• Journal of the Korean Institute of Landscape Architecture
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• v.50 no.5
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• pp.13-29
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• 2022

According to the revision of the Convenience Act for Persons with Disabilities, parks and park facilities where the first park development plan is established after December 4, 2021 are mandatory, and parks must be equipped with convenience facilities for the disabled. Hence, this study aims to derive the improvements of the park evaluation index by analyzing the park certification evaluation index, the building certification evaluation index of park facilities, and the evaluation reports of the current certification status cases. As a research method, first, the certification of parks and park facilities were compared and reviewed with the Park Green Act, and differences in the certification process and certification performance were compared and analyzed. Second, differences and common items were derived by analyzing barrier free (BF)-certification evaluation indicators for parks and buildings. Third, improvement plans were derived after analyzing differences and problems in 4 BF-certified parks and four building certification cases of park facilities in certified parks, focusing on the self-evaluation report and examination results. As a result of analyzing the park and building evaluation indicators, the items for which the evaluation purpose, evaluation method, and evaluation items were commonly applied to 7 access roads for each facility, 5 parking areas for the disabled, 2 guide facilities for information facilities, 14 in 5 categories of sanitation facilities, and 1 for other facilities. In the case of sanitation facilities, there is no case where it was evaluated as a park. If the park does not have an attached toilet, the park is certified as a building. Hence, it would be essential to establish the concept of an attached toilet and discuss the application of the evaluation index on the park sanitation facility. The score of buildings in parks and park facilities was lower than that of the self-evaluation results, and the certification grades of buildings declined in three cases. The items with the highest standard deviation were BF walking continuity for parks and the path to the main entrance among access roads for buildings. As a result of analyzing the park and building evaluation results of 19 common evaluation items except for sanitary facilities, the difference in the grades of the evaluation items for each case site except for one item appeared. Therefore, applying common detailed calculation criteria for items evaluated in common with parks and buildings is needed. Since sanitation facilities have no cases of park certification and are not certified as buildings, it is essential to establish the concept of attached toilets and discuss the application of park sanitation evaluation indicators. It is necessary to develop an evaluation index suitable for the characteristics of the park, such as adjusting the items that are not evaluated in parks and establishing an evaluation index considering the ones of parks. It expects that this study would be used as primary data for improving park certification indicators.

• The Korean Journal of Elementary Counseling
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• v.5 no.1
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• pp.159-184
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• 2006

Lately, the rapid social and family system change, the entrance examination-centered circumstance in education have a negative influence not only on making up the affirmative self-esteem but also on building up the personal relationship through mutual communication with friends of the same age. Making children adapt well to school life and develop a good relationship in the class is an important subject in educational field. Thus, various school activities should offer lots of opportunities to increase their affirmative self-esteem and more specified performance-centered programs are required toform a harmonious relationship among parties of students. The purpose of this study is to improve an affirmative self-esteern and a desirable personal relationship of children through developing friend-praise program and adapting it to children. Based on the above purpose, the following subjects for this study 'are suggested. Firstly, is the friend-praise program effective in forming an affirmative self-esteem of elementary students? Secondly, is the friend-praise program successful in improving a desirable personal relationship in an elementary school? In addition, two hypotheses of study are decided on the basis of theoretical background and the former study. Hypothesis 1. The friend-praise program will have a meaningful effect on improving an affirmative self-esteem. Hypothesis 2. The friend-praise program will have a meaningful effect on improving a desirable personal relationship. In order to improve the above hypotheses, the experiment was carried out with two classes on the fourth grade in M elementary school in Wonju with being divided into one experimental group and the other comparative group. The friend-praise program which was adapted to the experimental group was composed with four steps as 'introduction', 'preparation', 'operation' and 'closing'. This program which has twelve categories was executed once or twice in a week and each class was continued for forty or sixty minutes. Contrastively, comparative group had no application of the main program. For the purpose of proving the hypotheses after adapting the program to students, I have executed both self-esteem test and personal relationship test. The tests were performed with using SPSS/Windows V10.0 and the statistic was conducted through independant sample t-test for the difference between groups and contrastive sample t-test for the individual difference in each group. The results of this study can be summarized like the followings: Firstly, from the result of previous and after tests, there was no meaningful change in the comparative group, but the experimental group showed meaningful difference in all categories of self-esteem(t=-4.496, p=.000). Especially, the general self-esteem(t=-3.216, p=.003), social self-esteem(t=-2.680, p=.012), homely self-esteem(t=-3.732, p=.001), and school self-esteem(t=-3.902, p=.000) showed a meaningful difference. At the same time, the experimental group also showed meaningful difference with the comparative group in self-esteem(t=-4.758, p=.000). Especially, the general self-esteem(t=2.581, p=.017), social self-esteem(t=3.160, p=.003), homely self-esteem(t=4.283, p=.000), and school self-esteem(t=4.110, p=.000) showed a meaningful difference. As a result of this experiment, the friend-praise program will have a meaningful effect on improving an affirmative self-esteem was proved. Secondly, there was no meaningful change in the comparative group, but the experimental group showed meaningful difference in all categories of personal relationship(t=-4.131, p=.000). Specifically, satisfaction(t=-2.113, p=.045), communication(t=-3.381, p=.002), confidence(t=-3.517, p=.001), intimacy(t=-3.958, p=.000), sensibility(t=-2.955, p=.006), openness(t=-4.318, p=.000) and interest(t=-2.941, p=.000) showed a meaningful difference. In the same instant, the experimental group also showed meaningful difference with the comparative group in all categories of personal relationship(t=3.897, p=.000). Especially, satisfaction(t=2.257, p=.003), communication(t=3.527, p=.001), confidence(t=3.704, p=.001), intimacy(t=3.904, p=.000), sensibility (t=4.382, p=.000), openness(t=2.648, p=.013) and interest(t=2.944, p=.006) showed a meaningful difference. Accordingly, the friend-praise program will have a meaningful effect on improving a desirable personal relationship was proved. Judging from all these results, we should provide primary students with various opportunities to take part in active programs which help them to set up their righteous sense of value, to solve their own problems and to develop their potentials. Consequently, many kinds of practice-centered program like the friend-praise program should be developed more systematically and teachers should apply all those programs to students according to their individual level and developmental stage.

• Communications of Mathematical Education
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• v.20 no.2 s.26
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• pp.295-326
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• 2006

Despite the importance of mathematics education, many students in high school have lost their interests and felt difficulties and they don't have 'mathematical' experience with meanings attached because of the entrance examination. This paper attempted to resolve these problems and find the teaching-method with which students can study by themselves with more confidence. Nowadays students' use of Internet is very popular. After develop 'the development of mathematical power' program based on mathematics history, history, science, the application of problems in real world, and self-evaluation, I made students repeat them after making teaching lessons in classroom as moving pictures. Through this processes, I attempted to develop the Self-Directed Learning' ability by making public education substantial. First of all I analyzed the actual conditions on 'Self-Directed Learning' ability in mathematics subject, the conditions of seeing and hearing in Internet learning program, and students' and their parents' interests in Internet education. By analyzing the records, I observed the significance of the introducing mathematics history in mathematics subject in early stager, cooperative-learning, leveled-learning, self-directed learning, and Internet learning. Actually in aspect of applying 'the development of mathematical power' program, at first I made up the educational conditions to fix the program, collected the teaching materials, established the system of teaching-learning model, developed materials for the learning applying Internet mail and instruments of classroom, and carried out instruction to establish and practice mathematics learning plan. Then I applied the teaching-learning model of leveled cooperation and presentation loaming and at the same time constructed and used the leveled learning materials of complementary, average, and advanced process and instructed to watch teaching moving pictures through Internet mail and in the classroom. After that I observed how effective this program was through the interest arid attitude toward mathematics subject, learning accomplishment, and the change of self-directed learning. Finally, I wrote the conclusion and suggestion on the preparation of conditions fur the students' voluntary participation in mathematics learning and the project and application on 'the development of mathematical power' program and repeated learning with the materials of moving pictures in classroom.