• Journal of Astronomy and Space Sciences
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• v.25 no.3
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• pp.299-320
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• 2008

We study on the astronomical calendars that was used in the Silla era. The calendars are deduced from the records in Samguksagi. They were influenced from calendaric system of Tang Dynasty, which are Lin duk calendar(麟德曆), Ta yen calendar(大衍曆) and Sun myung calendar(宣明曆). We analyse them in detail according to the time and duration of use. Water clock system of Unified Silla was used four water vessels for supplying water. We found the model from documents on ancient water clock that are appeared in the old Korean, Chinese and Japanese historical records. We have assumed the model of Unified Silla clepsydra is similar type with Chinese records during Tang dynasty and with Japanese reconstructed water clock in Temple Asoka. After fluid dynamic experiment, we decide the suitable diameter of supplying pipe and volume of the vessels used in the clepsydra. We introduce the experimental instruments and methods for accomplishing the clock. We designed and reconstructed the water clock of Unified Silla and float rods for measuring time, that is based on the Silla's calendaric system.

• Journal of The Korean Association For Science Education
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• v.16 no.1
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• pp.61-76
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• 1996

The purpose of this study was to apply the instructional strategies for conceptual change prescribed by Posner et al(1982) to the astronomic content domain taught in the elementary and middle school and to analyze the characteristics of students' knowledge revealed in the test before, during and after the instruction. Also, it was to investigate the intercorrelation of cognitive levels, spatial ability and science achievement. The major findings of this study are as follows: 1. Students had a great variety of misconceptions related to the motion of the moon before the instruction, that is, the phases, the names of phases and the cause of changing phases by the moon's orbit about the earth, the moon's appearance and location at the given time, the relative positions of earth, moon and sun during a lunar eclipse, the cause that a full moon is not at the line of node once a month. In the analysis of students' responses concerning the cause of changing phases of the moon and a lunar eclipse, the results indicate that the great majority of students had rote learning rather than meaningful learning in the middle school. 2. Students' reponses during the instruction concerning the changing phases of the moon and the predictive knowledge about the motions of the earth and the moon were analyzed. 1) According to the results of the test given before and after experiment, after discussion, achievement score of the whole of subjects and groups in both preformal and formal cognitive levels appeared to increase linearly. 2) There was no statistically significant differences of achievement scores before and after experiment, after discussion between preformal group and formal group in cognitive levels. 3. Distribution of achievement scores according to the whole of subjects and groups in preformal and formal cognitive levels shows that there was a statistically significant difference between pretest and posttest. 4. Types of conceptual changes concerning the cause of changing phases of the moon that occurred from pretest to posttest were classified as accommodation, incomplete accommodation, assimilation, no change and no model. Six of the seven students starting instruction with alternative frameworks didn't sustain those alternative models throughout instruction. Five of these six students accommodated completely and the last one partially. Seventy-nine percentage of students taking instruction with fragmental models assimilated correct propositions at the end of the instruction. These results suggest that conceptual change model prescribed by Posner et al(1982) has promised the meaningful learning to students taking with fragmental models, especially in cases where students with misconception enter instruction. 5. High correlation between achievement score of simple-recall items and that of written items in pretest and posttest indicates that the higher students got the score in simple-recall items the better they also performed in written items. However, there was no statistically significant differences among cognitive levels, spatial ability and science achievement in the whole of subjects and groups according to the cognitive levels.

• Journal of Sasang Constitutional Medicine
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• v.11 no.1
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• pp.63-77
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• 1999

This research was intended to make the writer and the written times of "Dongyi Suse Bowon Sasang ChobonGuen" clear. Considering the contents of "Dongyi Suse Bowon Sasang ChobonGuen", it was the manuscripts of "Dongyi Suse Bowon". So it was written by Lee Je-ma and it was written when he was in the late of 40s and the beginning of the 50s. The chapter of "The origin of human being" was the manuscript of the "Dongyi Suse Bowon" and it had many clues to understand the view points to recoginze the human being, and the chapter of "The herbology and The prescription" had many drafts of original prescription of the "Dongyi Suse Bowon". 'Bangang-tang' is the original prescription of 'GyejiBanhaSnggang-tang' of "Dongyi Suse Bowon" and 'GumiChyunMunDong-tang' is the original prescription of 'CheongsimYeonja-tang' of "Dongyi Suse Bowon". Compared with the 'The pharmacology' of "Dongyi Suse Bowon", it showed the order when the pharmacology of each constitution was completed. The pharmacology of Soyangin was completed the early ears of his c1inical experience, and secondly that of Taeumin was completed, and that of Soeumin was completed in the end.

• The Korean Journal of Air & Space Law and Policy
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• v.23 no.2
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• pp.173-205
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• 2008

Space debris have frequently caused damage to space objects like satellites in orbits and sometimes have fallen on the earth. Such increase in space debris will lead to the high possibility of threatening space activities of mankind. However, it is not so easy for the damage caused both by identified and by unidentified space debris to be recovered since in the regime of the current international law, there is no legislation of prescribing the damage done by space debris. For overcoming the limitation it seems desirable that either the Liability Convention should partly be amended or new international law regime should be established. For instance, 'space debris' should be included in the new definition of 'space object' and the range of launching should also be defined clearly by making the concept of 'launching' somewhat more specified. Moreover, the subject of international liability for damage caused by space debris should be divided into two classes: the subject before and after registration. While in case of before-registration launch states should be held liable for any damage jointly or individually, in case of after-registration 'the state of registry' or 'owner' of the space debris should be. In the event of damage being caused elsewhere than on the surface of the earth to a space object of other State, 'fault-based liability' is currently applied. But it needs to be changed into 'absolutely liability'. In this paper, 'Liability Pool', 'Insurance', 'Market-Share Liability' are presented as aid devices of the damages resulting from unidentified space debris. They should be defined through the amendment of the Liability Convention or another international treaty. Some day there comes a time when our country shall possess many of the astronomical price of satellites. It means that we can't be free from the damage by the increasing number of space debris. Provided that our satellites are damaged by such space debris, it will do the satellites damage and cause impaired functioning or troubles in operation. As a result, if we are not paid for the damage by space debris, we will be confronted with tremendous economic loss because it is necessarily connected with the excess burden of taxation. Thus, an international agreement regarding the measures of the compensation for space debris damage must be made very soon.

• Journal of the Korean Geographical Society
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• v.47 no.1
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• pp.60-78
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• 2012

The main objective of this study is to conduct subnational population projections of Korea based on a Myriad Things" (萬物門), which is part of Seongho's representative work entitled $Miscellaneous$ $Explanations$ $of$ $Seongho$ (星湖僿說), has been in this paper in order to understand Seongho's "thinking on geography". To do so, contents related to geography were selected and these were discussed and interpreted in terms of the classification system of today's geographical knowledge. Following is the result of this research. First, information on astronomical geography and natural geography such as uplift, tornado, structure of soil, and the $yut$ board as well as humangeographical topics such as wild $ginseng$, cigarettes, hot pepper, traditional fruits and nuts (chestnuts, jujubes, and persimmons), Goryeo paper (Korean paper), mulberry trees, cotton plants, natural dye, policy about horses, magnetic compass needles, and farming implements for rice transplantation are mentioned in "Myriad Things" in relation to geography. Second, the depth of information described varies from topic to topic, but the topics on tornado and magnetic compass needles, horses, wild ginseng, traditional fruits and nuts, and $yut$ board are described in depth and in detail. Third, authenticity of the contents on these topics are "true" insofar as bibliographical information and citations are provided for support. Fourth, these topics reflect the interests and circumstances that are related to the "economic improvement of common people's livelihood" in those days, such as agriculture, crops, and transportation of goods. Fifth, the bibliography and citations explaining all instances reveal that China (Qing) is a great civilization of the advanced world and that the scholarship of Joseon relied on and accepted it. Sixth, except for horse raising and management, farming implements for rice transplantation, sericulture, and natural dying of cloth, most of the topics are useful even today. In short, theres is a profound aspect to the content that makes it possible to estimate the "geographical thinking". In general, the focus of the content of this book directly linked to the practical agricultural economy of the common people.

• Korean Journal of Heritage: History & Science
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• v.46 no.2
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• pp.70-95
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• 2013

The Tejaprabha Buddha painting, located in the Korai Museum in Kyoto, Japan, was made in 1569 when Joseon Dynasty was in his $14^{th}$ year under SeonJo's ruling, and is only one of Tejaprabha Buddha paintings from the early Chosun dynasty. With its well preserved state, the painting allows clear indications of all icons and list of names that were written, and the record region also has minimal deterioration. This Buddhist painting is a GumSeonMyoHwa which is drawn with gold lining on red hemp cloth and has a relatively small dimension of $84.8{\times}66.1cm$. With the Tejaprabha Buddha in the center, the painting has two unidentified Bodhisattvas, Navagrabha, Rahu, Keto, YiSipPalSoo (28 constellation of the eastern philosophy), SipYiGoong (12 zodiacs of the western philosophy), SamDaeYookSung, and BookDooChilSung (the Big Dipper), all of which provide resourceful materials for constellation worshipin the Joseon era. This painting has a crucial representation of the overall Tejaprabha Buddhism - a type of constellation worships - from the early Joseon dynasty. Even though the composition does seem to be affiliated with the paintings from the Koryo dynasty, there are meaningful transformations that reflect changes in content into constellation worship in Joseon dynasty. As a part of the Tejaprabha Buddha, SipIlYo has become a center of the painting, but with reduced guidance and off-centered 'Weolpe (star)', the painting deteriorates the concept of SipIlYo's composition. Furthermore, addition of Taoistic constellation beliefs, such as JaMiSung (The purple Tenuity Emperor of the North Pole), OkHwangDaeChae, and CheonHwangJae, eliminates the clear distinction between Taoistic and Buddhist constellation worships. Unlike the Chinese Tejaprabha Buddha painting, the concept of YiSipPalSoo (28 constellation of eastern philosophy) in this painting clearly reflects Korean CheonMoonDo's approach to constellation which can be applied to its uniqueness of the constellation worships. The fact that the Big Dipper and ChilWonSungKoon (Buddha of the Root Destiny Stars of the Northern and central Dipper) are simultaneously drawn can also be interpreted as the increase in importance of the constellation worship at the time as well.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.2
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• pp.213-223
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• 2022

The purpose of this study is to identify the types of essential inquiry activities presented in elementary science textbooks for grades 5-6, and to find out what difficulties teachers have in the actual teaching process. To this end, the essential research activities presented in the textbook were analyzed into six types: experimentation/observation, investigation/discussion and presentation, data interpretation, discussion/discussion, simulation activity, and expression. In addition, 108 elementary school teachers were investigated for the suitability of inquiry activity achievement standards, suitability at the student's level, student interest, and difficulty in teaching instruction. To summarize the research results, the most frequently suggested type was the experiment/observation type, followed by simulation activity type and data interpretation type. It was analyzed that there was no discussion/discussion type in the 5th grade textbooks, and the 6th graders did not present research activities that correspond to the research/discussion/presentation type and the expression type in the textbook. In the results of teachers' responses to the suitability of achievement standards for inquiry activities presented in textbooks and the suitability of the student's level, 5th graders showed lower average scores than 6th graders, and showed similar average scores in student interest and instructional difficulty. Also, it was confirmed that improvement was required for a total of 17 inquiry activities. Specifically, teachers responded that they had difficulty in guiding inquiry activities when the experimental results did not appear as intended in the textbook, when students' interest in inquiry activities was low, and when students and teachers had low understanding of related science concepts. Teachers pointed out practical problems such as difficulties in long-term observation in astronomy-related units, and students in upper elementary school not actively participating in dynamic play activities.