gender difference related to mathematical aptitude. 4) The gender-based notion that men are naturally more inclined to have better mathematical ability has caused male students to choose the natural science subjects and female students to turn to the humanities. The discourses discussed above, propagated in schools and homes, and in the mass media, are continually reinforced along with general gender inequalities in the society at large.

• Atmosphere
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• v.21 no.2
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• pp.197-208
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• 2011

The objective of this study is to describe the short-range forecast system of the Korea Air Force (KAF) and to verificate its performace in 2009 summer. The KAF weather prediction model system, based on the Weather Research and Forecasting (WRF) model (i.e., the KAF-WRF), is configured with a parent domain overs East Asia and two nested domains with the finest horizontal grid size of 2 km. Each domain covers the Korean peninsula and South Korea, respectively. The model is integrated for 84 hour 4 times a day with the initial and boundary conditions from National Centers for Environmental Prediction (NCEP) Global Forecast System (GFS) data. A quantitative verification system is constructed for the East Asia and Korean peninsula domains. Verification variables for the East Asia domain are 500 hPa temperature, wind and geopotential height fields, and the skill score is calculated using the difference between the analysis data from the NCEP GFS model and the forecast data of the KAF-WRF model results. Accuracy of precipitation for the Korean penisula domain is examined using the contingency table that is made of the KAF-WRF model results and the KMA (Korea Meteorological Administraion) AWS (Automatic Weather Station) data. Using the verification system, the operational model and parallel model with updated version of the WRF model and improved physics process are quantitatively evaluated for the 2009 summer. Over the East Aisa region, the parallel experimental model shows the better performance than the operation model. Errors of the experimental model in 500 hPa geopotential height near the Tibetan plateau are smaller than errors in the operational model. Over the Korean peninsula, verification of precipitation prediction skills shows that the performance of the operational model is better than that of the experimental one in simulating light precipitation. However, performance of experimental one is generally better than that of operational one, in prediction.

• Journal of The Korean Association For Science Education
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• v.20 no.4
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• pp.611-623
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• 2000

The cooperative learning movement began as parts of the desegregation process in America, aiming at increasing academic achievement and social skills among diverse students. Cooperative learning may be defined as a classroom learning environment in which students work together in small heterogeneous groups. Although many studies have shown the effectiveness of cooperative learning in a variety of subjects, relatively few have focused on biology. In this study, we investigated the effects of cooperative learning on students' achievement and attitude of middle school biology students. For this purpose this study compared three sections. In one section, a cooperative learning strategy was used. Second section was taught in small groups and the third section was instructed in the traditional method. The unit 'Structures and functions of animals' was used. A total of 188 students were included in this study. These classes were treated for 10hours during 10weeks from September 1 to November 28, 1999. The pretests-posttests control group design was applyed. An analysis of covariance(ANCOVA) was used as the data analysis procedure. Significant differences were found in the achievement and the attitude of students using cooperative learning strategy(p<.05) when compared to traditional classroom structure and small group learning. Cooperative learning was more effective in the low-ability and average-ability students than the high-ability students in the science achievement. Cooperative learning is effective in both male and female students. And students in the cooperative group achieved better than those in other groups in affective, behavioral, and intention-cognitive domain of science attitude.

• Journal of The Korean Association For Science Education
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• v.35 no.5
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• pp.877-884
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• 2015

Technology is an important means to enhance students' understanding about scientific concepts. In particular, newly introduced 3D printing technology has great potential to help students learn scientific concepts better. 3D printing is a process for a creating physical object with a three dimensional model. In this study, we explored two types of learners' (students vs. adults) motivation and satisfaction with 3D printing technology. With regard to motivation, student learners showed higher task value, self-efficacy for learning, and satisfaction than adult learners. The result implied that 3D printing technology is more effective to student learners than adult learners. In addition, for adult learner group, negative relationship between technology and satisfaction was found. Therefore, support for reducing the technology anxiety for adult learners is necessary. Further discussions are provided for the research and application of 3D printing technology in science classroom.

• THE INTERNATIONAL COMMERCE & LAW REVIEW
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• v.37
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• pp.187-216
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• 2008

Risk regarding the possibility of loss can be especially problematic. If a loss is certain to occur, it may be planned for in advance and treated as a definite, known expense. It is when there is uncertainty about the occurrence of a loss that risk becomes an important problem. The word risk is often used in connection with insurance. No one generally accepted definition of risk exists, however. Of the many definitions, two distinctive ones are commonly used. One defines risk as the variation in possible outcomes of an event based on chance. That is, the greater the number of different outcomes that may occur, the greater the risk. Another way of expressing this concept is to state: The greater the variation around an average expected loss, the greater the risk. The second definition of risk is the uncertainty concerning a possible loss. The definition of risk as a useful one because it focuses attention on the degree of risk in given situations. The degree of risk is a measure of the accuracy with which the outcome of an event based on chance can be predicted. For now, it will serve our purpose to note the more accurate the prediction of the outcome of an event based on chance, the lower the degree of risk. After sources of risks are identified and measured, a decision can be made as to how the risk should be handled. A pure risk that is not identified does not disappear, the business merely loses the opportunity to consciously decide on the best technique for dealing with that risk. The process used to systematically manage risk exposures is known as risk management. Some persons use the term risk management only in connection with businesses, and often the term refers only to the management of pure risks. In this sense, the traditional risk management goal has been to minimize the cost of pure risk to the company. But as firms broaden the ways that they view and manage many different types of risk, the need for new terminology has become apparent. The terms integrated risk management and enterprise risk management reflect the intent to manage all forms of risk, regardless of type. International trade transaction is called between countries has features of globalism, cultural gap, long distance and long terms for the transaction. It is riskier than domestic transaction has its specific risks, such as foreign exchange risk and political risk, and requires various active risk management skills. Risks in relation to the international trade transaction are the contract risk, transit risk and payment risk, etc. The risk management in relation to the international trade transaction is to identify and measure these risks. The purpose of this study is to analyse the practical problems and its solution plan by analyzing various cases related to the risk management of bill of lading in the international trade transaction.