• The monthly packaging world
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• s.267
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• pp.66-71
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• 2015

• The monthly packaging world
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• s.251
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• pp.84-91
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• 2014

• The monthly packaging world
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• s.284
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• pp.74-79
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• 2016

• The monthly packaging world
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• s.329
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• pp.70-75
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• 2020

• Korean Journal of Comparative Education
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• v.27 no.3
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• pp.1-22
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• 2017

This study aims to examine the continuity of national education between prewar and postwar Japan in the context of nationalism and citizenship education by considering the direction and process of educational reform which has been a turning point in Japanese education policy. It explores the limitations of educational reform at the normative level and institutional and procedural level. Meiji Japan needed to form a united group to support modernization while also cultivating obedient people who supported the emperor, and the modern education system played a major role in achieving this task. After Japan's defeat in World War II, the nation sought to change the framework of authoritarian nationalism inherent in Japanese traditional through educational reforms and achieve the goals of democratization and non-militarization. The postwar educational reform has transformed the educational structure, but democracy and peace orientation have not been rooted internally. Under the backdrop of the Cold War, the education returned to the inverse.

• Journal of Korean Port Research
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• v.10 no.2
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• pp.31-41
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• 1996

This paper focuses on the Japannese policies on infrastructure investment. Generally such issue is considered with respect to the three points: the body who is in charge of the development, maintemance and ownership of a particular infrastructure: financial resources required for investment: and the amount of charge imposed on users. These points are closely related to each other, and are essential for the effective supply of infrastructure. Therefore, this paper reviews the case in Japan and get some insight for solving the problem faced by Korea.

• Archives of design research
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• v.14 no.3
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• pp.15-26
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• 2001

The goal of this study is threefold. First, this study explores the historical origin and architectural characteristics of cultural facilities in Japan. For this purpose, I examine various cultural facilities in Japan such as theaters, multi-purpose halls, convertible spaces and cultural centers. Second, this study also sheds a new light on the meaning of the relationships between cultural activity and architecture design in Japan. For this, I primarily look at the various categories of cultural buildings in Japan and their main functions. Finally, I demonstrate how both traditional and modem design elements are embodied in Japanese cultural facilities.

• 프린팅코리아
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• s.4
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• pp.76-81
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• 2002

"6.25전쟁때 인쇄기를 열차에 싣고 대구로 내려가 초등학교용 전시 독본을 인쇄하던 일이 엊그제 같은데 벌써 80나이를 넘겼습니다. 세월은 그런가 봅니다." 교과서 출판의 제 1세대인 이대의 장왕사 사장(82.사진). 그가 최근 그동안 '교과서 출판과 인쇄'라는 외길 인생 길을 정리한 회고록 '나와 검인정 교과서'(중앙출판공사)를 펴냈다. 이 사장은 일본 메이지대학에 유학 중 학병문제로 귀국했다가 해방을 맞자 1945년 10월 출판사를 설립해 지리, 물리, 동양사 교과서를 발행하기 시작한 이후 50여년간 교과서 출판을 이끌어왔다. 이 사장은 "교과서 출판은 인쇄, 정책, 편집 등의 새로운 모델을 만들어 내는 산파역"이라면서 "출판 문화 발전과 교육 향상을 위해서 교과서 출판에 더많은 관심을 가져야 한다"고 강조했다. 계원조형예술대학 출판디자인과 이기성교수의 부친이기도 한 이대의 사장을 만나 교과서인쇄에 얽힌 이야기를 들어봤다.

• The Bulletin of The Korean Astronomical Society
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• v.36 no.1
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• pp.26-26
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• 2011

일본에서 발행한 1885년부터 1945년까지의 역서를 같은 기간 동안 한국에서 발행한 역서에 대한 선행 연구 결과와 비교 분석하였다. 이 무렵 한국에서는 갑오개혁(1894), 태양력 시행(1896), 일제 강점기(1910-1945) 등의 많은 역사적 사건들로 인하여 역서 발간 업무를 담당하던 기관과 역서의 내용에 있어서도 여러 가지 변화가 있었다. 반면 일본에서는 메이지유신(1868) 이후인 1873년부터 태양력을 시행하였으며, 1888년에는 동경제국대학 부속 동경천문대가 설립되어 1890년부터 역서 자료를 편찬했었다. 특히 비교 기간 동안 일본에서는 '본력(本曆)'과 본력의 중요한 내용만을 수록한 '약본력(略本曆)'이라는 두 종류의 역서가 발행되었으며, 이 연구에서는 약본력을 주로 사용하였다. 수집한 자료를 가지고 한국과 일본에서의 역서 발행 기관, 표준자오선의 변경, 일력계산의 기준위치 등에 대한 비교 연구한 결과를 제시하고자 한다. 아울러 몇몇 연도에 대해서는 두 나라 역서에 게재된 일력자료를 상호 비교 하였고, 특히 합삭시각에 대해서는 현대 계산 결과와도 비교하였다.

• Journal of the Korea Convergence Society
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• v.10 no.2
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• pp.35-40
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• 2019

The purpose of this study was to investigate the effects of learners' academic achievement and learner interaction through project - based learning. In the case of interaction, we focused on the field of learning, that is, the learner's communication style in various technical environments. The subjects of this study were 80 learners who took a 3-hour elective English language learning course at a university in Korea. This study is to investigate the effect of learner interaction through KakaoTalk and LMS (Learning Management System). As a result of the study, it was found that there was a significant difference between learner interaction by project - based learning and communication type and kakao talk utilization group and LMS (Learning Management System) group. 1) The results of the kakao talk utilization group were significant in both the learner interaction and the learner's academic achievement according to the project - based learning and communication type. For current digital native learners, Kakao Talk is the result of the fact that it is the optimal environment for problem solving, communication, and uploading and sharing of educational activities.