• Journal of Korean Society of Archives and Records Management
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• v.1 no.1
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• pp.201-230
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• 2001

Conserving the recored cultural inheritance is actually the duty of all of us. Above all, the management and conservation of archives and documents is up to archivists who have technical knowledge about archival science. Archivists have to not only conserve archives and documents but also carry out classifying and appraising them in order to define them as current historic ones. The fundamental education about archival science is made up of history and law. Because Archive is the organisation which manage archives and documents produced by legal and administrative actions. Although there are still arguments about technical knowledge and degree archivists have to acquire, most of them prefer the studies related with history and emphasize legal studies to be the general boundary of archivits' ideology and trust. The training course about conservation of archives is conducted in about 9 National Archives of Torino, Milano, Venezia, Genova, Bologna, Parma, Roma, Napoli, Palermo. The training course in 19th was mostly based on the lectures of Phaleography, Diplomatics. There were not the education about archival science yet. Toward the end of 19th and 20th, people stressed the most basic subject in the training course of National Archive was not Phaleography and Diplomatics but archival science. The goal of archival science is to study the institution and organisation transferring archives and documents to Archive. And also it help archivists not wander about with ignorance of organisational and original procedures and divisions but know exactly theirs works. Like this, the studies on institution and organisation have got in the saddle as a branch of archival science since a few ten years. While archival science didn't evoke sympathy among people and experienced the tedious and difficult path in italy and other countries, Archive was managed by experts of other branches. As a result, there were a lot of faults in Archival Science. Specializing training course for Italian archivists came into being under the backdrop of Social Science Institute of Roma National University in 1925. The archival course of universities accomplished by the studies of history, law and economy. And such as Eugenio Casanova and Giorgio Cencetti were devoted archival science was abled to settle down in national archive. The training course for experts of 'archival science, 'Phaleography and Diplomatics' in National Archive of Bologna(Archivio di Stato di Bologna) is one of courses conducted in 17 National Archives in italy. This course is gratuitous and made up of 8 subjects(Archivistica, Paleografia, Diplomatica, Storia dell' Archivio, Notariato e documenti privati, istituzione medievale, istituzione moderna, istituzione contemporanea) students have to complete for two years. Students can receive the degree through passing twice written exam and once oral test. After department of Culture and education finally puts the marks of students, the chief Nationa Archive of Bologna confer the degree of 'archival science Phaleography and Diplomatics' on students passing the exams. This degree authenticates trainees' qualification which enables him to work at the archive in province, district and administrative capital city and archive of comunity and so on. Italian training course naturally leads archivists to keep in contact with valuable cultural inheritance through training in Archive. And it shows the intention to strengthen the affinity with each documents in the spot of archival management before training archivists. Also this is appraised as one of positive policies to conserve the local cultual inheritante in connection with the original qualitity of national archive with testify the history of each region. Traning course for archivist in Italy shows us the way how we have to prepare and proceed it. First, from producing documents to conserving than forever there has introduced 'original order that is to say a general rule to respect the first order given at the time producing documents'. Management of administrative documents is related consistently with one of historical documents. Second, the traning course for archivist is managing around 17 national archives. because italian national archive lay stress not or rducation of theory bus on train for archivest working in the first time of archival science. Third, diplomatics and phaleography for studies about historical document support archives. Forth, the studies on history id proceeding by cooperation between archivist and historian around archive. How our duties is non continuinf disputer who has to conserve and manage document and archives, but traing experts who having ability, vision and flexible thought, responsibility about archivals.

• Journal of the Korean Institute of Educational Facilities
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• v.27 no.2
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• pp.21-34
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• 2020

This study explores the education of historic preservation in the United States. The research examined its history and philosophical and practical approaches within the American urban context, from its historical backgrounds to evolving social perspectives. This case study is to help collegiate educators in understanding the principles of American architectural heritage conservation and why it has been developed in specific directions and, ultimately, to assist in designing preservation education programs for different local contexts. Historic preservation in the United States has been integrated into the architecture and urban planning field as a sustainable development approach incorporating physical, social, and economic matters. First, this study explored the development of the preservation profession, policies, and education since the 1930s. Second, the researchers investigated the three fundamentals of historic preservation, such as authenticity, documentation, and community engagement. Lastly, this research discussed that American preservation deals with living communities and seeks interdisciplinary approaches. The understanding of historic preservation pedagogy from these multiple perspectives would hopefully provide a guide to developing cultural heritage education programs.

• Journal of the Korean Institute of Traditional Landscape Architecture
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• v.37 no.1
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• pp.12-22
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• 2019

This study derived the design aspects by carrying out the case study of Neunggok prehistoric remains park, Ansansingil historic park and Yongjuk historic park to which are taken measures to preserve undesignated cultural heritages after studying the related laws & regulations and the systems as the design conditions of historic park preserving buried cultural heritages. The results of the study are as follows. First, according to the laws & regulations related to the historical parks, the historic sites should be preserved and utilized at the same time and can have history-related facility spaces, squares, rest spaces, exercise spaces, education & culture space, and convenience spaces. Second, by the space organization and the circulation system emphasizing only the preservation of buried cultural heritages, the feature-preservation space and the functional space are separated and due to not accepting the usage behavior considering peripheral land use, the effectiveness of the historical park was low. Third, the passive feature-preservation methods such as the preservation of the exposed site in architectural methods, the reproduction of the dugout hut, and the planting Royal azaleas or displaying stone after covering up the location of the pit dwellings with soil and the usage mainly for viewing have weakened the identity of the historical park. Fourth, the fence preventing users' access interferes experiencing the features, and the vertical structure protecting the upper part of the exposed features has overwhelmed the landscape of the historical parks. Fifth, it was difficult to figure out the feature space only by the texts mainly on terminologies and the excavation photographs presented on the information signs which introduce the buried cultural heritages.

• Korean Journal of Heritage: History & Science
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• v.54 no.3
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• pp.150-167
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• 2021

Since the advent of tertiary curriculum, middle school history education has been focused on political history, but many students perceive history as a simple memorization subject and complain about difficulties in abstract learning. The researcher saw this problem as caused by the history curriculum, and carried out this study for the purpose of proposing a revitalization of cultural property education in the middle school history curriculum. First, through the analysis of prior research, the usefulness of cultural property education, such as nurturing creative talent and realizing interactive history classes, was revealed, and the problems of the current political history-centered middle school history curriculum were pointed out. Afterwards, as a result of conducting an opinion survey on middle school 3rd grade students and social studies teachers, it was found that first, both middle school students and their teachers thought that the current political history-centered history had much room for improvement. Second, all groups agreed on the necessity of cultural property education in history education. However, in reality, it was found that it was not easy to sufficiently educate students about cultural property in a political history-centered curriculum. Third, teachers thought that it was necessary to improve the current history curriculum in order to enhance cultural property education. Based on these findings, the researcher suggested an improvement plan for the 2015 revised history curriculum. First, in the 'nature of the subject' section, cultural properties and historical materials should be included, and in the 'objective' section, politics, economy, society, and culture should be included. Contents related to cultural properties should be added to the sub-themes in the 'content system and achievement standards', and cultural properties-related contents should be further reinforced in the achievement standards, 'teaching, learning and evaluation'. It was suggested that this section should include cultural property learning and historical material learning, and guidance on teaching and learning methods of cultural property education should be added. If these aspects are reflected in the 2022 revised curriculum that is currently being developed, cultural property education will be improved, and more lively history education will be provided to students.

• The Korean Journal of Archival Studies
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• no.36
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• pp.69-119
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• 2013

The local history research started from the 1960's postmodernism neted in the local history as the subject of diversity instead of National history. The local is being magnified as a new research theme among history scholar. In these circumstances, the local history research shows sign of activity and the movement that used in various ways at education has become more active. Compared to the contents business of local history, development of education contents what serviced for student is insufficient. Therefore, this research suggests development plan of local history education contents using archives which efficient tool of history education. Students can grow the ability of historical inquiry, thinking, insight through archives-assisted learning. Also, self-learning is possible instead of a lecture by teacher. This research shows a development of archival contents for local history education though literature research, abroad case analysis, focus group interview with history teachers. Concepts of the local history, local history education, education contents are examined at literature research. Local history education of the State Archives of the United States of America, the United Kingdom, Australia web site is analyzed. These state archives have been providing the web based service of archival contents for local history education for a long time. With these theoretical background, carry out a focus group interview with middle school history teachers. It draw conclusion that 14 category and 35 subcategory and these are reflected in the development of archival contents for local history education.

• Journal of Conservation Science
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• v.26 no.3
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• pp.341-348
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• 2010

After excavation work of relics, historical site which has historically meaningful, are preserved using the various methods. There are three method in the relocation methods that are original relocation method, the remaining structure-peel method, and soil peel method. The original relocation method is restored after relocating in historical site such as residential site, iron foundry site, kiln site, old mound. The remaining structure-peel method are restored only the feature of exposed remaining structure using polymeric resin, when it is difficult to relocate the entire remaining structure. And soil-peel method is exhibited after peeling in case when soil layers such as grave of old mound, foundation of building site, sedimentary deposit layer, shell heap, and etc. Soil-peel method becomes important historical data of changes according to environment at that time, that is, flooding by storm, traces of fire and living features of that time such as heaps of shells discarded after eating shellfish and living wastes. In particular, in case of soil layer for preparing foundation sites of building by compacting in turn soils with different components such as clay soil, rough sand soil and etc, it becomes important data which can judge foundation technology of that time. It can be said to be an important data preservation method for utilizing these historical data as historical data as well as for the purpose of education, exhibitions and public relations which can be shared not only by experts but also by general public. In this paper, we present the reliable definition of soil-peel method in various preservation methods and explain the using polymer in this method. So, we will come up with the accurate index about this method that is used the eminent analysis method for soil layer.

• Journal of the Korean Institute of Traditional Landscape Architecture
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• v.39 no.4
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• pp.77-84
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• 2021

This paper attempted to examine the value of private house garden as a historical garden among local cultural heritages remaining in Chungcheong-do Province. To this end, the following conclusions were drawn through the framework of value analysis in which the contents of Ji Cheng's Yuanye of China, Tachibana Toshitsuna's Sakuteiki in Japan, and HISTORIC GARDENS THE FLORENCE CHARTER 1981 were applied to target sites. First, local cultural heritage belong to unregistered cultural heritage, and a total of 616 local cultural heritages in Chungcheong-do Province were identified, and Cheongju City possesses the largest number of local cultural heritages. Most of the local cultural heritages are distributed in ancient capital or adjacent to it, and five of the local heritages are related to historical garden. Second, the target sites were old houses constructed during the Joseon Dynasty with a long history, and although there were few changes in spatial division, the scale of some gardens and outer yard spaces was reduced due to urban planning, etc. Third, the target site is Sangjihapui(相地合宜) and Inchacheui(因借體宜) in location and space division, so the space is divided according to the surrounding terrain and the landscape is naturally drawn to construct a garden. Fourth, the garden of the target site has a structural value of a garden that is Jeongihapui(精而合宜) and Gyoideukche(巧而得體) as it is subtle and naturally constructed with the garden by grasping the surrounding terrain. Fifth, for the continuous preservation of historical garden, it is necessary to strengthen the already enacted local cultural heritage ordinance, and to establish a documentary project for each spatial component and a plan for climate change.

• Proceedings of the Korean Institute of Navigation and Port Research Conference
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• 2015.10a
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• pp.347-349
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• 2015

마스터플랜 과정의 한 부분으로서, 관리자와 cordlawek가 되기 위한 교육프로그램 IALA WWA의 모델 과정을 기초로 한 교육에 대해 이수가 필요하다. 국제적인 협약 및 조직. 교육 참가자는 항로표지와 관련해서 IMO, IALA, SOLAS Chapter 5와 UNCLOS 82, 그리고 이 기준들을 유지하기위한 법적인 의무를 이해하는 국제 협약 및 조직과 직접적으로 친밀해져야 한다. 항해환경. 교육 참가자는 e-Navigation과 관련된 이슈들을 이해하는데 노력해야한다. 항로표지 서비스 제공의 관리. 교육 참가자는 항로표지 서비스 관리와 역사적인 항로표지 시설의 보존에 높은 경쟁력을 가져야 한다. 기술적인 이슈 워크숍. 교육 참가자는 직업에서 발생할 수 있는 기술적인 이슈에 관한 토의에 참석해야 한다.

• The Korean Journal of Archival Studies
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• no.53
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• pp.161-200
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• 2017

This study aims to examine the current status of school archives and suggest improvements. To do that, in-depth interviews were conducted with seven principals of schools in J city, which participated in the School Archives Project initiated by 'J' Office of Education, and a record manager in charge of the project. The interviews consist of four parts: 1) perceptions about the overall project, 2) acquisition of historical manuscripts of the schools, 3) arrangement and preservation of the historical manuscripts, and 4) services in the school archives. The results found that the principals had difficulties in managing the archives by themselves and requested continual financial and human resource support from the J Office of Education. This study suggests the future direction of the School Archives Project as well as recommendations for improving the current status of manuscript management in the schools.

• Journal of Conservation Science
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• v.35 no.6
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• pp.588-599
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• 2019

Conservation measures for excavated and surveyed buried cultural heritages are decided by the administrator of the Cultural Heritage Administration according to their scientific and historic values. However, management, preservation, and use after relocation and restoration remain unsystematic. An issue regarding preservation plan and use has arisen due to the damage of preserved heritages and protective facilities. Thus, this study aims to suggest a plan for preservation and use by investigating the present conditions of the preserved heritages in the Chungbuk area. Results showed that there are 43 preserved heritages in Chungbuk, most of which remain unmanaged systematically irrespective of the managing body. Remainder and protective facilities have been damaged due to wrong preservation treatments and selection of materials, and a problem also rises in terms of utilization, such as exhibition, education, and experience of preserved heritages. To improve such problems, a medium and long-term plan shall be established for the improvement of legal and institutional instruments, securing of budget, increase in professional manpower, development of standardization and inspection manuals, continuous monitoring, preventive preservation, research on relocation methods and materials, listing, and the creation of specialized museum and complex theme park. If a preservation plan suited to the investigated heritages can be developed, heritages can be preserved and managed more systematically and scientifically, and be used for various purposes like education, exhibition, public relations, etc.