• The Journal of The Korea Institute of Intelligent Transport Systems
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• v.13 no.4
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• pp.63-72
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• 2014

With the rapid development in the economy and other fields as well, the standard of living in South Korea has been improved, and consequently, the demand of automobiles has quickly increased. It leads to various traffic issues such as traffic congestion, traffic accident, and parking problem. In particular, this illegal parking caused by the increase in the number of automobiles has been considered one of the main reasons to bring about traffic congestion as intensifying any dispute between neighbors in relation to a parking space, which has been also coming to the fore as a social issue. Therefore, this study looked into Daejeon Metropolitan City, the city that is understood to have the highest automobile sharing rate in South Korea but with relatively few cases of illegal parking crackdowns. In order to investigate the theoretical problems of the illegal parking, this study conducted a decision-making tree model-based Exhaustive CHAID analysis to figure out not only what makes drivers park illegally when they try to park vehicles but also those factors that would tempt the drivers into the illegal parking. The study, then, comes up with solutions to the problem. According to the analysis, in terms of the influential factors that encourage the drivers to park at some illegal areas, it was learned that these factors, the distance, a driver's experience of getting caught, the occupation and the use time in order, have an effect on the drivers' deciding to park illegally. After working on the prediction model, four nodes were finally extracted. Given the analysis result, as a solution to the illegal parking, it is necessary to establish public parking lots additionally and first secure the parking space for the vehicles used for living and working, and to activate the campaign for enhancing illegal parking crackdown and encouraging civic consciousness.

• The Journal of the Korea Contents Association
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• v.19 no.6
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• pp.80-91
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• 2019

Korean society is now in the 2017 system. The zeitgeist is now hoping to move into a society where the right to pursue happiness centered on democracy, human rights, and peace is recognized, and to the era of the fourth industrial revolution. The paradigm shifts in the education arena began before the start of this socio-political system. The educational autonomy centered on the progressive education superintendent is accelerating the influx of alternative education, which is part of the civic education movement, through public school reforms. It can be seen that not only the progressive camp but also the conservative government emphasized educational policies such as the liberal semester system, which was gradually adopted by the government. For education that is appropriate for a rapidly changing society, it is necessary to discuss about educational grand-discourse that can alternate current public education. Although it does not mean only one discourse, it is a necessary process to systematically consider alternate education of public education and to suggest the direction for future education. In this regard, this study aims to introduce the discourse that can produce critical consciousness and creativity that emphasize the praxis and practice through critical pedagogy and bricolage.

• Journal of the Korean Institute of Landscape Architecture
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• v.43 no.1
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• pp.29-39
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• 2015

This study has attempted to determine the micro-discourse from blogs as personal media that reflect citizens' actual opinions of the Seoul Forest without intervention of experts. Furthermore, a qualitative research method discourse analysis was selected to analyze the micro-discourse regarding the Seoul Forest in a time series. The extracted samples of blogs by year were intended to identify the comment section of the process of change and the discursive structure. The results are as follows; first, from the beginning of the development of the Seoul Forest to the present, it is divided into four chronological periods along with individuals' micro-discourse with social changes. During the beginning of the development of the Seoul Forest, the social discourse was formed, and in the next period, the micro-discourse was developed with a more emotional and complex discourse. In the formative period, four or five years later, the discourse reflected the civic consciousness of development more than ever, showing the diversity of participation in the program at the Seoul Forest. In the growth period, as the users' experiences had been accumulated, the users started writing about the role of the Seoul Forest in their own words. This can also be called place discourse. From the individuals' micro-discourse, this study shows the discourse structure of how individuals think about the Seoul Forest in each period. Unlike the experts, the micro-discourse contains specific daily interactions, experiences, and the stories of individuals who actually use the parks. It also shows how users reproduce and understand the space. In this respect, this is the most significant finding of this study. Based on this research, this study has demonstrated that the emotional description of a place that actually functions as a discourse about city parks, and confirms that blogs could be used as a space to form discourse and as a research tool to read the trends. In accordance with these results, this study has described not only the discourse of experts, but also how the discourse of individuals' comments can be an important part of the discourse of modern urban parks.

• The Korean Journal of Archival Studies
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• no.79
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• pp.121-168
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• 2024

Record & archives management is at the heart of archival science. We must be faithful to record & archives management. However, isn't there a paradox that arises the more faithful we are to record & archives management? The paradox is that 'being a responsible manager and efficiently managing records' is rather reduces the interest in the social existence of humans who create and use such records. Why do humans produce and use records? It may be because human beings have been living with the concept of records. The concept is 'the same as the design of thoughts'. There is no need to doubt this direction because as record & archives management develops, more valuable records are preserved more systematically, and they are been served with wider scope and appropriateness. However, if we observe this situation from a human point of view rather than record & archives management, we find that humans appearing in record & archives management are limited to the object of using records. If humans are perceived differently based on the hypothesis of reviewing from the ground up, we can encounter a unique context about the relationship between humans and records or between records and humans. If it reaches the norm that human beings have dignity that cannot be transferred to anyone, have the right to pursue happiness, and must live by enjoying freedom, equality, and social basic rights, in short, if human beings are recognized from a constitutional point of view, we can newly recognize the social role and direction of records. The constitution and international human rights norms document basic human rights as the final norm and clarify that it is the duty of the state to guarantee and practice them. The social role of records from a constitutional point of view is the practice of records that proliferate basic human rights. The practice of archiving, which multiplies basic human rights, may also be a civic consciousness required of experts, but on the other hand, it can be a professional way for archival studies. If record management is a two-lane round trip, it can be said that the interaction between record management and record practice, which multiplies basic human rights, is a pioneering four-lane round trip. This article examines the practice of archiving, which has been developed in and out of record & archives management, by clearly grasping the constitutional perspective from the perspective of archival studies, and examines the social role of archival studies in this context. The social role of archival studies is to provide new linguistic rules for archiving.

• 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).