• Korea Science and Art Forum
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• v.19
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• pp.405-415
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• 2015

Recently the development of China has attracted all over the world, many scholars of different areas are interested in Chinese Culture and Chinese Market. After sixties of last century development of the economic of the South Korea closer to modernization, but there are many problems, one of them is the urban living style boasts of the features of concentration. Because of this phenomenon the lack of housing space become more serious. It also come to be a social problems. Therefore narrow residential area become inevitability. At the same time, effective utilization of housing space become a demand. Especially for those families with limited living space, it's meaningful for them. Between the China and the South Korea. Chinese have the same situation too, the different is kitchen space of chinese is closed. It means they have to cook in limited space. With increased supplies and more small appliances, an inevitable requirement is opening out the kitchen space, but unreasonable furnishings and living space reduces the efficiency of the kitchen, which has led to the discontent of users. From this, base on the investigation and analysis of diet&living space of most chinese apartment, and through differences kinds and places of storage items. With them I would combine the food culture and feature of storage space of China to solve problems of the efficiency of the kitchen.

• The Journal of the Convergence on Culture Technology
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• v.9 no.2
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• pp.19-27
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• 2023

This paper is aimed at exploring a multi-racial, multi-ethnic, and multi-cultural trianglulation of Black, White, and Korean American race relations connected to a large-scale disturbance in the 1992 Los Angeles riots. The second generation Korean American Steph Cha's Your House Will Pay (2019) focuses on a social portrait of the racially marginalized beings as Korean immigrant merchants and African American native consumers. This family saga explores issues resulting from racial hierarchy, racialized stereotypes, and historical marginalization in the internalized sociometry of race and class inequality. This work grapples with issues involved in a sociocultural web of racial triangulation under the white dominant structure, and ensuing intergroup conflicts of social minorities in the economic geography of urban space. It opens up civil discussions for transracial, transethnic, and transcultural interactions and coexistence. It ultimately leads to extending young people's minds for a deep understanding of the socioecomonic landscape of racial matrix, and enhancing the cultural literacy for a better awareness of social empathy and the communal respect of life.

• Korean Journal of Social Welfare Studies
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• v.41 no.1
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• pp.5-37
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• 2010

The purpose of this study is to see the motive, processes and strategies of change in poor single mother self-help group and analyze meaning in the self help group, agencies and themselves by change. As to this discussion, We seek to grope practical ways for self-help group. By using Participatory Action Research, We intended to an alternative plan in collaborating between practitioners and all concerned. Following four-step-process in this methodology, we explored processes of changing and considered social work practical meaning. On results, first, The motive have come from critical minds that motivate them to choose their way subjectively. We concluded that they have a necessity of change as a groping activity within their capability. Second, On process trying to be changed, They have made initiative decisions about how extensive and deep their changes should be, by discussion being themselves. So they have agreed to aim at purposeful activities beyond just emotional support. Third, they suggested and planned meaningful action as a specific strategy for changing and all these were done by local community volunteering and lecturing for supporting single mother. In conclusion, The 'Change' single mother group activity aim at is, based on subjective decision, to change a practice of a social worker into a practice of participant, and to develop social empowerment more improved to control social condition, which is forming their life, by their own choice. Furthermore, It needs to be considered approach to Community for overcome limits of self help group activities. Based on these consequences, We presented social work practical meaning.

• The Journal of Engineering Geology
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• v.33 no.4
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• pp.737-753
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• 2023

Abandoned mines represent unused space resulting from resource use and changes in industrial environments. Efforts are underway to repurpose such underground spaces, leveraging their unique attributes of temperature stability, shading, and security. This study aimed to assess the feasibility of operating high-demand data centers and public sports facilities as potential recycling options for abandoned mine spaces. The status of data centers located in abandoned mines abroad was examined, including their operational technology capitalizing on the advantages of underground spaces. Considering the varying sizes of underground spaces in different types of abandoned mine in South Korea, the suitability of installing facilities for 12 different sports was evaluated for potential contributions to the health and welfare of local residents. The utilization of abandoned mine spaces as data centers and public sports facilities is expected to not only recycle industrial heritage but also to allow new development opportunities for local communities.

• The Mathematical Education
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• v.62 no.4
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• pp.531-549
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• 2023

Despite the significance of mathematics teacher guidebooks as a support for teacher learning, there are few studies that address how elementary mathematics teacher guidebooks support teacher learning. The purpose of this study was to analyze the educative features of elementary mathematics teacher guidebooks for grades 3 and 4. For this, six units from each of ten kinds of teacher guidebooks were analyzed in terms of seven dimensions of Teacher Learning Opportunities in Korean Mathematics Curriculum Materials (TLO-KMath). The results of this study showed that mathematics content knowledge for teaching was richly provided and well organized. Teacher guidebooks provided teacher knowledge to anticipate and understand student errors and misconceptions, but were not enough. Sample dialogues between a teacher and students were offered in the teacher guidebooks, making it easier for teachers to identify the overall lesson flow and key points of classroom discourse. Formative assessment was emphasized in the teacher guidebooks, including lesson-specific student responses and their concomitant feedback examples per main activity. Supplementary activities and worksheets were provided, but it lacked rationales for differentiated instruction in mathematics. Teacher knowledge of manipulative materials and technology use in mathematics was provided only in specific units and was generally insufficient. Teacher knowledge in building a mathematical community was mainly provided in terms of mathematical competency, mathematical classroom culture, and motivation. This paper finally presented implications for improving teacher guidebooks to actively support teacher learning.

• Journal of Korean Elementary Science Education
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• v.43 no.2
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• pp.233-251
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• 2024

Meaningful learning occurs through an active process of engaging with the content in a lively interaction between teacher and student. In this study, we explored teachers' learning, challenges, and changes as they learned and practiced responsive teaching (RT), a practice that supports students to put their ideas at the center of their lessons. As a result, we found that teachers initially embraced RT from different perspectives and struggled to implement it in ways they understood. We then explored RT more deeply by focusing on the case of a teacher who was teaching science herself, and found that her experience was both rewarding and confusing. However, by the end of the learning process, the teachers were able to define RT in their own ways, which strengthened their commitment to implementing RT in elementary science education. Based on this teacher learning process, it was suggested that teachers should be viewed as curriculum experts, that they should learn and explore collaboratively through a community of teachers, and that they should be researchers who continue to explore various practices in the field.

• Journal of Korean Library and Information Science Society
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• v.54 no.4
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• pp.359-392
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• 2023

Digital citizenship includes an evolving set of knowledge and skills related to effectively and ethically using technology, especially when interacting with other people, information, and media in the online context. As public libraries have long provided access to and training with a variety of technologies, this study explores how digital citizenship has been covered in public library programming to identify potential trends and best practices. A purposive sampling of public library recipients of the American Library Association (ALA) and Information Today Inc.'s Library of the Future Award over the past 11 years (2013-2023) identified 7 case libraries to review. The titles and descriptions of 337 relevant library programs for audiences of school-aged children (5 years old and up) to seniors were collected for a 2-month period from each library's website and analyzed using Ribble & Parks (2019) 9 elements of digital citizenship. The findings suggest that programming related to digital citizenship most often addresses themes connected to digital access and digital fluency through coverage of topics related to computer and technology use. Based on themes and examples from the findings, public libraries are encouraged to expand upon existing programs to integrate all elements of digital citizenship, strive for inclusive and accessible digital citizenship education for all ages, and leverage resources and expertise from relevant stakeholders and community partnerships.

• Journal of Korean Home Economics Education Association
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• v.18 no.1 s.39
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• pp.77-93
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• 2006

As our current society is increasingly demanding a Home Economics Education curriculum that projects the recent changes around us, in this study we hope to present which fundamental materials would be needed in Home Economics Education to satisfy the needs of learners in schools and to Provide actual practice and information crucial to live in the future society. A reform of the present Home Economics regime is needed, and as a result of critical analysis on the subject we found that it did not portray the plurality of family relations and cultures owing to the sudden changes in society, nor did it present an active curriculum that could be applied to the changes in social environments. This was partly because of the matter of establishing a proper academic identity of Home Economics Education, the matter of specializing curriculums and general methods of applying them, the academic conservatism in the field of Home Economics, and ineffectiveness of teacher reeducation as well as a lack of leadership on the part of administrative departments. The objective and content structure of Home Economics Education should be reformed to adjust to the current society by taking an approach focused on family and the consumer. In the family part, curriculums should include the formations of various family structures and home cultures to portray a more open concept of family, which should promote gender equality in matters of child upbringing and housework. From a humanitive perspective, Home Education should he dealing with the mediation and decision-making of individuals caught between social advancement and household functions. their communication skills in choosing and deciding, and furthermore their participation in their living communities which may present more material basis of critical scientific philosophies to be discussed in class. Additional themes such as sustainable consumption for earth environment and resource preservation and ways of application to rebuild our diminishing society must also be included in the education curriculum. We should look to find a more integrated approach to Home Economics Education rather than the present field based and specialized regime.

• Journal of the Korean Geographical Society
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• v.30 no.4
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• pp.364-388
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• 1995

Even though rarely recognized as a separate approach, the institutional approach in geography is defined as an attempt to seek an explanation of the phenomena of geographical interest through focusing on the effects of institutional structure and actions. It can provide interdisciplinary links with other works and can offer complementary explanations for geographical interests. The concerns for institutions in geography can be found in early studies, the study of the state, the managerial approach, and the regulation approach. The Korean financial systems can provide good examples to apply institutional concepts into creating spatial outcomes, as it has been regarded as a useful tool to promote Korean economic development. Behind the current spatial pattern of financial systems, four different stages of institutional changes are identified in Korea. Each stage has different institutional features reflecting unique spatial implication.

• Economic and Environmental Geology
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• v.46 no.5
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• pp.375-390
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• 2013

The Kenticha rare-element (Ta-Li-Nb-Be) mineralized zone is located in ophiolitic fold and thrust complex of southern Ethiopia and was firstly discovered by joint exploration program of Ethiopia-Soviet in 1980s. It includes Dermidama, Kilkele, Shuni Hill, Kenticha, and Bupo pegmatites from south to north. The Kenticha pegmatite intruded parallel to NS-striking serpentinite and talc-chlorite schist, and is exposed approximately 2 km length and 400-700 m width. The Kenticha pegmatite is internally zoned and subdivided into lower quartz-muscovite-albite granite, intermediate muscovite-quartz-albite-microcline pegmatite, and upper spodumene-quartz-albite pegmatite, based on their mineral assemblage. The major, trace elements (e.g., Rb, Li, Nb, Ta, and Ga), and element ratios (e.g., K/Rb, Nb/Ta, Mg/Li, and Al/Ga) suggest that the fractionation and solidification of pegmatite have progressed from the lower towards upper pegmatite. In contrast, unlike general magmatic fractionation, Mg/Li ratios of the Kenticha pegmatite tend to be increased towards the upper pegmatite. It may result from post-magmatic hydrothermal alteration and/or interaction with upper ultramafic rock. Rare-element mineralization in Kenticha pegmatite concentrates on the upper pegmatite, which contains up to 3.0 wt % $Li_2O$, 3,780 ppm Rb, 111 ppm Cs, 1,320 ppm Ta, and 332 ppm Nb. Ore minerals in Kenticha pegmatite mostly include tantalite, spodumene, and lepidolite, and tantalite has an association with coarser quartz-spodumene and relatively fine sacchroidal albite. The tantalite is classified into Mn-tantalite as a function of $Mn^*[Mn/(Mn+Fe)]$ and $Ta^*[Ta/(Ta+Nb)]$ values. Its compositions ($Mn^*$, $Ta^*$, and Nb/Ta) between coarse and fine tantalites are different and the former is strongly enriched in Ta and depleted in Nb compared to latter one. In conclusion, rare-element mineralization in the Kenticha pegmatite may has occurred in the latest stage of magmatic fractionation.