• 월간 기계설비
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• s.297
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• pp.94-103
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• 2015

삶의 터전이 부족한 자연환경을 극복하기 위해 인간은 쓸모없는 땅을 개척하고, 다리를 놓고, 둑을 막는 등 끊임없이 노력함으로써 좀더 풍요로운 삶으로 발전시켜왔다. 그 중 호수나 바닷가에 제방을 쌓고 육지를 만드는 간척은 좁은 땅덩어리를 넓힘으로써 삶의 터전을 좀더 확대시킬 수 있다. 우리나라는 삼면이 바다로 둘러싸여 있고 특히 서해안과 남해안은 리아스식 해안에 갯벌이 발달하여 간척에 유리하다. 간척은 삼국시대부터 그 흔적을 찾을 수 있고 조선시대까지는 작은 갯고랑이나 해변을 막는 정도였으나 일제 강점기 때 주로 군량미 조달 등을 목적으로 본격적인 간척이 이루어졌다. 해방 후에도 간척은 계속되었고 1980년대 이후 중장비가 등장하면서 수천 미터의 제방 길이와 거대한 물목을 틀어막는 대규모 공사로 발전하였다. 근대의 간척사업이 군량미 확보와 미곡 증산 중심이었다면 최근의 간척사업은 생태환경 복원, 관광 등 다목적 용도로 쓰임새가 변화하는 추세이다. 서해안에서는 지금 국토를 넓히는 역사적인 사업이자 최대 규모의 국책사업인 간척사업이 한창 진행 중이다. 중국 동해안을 중심으로 한국과 일본 큐슈를 잇는 환황해권이 세계 최대 경제로 떠오를 것으로 예상됨에 따라 정부가 환황해권의 주도권을 잡기 위해 새만금개발사업을 적극 추진하고 있다. 세계 최장 33km의 방조제와 $401km^2$의 땅을 매립하여 농업 산업단지, 복합도시, 21세기 동북아 관광레저의 허브 등 다용도로 활용하기 위함이다. 본지는 바닷내음 물씬 풍기는 광활한 새만금 벌판에서 새만금집단에너지시설 건설공사를 시공 중인 (주)정호이앤씨(대표 최호선) 양석동 현장소장과 원도급 업체인 두산중공업 용환윤 소장을 만났다.

• Journal of Digital Convergence
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• v.16 no.4
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• pp.307-312
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• 2018

This paper deals with the role and direction of design in the era of 4th industrial revolution. In addition to understanding the whole of science and technology such as Artificial Intelligence, Internet of Things, Cyber Physical System, 3D printer and Bio which are leading technology of the $4^{th}$ industrial revolution, this thesis is seeking direction of design that makes human life and society comfortable and convenient. The design in the 4th Industrial Revolution must be at the center of society and human being. Therefore, the design using ICT technology is also applied to the emotional design that stimulates human emotion warmly through in-depth study on society and human culture and environment. Through the above research, the design that has continued to evolve along with the development of technology continues to play a role as a design in which human emotion is alive.

• Journal of Korean Home Economics Education Association
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• v.31 no.4
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• pp.149-161
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• 2019

At present, we are at the point of change of the 4th industrial revolution era due to the development of artificial intelligence(AI) and rapid technological innovation that no one can predict until now. This study started from the question of 'What role should home economics education play in the era of the Fourth Industrial Revolution?'. The Fourth Industrial Revolution is characterized by AI, cloud computing, Internet of Things(IoT), big data, and Online to Offline(O2O). It will drastically change the social system, science and technology and the structure of the profession. Since the dehumanization of robots and artificial intelligence may occur, the 4th Industrial Revolution Education should be sought to foster future human resources with humanity and citizenship for the future community. In addition, the implication of education in the fourth industrial revolution, which will bring about a change to a super-intelligent and hyper-connected society, is that the role of education should be emphasized so that humans internalize their values as human beings. Character education should be established as a generalized and internalized consciousness with a concept established in the integration of the curriculum, and concrete practical strategies should be prepared. In conclusion, home economics education in the 4th industrial revolution era should play a leading role in the central role of character education, and intrinsic improvement of various human lives. The fourth industrial revolution will change not only what we do, or human mental and physical activities, but also who we are, or human identity. In the information society and digital society, it is important how quickly and accurately it is possible to acquire scattered knowledge. In the information society, it is required to learn how to use knowledge for human beings in rapid change. As such, the fourth industrial revolution seeks to lead the family, organization, and community positively by influencing the systems that shape our lives. Home economics education should take the lead in this role.

• Journal of Christian Education in Korea
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• v.66
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• pp.413-437
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• 2021

Humans are created as spiritual beings that can relate to God. However, when a human spirit refuses to transform through confronting God, it experiences a crisis. A spiritual crisis results from disconnecting with God, who is the ultimate foundation, but we humans try to overcome such absence through accomplishments and efforts. In this technological age, the ethics issues of AI (Artificial Intelligence), robots, and cloning are related to anthropology. The development of the mind, heart, and logic cannot suggest a basis for destruction and confusion as much as the development of the world. In fact, education focused on the human mind cannot be considered holistic. Mind, together with thought, will, and belief, plays a crucial role in making choices and leading a human life. So it is actively studied in other domains other than Christian education. However, although the human spirit takes care of some territory of humanity, unlike the mind, it can neither be partial nor fragmentary. Instead, it manages the transformation that influences the core of human life. Therefore, Christian education must clearly concentrate on the spirit rather than on other human elements, intentionally concerning spiritual transformation through encounters with God. In other words, Christian education is the passage connecting a human spirit to God's presence at work, which enables us to understand the human being as a whole. For this, we must put our efforts to increase the chances of encountering God through Christian education. While "Encounter" requires both parties' interaction, "Transformation" stresses God as the main agent and His proactive nature. I also want to emphasize "worship" as the opportunity to communicate and experience God in our daily lives. By examining the preparation and the process of the spiritual transformation of humans, this paper would offer a theological foundation for continued transformation of the human spirit in the faith community, rather than personal experience or conviction.

• Journal of Korean Home Economics Education Association
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• v.36 no.1
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• pp.1-18
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• 2024

The purpose of this study is to explore the direction of home economics education and provide specific implications to help adolescents develop relationship competency. For this purpose, the contents of Korea's character education and UK's relationships education curriculum were analyzed, and the results are as follows. Character education in Korea focused on character education values such as responsibility, respect, consideration, and communication throughout the public education system. These contents were largely consistent with the learning content elements for cultivating relationship-competency in home economics education. UK's relationships education at the primary and secondary levels were similar to that of home economics education in middle school in Korea in its goals and learning contents for understanding and maintaining healthy relationships. However, differences existed in areas of safe relationships, setting boundaries with others, comprehensiveness of sex education content, rights to refuse sex education, and education content based on equal rights. Based on these results, this study concludes that the concept of education on relationships needs to be defined, the composition of educational content should be systematically developed, and further research on the development of teaching and learning methods and learning programs that can elicit and internalize students' attitudes and changes is needed. In addition, insights were gained regarding additional educational contents and considerations to take into account.