• Proceedings of the KSPS conference
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• 1997.07a
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• pp.176-178
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• 1997

To make a long story short I made up my mind to experiment with a multimedia approach to my classroom presentations two years ago because my ways of giving instructions bored the pants off me as well as my students. My favorite ways used to be sometimes referred to as classical or traditional ones, heavily dependent on the three elements: teacher's mouth, books, and chalk. Some call it the 'MBC method'. To top it off, I tried audio-visuals such as tape recorders, cassette players, VTR, pictures, and you name it, that could help improve my teaching method. And yet I have been unhappy about the results by a trial and error approach. I was determined to look for a better way that would ensure my satisfaction in the first place. What really turned me on was a multimedia CD ROM title, ELLIS (English Language Learning Instructional Systems) developed by Dr. Frank Otto. This is an integrated system of learning English based on advanced computer technology. Inspired by the utility and potential of such a multimedia system for regular classroom or lab instructions, I designed a simple but practical multimedia language learning laboratory in 1994 for the first time in Korea(perhaps for the first time in the world). It was high time that the conventional type of language laboratory(audio-passive) at Hahnnam be replaced because of wear and tear. Prior to this development, in 1991, I put a first CALL(Computer Assisted Language Learning) laboratory equipped with 35 personal computers(286), where students were encouraged to practise English typing, word processing and study English grammar, English vocabulary, and English composition. The first multimedia language learning laboratory was composed of 1) a multimedia personal computer(486DX2 then, now 586), 2) VGA multipliers that enable simultaneous viewing of the screen at control of the instructor, 3) an amplifIer, 4) loud speakers, 5)student monitors, 6) student tables to seat three students(a monitor for two students is more realistic, though), 7) student chairs, 8) an instructor table, and 9) cables. It was augmented later with an Internet hookup. The beauty of this type of multimedia language learning laboratory is the economy of furnishing and maintaining it. There is no need of darkening the facilities, which is a must when an LCD/beam projector is preferred in the laboratory. It is headset free, which proved to make students exasperated when worn more than- twenty minutes. In the previous semester I taught three different subjects: Freshman English Lab, English Phonetics, and Listening Comprehension Intermediate. I used CD ROM titles like ELLIS, Master Pronunciation, English Tripple Play Plus, English Arcade, Living Books, Q-Steps, English Discoveries, Compton's Encyclopedia. On the other hand, I managed to put all teaching materials into PowerPoint, where letters, photo, graphic, animation, audio, and video files are orderly stored in terms of slides. It takes time for me to prepare my teaching materials via PowerPoint, but it is a wonderful tool for the sake of presentations. And it is worth trying as long as I can entertain my students in such a way. Once everything is put into the computer, I feel relaxed and a bit excited watching my students enjoy my presentations. It appears to be great fun for students because they have never experienced this type of instruction. This is how I freed myself from having to manipulate a cassette tape player, VTR, and write on the board. The student monitors in front of them seem to help them concentrate on what they see, combined with what they hear. All I have to do is to simply click a mouse to give presentations and explanations, when necessary. I use a remote mouse, which prevents me from sitting at the instructor table. Instead, I can walk around in the room and enjoy freer interactions with students. Using this instrument, I can also have my students participate in the presentation. In particular, I invite my students to manipulate the computer using the remote mouse from the student's seat not from the instructor's seat. Every student appears to be fascinated with my multimedia approach to English teaching because of its unique nature as a new teaching tool as we face the 21st century. They all agree that the multimedia way is an interesting and fascinating way of learning to satisfy their needs. Above all, it helps lighten their drudgery in the classroom. They feel other subjects taught by other teachers should be treated in the same fashion. A multimedia approach to education is impossible without the advent of hi-tech computers, of which multi functions are integrated into a unified system, i.e., a personal computer. If you have computer-phobia, make quick friends with it; the sooner, the better. It can be a wonderful assistant to you. It is the Internet that I pay close attention to in conjunction with the multimedia approach to English education. Via e-mail system, I encourage my students to write to me in English. I encourage them to enjoy chatting with people all over the world. I also encourage them to visit the sites where they offer study courses in English conversation, vocabulary, idiomatic expressions, reading, and writing. I help them search any subject they want to via World Wide Web. Some day in the near future it will be the hub of learning for everybody. It will eventually free students from books, teachers, libraries, classrooms, and boredom. I will keep exploring better ways to give satisfying instructions to my students who deserve my entertainment.

• Korean journal of communication and information
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• v.17
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• pp.145-178
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• 2001

Bourdieu is one of the few social science researchers who were interested in photography. Bourdieu's work on photography appears principally in two books: Un art moyen: Essai sur les usagrs sociaux de la photographie(1965) and La distinction(1979). In these books, Bourdieu analyzes the role of photography in the family life of peasants and small town and urban dwellers. He shows how different classes and groups express their esthetic worldview in response to different photographs and photographic styles. What Bourdieu analyzed is not just photography but ways of photographing and ways of looking at pictures. Through these analyses, Bourdieu explores the social definition of photography. Bourdieu's ideas on photographic practice in social life are as follows. First, the photography, especially family photography generally practiced, has the integrative function. It recreates the group by ritualizing and solemnizing the important moments of social life in which the group reaffirms its unity. Second, the photography as esthetic practice in search of legitimacy as a fine art becomes a means by which different classes are pitted against each other. Each of classes gives its own meaning to photographic practice. Despite its originality and persuasive power, Bourdieu's work on photography has its own limits. The data used by Bourdieu are 35 years old and relevant to European social life. Things has changed since. First, the technological improvement and innovation in photography was considerable. Cheap and good photographic materials, easy to operate, made photographic practice everybody's everyday activity. New media like camcorder and digital camera made photography one of the industrial discards like jukebox. It means that photography does not function as important means of distinction between classes any longer. The integrative function of the photography becomes more ambiguous too. Second, the esthetic status of the photography has changed. The family photography was already integraed into fine art. Photography is not a middle-brow art any more. Bourdieu's work on photography shows how photography was used by different social classes in European social life of the 1960's. His work is historically and geographically limited. Moreover, his work was ordered by the french affiliate of Eastman Kodak Company. And all along the analysis, Bourdieu didn't hide his intention of distinguishing his sociological method from the other methods, especially psychological one. These mean that Bourdieu's work was done in a specific context, for specific purposes. In this respect, Bourdieu's work on photography, like every sociological work, can not claim to be universal.

• Journal of Korean Home Economics Education Association
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• v.22 no.3
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• pp.1-18
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• 2010

The purpose of this study was to develop a teaching-learning process plan for sustainable residing creating with neighbors and to apply it to the housing section of Technology-Home Economics according to the 2007 Revised Curriculum. Teachinglearning method solving practical problems was used for the teaching-learning process plans of 6-session lessons according to the ADDIE model. In the development stage, 17 activity materials and 15 teaching learning materials (6 reading texts, 6 moving pictures, 2 internet and 1 image materials) were developed. for the 6-session lessons, based on the stages of solving practical problems. The plans applied to the 3 classes of 8, 9, and 10th grade of the H. junior and senior high school in Myun district in Kyungbook during Sept. 1st to 14th, 2009. The results showed that students actively participated when the contents and materials were related to their own experience. The 6-session lessons about sustainable residing creating with neighbors was significantly increased the sense of community between before and after. Each of the 4 stages of the teachinglearning method solving practical problems were highly participated by the students. The satisfaction with the contents and methods of the 6-session lessons were evaluated over medium to somewhat higher levels. The practical activities to solve the community space and programs were got positive comments. Problem solving process and presentation and discussion were needed to learn more. Those results might support that the teachinglearning process plan this research developed. would be appropriate to the lessons for sustainable residing creating with neighbors.

• Journal of the Korean Society of Food Science and Nutrition
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• v.38 no.10
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• pp.1373-1380
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• 2009

To increase the intake of calcium in elementary school children, 20 high calcium dishes (HCD) were developed. The pictures of HCD with the calories, calcium content, and the price per serving were given for the evaluation of HCD to 118 school dietitians. Along with the evaluation, a questionnaire concerning the perception on calcium nutrient and calcium fortified foods (CFF), the use of school milk and CFF, and the need and their endeavor for HCD was administered. Over 90% of subjects were aware of the importance of calcium in school lunch menu and 80% of them recognized the necessity for exploring HCD, though their endeavor remained at a 30% level. HCD that reached the requirement of calcium for the school lunch was 3 and the preference response over 4 (maximum 5) was 2 HCD with better acceptance by younger subjects. 70.3% of subjects were aware of CFF and their response on them were diverse as a positive conception 42%, negative 33% and willing to use 40%, not to use 40%. The dietitians who provided school milk or willing to develop HCD were more positive to use CFF. These results indicate that school milk is the most important calcium source and further pursue for HCD and CFF is needed to achieve the calcium requirement for the elementary school lunch.

• Journal of Science Education
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• v.36 no.2
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• pp.235-250
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• 2012

This paper aims to find out whether or not elementary school students recognize and understand scientific units that they encounter in their everyday life. To select appropriate units for the survey, first, scientific units in elementary textbooks of science and other science related subjects were analyzed. Then it was examined how these units were related to the learners' daily life. The participants in the current survey were 320 elementary school 6th graders. A questionnaire consisted of 11 units of science, such as kg for mass, km for distance, L for volume, V for voltage, s for time, $^{\circ}C$ for temperature, km/h for speed, kcal for heat, % for percentage, W for electric power, pH for acidity, which can often be seen and used in daily life. The students were asked to do the following four tasks, (1) to see presented pictures and select appropriate scientific units, (2) to write reasons for choosing the units, (3) to answer what the units are used for, and (4) to check where to find the units. The data were analyzed in terms of the percentage of the students who seemed to well recognize and understand the units, using SPSS 17.0 statistical program. The results are as follows: Regarding the general use of the units, it was revealed that almost the same units were repeated in science and other subject textbooks from the same grade. With an increase of the students' grade more difficult units were used. As for the use of each unit, it was found that they seemed to relatively well understand what these units kg, km, L, $^{\circ}C$, kcal, km/h, and W stand for, showing more than 91% right. However, the units of V, s, in particular, %, and pH did not seem to be understood. With respect to the recognition of the units, most students did not recognize such units as L for volume and pH for acidity, probably because the units are difficult at the elementary level in comparison to other scientific units. The students indicated that schools were the best place where they could learn and find scientific units related to life, followed by shops/marts, newspapers/broadcasting, streets/roads, homes, and others in that order. The results show that scientific unit learning should be conducted in a systematic way at school and that teachers can play a major role in improving students' understanding and use of the units.

• Childhood Kidney Diseases
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• v.8 no.2
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• pp.229-238
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• 2004

Purpose: This study was perfonned to elucidate the clinical pictures of acute focal bacterial nephritis(nephronia) in children. Methods: We reviewed 9 children with nephronia diagnosed by ultrasonography or computed tomography of kidneys from September 1994 to August 2004. Results: The overall male to female ratio was 2:1, and the age distribution ranged from 0.1 to 6 years(mean $2.8{\pm}2.2$). The cardinal symptoms were fever, chills, abdominal pain and dysuria/frequency. The initial leukocyte count was $21,000{\pm}5,600/uL$, ESR $60{\pm}23mm/hr$, CRP $17{\pm}10\;mg/dl$. Pyuria was noted in every patient and persisted for $10.5{\pm}7.8$ days after antimicrobial treatment. Abdominal sonography demonstrated focal lesion of ill-defined margin and low echogenicity in 5 of 9 patients(55.6%), while computed tomography revealed nonenhancing low density area in all patients(100%). Three of 9 patients(33.3%) had vesicoureteral reflux, greater than grade III. The initial $^{99m}Tc-DMSA$ scan showed one or multiple cortical defects in every patient, and improvements were noted in 2(33.3%) of 6 patients who received follow up scan after 4 months. Intravenous antibiotics was given in every patient under admission. Total febrile period was $11.8{\pm}6.3$ days(pre-admission, $4.0{\pm}3.0;$ post-admission, $7.8{\pm}5.5$ days) and the patients needed hospitalization for $17.2{\pm}8.1$ days. Conclusion: For the early diagnosis of 'acute focal bacterial nephritis' we should perform renal computed tomography first rather than ultrasonography, when the child has toxic symptoms and severe inflammatory responses in blood and urine.

• Journal of the Korean Institute of Landscape Architecture
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• v.38 no.2
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• pp.109-118
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• 2010

This study aims to propose practical strategies for the new urban ideal of regeneration. A book review highlights the emergence of new trends of urbanization in knowledge-information industrial society beyond the new town Ideal of the industrial society. The meaning of ‘landscape’ in landscape urbanism represents not the visual and decorative pictures, but the dynamic process in the context of changes and evolutions. Also, knowledge-information industrial society and landscape have a meaning in the same context of flow and process with changes of velocity. Finally, these key words convey a meaning with the new urban trends of urbanization in knowledge-information industrial society in the context of value-oriented characteristics of dynamics and process. Urban regeneration is emerging as the new urban ideal in the knowledge-information industrial society, beyond the new town ideal of industrial society. It is in the same context as landscape urbanism with respect to green infrastructure buildings and designs for the transformation of urban surfaces covered with concrete and asphalt into the ecological surface, and of the ecological surfaces into the cultural surface that could be communicated with human beings. This research revealed the six strategies for urban regeneration as follows. The First, the strategies for the transformation of urban surfaces into ecological surfaces, the second, the strategies for the transformation of ecological surfaces into cultural surfaces, the third, the introduction of mixed and convergence land use, the forth, the transformation of former sites(e.g. military and factory) into urban parks, the fifth, the introduction of waterfront park zones that have the function of ecological and park-oriented mixed land use and, the sixth, the building and design of green infrastructure in the residential and commercial complex in CBD. These strategies call for the reforms of development laws and regulations to restrict building coverage ratio, building heights, and the introduction of park-oriented mixed zoning regulations. Another method for implementating the above listed strategies was the introduction of a strategic planning system instead of the traditional master plan system. This system uses a value planning approach and brand making by imagery. It is able to construct the meaning of an image and its creativeness directly.

• Journal of the Korean Institute of Landscape Architecture
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• v.46 no.5
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• pp.59-68
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• 2018

This study deals with post-occupancy evaluation (POE) of 'Kim Gwang-seok Street'as storytelling road for urban regeneration. The evaluation focused on image preference and use satisfaction of visitors. This is the initial project of popular singer-storytelling street as a new attraction, and the results could be used as basic data for the sustainable planning and management of storytelling streets. 200 respondents of visitor group were analyzed. Frequency analysis for demographics, use, behavior, reliability, and means, were evaluated. Factor analysis and multiple regression analysis were conducted for image preference and use satisfaction. Responses showed high frequency of twenties in age, who were typically students. In use motives and activities, strolling, sightseeing, and taking pictures were shown to be the most common. The mean scores of image variables showed symbolic (5.03), familiar (4.84), beautiful (4.71), and bright (4.63), the highest. The result of exploratory factor analysis, led to 3 factors being categorized; the mood of street, the design, and the dynamics. Due to the result of multiple regression analysis, the preference of space image was significantly influenced by 4 image variables; symbolic (${\beta}=.314$), stable (${\beta}=.248$), friendly (${\beta}=.204$), and fresh (${\beta}=.142$). In the use satisfaction analysis, the mean scores were highest concerning facility design (3.81), typical street (3.78), the image of street (3.81), continued use (3.66), and experiential tourism (3.53), respectively. The mean score of parking space (2.56) was the lowest. In factor analysis concerning use satisfaction, 3 factors were categorized; facility management, experience, and image. By the result of multiple regression analysis, the total satisfaction of use was significantly influenced by 4 independent variables; image of street (${\beta}=.296$), management (${\beta}=.277$), continued use (${\beta}=.205$), and typical street (${\beta}=.183$). As storytelling road for urban regeneration, 'Kim Gwang-seok Street' has shown considerable success in significant improvement of image preference and user satisfaction. Therefore, the enhancement of 'placeness' through storytelling of Kim Gwang-seok, and the strengthening of its identity and symbolism, should be the basic focus of development for the street in the future.

• Clinical and Experimental Pediatrics
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• v.49 no.6
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• pp.610-616
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• 2006

Purpose : The purpose of this study was to evaluate the timing of sexual maturation and secular trends of menarchial age in Korean adolescents. Methods : Nine hundred eighty two school students and 119 university female students were included. Tanner's pubertal assessment method was applied using a self-assessment sheet with pictures for their developmental stages. A medical checkup database from 1,156,022 women was also used to analyze the age of menarche from the year 1900 to 1980. Results : Onset of puberty was at $11.3{\pm}1.3$ years(y) in girls and $12.1{\pm}1.5$ y in boys and total pubertal duration was 3.6 y in girls and 3.3 y in boys. Height at the onset of puberty was $146.1{\pm}7.9cm$ in girls and $152.7{\pm}9.8cm$ in boys. Weight at the onset of puberty was $39.3{\pm}6.9kg$ in girls and $47.7{\pm}14.4kg$ in boys. The mean age of menarche was $12.0{\pm}1.0y$ and mean age at nocturnal emission was $12.3{\pm}1.8y$. By age ten, 3.0 percent of girls experienced menarche, which increased to 41.1 percent by age 12, and 98.0 percent by age over 15. By SMR 2 breast stage, 18.2 percent of girls experienced menarche, which increased to 66.1 percent and 91.7 percent by SMR stages 3 and 4, respectively. By SMR 2 pubic hair stage, 52.0 percent and by SMR 3, 93.8 percent of girls experienced menarche. While the menarchial age of women born around 1980 was $12.4{\pm}1.1y$, the menarchial age of women born around 1990 was $12.0{\pm}1.1y$. Age at menarche has been advanced approximately by 2 years between 1900 and 1980 birth cohorts. Conclusion : There was a downward secular trend in pubertal timing. Age at menarche has been advanced by 2 years during the last 80 years. Further large scale, prospective studies, including inspection by specialists, are needed to provide reference data for pubertal timing in Korean adolescents.

• Journal of the Korean Society of Costume
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• v.35
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• pp.45-66
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• 1997

This thesis is a study on the kaftan styles iin Asia. The purpose of he study was to examine the origin o the kaftan concentrating on the history and cultural backgrounds of nomads in he Western Central and North Eastern Asia. Secondly for more thorough study and expla-nation on how these kaftans contributed to East-West trade along the silk road. wall paintings and miniature illuminations along Oasis roads persia and Saracen period were compared, Also real kaftans were compared and analyzed the characteristics of Western (Turkey palestine) Central(Kazakistan Uz-bekistan Tadzhistan Qyrgyztan Turkmenistan) and the North Eastern Asian(Mongol) area. Thirdly an attempt has been made to provide the North Eastern Asian(Mongol) area. Thirdly an attempt has been made to provide the style classifications according to their peculiarities of the various kaftans as well as how kaftan gave important influences on custumes of different religious sects. The kaftan is a long coat-like garment with front openings fastened with long sash having an extra long sleeves which were worn by middle and high class nomadics throughout the West Central and North Eastern Asia This type of kaftans were a basic clothing for nomadics since they were constantly moving fromone to another areas on their horse back riding. They also wore tight trousers with boots. Kaftans seem to be originated from nomads of Steppe around B.C. 800 On B. C 400 west asian areas such as Solokha Kul-oba Kulogan had pictures sculptues on vases showing kaftans of half coat type length with front opening tied with band. Also the materials used were the products of animals such as wool or felt with animal designs showing Scythian nomads. In the North Eastern Asia Hsiung-Nu were active in Kazakha North Altai and Mongol The Clothing and fabrics exfavated near Noin-ula Pazyrik showed many samples of kaftan with trousers with other interment be-longings with a corpse around B.C 300 to A. D 100 when trades along the silk roads were proven by many historians Kaftans excavated in this area wore red front opening silk materials which suggesting settling down of nomads. in he central Asia Dol-gull near Altai mountain area were mainly miners who later had many trades with Persia and Bizantine. After Dol-gull Bezeklik temple Samarkant Kizil cow Budda sculture wall paintings of Astana tomb showed typical kaftan of this re-gion. These were both hip covered length as well as long coat with narrow sleeves. Es-pecially they had different color band fron the main kaftan with grogeously and splendously designed silk. In perusia during A. D 1400 to 1600 minia-ture illumination showed kaftan as a high class symbol more than clothing purpose. They had best quality silk with extra long sleeves draping and had a layers of kaftans one on top of anther as a symbol of wealth These Kaftans with different colors and designs were even more beautiful with their effective combinations and contrast of colors. On the other hand the lower class common people and servants wore simple kaftan with the front part of the kaftan were slipped into the belt in order to be more active and con-venient to work, The real kaftans discovered at Topkapi Saray palace of Turkey from A. D 1300 to 1900 were also compared. These kaftans were very numerous in numbers as well as designs The materials and designs used were also vari-ous such as Chinese to Italian silk. The shaped and pattern itself were not much different from the previous nomad's Kaftans. The Palestian kaftans remained were from the beginning of 19th and 20th century. Since this area is hot and dry desert they used black and navy blue colors mostly in order to exclude the sun lights. The patterns used were similar to Nomads and Bedouin with cross stiches and patch work decorations. In the central Asia they had similar life style and natural environmental cnditions with Turkish tribe which resulted in similar kaftan styles as nomads. Mongols conserved basic patterns of kaftan since Cinggis Khan with deep folding in order to keep warm. At last the kaftans studided in this thesis were classified in to four such as half coat long coat jacket and vest style. A pattern used in the Central Asia were zigzag and ani-mal design whereas in the West Asia were floral plant arabesk and circle pattern. As I discussed previously kaftan styles of nomads in the Asia maintained its basic pat-tern throughout the history except slight changes in color gusset sleeve shapes. These slight changes were made according to the need to adapt the need of environmental natu-ral conditions, The reason for aboriginality of kaftan in Asia was its simplicity and con-venience Most interesting fact is that for all these years Mongols are still wearing kaftan in their life ensuring us that they art the preserves of old kaftan. Since this thesis dealt enormous Asian regions I had a limitation of not being able to cover the Far Esatern asian areas such as Korea China and Japan how these kaftans were influenced in their clothing history as well as Eastern and Western culture. This topic along with the studies on materials and designs of patterns of kaftan will be another research project in the future.