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Analyses on Comparison of UTCI, PMV, WBGT between Playground and Green Space in School (학교 운동장과 녹지공간의 UTCI, PMV, WBGT 비교 분석)

  • Yoon, Young-Han;Park, Seung-Hwan;Kim, Won-Tae;Kim, Jeong-Ho
    • Korean Journal of Environment and Ecology
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    • v.28 no.1
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    • pp.80-89
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    • 2014
  • This study of the school's outdoor space for relaxing and activity of the two most numerous students, high heat and low heat with a green space, playground targets of thermal comfort indicators UTCI, PMV, WBGT using the thermal comfort students feeling compare the analyzed. The destination of this study, school facilities of Nam-gu, Namdong- gu, Incheon were studied and the investigation period was conducted from July to August. List of measurement, in the case of thermal comfort indicators, UTCI, PMV, WBGT was measured in the case of green, ratio of green coverage and GVZ was measured. GVZ analysis were as follows: A school ($4.71m^3/m^2$) B school ($3.34m^3/m^2$) C school ($0.38m^3/m^2$). Comparative analysis of the results of thermal comfort indicators by schools, UTCI was Green space $26.15{\sim}31.38^{\circ}C$ and playground $40.66{\sim}42.94^{\circ}C$, PMV values were 1.76 to 2.66 as a green space. WBGT was Green space $26.15{\sim}31.38^{\circ}C$, playground $31.67{\sim}34.53^{\circ}C$. Comparative analysis of the results of thermal comfort indicators UTCI, PMV, WBGT all A school, B school, C school, on the green space was comfortable levels more than playground. The results of the school type thermal comfort and green correlation analysis of thermal comfort UTCI, PMV, WBGT all solar radiation, globe temperature, and a positive correlation shown solar radiation, globe temperature is not comfortable, the higher was considered. UTCI, PMV, WBGT of thermal comfort indicator all ratio of green coverage, GVZ and negative correlation appears ratio of green coverage, GVZ was increased due to the lowering of the value of thermal comfort indicators was considered to be comfortable.

Development and Application of Creative Education Learning Program Using Creative Thinking Methods (창의적 사고기법을 활용한 창의교육 수업프로그램 개발 및 적용)

  • Han, Shin;Kim, Hyoungbum;Lee, Chang-Hwan
    • Journal of the Korean Society of Earth Science Education
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    • v.13 no.2
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    • pp.162-174
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    • 2020
  • This study aimed to develop a creative education class program using metaphor, one of the creative thinking techniques, and to examine the effectiveness of the program targeting for randomly sampled 338 students in six middle schools. The creative education class program with the metaphor was developed based on content elements concerning 'astronomy' in 2015 science curriculum revision in South Korea. The program was tested for validity after being modified and supplemented three times by forming a group of experts, and the final version of the program was applied to school education fields during four periods, including block time. To find out the effectiveness of the program and the implementation, creative education class satisfaction test and creative thinking process test were conducted. That is to say, the creative education class satisfaction test was conducted before treatment and the creative thinking process test was implemented both before and after treatment. The results of the study are as follows. First, in this study, the program was developed with the emphasis on students voluntarily and actively participating in creative education programs while utilizing creative thinking methods. Second, the statistical results of the pre- and post-class about the creative education program using the metaphor of creative thinking techniques represented significant results(p<.05). In other words, the two-dependent samples by students' pre-and post-score about the creative education class showed significant statistical test results (p<.05). It turned out that the creative education program using metaphor has had a positive impact on research participants. Third, in regards to the results of the creative education class satisfaction test, 101 out of 338 students(30%) answered 'Strongly Agree' and 137(41%) answered 'Agree', indicating the subjects' satisfaction with the class was high in general. On the other hand, concerning difficulties of the creative class, 137(41%) answered "Lack of time" as the main factor, followed by 98(30%) "Difficulties of problems they were required to solve", 73(22%) answered "Conflicts with friends", and 24(7%) said "Difficulties of contents." These responses were taken into account as considerations for further development of creative education programs.

Evaluation of dietary behavior and nutritional status of elementary school students in Jeju using nutrition quotient (어린이 영양지수 (nutrition quotient)를 이용한 제주 지역 일부 초등학생의 식습관 및 영양 상태 평가)

  • Boo, Mi Na;Cho, Su Kyung;Park, Kyong
    • Journal of Nutrition and Health
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    • v.48 no.4
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    • pp.335-343
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    • 2015
  • Purpose: The aim of this study was to evaluate the food behavior and nutritional status of elementary school students in the Jeju area using Nutrition Quotient (NQ). Methods: The subjects were 440 students (235 boys and 205 girls) in the fifth and sixth grade at four elementary schools located in Jeju. Demographic, lifestyle, and environmental information was collected using a self-reported questionnaire. The food behavior checklist for children's Nutrition Quotient (NQ), consisting of 19 items, and nutrition education related information were also obtained. Results: The mean score of the children's NQ was poor, reaching 60.3 points. The percentage distribution of NQ grade was 19.8% (lowest), 18.6% (low), 45.0% (medium), 10.7% (high), and 5.9% (highest) and the factor scores for balance, diversity, abstinence, regularity, and practice were 56.6, 68.4, 71.3, 57.4, and 54.8 points, respectively. Compared with the NQ cut-off points for defining malnutrition (balance; 57, diversity; 87, abstinence; 66, regularity; 69, and practice; 67 point), average score of abstinence factor was only above the cut-off point and scores of the other factors were below the cut-off point. Subjects with higher NQ scores tended to have higher levels of exercise activity (p < 0.001), frequency of family meals (p < 0.01), and father's educational levels (p < 0.01) compared to those with lower NQ score. NQ score showed positive association with nutrition education experience and practice (p < 0.001). Conclusion: NQ score of elementary school students residing in Jeju was lower than the national average. More opportunities should be provided for participation in nutrition education, which incorporates a range of program strategies, as well as communication and education activities.

Mathematics and Society in Koryo and Chosun (고려.조선시대의 수학과 사회)

  • Joung Ji-Ho
    • The Mathematical Education
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    • v.24 no.2
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    • pp.48-73
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    • 1986
  • Though the tradition of Korean mathematics since the ancient time up to the 'Enlightenment Period' in the late 19th century had been under the influence of the Chinese mathematics, it strove to develop its own independent of Chinese. However, the fact that it couldn't succeed to form the independent Korean mathematics in spite of many chances under the reign of Kings Sejong, Youngjo, and Joungjo was mainly due to the use of Chinese characters by Koreans. Han-gul (Korean characters) invented by King Sejong had not been used widely as it was called and despised Un-mun and Koreans still used Chinese characters as the only 'true letters' (Jin-suh). The correlation between characters and culture was such that, if Koreans used Han-gul as their official letters, we may have different picture of Korean mathematics. It is quite interesting to note that the mathematics in the 'Enlightenment Period' changed rather smoothly into the Western mathematics at the time when Han-gul was used officially with Chinese characters. In Koryo, the mathematics existed only as a part of the Confucian refinement, not as the object of sincere study. The mathematics in Koryo inherited that of the Unified Shilla without any remarkable development of its own, and the mathematicians were the Inner Officials isolated from the outside world who maintained their positions as specialists amid the turbulence of political changes. They formed a kind of Guild, their posts becoming patrimony. The mathematics in Koryo significant in that they paved the way for that of Chosun through a few books of mathematics such as 'Sanhak-Kyemong', 'Yanghwi-Sanpup' and 'Sangmyung-Sanpup'. King Sejong was quite phenomenal in his policy of promotion of mathematics. King himself was deeply interested in the study, createing an atmosphere in which all the high ranking officials and scholars highly valued mathematics. The sudden development of mathematic culture was mainly due to the personality and capacity of king who took anyone with the mathematic talent into government service regardless of his birth and against the strong opposition of the conservative officials. However, King's view of mathematics never resulted in the true development of mathematics perse and he used it only as an official technique in the tradition way. Korean mathematics in King Sejong's reign was based upon both the natural philosophy in China and the unique geo-political reality of Korean peninsula. The reason why the mathematic culture failed to develop continually against those social background was that the mathematicians were not allowed to play the vital role in that culture, they being only the instrument for the personality or politics of the king. While the learned scholar class sometimes played the important role for the development of the mathematic culture, they often as not became an adamant barrier to it. As the society in Chosun needed the function of mathematics acutely, the mathematicians formed the settled class called Jung-in (Middle-Man). Jung-in was a unique class in Chosun and we can't find its equivalent in China or Japan. These Jung-in mathematician officials lacked tendency to publish their study, since their society was strictly exclusive and their knowledge was very limited. Though they were relatively low class, these mathematicians played very important role in Chosun society. In 'Sil-Hak (the Practical Learning) period' which began in the late 16th century, especially in the reigns of Kings Youngjo and Jungjo, which was called the Renaissance of Chosun, the ambitious policy for the development of science and technology called for. the rapid increase of he number of such technocrats as mathematics, astronomy and medicine. Amid these social changes, the Jung-in mathematicians inevitably became quite ambitious and proud. They tried to explore deeply into mathematics perse beyond the narrow limit of knowledge required for their office. Thus, in this period the mathematics developed rapidly, undergoing very important changes. The characteristic features of the mathematics in this period were: Jung-in mathematicians' active study an publication, the mathematic studies by the renowned scholars of Sil-Hak, joint works by these two classes, their approach to the Western mathematics and their effort to develop Korean mathematics. Toward the 'Enlightenment Period' in the late 19th century, the Western mathematics experienced great difficulty to take its roots in the Peninsula which had been under the strong influence of Confucian ideology and traditional Korean mathematic system. However, with King Kojong's ordinance in 1895, the traditional Korean mathematics influenced by Chinese disappeared from the history of Korean mathematics, as the school system was hanged into the Western style and the Western mathematics was adopted as the only mathematics to be taught at the Schools of various levels. Thus the 'Enlightenment Period' is the period in which Korean mathematics shifted from Chinese into European.

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A Comparative Analysis of the GALT Full Version and Short Version Used in the Science Education Researches (과학교육 연구에 사용된 GALT 완본과 축소본에 대한 조사 연구)

  • Kang, Soon-Hee;Noh, Jeong-Won;Park, Jong-Yoon
    • Journal of The Korean Association For Science Education
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    • v.18 no.3
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    • pp.399-413
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    • 1998
  • This study is based upon the survey for the GALT(Group Assessment of Logical Thinking) full version and short version used in the science education researches for investigating the cognitive levels of students in secondary schools. The main discussions include the annual trends of two GALT versions appeared in the research papers, the distributions of the students' cognitive levels obtained by two GALT versions, the purposes of the GALT used in the researches, and the results of two GALT versions applied to the same group of high school students. The summarized results are as follows. The frequency of the GALT short version used in the research papers has been increased recently relative to that of the full version. For the same grade students, the fraction of students in the formal operational cognitive level obtained from the GALT short version was always bigger than those obtained from the full version. The purposes of the GALT employed in the researches are classified into two groups. One group includes the papers in which the subjects were subgrouped into three cognitive levels from GALT results and it was used as an independent variable to analyze the dependent variable. In this case, the analyzed results might be altered depending on the version of GALT used. The other one includes the papers in which the GALT results were used as a covariable or the GALT scores were used directly without subgrouping the subjects by cognitive levels. For this group, the research results would not depend on the GALT version. When both of the GALT versions were tested on the same group of students with two months interval, the fraction of formal operational level obtained from the short version was bigger than that obtained from the full version.

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Development of A Cognitive-Behavioral Anger Control Program and It's Effects on Elementary School Children Under the Anger-inducing Situation (초등학생의 분노유발상황에 초점을 둔 인지행동적 분노조절 프로그램의 효과)

  • Lee, Mi-Gyeong
    • The Korean Journal of Elementary Counseling
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    • v.6 no.1
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    • pp.141-169
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    • 2007
  • One of the most common feelings in everyday life is anger. Anger plays an important role in activating emotional energy and increasing intolerance when confronted with hardships, frustration and improper treatments. And it provides us with controlling interpersonal behavior, organizing internal, physiological, psychological process and various adaptive functions. If anger is not properly expressed, it brings about offensive attitude, leading to not only physical impairment but also anxiety in interpersonal relations and maladaptive to everyday life. For elementary school students, frequent quarrels, abusive words and defiant attitude toward adults are also caused by students' anger. Therefore, students' anger is one of the most difficult problems to be dealt with not only psychologically but also in elementary schools. In this respect, after investigating frequently experienced anger- inducing situations and inventing anger-inducing situation questionnaire, we postulated specific situations changing irrational belief into rational one. Based on these situations, we accounted for how to cope with anger inducing factors and change irrational belief into rational one, introducing several strategies needed to control anger, invented cognitive behavioral anger control program and tried to clarify the relationship between anger inducing experience and anger regulation ability. In order to derive usual anger-inducing situations, we made 180 students with fifth and sixth grade to record the reason why he/she got angry, mood, thought, behavior and result. Through this process, we could derive 47 situations bringing about anger and prepared anger-inducing situation questionnaire. It can be divided into 3 anger inducing situations by using factor analysis into 500 elementary students of fifth and sixth grade. Cognitive behavioral anger control program used in this study consists of 13 sessions. From first to fifth session, it is composed of 10 anger control methods to make students be aware of and control their anger. From sixth through thirteenth session, the relationship between irrational belief and anger inducing is introduced is focused on how irrational belief is changed into rational one. To examine the effects of the program, high anger students and the students lacking anger control are selected. Thirty students through pre-test using anger-inducing questionnaire and anger control ability questionnaire are taught the goals and procedures. Volunteer students and students with parents' consent allocated to experimental group (12 students) and the rest of the students are control group (12 students). Cognitive Behavioral Anger Control Program are applied every 50 minutes twice a week for 7 weeks and 4 weeks before and after this program, anger-inducing situation questionnaire and anger control ability questionnaire are practiced. Data collected in this study analyzed by SPSS and Kwakstat. In the middle of this program, quarterly reports and satisfaction measuratings were evaluated to examine whether there is verbal and non-verbal behavior change and students feel satisfied with the program. The results of this study are as follows: First, Cognitive-behavioral anger control program used in this study effectively reduced anger experience and lasted for 4 weeks. Second, cognitive behavioral anger control program increased students' ability to control anger inducing situations and also effective for 4 weeks. And its effect on verbal and non-verbal behaviour was very impressive Students come to realize that irrational belief is the cause of their anger and actively apply cognitive-behavioral anger control technique to themselves as well. Students became improved in their peer relations and felt confident in everyday life. The overall evaluation of this program can be listed as follows; "very satisfactory (91.67%)", "satisfactory (8.33%)", "very helpful (91.67%)", "helpful (8.33%). In this study we first investigated several anger-inducing situations and invented anger-inducing situation questionnaire and then applied cognitive behavioral anger control program in order to control their. anger and not to experience it. By creating workbooks and manuals this method can easily be used in school education settings.

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School Dieticians' Perception of Seafood Ingredient Pricing in School Food-Service in Seoul (학교급식 수산물 가격 결정에 대한 서울 지역 학교영양(교)사의 인식)

  • Cha, Myeong Hwa;Seo, Sang Rok;Moon, Min Ji;Yang, Ji Hye;Sung, Bo Mi;Jung, Hyun Suk;Ryu, Kyung
    • Journal of the Korean Society of Food Science and Nutrition
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    • v.43 no.11
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    • pp.1766-1773
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    • 2014
  • The purpose of this research was to scrutinize dieticians' perspective of seafood ingredients prices in school food-service. Suppliers' contract status, seafood ingredient usage and satisfaction, expectations regarding prices of seafood ingredients, and willingness to pay when HACCP is taken into account were studied. Through random sampling, the survey was conducted on 231 dieticians in 11 different educational districts and 12 elementary, six middle, and three high schools. Ultimately, 142 survey responses were taken into account. Data analysis was performed using SPSS v15.0 by descriptive analysis, ${\chi}^2$-test, and t-test. For contracts regarding seafood ingredients, competitive contracts composed 79.7%. Exactly 42.1% responded that contracts were breached, and 60.1% testified that product returns were due to excessive glazing of ingredients. The satisfaction rate of 'hygiene & sanitation of product' was the highest, whereas 'price of product' was the lowest. For 'recontracting intention', 'informal purchasing' showed higher rates compared to 'competitive bidding'. Reflecting upon the six main price factors, 'designation and maintenance of HACCP', 'price of raw seafood ingredients', 'processing costs', 'margin', 'logistic costs', and 'cost of standardizing seafood ingredients', dieticians' perceived 'impact on the anticipated price' on total cost was lower than present counterparts. This implicates that 'impact on the present price' of the six price factors is too excessive, suggesting that many dieticians are unsatisfied with the current prices of seafood ingredients. Furthermore, 52.8% of dieticians stated that the maximum additional payment of HACCP seafood ingredients should be less than 5%. Consequently, this research serves as basic information for reasonable pricing of seafood ingredients and contributes to increased seafood usage by school food-services.

Instrument Development and Analysis for Mathematical Learning Motivation and Causal Attribution (수학 학습 동거와 귀인의 측정 도구 개발 및 분석)

  • Lee, Chong-Hee;Kim, Bu-Mi
    • Journal of Educational Research in Mathematics
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    • v.20 no.3
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    • pp.413-444
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    • 2010
  • The purpose of the present study is to develop an instrument of mathematical learning motivation and causal attribution for students and to analyze the results of the instrument. Based on the literature review, mathematical learning motivation is the cumulative effects of self-assessment and self-regulation in mathematical learning and achievement experience. Three factors of mathematical learning motivation is identified as self-regulatory efficacy, task difficulty and mathematical anxiety with 17 self-regulatory efficacy items, 9 task difficulty items and 9 mathematical anxiety items. Three factors of causal attribution for success is identified as ability/effort, luck, and other person with 6 ability/effort items, 4 luck items and 3 other person items. Also, four factors of causal attribution for failure is identified as ability, effort, luck, and other person with 3 ability items, 7 effort items, 3 luck items and 4 other person items. The instrument of mathematical learning motivation and causal attribution for success and failure was administered to 919 middle school students from eight different middle middle schools in Seoul, Gyeonggi-Do, Busan, jeolla-Do area. The correlation of three factors of mathematical learning motivation was calculated. As a result, a positive correlation between self-regulatory efficacy and task difficulty was appeared but mathematical anxiety has a negative correlation with self-regulatory efficacy and task difficulty. This study also examined the differences about mathematical learning motivation's sub-factors shown by three groups of mathematics achievement level. Students of higher achievement level showed that the degree of self-regulatory efficacy and task difficulty was higher than that of lower level group. Students of lowest achievement level showed significantly higher mathematical anxiety degree than that of middle and high group. Students that have higher degree of self-regulatory efficacy and task difficulty preference were attributed into ability/effort cause toward success of mathematics achievement. Also, Male students preferred more difficult task and higher degree of self-regulatory efficacy in mathematics learning than female students. On the contrary, Female students showed higher mathematical anxiety level than male students.

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A study on the intake of foods causing dental caries and the effect of nutrition education for primary students (초등학교 아동의 치아우식성 식품섭취 및 영양교육 효과에 관한 연구)

  • 김혜영;원복연;류시현
    • Korean journal of food and cookery science
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    • v.18 no.6
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    • pp.704-715
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    • 2002
  • This study intended to compare dietary and snack habits of primary students in the schools providing and non-providing lunch to clarify the correlation between those conditions and the occurrence of dental caries. Furthermore, this study also focused on evaluating educational effects by providing children with nutritional education program. 1. As a result of dietary habit analysis, it was found that children from the school providing lunch were better in terms of breakfast regularity, eating speed. optimum amount of intake, and meal time regularity than those from the school non-providing lunch. In particular, it was noted that children from the school providing lunch took a little more meat, fish, seaweed and milk or dairy products than those from school non-providing lunch. Thus, it could be assumed hat children provided with lunch have more reasonable dietary habit than those without lunch program. In general, it was found that there was a slight positive change in children's dietary habit after nutritional instruction than before, suggesting that the nutritional education had effects on improving their dietary habit. 2. It was found that primary students often took snacks causing dental caries such as caramel, chocolate, sweets and biscuits, and children from the school providing lunch were more willing to reduce those snacks upon recognizing the causes of dental caries than those from the school non-providing lunch. For the children who chewed gum with physical cleansing effects, it was shown that the highest frequency wat twice or three times a week. Moreover, the ratio of children who took snacks following dinner which might affect their dental caries and the ratio of children who selected snacks because of TV commercial were both reduced after nutritional education. Also the consumption of detergent foods like vegetable, fruit, protein. seaweed. milk or dietary products after nutritional education was increased. 3. It was found that children from the school providing lunch took more often all food groups except for food group IV affecting dental caries than those from the school non-providing lunch. The average number of consuming foods which cause dental caries was 5.04 times per person a day, and most of those were rather taken by liquid than solid food. The average eating times of rinsing foods which kill the bacteria on the surface of teeth and prevent from dental caries, was 9.33 for a person a day, which was a little higher than recommended time. Exposed time for dental caries for a person a day was 100.9 min, of which liquid dental caries was 56.2 min and solid dental caries was 44.6 min, suggesting that liquid food had a high potential to cause dental caries.

Digital painting: Image transfonnation, simulation, heterologie and transfonnation (현대회화에서의 형태와 물질 -Digital Transfiguration에 관한 연구-)

  • Jeong, Suk-Yeong
    • Journal of Science of Art and Design
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    • v.10
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    • pp.161-181
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    • 2006
  • The words which appeared in my theoretical study and work are image transformation to digital painting, simulation, heterologie and transfiguration, etc. Firstly, let's look into 'digital era' or 'new media era'. Nowadays, the image world including painting within the rapid social and cultural change, which is called as digital era, is having the dramatic change. Together with the development of scientific technology, large number of events which was deemed to be impossible is happening as real in image world Moreover, these changes in image world is greatly influencing to our life. The word which compresses this change of image world and shows is 'digital'. Digit, which means fingers in Latin, indicates separately changing signal, and to be more narrow, it indicates the continual signal of '0' and ' 1' in computer. The opposite word is 'analogue'. As analogue is the word meaning 'infer' or 'similarity', it indicates the signal or form which continuously changes along the series of time when it is compared to digital. Instead of analogue, digital is embossed as a major ruler along the whole area of our current culture. In whole culture and art area, and in whole generalscience, digital is appearing as it has the modernism and importance. The prefix, 'digital', e.g. digital media, digital culture, digital design, digital philosophy, etc, is treated as the synonym of modernism and something new. This advent of digital results the innovative change to the image world, creates the new beauty experience which we could not experience before, and forecasts the formation of advanced art and expansion of creative area. Various intellectual activities using computer is developing the whole world with making the infrastructure. Computer in painting work immediately accomplishes the idea of painters, takes part in simulation work, contingency such as abrupt reversal, extraction, twisting, shaking, obscureness, overlapping, etc, and timing to stimulate the creativity of painters, and provides digital formative language which enables new visual experience to the audience. When the change of digital era, the image appeared in my work is shown in 'transfiguration' like drawing. The word, 'transfiguration' does not indicate the completed and fixed real substance but indicate endlessly moving and floating shape. Thus, this concept is opposite to the substantial consideration, so that various concepts which is able to replace this in accordance with the similar cases are also exist such as change, deterioration, mutation, deformity of appearance and morphing which is frequently used in computer as a technical word. These concepts are not clearly classified, and variably and complicatedly related. Transfiguration basically means the denial of "objectivity' and '(continual) stagnation' or deviation from those. This phenomenon is appeared through the all art schools of art ever since the realism is denied in the 19th century. It is called as 'deformation' in case of expressionism, futurism, cubism, etc, in the beginning of the century, which its former indication is mostly preserved within the process of structural deviation and which has the realistic limit which should be preserved. On the contrary, dramatic transfiguration which has been showing in the modern era through surrealism is different in the point that dramatic transfiguration tends to show the deterioration and deviation rather than the preservation of indicated object. From this point, transfiguration coming out from morphing using computer deteriorates and hides the reality and furthermore, it replaces the 'reality'. Moreover, transfiguration is closely approached to the world of fake or 'imaginary' simulation world of Baudrillard. According to Baudrillard, the image hides and deteriorates the reality, and furthermore, expresses 'not existing' to 'imaginary' under the name of transfiguration. Certain reality, that is, image which is absent from the reality is created and overflowed, so that it finally replaces the reality. This is simulation as it is said by Baudrillard. In turn, Georges Bataille discusses about the image which is produced by digital technology in terms of heterologie. Image of heterologie is the visual signal which is established with the media. Image of media is to have the continuous characteristics of produce, extinction, and transformation, and its clear boundary between images becomes meaningless. The meaning of composition, excess, violation, etc of digital image is explained to heterological study or heteologie suggested as important meaning of Georges Bataille who is a heretic philosopher. As the form and image of mutation shows the shape in accordance with mechanical production, heterologie is introduced as very low materialism (or bas materialisme), in this theory. Heterologie as low materialism which is gradually changing is developing as a different concept and analysis because of the change of time in the late 20s century beside high or low meaning. Including my image, all images non-standardizes and transforms the code. However, reappearance and non-standardization of this code does not seem to be simple. The problem of transformation caused by transfiguration which appears in my digital drawing painting, simulation, heterologie, etc, are the continual problems. Moreover, the subject such as existence of human being, distance from the real life, politics and social problems are being extended to actual research and various expressing work. Especially, individual image world is established by digital painting transfiguration technique, and its change and review start to have the durability. The consciousness of observers who look at the image is changing the subject. Together with theoretical research, researchers are to establish the first step to approach to various image change of digital era painting through transfiguration technique using our realistic and historical image.

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