• The Research Journal of the Costume Culture
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• v.21 no.3
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• pp.452-456
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• 2013

Velvet is a luxury cloth. In Fashion it dresses the Elite. In Interiors, it covers palace walls and upholsters elegant furniture. In every culture throughout its history velvet's sumptuous surfaces denotes luxury, status, power, privilege and wealth. My humble aim is to reveal the artisan in the art-to comprehend the mastery of weaving techniques, to understand the design principles, to study the everyday practice of the weavers at work. In the few ateliers that still weave silk velvet by hand, I have documented their processes and now want to share this knowledge with the broader textile community in hopes of expanding the appreciation of their art. I approach as a fellow weaver striving to learn the mechanics, the practical aspects that guide the work from initial idea to finished cloth. I leave the difficulties of establishing provenance and other important analyses to my more learned textile historian colleagues.

• English Language & Literature Teaching
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• v.12 no.4
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• pp.139-157
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• 2006

As the Communicative Approach has become the norm in foreign language teaching, the objectives of teaching English in school have changed radically in Korea. The focus in high school English textbooks has shifted from mere mastery of structures to communicative proficiency. This paper will study five polysemous words which appear in twelve high school English textbooks used in Korea. The twelve text books are incorporated into a single corpus and analyzed to classify the usage of the selected words. Then the usage of each word was compared with that of three other corpora based sources: the BNC(British National Corpus) Sampler, ICE Singapore(International Corpus of English for Singapore) and Collins COBUILD learner's dictionary which is based on the corpus, "The Bank of English". The comparisons carried out as part of this study will demonstrate that Korean text books do not always supply the full range of meanings of polysemous words.

• Korean Journal of Child Studies
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• v.28 no.5
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• pp.209-220
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• 2007

This study explored the effects of self efficacy, classroom contextual characteristics and help-avoidance attitudes on academic help-seeking behavior. Participants were 210 4th grade students. Data were analyzed by Pearson's correlation coefficient and multiple regression analysis through the SPSSWIN 12.0. Results showed that students' self efficacy, perception of teacher behavior and goal orientations were positively related to help-seeking behaviors. Help-avoidance attitudes were negatively related to help-seeking behaviors. Cognitive efficacy and social-emotional efficacy facilitated help-seeking behaviors. Help-seeking behaviors were influenced by teacher's supportive help and expectation. Mastery goal orientations and performance-approach goal orientations promoted help-seeking behaviors but performance-avoidance goal orientations impeded help-seeking behaviors. Autonomous intention attitudes expedited help-seeking behaviors but intention based on ability diminished help-seeking behaviors.

• The Journal of Asian Finance, Economics and Business
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• v.7 no.12
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• pp.1215-1224
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• 2020

Micro, Small and Medium Enterprises in Denpasar City still face low mastery of technology and financial management, one of which is the application of technology-based accounting information systems (e-commerce) for small and medium enterprises. The research objective was to determine the relationship between environmental uncertainty, trust and ease of information technology moderating behavior in accounting information systems. Research with a quantitative approach, the method used is multiple linear regression with moderated regression analysis. The study population was 816 small and medium enterprises. The sampling method technique was the incidental sampling approach and the Slovin formula so that a sampling of 100 small and medium enterprises that had used e-commerce was determined in the city of Denpasar. The results of research that have been conducted determine the relationship between user behavior in accounting information systems that affect individual performance, the relationship between environmental uncertainty affects accounting information systems mediated by individual performance, while the ease of information technology and its ability to be mediated by individual performance has an effect on the behavior of using accounting information systems. The application of accounting information systems in small and medium enterprises is expected to improve individual performance so as to increase income.

• Korean Journal of Health Education and Promotion
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• v.21 no.3
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• pp.151-177
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• 2004

Recently, the educational community has attempted to implement the theory of multiple intelligences. In approaching multiple intelligences, teachers have applied the same structural approach which has been so successful with cooperative learning. Cooperative learning is easy to learn and implement, fun for teachers and students, and produce profoundly positive outcomes along a remarkable number of dimensions. Different structures are designed for different outcomes, including enhanced mastery of subject matter, improved thinking skills, team building, class building, development of social character and social skills, communication skills, classroom management, classroom discipline, and development of and engagement of each of the multiple intelligences. Cooperative learning is becoming an increasingly popular teaching strategy. In this study, it is aimed to clarify the application of cooperative learning in health education. Cooperative Learning in health education enhances student learning by: 1) providing a shared cognitive set of information between students, 2) motivating students to learn the material, 3) ensuring that students construct their own health knowledge, 4) providing formative feedback, 5) developing social and health group skills necessary for success outside the classroom, and 6) promoting positive interaction between members of different cultural and socio-economic groups. Cooperative Learning structures and techniques in health education are following. Flash Card, Focused Listing, Structured Problem-solving, Paired Annotations, Structured Learning Team Group Roles, Send-A-Problem, Value Line, Uncommon Commonalities, Team Expectations, Double Entry Journal, Guided Reciprocal Peer Questioning, What if. Because the purpose of health education is the practice, therefore health specialists have to guide powerful and effective teaching method The application of cooperative learning in health education may improve its effectiveness.

• Journal of the Korean Association of Oral and Maxillofacial Surgeons
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• v.45 no.4
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• pp.192-198
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• 2019

Objectives: Oral and maxillofacial surgeons must gain mastery of various approaches to the midface due to the increasing incidence, complexity, and severity of presenting midfacial fractures. Unlike in the case of other body parts, the need to preserve facial aesthetics makes it more difficult for the surgeon to select an approach for managing the facial injuries. The midfacial degloving (MFD) approach is a combination of intraoral and intranasal incisions made to access the midface without any external incision. The aim of the present study was to evaluate the efficacy of MFD in maxillofacial surgery and to assess its advantages and complications. Materials and Methods: The MFD approach was used in five cases, with three cases treated with open reduction and internal fixation and two cases operated on for posttraumatic deformity. Nasal dorsum augmentation was completed in three cases and nasal osteotomy was performed in one case. The bicoronal flap technique was combined with MFD for frontal bone augmentation in one case. The intraoperative time required for flap completion and the ease of performing the planned procedures were noted. Postoperative evaluation was done for reduction, aesthetics, function, and complications. Results: Access was excellent for performing all planned procedures. Average time spent for flap elevation and exposure of the midface was 63 minutes. Complications like postoperative swelling, infraorbital nerve paresthesia, and intranasal crusting were all transient. No long-term complications like stenosis of the nose, sneer deformity, or weakness of the facial muscles were noticed. Additionally, no complications were noted when MFD was combined with bicoronal flap. Conclusion: Though the MFD approach is technically demanding and takes more time than other facial approaches, it should be learned and applied by maxillofacial surgeons in selective cases, as it provides complete exposure of the midface without facial scarring.

• Journal of Gifted/Talented Education
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• v.21 no.3
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• pp.611-630
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• 2011

The purpose of the study was to investigate which psychological factors influence on the gifted students' achievement. As a psychological factor, self-determination, learning goal-orientation, self-efficacy, belief of intelligence, and self-regulated learning strategy were examined. The difference in psychological factors between the gifted with high achievement and the gifted with low achievement was to explored. For the study 128 gifted students' data from second-year data of Korean Education Longitudinal Study (KELS) were selected and analyzed. The findings indicate that the predictors of gifted students' achievement are extrinsic regulation, identified regulation, mastery-approach goal, self-efficacy, elaboration, and meta-cognition factor. Especially, the factor of elaboration and identified regulation are the strongest predictors. The findings from t-test analysis indicate that the gifted with low achievement show the low level in self-determination, mastery-approach, self-efficacy, elaboration, meta-cognition, place management and seeking social assistance from teacher. Therefore the developing elaboration, one of regulation learning strategy, is essential to improve the achievement of the gifted students with low scores.

• The Journal of Korean society of community based occupational therapy
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• v.2 no.1
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• pp.65-73
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• 2012

Objective : The purpose of this study is to provide basic information for professional education by investigating to learning styles and achievement goal of the first year students in the department of occupational therapy and physical therapy. Methods : 123 first year students of the department of occupational therapy and physical therapy filled out a questionnaire in Gyeongbuk and Kangwon Province. In this study, Kolb's Learning Styles and Elliot & Church's Achievement Goal were used, and to analyze, Pearson correlation, chi-square were used. Results : The results of the study were as follows. 'Accommodator' was the preferred learning type for students, while 'diverger' was not. Collage students differed from university students in learning styles. A mastery level was the preference in the academic goal types of the students. Male students received higher grades on performance approach goals than female and student of department of physical therapy received higher grades on performance avoidance goals than students in the department of occupational therapy. There is a coefficient of correlation between performance avoidance goal and converger learning type. Therefore, first year students in the department of occupational therapy were not differed from the department of physical therapy in academic achievement but collage students differed from university students in learning styles. Conclusion : From these results, we suggested some effective teaching/learning methods based on the mastery achievement goal. An educational approach is necessary for understanding of the students' individual learning styles and achievement goal characteristics are account for students' individual negative/positive characteristics.

• Journal of Christian Education in Korea
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• v.69
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• pp.139-162
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• 2022

This study verified the effect of learning motivation on immersion by non-face-to-face class method. For this purpose, 101 college students majoring in early childhood education were selected as research subjects. The average age of the study subjects was 22.6 years old, and 51 students took non-real-time non-face-to-face classes, and 50 students took real-time non-face-to-face classes. The study measured the level of immersion and the type of learning motivation after the non-face-to-face class was finished. The measured data were analyzed using descriptive statistical analysis and multiple regression analysis. As a result, in the results for all students, the performance approach goal had the most influence on immersion, and the mastery goal orientation had the next effect. Performance avoidance orientation had no effect. For students in non-face-to-face classes, performance approach goal orientation had an effect on immersion, and for students in real-time non-face-to-face classes, mastery goal orientation had an effect. The implications that can be obtained from the results of this study are as follows. First, non-real-time non-face-to-face classes should cover basic knowledge and skills so that there are no mistakes and failures. Second, non-real-time non-face-to-face classes should allow tasks with appropriate difficulty to be performed with a deadline. Third, real-time non-face-to-face classes should lower the fear of mistakes and failures.

• Korean Journal of Childcare and Education
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• v.12 no.6
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• pp.79-102
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• 2016

The purpose of this study was to identify school adjustment groups by applying a Latent Profile Analysis(LPA) and to investigate the effects of children's emotional problems and study habits on determining the membership of these groups. LPA and multiple logistic regression were conducted using the data of 2,200 third-graders from the Korean Children and Youth Panel Study. The results are listed as follows. First, four school adjustment groups were identified: adjustment, approach to adjustment, maladjustment risk, and maladjustment group. Second, accomplishment value and mastery goal orientation were relatively strong predictors of membership of the school adjustment groups. Time management was also a significant variable that predicted the membership of maladjustment or the maladjustment-risk group. Third, attention problems and depression were the most consistent predictors of membership of maladjustment or the maladjustment-risk group. Physical symptoms and social withdrawal were also significant. Based on the results, implications for intervention to promote early school adjustment were discussed.