• SUVANNABHUMI
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• v.13 no.1
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• pp.111-133
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• 2021

In 1882, after the French defeated Tonkin for the second time, the Nguyen Dynasty led by King Tự Đức 嗣德 appointed Phạm Thận Duật 范慎遹 and Nguyễn Thuật 阮述 as envoys to the Qing Dynasty to seek the Chinese's help to deal with the French invasion. The trip's information from 1883 such as the schedule, the content, the discussion, and the progress was specifically reflected in the two envoys' diaries, including "Notes of Voyage to Qing Dynasty in The First Year of Jianfu" 建福元年如清日程 (Phạm Thận Duật and Nguyễn Thuật), "Notes of Voyage to Tianjin" 往津日记(Nguyễn Thuật). This article presents the origin of these documents and their historical values in order to provide insights into the study of diplomatic relations between the Nguyen Dynasty and the Qing Dynasty in the late 19th century through the 1883 mission.

• Journal of Digital Convergence
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• v.12 no.1
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• pp.281-286
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• 2014

Humanities knowledge makes the learners overcome the boundaries of study and can be applied variously by means of contents for study. This paper suggests application contents plans designed as the learning tools for blended learning, which can be sure of the possibility to the extension of other fields. Literary education with application contents has effects followings: First, smart device based on the web under the ubiquitous circumstances has the information system like the neuron's. So the application selects the necessary information and makes the contents for infusion into the education. Also it provides with more abundant and extended information system. With this approach, learners are able to get further literary knowledge and promote the ability for tapping them for new knowledge as well. Lastly, literature applied to the class with web contents is based on the foundation that creates new knowledge necessary for culture, arts, and so on. As a result, the education using web contents achieves the boundless of study, which is the final goal of the blended learning.

• Journal of the Korean School Mathematics Society
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• v.15 no.1
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• pp.81-108
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• 2012

One of the keyword in every nation's recent educational policy is key competencies. Considering national competitiveness originating from educational competitiveness, educational policy has been driven to identify key competencies and realize them through school education. Within this context some countries have developed competencies-based curriculum and discussed ways to relate key competencies and subject matter areas. However, there have been few researches on how to reflect or integrate key competencies into subject matter areas. Because of this reason, the ways to incorporate and integrate key competencies into three subject areas including mathematics were investigated. The recent trends of curriculum, teaching and learning, and assessment of domestic and foreign cases were explored by the subject of one Korean international middle school, one British foreign school in Seoul, one French foreign school in Seoul, and four middle schools in New Zealand. To establish competencies-based school education, there should be intimate connection system among curriculum, teaching and learning, assessment, and teacher education. Through analysis of domestic and foreign cases, some conclusions regarding how these aspects have changed with the emphasis of key competencies were drawn. In this paper, through classroom observation and teacher interview, a case of the competencies-based mathematics lessons of one French foreign school was investigated. As a result, summaries and recommendations related to ways to improve subject teaching and teacher education in light of key competencies were presented. In these recommendations, the ways to reconstruct subject-based curriculum, the content-specific teaching and learning, and educational assessment were included.

• Cross-Cultural Studies
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• v.48
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• pp.135-191
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• 2017

The purpose of this study was to select words with "shared cultural charge" that are unique in French culture and to study cultural content hidden in these words. It also explores the cultural phenomenon of same French borrowed words used in the Korean language. The study was conducted from two perspectives: perspective of internal French culture defined by Galisson and inter-cultural perspective. The first section of this study introduces the theory "lexiculture" and definition of the words "shared cultural charge." In the following section, among main items of 795 borrowed words in the Korean language, we examined seven words in areas such as clothing, food, and housing. We studied content of the French culture according to the following three categories: (1) dictionary definition, (2) cultural phenomena, (3) special phenomenon in idiomatic expression. Our study illustrated a special connotation beyond the dictionary definition of words. In the next section, we examined the birth of a new cultural phenomenon and process of acquiring a new meaning in the Korean language. Finally, we analyzed differences and similarities between linguistic and cultural elements in both cultures. In this study, we provide basic data for inter-cultural education between France and Korea.

• Journal of the Korean Institute of Landscape Architecture
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• v.37 no.4
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• pp.32-41
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• 2009

Places such as famous urban sights and foreign settlements have recently been created in Korea, which reflects the increase in social and cultural exchanges and the number of place-making and landscape-planning projects. Understanding place identity is required in environmental design and planning. This paper examined the components of the identity of place through comparison of perceptions of "placeness" between residents and visitors of Seo-Rae Village, Seoul, Korea. More than 40% of French nationals in Korea reside in the village, which many Koreans visit as an urban sightseeing place. Twenty-five French inhabitants and forty-one Korean visitors were surveyed. Insideness of Seo-Rae Village was formed by limited activities and needs of the residents, primarily children's education and food purchases. Residents mentioned that the physical environment, especially buildings, lacked theauthenticity of French style. The symbolic meaning of the French village influenced the visitors' activities. The authenticity of French style, however, did not affect the perception of visitors and outsideness of the place. Visitors' activities and cognitive meanings of the place were formed mainly by the commercial environment established by Korean investments. Commercialization of the place and related activities played an important role in establishing insideness of the place. The village shows the phenomenon of the reversal of insideness and outsideness. The "placeness" of Seo-Rae village has been shaped by visitors' tastes rather than the true experience of insideness. Mass identity formed by mass media using French characteristics influenced this phenomenon. Insideness formed by inhabitants appeared to be a pseudo-place, which was created by the French tastes of visitors and lacked French authenticity. Seo-Rae Villagerepresents a superficial cloak.

• Journal of the Korean Geographical Society
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• v.41 no.1 s.112
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• pp.22-38
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• 2006

This paper is to explore the cross-border interactions and the formation of trans-boundary regional identity in the Swiss-German-French border region. It begins with a brief review of recent studies on 'boundary and border region', in order to gain a insight into the theoretical debates on this theme and to find out ideal types of the cross-border co-operations. And then it deals with the everyday cross-border movements(working, shopping, living) in 'Regio TriRhena', discussing the development of the trans-boundary co-operations in the EuroRegion 'Upper Rhine'. There are several committees to be defined in trans-boundary co-operation on the 'Upper Rhine', with different scopes of action, structured collectively like Russian dolls(Babushka principle). The economic differences between 3 countries trigger massive cross-border movements. This paper attempts to organize these cross-border interactions around Ullman's 3 bases for spatial interaction(complementarity, transferability, intervening opportunity). In conclusion, this paper shows that the elimination of economic obstacles does not suffice to create trans-boundary identity or a trans-border common regional spirit.

• Fashion & Textile Research Journal
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• v.13 no.3
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• pp.418-424
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• 2011

The purpose of this study was to reveal the effects of the seam type on the fabric drape to provide the basic knowledge for proper seam type according to the design of sewing products. Seven kinds of specimens were constructed with seam (no seam, welt seam with over-edged finish, welt seam with bias bound finish, plain seam with over-edged finish, plain seam with bias bound finish, french seam, and flat fell seam) in wrap direction of the fabric. Using a drape measurement system involving two 18 cm diameter supporting disks, and a digital camera, the images of draped specimens were captured and processed. Drape behavior was evaluated in terms of drape coefficient, node number, and drape profile. Significant differences were found in drape coefficient by the seam types. The specimens with french seam and flat fell seam showed higher drape coefficients compared to those with welt seam and plain seam. Node numbers in the drape profiles showed positive correlation with the weight of the specimens, however, no significant differences were observed in node numbers by the seam types. Significant differences were found in the length of the seamed part by the seam types. The specimens with french seam and flat fell seam showed longer length of the seamed part compared to those with welt seam and plain seam. The ratio of the maximum length in the seam direction to the maximum length perpendicular to the seam direction showed significant differences by the seam types.

• Communications of Mathematical Education
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• v.36 no.1
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• pp.73-88
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• 2022

Mathematics is a way of thinking. To do mathematics means to think mathematically. In other words, mathematics education and mathematics literacy are related. In elementary and secondary school mathematics education in many countries, teaching of mathematics using textbooks is conducted mostly in their native language. So mathematics education takes place while reading, writing, listening, and speaking mathematics. Analysis of mathematics textbooks for the lower grades of undergraduate mathematics shows that most advanced countries in mathematics use excellent undergraduate mathematics textbooks written in their native language. However, the ratio of using imported textbooks from foreign countries is particularly high in the case of textbooks for mathematics majors at Korean universities. In this article, the effect of language used in university mathematics education is analized. In particular, the importance of high-quality leading-edge university mathematics textbooks in native language is introduced by analyzing the case of Bourbaki in France and 'War of language' at the Israel Institute of Technology. The innovation of French university mathematics education in the 20th century began with Bourbaki's 'Fundamentals of Mathematics', a French textbook written in his native language. Israel's Technion and the Hebrew University of Jerusalem continue to teach all subjects in their mother tongue. This has led to produce many Nobel Prize and Fields medal winners in these two countries. This study shows that textbooks and languages used in university mathematics education has affected mathematical literacy.

• School Mathematics
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• v.3 no.2
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• pp.401-421
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• 2001

This paper describes the teaching of mathematics in France at the elementary and secondary levels. It consists of four parts: the structure of the french education system and the status of mathematics within it, the evolution of mathematics teaching in France from 1968 to nowadays, the teacher training in France, the mathematical contents in the elementary school curriculum and the mathematics curriculum in the lower secondary school. From this review, we can extract some characteristics of the teaching of mathematics in France.

• Journal of Society of Preventive Korean Medicine
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• v.14 no.1
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• pp.125-135
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• 2010

The aim of this study is to observe the spread and implementation of acupuncture as an official medical treatment in France. This research is based on the study of the scientific magazine produced by the Association of Acupuncturist Doctors of France from 1945 to 2008 as well as medical and sociological studies. Western medicine was introduced and spread in Korea about one hundred years ago and is the foundation of modern Korean medicine. Nowadays it is more commonly employed than traditional Oriental medicine. Oriental medicine was introduced in France in the 17th century but only acupuncture gained notoriety. The French Faculty of Medicine officially chose to legalize acupuncture after WWII but only allowed doctors to study acupuncture. It takes three years to obtain an Inter-University Degree(DIU) in acupuncture therapy. Why would the Faculty of Medicine make a holistic treatment system official that is in opposition to the systematic treatment method of the Western medicine? The second question posed is, does Western Academia still recognize acupuncture as a viable treatment method? The final question addressed is, has acupuncture any real impact on medical treatment of the French Society?