• THE INTERNATIONAL COMMERCE & LAW REVIEW
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• v.61
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• pp.139-163
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• 2014

Recently with making of 'The Consumer Insurance (Disclosure and Representations) Act 2012(hereunder CIA)', the UK revised the duty of disclosure especially with the consumer insurance contract. According to the CIA, if the misrepresentation was careless, the insurer may have the three options based upon what the insurer would have done had the consumer taken care to answer the question accurately; a compensatory remedy, avoidance of the insurance contract or, amendment of the contract. I realized that the establishment of CIA has been exposed to pro-actively relieve the breach of Warranty and Disclosure, Representations as far as required by the Global Insurance market. It was found that it is expected to bring significant changes in UK Insurance Act system of the 21st century, and prepares competition from neighboring countries. On the other hand, in the common law system, countries under MIA(1906) are trying to address the breach of warranty and Disclosure, Representations, except the UK cannot completely adhere with a positive attitude.

• Education of Primary School Mathematics
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• v.18 no.3
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• pp.203-216
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• 2015

This study analyzed changes of representations which had come up in the problem-solving process of math-gifted 6th grade students that ACODESA had been applied. The class was designed on a ACODESA procedure that enhancing the use of varied representations, and conducted for 40minutes, 4 times over the period. The recorded videos and interviews with the students were transcribed for analysing data. According to the result of the analysis, which adopted Despina's using type of representation, there appeared types of 'adding', 'elaborating', and 'reducing'. This study found that there is need for a class design that can make personal representations into that of public through small group discussions and confirmation in the problem-solving process.

• Journal of the Chungcheong Mathematical Society
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• v.23 no.4
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• pp.679-689
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• 2010

By developing and using certain operators like those initiated by Burchnall-Chaundy, the authors aim at investigating several decomposition formulas associated with the $Kamp{\acute{e}}$ de $F{\acute{e}}riet$ function $F_{2:0;0}^{0:3;3}$ [x, y]. For this purpose, many operator identities involving inverse pairs of symbolic operators are constructed. By employing their decomposition formulas, they also present a new group of integral representations of Eulerian type for the $Kamp{\acute{e}}$ de $F{\acute{e}}riet$ function $F_{2:0;0}^{0:3;3}$ [x, y], some of which include several hypergeometric functions such as $_2F_1$, $_3F_2$, an Appell function $F_3$, and the $Kamp{\acute{e}}$ de $F{\acute{e}}riet$ functions $F_{2:0;0}^{0:3;3}$ and $F_{1:0;1}^{0:2;3}$.

• Journal of The Korean Association For Science Education
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• v.27 no.8
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• pp.677-692
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• 2007

In this study, university students were provided with repeated opportunities to represent their ideas graphically, and to examined via their drawings the extent to which they could visualize macroscopic phenomena microscopically. These drawings provided insight into the students' basic understanding of solution chemistry, revealing three conceptual models: the Undifferentiated Symbolic Model, the Particulate Model, and the Symbolic Ionic Model. Generally speaking, students who had poor conceptual understanding tended to exhibit the Undifferentiated Symbolic Model, whereas students with deeper understanding tended to employ the Symbolic Ionic Model. Students' conceptual comprehension was predictable from their graphical representations, which better elucidated what they actually comprehended about the phenomena, as opposed to their ambiguous verbal descriptions alone. The results of this study demonstrated a lack of development in university students' conceptions of solutions. Their weakness in understanding at the molecular-level became more obvious when they were asked to represent their ideas in drawings. Few students exhibited expert knowledge, and several common misconceptions were found, which indicated typical difficulties students have perceiving common phenomena at the molecular level. The findings of this study illustrate how eliciting graphical representations can be used to assess students' conceptual understandings.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.8
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• pp.441-448
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• 2018

This study examined the effects of Children's Social Development and Picture Representation Ability on Wordless Picture Books Activities. The study subjects were 30 children aged 3 years in K kindergarten: 15 in the experimental group and 15 in the comparative group. The experimental group was exposed to Wordless Picture Books Activities for 8 weeks. Image representation ability and social development test were conducted in both groups before and after the study. The after Wordless Picture Books Activities were found to be effective in linking various colors, detailed descriptions, harmonious spatial representations, various shapes, subject-related representations, uniqueness of representations, completeness of figure representations, and language representations. These study results are expected to validate the educational value of the wordless picture books meaningfully as teaching-learning materials in the field of early childhood education.

• Asian Pacific Journal of Cancer Prevention
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• v.16 no.2
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• pp.845-852
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• 2015

Cancer illness representations and screening history among residents of Kolkata, India, were investigated along with socio-demographic characteristics in an effort to understand possible motivations for health behavior. A total of 106 participants were recruited from community locations in Kolkata, India and completed surveys including demographics, the illness perception questionnaire-revised (IPQ-R), and previous experience with cancer and screening practices. Participants were 51.5% college educated, 57% female, 51.5% full-time employed with average age of 32.7 years (R: 18-60 years). Descriptive statistics were generated for the subscales of the IPQ-R, cancer-screening practices and cancer experience. Correlation analyses were conducted to investigate associations between cancer representations and socio-demographic variables. Univariate ANOVAs were calculated to determine gender differences in IPQ-R subscales and differences between participants who knew someone diagnosed with cancer versus those who did not. While 76% of participants knew someone with cancer, only 5% of the sample engaged in cancer screening. Participants perceived cancer as a serious illness with negative emotional valence. Younger age (r(100)=-.36, p<0.001) and male gender (F(1, 98)=5.22, p=0.01, ${\eta}_2$=0.05) were associated with better illness coherence. Males also reported greater personal control (F(1, 98)=5.34, p=0.02, ${\eta}_2$=0.05) were associated with better illness coherence. Low screening rates precluded analyses of the relationship between illness representations and cancer screening. Cancer was viewed as a threatening and uncontrollable disease among this sample of educated, middle class Kolkata residents. This view may act as a barrier to seeking cancer screening. Public awareness campaigns aimed at improving understanding of the causes, symptoms and consequences of cancer might reduce misunderstandings and fear, especially among women and older populations, who report less comprehension of cancer.

• Journal of The Korean Association For Science Education
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• v.38 no.2
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• pp.161-170
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• 2018

Various forms of visual representations enable scientific discovery and scientific reasoning when scientists conduct research. Similarly, in science education, visual representations are important as a means to promote students' understanding of science concepts and scientific thinking skills. To provide a framework that could facilitate the effective use of visual representations in science classroom and systemic science education research, a visual representation competence taxonomy (VRC-T) was developed in this study. VRC-T includes two dimensions: the type of visual representation, and the cognitive process of visual representation. The initial categories for each dimension were developed based on literature review. Then validation and revision was made by conducting teachers' workshop and survey to experts. The types of visual representations were grouped into 3 categories (descriptive, procedural, and explanative representations) and the cognitive processes were grouped into 3 categories (interpretation, integration, and construction). The sub categories of each dimension and the validation process would be explained in detail.

• Proceedings of the Korean Society for Language and Information Conference
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• 2001.06a
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• pp.237-257
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• 2001

This paper investigates the idiosyncratic understanding of universal quantifiers such as every, each or all by young children at the ages of 4 to 7, and argues that the phenomenon is explicable in terms of the maturation of both the cognitive system and the linguistic system. Evidence for this dual explanation comes from the fact that the visual input, a picture, plays a key role in determining the children’s conceptual representation, suggesting the need for the central integration of visual and linguistic elements; and from the fact that a quantifier in the linguistic input has an intrinsic property, i.e. a <+focus> feature. I have tried to explain the nature of the cognitive factors in terms of the function of the central system, suggesting a modified form of Smith & Tsimpli’s (1995) version of Fodor’s (1983) modularity hypothesis. Conceptual representations of two kinds are in competition with each other and they are integrated into a neutral LOT (Language of Thought) representation at some point . In the process of this integration, the representations from the visual input predominate over those from the auditory input, though the quantize. (treated as new information provided by the latter) is salient in the final representations. When visual conceptual representations predominate over purely linguistic ones, quantifier spreading errors occur. By contrast, when the relevant grammatical knowledge has developed sufficiently to counteract the conceptual representations, this peculiar behaviour by children should disappear. It is argued that children have to learn two kinds of grammatical fact with regard to universal quantification: (i) they have to learn the status of the quantifier as a functional head of DP so that it has to be positioned inside DP; and (ii) they have to learn the Left-Branch Condition which specifies that movement of an element in the left-branch position is possible only by pied-piping the entire phrase.

• Journal of Information Science Theory and Practice
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• v.1 no.2
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• pp.16-35
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• 2013

Relevance has a long history of scholarly investigation and discussion in information science. One of its notable concepts is that of 'user-based' relevance. The purpose of this study is to examine how users construct their perspective on the concept of relevance; to analyze what the constituent elements (facets) of relevance are, in terms of core-periphery status; and to compare the difference of constructions of two groups of users (information users vs. information professionals) as applied with a social representations theory perspective. Data were collected from 244 information users and 123 information professionals through use of a free word association method. Three methods were employed to analyze data: (1) content analysis was used to elicit 26 categories (facets) of the concept of relevance; (2) structural analysis of social representations was used to determine the core-periphery status of those facets in terms of coreness, sum of similarity, and weighted frequency; and, (3) maximum tree analysis was used to present and compare the differences between the two groups. Elicited categories in this study overlap with the ones from previous relevance studies, while the findings of a core-periphery analysis show that Topicality, User-needs, Reliability/Credibility, and Importance are configured as core concepts for the information user group, while Topicality, User-needs, Reliability/Credibility, and Currency are core concepts for the information professional group. Differences between the social representations of relevance revealed that Topicality was similar to User-needs and to Importance. Author is closely related to Title while Reliability/Credibility is linked with Currency. Easiness/Clarity is similar to Accuracy. Overall, information users and professionals function with a similar social collective of shared meanings for the concept of relevance. The overall findings identify the core and periphery concepts of relevance and their relationships in terms of coreness, similarity, and weighted frequency.

• Journal of the Korean Geographical Society
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• v.44 no.3
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• pp.301-322
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• 2009

This paper is an attempt to explore semiotic representations of subway space as the urban machine space of local mobility in terms of space, time and place. For this, the second section of the paper reviews the contours of the urban space of mobility in terms of 'machine space', 'non-place' and 'cognitive map'. The third section interprets the sings of 'spatial' and 'temporal' representations of subway space in Daegu, and suggests the implications of the semiotic representations. It is uncovered that various sign-scapes which coexist in the subway space in coordinated or contradictory ways product the space into multiple and complex techno-social spaces. That is, the spatio-temporal representations of the subway space form the space of 'non-place' on the one hand and the space of 'place' on the other hand, and involve the spatialization of 'memory' on the one hand and the spatialization of 'forgetting' on the other hand. Thus, the subway space should be regarded to be not only the space of 'mobility' which people move in and through, but also the space of 'identity' which has effects on the ways for them to see the machine space and its urban space.