• The Journal of the Korea Contents Association
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• v.21 no.9
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• pp.471-476
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• 2021

Personal mobility (PM) is a new concept of transportation used by one or two people using electricity. Personal transportation aims to move quickly and conveniently over an ambiguous distance that is too close to the destination and too far to walk. In particular, as electric kickboard sharing services have become more common in recent years, they are receiving great popularity from citizens. However, it is necessary to come up with an alternative solution as it is acting as a risk not only to users but also to pedestrians and road drivers. Therefore, in order to present measures to establish and improve a safe personal mobility utilization environment, this research was conducted as follows. First, based on GPS data from shared electric kickboards, the usage status in everyday life was examined and analyzed in detail. Second, it is convenient to rent and return shared electric kickboards directly to applications regardless of time, and it is highly accessible to rent them from their location and reach their destination. Based on these findings, this study suggests that careful access to rental and return could have a more positive effect on users and pedestrians by installing a cradle in a place where there is more use than disorderly device placement and expansion.

• Journal of Elementary Mathematics Education in Korea
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• v.13 no.2
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• pp.163-192
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• 2009

Currently, our country operates gifted education only as a special curriculum, which results in many problems, e.g., there are few beneficiaries of gifted education, considerable time and effort are required to gifted students, and gifted students' educational needs are ignored during the operation of regular curriculum. In order to solve these problems, the present study formulates the following research questions, finding it advisable to conduct gifted education in elementary regular classrooms within the scope of the regular curriculum. A. To devise a teaching plan for the gifted students on mathematics in the elementary school regular classroom. B. To develop a learning program for the gifted students in the elementary school regular classroom. C. To apply an in-depth learning program to gifted students in mathematics and analyze the effectiveness of the program. In order to answer these questions, a teaching plan was provided for the gifted students in mathematics using a differentiating instruction type. This type was developed by researching literature reviews. Primarily, those on characteristics of gifted students in mathematics and teaching-learning models for gifted education. In order to instruct the gifted students on mathematics in the regular classrooms, an in-depth learning program was developed. The gifted students were selected through teachers' recommendation and an advanced placement test. Furthermore, the effectiveness of the gifted education in mathematics and the possibility of the differentiating teaching type in the regular classrooms were determined. The analysis was applied through an in-depth learning program of selected gifted students in mathematics. To this end, an in-depth learning program developed in the present study was applied to 6 gifted students in mathematics in one first grade class of D Elementary School located in Nowon-gu, Seoul through a 10-period instruction. Thereafter, learning outputs, math diaries, teacher's checklist, interviews, video tape recordings the instruction were collected and analyzed. Based on instruction research and data analysis stated above, the following results were obtained. First, it was possible to implement the gifted education in mathematics using a differentiating instruction type in the regular classrooms, without incurring any significant difficulty to the teachers, the gifted students, and the non-gifted students. Specifically, this instruction was effective for the gifted students in mathematics. Since the gifted students have self-directed learning capability, the teacher can teach lessons to the gifted students individually or in a group, while teaching lessons to the non-gifted students. The teacher can take time to check the learning state of the gifted students and advise them, while the non-gifted students are solving their problems. Second, an in-depth learning program connected with the regular curriculum, was developed for the gifted students, and greatly effective to their development of mathematical thinking skills and creativity. The in-depth learning program held the interest of the gifted students and stimulated their mathematical thinking. It led to the creative learning results, and positively changed their attitude toward mathematics. Third, the gifted students with the most favorable results who took both teacher's recommendation and advanced placement test were more self-directed capable and task committed. They also showed favorable results of the in-depth learning program. Based on the foregoing study results, the conclusions are as follows: First, gifted education using a differentiating instruction type can be conducted for gifted students on mathematics in the elementary regular classrooms. This type of instruction conforms to the characteristics of the gifted students in mathematics and is greatly effective. Since the gifted students in mathematics have self-directed learning capabilities and task-commitment, their mathematical thinking skills and creativity were enhanced during individual exploration and learning through an in-depth learning program in a differentiating instruction. Second, when a differentiating instruction type is implemented, beneficiaries of gifted education will be enhanced. Gifted students and their parents' satisfaction with what their children are learning at school will increase. Teachers will have a better understanding of gifted education. Third, an in-depth learning program for gifted students on mathematics in the regular classrooms, should conform with an instructing and learning model for gifted education. This program should include various and creative contents by deepening the regular curriculum. Fourth, if an in-depth learning program is applied to the gifted students on mathematics in the regular classrooms, it can enhance their gifted abilities, change their attitude toward mathematics positively, and increase their creativity.

• Journal of the Korean Institute of Traditional Landscape Architecture
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• v.33 no.1
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• pp.110-118
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• 2015

Borimsa Temple in Jangheung, one of the Goosanseonmoon of Shilla Dynasty, calls for a study in the field of landscape architecture because it has very significant elements in cultural and ecological landscaping aspects. This study examined the changes in landscaping elements of Borimsa Temple since the 17th century in order to newly recognize cultural landscaping value of space composition elements for traditional temple and to verify landscape architectural position. For research method, literatures such as Sajeonggi (事蹟記), Joongchanggi, a surveyed map by Fujishima Gaijiro in 1928 and Joseon Gojeogdobo (朝鮮古蹟圖譜) and modern documents including Borimsa Temple Precision Ground Survey Report and photographic records of National Archives of Korea and provincial governments were examined together with a field survey in order to trace changes in landscape elements such as buildings within the temple site, pond and temple forest. The results are as the following: First, for geographical locations of Borimsa Temple, it is located in an auspicious location and Shipyuknahansang and Cheonbul were placed in a supplementary purpose according to the contents of Bojoseonsatapbi. Compared to Namhwaseonsa Temple in China, it has a similar environmental composition but the fact that buildings were placed on platforms is a distinctive difference. Second, architectural landscape of Borimsa Temple went through the Japanese colonial era and Korean War and still going through changes today. Thus, there shall be some appropriate measures such as to establish an archive of past landscape data. Third, the contents of Borimsa Temple Sajeonggi suggests that the pond of Borimsa Temple had been in a indeterminate form with stones on the outer edge. Its name could have been Yongcheon (湧泉) according to the contents of Joongchanggi. Also, the current landscape, in comparison with past photographs, is a result of changes from surface raise occurred by ground reinforcement within the temple site. Fourth, Jangsaengpyoju (長生標柱) mentioned in Bojoseonsatapbi and Borimsa Temple Sajeonggi was thought to be the dried juniper tree in front of Daewoongbojeon, which can be found in past photographic documents but, it is now assumed to be Seokbihyeong (石碑形) considering the Gukjangsaeng and Hwangjangsaeng of Dogapsa Temple of the similar time period. Moreover, Hongsalmoon mentioned in Joongchanggi was established by King's order after the Manchu war of 1636 in praising of Buddhist monks those who had volunteered to fight for the country. Fifth, it is apparent in Borimsa Temple Joongchanggi that geomancy was a consideration in landscaping process of Borimsa Temple, and the record indicates that pine trees, bo trees and persimmon trees were planted. Sixth, tea tree forest was verified of its historical root that is Seongchailyeo from Unified Shilla through passing down of Jeong Yak-yong's Goojeunggoopo method and relevant documents of Seon Master Choui and Yi Yu-won. Seventh, nutmeg tree forest suggests that nutmegs were used in national ceremonies and for medical uses. The nutmeg tree forest was also verified of its role as Naehwasoorimdae (a forest built to prevent fire from spreading) through aerial photographs and placement of a forest reserve.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.24 no.2
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• pp.49-69
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• 2013

The purpose of this study is to analyze status of information service and to suggest its activation strategies after establishing its category in the school library. As a result of establishing scope and contents of information service, materials of information offering and guide are converged on reading education and information literacy curriculum integrated subjects. But the arrival rate of information service is very low like 48.2% under the 2012 Korean Libraries' Management Evaluation. It is especially poor to raise self resilience and school participation of students with information service involved in the affective domain such as readers' advisory service and bibliotherapy. In order to activate its information service, there is an urgent need for systems improvement in placement of the teacher librarian. It is also necessary to reinforce the status of information literacy instruction under the nation-level curriculum and continuous base expansion as a core information service of the school library. Service development for readers' advisory service and bibliotherapy is also needed to contribute to solving problem and stress situation of the student. The school library has to make an effort to connect its information service with local communities for the school community.

• Korean Security Journal
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• no.13
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• pp.1-21
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• 2007

This study aims to analysis and measure on the curriculum of security programs in Korean university as the private security system. Civil security demand social safety life by the police protection and private security system. The private security or the civil guards shows rapid growth by the social development and improve the quality of life. But the supply and training system have some limitations in spite of the high demand guard-secretary. The main role of secretaries has been to accompany superiors in order to maintain their dignity or trait. Then the secretaries are required to play additional roles of safety managers such as a security manager, a protocol manager, an intelligence manager and a protective driver in order to overcome the domestic and the international safety environment and to elevate the quality of service as a competitive work. So, the purpose of this article is to analyze current situation of civil body and security guard training industry and to seek an educational model. For that, we examine in 'Do the professional training organizations meet social demand for the body and security guards'? And, 'What kind of training has to be provide for the body and security guards'? and 'What the qualifications of the trainers'? Then, 'What are the differences in training courses between private organizations and universities'? 'Is there differences in the job placement among the trainers of private organizations and universities'? etc.. Conclusion, the social demand common curriculum for the body and security guard will be drawn from the analysis of diverse training organizations with different training courses in contents, training periods, educational value, and social aim. Then we have to a standard curriculum for the successful training education system to provide social security.

• Korean Security Journal
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• no.9
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• pp.1-25
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• 2005

Recently the demand for civil bodyguards and security guards shows rapid growth. However the supply and training system have some limitations. Educational and training systems for civil body and security guards are in the basic level and private organizations trained the professional work force. University level training started recently. To protect individual life and property, body and security guards have to be trained professionally. For it the role of professional training organizations is emphasized. The purpose of this article is to analyse current situation of civil body and security guard training industry and to seek an educational model. For it, the following questions will be examined. ${\cdot}$ Do the professional training organizations meet social demand for the body and security guards? ${\cdot}$ What kind of training has to be provided for the body and security guards? ${\cdot}$ What tare the qualifications of the trainers? ${\cdot}$ What are the differences in training courses between private organizations and universities? ${\cdot}$ Is there any differences in the job placement among the trainees of private organizations and universities? In summary to meet the social demand common curriculum for the body and security guard will be drawn from the analyses of diverse training organizations with different training courses in contents, training periods, educational value, and social aim.

• Korean Security Journal
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• no.12
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• pp.51-72
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• 2006

Recently the demand for civil bodyguards and security guards shows rapid growth. However the supply and training system have some limitations. Educational and training systems for civil body and security guards are on the basic level and private organizations trained in the professional work force. University level training started recently. To protect individual life and property, body and security guards have to be trained professionally. For it the role of professional training organizations is emphasized. The purpose of this article is to analyse current situation of civil body and security guard training industry and to seek and educational model. For it, the following questions will be examined. ${\cdot}$ Do the professional training organizations meet social demand for the body and security guards? ${\cdot}$ What kind of training has to be provided for the body and security guards? ${\cdot}$ What are the qualifications of the trainers? ${\cdot}$ What are the differences in training courses between private organizations and universities? ${\cdot}$ Is there any differences in the job placement among the trainees of private organizations and universities? In summary to meet the social demand common curriculum for the body and security guard will be drawn from the analyses of diverse training organizations with different training courses in contents, training periods, educational value, and social aim.

• Journal of Korean Home Economics Education Association
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• v.29 no.2
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• pp.53-66
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• 2017

The aim of this research is to analyze the items of the Secondary School Teacher's Placement Test(SSTPT) which was submitted for 8 years from 2009 to 2016 according to' detailed criteria of SSTPT'. The results of this study are summarized as follows. First, according to the analysis of items which were covered for the last 8 years, it was found that there was little difference between the evaluation area, the evaluation content elements, and the questionnaires since the questions presented in the 12 items of 12 evaluation areas and 42 of 43 evaluation contents. Second, each of the items in the 8-year questionnaire are as follows. Home economics and education 93 times (32.7%), dietary life 43 times (15.2%), family life 41 times (14.4%), clothing 41 times (14.4%), housing life 34 times (12.0%), consumer life 31 times (11.3%). This shows that there is not a large difference between the basic curriculum subjects of the content education and the ratio of question items. Third, the content elements of evaluation categorized by frequency of questionnaires for 8 years are as follows. Home economics and education mainly covers 'the methodology of teaching and learning,' Family life, 'human development,' Consumer life, 'the understanding of household economics and financial management' and 'consumer decision making,' Dietary life, 'cooking principle and practice' and 'management of dietary life,' Clothing life, 'clothing and household goods production,' Housing life, 'the understanding if residential living.' Based on these results, all the areas set in the evaluation area and content should be treated equally, and qualitative item analysis is necessary from a microscopic point of view.

• The Journal of Korean Institute of Communications and Information Sciences
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• v.31 no.4C
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• pp.341-350
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• 2006

The sand table training is one of the most effective training method in military operations which can accomplish missions such as simulation and rehearsal without limitations related to time, space, money and so on. Previous sand table training has many problems like that the sand table cannot represent real field condition because of its physical properties. So, it is hard to be preserved and impossible to include much of information into them. In this paper, we make an approach based on Augmented Reality(AR) to solve these problems and propose an efficient military training briefing tool with virtual sand table environment described as actual battle field Virtual Tactical Map(VTM) can realize a virtual military training with simple action like moving marker or tangible interface by hand. Real-time state information of VTM gives us more organic intelligence for entire situation. Tangible AR interface provides users with a contents authoring tool that is natural, intuitive and easy to deal with as interaction between user in real world and system that augmented real world with virtual object. VTM is a newly designed military training briefing tools. A military training content can be reproduced and it is possible that user uses this content later. Thus, it shows us potential possibilities of AR applications on military leaning field.

• Korean Security Journal
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• no.20
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• pp.1-18
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• 2009

Recently the demand for civil protection and security guards shows rapid growth by the social development and improve the quality of life. However the supply and education system have some limitations in spite of the high demand guard-secretary. The main role of secretaries has been to accompany superiors in order to maintain their dignity or trait. However, the secretaries are required to play additional roles of safety managers such as a security manager, a protocol manager, an intelligence manager and a protective driver in order to overcome the domestic and the international safety environment and to elevate the quality of service as a competitive work. Therefore, the purpose of this article is to analyse current situation of curriculum on security guard training at the universities related to this department, and to seek an educational model for this area. For that, the following questions will be examined. First, Do the professional training organizations meet social demand for the body and security guards? Second, What kind of training has to be provide for the body and security guards? and what the qualifications of the trainers? Then, what are the differences in training courses between private organizations and universities? Is there differences in the job placement among the trainers of private organizations and universities? etc.. In summary to meet the social demand common curriculum for the body and security guard will be drawn from the analyses of diverse training organizations with different training courses in contents, training periods, educational value, and social aim. For the scholarly identity to the security and secretary studies is th following on the core curriculum, then the university curriculum is very important for that. It is need to arrange the curriculum that is actually current at College or University for the suggestions on scholarly identity and development of the security and secretary studies.