• Journal of the Korean Institute of Landscape Architecture
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• v.46 no.1
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• pp.115-126
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• 2018

A new urban paradigm that moves from a vehicle-centric to pedestrian-centric culture should be considered to improve the quality of the pedestrian environments for women, children, senior citizens, and disabled persons as well as to promote community unification by providing general movement rights to everyone. This study was implemented to provide decent alternatives to improve street spaces. The street spaces around the Commercial and Residential Area No.1 located in the Administrative-Centered City, Sejong Special Autonomic City, were selected to analyze and define the status of the walkways and the street spaces. Satellite imagery and numerical maps were used to collect geographic data. Practical and actual surveys for the selected sites were performed to analyze the street status and the pedestrian status. Based on the all collected data, analysis results, and literature reviews, the questionnaire was made, and 315 inquiries qualified for analysis. The physical status of all four study sites was the highest level, Grade A, and green open spaces were relatively sufficient. As a result, the factors obtained from the factor analysis have an impact on the satisfaction of the pedestrian streets in the commercial area. The factors are as followed Design > Convenience > Roadside trees and rest areas > Safety > Safety protective facilities > Transportation and information facilities > Continuity > Basic state of road surfaces > Comfortability, and in the residential area: Transportation and information facilities > Basic state of road surfaces > Comfort > Convenience > Continuity > Design > Illumination and crime prevention facilities > Safety > Roadside trees and rest areas.

• Korean Journal of Social Welfare
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• v.67 no.3
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• pp.107-124
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• 2015

This study started from ideas on lack of discussion regarding age integration emphasized as an alternative paradigm for aged society and exclusion of policy target from discussion on age integration. This study analyzed potentiality of age integration through comparing the perception on impacts of age integration between policy target and professional. Results showed that policy target perceived social and individual effects of age integration more sceptically than professional. Also, policy target reported higher levels of agreement on development of age friendly environment and increase in social contribution by the aged as social impacts of age integration. Otherwise policy target, professional showed higher levels of agreement on enhancement of social solidarity and increase in mutual understanding among generations. In perception on individual impacts of age integration, policy target differed from professional by emphasizing extension of self-determination and self-autonomy. Lastly, group membership of policy target or professional significantly determined levels of agreement on positive impacts of age integration.

• The Journal of the Korea Contents Association
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• v.22 no.7
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• pp.345-360
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• 2022

This study is to explore the awareness of human rights and human rights education of workers in welfare facilities for the disabled from various aspects by using Creswell's mixed methodology. Although 10 years have passed since the statutory compulsory human rights education in welfare facilities for the disabled was implemented, there is still a limit to containing practical contents that can be applied to the welfare field for the disabled. Based on this reality, this study intends to examine in depth what human rights education is perceived by workers in welfare facilities for the disabled. As a result of the study, in the qualitative analysis, human rights in the field of social welfare practice, the perception of human rights education and human rights instructors, the direction of effective human rights education development, and the creation of a human rights-friendly community were presented as major issues. In the quantitative analysis, a survey was conducted targeting the welfare facilities of the disabled in Seongnam City to understand the general status of human rights education and the specific conditions of human rights education including the educational environment. Based on the results, including the results of qualitative analysis, a development direction for statutory compulsory human rights education for workers in welfare facilities for the disabled was proposed.

• Journal of Information Technology and Architecture
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• v.9 no.2
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• pp.155-166
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• 2012

Recently EA(Enterprise Architecture) has been receiving growing attentions again from the public sectors. It is because EA maturity result is reflected to the organization's informatization level and EA maturity ratio has been enlarged. There has been more participation from the Chief Information Officers of the public sectors. EA research in the public sectors has influenced IT environment since the research started in late '90, the legislation work done in '05, and the maturity model developed in '06. However, there are some remaining tasks to solve. EA policy is introduction oriented, its contribution to the consecutive the best UN e-Government rank is limited, and its user-friendly responding system is still lacking. Related research outcomes are rather microscopic focusing only on the models and maturity than implicating on the public policy in a macroscopic manner. In this respect, this study will provide the implication on how EA policy should be. Requirements derived from EA stakeholders and the tasks will be arranged in accordance with its domain, then the performance and tasks will be demonstrated. As guiding EA stake holders and information related officers to setup the EA policy with these results, this study is expected to support information the policy drivers.

• Journal of the Korean Institute of Traditional Landscape Architecture
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• v.28 no.1
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• pp.1-11
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• 2010

This study examines the authentic meaning, location, garden layout, and structural characteristics of Suwoojae(守愚齋), the birth house of Garam Byungi Lee, which was the very epitome of the traditional house structure based on literature review, field survey, and the existing measured drawings. The followings explain how rusticity and spirit of scholars, the core concepts of Garam's poetry, were featured in structural and spacial arrangements of Suwoojae as well as its location and physical layout. 1. Suwoojae is enclosed by Cheonho mountain which fans out of Noryoung mountains in East and located on the tail of Yongwha mountain in West. It has proved to be Yangtack Myoungdang according to the Poongsoo theory, Inguljiryoungron; The energy of earth at a certain location results in the better fortune together with the energy emitted from human body. 2. Suwoojae is an official local monument which was built in 1844, late Joesoen Dynasty by Joheung Lee, Garam's grandfather. Some parts of inner-structure connect with the kitchen in the shape of called Gopae. Suwoojae consists of 4 Sarangchae, 3 Gobangchae, and a Jangdokdae behind Anchae. 3. Since inner and outer walls of Suwoojae are distinctly separate from the main structure, its look varies significantly from different angles. Suwoojae, in its entirety, discloses Garam's philosophy, ideas, and ideology on life and the universe. 4. Apricot trees, Japanese-magnolias, aromatic-trees, crape myrtle, white-magnolias, camellia-trees were planted on the left of the walls, and persimmon trees, jujube trees, plum trees, quince trees were at the inner-yard. Especially, trifoliate orange trees a natural monument of Jeonrabukdo draw substantial attention from visitors. 5. The main garden facilities are located in front of Sarangchae: A rectangle pond(14.72m in length and 3.87m in height), the surroundings of the pond and Anchae, rocks that have distinctive shapes. In general, the garden was designed to incorporate the scenery around Suwoojae as a part of its structure and contain the love for nature and aesthetic sense. 6. It seems that the natural surroundings of Suwoojae had helped form motives of Garam's poetry and assisted him in finding subject-matters and identifying the themes of his works. This is well revealed in his poem, Seungwoonjungee.

• Journal of Christian Education in Korea
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• v.63
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• pp.347-376
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• 2020

This study suggests the direction and practice of Christian education through ecological Christian spirituality required in front of the ecological crisis. Environmental destruction and ecosystem problems are recognized as a serious crisis that can threaten human survival. As a result, the development of material civilization, which humanity has taken for granted, has been questioned, and changes in human consciousness and thoughts at the root of the ecological crisis have become inevitable. The crisis of civilization demands a new spirituality, and the spirituality required in front of the ecological crisis must be a life-friendly spirituality. The discourses on the ecological crisis that have emerged since the 1970s provide a fundamental perspective on the ecological crisis. Ecological spirituality such as 'immanence', 'interrelationship', 'community', 'healing and emancipation', and 'sustainability' are concepts that can understand and aggregate the discussions of the various discourses above. Based on this, this paper examines Christian ecological spirituality by dividing it into the areas of God, humans, and body. Through this, the Christian education was proposed as a practical place for self-depreciation for a simple life through the understanding of God, who emptied himself out of the transcendent God who reigns over all things, shared the pain of all things, maintained all things together, and lived in them. There, meditation and hospitality can be a place of practical Christian education where one can enrich one's inner self for a simple life. Christian education was proposed as a place of holistic knowledge through ecological Christian spirituality that emphasizes the spirituality of the body from dichotomous thinking that belittles the body. There, the Holy Communion is important as a place where both holistic education to restore the spirituality of the body and ecological education can be held at the same time. Through this, I hope that Christian education will be a place of education not only for the reason but also for the holistic knowledge of Christ and for learning how to 'together' with the ecosystem and neighbors.

• Journal of Korean Home Economics Education Association
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• v.24 no.2
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• pp.117-134
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• 2012

The purpose of this study was to identify the stage of concern, the level of use, and the innovation configuration of Home Economics teachers regarding creativity and personality education in Home Economics(HE) classes. The survey questionnaires were sent through mails and e-mails to middle-school HE teachers in the whole country selected by systematic sampling and convenience sampling. Questionnaires of the stages of concern and the levels of use developed by Hall(1987) were used in this study. 187 data were used for the final analysis by using SPSS/window(12.0) program. The results of the study were as following: First, for the stage of concerns of HE teachers on creativity and personality education, the information stage of concerns(85.51) was the one with the highest response rate and the next high in the following order: the management stage of concerns(81.88), the awareness stage of concerns(82.15), the refocusing stage of concerns(68.80), the collaboration stage of concerns(61.97), and the consequence stage of concerns(59.76). Second, the levels of use of HE teachers on creativity and personality education was highest with the mechanical levels(level 3; 21.4%) and the next high in the following order: the orientation levels of use(level 1; 20.9%), the refinement levels(level 5; 17.1%), the non-use levels(level 0; 15.0%), the preparation levels(level 2; 10.2%), the integration levels(level 6; 5.9%), the renewal levels(level 7; 4.8%), the routine levels(level 4; 4.8%). Third, for the innovation configuration of HE teachers on creativity and personality education, more than half of the HE teachers(56.1%) mainly focused on personality education in their HE classes; 31.0% of the HE teachers performed both creativity and personality education; a small number of teachers(6.4%) focused on creativity education; the same number of teachers(6.4%) responded that they do not focus on neither of the two. Examining the level and type of performance HE teachers applied, the average score on the performance of creativity and personality education was 3.76 out of 5.00 and the mean of creativity component was 3.59 and of personality component was 3.94, higher than standard. For the creativity education, openness/sensitivity(3.97) education was performed most and the next most in the following order: problem-solving skill(3.79), curiosity/interest(3.73), critical thinking(3.63), problem-finding skill(3.61), originality(3.57), analogy(3.47), fluency/adaptability(3.46), precision(3.46), imagination(3.37), and focus/sympathy(3.37). For the personality education, the following components were performed in order from most to least: power of execution(4.07), cooperation/consideration/just(4.06), self-management skill(4.04), civic consciousness(4.04), career development ability(4.03), environment adaptability(3.95), responsibility/ownership(3.94), decision making(3.89), trust/honesty/promise(3.88), autonomy(3.86), and global competency(3.55). Regarding what makes performing creativity and personality education difficult, most HE teachers(64.71%) chose the lack of instructional materials and 40.11% of participants chose the lack of seminar and workshop opportunity. 38.5% chose the difficulty of developing an evaluation criteria or an evaluation tool while 25.67% responded that they do not know any means of performing creativity and personality education. Regarding the better way to support for creativity and personality education, the HE teachers chose in order from most to least: 'expansion of hands-on activities for students related to education on creativity and personality'(4.34), 'development of HE classroom culture putting emphasis on creativity and personality'(4.29), 'a proper curriculum on creativity and personality education that goes along with students' developmental stages'(4.27), 'securing enough human resource and number of professors who will conduct creativity and personality education'(4.21), 'establishment of the concept and value of the education on creativity and personality'(4.09), and 'educational promotion on creativity and personality education supported by local communities and companies'(3.94).