• Journal of the Korean Home Economics Association
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• v.33 no.5
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• pp.167-176
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• 1995

This study is to present various curtain design by simulating method of the 32 case's combination of the styles, the patterns, the colors of curtain design for 50 woman collage students by photo shop program. The major findings of this study can be summarized as follow : The evaluation factors of curtains design was classified into three groups ; emotionality, harmoniousness, stimulus. The best choice to emphasize the atmosphere for "emotionality" of the first factor is curtain with the valance of cloud style, mixed Diagram pattern and ivory color(NO.16). The best choice to emphasize the atmosphere for "harmoniousness" as well as "stimulus" is curtain with the valance of two pieces cloud style, flower pattern and pink color(NO.18). The best choice to emphasize the atmosphere for "emotionality" and "stimulus" as well as "emotionality" and "harmoniousness" is curtain with the valance of natural fold style, stripes pattern and pink color(NO.6). The best choice to emphasize the atmosphere for "harmoney" and "stimulus" is curtain with the valance of two pieces cloud style, flower pattern and pink color(NO.18). The best choice to emphasize the atmosphere for "emotionality", "harmoniousness" and "stimulus" is curtain with the valance of two pieces cloud style, flower pattern and pink color(NO.18).

• Journal of Fisheries and Marine Sciences Education
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• v.26 no.3
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• pp.474-484
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• 2014

The purpose of this study was to study literature research on the possibility of education for social justice. First, the principle and rule of education for social justice were unfolded on the basis of contents that education for social justice has to emphasize freedom, democracy, equality of opportunity, and economic growth, and has to be student-centered, collaborative, experienced, knowledged, and practical. Second, the curriculum of education for social justice were unfolded on the basis of contents that education for social justice has to emphasize skills for reading the world and skills for activism, and has to emphasize human rights, democracy, and reservation. And third, the teacher education for social justice were unfolded on the basis of contents that education for social justice has to emphasize care, justice, critique, anti-bias education, critical pedagogy, multicultural education.

• Journal of the Korean Society of Costume
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• v.51 no.4
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• pp.15-30
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• 2001

The purpose 7f this study is to investigate the change of the ideal beauty of human bodies and the related clothing form designs from the ancient Egypt to the Romantic Period in the aspect of optical illusions effects to achieve the ideal beauty so that we can accumulate the knowledges for the modern clothing form design and the related optical illusion effects. The scope of this study is limited to the female body forms and female dress forms. The analysis on the optical illusions in the dress forms of the various period relied on the literatures and some representative photographs and figures. The important results are as follows : 1. In the body Priority type designs of Egypt, Greece and Rome, the natural Beauty of human bodies was represented by H type silhouett, the smooth and transparent drapery materials were used with radiant line pleats resulting in slant optical illusions. 2. In the clothing priority type designs of Byzantine, Gothic, Renaissance, Baroque, Rococo and Romantic Period, manteau, cotehardie, hennin and poulain were used to emphasize long arms and legs, high waists, belly curves and large heads resulting in optical illusions of vertical emphasize. Also long train, farthingale and panier were used to emphasize body expansion resulting in the optical illusions of Titchener alld Lipps. Large and complex patterns showed the optical illusions of Aubert. 3. In the clothing priority/body concealment type of Byzantine period, thick materials with precious gems and voluminous silhouettes were used to emphasize body expansion resulting in optical illusions of materials.

• Journal of the Korea Convergence Society
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• v.9 no.7
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• pp.125-133
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• 2018

The purpose of this study was to explore college students' subjective perception on physical education using Q-methodology. Thirty college students participated in this study. This study found four types of college students' perception for physical education. Type I is named 'the type of Emphasizing Expertise.' The subjects of type I emphasize the importance of practicing professional motor skills and basic physical education knowledge in physical education classes. Type II is named 'the type of Emphasizing Instructional Strategy.' The subjects of type II emphasize the importance of developing effective teaching methods for students to participate actively. Type III is named 'the type of Making Physical Education Mandatory.' The subjects of type III emphasize the needing to make physical education and to increase physical education classes in school. Type IV is named 'the type of Emphasizing Sports for All.' The subjects of type IV emphasize to improve students' fitness and social-skill and connect between physical education and sports for all. These findings will contribute to plan the effective school curriculum.

• Journal of the Korea Convergence Society
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• v.10 no.6
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• pp.259-268
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• 2019

The purpose of this study was to explore physical education majors' subjective perception on sports ideologies using Q-methodology. This study found four types of subjective perception on sports thoughts. Type I is named 'the type of fair victory and defeat.' The subjects of type I emphasize the items of victory and defeat, fair judgement, a drama without a scrip, etc. Type II is named 'the type of sport philosophy.' The subjects of type II emphasize the items of sport philosophy, theory of one of mind & body, great spirit, hwarangdo spirit, sport logic, self-improving, etc. Type III is named 'the type of communication & social activity.' The subjects of type III emphasize the place for communication, social activity, consideration, improvement of the quality of life, etc. Type III is named 'the type of communication & social activity.' The subjects of type IV emphasize welfare, security for the aged, leisure, entertainment(game), healthy, etc.

• Journal for History of Mathematics
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• v.18 no.2
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• pp.23-30
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• 2005

Intuition has played an important role in process of invention of mathematics and given understanding of mathematical truth and the direction of solution. So, I review about intuition in history of mathematical philosophy and mathematics because we need systematic research about intuition for search of the methods for enhancement of intuition in mathematics education. According to the research of scholars who emphasize intuitive education, intuition is common feature which everybody hold and is not special feature which particular person hold. In addition, intuition is universal ability that can enhance by proper instruction. So, we have to emphasize the importance of the development of intuition and education which emphasize creative thought via intuition.

• The Mathematical Education
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• v.56 no.2
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• pp.213-234
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• 2017

The purpose of this study is to examine the perceptions and needs of the 2015 revised curriculum for elementary school teachers and to draw implications for the application of the 2015 revised mathematics curriculum. For this, the major changes in the 2015 revised mathematics curriculum were examined. Major changes in the 2015 revised mathematics curriculum are as follows: 1) Introduce and emphasize mathematical competencies, 2) Restructure the content system, 3) Reduce mathematics contents to teach, 4) Emphasize the learner's affective domain, 5) Emphasize the use of technology, 6) Improve teaching and learning methods and evaluation methods. Also, a survey was conducted for elementary school teachers to analyze the perceptions and demands of the 2015 Revised Mathematics Curriculum. The contents of the survey are consisted of contents of the teachers' awareness of the main changes of the 2015 Revised Curriculum and their demands to implement the 2015 Revised Curriculum in schools. Finally, conclusions and suggestions were drawn based on the survey results. The conclusions and suggestions are as follows: 1) there is a lack of teachers' awareness of the 2015 Revised Curriculum, 2) Support for mathematics curriculum competencies is needed, 3) A variety of teaching and learning materials are needed for emphasizing the learner's affective domain, using the technology, and improving teaching and learning methods and evaluation methods.

• Journal of Fashion Business
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• v.6 no.6
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• pp.89-104
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• 2002

In this thesis I have tried to compare the lines, colors and shapes of the Chinese ethnic minorities of the Moi and the Baek who live in the southwestern region of China and that of Korea. From a functional point most of the clothing in this region were separated between a top and a bottom and used colors in the collar, sleeves and lines to emphasize the decorative and pragmatic use of the clothes. The Chinese southwestern dress style had no limits on the use of color or shapes between class and rank. This was also true of the colors and shapes that were used. On the other hand the Koreans, although having the same structure, used different colors and shapes in proportion to the Joe-go-ri and Baji combination and the Jeo-go-ri and Chima combination.

• Korean Journal of Child Studies
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• v.20 no.4
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• pp.43-59
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• 1999

Ideological characteristics and child rearing practices of North Korean society were studied with in-depth interviews of twelve adults who had escaped from North Korea since 1990 and with a questionnaire consisting of 17 items completed by 158 subjects who had also escaped from North Korea. There are 3 ideological characteristics of North Korea : Monotheism, collectivism, and patriarchalism. Collectivism resulted in collective behavior styles; monotheism made the hero worship of the Kim Il Sung lineage possible, and patriarchalism contributed to boy-preference and to differentiated sex-role expectations for their children. In practice, parents emphasize honesty and loyalty to the Communist Party, and they use praise as verbal reinforcement. Parents also emphasize obedience and control rather than democratic participation.

• Communications of Mathematical Education
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• v.18 no.2 s.19
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• pp.9-33
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• 2004

The purpose of this paper is to contribute to the dialogue about the notion of advanced mathematical thinking by offering an alternative characterization for this idea, namely advancing mathematical activity. We use the term advancing (versus advanced) because we emphasize the progression and evolution of students' reasoning in relation to their previous activity. We also use the term activity, rather than thinking. This shift in language reflects our characterization of progression in mathematical thinking as acts of participation in a variety of different socially or culturally situated mathematical practices. We emphasize for these practices the changing nature of student' mathematical activity and frame the process of progression in terms of multiple layers of horizontal and vertical mathematizing.