• Journal of Distribution Science
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• v.11 no.12
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• pp.25-37
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• 2013

Purpose - The structure of retailing has changed as retailers develop markets in response to business environment changes. This study aims to analyze the general situation of retailers in order to predict future global strategy using case studies of overseas expansion strategy and the Metro Group's global strategy. Research design, data, and methodology - The backgrounds to the new retail business model and retailer classification are analyzed as theoretical data. In addition, the key success point of the Metro Group's "cash and carry" strategy is analyzed as is the Metro Group's global CFAR (collaborative planning, forecasting, and replenishment) strategy. Finally, the plan for cooperation and precise forecasting under the Metro Group's supply chain management are analyzed from the promotion environment viewpoint. Related materials analyzed included the 2012 annual report, the Metro Group's web page, and a video interview with the executive in charge of global strategy and the new market development department. Some data were revised to avoid disrupting essential aspects of the case studies. Results - The important finding was that the Metro Group could be a world-class retail company with its successful global expansion strategy. The Metro Group's global strategy's primary goal is to have a leading business position in Eastern and Western Europe. The "cash and carry" strategy is highest priority in its overseas expansion strategy. Moreover, the Metro Group has standardized product planning capacity, which could be applied in various countries with different structural and cultural backgrounds. This is the main reason that the Metro Group could rapidly become successful in the Eastern Europe and Asian markets through its structural overseas expansion strategies. In addition, the Metro Group emphasizes the importance of supply chain management. Conclusions - First, retailers should create additional value through utilizing the domestic market, market power, and economies of scale to launch a global strategy to maximize benefits from diversification. Second, the political, economic, and cultural background of the target country needs to be understood to successfully implement the overseas expansion strategy. Third, the main factor of successful cooperation with a local partner is how quickly the company gains total understanding of the business resources and core competence of its partner. All organizations should focus on the achievement of goals in order to successfully operate the partnership. Fourth, retailers should improve their business, financial and organizational structure. Moreover, the work processes and company culture should also be improved to respond strongly in the competitive global market. Fifth, the essential point of a successful retail business is the control capacity of its branding and format. The retailer could avoid forecasting errors through supply chain management by perfectly distributing the actual amount of its inventory. In addition, the risks along the supply chain are effectively shared between the supply chain partners. Finally, the central tendency of the market is to gain in strength with this taking place across all parts of the business.

• Journal of The Korean Association For Science Education
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• v.30 no.5
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• pp.544-556
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• 2010

The purpose of this study was to investigate the change in beginning science teachers' inquiry-oriented teaching practice through mentoring program. Participants in this study are three mentor teachers and three beginning teachers. The three beginning teachers are middle school science teachers who have less than four years teaching experience. Also three science teachers participated in the program as mentors, who have more than twelve years teaching experience. We collected data such as video recordings of beginning teachers' classes, lesson plans, recordings of one to one mentoring and RTOP class observation reports. Mentor teachers observed and analyzed five classes of each beginning teacher. Before the mentoring program, beginning teachers' teaching methods were more concept-oriented and teacheroriented. They rarely used inquiry-elements including prediction, reasoning, hypothesizing and students were not actively engaged in communicative interactions in a classroom. But during the mentoring program, these teachers recognized and responded to student diversity and encouraged all students to participate in science learning. Beginning teachers' teaching methods have changed to become student-oriented, teachers and students collaborated in pursuit of ideas, and students often initiated new activities relevant to an inquiry. As a result, this mentoring program provided beginning teachers the opportunities to reflect on their own teaching and reform their classes. The results show that school-centered mentoring program is helpful to enhance beginning science teachers' inquiry-oriented teaching ability.

• Journal of the Korea Convergence Society
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• v.6 no.6
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• pp.293-299
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• 2015

MOOC (Massive Open Online Course) is an online course aimed at limited participation and open access via the web. There is even the prospect that MOOC may break down the existing university system and open a new horizon of education. However, MOOC is going differently from the first prospect that it would threat the existing higher education institutions. So this study wishes to provide a starting point of discussion that we can produce and utilize MOOC to fit our situation of higher education by revealing the inherent problems of MOOC. MOOC is a basically online education, so that it cannot help inheriting the essential weakness of the existing one: the interaction, supervision and evaluation. The newly added concept 'massive' raises the problem of class size which is the most sensitive part in the field of education. The concept 'open' reverses a customized education because MOOC is a kind of video clips of a lecture for unspecific massive learners. As a conclusion, we predicts that MOOC will be positioned as a higher education service for very prominent learners in self-led learning ability and people who cannot access even traditional online higher education institutions. Also MOOC is highly likely to be used as a means of Flipped Learning in universities. Therefore, considering these points in the future, we need to develop MOOC to suit these targets.

• Journal of Korean Elementary Science Education
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• v.29 no.4
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• pp.552-566
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• 2010

This paper is an in-depth case study to analyze integrated elementary science lesson planning and practical teaching by two teachers at an urban elementary schools. One is an experienced teacher and the other is a beginning teacher. For this study, researchers asked teachers to design 5 stages of lesson planning after sharing basic theories about the integrated science education. The first of the 5 lesson planning stages is curriculum analysis and choice of integrated science topic. The second stage is constructing the frame of integrated science lesson contents, and the third is drawing a diagram of the integrated science lesson development. The fourth stage is making a table of lesson plans, and the last stage is writing integrated science lesson plans. Then, the teachers implemented the lessons they created. They taught students one unit of science which is composed of 8 lessons. Difficulties that teachers meet during designing plans and integrated science class were analyzed. 5 staged lesson planning, video transcriptions, teacher interview about lesson planning and teaching, researchers' checklists, reports of inspection classes, teachers' self evaluation, and students interviews were used for this study. One of the significant results of this study is that both experienced and beginning teachers had many difficulties in deciding on time to teach and contents of science and other subjects, as well as selection and organization of whole topics of integrated science teaching. The beginning teacher especially had greater issues with developing definite teaching-learning strategy to conduct thoughts and views for integrated science at the whole unit and each lesson. However, the experienced teacher was using various teaching-learning strategies by utilizing integrated science teaching professionalism to develop students' integrated thinking ability during the instruction of other subjects. The outcomes of this study are that both teachers could deeply understand the need and value of integrated science education at the elementary school through planning and teaching 8 lessons, and that they could have self-confidence with development of teaching professionalism for integrated science teaching. It may be possible that this study could help the development of pre- and in-service program for improvement of integrated science teaching professionalism for elementary school teacher.

• Hwankyungkyoyuk
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• v.22 no.2
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• pp.43-55
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• 2009

The objective of this study is to find out the professionalism of secondary school teachers in teaching environmental subjects. This research was conducted using a questionnaire survey of 431 secondary school teachers from 34 schools in Seoul and Gyeonggi Province, Korea. A 5-point Likert scale self-evaluation questionnaire on their professionalism in environmental education was developed based on Hungerford et al.'s (1994) evaluation criteria. Two middle school teachers' classes were observed, and video taping and interviewing were also conducted. The survey analysis revealed that teachers evaluated their professionalism on environmental subjects to be a little above the middle of the scale. The mean values were 2.80 for the foundation level; 2.86 for the conceptual awareness level; 2.84 for the investigation level; 2.94 for the environmental action skills level; and 2.84 for the educational application level. However, class observations revealed that there was some gap between their self-evaluation of professionalism and their actual classroom application. Both classes were not that satisfactory with regard to 'the abilities to communicate and apply ecological concepts', 'the ability to clarify the roles of different value systems for environmental issues and personal values in decision making', 'the ability to clarify their own value system regarding solutions to environmental issues', and 'the ability to apply citizen action skills for solving environmental issues and for sustainable development'. The results provide a basic reference for the improvement of environmental-related education.

• Korean Journal of Applied Biomechanics
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• v.21 no.5
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• pp.521-528
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• 2011

The purpose of this study was to analyze the kinematic characteristics of the finalists in the women's 100 m event to provide important information to coaches and athletes. Three different biomechanics techniques were applied for analyzing sprinter motion: LAVEG, a panning technique, and 12 video cameras for 3 dimensional analysis of the 40 m - 70 m portion of the race. Carmelita Jeter(USA) performed the maximum speed of 10.54 m/s at the distance of 58.2 m. There was a tendency to show a better performance time with a high number of steps (p=.13) and shorter stride length (p=.14) among the 8 sprints. Furthermore, the stride frequency and the performance time were negatively correlated as a higher stride frequency had a positive impact on the performance time (p=.02). Based on 3 dimensional analysis, the 4 top ranked sprinters used the different strategies to maintain a high COM (Center of Mass) velocity during the mid portion of the race (40 m - 70 m). Carmelita Jeter(USA) showed more flexed knee and hip motion at heel contact (HC) to maintain a high COM velocity while S.A. Fraser-Pryce (JAM) showed more extended knee and hip motion at HC. On the other hands, Veronica Campbell-Brown (JAM) and Kelly-Ann Baptiste (TRI) showed a tendency to have high knee lifts during the swing phase to maintain the high COM velocity during the race. These biomechanical analyses of the women's 100 m final event in the 2011 WC, Daegu, will provide important scientific information to coaches and athletes for understanding the sprinting mechanism of today's top-class sprinters.

• The Research Journal of the Costume Culture
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• v.16 no.6
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• pp.1050-1063
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• 2008

A movie is a fiction made on a basis of an author's and a writer's imagination, but all sorts of properties mixed with each other and most realistically expresses the era which becomes the background of a movie and acts as a carrier that connects designers with consumers. Thus, this study was carried out to review how the fashion products that designer's intention and commercial value added are expressed in collections by comparing and analysing the costumes in the movie "The Great Gatsby" that described the life of America's upper-class in 1920s and the 04 S/S Y&Kei collection which were proceeding after getting inspiration from this movie. For this, literature materials were inspected in order to make a theoretical review on social and cultural background and costumes history background in 1920s and the photo materials on movie costume were collected and analysed using DVD video captures, as well as the photo materials on 04 S/S Y&Kei were collected and analyzed through the institute providing domestic fashion information. The following conclusion was deduced through this study. First, in 1920s which becomes the background of this study, the slim shape of Flapper which looks like a young and boy became an ideal figure condition and the straight silhouette with low waist line and the short skirt that rose to knee was popular. Second, as a result of analysing movie costume by classifying it in silhouette, colors, and materials, straight silhouette of low waistline with a near colored - tone seen in the pastel series, including white, beige, pink, and gray was mainly constituted and the metal colors like silver and gold were used. As a material, chiffon, satin, velvet, flower patterned prints, and beads were used, which represented luxurious life of women in the upper classes. Third, as a result of comparing and analysing, it turned out that there was a similarity. However, in dress collection for a heroine, some dissimilarity differentiated from a movie costumes was found out in that the dresses in collection expressed moderate beauty and modernism and elegant beauty at the same time by matching a variety of materials and using black color.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.4
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• pp.222-230
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• 2016

HEMIRE is a 6,000-meter-class remotely operated vehicle (ROV) that has been developed for observation and sampling of objects of interest on the deep seabed. We first carried out deep-seabed exploration around the slopes of the Hupo Bank and the Ulleung Basin in the East Sea in June 2015. Over two weeks, a total of 10 dives were made from a support ship, the R/V Onnuri, at eight stations with water depth ranging between 194 and 2,080 m. The dive times ranged from 1 to 6 hours, depending on the operating conditions. We obtained the following results: 1) video images of the deep seafloor; 2) red snow crab density data (a major fishery resource) and inventories of deep-sea fauna, including an unrecorded organism; 3) specific topographies such as canyons slopes; 4) an undisturbed sediment core obtained using a push corer; and 5) observations of the seabed surface covered with discarded anthropogenic waste material.

• Journal of Gifted/Talented Education
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• v.20 no.1
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• pp.107-130
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• 2010

The purpose of this study is to investigate the characteristics that indicate scientifically gifted students by analyzing the verbal interactions in developmental biology inquiry-experimental classes. The subjects were 20 first-grade middle school students who were participating in SNU Science Gifted Education Center. In these experimental classes which were developed based on the CPS Model, we conducted a total of four experimental sessions of small group discussions, and the students' verbal interactions were both taped and video recorded, and observed. From the transcriptions, the patterns of question-answer and the characteristics of scientifically gifted students were analyzed. In the case of question-answer patterns, thinking questions appeared 3~6 times more frequently than the standard information questions. Especially, the case of experimental class I showed 40% more thinking questions as well as standard information questions that the other 3 classes. Through the results of analysing verbal interactions, we were able to find more detailed aspects to creativity that were not identifiable in paper-pencil examinations, as well as affective characteristics such as task commitment and leadership. We believe our findings upon inquiry will be of substantial significance in substituting for the paper-pencil examination in distinguishing and selecting scientifically gifted students.

• Journal of Digital Convergence
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• v.14 no.8
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• pp.19-36
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• 2016

The purpose of this study was to analyze domestic and overseas cases of flipped learning instructional design model and actual classes in K-12 Education, and find out educational implications in order to design effective flipped learning. Papers, 14 articles in domestic and international journals, were collected. As results of the analysis, first, flipped learning instructional model was presented as flipped learning that applied to ADDIE model and 8C model etc. Second, 'Activities before classroom' consisted of watching lecture videos, lecture notes etc. 'Activities during classroom' was checking prior learning in early stage, individual activities and cooperative activities in middle stage, and solving quizzes, reviewing in later stage. After class, students performed tasks and questions&answers. Third, in case of creating lecture video, they used application such as Screencast-o-matic, Explain Everything; In contrast, some cases utilized online web-sites such as YouTube or Phet. Fourth, positive results were shown in learners' academic achievement, motivation and learning attitude etc. This research has a significance in terms of analyzing the flipped learning instructional model and flipped learning activities, and providing the preliminary data to facilitate the design for the effective flipped learning.