• Cartoon and Animation Studies
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• s.31
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• pp.177-208
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• 2013

This research analyzes the media which is simultaneously used with TV viewing, the behaviour of multiple media users, and the characteristics of TV programs under Nscreen circumstances. According to the results, TV provides stories and positions it as the main screen (84.5%, n=566), under the Nscreen circumstances. Personal media reproduces stories from TV by utilizing aspects of social media functions such as participation, open communication, community, connectivity, etc. The content is classified under three categories: 1) elicit emotion(point feeling), 2) information production, 3) participation, which is further divided into three subcategories; watch, wish, and result guarantee based on the level of interactivity. This inquiry is based upon diary survey and focus group interviews emphasized the role change of TV, specifically that TV takes a key role in generating original stories with the expansion of screen and social media. Even though users were able to watch the same TV programs at the same time and same place, the different methods of viewing: smartphone, tablet PC, web based mp3 and etc., it reproduced different stories and elicited different characteristics from its TV viewers.

• Journal of Appropriate Technology
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• v.6 no.2
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• pp.115-125
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• 2020

Housing issues such as mushrooming slums remain as chronic in most developing countries. Due to the state's restrained capacity, the housing-vulnerable's self-help approaches have been increasingly inevitable and vital for addressing the housing issues. However, there are still two challenges: securing good quality with economic efficiency, and climate change mitigation and adaptation. This study aims at doing an architectural experiment by developing and educating the production of eco-friendly interlocking stabilized soil bricks (ISSB) by employing vernacular materials and technologies for housing-vulnerable communities in Indonesia. In collaboration with a local architectural NGO, the study features a co-creation workshop in which 40 evicted households participate in the whole process. Soil analysis, mixed design, compression tests, and economic analysis are carried out. This paper illustrates that ISSB also has a high potential as an alternative to a burned brick or a cement block. The application of ISSB to self-help housing is expected to have socioeconomic and environmental effects, thereby facilitating the housing-vulnerable's self-help approaches and contributing to addressing the housing challenges in Indonesia.

• Journal of Technology Innovation
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• v.27 no.4
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• pp.85-110
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• 2019

This study examines the social problem-solving R&D policies from the perspective of 'Mission-oriented innovation policy'. To this end, we analyzed the 'second science and technology-based social problem solving plan' in terms of civil society's participation, securing the government's dynamic capabilities, and government's risk investments. The plan introduces an institutional framework for civic participation for social problem-solving innovation, strengthening R&D program coordination and integration, and new innovation ecosystem formation. However, there is a need for a concrete program to overcome a path dependency of existing activities. Otherwise new institutions are likely to be formalized. In addition, in order to derive risk investment, it is necessary to integrate innovation policy with social policy fields such as community care and climate change. It is necessary to establish an policy process that combines the agenda of social policy beyond with R & D policy, and to forms a platform for problem solving, integrates various technologies, industries and resources.

• Journal of the Korean Society for Library and Information Science
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• v.58 no.3
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• pp.247-263
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• 2024

This research is a case study of 'One City One Book: San Francisco Reads' (Hereafter OCOB), which is an 'One Book' community reading promotion campaign, sponsored by San Francisco Public Library in California. In this research, the objective of OCOB as 'One Book' program, the characteristics of selected books, and major programs and events from 2005 to 2024 were examined. OCOB, while sharing a typical objective of 'One Book' campaign, which pursues to form a city-wide book club and promote reading and talking about 'One Book' among citizens, selected books which reflected cultural and ethnic diversities of San Francisco and its civic identity. San Franciscans reacted to the efforts of OCOB by actively participating in programs and events and borrowing the selected books. For the past 20 years, OCOB has demonstrated the continuity, consistency, self-reliance, and independence as a 'One Book' program, which pursues to better understand diversities and integrate communities, and is expected to continue as an important initiative, which is a strategic part of 'Cultural Amplifier' and 'Community Catalyzer' for 'Vision 2030' of SFPL.

• Journal of The Korean Association For Science Education
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• v.36 no.3
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• pp.399-411
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• 2016

The purpose of this study is to investigate implications for future STEAM education by analyzing the surveys by the in-service teachers who participated in the Advanced STEAM Teacher Training Program(ASTTP) for raising interests and understanding of science and technology and nurturing STEAM literacy and problem-solving ability of students. ASTTP was developed for promoting 'teacher competence for STEAM.' ASTTP is a 60-hour program(4 credits), which includes offline intensive course of 38 hours, online training course of 12 hours, a course of implementation at schools for 5 hours, and a workshop for 5 hours (based on the 2014 program). For the offline intensive course, teachers take various professional development classes and activities, such as open-laboratory tours, advanced experiments, mentoring programs, and team projects as well as lectures on diverse disciplines. For the online course, teachers take online classes freely while they are encouraged to work with other teachers in groups. After taking both online and offline courses, the teachers are required to implement their STEAM lesson plans in their classrooms. Finally at the workshop, some selected teachers share how successfully they have implemented STEAM education. About 700 teachers have successfully taken the program from 2012 to 2014. Based on the surveys by the teachers, the program has been modified and improved. Our analysis shows increased professional development in STEAM education for the participating teachers. This study can provide some implication and helpful insights for people who need to develop and manage teacher training programs for STEAM education and other education programs in general.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.13 no.1
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• pp.390-398
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• 2012

This study examined the present condition of the closed elementary school in the Yeongi province, where much of the area will be transformed into the city of Se-Jong, and suggested the renewal plan in the future. Among the twelve(12) schools, eight(8) that have transferred to private sectors were analyzed in respect to lot size, present usage, surroundings, means of approach, and distance from the most populated area, ect.. Additionally, interview with the management official of school board was taken in place. The findings include: two(2) schools that are located nearer then others to the newly-born city can be rehabilitated as educational facility, such as training institute and cultural experience place. Other six(6) schools can be utilized as senior citizens' center, community center, medical substation, hobby farm, or even community warehouse.

• Journal of the Korean Institute of Traditional Landscape Architecture
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• v.35 no.3
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• pp.94-104
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• 2017

This study carried out field evaluation by experts, monitoring by the public, and visitor satisfaction survey for 77 cases of utilization of cultural property projects that received support from "Living and Breathing Hyanggyo and Seowon" in 2016. The result was 'normal' for the comprehensive evaluation, and by section, 'good' for planning, operating, performance, outcome and annual special index. The field evaluation by experts was rated as 'good', monitoring by the public was 'good', and also 'good' for visitor satisfaction survey. The advantages of the project were as follows; increased chance for enjoyment of local cultural heritage, expansion of human network for utilization of local cultural heritage, utilization of cultural heritage as community place, diversification of educational contents by using cultural heritage. On the other hand, the disadvantages were as follows; decline of program's quality, shortage of putting plan in practice, insufficient interest and participation of local government, insufficient promoting, shortage of educational contents for free semester system. At last, we suggested measures to develop the project as follows; develop program by using local characteristics, develop programs for foreigner, training experts, increasing on-line promotion, develop new lecture technique, utilization of cultural heritage as a local community place, utilization planning by each space, improvement of evaluation system, tightening up reflection of visitor's opinions, consulting for each programs.

• Journal of the Korean Institute of Landscape Architecture
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• v.40 no.6
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• pp.23-34
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• 2012

This Study is about the "Comprehensive Landscape Improvement Plan for Gu-ryoung Seaside Village that was one of most exhibited projects for developing sea villages." The formulations of the plan were supervised by the Ministry of Land, Transport, and Maritime Affairs and were executed by the Goheung Country. Rather than proposing renovations for the landscape, this study maintains the existing order and attempts to examine the plan by scrutinizing the vernacular design language of the landscape. In the study, community members had the opportunity to express their opinions and ideas about the community through workshops composed of community participation programs, and participated in the decision-making process through consultation meetings. The conclusion of this study was relevant to the activities of the committee on landscape improvement. The Comprehensive Landscape Improvement Plan has three objectives: (1) resorting and modifying the natural landscape, (2) restructuring the roadways, and (3) modifying key spaces. In the end, the role of Gu-ryong Mountain as a background of the landscape was focused on tree planting drives that were undertaken, and accessibility to the sea front was improved. Second, in restructuring the roadways, rough roads were restored and unconnected roads were connected to ensure a network of roads along the sea front, inner roads in the village, roads at the Fringes Mountains, and stone roads on the mud flat. In addition, roads were named according to the character of the landscape and signs were installed. Finally, the existing key spaces, in which community members came together, were restored and new key spaces were created for the outdoor activities of the inhabitants and the diverse experience of visitors. A guideline was also created to regulate private areas such as roofs, walls, fences of residential buildings, and private container boxes and fishing gear along the sea front. The strength of this study is that it is seeking to determine the greatest potential of the landscape and set the plan by examining the lives of community members. Some problems were found during the development of this study. Further, there were problems in the community's understanding as elaborated below. First is the gap between community members' awareness and practice. Even though they were aware of the problems with the village landscape, they hesitated to implement improvements. Second, community members have misunderstandings about the landscape the improvement plan. The local government and the residents have understood this plan as a development project; for example, new building construction or the extension of roads. Third, residents are not aware that continuous attention and improvements are required for the upkeep of the landscape in the sea village. The plan to improve the landscape should promote a balance between making the area as a tourist attraction and maintaining the lives and cultural activities, because the sea village system incorporates settlements, economy, and culture.

• Journal of Korean Home Economics Education Association
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• v.30 no.1
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• pp.15-28
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• 2018

Teachers are not completed by appointment, but gradually made through self-development and training for a long time. In order to improve a sense of responsibility of home economics teachers, and also to suggest the purpose and direction of program through job training, the needs of training subjects should be preferentially understood. Thus, this study aims to provide basic data for establishing the developmental operation measures of training for home economics teachers, by researching the needs for training performed after the qualification training for first-grade teachers, targeting the teachers participating in the qualification training program for first-grade teachers of home economics in 2017. About the half of the research subjects received the home economics training one time or less for last three years. Through the training for first-grade teachers, the technical improvement of lesson instruction was demanded the most. As professional qualifications that should be cultivated through training, the ability to develop teaching methods and teaching/learning materials was the highest. Regarding the theme of training, the development of teaching/learning materials for home economics was desired the most. They wanted the training method including direct participation with high utilization for lesson, sublation of competition-centered evaluation, preference of instructors with field experience, continuous opportunity of home economics training, and communicative training. Regarding the needs for the 2015 revised curriculum, the demand for the training of 'human development and family' area was the highest. Therefore, in order to improve the professionalism of teachers through home economics training, it would be necessary to improve the educational environment such as temporal room for training and administrative support, and also to provide diverse types of training like group training, remote training, and smartphone app training suitable for changes in the generation of teachers. Also, on top of forming communities of home economics teachers, and sharing great contents of training, there should be individually-customized training for practice and sharing lesson cases.

• Journal of the Korean association of regional geographers
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• v.17 no.2
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• pp.231-244
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• 2011

This study is to examine how activities using local multi -cultural resources and world geography lessons using the CCAP(Cross-Cultural Awareness Programme) affect students' multi-cultural understanding. Activities using local multi-cultural resources were carried by visiting in an alien worker community, volunteering in multicultural center, attending on UNESCO ASP(Associated School Program), and making radio broadcasting program associated with 'SCN FM' which is a local broadcasting station on the weekend. And world geography lessons using the CCAP were conducted with 5 classes including orientation by inviting foreign instructors from that place after reconstructing the Southeast and South Asia unit of the countries such as Pakistan, the Philippines, Myanmar and Cambodia. According to twice questionnaire survey conducted before and after activities using local multi-cultural resources and world geography lessons using the CCAP, it appeared that students had familiarity more than before through direct meeting with foreigners inside and outside classroom, and understood and respected other cultures by acquiring contextual regional knowledge. In the end, multi-cultural activities and world geography lessons using the CCAP contributed to students' global citizenship, which overcame prejudice toward third world cultures. Like that, if world geography classes provide continually students with opportunities to experience directly diverse cultures inside and outside classroom, world geography overcome negative image that it transmit decontextual regional knowledge and is regarded as the subject that is very fit for nurturing global citizenship based on contextual knowledge, consideration and tolerance needed in global and multi-cultural society.