• Journal of the Korean housing association
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• v.14 no.2
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• pp.31-40
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• 2003

This study was intended to examine the effects of socioeconomic status on housing values, norms, and behaviors of young households. The purpose was accomplished using the Life Style Survey of 2001 in Ulsan, and the data from 370 households were analyzed. The importance of household income and current housing size which are used as a proxy for socioeconomic status in explaining housing values, norms, and behaviors were once again confirmed in this study, even if there were some other significant variables. This implies that housing values, norms, and behaviors tend to change according to the socioeconomic characteristics of the households under the conditions of controlling demographic ones.

• Proceedings of the Korea Water Resources Association Conference
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• 2023.05a
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• pp.431-431
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• 2023

In recent decades, the socio-hydrology community has developed several socio-hydrological frameworks to understand the complexity of the coupled human-water system. Although there have been efforts to relate sociology and hydrology, there still have been some insights that remain debatable. As for this study, the Value-belief-norm theory was used to represent the human behavior in order to connect the human-water system. The theoretical framework of values, beliefs and norms was developed to understand the human culture towards the environment. In addition to the theory, norms are legislation of human behavior in the society while the values are the guiding principle to motivate beliefs and norms. The overview of this study implied on developing a socio-hydrological model consisting of the four systems defined as hydrology, socio-economy, technology and institutional. The interconnectors between the four systems are the key variables and parameters representing a module namely the causal loop diagram. Moreover, water quality, size of population, infrastructure capacity and norms are the key variables to connect the four systems. The developed model will be applied to Han River to represent the coevolutionary of the dynamics of human-water systems.

• Nuclear Engineering and Technology
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• v.56 no.8
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• pp.3224-3235
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• 2024

Amid the ongoing discourse on clean energy solutions, the reopening of decommissioned plants, such as the Bataan Nuclear Power Plant (BNPP) in the Philippines has become a focal point in the country. This study delved into the complex web of factors influencing public acceptance of BNPP, employing the values-beliefs-norms theory. By utilizing partial-least square structural equation modeling, the research unravelled the intricate relationships among biospheric values, altruistic values, egoistic values, ecological worldview, awareness of consequences, personal norm, social norm, and the broader acceptance of BNPP establishment. With 434 respondents participating in a self-administered online survey, the study identified key correlations. Emphasizing the collaborative impact on decision-making processes by social and personal norms, the study also highlighted the role of ecological values in shaping awareness. The foundational impact of values on ecological worldviews was explored, shedding light on public attitudes toward nuclear energy. This research offers actionable insights for policymakers, advocating for targeted communication strategies and public engagement initiatives to navigate barriers and promote informed decision-making in the dynamic landscape of nuclear energy development. The study contributes to the global conversation on sustainable energy strategies, emphasizing the pivotal role of public perception in shaping the trajectory of nuclear power.

• Bulletin of the Korean Mathematical Society
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• v.36 no.2
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• pp.259-272
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• 1999

In [6], Godefroy defined octahedral norms to give an isomorphic characterization of spaces containing $\ell_1$. Here we will show that such norms can be defined by using "average distances" as introduced in[1]. Also, we indicate some other properties of average distances : in particular, we give some estimates for their values in the product of two spaces, furnished with the max or the sum norm.

• The Korean Journal of Franchise Management
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• v.6 no.2
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• pp.1-16
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• 2015

The purpose of this study was to examine the structural relationships among consumer's values(individualism and collectivism), attitude, subjective norms, and visit intention using reasoned action theory(RAT). The data were collected from 12 5 customers who visited coffee shops in Seoul and Kyonggi and were analyzed using structural equation modeling with SPSS and AMOS The result of the overall model analysis appeared as follows: χ2=11.347, df=2, p=0.003, GF I=0.966, NF I=0.946, CF I=0.954, RMR=0.05 The findings are as follows: First, collectivism had a positive influence on attitudes and subjective norms. Second, Individualism had a significant positive influence on attitude toward coffee shops, but not on subjective norms. Third, both attitude and subjective norm had positive effects on visit intention.

• Journal of Technology Innovation
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• v.16 no.1
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• pp.81-106
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• 2008

By analyzing a nation-wide survey, this article examines research related norms and values of 684 scientists in 16 universities and 7 government supported research institutes. The survey shows that Korean scientific community tends to reject communality and disinterestedness while it accepts universalism as a norm. Organized skepticism is received a lukewarm support. In contrast, Korean scientific community tends to perceive the intellectual property and secrecy as legitimate and believe that scientists should consider the applicability of scientific research outcome and its social impacts when they choose research topics. When other variables are controlled for, the more basic research a scientist conducts the scientist is more likely to support communality and reject secrecy. The younger scientists are less likely to accept disinterestedness and the claim that the scientists should keep distance from social issues than the older. Scientists who work in the government-supported research institutes are more likely to view secrecy for more than 6 months as legitimate and reject the claim that science should not be affected by society than university scientists. The implications of these findings are discussed.

• Human Ecology Research
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• v.54 no.4
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• pp.415-426
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• 2016

We researched the modern meanings of traditional dining table courtesy education and its correlation with the main values of contemporary personality education based on dining table courtesy education stated in the social norms texts of the Joseon dynasty. Among the social norms of the Joseon dynasty, we chose Sohak, Naehun, Dongmongsuji, Seonghakjibyo, Gyeongmongyogyeol, Jeungbosallimgyeongje, Sasojeol, and Koamgahoon for research. As a result of our research on these documents and books, the modern meanings of the courtesy education at the dining table can be summarized as follow. First, the courtesy education has table manners appropriate for the development level of early children. Second, it teaches right-handed dining manners that match the features of Korean food culture. Third, it has the self-discipline and the values of community life, sharing, solicitude, and communication. Fourth, parents and grandparents are involved in the education. Fifth, it has the core values of modern personality education: manners, filial piety, respect, solicitude, communication, cooperation, and responsibility. Future courtesy education at the dining table should include practical education programs that can consolidate the bond of sympathy between the home, school, and society, and can improve its practice; in addition, to expand the opportunities for education, proactive social support is demanded.

• Journal of the Architectural Institute of Korea Planning & Design
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• v.35 no.4
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• pp.103-114
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• 2019

From the "Recommendation on the Safeguarding of the Beauty and Character Landscapes and Sites"(1962) to the "ICOMOS-IFLA Document on Historic Urban Public Parks"(2017), 'the spatial safeguarding Concept of Cultural Heritage' in International Norms has manifested in various types. In this article, 24 types of International Norms that reflect 'the concept of Spatial Safeguarding in Cultural Heritage' and Korea legal system such as 'Historical and Cultural Environment' were analyzed in the following two aspects. The first aspect is 'Object Type to safeguard' and analyzed in four types such as 'Groups of buildings(A type)', 'Surrounding, Environment, Setting(B type)', 'Cultural landscape(C type)', 'Historic area and Historic towns(D type)'. The second aspect is 'Safeguarding value(analysis elements)' and analyzed in the following tree elements ; 'Landscape value' such as skyline, 'Intangible value' such as the functions of cultural customs, and 'Ecological value' that should preserve life itself. As a result of the study, 'the concept of Spatial Safeguarding in Cultural Heritage' including C and D type and three value which are trends of International Norms are reflected in Korea legal system, and concrete safeguarding methodology is also implemented systematically in case of ecological value. However, intangible values are not specific to the methodology in both International norms and Korea legal systems, and should be developed in the future.

• Journal of The Korean Association For Science Education
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• v.35 no.2
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• pp.303-312
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• 2015

The purpose of this study is to analyze classroom norms formed in inquiry activities of elementary science classes and to consider about the actual problems in enacting school science inquiry. Focusing on the inquiry activity cases of two classes, the data were collected through classroom observation, student interview, teacher interview and questionnaires. Firstly, classroom norms were categorized into three categories theoretically: norms for behavior guidance; general academic norms; and scientific inquiry academic norms. The subcategory norms of each category were extracted inductively and the features, the causes of formation, and the influences on inquiry of each norm were also analyzed. Based on the analyses on classroom norms, the researchers identified three actual problems in enacting school science inquiry. First, the collective traits of school science inquiry caused structural problems in science classrooms. Second, teachers used their authorities in different ways according to phases of instructions. Third, the conflict cases were reported between general values for education and specific values for science inquiry. Educational implications are discussed in terms of the practices of school science inquiry and of the understanding classroom phenomena.

• Journal of Educational Research in Mathematics
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• v.12 no.2
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• pp.163-180
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• 2002

The purpose of this paper is to reconsider the meaning of mathematical literacy based on the investigation of the nature of mathematical knowledge communicated in university level mathematics classes. The analysis of classroom discourse has revealed three different kinds of mathematical knowledge circulated in mathematics class, which include 'factual mathematics', 'mathematical fantasy', and 'mathematical savior faire.' The fact that a mathematics teacher delivers diverse categories of mathematics knowledge suggests that the mathematical literacy is not confined to the development of technical competence. More specifically, the kinds of mathematical knowledge identified above tell that mathematical literacy developed through learning mathematics reflects the cultural norms and values of doing mathematics. This means that mathematical literacy is not merely involve with technical competence but rather with cultural competence. In this regard, this paper highlights the meaning of mathematical literacy as a cultural identity, which has been underestimated in the theory and practice of mathematics education dominated by technocracy of the twentieth century In particular, the notion of mathematical savior faire implies that teaching and teaming mathematics ultimately deals with a system of cultural meaning. Hence, through learning mathematics, a learner gets transformed as a whole person according to the cultural norms and values. In this regard, it is concluded that mathematical literacy can be considered as a necessary condition to become a competent member of mathematics community sharing cultural norms of doing mathematics as well as a repertoire of mathematical skills.