• Journal of the Korean Geographical Society
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• v.38
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• pp.1-13
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• 1988

• Proceedings of the Korean Association of Geographic Inforamtion Studies Conference
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• 2002.03b
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• pp.33-47
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• 2002

• Journal of the Economic Geographical Society of Korea
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• v.4 no.1
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• pp.77-90
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• 2001

• Journal of the Korean Society of Surveying, Geodesy, Photogrammetry and Cartography
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• v.23 no.1
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• pp.31-38
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• 2005

Importance of road that is country base equipment is occupying fair part. Therefore, establishment of road and maintenance expense for road management are increasing continuously. These problem can manage efficiently through data model construction that take advantage of framework data. But, because of difference of method of study in research institution, framework data research was constructed being overlapped until current. This is because framework data research was no access of application side. Therefore, National Geographic Information Institute presented subject framework data model guide through framework data model standardization business. This research constructed road management data model that take advantage of traffic framework data. Therefore, we can check equal data construction and reduce expense accordingly. Also, because there are not data model development instances by framework data model, it is difficult that judge whether is suitable to apply framework data model guide. Hence, in this study, the extended road management data medel and the suitability of framework data is presented.

• Journal of the Korean Association of Geographic Information Studies
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• v.10 no.4
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• pp.35-45
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• 2007

Currently, the necessity of inter-system integration and sharing system increases to additionally construct and efficiently utilize the geographical information data in accordance with the increase in demand for geographical information. The provision of the data within the domestic sharing system is led by the tasks within national geographical information distribution network or intra-local governmental combined system. However, any voluntary geographical information sharing cooperation body is increasingly required with the increase in necessity of administrative cooperation among neighboring metropolitan areas, including space planning and development. Accordingly, this study is aimed at looking into the constitutions and roles of cooperation bodies within metropolitan areas by the composition, distribution, update and management of data with special regard to overseas advanced cases whose sharing systems and their effects are highly evaluated, and at presenting any model of the domestic future voluntary sharing cooperation organization within metropolitan area.

• Journal of the Korean Geographical Society
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• v.37 no.3
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• pp.276-291
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• 2002

The contents of geographical education present too inclusive and abstract regard as criteria in an existing curriculum. And geographical education oneself's system is difficult because they are set to the one part of educational side. This study pursuit to make content standard of geographical education based on geography as an alternative. This paper present standard setting up 5 steps. They are Ultimate Theme, Basic Theme, Major Standard, Standard, Detailed Standard. Ultimate Theme is discern geographical education whole : understand of interaction human and environment, understand of place and region, understand of interaction human and region. Basic Theme is concrete of ultimate theme ; geographical skill, physical environment, human environment, place and region, interaction of human and region. Standard is concrete and measurable level of basic theme, it is consist of three steps in Major Standard, Standard, Detailed Standard tv level of specification. Major Standard is consist of 17 item, Standard is 48 item, and Detailed Standard is detailed to unit level.

• Journal of the Korean association of regional geographers
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• v.12 no.3
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• pp.392-407
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• 2006

This paper was written on the purpose of examining and analyzing Sungho's view of geography in 'Cheonjimun(天地門)', a part of 'Sunghosaseol(星湖僿說)'. Sungho is not a geographer who specialized in geography, His view is neither structural in methodological approach nor profound in geographical thought. Unfortunately, he looks to be possessed by geomantic thought(風水地理思想) in explaining geographical features and native customs. And he focused and emphasized only on defensive function in place location. As a whole, however, he had a good grasp of and analyzed about geographical topics which are related to human life and we must take interest in. Therefore, in his view, there is a love for country and hometown. Especially, it has to be highly appreciated that he tried to explain his view in analytical and practical perspective with an unspoken advice which things necessary for human life have to be used to available knowledge.

• Journal of the Korean association of regional geographers
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• v.19 no.1
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• pp.162-180
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• 2013

This paper is to explore the relationship between global citizenship education needed to be taught recently and geography. First, the paper examines the concept, as well as the reason why it became important concept in dimension of education in terms of progress of globalization. Second, the paper examines justification of global citizenship education through geography subject through discussion of place, space, scale and interdependence as geographical key concepts. Then, it establishes the category of sub-area of global citizenship education to grasp structurally. This is to reestablish in terms of knowledge and understanding, skill, value and attitude through the inductive examination of existing system of classification. Third, for geography instruction as practical dimension for fostering global citizenship, the paper discusses things to consider previously to design it in terms of aims, contents and methods, and examined instruction strategies in terms of issues-based approach and geographies of resistance. The last, the paper should things to pay attention to be cautious in global citizenship education through geography.

• Journal of The Geomorphological Association of Korea
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• v.17 no.4
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• pp.17-27
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• 2010

This article focuses on the period from the beginning of Twentieth, the period commonly regarded as the Enlightenment Period in Korea. Questioning Daehan-Sin-Gygi( 問答大韓新地誌) textbook consists of contents of physical geography aimed at rational and objective perception of the nature, within the frame of Sirak(實學) and Progressive Thoughts. In terms of contents organization, there are too wide range of facts and knowledge covered, with mechanical imitation of statement style of systematic and regional approach. Particularly, Geography textbook in this period attached greater importance to contents of physical geography than any other times. It is possible to conclude that real outcomes of geography education at the time contributed significantly to enlightenment of people and integration of the society. I consider that statement style of question-response used at the time is very worth-while.

• Journal of the Korean association of regional geographers
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• v.2 no.2
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• pp.75-92
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• 1996

Geography education is one of the best ways to improve the understanding of other countries. By analyzing Korean and Japanese textbooks on world geography, I tried to find out how well they explain the other country and to set forth guiding principles for geography education. To achieve these aims, weight analysis are used. The major findings in this study can be summarised as follow. The contents of Korean and Japanese geography textbooks were analyzed deviding into 2 major topics, 6 minor topics, and 20 key concepts. (1) By analyzing Korean geography textbook of the 5th curriculum the weight percentages which had been given to each minor topics were found. They are as follow: resource problem(57.7%), human right problem(21.4%), population problem (9.0%), mutual dependence(6.0%), environmental problem(3.3%), international competition(2.6%). (2) By analyzing Korean geography text-book of the 6th curriculum the weight percentages which had been give to each minor topics were found. They are as follow: resource problem(42.7%), human right problem(21.7%), mutual dependence (20.9%), environmental problem(7.7%), population problem(4.6%), international competition(2.4%) (3) By analyzing Japanise geography text-book of 5th curriculum ammendment the weight percentages which had been give to each minor topics were found. They are as follows: resource problem(49.9%) human right problem(21.7%), mutual dependence(15.5%), population problem (7.1%), international competition(6.2%), environmental problem(3.8%) (4) By analyzing Japanise geography textbook of 6th curriculum ammendment the weight percentages which had been give to each minor topics were found. They are as follows human right problem (31.6%), mutual dependence(22.8%), resource problem(20.7%), population problem(12.7%), environmental problem(8.6%), international competition(3.6%). We can see that in the field of dependence Korea and Japan put the similar weight but in the field of common problem they put the fairly different weight. It can be viewed as the difference of curriculum. That is to say Korea used both the systematic method on the basis of unit but Japan used only topical method on the basis of unit. Therefore Korean geography textbook introduce agriculture, forestry, fishery, mining industry and manufacturing industry. Japanese textbook, however gives a detailed account about residents' lives in specific area. For that reason in Korean textbook, resource was stressed, while in Japanese textbook, culture was stressed.