• Journal of Families and Better Life
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• v.25 no.1 s.85
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• pp.45-58
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• 2007

This study explored the impact of couple interaction behaviors on the relationship between economic stress and marital instability. The study results showed that economic satisfaction and economic pressure greatly influenced the marital instability of married males and females. However, the interaction behaviors of couples tended to have a stronger impact on marital instability than economic stress. In other words, perceived spouse support and perceived spouse hostility had a significant impact on marital instability, with perceived spouse hostility being the more damaging of the two. The study also showed that there were sender differences regarding the impact of couple interaction behaviors on marital instability and economic stress. For married males, economic satisfaction as well as couple interactions influenced significantly on their marital instability. For females the impact of couple interactions on their marital instability tended to be more salient. On the whole, the results of the interaction effects between economic stress and couple interaction behaviors on marital instability did not appear significant, except in the case of females' perceived spouse hostility and its effect on marital instability.

• Journal of Families and Better Life
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• v.28 no.5
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• pp.75-88
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• 2010

This study analyzed a family therapy case which dealt with family violence and was consisted of 14 sessions. The therapeutic perspective for this case was MRI model, a strategic family therapy model which emphasizes attempted solutions and interactions. The results of this study were as follows. This study found the interaction process of occurring family violence. When the husband attempted conversations with his wife after drinking, the wife who was anxious and dreadful avoided conversation. This avoidance made the husband felt rejected feeling, and he battered his wife. The avoidance of conversation, an attempted solution of wife, was made from her frame of reference which was affected from her original family context and the couple's communication style in ordinary times. The therapist made the couple recognize their attempted solutions were not effective, and he helped them begin new solutions or coping behaviors. This intervention process was long and hard, but the couple changed their attempted solutions to new solutions which were clear communication styles and functional interaction process. This study results showed the effectiveness of couple therapy on family violence. The effectiveness of MRI model was also proved from the study. The results of study will be helpful to the family therapists and counsellors in the field of family violence.

• Advances in nano research
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• v.5 no.3
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• pp.231-244
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• 2017

Graphene oxide (GO) was prepared by modified Hummer's method to produce reduced graphene oxide (RGO) following standard thermal and chemical reduction processes. Prepared RGO colloids were utilized to fabricate RGO films over glass and FTO coated glass substrates through drop-coating. A systematic study was performed to evaluate the effect of reduction degree on the optical and electrical properties of the RGO film. We demonstrate that both the reduction process (thermal and chemical) produce RGO films of similar optical and electrical behaviors. However, the RGO films fabricated using chemically reduced GO colloid render better performance in dye sensitized solar cells (DSSCs), when they are used as counter electrodes (CEs). It has been demonstrated that RGO films of optimum thicknesses fabricated using RGO colloids prepared using lower concentration of hydrazine reducer have better catalytic performance in DSSCs due to a better catalytic interaction with redox couple. The better catalytic performance of the RGO films fabricated at optimal hydrazine concentration is associated to their higher available surface area and lower grain boundaries.

• Journal of the Korean Society of Propulsion Engineers
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• v.15 no.6
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• pp.98-106
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• 2011

This paper reviews the state-of-the-art thermoacoustic(TA) modeling techniques and research trend to predict major parameters determining combustion instabilities in lean premixed gas turbine combustors. Linear TA modeling results give us an information on eigenfrequencies and initial growth rate of the instabilities. For the prediction, linear relation equation between acoustic waves and heat release oscillations should be derived in the determined system. Key information for this analysis is to determine the heat release fluctuations in the combustor, which is typically obtained by using n-${\tau}$ function from flame transfer function measurements and/or predictions. Great advancement in the linear TA modeling has been made over a couple of decades, and some successful prediction results have been reported in actual gas turbine combustors. However nonlinear TA model developments which are required to analyze nonlinear system behaviors such as limit cycle saturation and transition phenomena are still limited in a very simple system. In order to fully understand combustion instabilities in a complicated real system, nonlinear flame dynamics and acoustic wave interaction with nonlinear system boundary conditions should be explained from the nonlinear TA model developments.

• Journal of the Korean Chemical Society
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• v.51 no.4
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• pp.375-386
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• 2007

The purpose of this study is to investigate the aspects of verbal interactions of teacher?small group students by categorizing those interactions which affect students' thinking thus to improve teacher's interaction. First, verbal interactions of teacher-small group students were divided into two categories ?Behaviors related to problem-solving, and Others. Behaviors related to problem-solving were also classified into two elements?Receiving opinion based on the students' thinking process, and Giving help based on the teacher's thinking process. Receiving opinion consists of agreement, question, correction, objection while giving help consists of information, hint, question, summary, and ask & answer. Most of teacher-small group students' interactions were in the form of teacher's questions and students' answers, and teacher's questions tended to require simple answers rather than answers from deep thought. In addition, there was a tendency that the teacher focused more on her own thinking process than students' and that she interacted with only a couple of students who gave correct answers. As a result, even after teacher's scaffolding, many students were often unable to understand the particular contents. However, through the interactions, the teacher made students to have confidence by restating their opinions and agreeing or praising them. She also created an atmosphere where students can give their opinions freely. From the observation of interactions, we can find that students' thinking process is affected by the characteristics of teacher's interactions such as expression of agreement and encouragement, hint giving rise to thought, interactions based on the students' thinking process, permission of students' activities and questions, allowing time for students' thought, and correction of wrong opinions. At this point, educational implications of teacher-small group students' interactions were drawn.

• Asia pacific journal of information systems
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• v.18 no.4
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• pp.105-130
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• 2008

Consumers of e-learning market differ from those of other markets in that they are replaced in a specific time scale. For example, e-learning contents aimed at highschool senior students cannot be consumed by a specific consumer over the designated period of time. Hence e-learning service providers need to attract new groups of students every year. Due to lack of information on products designed for continuously emerging consumers, the consumers face difficulties in making rational decisions in a short time period. Increased uncertainty of product purchase leads customers to herding behaviors to obtain information of the product from others and imitate them. Taking into consideration of these features of e-learning market, this study will focus on the online herding behavior in purchasing e-learning contents. There is no definite concept for e-learning. However, it is being discussed in a wide range of perspectives from educational engineering to management to e-business etc. Based upon the existing studies, we identify two main view-points regarding e-learning. The first defines e-learning as a concept that includes existing terminologies, such as CBT (Computer Based Training), WBT (Web Based Training), and IBT (Internet Based Training). In this view, e-learning utilizes IT in order to support professors and a part of or entire education systems. In the second perspective, e-learning is defined as the usage of Internet technology to deliver diverse intelligence and achievement enhancing solutions. In other words, only the educations that are done through the Internet and network can be classified as e-learning. We take the second definition of e-learning for our working definition. The main goal of this study is to investigate what factors affect consumer intention to purchase e-learning contents and to identify the differential impact of the factors between consumers with purchase experience and those without the experience. To accomplish the goal of this study, it focuses on herding behavior and perceived usefulness as antecedents to behavioral intention. The proposed research model in the study extends the Technology Acceptance Model by adding herding behavior and usability to take into account the unique characteristics of e-learning content market and e-learning systems use, respectively. The current study also includes consumer experience with e-learning content purchase because the previous experience is believed to affect purchasing intention when consumers buy experience goods or services. Previous studies on e-learning did not consider the characteristics of e-learning contents market and the differential impact of consumer experience on the relationship between the antecedents and behavioral intention, which is the target of this study. This study employs a survey method to empirically test the proposed research model. A survey questionnaire was developed and distributed to 629 informants. 528 responses were collected, which consist of potential customer group (n = 133) and experienced customer group (n = 395). The data were analyzed using PLS method, a structural equation modeling method. Overall, both herding behavior and perceived usefulness influence consumer intention to purchase e-learning contents. In detail, in the case of potential customer group, herding behavior has stronger effect on purchase intention than does perceived usefulness. However, in the case of shopping-experienced customer group, perceived usefulness has stronger effect than does herding behavior. In sum, the results of the analysis show that with regard to purchasing experience, perceived usefulness and herding behavior had differential effects upon the purchase of e-learning contents. As a follow-up analysis, the interaction effects of the number of purchase transaction and herding behavior/perceived usefulness on purchase intention were investigated. The results show that there are no interaction effects. This study contributes to the literature in a couple of ways. From a theoretical perspective, this study examined and showed evidence that the characteristics of e-learning market such as continuous renewal of consumers and thus high uncertainty and individual experiences are important factors to be considered when the purchase intention of e-learning content is studied. This study can be used as a basis for future studies on e-learning success. From a practical perspective, this study provides several important implications on what types of marketing strategies e-learning companies need to build. The bottom lines of these strategies include target group attraction, word-of-mouth management, enhancement of web site usability quality, etc. The limitations of this study are also discussed for future studies.