• Korean journal of communication and information
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• v.77
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• pp.137-163
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• 2016

In the early 1900, photography, magic lantern and cinema were simultaneously introduced and experienced until the mid-1910s as mysterious and magical symbol of modern science and technology. The technology of vision, cinema in particular demonstrated its commercially expandable potentials through serial films in the mid-1910s, silent cinema in the 1920s and talkies in 1930s. I argue that a metaphor 'like a movie' which was would be spoken out by peoples as a cliche ever since the late 1910s whenever they encountered something uncanny, mysterious, and looking wholly new phenomena informs how cinematic technology worked in colonial society at the turning point to the early 20th century. Mass in colonial society accepted cinema and other visual technologies not only as an advanced science of the times but as texts of modernity that is the reason why cinema had so quickly taken cultural hegemony over the colony. Until the mid-1920s, discourse on cinema focused not on cinema itself, rather more on the theatre matters such as hygiene, facilities for public use, disturbance, quarrels and fights, theft, and etc. Since the mid-1920s and especially in wartime 1930s, discourses about negative influences and effects of cinema on behavior, mind and spirit of masses, bodily health, morality and crime were articulated and delivered by Japanese authorities and agencies like as police, newspapers and magazines, and collaborate Korean intellectuals. Theories and research reports stemming from disciplines of psychology, sociology, and mass-psychology that emphasized vulnerability and susceptibility of the crowd and mass consumers who would be exposed to visual images, spectacles and strong toxic stimulus in everyday lives. Those negative discourse on influences and effects of cinema was intimately associated with fear of the crowd and mass as well as new technology which does not allow clear understanding about how it works in future. The fact that cinema as a technology of vision could be used as an apparatus of ideology and propaganda stirred up doubts and pessimistic perspectives on cinema influence. Discourse on visual technology cinema constructed under colonial governance is doomed to be technology of mass control for empire's own sake.

• Cross-Cultural Studies
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• v.33
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• pp.143-169
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• 2013

Recently, because of the danger and damages that following the steady development of scientific technologies, natural science is faced with many humane and ethical problems. So it is asserted the interdisciplinary with social and human science. However, it comes commonly that the ethical issues such as world view and one's view of life caused the development of sociology, especially development of the market economy. But in many cases, the interdisciplinary can be useful for widen the view of scholars. The interdisciplinary is actually connected with the problems of philosophy, and located in that domain. In this case, this is noticed as a model to the philosophers in 18th century, especially Denis Diderot. Diderot published De $l^{\prime}interpr{\acute{e}}tation$ de la nature during editing the Encyclopedia, from there he picked out the contents from piles of documents of Encyclopedia. Even though the contents or opinions of De $l^{\prime}interpr{\acute{e}}tation$ de la nature are inaccuracy or erroneous, it shows that how human-social science and natural science encountered. Diderot studied mathematics and then Diderot accepted to the natural science proposal, he approaches philosophy with translate English books to the French. Next he understood natural science by reading Buffon and Maupertuis, and during working for Encyclopedia, he possessed his knowledge that he can claim his opinion to other scholars. However in this De $l^{\prime}interpr{\acute{e}}tation$ de la nature, Diderot who sometimes rebutted other scholars' theory and demonstration, tried to build a philosophy on metaphysics in order to it was important for himself that he imposed the methods of science and importance of experience. Anyhow, this De $l^{\prime}interpr{\acute{e}}tation$ de la nature cause consider the recognition of Diderot in the field of natural science, and is suggested as a model about his Nature. This mean that it is an expression of his philosophy, and the content is found from natural philosophy and empirical philosophy. Like giving these attache the importance of method study for science and technique, these are targeted the promotion of popularization of natural-science and scientific-technology. Also it advocates fulfilling from reasonable philosophy to empirical philosophy. Therefore, the philosophy which was speculative and abstracted became his philosophy which was writing the meaning, as waiting the discovery of science. And at that time, the humanities made interdisciplinary with natural science.

• Cross-Cultural Studies
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• v.42
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• pp.343-369
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• 2016

This is an attempt to analyze original films of ChunHyang Jun that Shin Sang-Ok filmed in North and South Korea, focusing on the character of MongYong. These films were made during political transition periods of North and South Korea. Sung ChunHyang was made during the second republic of South Korea, which was established after the collapse of Rhee SyngMan government; and Love, Love, My Love was made in North Korea during the period of power transfer from Kim Il-Sung to Kim Jong-Un. Considering these political changes, the character of MongYong seems to represent the figure of authority North and South Korean society of the time had in mind. First, MongYong in Sung ChunHyang has a strong image of a lover who repays ChunHyang's devotion and sacrifice with romantic affection. As an authoritative figure, he has the aspect of a democratic leader or mediator. On the other hand, MongYong's image in Love, Love, My Love is a heroic authority figure of the revolutionary class. He is a subversive reformer who shows love for the people and treats them favorably, gaining public desire. This research is expected to inspire more studies on the meanings of hit movies based on classic literature under synchronic terms.

• Korean small business review
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• v.42 no.3
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• pp.1-25
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• 2020

To commemorate the 40th anniversary of the foundation of the Korean Association of Small Business Studies, this study reviewed research papers on the subject of entrepreneurship in the Asia Pacific Journal of Small Business. For 40 years, the subjects of entrepreneurship-related studies published in this journal were relatively limited and the number of articles was very few. The research papers mainly focus on defining entrepreneurship as an innovation or as a determinant of innovation and survey-based empirical studies have been conducted since the publication of the Entrepreneurial Orientation(EO) by Lumpkin and Dess(1996). Although entrepreneurship is a research field that can be approached from various perspectives such as economics, sociology, psychology, cultural anthropology, and organization theory, most of the papers published in the Asia Pacific Journal of Small Business do not clearly state their theoretical positions or viewpoints. Moreover, there are few studies that incorporate corporate entrepreneurs or startup teams although they have been major actors or entrepreneurship. Lastly, innovation has been the main focus of research, leaving other arenas such as opportunity recognition and discovery understudied. In order to increase the quantity and improve the quality in the entrepreneurship research, we need to have the entrepreneurship field as one academic section in the Asia Pacific Journal of Small Business.

• International Area Studies Review
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• v.15 no.1
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• pp.549-570
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• 2011

The purpose of this article is to review the current states and future trends in the more developed countries(MDC), the less developed countries(LDC), and Korea. In 2009, the percentage of persons ages 65 and older in the world's population is 8%. However, the ratio of elderly to the total population is higher in MDC than LDC (and Korea). In future, population ageing will be a serious social problem in the LDC (and Korea). Population ageing process will occur at a much faster rate in LDC (and Korea). The reason is that the demographic transition in LDC (and Korea) has occurred in much shorter and recent periods. Though the ageing indices such as the old-age dependency ratio, aging index, and the median ages are higher in MDC, they will change rapidly in LDC. In addition, the oldest old population will increase in LDC than MDC. Therefore, when establishing the government policy related to population ageing, we need to consider the different population ageing process between in MDC and in Korea(or LDC).

• Journal of the Economic Geographical Society of Korea
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• v.26 no.3
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• pp.169-189
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• 2023

The study aims to synthesize the discussion of the innovation district and suggest an alternative to the governance system of the innovation district. Cluster policies that focus on industrial specialization, networking, value chains, and industrial ecosystems have shown some problems and limits in advanced industrial economies. The innovation district, suitable for the era of urban innovation, convergence of industry, housing, leisure, and related variety, emphasizes cooperation through the convergence of various innovations, workshops and industries, and communities. It is important to build a quintuple helix based on cooperative governance through public-private partnerships, integrate the physical and cultural atmosphere, and service industries that strengthen the place prestige. Beyond the industrial aspect, innovation districts can facilitate changes in urban amenities and lifestyles and creative atmosphere, such as diversity, lifestyle, charms, and openness, and promote social vitality and economic interactions. The governance of innovative districts can promote inter-organizational exchanges, and combinations. When knowledge is created through exchanges between companies, it also affects changes in the governance system, evolving from a rigid and centralized system to an open, dynamic, and organic system. Through the innovation policy, the existing Central Business Districts (CBD) can be able to be transformed into a Central Lifestyle Districts (CLD).

• Journal of the Economic Geographical Society of Korea
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• v.27 no.1
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• pp.18-37
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• 2024

This study examines migrant workers' occupational health and safety issues through a case study of the UK construction industry, focusing on structural vulnerabilities. Migrant workers are at the bottom of the hierarchically fragmented labour market, performing outsourced hazardous work. Structural vulnerability focuses on the social structures that create hierarchies and increase risk in the workplace, rather than on individual responsibility or 'cultural' differences of migrant workers. The study considers the structural factors that perpetuate the migrantisation of risk in the UK construction industry, focusing on the structural necessity of low-wage migrant labour, precarious employment and the legal status of migrant workers, and discusses how these three factors interact to increase migrant workers' vulnerability to health and safety. The migrantisation of risk is not only a matter of occupational health and safety or universal workers' compensation, but also of the intertwining of labour migration policies with employment structures that rely on low-wage, low-skilled labour. This calls for proactive measures to address structural risks that go beyond passive declaratory policies that do not exclude migrant workers from education, training or legal systems.

• 한국사회정책
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• v.23 no.2
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• pp.49-81
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• 2016

This study agrees with the idea that a situation centered perspective provides a useful contribution in understanding women's attitude on organizations. Women's occupational experiences are less related to their "femaleness" than to the structural constraints inherent in the occupational positions women fill. So characteristics of the organizational situation including gender composition and hierarchical status may "shape and define" women's experience on the job. The present study examined the managerial level's gender gap and "glass ceiling" of the corporation. According to Kanter, if the ratio of women to men in organizations begins to shift, as affirmative action and new hiring and promotion policies promised, forms of relationships and corporate culture should also change. However, the mere presence of women on workplace may not, in itself, result in women-friendly work condition. This study analyzes "Korean Women Manger Panel survey(2010 3rd. wave)" to examine how much gender gap of the managerial level persists and when the glass ceiling effect emerges. Using t-test and ANOVA, various aspects of the gender gap within managerial level were verified. The most significant finding is the glass ceiling effect starts from very low level of management. Policy implications from the statistical analysis of the Panel survey are: 1) We need to increase the absolute number of the women managers for securing middle level women leadership pipe line. 2) We need to confront the fact that the glass ceiling starts from the very low managerial level, and to explore more realistic way to break up the vicious circle for the tokenism. and 3) We need to looking beyond numbers in approaching women's matter at work. At the cultural and institutional level, work-family programs and policies, women's ratings of their competence, and family-friendly organization's climate should be considered.

• (The)Study of the Eastern Classic
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• no.32
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• pp.425-441
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• 2008

Most of Korea's Kyungmaedorock(auction book: 競賣圖錄) and pictorial record of exhibitions in the modern times were usually published in the 1930s. Although 1930s were periods of the Great Depression when economic slump continued because of the aftereffect of the slump in the stocks issued by the US in 1929, during this period, Japan began regular continental invasion starting from invasion of the northeastern area of China. To curio dealers, the 1930s were 'boom period of curio transaction' and in urban cultural aspects, the period is evaluated as the one when the first step of modernism was formed. Collection, photo-printing and arrangement of the data related to modern exhibitions including the Auction Book being published at that time are very important because they enable us to know characteristics of fine arts in the transition period from paintings & writings to fine arts in addition to enabling us to revert the circulation history of our paintings & writings and curios. Furthermore, these data will become important data for reconstitution of the circulation history of the Eastern Asia's modern art works. Although the pictorial record of Joseon's Exhibitions of Chinaware and Wooden Works(朝鮮陶磁木工展) is a small and thin one, it records our country's high level chinaware and wooden works. Although we can't know the exact time for 'Joseon's exhibitions of chinaware and wooden works', they are assumed to have been held in Tokyo, Japan in the 1930s and there seems to have been sale of works, too. As such, studies of the books such as the auction book and exhibitions under Japanese imperialism have the first importance in the fact that through which we can examine the course of outflow of our art works to Japan. Furthermore, they can be studies of art-sociology that examine flow and phase of recognition and taste of art works of those days. And from now on, comparative studies of auctions and exhibitions being held in Japan such as Tokyo, Osaka and etc. as well as art markets in Seoul during modern times would also be necessary.

• Journal of Korean Academy of Nursing
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• v.4 no.2
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• pp.1-16
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• 1974

This Study involved the development of a survey form and the collection of data in an effort-to provide information which can be used in the improvement of nursing curricula. The data examined were the kinds courses currently being taught in the curricula of nursing education institutions throughout Korea, credits required for course completion, and year in-which courses are taken. For the purposes of this study, curricula were classified into college, nursing school and vocational school categories. Courses were directed into the 3 major categories of general education courses, supporting science courses and professional education course, and further subdirector as. follows: 1) General education (following the classification of Philip H. phoenix): a) Symbolics, b) Empirics, c) Aesthetics. 4) Synthetics, e) Ethics, f) Synoptic. 2) Supporting science: a) physical science, b) biological science, c) social science, d) behavioral science, e) Health science, f) Educations 3) Professional Education; a) basic courses, b) courses in each of the respective fields of nursing. Ⅰ. General Education aimed at developing the individual as a person and as a member of society is relatively strong in college curricula compared with the other two. a) Courses included in the category of symbolics included Korean language, English, German. Chines. Mathematics. Statics: Economics and Computer most college curricula included 20 credits. of courses in this sub-category, while nursing schools required 12 credits and vocational school 10 units. English ordinarily receives particularly heavy emphasis. b) Research methodology, Domestic affair and women & courtney was included under the category of empirics in the college curricula, nursing and vocational school do not offer this at all. c) Courses classified under aesthetics were physical education, drill, music, recreation and fine arts. Most college curricula had 4 credits in these areas, nursing school provided for 2 credits, and most vocational schools offered 10 units. d) Synoptic included leadership, interpersonal relationship, and communications, Most schools did not offer courses of this nature. e) The category of ethics included citizenship. 2 credits are provided in college curricula, while vocational schools require 4 units. Nursing schools do not offer these courses. f) Courses included under synoptic were Korean history, cultural history, philosophy, Logics, and religion. Most college curricular 5 credits in these areas, nursing schools 4 credits. and vocational schools 2 units. g) Only physical education was given every Year in college curricula and only English was given in nursing schools and vocational schools in every of the curriculum. Most of the other courses were given during the first year of the curriculum. Ⅱ. Supporting science courses are fundamental to the practice and application of nursing theory. a) Physical science course include physics, chemistry and natural science. most colleges and nursing schools provided for 2 credits of physical science courses in their curricula, while most vocational schools did not offer t me. b) Courses included under biological science were anatomy, physiologic, biology and biochemistry. Most college curricula provided for 15 credits of biological science, nursing schools for the most part provided for 11 credits, and most vocational schools provided for 8 units. c) Courses included under social science were sociology and anthropology. Most colleges provided for 1 credit in courses of this category, which most nursing schools provided for 2 creates Most vocational school did not provide courses of this type. d) Courses included under behavioral science were general and clinical psychology, developmental psychology. mental hygiene and guidance. Most schools did not provide for these courses. e) Courses included under health science included pharmacy and pharmacology, microbiology, pathology, nutrition and dietetics, parasitology, and Chinese medicine. Most college curricula provided for 11 credits, while most nursing schools provide for 12 credits, most part provided 20 units of medical courses. f) Courses included under education included educational psychology, principles of education, philosophy of education, history of education, social education, educational evaluation, educational curricula, class management, guidance techniques and school & community. Host college softer 3 credits in courses in this category, while nursing schools provide 8 credits and vocational schools provide for 6 units, 50% of the colleges prepare these students to qualify as regular teachers of the second level, while 91% of the nursing schools and 60% of the vocational schools prepare their of the vocational schools prepare their students to qualify as school nurse. g) The majority of colleges start supporting science courses in the first year and complete them by the second year. Nursing schools and vocational schools usually complete them in the first year. Ⅲ. Professional Education courses are designed to develop professional nursing knowledge, attitudes and skills in the students. a) Basic courses include social nursing, nursing ethics, history of nursing professional control, nursing administration, social medicine, social welfare, introductory nursing, advanced nursing, medical regulations, efficient nursing, nursing english and basic nursing, College curricula devoted 13 credits to these subjects, nursing schools 14 credits, and vocational schools 26 units indicating a severe difference in the scope of education provided. b) There was noticeable tendency for the colleges to take a unified approach to the branches of nursing. 60% of the schools had courses in public health nursing, 80% in pediatric nursing, 60% in obstetric nursing, 90% in psychiatric nursing and 80% in medical-surgical nursing. The greatest number of schools provided 48 crudites in all of these fields combined. in most of the nursing schools, 52 credits were provided for courses divided according to disease. in the vocational schools, unified courses are provided in public health nursing, child nursing, maternal nursing, psychiatric nursing and adult nursing. In addition, one unit is provided for one hour a week of practice. The total number of units provided in the greatest number of vocational schools is thus Ⅲ units double the number provided in nursing schools and colleges. c) In th leges, the second year is devoted mainly to basic nursing courses, while the third and fourth years are used for advanced nursing courses. In nursing schools and vocational schools, the first year deals primarily with basic nursing and the second and third years are used to cover advanced nursing courses. The study yielded the following conclusions. 1. Instructional goals should be established for each courses in line with the idea of nursing, and curriculum improvements should be made accordingly. 2. Course that fall under the synthetics category should be strengthened and ways should be sought to develop the ability to cooperate with those who work for human welfare and health. 3. The ability to solve problems on the basis of scientific principles and knowledge and understanding of man society should be fostered through a strengthening of courses dealing with physical sciences, social sciences and behavioral sciences and redistribution of courses emphasizing biological and health sciences. 4. There should be more balanced curricula with less emphasis on courses in the major There is a need to establish courses necessary for the individual nurse by doing away with courses centered around specific diseases and combining them in unified courses. In addition it is possible to develop skill in dealing with people by using the social setting in comprehensive training. The most efficient ratio of the study experience should be studied to provide more effective, interesting education Elective course should be initiated to insure a man flexible, responsive educational program. 5. The curriculum stipulated in the education law should be examined.