• KSCE Journal of Civil and Environmental Engineering Research
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• v.26 no.3D
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• pp.393-400
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• 2006

This study is intended to examine the characteristics of driver in the use of guide sign in urban areas. The good and bad points about guide sign based on landmark point and guide sign based on street name are demonstrated, and driver's preference between them are studied. The questionnaires given to general persons deal with general guide signs and road maps, and are designed to see if they can find out current location on the road map with guide sign. According to the results, drivers prefer guide sign based on street name to guide sign based on landmark. And guide sign based on street name took less time to find current location than with guide sign based on landmark.

• Transportation Technology and Policy
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• v.4 no.4
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• pp.175-179
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• 2007

• Journal of Korean Society of Transportation
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• v.25 no.4
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• pp.33-42
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• 2007

This study analyzes presentation methods of traffic guide maps to guide drivers easily and correctly to their destinations on complex road networks. The problems of Korea's guidance systems were analyzed and domestic and international road guide maps were compared. This study includes the problems of road number discernment, such as the sizes, colors and marking intervals on the map. The widths and colors of different hierarchical roads were evaluated. The indices, enlarged downtown maps and uncertainty of grade separation on the map were analyzed and the solutions were also provided.

• International Journal of Highway Engineering
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• v.8 no.4 s.30
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• pp.37-47
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• 2006

The road sign is one of street furnitures functioning to guide directions for drivers. The road sign should be employed and designed to help drivers find their destinations easily and accurately. It is obvious that the road sign is one of the main components that enhance efficiency and safety of driving environments. The current way of guiding strategy at road signs in Korea is a system for mainly guiding 'points' although a new system guiding 'road names' and 'street numbers' with the introduction of new address system is now being introduced on urban areas. When the regional territory management offices and local governments try to employ current road sign systems, they are supposed to follow the sign regulations which contains standard project processes, selection methods of guiding points, character size and design, and location selection for each road sign. However, the current road sign regulations are very complex to understand and unclear for a person in charge to do tasks described above. Especially, selection process and criteria of guiding points are cumbersome and controversial. Furthermore, non sufficient ways of selecting guiding points considering road functions and geographic characteristics decrease the connectivity of guiding points. This study develops enhanced ways of increasing connectivity of successive guiding points through three case studies. Developed ways will help highway agencies and officials understand how to improve the connectivity of road signs.

• Journal of Korean Home Economics Education Association
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• v.31 no.2
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• pp.113-135
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• 2019

The purpose of this study was to analyze the characteristics reflected in the 2015 revised home economics curriculum for the key competencies presented in the OECD education 2030 project. The results indicate that first, in general, about 46.5% of the competencies could be classified into the skill, attitude and value category; 17% into the learning concept framework category; 24.2% into the competency development cycle category; and 12.5% into the complex competency category. Overall, the competencies of the OECD learning framework are found to be reflected primarily in the achievement standards(59%), followed by characteristics(16.1%), teaching-learning and assessments orientation(9.4%), content system(8%), and goals(7.6%). Second, the key competencies were reflected in the middle school curriculum, more often in the descending order of action, problem-solving, communication, respect, creative thinking, conflict resolution, empathy, critical thinking, self-regulation, and student agency. In the high school curriculum, the competencies were reflected more often in the descending order of action, empathy, problem-solving, anticipation, global competence, self-regulation, student agency, literacy for sustainable development, reflection, and critical thinking. Third, the heat map shows that the competencies corresponding to the third and fourth levels are most frequently reflected in the curriculum. Therefore, it is advisable to develop effective plans to execute and support the reflection of key competencies in the curriculum. Through this study, home economics educators are expected to understand the inter-connectivity between the key competencies emphasized by the OECD learning framework and the competencies of home economics as a practical subject, and to scrutinize how to help individual students develop their overall competencies and be prepared for the future.