• 한국의류산업학회지
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• 제8권4호
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• pp.391-399
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• 2006

Modern Japan has been known as the country manufacturing Shin-gosen that denotes Japanese synthetic fiber. Japan has long traditon of weaving and dyeing of local traditional Textiles. Japanese traditional weaving and dyeing methods have been handed down through hundred years and various type of textiles have been fabricated in different regions. Japanese modern worldly famous fashion designers are recognized by using the Japanese traditional textiles. Traditional textiles of Japan are inherited in the present age and become the source of inspiration for modern Japanese fashion designers. This research investigated the originality and modernity of 10 kinds of main Japanese traditional textiles by design servey, 5kinds of weaving methods and 5kinds of dyeing methods. The 5kinds weaving methods include Kasuri, Shima, Cizimi, Zohu, Chumugi and 5kinds dyeing methods include Izome, Katazome, Tuzukaki, Uzen, Shibori dyeing.

• 대한수학교육학회지:수학교육학연구
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• 제8권2호
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• pp.723-743
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• 1998

This study was designed for the purpose of finding some gender differences in the mathematical creative problem-solving ability. For this research, we selected two problems. One is "counting marbles" of algebra, and the other is "drawing figures" of geometry. And we examined and analyzed the written responses of the students with classifying the four categories; fluency, flexibility, originality, and elaboration. These are the factors of the creativity. There were no significant gender differences in the fluency, flexibility, and originality in both problems. but girls got significantly higher scores than boys in elaboration. In conclusion, boys tried unusual and special responses but gave many incorrect and many similiar answers, whereas girls had low scores in high originality but gave less incorrect and less overlapping answers than boys did.swers than boys did.

• 대한수학교육학회지:학교수학
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• 제16권1호
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• pp.1-17
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• 2014

본 연구의 목적은 한 문제를 다양한 방법으로 해결할 수 있는 문제와 이에 대한 채점방법을 활용하여 학생들의 수학적 창의성을 측정함으로써 수학적 창의성을 측정할 수 있는 기반을 구축하는 것이다. 이를 위해 초등 5학년 학생 10명을 대상으로 다양한 방법으로 해결할 수 있는 문제를 활용하여 검사를 실시하여 수학적 창의성을 측정하였다. 수학적 창의성 측정을 위하여 창의성의 하위 요소인 유창성, 융통성, 독창성을 바탕으로 '새롭고, 가치 있는' 수학적 산출물을 평가할 수 있는 채점방법을 구축하여 활용하였다. 분석 결과, 수학적 창의성 점수는 학생 간 편차가 크게 나타났다. 또한 문항별로도 수학적 창의성 점수에서 차이가 나타나, 수학 학습 내용에 따라 학생들의 수학적 창의성 분석의 필요성이 대두되었다. 본 연구의 채점방법에 따르면, 유창성이 높을수록 수학적 창의성이 높았다. 그렇지만 '새롭고, 가치 있는' 수학적 창의성의 특성을 부각시키는 채점방법에 의해 유창성과 융통성이 증가할수록 답의 희소성이 낮아져 상대적으로 독창성 점수를 얻기가 어려웠다. 따라서 답의 희소성과 수학적인 측면에서 답의 가치를 동시에 고려하는 독창성 판단의 준거를 만들 필요가 대두되었다.

• 한국컴퓨터정보학회논문지
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• 제13권6호
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• pp.173-180
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• 2008

공인전자문서보관소는 전자기록의 진본성을 확인하고 보장하는 제도로서 법적인 보호 아래 보관되며, 전자기록 사항을 진정한 것으로 추정하고 전자기록의 내용이 변경되지 않았음을 입증한다. 그러나, 전자기록은 매체의존도가 높고 정보의 유실위험이 매우 높은 문제점을 가진다. 또한, 정보의 첨삭(첨부와 삭제)과 수정이 용이하기 때문에 전자기록의 진본성과 무결성에 대한 문제가 야기되고 있다. 현존하는 시스템에서는 다음과 같은 비효율성을 드러내고 있다. 원본성 보장을 위한 기존의 전자문서 암호화 방법은 하나의 대칭키로 전체 문서의 암호화 과정을 수행하며, 중간에 수정되어지는 정보가 발생시에는 해당 문서 전체 내용을 재스캔 및 재암호화 과정을 수행해야 한다. 이러한 비효율성을 극복하기 위해, 본 논문에서는 등록 요청된 전자문서에 대해 페이지의 연관성을 기반으로 하는 Link 정보를 이용하여 암호화하고 관리함으로써 해당 문서의 부분 정보 수정 요청시 발생하는 비용적 효율성을 극대화시켰으며, 키 관리의 복잡도를 증가시켜 정보 노출에 따른 문제점을 최소화함으로써 보안성을 향상시켰다.

• 미술이론과 현장
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• 제5호
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• pp.25-41
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• 2007

Despite continuous efforts to redraw the boundaries between art and culture, the conventional concept of originality has persisted in approaches to the practice of contemporary art. In the discourse of originality, various forms of lesser arts that employ the method of replication have been referred to as kitsch, or "rear-guard," the opposite of avant-garde. This categorization points to the contested issue regarding the oppositional relation between modernism and mass culture. With its easily accessible content and financial affordability, mass culture has become both an irresistible attraction and a most powerful threat to modernism. This threat has instigated a discursive system that has situated mass culture as a cultural other of modernism. Taking the marginalized category of kitsch as the area of contention, this paper examines a discursive repression of kitsch. It analyzes the conceptual framework that defends originality and autonomy in art and, conversely, degrades kitsch as an inferior and dangerous cultural category. Greenberg'S concept of kitsch as a by-product of industrialization evolved into the criticism that advocates the autonomy of art. The Frankfurt School scholars, particularly Theodor Adorno and Max Horkheimer, practiced comparable cultural critiques. Focusing on mass culture such as film, radio, and television, instead of art works, they critically analyzed the system of mass culture and theorized the negative implications of the ubiquitous presence of kitsch. Some critics, on the other hand, perceived the growth of mass culture as opening possibilities in cultural development. Walter Benjamin and Harold Rosenberg asserted the socio-cultural dynamics of mass culture underlining the potential for continual transformation in reality and in the subject. They acknowledged that technological advances changed the condition of creation and enabled unmediated interactions between media. By scrutinizing conflicting views on kitsch, this paper intends to reassess arts that draw "the forces of the outside."

• 한국수학교육학회지시리즈A:수학교육
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• 제55권2호
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• pp.147-169
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• 2016

This study analyzes the mathematical creativity test as an illustrative example with scoring domains of fluency, flexibility and originality in order to make suggestions for obtaining maximum reliability based on a composite score depending on combinations of each scoring domain weights. This is done by performing a multivariate generalizability analysis on the test scores, which were allowed to access publicly, of 30 mathematically gifted elementary school students, and therefore error variances, generalizability coefficients, and effective weights have been calculated. The main results were as follows. First, the optimal weights should adjust to .5, .4, and .1 based on the maximum generalizability coefficient even though the original weights in the mathematical creativity test were equal for each scoring domain with fluency, flexibility and originality. Second, the mathematical creativity test using the three scoring domains of fluency, flexibility, and originality showed higher reliability than using one scoring domain such as fluency. These results are limited to the mathematical creativity test used in this study. However, the methodology applied in this study can help determine the optimal weights depending on each scoring domain when the tests constructed in various researchers or educational fields are composed of multiple scoring domains.

• 한국지역사회생활과학회지
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• 제15권3호
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• pp.63-70
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• 2004

This study was performed to identify the relationships between parents' nurturing behavior and preschoolers' creativity. The differences of parents' behavior and children's creativity by children's sex were also analyzed. The subjects were one hundred and four children(54 boys and 50 girls) and their mothers. Parents' nurturing behavior was assessed by a nurturing behavior questionnaire administered to the mothers, preschoolers' creativity was rated by the author through observation of the children's responses. The reliability of observation was calculated from 10 among the 104 children. The reliability coefficient was .96. The results were as follows: First, there were significant differences in parents' behavior according to the child's sex. Girls' parents showed more affective and achievement oriented attitude compared to the boys' parents. Second, there were also significant differences in .children's creativity according to sex. Girls' originality and flexibility were higher than boys, however, significant differences between girls and boys in fluency and imagination were not found. Third, parents' nurturing behavior and children's creativity were strongly related to each other. Children's imaginations were strongly related to the mothers' behavior. Children's originality and flexibility were also significantly related to their parents' behavior, but children's fluency did not show relations with their parents' behavior.

• 한국초등과학교육학회지:초등과학교육
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• 제33권2호
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• pp.242-257
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• 2014

Researchers have employed a diversity of definitions and measurement methods for creativity. As a result, creativity research is underrepresented in the literature and the findings of different studies often prove difficult to draw into a coherent body of understanding. With regard to assessment, there are some important problems both in creativity research and practice, such as originality bias and Big-C creativity bias in teachers' perceptions about creativity and creative thinking, and additive rather than multiplicative scoring systems of creativity assessment. Drawing upon most widely accepted conceptions of the creativity construct, I defined 'student's scientific creativity' as the ability to make a product both original and useful to the student in terms of little-c creativity, and 'scientist's scientific creativity' as the ability to come up with a product both original and useful to the science community in terms of Big-C creativity. In this study, an 'Assessment Formula for Scientific Creativity' was developed, which is consisted of the multiplication of originality and usefulness scores rather than the sum of the two scores, and then, with scores calculated from the assessment formula, the scientific explanations generated by children were categorized into four types: routine, useful, original, and creative types. The assessment formula was revealed to be both valid and reliable. The implications of the assessment formula for scientific creativity are examined. The new assessment formula may contribute to the comprehensive understanding of scientific creativity to guide future research and the appropriate interpretation of previous studies.

• 복식
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• 제58권7호
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• pp.164-179
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• 2008

The Purposes of this study are to analyze the couture-like design characteristics expressed in modern fashion and to grasp its sociocultural meaning. For this, the documentary study and practical case study have been executed. Fashion writings and visual sources in Gap Pret-a-porter Collection, www.style.com, www.firstviewkorea.com are used. The results are as follows. First, couture ran be featured as a luxurious made-to-order design for individual clients with high quality fabrics, hand-craftsmanship, painstakingly perfect details and finishing. It is valued on authentic originality, uniqueness, aestheticism, and luxury. As the relationship between couture and mass fashion has changed, there appeared not only traditional couture for few privileged people, but also demi-couture which bridges the gap between luxurious couture and pret-a-porter. Second, couture-like designs in modern fashion are classified as (1)the adaption of house archive (2)retro with couture-like silhouette (3)hand-craftsmanship in details and finishing (4)individualization for only one client. They have sociocultural meanings, which are the reaction to the crisis of originality, new luxury for differentiation, the pursuit of new individualism thinking. Ultimately, it ran be thought that couture-like design in modern fashion results from the mutual needs between elitism fashion designer struggling in the hegemony of originality and reproduction, and modern consumer seeking for luxury, individualization.

• 한국수학교육학회지시리즈A:수학교육
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• 제46권2호
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• pp.227-237
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• 2007

This research analyzes students' response types in the creativity assessment by using pattern block, geoboard, and pantomino. 74 students from third grade to sixth grade participated in this research. 15 minutes were given to pattern block and geoboard questions. 74 students showed 393 answers in pattern block question and 590 answers in geoboard question. In pantomino, 20 minutes were given and 54 students showed 443 types of answers. The results are as follows: First, in the students' responses, tendency of using particular piece or figure, which presents conjoining in a piece selection and positioning, showed strongly. For example, usage of hexagon and trapezoid pieces were higer in pattern block and usage of L, P, and I pieces were higer in pentomino. Second, it is confirmed that creativity's subordinate factors, fluency, flexibility, and originality, are separate from each other. To illustrate, in pattern block, three students', who showed 11 types of responses in fluency, flexibility responses were each 5, 6, and 8 types. Specially, among those studenys, only one could achieve a point in originality. Third, students' response types categorized in this research could be used for a bae-data to mark grades on originality.