• Korean Journal of Health Education and Promotion
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• v.22 no.3
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• pp.135-155
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• 2005

'Healthy Japan 21' is a new health policy that has been proposed for the 21st century: it embodies a totally new concept for its viewpoints and methods. To start with, for its goal, the focus is placed on the 'quality of life' or a life that is free of diseases, rather than mere prolongation of life. For its doctrine, the emphasis has shifted dramatically from improving the health of the entire population(the traditional approach for health improvement) to 'achieving an ideal health status for each individual. The ultimate aged society that arrives first in Japan is a society in its ultimate form for human being. Why did Japan become westernized, giving up her traditional culture? Why did she go through industrialization, sacrificing her nature? And why does she try so hard to industrialize the developing countries? These efforts are all preparation for the arrival of a ultimate aged society. During the 20th century, we believed in unlimited possibilities and expanded our social frontier. In the 21st century, on the other hand, a super-aged society(the ultimate society), a glimpse of which we have witnessed from time to time, will descend on us sooner or later. It is expected to arrive first in Japan. 'Healthy Japan 21' is intended to prepare for the arrival of the hitherto unheard of super-aged society by building the physiological basis of people. This policy is social experimentation on an immense social scale, in which questions are posed on the understanding of health, the relationship between individuals and society, the relationship between administration and citizens, the manner by which central and local governments operate, and the new relationship between prevention and therapy, 'Healthy Japan 21' may be summarized as an experiment on a huge scale directed to the ultimate form of human society, in which Japan and each of her citizens play a role and set an example for the rest of the world. Even just by considering various approaches newly suggested for this venture, one may be convinced that it is a policy with features suitable for a country that has already achieved the world's highest longevity.

• Journal for History of Mathematics
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• v.21 no.4
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• pp.105-126
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• 2008

This article summarizes the historical changes of the secondary school geometry to give insights into the new direction of geometry education for the 21th century. Geometry has been considered as an essential subject in high school since mid-nineteen century in accordance with the social changes. Since the development of computer softwares such as CAD effects on the role of geometry in work and professional societies, the knowledge and skills the contemporary world require to school geometry have being changed. More focus on applications and modeling aspects, expansion of reasoning and problem solving, emphasis on design-related elements are features of the school geometry for the new century.

• Journal of the Korean Society for Library and Information Science
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• v.31 no.2
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• pp.217-237
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• 1997

The purpose of this study is to provide the development direction and model for the 21 century public library. The 21 century public library should have the accessiblity for everyone and provide the satisfaction for all kind of information needs. For these, public libraries would be organized by the type of users and topics and share the resources with others. Staff should be hired by the certification based upon education, research, and experience. For the models of public libraries, there were divided to three types : metro, midium, and small rural type of libraries.

• Nuclear industry
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• v.29 no.5
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• pp.10-21
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• 2009

• Nuclear industry
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• v.21 no.3 s.217
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• pp.39-45
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• 2001

• Journal of the Korean Institute of Educational Facilities
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• v.23 no.5
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• pp.21-25
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• 2016

• Journal of the Korean Society for Library and Information Science
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• v.26
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• pp.35-51
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• 1994

This article presents the role of children's librarian in the age of information. Preparing the 21st century, there should have been to identify the humanities of health, independent, creative, and moral fact with educating children in future Korea. Children's library should service all the children to improve the information skill and technology, to creat a whole person with high order intellectual thinking skill for the consumer, the voter and the leader of the next generation. It has been identified that the children's librarian should playas a mediator of literacy and culture of children, a creating counselor of personality, a negotiator of recoginating all knowledge, and a leader of the information skill or communication skill in the children education at the 21st century.

• Journal of The Korean Association For Science Education
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• v.32 no.5
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• pp.789-804
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• 2012

We developed $21^{st}$ century scientific literacy assessment instrument and applied it to explore the contents of seven Korean science textbooks. The $21^{st}$ century scientific literacy assessment instrument involved three dimensions (habits of mind, character and values, science as human endeavor). Each dimension consists of three sub-dimensions. Five science education experts assessed the content of textbook using criteria. We discussed issues in which the examiners responses did not match and reached an agreement on initial disagreement. As a result, we found that most Korean textbook contained contents on habits of mind, especially, communication, collaboration, and information management. We also found that most materials lacked information about character and values and science as human endeavor. Based on the result, we suggest that researchers and science educators need to consider all dimensions of the $21^{st}$ century scientific literacy when they develop curriculum and teaching materials. In addition, the rubric for $21^{st}$ century scientific literacy can be adopted as an assessment tool for examining curriculum, teaching materials.

• Korea and Global Affairs
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• v.2 no.1
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• pp.137-162
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• 2018

This paper covers the issues including geopolitical effects of sea power on sea space in East Asia and its nature in a perspective of the past and the present. This paper analyzes the significance of Sea Power which is emphasized in Mahan's Theory of Insular Dominance and grasps the geopolitical nature of Sea Power. Along with this awareness, it deals with the problem of designated strategic phenomenon that is spreading to the Pacific Ocean with the concept of the Island Chain in China in the 21st century. Around the turn of 20th century, Japan materialized the policy of Greater East Asia Co-prosperity Sphere which was planned to expand power sphere in sea space in the East Asia based on sea power and China took shape of the concept of Island Chain in the 21st century, which has divided sea space in East Asia. Under the circumstance that China's policy of island chain faced the resistance from countries in the East Asia as well as the USA, the question about whether Korea's policy of depending on sea power is valuable even in the 21st century has been raised.

• Journal of the Korea Society of Computer and Information
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• v.17 no.11
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• pp.197-206
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• 2012

The objectives of this study are to investigate core learning ability necessary for the 21st century and to develop core human resources required for social and national development in the future. The '21st Century Learning Ability Project' is to approach the existing knowledge and learning multidisciplinary and interactively based on the learning ability of each learner and individually and socially valuable themes. Even in Korea, a variety of intersubject integrative educational curriculum was attempted to cultivate learning ability. However, there are not enough teachers who can teach the differences between the content and characteristics for each subject by fully understanding them. Thus, it is difficult to apply them easily to the field of education. Thus, this study develops the multidisciplinary customized educational curriculum in order to develop the learning ability necessary for the 21st century, analyzes the reality of the educational curriculum integrating the academic knowledge in order to support this effectively. As a result, this study offers the interdisciplinary customized integrated model applicable to elementary and middle schools.