• Journal of Korean Society of Forest Science
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• v.47 no.1
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• pp.52-61
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• 1980

This study is carried out to learn the properties of forest soils in Korea and propose the reasonable management methods of forest land. Among 178 soil series surveyed until now in Korea forest soils include 64 series broken down according to the weathered products into 5 categories such as residual materials on mountain and hill, residual materials on rolling and hill, colluvial materials on local valley and fans, alluvial materials and volcanic ash soils. What discussed in this paper are classification system, parent rocks, texture class and drainage conditions of Korean forest soils. The characteristics of Korean forest soil properties classified in U.S.D.A. soil classification system are as follows: 1. Residual soils on mountain and hill (29 soil series) are almost Lithosols without any distinct soil profile development. They have loamy skeletal (11 series), coarse loamy (5 series), fine loamy (3 series), and fine clayey soils (3 series). Their drainage conditions are somewhat excessively drained in 16 series and well drained in 7 series. 2. Residual soils on rolling and hill (19 series) are Red-Yellow Podzolic soils with well developed soil profiles. They have coarse and fine loamy texture in 12 series and fine clayey texture in 5 series mostly with well drained condition. 3. Colluvial soils on local valley and fans (13 series) include mostly Regosols and some Red-Yellow Podzolic Soils and Acid Brown Forest Soils. They have loamy skeletal (4 series), coarse loamy (3 series), fine loamy (3 series), and fine clayey soils (2 series) with well drained condition. 4. Soil textures of weathered products of parent rocks are as follows: 1) Parent rocks producing coarse texture soils are rhyolite, granite gneiss, schist, shale, sandstone, siltstone, and conglomerate. 2) Parent rocks producing fine and heavy texture soils are limestone, basalt, gabbro, and andesite porphyry. 3) Granite is a parent rock producing various textured soils.

• Journal of Korean Society of Forest Science
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• v.79 no.2
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• pp.144-161
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• 1990

Pine forest communities developed in Mt. Palgong, southeastern Korea, were studied phytosociologically, with special reference to multiple management of local forests, and were classified into two communities, Pinus densiflora - Quercus mongolica community(I : mountain forest) and P. densiflora-Climbing plants community (II : valley forest) and six subgroups accompanied by several subgroups. Judging from the coincidence method, the division of communities (vegetation units) was closely related to altitude and topography. Based on vegetation units, a vertical distribution map of pine forest communities was prepared. The species composition(%) of pine forest communities under stratification, in upper and lower tree layer, teas I higher than II, in middle and shrubs lacer II higher than I (Total : Upper 15.5%, Middle 28.4%, Lower 34.6%. Shrubs 21.5%. Sum of mean coverage%i of understory vegetation was II twice as high as I (Total. shrubs 28.4%. forbs 11.4%, Graminoids 11.8%, ferns 1.0%). Based on constance, coverage and d.b.h. class etc., an actual growth and occurrence table of tree species and understory vegetation by vegetation unity were prepared, and could assume a criterion for judging potential dominance-growth conditions.

• Journal of Korean Home Economics Education Association
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• v.20 no.3
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• pp.85-105
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• 2008

The purpose of this study was to develop a narrative analytic scoring rubric through teacher-students negotiations, as an assessment of tasks using methods of experiment and practice for home economic(HE) in the middle school. In this study. an analytic rubric had been developed in the following three stages: In the first stage, all the things for rubric development were defined and prepared, by selecting tasks used for rubric application through a questionnaire survey, providing detailed directions on methods and procedures and needed items, and selecting a class for rubric negotiation and setting the development schedule. In addition, the method suggested by Ainsworth and Christinson(1998) in Student Generated Rubrics was used. In the second stage, performance criteria for tasks in terms of knowledge, skills, and attitude were developed, setting scoring framework and scales depending on assessment areas. Referring to selected scoring framework and assessment criteria, observable and assessable behaviors were used to describe rubric based on A, B, and C scale. Then, a primary rubric was developed through teacher-students negotiations, using rubrics made by group. In the last stage, the developed primary rubric was reviewed by an expert of HE education to test the validity. Moreover, the analysis to test the suitability of the final rubric assessment tool employed 46 copies of questionnaire collected from incumbent home economics teachers selected by way of random sampling mainly focusing on those teachers who were in the Master's degree program or completed the program at one university. As a result, the average of suitability of aa the rubrics were over 4.0 in th 5-point scale.

• Journal of Korean Home Economics Education Association
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• v.29 no.3
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• pp.33-48
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• 2017

The purpose of this research was to analyze the contents of housing teaching learning studies in Home Economics of secondary schools since 2001. The 22 research, drawn from the database 'riss4u', were analyzed in terms of general information of the paper (studied institution & year, implementation & evaluation, subject of study & size) and specific contents of teaching learning plans (theme, curricula & textbooks, methode & # of lessons, resources). The results showed that most studies were reported during the 7th or the 2007 revised curricula period. All, except one doctoral dissertation, were master's theses from a few universities. In all studies, ranging from 2 to 15 lessons, teaching learning plans were implemented and evaluated in the class of the researcher while some were applied in other schools, too. The theme of the teaching learning plans varied but were concentrated on one out of two content elements and two out of six learning elements. The 2007 revised curriculum seems to be an important turning point, not only reinforcing the analyses of the curricular and textbooks in the analyzing stage but also facilitating the use of various methods for the lessons in the developing stage. Practical problem based model was the most frequently adopted, while cooperative learning and ICT served as fundamental although not always mentioned. Various teaching resources such as UCC, reading materials, PPT were developed for the teacher. Activity sheets were the most frequently used for the students, followed by reading materials. Because teaching learning is an essential core of education, teaching learning studies should be more actively conducted and the variety of subject topics, methods and resources should also be obtained by more researchers.

• Journal of dental hygiene science
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• v.12 no.6
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• pp.675-681
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• 2012

Korean Ministry of Health and Welfare started to implement oral health hub center to provide oral health preventive program and dental treatment to public, especially dental vulnerable class in 2006. But, there is no applicant area to implement it regardless of national budget arrangement in 2012. This study is aimed to investigate the reason not to be implemented and requirements of implementation. 293 among 1,000 public dental hygienists in the area where have not implemented oral health hub center were surveyed in Korea from April to July in 2012 through convenience sampling. The questionnaire consisted of the reason why oral health hub center have not been implemented, the requirement of implementation, duty area and duty position et al. After removal of insufficient responses, 217 questionnaires were analyzed by t-test and ANOVA using SPSS 20.0. The reason why oral health hub center have not been implemented were deficiency of the priority list as compared with other health program (72.4%), space insufficiency (71.4%), regional budget insufficiency (70.5%), will insufficiency of oral health promotion (70.5%) and manpower insufficiency (62.7%). The first requirement of implementation were space expansion and regional budget expansion, followed by reduction of record-originated and administrative tasks, understanding on oral health program of higher ranking public officials in health center, manpower expansion, reduction of other tasks than oral health program and volunteer source expansion. Budget insufficiency and manpower insufficiency in Metropolis were ranked higher than other area (p<0.05). The group not to discuss oral health hub center graded each reason not to be implemented significantly higher than the other group (p<0.05). We suggested that to promote the importance of public oral health program be needed to public and higher ranking public officials to implement oral health hub center. In addition, we insisted that more dental manpower and budget be needed for reduction of oral health inequity in metropolis.

• (The)Study of the Eastern Classic
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• no.71
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• pp.231-258
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• 2018

This paper examines the differences of two different versions of "Cheonuisogameonhae" in terms of stylistics and investigates factors affecting the differences. The interpretations between the woodblock edition and the manuscript edition might be different depending on assumed range of readership, and the stylistic differences between two editions might be different depending on the possibility of extension of the reading population. Thus, this paper examines how stylistic effects are reflected in inter-relations between a translator as a speaker and readers as listeners according to speaker intentions. In Chapter 2, the stylistic differences reflected from two difference editions are examined in terms of the expression of a writer's respect, emotions, and formal consciousness to readers. The expressions of a writer's respect are more clearly emerged in the manuscript edition than in the woodblock edition. The honorific expression of a subject, '-gyeo?dsyeo', and the honorific expression of a writer, '-s?p-', are more frequently used in the manuscript edition than in the woodblock edition. In order to express positive emotions, exclamation endings are used in the manuscript edition, which shows the writer's strong emotional sympathy with readers' words and behaviors. On the other hand, in the woodblock edition, '-이' is used after names in order to treat rebellious subjects and people involved in conspiracy contemptuously by the use of informal forms. In addition, affirmative sentences in the manuscript edition and double negative sentences in the woodblock edition are used respectively, which intends to strongly emphasize a king's will and the appropriateness of the will. The writer's formal consciousness to readers are found in the way of writing names of people and places in Korean. Chinese characters are generally used two show formal consciousness; thus, names of people and places are expressed in Chinese characters in the woodblock edition. In Chapter 3, factors that made the stylistic differences between two editions are examined. The factors causing stylistic differences are examined in terms of the purpose of the interpretation, the class and range of the reading population, a writer's attitudes toward readers, and the face-to-fact situation of a writer and readers.

• (The)Study of the Eastern Classic
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• no.37
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• pp.33-61
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• 2009

In the late Koryo period, until 14th century, there had been at least two groups of Manchurians who were conferred citizenships; one group was living as an original inhabitant in the coastal area of north­eastern part of Korean peninsular, long time ago, and they were over one thousand households. The other was coming down from inland, eastern part of Yoha River, to the area of Tuman River to settle down and they were at least around one hundred and sixty households, including such tribes as Al-tha-ry, Ol-lyang-hap, Ol-jok-hap and others. They were treated courteously, from the early days of Choson dynasty, with governmental policies in an economic, political, and social ways. They were given, for instance, a house, a land, household furniture, and clothes. They were allowed to get marry with a native Korean to settle down. They were educated how to cultivate their lands. It was also possible for them to be given an official position politically or allowed to take a National Civil Official Examination. The fact they could take such an Examination, in particular, means they were treated fairly and equally, because they also had a privilege to improve their social positions through the formal system as much as common people. Two typical families were scrutinized, in this paper, family Chong-hae Lee and family Chon-ju Ju. All of them were successful to settle down with different backgrounds each other. The former were from a headman, Lee Jee-ran, who controlled his tribe, over five hundred households. He was given three titles of a meritorious retainer at the founding of Chosun dynasty, at the retrieval of armies, and an enshrined retainer. His son, Lee Wha-yong, was also given a vassal of merit who kept a close tie successfully with the king's family through a marriage. Upon the foundation of their ancestors, their grandsons, family Lee Hyo-yang and family Lee Hyo-gang, each, had taken solid root as an aristocratic Yang-ban class. The former became a high officer family, generation by generation, while the latter changed into a civil official family through Civil Official Examinations. They lived mainly around Seoul, Kyong-gi Province and some lived in their original places, Ham-kyong Province. Chu-man, the first ancestor, was given a meritorious retainer at the founding of the dynasty and Chu-in was also given a high officer position from the government. They kept living at the original place, Ham-heung, Ham-kyong Province, and then became an outstanding local family there. They began to pass the Civil Official Examinations. After 17th century on the passers were 17 in Civil Official Examinations and 40 were passed in lower civil examinations. The positions in government they attained usually were remonstrance which position was prohibited particularly to North­Western people at that time. The Chosun dynasty was open to Machurians widely through the system of envoy, convoy, and naturalization. It was intended to build up an enclosure policy through a friendly diplomatic relation with them against any possible invasion from outside. This is one reason why they were supported fully that much in a various way.

• Journal of Korean Classical Literature and Education
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• no.38
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• pp.201-238
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• 2018

As a way of enhancing the intercultural ability needed for diverse cultural eras, this study focuses on the "narration" of the Italian education scholar Maddalena De Carlo in order to determine the "diverse values" created by the "symbolic representation" based on the folktales narrated by immigrants living in Korea. Through this, it specifically presents educational elements and contents that can raise relative sensitivity. The authors of this paper have connected, empathized, and communicated with people of various cultures in order to go beyond Carlo's discussion. The paper discusses the expansion of cultural sensitivity as an element of education through narrative topics using the folktales of immigrant narrators in Korea. It also recognizes the limitations of a desire for a homogeneous union within an intercultural society and thus formulates educational contents for creating a relationship with heterogeneous ideas through the elimination of communication barriers through heterogeneity and a consideration of the surface and the back. This is systemized in six steps. Step 1: Listening to oral folktales of immigrants, Step 2: Finding heterogeneous motifs imprinted in the immigrants' memories, Step 3: Understanding the meaning of the opposing qualities symbolized by heterogeneous motifs, Step 4: Creating narrative topics containing the key motifs, Step 5: Generating the value of symbolic representation as a narrative topic, and Step 6: Expanding the value of life into a cultural symbol. In Chapter 3, this study focuses on educational contents using immigrants' folktales by applying these six steps. The class contents include the recognition of the limitations of desire for a homogeneous union within an intercultural society and the consideration of how to create a relationship with heterogeneous ideas through the elimination of communication barriers through heterogeneity and consideration of the surface and the back. This paper then compares the Indonesian folktale, The Inverted Ship Mountain and the Mom's Mountain, with the world-famous Oedipus myth, to determine what the symbolic representation of these heterogeneous motifs is. In Step 6, when the symbolic system is culturally extended, the incestuous desire that appears in the "inverted ship" is interpreted as a fixation that was created when the character sought to unite with homogenous idea. The Cambodian folktale, The Girl and the Tiger, is a story that is reminiscent of the Korean folktale, The Old Man with a Lump. Through the motif in "Tiger," this paper generates a narrative topic that will enhance the students' intercultural abilities by culturally expanding their skills in how to relate with a heterogeneous being that is usually represented as an animal. The Vietnamese folktale, The Coconut Bowl, similar to the Korean folktale, GureongDeongDeong SinSeonBi, is a story that draws a variety of considerations about the surface and theback, and it shows readers how to build a relationship with a heterogeneous idea and how to develop and grow with such a relationship. Thus, if a narrative topic is generated and readers are able to empathize using an opposing feature formed by the core motif of the folktale, it becomes possible, through immigrant folklore, to construct a possibility of a new life through the formation of a relationship with an unfamiliar and heterogeneous culture.

• Journal of Korean Classical Literature and Education
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• no.38
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• pp.5-35
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• 2018

This paper discusses this seminar's theme, 'Classic Literature Enjoyment Methods and Education,' with a focus on the genre of classic poems. However it does not focus on any individual method by discussing a specific genre or enjoyment method but focuses on a fundamental discussion. The importance of a functional relationship between the classic poetry genre and its enjoyment method is raised avoiding a generalized discussion. There are things that researchers often forget about classic poems. They forget that most classic poems are not ordinary poems but songs that are to be sung, and thus they should, in principle, be expressed in Korean language. These two facts about classic poems, indicate that their enjoyment method should be given importance. Compared to modern poems, Chinese classic poems, folk songs, and other forms of verse, only classic poems have the aforementioned conditions unique to them. In addition, classic poems include several types of poems, Japga (literally, miscellaneous songs), and Siga (literally, poem-song) genres representing each era, so it is important to discuss the characteristics of such poems with respect to their times periods and genres. Even based on such characteristics, the enjoyment situation where works are created and sung in the genre of classic poems is very important, and thus the enjoyment method issue should be closely linked with the study of works and genres. This study examines how the topics of enjoyment methods for classic poems is reflected in the current middle education curriculum. To improve the current situation, it outlines the issues that arise when enjoyment methods for classic poems are applied to textbooks or classes, set as textbook unit goals or criteria for achievement, and presented as measures designed to plan the composition of works and learning activities. Future studies on literary educational methodologies are expected to further examine the enjoyment methods for poems in class discussed herein.

• Journal of Korean Classical Literature and Education
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• no.33
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• pp.211-253
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• 2016

Depending on the class and status, literary works are variously accepted and interpreted. As a result, they show different forms and ways of enjoying the novels and different variations of a text. The only ideal way of investigating and analyzting it is to meet someone who actually lived in that era. This study tries to investigate the enjoying aspects of the classic Korean classical novels by studying how the classical novels have been enjoyed in Northern Gyeong-Buk Area, especially in Cheongsong. It is a follow-up study of cases studies based in Yeongdeok, Uljin. As a result, one can come true the conclusions. In the case of Cheongsong, the Northern Area and Southern Areas show differences in their modes enjoying the Korean classical novels. The Northern Area has a strong expresses self-confidence and pride, and forms solid enjoying groups. However I could hardly find any such cases in the Southern Area. And the entertaining aspects of the classical novels are enjoyed by individuals rather than entertainers. It shows that there have been many difficulties in the culture of in taking-root classical novels as a firm ludic culture in Cheongsong. Furthermore, this survey can identify a duality of entertainers genres conception to enjoying Ga-sa and classic the Korean classical novels. The entertainers who haves read only the classical novels has not hidden ashamed of themselves as readers and entertainersof them. But the entertainers who are proud of the self as enjoyers of Ga-sa tried to dissimulate hide the fact that they read of the classical novels, because they think that a narrativity and fictitiousness, incredibility of the novels are disproportionate inappropriate to their for dignity as members of Yangban(兩班) families, and are in stark contrast to the morality and seriousness of Ga-sa.