• Title/Summary/Keyword: Illustrations

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Conservation Treatment of Jangbogwan from the Joseon Dynasty (조선시대 장보관(章甫冠)의 보존처리)

  • Lee Hyelin;Park Seungwon
    • Conservation Science in Museum
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    • v.30
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    • pp.1-22
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    • 2023
  • This study aims to document the conservation treatment of the fine-hemp official headgear housed by the National Museum of Korea, and to reconsider its existing name following the restoration of the original form of the damaged cultural heritage asset. The headgear consists of a single inner frame with a vertical line at the front, a single outer frame surrounding the inner frame, and a double-layered headband that spans the circumference of the wearer's head and joins the inner and the outer frames. This study applied a conservation treatment to the men's undyed hemp headgear of the Joseon Dynasty in order to remove contaminants and foreign substances on the surface and repair the partially deteriorated and damaged fabric, thereby restoring and stabilizing the original shape and preparing it for exhibitions. The hemp headgear was sewed both by hand and with a sewing machine. Although its overall composition and style are similar to the same type of official headgear from the Joseon Dynasty, the use of a sewing machine supports the assumption that it was produced in the early 1900s. This study identified similarities between the overall composition and shape of the fully-preserved hemp official headgear and those of the jangbogwan, a type of men's official headgear worn by Confucian scholars as part of their everyday attire, and compared it with the shape of jangbogwan seen in documentary records, illustrations, prior research, and portraits from the Joseon Dynasty, as well as with the characteristics of extant jangbowan artifacts, eventually concluding that it is appropriate to classify and name the headgear as a jangbogwan.

Analysis of Learning Activities of Mentally Retarded Students in Inclusive Middle School Science Classes (중학교 통합학급에서 과학 수업 중 정신 지체 학생의 학습 활동 분석)

  • Chang, Sang-Kyung;Yoo, June-Hee
    • Journal of The Korean Association For Science Education
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    • v.29 no.5
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    • pp.477-491
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    • 2009
  • The purpose of this study is to analyze activities of mentally retarded students studying science within inclusive classes from the aspect of activity sharing to investigate ways of improving their involvement in the tasks. For this study, three mentally retarded students and their peer group in inclusive classes were observed and videotaped for 12 science class sessions about forces and waves. There were many cases in which task involvement of mentally retarded students changed according to three degrees of their activity sharing: well-synchronized, delayed and estranged. When degrees of activity sharing were estranged or delayed, task involvement of the mentally retarded students faded from activeness to passiveness. When the degree of activity sharing was well-synchronized, the mentally retarded students showed interest in learning and were able to participate in science class more actively. Different patterns of activity sharing of mentally retarded students between teacher-centered activities and student-centered activities were observed. In most cases of teacher-centered activities, the monotonous pace could deprive the mentally retarded students of their chance to catch up. As a result, their delayed degrees of activity sharing were faded into estranged degrees. In many cases of student-centered activities, various pacing according to the groups or students could provide mentally retarded students with a chance to catch up, so they could be well-synchronized. In one case of teacher-centered activity, the mentally retarded students were well-synchronized with the teacher's repeated explanations and well-matched illustrations on the blackboard and textbooks. In some cases of student-centered activities, students were well-synchronized with positive relations with and appropriate intervention by other students. In conclusion, various approaches to encourage activity sharing of mentally retarded students with normal ones should be pursued to improve task involvement and academic achievement of mentally retarded students.

Development of Inquiry Activity Materials for Visualizing Typhoon Track using GK-2A Satellite Images (천리안 위성 2A호 영상을 활용한 태풍 경로 시각화 탐구활동 수업자료 개발)

  • Chae-Young Lim;Kyung-Ae Park
    • Journal of the Korean earth science society
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    • v.45 no.1
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    • pp.48-71
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    • 2024
  • Typhoons are representative oceanic and atmospheric phenomena that cause interactions within the Earth's system with diverse influences. In recent decades, the typhoons have tended to strengthen due to rapidly changing climate. The 2022 revised science curriculum emphasizes the importance of teaching-learning activities using advanced science and technology to cultivate digital literacy as a citizen of the future society. Therefore, it is necessary to solve the temporal and spatial limitations of textbook illustrations and to develop effective instructional materials using global-scale big data covered in the field of earth science. In this study, according to the procedure of the PDIE (Preparation, Development, Implementation, Evaluation) model, the inquiry activity data was developed to visualize the track of the typhoon using the image data of GK-2A. In the preparatory stage, the 2015 and 2022 revised curriculum and the contents of the inquiry activities of the current textbooks were analyzed. In the development stage, inquiry activities were organized into a series of processes that can collect, process, visualize, and analyze observational data, and a GUI (Graphic User Interface)-based visualization program that can derive results with a simple operation was created. In the implementation and evaluation stage, classes were conducted with students, and classes using code and GUI programs were conducted respectively to compare the characteristics of each activity and confirm its applicability in the school field. The class materials presented in this study enable exploratory activities using actual observation data without professional programming knowledge which is expected to contribute to students' understanding and digital literacy in the field of earth science.

Development of a Program for Calculating Typhoon Wind Speed and Data Visualization Based on Satellite RGB Images for Secondary-School Textbooks (인공위성 RGB 영상 기반 중등학교 교과서 태풍 풍속 산출 및 데이터 시각화 프로그램 개발)

  • Chae-Young Lim;Kyung-Ae Park
    • Journal of the Korean earth science society
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    • v.45 no.3
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    • pp.173-191
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    • 2024
  • Typhoons are significant meteorological phenomena that cause interactions among the ocean, atmosphere, and land within Earth's system. In particular, wind speed, a key characteristic of typhoons, is influenced by various factors such as central pressure, trajectory, and sea surface temperature. Therefore, a comprehensive understanding based on actual observational data is essential. In the 2015 revised secondary school textbooks, typhoon wind speed is presented through text and illustrations; hence, exploratory activities that promote a deeper understanding of wind speed are necessary. In this study, we developed a data visualization program with a graphical user interface (GUI) to facilitate the understanding of typhoon wind speeds with simple operations during the teaching-learning process. The program utilizes red-green-blue (RGB) image data of Typhoons Mawar, Guchol, and Bolaven -which occurred in 2023- from the Korean geostationary satellite GEO-KOMPSAT-2A (GK-2A) as the input data. The program is designed to calculate typhoon wind speeds by inputting cloud movement coordinates around the typhoon and visualizes the wind speed distribution by inputting parameters such as central pressure, storm radius, and maximum wind speed. The GUI-based program developed in this study can be applied to typhoons observed by GK-2A without errors and enables scientific exploration based on actual observations beyond the limitations of textbooks. This allows students and teachers to collect, process, analyze, and visualize real observational data without needing a paid program or professional coding knowledge. This approach is expected to foster digital literacy, an essential competency for the future.

Static Effect in Magnetotelluric Responses: An Implication from the EM Integral Equation (MT 탐사 반응에서 정적효과: 적분방정식을 통한 고찰)

  • Yoonho Song
    • Geophysics and Geophysical Exploration
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    • v.27 no.3
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    • pp.181-195
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    • 2024
  • This tutorial explains that the static effect in the magnetotelluric (MT) survey is a physical phenomenon caused by charges accumulated on the boundaries of subsurface inhomogeneities. To facilitate understanding of the physical phenomenon, differences between static induction and charge accumulation on the boundary are explained and analyzed with help of schematic illustrations. Subsequently, from the electromagnetic (EM) integral equation formulation, it is clearly shown that the secondary electric field due to charges accumulated on the interface in the presence of the primary field appears as the static effect. Therefore, except in the cases of the layered earth or a two-dimensional earth with transverse magnetic (TM) mode excitation, the static effect always exists in MT responses and further, it is not 'static' but rather frequency dependent. Despite the fact that the static effect is a secondary electric field due to inhomogeneity, inevitable under-sampling in the frequency and spatial domains prevent the effect from being handled properly in numerical inversion. Therefore, considering the practical aspects of the MT survey, which cannot be a continuous measurement covering the entire survey area over a wide frequency band, a three-dimensional (3-D) inversion incorporating the static shift as a constraint with the Gaussian distribution is introduced. To enhance understanding of the integral equation EM modeling, the formulation of the 3-D integral equation and mathematical analyses of the Green tensor and scattering current are described in detail in the Appendix.

A Study on the Locational and Spatial Characteristics of Lotus Ponds of Fortress Wall of Seoul(漢陽都城) during the Joseon Dynasty (조선시대 한양도성 연지(蓮池)의 입지 및 공간적 특성 고찰)

  • Gil, Ji-Hye;Son, Yong-Hoon;Hwang, Kee-Won
    • Journal of the Korean Institute of Traditional Landscape Architecture
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    • v.33 no.4
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    • pp.38-51
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    • 2015
  • In the maps of the period, there were three large ponds called Dongji(東池), Seoji(西池) and Namji(南池) in Hanyang, the capital of Joseon Dynasty. They were different than the ponds found in the palace, civic buildings, and private dwellings. Dongji, Seoji and Namji were ponds relating to Fortress wall of Seoul, and all had lotuses cultivated in them. The purpose of this paper is to clarify the locational and spatial characteristics of these ponds and to detail the construction and reconstruction process and management conditions through maps, drawings, illustrations, historical records and literary works from the urban environmental perspective. The results are as follows. First, Seoji and Namji were intended for Bibo(裨補) which redeemed the geographical weaknesses of Hanyang, securement of bright court water(明堂水), supplement for fire energy(火氣), fire preventive water and waterscape facilities, while Dongji was emphasized on protecting water mouth(水口) besides Bibo and securement of bright court water. Second, Seoji was connected to mountain streams and Dongji and Namji were to ditches. The ponds connected to ditches had been difficult to fill and maintain. Third, Seoji and Namji were in urban areas, whereas Dongji was in farmlands, and these locational differences had an influence on the use of ponds. Fourth, the shapes of ponds, in contrast to the ponds in palace and civic buildings, which were perfectly square, were either freeform or square with rounded edges. Fifth, lotus ponds could be maintained by continuous management polices, earth filling and reconstructing process were repeated during the Joseon Dynasty. The lotus ponds of Fortress Wall of Seoul which had managed over 500 years, were built in, in accordance with the tenets of Bibo pungsu geomancy; however as time passed, they were maintained not only as public open spaces, but also a cultural attraction for residents and visitors.

Fernand Khnopff's Belgian Symbolism and Nationalism in I Lock My Door upon Myself (페르낭 크노프(Fernand Khnopff)의 작품에 나타난 벨기에 상징주의와 내셔널리즘)

  • Chung, Y.-Shim
    • The Journal of Art Theory & Practice
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    • no.9
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    • pp.171-193
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    • 2010
  • This paper examines Fernand Khnopff's Symbolism, focusing on the I Lock My Door upon Myself as a manifesto of his artistic credo in style and theme. Its title was originally in English, originating from the poem "Who Shall Deliver Me?" by Dante Gabriel Rossetti's sister Christina Rossetti. I use the term "Social Symbolism" which combines a nationalist perspective with traditional French Symbolism, in order to explain how the image of Bruges is represented in his oeuvre. Symbolism calls for psychological introspection evoking death, love, silence, and solitude and recluse from realty in pursuit of the Unknown and the Ideal. Although Khnopff shared this idea, he departed from symbolist tradition by incorporating a political milieu in his paintings. First, I discuss Khnopff's early stage in the formation of his artistic concept, including his family background as well as his early opportunity to visit the Exposition Universelle in Paris where he formed his early interests in aesthetics, philosophy, literature, mythology and Egyptian art. His early works, La Painture, la Musique, la Poesie(1880-1881), Le Crise(1881), and En ecoutant Schuman(1883) reveal his favorite subjects which were quite prevalent in the symbolist traditions of both Belgium and France. By looking at Khnopff's paintings, I endeavor to situate his Symbolism in the context of the development of Belgian modernity and cultural nationalism. Second, my analysis of Khnopff creates a new overview of Symbolism in Europe, especially in Belgium. In the absence of socio-political integration, the Symbolist painter adds nostalgic meaning to the landscape of Bruges. The scene of Bruges illuminates the social atmosphere in Belgium at that time. Since Belgium became an independent country, it tried to differentiate its own cultural and national identity from France. There was a powerful social movement for Belgium to claim its own identity, language, and culture. Bruges was, for Symbolists, the epitome of Belgium's past glory. This encouraged the formation of Belgian nationalism centering on Brussels, as I demonstrate in Khnopff's Bruges-la-Morte(1892). The relationship between Symbolist artist and writers is crucial for understanding this development. Khnopff, for instance, illustrated or provided frontispieces for many Symbolist writers such as Rodenbach, Peladan, Spencer and Le Roy. Khnopff did not objectify the exact meaning, but rather provided his own subjective interpretation. In this respect, I Lock My Door, inspired by Rossetti, started from the same motif, but Khnopff seeked escape into silence and death while Rossetti searched for Christian salvation. Finally my paper deals with the social context in which Khnopff worked. He was a founding member of Les XX in 1883 and later La Libre Esthethetique he also participated in the exhibition of le Salon de la Rose + Croix. Les XX was not a particular school of art and did not have a uniform manifesto, but its exhibitions focused on decorative arts by encompassing art for all people via common, everyday objects. The Periodical, L'art moderne was founded to support this ideal by Edmond Picard and Maux. Les XX declared art as independent art, detached from all official connections. Khnopff designed the 1890 catalogue cover of Les XX and the 1891 cover. These designs show decorative element of Art Nouveau in an early example of "modern poster." Les XX pursued all art including graphic arts, prints, placard, posters and book illustrations and design. These forms of art were l'art social and this movement was formed by the social atmosphere in Belgium in terms of social reforms and strikes by working class. Khnopff designed the book cover for la Maison du Peuple. The artist, however, did not share the ideal egalitarianism of the working class to a certain degree, while he was working in his villa he designed under the ideal motto, "on n'a pas que," he expressed the nihilistic emotions toward society by the theme of interiority such as solitude, silence, narcissism, introspection, and introversion. In the middle of his Symbolism, we find the "cultural nostalgia" or longing that the artist develops in the I Lock My Door upon Myself. Khnopff's longing toward the lost city of "Bruges" form the crux of his "Social Symbolism."

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Analysis of the 'Problem Solving and Invention' Units of Technology and Home Economics 1 Textbook (기술.가정 1 교과서 '문제해결과 발명' 단원 분석)

  • Jung, Jin Woo
    • 대한공업교육학회지
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    • v.38 no.1
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    • pp.49-67
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    • 2013
  • The purpose of this study is to analyze the external systems and the units 'problem solving and invention' of the middle school technology and home economics 1 textbooks of the revised 2011 national curriculum in an effort to provide some information on the content system of invention education in technology class, as invention education was provided as part of a regular subject for the first time. The findings of the study were as follows: First, 'Technology and Inventions' chapter of Technology and Home Economics 1 Textbooks occupied 10-18% share, with the subchapter of 'Problem Solving and Invention' unit taking up 6.7-29% of the textbooks. Second, for most textbooks, 'Technological Problem Solving', 'Idea Generation' 'Multi-dimensional Projection Method', 'Expansive Thought-Processing Methodology', 'Converging Thought Methodology' and 'Invention in Everyday Lives' were included as main contents based on the accomplishment criteria presented in education process interpretation documents. Third, the detailed structures were generally made up as follows: Introduction (Broad Chapter Title, Subchapter Table of Contents, Introduction, Subchapter Title, Study Objectives, Open Thinking); Development (Unit Title, Thinking Ahead, Core Terms, Main Text, Study Helper, Activities, Research Exercises, Supplemental Readings, In-depth Study Topics, Technology in Everyday Lives, Reading Topics, Discussion Topics, and Career Helpers); and Summary (Subchapter Summary, Study Summary, Terms Summary, Writing Follow-up, Self Review, Broad Chapter Evaluation). Fourth, based on the analysis of figures included, photographs had the largest share, followed by figures, tables, and graphs. The photos were used to illustrate various inventions, invention methodologies, and exercise activities, while figures were included to depict the contents included in the main text, and the tables to assist to preparation of process diagrams or materials lists. Fifth, based on the analysis of content weights, greater weights were placed on 'Inventions and Thoughts', and 'Invention Experiment Activities,' while 'Understanding Inventions' and 'Invention and Patents' chapters did not have a lot of texts involved. Sixth, based on the analysis of content presentation methods, most textbooks combined figures, tables, illustrations and texts to discuss the topics. Based on the above study results, we suggest the following: First, a consistent education curriculum should be developed over the topic of invention; and second, more precise and systematic analysis of textbooks would need to be performed.

International Comparative Study on Astronomical Exhibits: Focus on Exhibit Characteristics and Earth Science Curriculum Reflected in Exhibits (천체 전시물 비교 연구 -전시특성 및 지구과학 교육과정의 반영 정도를 중심으로-)

  • Kim, Soo Kyung;Park, Eun Ji;Kim, Chan Jong;Choe, Seung Urn
    • Journal of The Korean Association For Science Education
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    • v.36 no.6
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    • pp.925-934
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    • 2016
  • For students, astronomy is not only interesting but also difficult to learn. However, there is a limit in learning astronomy in a school science setting since astronomy is vast subject. Fortunately, science museums can be helpful in overcoming this limitation. Experiences in science museum provide something that any descriptions or illustrations cannot give. Therefore, to maximize the educational effect, it is necessary to look at astronomical exhibits regarding the educational aspects and complement them. For these reasons, the purpose of this study is to investigate characteristics of exhibitions related to astronomy and how much the exhibitions reflect the contents of their science curricula. We selected famous science museums in Korea, America, and Japan and analyzed characteristics of their astronomy exhibition. We analyze these characteristics in the aspects of exhibition technology & media, presentation method and activity types. Also, this study figures out how content of exhibitions are connected to school science curriculum. The results are summarized as follows: First, Science Museums of America and Japan utilize interactive exhibits to raise participation. It implies that Science Museum of Korea needs Interactive Exhibits that provide a realistic experience of the universe. Second, the astronomy exhibits reflect some of the learning elements of their science curricula concerned with astronomy. However, these astronomical contents are included selectively and not according to their required curriculum. It means that many students lack the opportunity to study Astronomy in their schools. Therefore, the astronomy museum must reflect learning elements of science curricula concerned with astronomy in the exhibits.

Analysis of Household Textbooks for MiddleㆍHigh School in Colonial Age (식민지 시대 '가사교과서'에 관한 연구: 1930년대를 중심으로)

  • Jun Mi-Kyung
    • Journal of Korean Home Economics Education Association
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    • v.16 no.3
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    • pp.1-25
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    • 2004
  • This study analyzes the external forms of the household textbooks and also the contents of them used at girls' middleㆍhigh schools during the period of Japanese ruling over Korea. To this end, 8 household textbooks published from 1928 to 1937 were analyzed. The results of the study are summarized as follows. 1. The household subject had become the one of the most important subjects to girl students as the practical uses were emphasized in educational area during the period. As a result. the classes of the household were the second in hours, following the class of Japanese (the national language) to girl students. 2. The contents of the household textbooks were intended to contain 'the modern' and 'the newest'. The students were also suggested to apply the contents of the textbooks to real home life. Many pictures, photos and illustrations were included in household textbooks to help students to understand the contents of the subject. 3. The purposes of the household class were the reformation of the living conditions and home economics. 4. The external characteristics of the household textbooks during the period were as follows. - Written in Japanese vertically and the size of the textbook was A5 (150/210) with pulp paper of good quality - The type style of the body of the textbooks was Ming-style type- The sequent order of the textbooks was the outer cover, the title page, pictorial, introduction, table of contents, the body, appendix and the back cover. 5. The household textbooks consisted of the first volume and the second volume. The first volume contained clothing and textiles, food and nutrition and housing. Taking care of the aged. nursing. child care, household economy and home management were included in the second volume. 6. The household textbooks were designed to make women the housewives.

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