• Journal of Internet Computing and Services
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• v.15 no.4
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• pp.81-89
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• 2014

Owing to recent advanced techniques in information and communication technology(ICT), our daily life has been changing very quickly and our life style has also been affected greatly. In the current knowledge and information society, the disabled can have a right to enjoy benefits of advanced ICT technologies. However, there is a barrier called digital divide so that the disabled have some difficulties to communicate to the world with ICT technologies. In this sense, our job is to close digital divide and let the disabled enjoy benefits of ICT technologies. Recently there have been some research works to close digital divide between the disabled and the non-disabled. Among various attempts to close digital divide, improving web accessibility for the disabled is the biggest concern since web is a still representative tool among ICT tools. The purpose of this paper is to propose some practical guidelines for improving web accessibility for the disabled. The proposed improvement guidelines are developed based on the existing web accessibility guidelines and are upgraded for more adaptable to the disabled. Our principles are based on the following philosophy. First, any input transmission must be more confirmed. Second, prevent any instant request. Third, allow the disabled to record or store the contents if necessary. Fourth, reduce physical movement for the disabled. Fifth, provide more interaction tools for the disabled.

• Journal of Digital Convergence
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• v.17 no.12
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• pp.545-554
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• 2019

The purpose of this study is to analyze students' needs for improving the liberal arts curriculum at J University. In order to achieve such as this, 422 students from 11 departments of J University's two campuses looked at the core goals of 1 liberal arts education, 2 core competences that they think should be achieved in the liberal arts curriculum, 3 subject areas of the liberal arts curriculum they wish to open, 4 hopeful subjects, and 5 urgent tasks in reforming liberal arts education. The results are as follows. First, male students were most likely to point out the achievement of core competency as a key goal of liberal arts education. Second, the core competences to be achieved in the liberal arts curriculum were found to place importance on communication and interpersonal relations, character, self-care development and job creation skills. Third, there was a high percentage of people who wanted to open a curriculum in the field of arts and sports. Fourth, liberal arts courses that wish to be opened appeared in the order of women's studies or feminism, sports related subjects, philosophy, and psychology. The results of this study could be used as basic data for the revision of the J University liberal arts curriculum.

• The Journal of the Korea Contents Association
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• v.17 no.9
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• pp.88-98
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• 2017

The purpose of this study is to develop the teaching competency tool of university teachers with responsibility for college education and analyze the need for change. We have developed teaching competency to strengthen the competencies required for university professors' responsibilities and community activities in and out of universities and the contents validity was examined from 24 experts. The developed tools were used to diagnose the 83 teachers of K university in Chungcheongnam-do, and to derive basic competence, educational practice competence, and community competence through exploratory factor analysis and confirmatory factor analysis. The teaching competencies include 'Understanding of college education', 'Educational philosophy and attitude', 'Teacher attitude', 'Analysis design', 'Instruction execution', 'Guidance management', 'Evaluation feedback', 'Academic convergence', 'Sympathy learning culture', and 'Global sharing'. The results of the paired t-test and the analysis of the need for change through the analysis of Borich coefficient analysis were as follows: Understanding of university education (4th rank), analysis design (5th rank), instruction execution(2nd rank), empathy learning culture (1st rank), and global sharing (3rd rank). The competence of university teachers is not only the ability to practice teaching, but also the ability to understand university education and to empathize and share with the members of the university community. In the future, the university should actively develop and provide ongoing support programs to strengthen the capacity of professors.

• The Journal of Korean Society for School & Community Health Education
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• v.6
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• pp.89-107
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• 2005

The purposes of this study were to investigate the recognition and the needs and problems of in-service education for school nurse, and to suggest the desirable guidelines, for supples the basic data of in-service education for school nurse to upgraded the quality as school nurse's professional specialist. The subjects of this study were 376 school nurses who were working in Jollanamdo. The research instruments used in this study was 'Needs of In-service Education questionnaire'. 305 collected Data were analyzed with the frequency analysis, $x^2$-test. The conclusions were as follows; First of all, the most important motives for the school nurses to participate in-service education are the enhancement of their specialties on teaching profession, self-realizations as educators, and improvement of health teaching skill. However, the motives to obtain the skill for school management or to obtain a high rank qualification and promotion are quite low. School nurses are generally satisfied with duration, time, place of in-service education, But they are not satisfied with contents of in-service education, professional specialist and understanding of real educational situation of the instructors. On the urgent problem of school nurses, promotion of health teaching skill was highest in the rank, and establishment of firm educational philosophy and a sense of teaching profession, proceed to university and graduate school ranked next, respectively. Second, the need of a school nurses on in-service education direction ranked the application of teachers' character and need, practicable and concrete educational programs, planning of school health development, reinforcement of health education, expansion of practical knowledge and on reflection thought, respectively. The need of a school nurses on in-service education contents(major part) ranked health education, health promoting program of student, knowledge and practice of practical medicine and oriental medicine, consultation process, health education of advanced country, respectively. The need of in-service education supervisory organization, the need for a cities provinces educational office was highest in the rank. The need of in-service education type, duty training ranked high, and abroad training, qualification training, general training ranked next. the need for specialist for lecturer of in-serve education ranked among the highest, along with school nurses and university professor. The need of school nurses on education method(duplication answer), need for conference and discussion teaching was highest in the rank. The need on evaluation method, evaluation through a examination ranked the highest. On the needs of in-service education times, need for vacation during the winter and summer was the highest. As for the duration, 31 to 60 hours in duration of in-service education was need most, and most school nurses need cities and provinces in-service training institute as the location of in-service education. On the organization size, need for 21 to 30 people was the highest, where as need for 41 people was relatively low. Lastly, on the problem of in-service education for school nurses, lack of opportunity of in-service education for school nurses was highest in the rank, and improperness of in-service education contents and method, lack of incentive ranked next, respectively.

• Land and Housing Review
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• v.4 no.2
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• pp.133-144
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• 2013

It is commonplace to refer to the Nordic countries of Sweden, Norway, Denmark, Finland and Iceland as a distinctive and homogenous welfare regime. As far as social housing is concerned, however, the institutional heritage of the respective countries significantly frames the ways in which social housing is understood, regulated and subsidized, and, in turn, how housing regimes respond to the general challenges to the national welfare states. The paper presents a historical institutionalist approach to understanding the diversity of regime responses in the modern era characterized by increasing marketization, welfare criticism and internationalization. The aim is to provide outside readers a theoretically guided empirical insight into Scandinavian social housing policy. The paper first lines up the core of the inbuilt argument of historical institutionalism in housing policy. Secondly, it briefly introduces the distinctive ideal typical features of the five housing regimes, which reveals the first internal distinction between the universal policies of Sweden and Denmark selective policies of Iceland and Finland. The Norwegian case constitutes a transitional model from general to selective during the past quarter of a decade. The third section then concentrates on the differences between Denmark, Sweden and Norway in which social housing is, our was originally, embedded in a universal welfare policy targeting the general level of housing quality for the entire population. Differences stand out, however, between finance, ownership, regulation and governance. The historical institutional argument is, that these differences frame the way in which actors operating on the respective policy arenas can and do respond to challenges. Here, in this section we lose Norway, which de facto has come to operate in a residual manner, due to contemporary effects of the long historical heritage of home ownership. The fourth section then discusses the recent challenges of welfare criticism, internationalization and marketization to the universal models in Denmark and Sweden. Here, it is argued that the institutional differences between the Swedish model of municipal ownership and the Danish model of independent cooperative social housing associations provides different sources of resistance to the prospective dismantlement of social housing as we know it. The fifth section presents the recent Danish reform of the governance model of social housing policy in which the housing associations are conceived of as 'dialogue partners' in the local housing policy, expected to create solutions to, rather than produce problems in social housing areas. The reform testifies to the strategic ability of the Danish social housing associations to employ their historically grounded institutional relative independence of the public system.

• Korean Journal of Comparative Education
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• v.27 no.3
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• pp.129-159
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• 2017

This study examines the social recognition of teachers' treatment and teaching profession through the comparison and analysis of the teachers' remuneration systems in the Republic of Korea(hereafter, Korea) and Canada. For this purpose, literature review and qualitative research were conducted. As a result of comparing and analyzing the orientation of teachers' remuneration systems in both countries and perception of teachers, the following differences were found. First, in terms of the management philosophy of the remuneration system, Korea emphasized the efficiency of the national competitiveness dimension, while Canada focused on the interrelationship with development of individual-oriented competency. Second, although the remuneration systems for teachers in both countries are quite different, they have aimed at establishing a reasonable remuneration system, which considers equality in common. But the position on equality was different between the two countries. In the case of Korea, equity was considered by comparing the pay scale with those of other government employees, while equity in Canada mainly had to do with gender equality. Third, the teachers of both countries regarded the sense of duty and ethics as important qualities of the teaching profession, and they recognized the social safety net as an indicator of their social status. However, there was a difference in attitude toward the teaching profession. In Korea, it was deemed to be a stable and socially desirable profession, but the entry barriers were quite high and the remuneration system was relatively rigid. In Canada, on the other hand, it was easy to enter the teaching profession and the remuneration system was far less rigid. But teachers were more likely to quit or take a second job, and their social status fluctuated.

• The Journal of the Korea Contents Association
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• v.21 no.9
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• pp.419-430
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• 2021

The purpose of this study was to examine the effects of Adlerian Encouragement Program on the interpersonal satisfaction, self-efficacy and self-esteem among elementary school students. The program was consisted of 8 sessions: 1^st session was for introducing programs and making positive nicknames, 2^nd~5^th sessions were for abandoning inferiority and discouraged thoughts, displaying posters of success experiences, creating merit trees, 6^th~7^th sessions were for self-encouragement and other people encouragement, 8^th session was for closing the program. Subjects were 40 students who were the fifth grader students at I elementary school in G city. The subjects were divided into an experimental group(N=21) and a control group(N=19). All participants were asked to complete the Interpersonal Satisfaction scale(Kim, 2010), Self-efficacy scale(Han, 2003) and Self-esteem scale(Choi & Jeon, 1993). The pretest and post-test were taken in order to verify the effectiveness of the program. The data were analyzed with ANCOVA. The results are as follows: the Adlerian Encouragement Program had a significant impact on interpersonal satisfaction and self-esteem but didn't show a significant impact on self-efficacy. The study confirmed that the Adlerian Encouragement Program had a significant effect on interpersonal satisfaction and self-esteem of elementary school students, suggesting the encouragement, a key technique in Adlerian psychology, is an important educational philosophy and method for healthy development and democratic class management.

• Korean Journal of Comparative Education
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• v.28 no.3
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• pp.217-242
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• 2018

This study was conducted to compare and analyze the curriculum of early childhood education in South Korea and North Korea in order to establish the direction of early childhood curriculum. Based on this, the purpose of the study is to propose educational alternatives for possible integration. The comparison of North and South Korean early childhood education curriculum was conducted in terms of educational goals, early childhood curriculum area and daily management, teaching and learning methods, and assesment. As a result of the study, there were more differences found than similarities in various areas due to differences in the educational philosophy between South and North Korea, and the following implications were drawn. First, in order to integrate North and South Korea's early childhood curriculum, a new educational ideology that reflects the unique function and purpose of education should be established first, and specific curriculum and contents should be developed accordingly. Second, the most significant difference in the content and operation of North and South Korean early childhood education curriculum is political ideology education, which is the most important content of the North Korean early childhood education course. Third, in order to integrate the South and North Korea early childhood education curriculum in preparation for unification, it is necessary to organize and standardize the terms related to early childhood education in order to unify them. In order to do this, it is necessary to try to integrate them gradually starting from areas showing similarities, and to endeavor to overcome discrepancies through mutual exchange between South and North Korea.

• Journal of Korean Philosophical Society
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• v.131
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• pp.353-381
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• 2014

"The four types of temperament" (hereinafter "Sa-Sang Constitutional Medicine") is applied to not only medicine, but also various fields like management, politics, education, etc. Despite that "Sa-Sang Constitutional Medicine" is "Mind-Body Medicine" which is fundamentally based on "Controling Mind and Body", though, it was rarely used for psychotherapy in practical. Practical treatment on clinical medicine is limited to only medicine-treatment or acupuncture-therapy. However treatment on illness and pathological phenomenon suggested by "Sa-Sang Constitutional Medicine" keeps individual's nature in control, and it governs environmental facts: age, region, and socio-cultural factors: alcohol, debauchery, riches, authority(酒 色 財 權). Especially, "Moral Cultivation" in "Sa-Sang Constitutional Medicine" emphasizes the importance of properly understanding vice(邪心) and laziness(怠行) concealed in natural temperament of human being, and pursuing "Understanding Each Other(博通)" and "Upright Conduct by Oneself(獨行)". Furthermore, because "Sa-Sang Constitutional Medicine" is developing medical theory based on "Understanding Others(知人)" and "Straighten Oneself(正己)" doing try integral approach, it has great implications for the present generation that forms much of social connection. Similarly, Ken Wilber who is one of representatives of "World Philosophy" and "Integral Psychology" is suggesting "Integral Life Practice" (hereinafter ILP) - applies practical and heuristic "Integral Approach" to individual experiences. ILP is the only practical discipline for development of viable whole-area. ILP says that there are four core modules: body, mind, shadow, spirit(靈), and five auxiliary modules: morals(倫理), gender(性), work(일), emotion(情緖), relationships(關係性). These nine modules could apply mind-body treatment of "Sa-Sang Constitutional Medicine", and thereby more developed mind-body treatment would be found.

• Journal of the Korean Society of Marine Environment & Safety
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• v.28 no.1
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• pp.30-38
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• 2022

According to the United Nations Convention on the Law of the Sea (Article 94), the flag state must fulfill its overall role to ensure maritime safety and operate the ship inspection system as a related measure. The Korean government (Ministry of Ocean and Fisheries) has implemented policies for reducing marine accidents to promote maritime safety; however, the target goal has not been achieved. The ship inspection system is a measure to prevent marine accidents, and for the effective operation of the system, a sufficient understanding of the origin of the ship inspection system is required. In this study, the trend of the international ship inspection system was identified by analyzing ship inspection system origins and the history of the system's paradigm shift. The recent international ship inspection system paradigm confirms international standardization and the active safety management of ship companies are becoming increasingly prominent. Based on this, the introduction of the 'PDCA cycle-based self-inspection system' is presented to the current domestic ship inspection system. This is a new type of inspection system that establishes the roles of interested parties based on the basic philosophy of the ISO 9000 series to improve the ef ectiveness of maritime safety. Additionally, the necessity for a non-face-to-face ship inspection system has emerged because of the COVID-19 pandemic. Hence, the transition to a 'mobile application-based ship inspection system' is proposed to accommodate the rapid development of information communications technology.