• (The) Research of the performance art and culture
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• no.32
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• pp.651-700
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• 2016

The keyword of contemporary art in 21st is audience participation. London has emphasized the importance of audience participation since 2000. The National Theater of London is trying a new method, which is live performance to search new audiences. Also, they are trying to cross the boundaries between 'stage' and 'spectator'. This leads the other theaters to search new audiences and try new genre of performance. Therefore, they establish a new form of performance, which is that audience actively moves and find a new story in a theater. For example, "environmental theater" is the one. This theater escapes from the traditional stage, but it is based on "site-specific performance." Lots of new forms of theater have emerged. In this study, I focused on one of these new forms of theater, which is "Punchdrunk." "Punchdrunk" was founded by few students graduated from London University's Laban Center in 1999. They started at an empty stage in small school with only three audiences. 7 years after, it became one of major theaters in London. 10 years after, it showed their performances in the United state. Since then, their performances in New York have never been stopped. More strikingly, for last decades, this theater has been always full. In this study, I reasoned that the key of "Punchdrunk" success is audience participation. Therefore, I investigated the features of Punchdrunk theater and how they engage their audience in this performance. In this study, I focused on one of their performances, . Also, I categorized the audiences in three different ways: narrative visitor, walking visitor, and engaging visitor with mask. Three-part transition of Disney Theme Park from Louis Marin was applied to study "narrative visitor." For "walking visitor", Normadism from Gilles Deleuze was applied. For "engaging visitor with mask", Voyeurism was applied.

• (The) Korean Journal of Educational Psychology
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• v.23 no.3
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• pp.645-663
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• 2009

The purpose of this study is to develop and verify a Korean Diagnostic Scale of Multiple Intelligence(MI), which will be an alternative test to avoid problems with former Shearer's MI test and to adopt H. Gardner's suggestions to develop MI assessment. The test is developed 5 types; kindergartner, elementary lower grader, elementary upper grader, middle schooler, high schooler test. A form of test is diversified with 3 types; multiple-choice items for accomplishment, true or false items for ability, and self-reported items with likert scale for interest and ability. According to H. Gardner's suggestions, we have tried to reanalyze key component of MI, analyze an overlapping or hierarchical relationship between intelligences, develop intelligences-fair items, diversify form of item. We have developed a final standardized test through a primary, secondary preliminary-test analysis, and sampled 5,585 students by age, gender, and regional groups. As a result of this sampling test, we can get a norm score and compare individuals with other's score relatively. To verify this test, we analyzed behavior observation, mean, standard deviation, a percentage of correct answers, reliability of each test type, correlation between intelligence scales, Kruskal-Wallis test of mean rank of career choice by intelligences. As a result of correlation analysis between sub-intelligence scales, we can conclude that this MI test is satisfied with intelligence independent assumption. Besides, as non-parametric statistics test(Kruskal-Wallis) of career choice by intelligences, we can identify that MI is related with domain of career choice. This test is not a linguistic and logical-mathematical biased test but a intelligences-fair test. It makes us compare individual's potential with a norm score. Besides, it could be useful as a means of educational prescription or counsel in comparison with ability, interest, and accomplishment of individual. But this test is limited to do factor or correlation analysis between types of sub-test, because items are minimized for a time-constraint and a heavy burden of test receiver. But if it could be tested with increased items by two sessions, further research could be expected to get over this constraints and do a further validation analysis.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.14 no.1
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• pp.117-137
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• 2019

In young entrepreneurs, the individual situation of opportunity discovery is very important. It is very important that the opportunities that are created for a particular individual entrepreneur are also recognized and assessed through the process. The need for the development of entrepreneurial opportunity competencies, which have a low proportion of opportunistic entrepreneurship, is low in the entrepreneurship education. In particular, young entrepreneurs are in desperate need of opportunistic entrepreneurship. The purpose of this study is to examine the effect of entrepreneurship motivation on entrepreneurial opportunity competence, using entrepreneurial orientation and entrepreneurship orientation as mediation variables for preliminary young entrepreneurs (19-39 old). In the case of young entrepreneurs, there is a tendency to study entrepreneurship policies and education through the system of youth entrepreneurship schools, mainly on college students and youths, and on the effects of institutional support on entrepreneurship. There is little research on the effect of a entrepreneurial motivation on the entrepreneurial opportunity competence needed to promote an entrepreneurial venture in a model with multiple mediators. The purpose of this study is to investigate the effect of start - up motivation on the entrepreneurial opportunity competence. To do this we analyzed 374 questionnaires collected from preliminary young entrepreneurs in Seoul and Gyeonggi provinces. The results of the analysis using SPSS v22.0 and Process macro v3.0 showed that the motivation of start - up had a significant effect on both opportunity recognition and opportunity evaluation of entrepreneurial opportunity competence. Second, motivation of entrepreneurs has a significant effect on entrepreneurial efficacy. Third, entrepreneurial efficacy has a significant effect on entrepreneurial orientation. Fourth, entrepreneurial orientation has a significant effect on entrepreneurial opportunity competence. Fifth, there is a significant indirect effect between entrepreneurial motivation and entrepreneurial opportunity recognition when passing through entrepreneurial orientation, entrepreneurial efficacy and entrepreneurial orientation at the same time, But indirect effects was insignificant when only entrepreneurship efficacy is passed. There is a significant indirect effect on all mediators between entrepreneurial motivation and entrepreneurial opportunity valuation. It is suggested that strengthening education on entrepreneurship is necessary to cultivate awareness of entrepreneurship opportunities and strengthening education on both entrepreneurial efficacy and entrepreneurship is necessary to cultivate evaluation of entrepreneurship opportunities by type of entrepreneurial motivation.

• Journal of Korean Philosophical Society
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• v.141
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• pp.43-62
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• 2017

The main purpose of this paper is to survey the debates between Searle and Smith over the problem of "freestanding Y terms" in Searle's conception of social reality, and offer a viable solution, drawing on the experientialist conception of symbolic experience. Smith raises the problem of "freestanding Y term" against Searle's formula "X counts as Y in C" that there may be some cases where we cannot identify an X term to which an Y term refers. In case of an abstract concept such as equity, we may not find exactly what it stands for. That is, we cannot identify exactly what(X term) counts as equity. If there is nothing like an X for Y term, we can regard anything as equity, which may disrupt Searle's formula. Understandably, Smith does not say that the problem dismantles Searle's whole conception of social reality. Instead, Smith intends to show that Searle's formula is neither complete nor specific enough. Apparently, Searle admits that there may be freestanding Y terms and tries to articulate it within his formula, which does not seem to work. I suggest that the experientialist account of symbolic experience may serve to dissolve Smith's challenge, without modifying Searle's original formula. According to the experientialist conception of symbolization, we symbolically map some portion of our experience onto a physical object, which serves as a signifier, and we then understand and experience the signifier "in terms of" the mapped portion of experience. Thus, we experience certain buildings and some relevant people, say students, staffs, and professors in terms of "university." The status functions of university have been created by means of symbolic mappings, which change the way we understand and experience the buildings and people. In this picture, there need not be any notions such as "one-to-one correspondence" between X terms and Y terms. In this way, Searle may maintain his original formula, while dissolving, not answering, Smith's challenge. What Searle needs is a more appropriate theory of symbolization, part of which has been articulated by the experientialist account of symbolic experience.

• Journal of Food Hygiene and Safety
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• v.33 no.6
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• pp.417-426
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• 2018

Food preservatives are very important food additives for the biological and chemical safety of processed foods. The purposes of this study were to investigate Korean consumer's perception and information needs on food preservatives, to develop an educational booklet as a risk communication material on food preservatives, and to assess the educational effect of the developed booklet. To understand perception on food preservatives, a self-administered questionnaire survey was conducted by 381 parents having elementary school students at Seoul and Geoynggi area in Korea. Based on the survey results, brain storming of the authors along with consultation from the professionals, we developed a risk communication booklet about food preservatives. It was exposed to 35 parents of elementary school children, and their evaluation was collected by using a questionnaire and analyzed statistically. Respondents considered food safety (44.8%) as the most important factor while purchasing processed foods. They still perceived food additives as the most hazardous one (41.5%), and among those, food preservatives were the most concerned (45.9%). Total 67.7% of the respondents considered the consumption of food preservatives as hazardous or very hazardous. However, 90.6% of respondents did not have any educational experience about food additives and food preservatives. Based on their information needs, a science-based booklet consisting of the definition, classification, safety, intake, and management of food preservatives was developed. When the booklet titled as 'Food preservatives, Just Know Them!' was exposed to the parents via elementary school teacher, their negative perceptions on food additives and food preservatives were changed positively by increasing the understanding level on preservatives from 18.9% to 90.9% and obtaining 72.7% positive answers on their safety. Therefore, it could be used as an effective risk communication material on food preservatives.

• Korean Journal of Psychosomatic Medicine
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• v.26 no.2
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• pp.152-163
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• 2018

Objectives : The Eating Disorder Examination Questionnaire, version 6.0 (EDE-Q version 6.0) and the Clinical Impairment Assessment Questionnaire (CIA) measure attitudes and behavioral features of eating disorders and impairments secondary to eating disorders, respectively. The aims of this study were to examine the reliability and the validity of the Korean versions of the EDE-Q version 6.0 and the CIA. Methods : Four hundred nineteen participants (370 female university students and 49 women with eating disorders) completed the EDE-Q version 6.0, the CIA, the Body Shape Questionnaire (BSQ) and the Weight Concern Scale (WCS). Results : Excellent internal consistencies were obtained for the EDE-Q version 6.0 (Cronbach's ${\alpha}=0.92$) and the CIA (Cronbach's ${\alpha}=0.91$). Exploratory factor analysis of CIA extracted the 3 factors of personal, social, and cognitive impairments, as the original CIA had. The EDE-Q version 6.0 and the CIA were well correlated with the BSQ and the WCS, in respect to their contextually concordant variables. Patients with eating disorders had higher scores both in the EDE-Q 6.0 and the CIA than university women had, supporting good discriminant validity. Conclusions : The EDE-Q version 6.0 and the Korean versions of the CIA had adequate reliability and validity. These data will help clinicians and researchers to use the EDE-Q and the CIA in diagnosis, prevention and intervention of eating disorders in Korea.

• Journal of the Korean Society for information Management
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• v.36 no.1
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• pp.137-168
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• 2019

This study measures and analyzes the university library user's sense of community, service quality assessment, user satisfaction and loyalty. In addition, the effect of the university library user's sense of community on university library user satisfaction and loyalty mediated by the assessment of the quality of service is investigated. On the basis of study result, to improve user satisfaction and user loyalty, the direction and implications of library development are presented. In order to achieve the purpose of the study, precedent research and literature were investigated, and the study model and hypothesis were established based on theoretical background. In order to verify the hypothesis, a total of 300 questionnaires were distributed to subject who had experience using the Central Library among undergraduate students at the C National University, and the final 282 sample was used for analysis. To analyze the differences depending on the general characteristics of the samples, It is the result of an independent sample t-test and one-way ANOVA. The results of the mediated effects analysis using the PROCESS macro-programs models 4 and 6 of Hayes for hypothesis testing are as follows. First, The university library user's sense of community (Service Benefits Perception and Satisfaction, Mutual sense of influence) effect the user satisfaction of university library mediated by service quality assessment at statistical significance. This showed that the higher the university library user's sense of community, the higher the service quality assessment, and the higher the user satisfaction level of university library. Second, The university library user's sense of community (Service Benefits Perception and Satisfaction, Mutual sense of influence) effect the user loyalty of university library mediated by service quality assessment and user satisfaction. This showed that the higher the university library user's sense of community, the higher the service quality assessment, the higher user satisfaction level of university library and the higher the user loyalty level of university library. The results of this study showed that the university library user's sense of community has a direct and indirect effect on enhancing user satisfaction and loyalty through the service quality assessment.

• Management & Information Systems Review
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• v.38 no.1
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• pp.201-223
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• 2019

The purpose of this study is to verify empirically the causal relationship between service quality, ease of use, customer satisfaction, and repurchase intention of mobile shopping mall. And this study is to investigate the ease of use and customer satisfaction mediating effect of between service quality and repurchase intention. Therefore, 323 university students in Jeonnam area were surveyed and the structural equation model was derived based on previous research. Service quality of mobile shopping mall make a significant effect on using easiness, purchasing satisfaction and repurchase intention. However, among service quality of mobile shopping mall, service scape like mobile interface and site design made a positive effect on purchasing satisfaction, but did not any effect on repurchase intention. In other words, service quality factors that make positive effects on customer's pleasant using and repurchase intention make a positive effect on repurchase intention when providing and using the service customer wants faithfully rather than external part of the site and mutually influencing attitude or behavior well. The implications suggested by this study are as follows. First, service quality of mobile shopping mall makes a significant effect on repurchase intention, so it's necessary to improve CS service system so as to treat customers' inquiries or inconveniences actively during mobile shopping and return and refund of defective products quickly and conveniently. And, in addition to the finally used factors in analysis process, benefits using customers' grade by number of purchases, such as various events, coupons, reserve, etc. and active contents marketing strategies providing more various pleasures and values of shopping are necessary. Second, satisfaction of mobile shopping mall makes a positive effect on repurchase intention, so visiting of site and repurchasing of product are continuously done as customers' satisfaction on shopping mall is increasing. Therefore, shopping mall site requires differentiation of contents, exact plan and practice of service, marketing, etc. so that customers can feel more satisfaction. This study is significant as it systematically analyzed concepts of components that service quality of mobile shopping mall makes an effect on using easiness, purchasing satisfaction, and repurchase intention, verified the relations, systematized it by theoretical structure, and widened the understanding of effects making an effect on repurchase intention.

• Journal of The Korean Association For Science Education
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• v.39 no.1
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• pp.13-33
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• 2019

The purpose of this study is to clarify the possibility of the character education and the concrete implementation process in the field of science education in accordance with the social demand for character education. Based on this purpose, the researchers tried to understand the specific character elements appearing in various science learning situations and to understand the qualities of each specific character elements that can be emphasized through science learning and the aspect of expression process in related learning situations. The researchers selected 11 students from the 7th and 8th graders in Seoul and developed and applied the 'Become a Science Teacher' mentor program in 2014 and 2015. Data collection was conducted through class recordings, mentor teachers' and assistant teacher's journal, artifacts, student journals, student portfolios, class listeners' essays for science class and analyzed qualitative data collected through constant comparison method. According to the result, we extracted 11 character elements and reorganized them into 16 specific character elements revealed in various learning situations based on the relationship between each character elements. The results of the study are eight specific character elements that can be emphasized through science learning and related learning situations. The eight specific character elements are 'responsibility for teaching behavior due to hierarchy of scientific knowledge structure, communication for forming scientific concept, empathic concern based on science learning experience, cooperation for promoting rationality of inquiry method, positive perception of scientific endeavor, respect for scientists' attitudes toward research, confidence in future scientific research, persistence in trial and error'. Based on the results of this study, we proposed the research methods of character in the field of science education in the future.

• Journal of the Society of Disaster Information
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• v.17 no.3
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• pp.640-654
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• 2021

Purpose: Normal education operation was difficult in the national disaster situation of Coronavirus Infection-19. Non-face-to-face education can be an alternative to face to face education, but it is not easy to provide the same level of education. In this study, the professor of disaster management field will identify problems that can occur in the overall operation and progress of non-face-to-face education and seek ways to improve non-face-to-face education. Method: Non-face-to-face real-time education was largely categorized into pre-class, in-class, post-class, and evaluation, and case studies were conducted through the professor's case studies. Result&Conclusion: The results of the survey are as follows: First, pre-class, it was worth considering providing a non-face-to-face educational place for professors, and the need for prior education on non-face-to-face educational equipment and systems was required. In addition, it seems necessary to make sure that education is operated smoothly by giving enough notice on classes and to make efforts to develop non-face-to-face education programs for practical class. Second, communication between professor and learner, and among learners can be an important factor in non-face-to-face mid classes. To this end, it is necessary to actively utilize debate-type classes to lead learners to participate in education and enhance the educational effect through constant interaction. Third, non-face-to-face post classes, policies on the protection of privacy due to video records should be prepared to protect the privacy of professors in advance, and copyright infringement on educational materials should also be considered. In addition, it is necessary to devise various methods for fair and objective evaluation. According to the results of the interview, in the contents, which are components of non-face-to-face education, non-face-to-face education requires detailed plans on the number of students, contents, and curriculum suitable for non-face-to-face education from the design of the education. In the system, it is necessary to give the professor enough time to fully learn and familiarize with the function of the program through pre-education on the program before the professor gives non-face-to-face classes, and to operate the helpdesk, which can thoroughly check the pre-examination before non-face-to-face education and quickly resolve the problem in case of a problem.