• Communications of the Korean Institute of Information Scientists and Engineers
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• v.25 no.7 s.218
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• pp.38-42
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• 2007

• Monthly Duck's Village
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• s.40
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• pp.52-60
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• 2006

• Fashion Information and Technology
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• v.12
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• pp.37-45
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• 2015

• Journal of Korean Elementary Science Education
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• v.26 no.4
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• pp.385-394
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• 2007

In order to investigate elementary school students' readiness to write on scientific subject, we analyzed the participants' draft in elementary student section [National Student Science Writing Contest] which is sponsored by a daily press. As a first step, we designed an assessment framework to analyze the students' writing. It is composed of three domains: scientific thinking, logical validity, creativeness. Each domain has three sub-domains. By using the framework, seven raters scored the students' inquiry reports. The findings reveal that the students needed the training for scientific writing. Especially they had great difficulty in the sub-domain of 'suggestion of rational alternative solution' in scientific thinking domain, the sub-domains of 'clearness' and 'coherence' in logical validity domain, and in the sub-domains of 'creative problem solving' and 'creative presentation' in creative domain.

• Journal of the Korean Operations Research and Management Science Society
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• v.38 no.1
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• pp.29-44
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• 2013

This study suggests that as receiving feedback is moved back, the effectiveness of problem-solving increases. Utilizing data from innovation contests in which a number of problem solvers compete with each other, we answer questions such as whether the order of receiving first feedback affects problem-solving effectiveness and how problem-solving experience moderates the relationship between the first feedback order and problem-solving effectiveness. Empirical results based on data collected from Kaggle, an online platform for innovation contests, showed that the order that contest participants receive the first feedback increases problem-solving effectiveness. Furthermore, the more prior experience of contest participants accentuates the suggested relationship between the order of receiving the first feedback and problem-solving effectiveness.

• Journal of Families and Better Life
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• v.23 no.1 s.73
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• pp.41-51
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• 2005

At this time when the Healthy Family Act has become effective, promoting popular consciousness on a happy family life and providing guidelines to happiness are important. This study analyzed the content of 250 cases that entered the 'Happy Family Story Contest' in order to extract some common qualifies of happy families. As a result, nine characteristics were found: 1) a sense of achievement in having made a happy family 2) a sense of togetherness and solidarity 3) self-discipline 4) a Positive relationship with others 5) accomplishing one small step at one time 6) autonomy and candid communication 7) overcoming crises 8) cherishing what one has in the present 9) restraining greed and letting go. The findings of this study will help individuals reorient their lives as well as inspire the professionals to develop programs.

• KDI Journal of Economic Policy
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• v.34 no.2
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• pp.41-53
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• 2012

This paper investigates the effect of competition on innovative activity. In the research contest, the foremost reason for limiting entry into tournaments is to raise the level of contestant's effort and to make the firms compete so that high value of innovation will be procured. Thus, a sponsor (or government) needs to take account into effort-inducing effect as well as effort-reducing effect from competition when she restricts entry. In this paper, this competition effect will be analyzed for the model of procurement for innovation, and it is shown that the individual effort level is not monotonic to the number of contestants.

• Journal of Fisheries and Marine Sciences Education
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• v.21 no.4
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• pp.499-507
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• 2009

The purpose of this study was to improve teachers' instruction and to identify the characteristics of interaction between teachers and children. Field excellent class instructions, which were known as the best lectures from the competition of an instruction contest in Busan, were video recorded and openly released on the internet. A teacher who won a prize for his excellent teaching at the contest demonstrated a Korean subject class on sixth grade elementary school curriculum. His instruction was analyzed by two coders based on the frame of Flanders' language interaction system. Inter-coder reliability was .967 from Scott's coefficient. From the results of the Flanders index, the major and minor instruction sequences were 4-8-2-5 and 6-0-5-4, and the teacher tended to interact with students by accepting feeling and ideas. These results could provide effective cues and information on how to to improve instruction.

• Proceedings of the Korean Society of Machine Tool Engineers Conference
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• 1996.03a
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• pp.18-23
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• 1996

The Job of Milling in the Local Skill Contest in 1996 was to assemble parts into a complete whole of the parts number 1, 3, 4 worded by Milling Machine and the parts number 2 worked by Machining Center. In the parts of Milling Machine, the Job was to work 45$^{\circ}$angle working, T-slot, dovetail, the correct position drilling, rimming, boring, etc. In the Machining Center, there were the way of calculation of point of contact of 'R' contour curved line and lots of working elements. So, it was possible to work the parts and assemble them within the time limit only through the program to be made out in the way to shorten working hours.

• Communications of the Korean Institute of Information Scientists and Engineers
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• v.25 no.7 s.218
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• pp.67-70
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• 2007