• International Journal of Knowledge Content Development & Technology
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• 제2권1호
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• pp.37-49
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• 2012

This research aims to perform a contextual study of the wedding customs, wedding procedures, and wedding costumes included in Korean traditional wedding culture, making use of cultural contents which form cultural archetypes. The range of wedding customs studied are set limits from the Joseon dynasty to ancient times, and, for wedding procedures and costumes, to the Chosun dynasty, when a wedding ceremony became the norm. Only wedding ceremonies performed among ordinary classes are included as subjects for this research; wedding ceremonies and costumes for court are excluded. The cultural archetypes developed within these boundaries suggest prior cultural content, developed beforehand. The research methods are focused on document records inquiry and genre paintings during the Joseon era, using museum resources as visual materials. The following is the outcome of this research: Firstly, wedding customs and procedures observed among folk materials are presented in chronological order. Secondly, the brides' and grooms' wedding costumes are also presented chronologically, differentiated by class-characteristics.

• 보존과학연구
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• 통권31호
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• pp.155-171
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• 2010

Wooden cultural heritages have many factors of fires and structural characteristics vulnerable to the fire extinguishing. Also, they are surrounded with forests and so remote from fire stations, which make it difficult to handle it quickly when fires break out. Wooden cultural heritages made of wood materials belong to the general fire in a Class A. Taking characteristics such as a smoldering and a backfire from the that fire of wooden materials into consideration, extinguishing the fire by the cooling system is the most effective. If the fire can't be put out at the early stage, it is almost impossible to protect wooden cultural heritages from the fire, because wooden structures can be destroyed in a high temperature and in a short time and it takes around average 7 minutes to reach its peak of flames in the process of a fire. According to the geographical and environmental situation of the cultural heritages, currently, the fire-prevention facilities such as the auto fire detector for the prompt detection, the water mist fire suppression system for the 1st early and urgent fire suppression and the outdoor fire hydrant and the water curtain etc. for the 2nd full-scale suppression and the prevention of the fire gaining force are being installed for the wooden cultural heritages.

• 복식문화연구
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• 제7권3호
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• pp.1-16
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• 1999

This study in concerned with the costume accessories appeared in Sam Kuk Sa ki. The accessories of both sexes were analized. Results of this research can be summarized as follows : It was appeared that names of accessories of men were fewer in number than those of women. Men\`s accessories such as a hat, bok-du, a belt,boots, shoes, and sock were mentioned in Sam Kuk Sa Ki. Women\`s accessories appeared such as a hat, a comb, a hair pin, a belt, shoes, and sock. A bok-du, boots, and a hared belt were used exclusively by men, while a hat, kwan(冠), a comb, a hair pin, a scarf, pyo( ) were worn exclusively by women. All men from different classes including true bone class as well as the common class wore bok-du, a hat, a hard belt, boots, sock ; however, class distinctions were made from materials used for those items. Also women\`s accessories were used as means of differentiating social status of the wearer by means of materials employed for each item. Especially, woman\`s hat and scarf were a symbol of the noble class. Only two classes of women from the true-bone class and women from the sixth du-pum class entited to wear hats. Wearing a scarf was not allowed to women from the common class. Class dirrernetiations were made by the materials used for hats and scarves. Materials for a scarf such as gold and silver leaf, pecock tail, and king fisher fly feather were restricted to women from true-bone class. Such as man\`s hat bok-du( 頭), use of women\`s comb and hair pin, scarf, leggings were items drived from Tang China. It clearly showed that costume accessories of Silla were heavily influenced by the Chinese. At the same time the costume accessories were sued to make sex difference among the people of Silla. Woman wore a soft belt made of cloth while man wore a hard belt. Woman\`s hat, a scarf, a comb, a hair pin, a belt or sash for a shirt, and leggings were woman\`s sex symbol. Thus, costume accessories of Silla appeared in Sam Kum Sa Ki functioned as means of differentiating social status of the wearer such as sex,class and rank in the society. Also, they showed that Silla kingdom had close cultural relationship with Tang China.

• 비교문화연구
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• 제46권
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• pp.253-279
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• 2017

본고는 주걸륜(周杰倫) 곡에 대한 분석을 토대로 중국어 문 문화 교육의 보조자료 다양화에 대중문화 소재가 어떻게 기여할 수 있을지를 검토하는 데 목적이 있다. 이를 위해 본고는 중국과 대만의 시험문제 또는 교재 내용으로 사용된 10곡을 각운, 고대 시가 어휘, 문화 관련 어휘의 사용 측면에서 살펴보고 그것과 교육간의 연관성을 고찰하였다. 주걸륜(周杰倫) 곡에 대한 분석 및 검토는 대중문화 소재가 언어적, 문학적, 문화적 측면에서 중국어교육의 보조자료로서 사용될 수 있는 가능성을 보여준다. 이 같은 사례를 토대로 한 대중문화 소재의 도입에는 향후 자료의 지속적인 발굴과 분석이 전제된다.

• International Journal of Advanced Culture Technology
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• 제10권4호
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• pp.77-85
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• 2022

Today's universities have a keen interest in educational reform. The issue of population decline in college-age due to population decline is not new. Universities have been developing quantitatively for a long time and are now considering ways to survive rather than qualitative growth. Since the sharp decline in the school-age population due to the population decline has no clear solution immediately, universities are overcoming this crisis by creating many alternatives. Attracting international students is one of them. In this study, the effectiveness of photovoice was examined through the analysis of the case of the Korean-Japanese convergence cartoon class. The photo-voice method has sufficient potential as a teaching method for foreign convergence classes and can be expected to play a role as a teaching method suitable for students participating in convergence classes with different social, cultural, and linguistic backgrounds. In particular, in the convergence class, since participating students generate research materials through photo production, it can be a tool for inner exploration necessary for webtoon production and a tool for narrative inquiry for storytelling. It is expected that expanding the understanding and use of photo voice will have the methodological value of convergence classes. In addition, the teaching method using photo voice produced in the composition of photos and stories is likely to be used as an appropriate tool for convergence classes for students with different social, cultural, and linguistic backgrounds.

• 한국실내디자인학회논문집
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• 제29호
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• pp.58-66
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• 2001

Traditional housing must be conserved simultaneous1y with not only the building itself, but the circumstances of the surroundings. Hence, traditional housing should be developed as a product of a culture environment. However, most cultural properties have recently been treated as only a piece of property by irresponsible maintenance practices and damage placed on private traditional housing. Apparently, it has not always been a result of dweller's negligence. Thus, various policies must be needed to effectively preserve traditional housing. To do so, this study will indicate a new direction for the circumstance of preservation through cultural employment of traditional high-class housing as well as reduce maintenance and damage for dweller's convenience. Furthermore, this study will propose a renovation for popularization of Korean cultural assets through the gradual implementation of both economic vague and public worth.

• 한국과학교육학회지
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• 제33권3호
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• pp.626-638
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• 2013

The purpose of this study was to design a development frame for multicultural science program and develop a corresponding program using the frame. This study organized a development frame to design a multicultural science education program based on the culturally responsive teaching theory. This development frame consisted of the elements of purpose, teaching examples, teaching and learning methods, and assessment. This program consisted of the guideline for class teaching courses, reading materials, student worksheet, and teachers' reference materials. Based on this development frame, a multicultural science education program was developed, which was comprised of seven activities for elementary and middle school students. Each activity of the program included the concept and inquiry related to science education. In particular, by connecting the concept of science with the cultural characteristics of various countries, the activity made students aware of cultural diversity and the commonness of science principles. Compared to other subjects, the science education field has not actively undertaken studies on multicultural education. In term of dealing with universal principles, science education is suitable for making students aware of commonness. Accordingly, this gives rise to the need to draw cultural characteristics based on basic studies such as the analysis of science textbooks in various countries and develop culturally responsive programs utilizing the outcomes.

• 한국초등과학교육학회지:초등과학교육
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• 제29권1호
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• pp.13-21
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• 2010

This study reflects the demand of content elements related to "Human Reproduction" in elementary school science curriculum, and verifies its effects by developing and applying sex education contents available to elementary science class. The developed contents is composed of three sections in reference to the contents guideline for teachers. The contents include anatomical knowledge related to human reproduction and reflect social and cultural context of sex ethics. The first section: "How was I born?", second section: "Amazing changes in my body" and third section: "Healthy body, healthy mind." In the result of analysis of changes in sex knowledge and attitude after applying the contents, it showed statistically significant differences between experimental and comparative class. Thus, the developed contents made positive influence on improvement in elementary students' knowledge and attitude of human reproduction. However, it showed little difference in the effects of sex education contents by the grade and gender. In conclusion, if the sex education contents developed through this study is actively applied, it is expected to provide the elementary students with knowledge of the anatomic difference between male and female, its social and cultural understanding and responsibility for sex ethics. In addition, it is considered to be used as effective education programs and materials in elementary school science curriculum.

• 헤리티지:역사와 과학
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• 제47권3호
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• pp.60-85
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• 2014

본 연구의 목적은 경주지역 목곽묘 축조집단의 위계분석을 통한 사회적 신분구조를 파악하는데 있다. 경주지역 목곽묘의 위계는 목곽묘 면적과 부장된 유물의 구성에 따라 다음과 같이 분류된다. 상형토기, 갑주 등이 매납되고 목곽의 면적이 $15.0m^2$ 이상인 '가'등급에서 토기류만 매납되고 목곽의 면적이 $4.9m^2$ 이하인 '차' 등급까지 총 10등급의 구조로 구성된다. 이러한 위계구조는 각 등급이 축조할 수 있는 목곽의 규모나 매납품의 종류와 재질, 수량에 있어서 일정한 제한이 있었음을 알 수 있다. 다시 말해 고분의 내 외적 규모나 구조 그리고 매납품의 수량 종류 재질 등의 내용은 피장자의 출생 신분과 생시의 사회적 신분(지위) 등에 따라 차등을 주는 엄격한 사회적 규제가 적용되었다는 것을 뜻한다. 이러한 위계등급을 신라(사로) 신분 사회에 실질적으로 적용해 보면 '가'등급은 목곽의 규모나 매납 유물의 종류와 재질 등으로 볼 때 신라(사로)를 대표하는 최상위 지배층으로 추정된다. 그리고 '나', '다'등급은 상위 지배층, '라', '마'등급은 중위 지배층, '바', '사'등급은 하위 지배층으로 추정된다. 또한 '아', '자'등급은 상위 일반민, '차'등급은 하위 일반민의 신분(평민)으로 상정해 볼 수 있다. 이와 같이 본다면 '가'~'사'등급이 신라(사로)사회를 이끌어가는 실질적인 지배계층이라고 할 수 있다.

• 간호행정학회지
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• 제18권1호
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• pp.76-86
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• 2012

Purpose: As Korea has been rapidly transformed to be a multicultural society, it becomes essential for nurses to develop cultural competency. The purpose of this descriptive study was to assess the cultural competency level of general hospital nurses and to examine its contributing factors adopting ecological model. Method: A convenience sample of 327 nurses from six general hospitals in Seoul metropolitan area was recruited between November 14 to 28, 2011. Cultural competency was measured using the Korean version of the Caffrey Cultural Competence in Healthcare Scale (CCCHS) and Cultural Competence Assessment(CCA). Hierarchical multiple regression analysis was performed to assess the influence of intrapersonal, cultural-experience, and organizational factors on cultural competency. Results: Mean cultural competency in this study was 2.57(${\pm}0.43$). Cultural competency was associated with job position (p=.044) at the intrapersonal level. At the cultural experience level, foreign language classes experience (p=.005), fluency in a foreign language (p=.000), experience of working with foreign health care professionals (p=.000) were associated cultural competency. At the organizational level, training program (p=.000), job description (p=.002), health education materials (p=.016), insufficient job control (p=.000), and interpersonal conflicts (p=.011) showed significant difference. Foreign language class experience, foreign language fluency, experience of working with foreign health care professionals, and job control were the most consistent predictors of cultural competence and explained 20.4% of the total variance in the proposed ecological model. Conclusions: The findings suggest that to enhance cultural competency in general hospital nurses, cultural experience and organizational factors need to be more fully considered than intrapersonal factors.