• 대한임상약리학회:학술대회논문집
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• 2004.12a
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• pp.23-23
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• 2004

• English Language & Literature Teaching
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• v.15 no.2
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• pp.71-92
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• 2009

Europass was established in 2005 by the European Parliament and the Council of Europe as a single framework for language qualifications and competences, helping citizens to gain accreditation throughout the European Community. In addition, the 1996 Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) provides a common basis for language syllabi, curriculum guidelines, examination, and textbooks in Europe. This framework describes the required knowledge and skills, the cultural context, and the levels of proficiency that learners should achieve. In combination, Europass and the CEFR provide employers and educational institutes with internationally recognized standards. This paper proposes that current trends such as globalization and international mobility require a similar approach to accreditation in Asia. As jobs and workers become independent of national boundaries and restrictions, it becomes necessary to educate students as multilingual world citizens, using standards that are accepted around the world. It is suggested, therefore, that assessment models such as Europass and the CEFR, along with successful language teaching models in Europe and Canada, present opportunities of adaptation for the Korean education system. Finally, rigorous teacher training to internationally recognized levels is recommended, if Korea is to produce a workforce of highly-skilled, plurilingual world citizens.

• Proceedings of the Korean Institute of Interior Design Conference
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• 2004.05a
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• pp.116-122
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• 2004

Since the 18th century the museums in Europe have accepted the social demand of the publicity and have played a role of social education and it lasted to the present. Recently, the society began to change it's direction. It is from the Universalism to the Pluralism. The Universalism is due to democratic society after 'the Civil Revolution' and standardized social system after 'the Industrial Revolution' The Pluralism that starts with the decrease of the modern society is about the diversity and the activation of identity which has been disregarded since the Modernism. This study is to analyze and to clarify how the museum's educational environment which had begun since the 18th century has been changed since 1990 and how these are related to the social alteration from the Universalism to the Pluralism. As a result of this study, it was confirmed that there had been a simple circulation system and a unified spatial experience in the museum of Europe since 18th century to 1980's(phl) while there had been a complex circulation system and a diverse spatial experience in the museum of Europe after 1990's(ph2). These mean that the museum of phl gave a unified social education to the visitors and they came to have a similar knowledge and emotion after their seeing the exhibition material while the museums of 'ph2' gave a diverse one and the visitor came to have a different knowledge and emotion to the same exhibition material. The museum which gives a unified social education is to produce a unified thoughts of people and it is because the social direction is the Universalism. In addition to this, the museum of diverse social education is to produce people of diversity and it is related to the Pluralism.

• Journal of Christian Education in Korea
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• v.65
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• pp.29-54
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• 2021

In Europe, the diversity in religions, cultures, languages and historical backgrounds is enormous. World War II and the Soviet Regime have played a large part in this and the flow of refugees from other continents increases the pluralism. How can religious education add to bridging between differences? The language across European countries is different, literally between countries, but also figuratively speaking and even inside individual countries. These differences occur in cultural sense and across age groups as well. Secondary education has the task to form young people to become firmly rooted people who can hold their own in society. It is essential that they learn to examine their own core values and their roots. Recognising their values should be a main focus of religious education. However, schools are currently accommodating increasing numbers of non-religious pupils. What role do religious values still play in this situation? How do pupils feel about active involvement in religious institutions, and about basing life choices on religious beliefs? Can other, non-religious values be detected which could form the basis for value-oriented personal formation? Research of these subjects has been ongoing in the Netherlands for more than twenty years and is currently being expanded to the Czech Republic and(former East) Germany. These are also secularized countries but have a very different history. Does the history and context of these countries play a role, and does this show in the values that are important to pupils? A comparative pilot study is being conducted as start of this broadening perspective geared towards greater insight into the values of pupils in these three European countries. This information helps to design appropriate new forms of religious value-oriented worldview education.

• Journal of the Korean Society of Clothing and Textiles
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• v.35 no.10
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• pp.1199-1214
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• 2011

This study suggests the direction of fashion design education suitable for Korea by comparing the fashion design educational systems and the curricula of the main fashion institutions in Europe and those of some universities in Korea. For this, 6 fashion schools in UK, France and Italy and 12 four-year-course universities in Korea were sellected. At first, the educational systems of the nations above and the information about the selected institutions were examined through literature reviews. Then, case studies were performed about the curricula and the other characteristics of the selected fashion design courses by each website or leaflet as well as additional interviews with their course directors or graduates. The results of this study are as follow: First, Korean fashion design education system needs to be specialized and subdivided with a curriculum centered on fashion design. Second, a foundation course needs to be developed to raise a broad and creative approach for design as well as to discover each student's aptitude. Third, the curricula about design process and research methodology need to raise a problem-solving individual of ability. Fourth, a project-based fashion design education is required by a specialized education as well as multi-disciplinary programs. Fifth, an industry- related and market-based fashion design education is asked through internships, professional teaching staff, industry-sponsored projects, seminars and professional design critics. Sixth, English and technology needs to be added to the curricula to develop global professionals. Finally, a cultural fashion design education based on Korean identity is required to develop the Korean fashion industry into a higher value-added business.

• Journal of The Korean Association For Science Education
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• v.11 no.1
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• pp.117-126
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• 1991

The new movement in science education in America and Europe has been heavilly oriented into technological and soceital aspect of science since 1970. However, this spirit has not been well informed in Korea and not adapted in science education. This paper aimed to arouse Korean science educators attention to everyday situation as a science education context. In this paper, the discipline centered science education was briefly reviewed and problems related to the philosophy was pointed out. At the same time the researcher introduced STS context as a science education objective, and elaborated the three elements(physical situation, technological situation. and societal situation) of the context. In the paper, the advantages of the use of everyday context in science education were examined. THe advantages were analysed in terms of the nature of science, learning psychology, integrated science, and societal aspect of science education. The paper also suggested the criteria to select teaching materials from STS context. The suggested criteria were the degree of science concepts involvement, frequency of experience, strength of experience, and possibility of direct experience.

• Journal of the Korean association of regional geographers
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• v.13 no.6
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• pp.695-711
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• 2007

Research on intercountry adoption was strongly needed in Korea; however, there were only a few research in geography on the United States. It is hard to find the geographical research on Korea-born adoptees in Europe. This research analyzed spatial distribution of Korea-born adoptees in Europe where adopted the largest number of Koreans after the United States. Since 1956 when Korea-born children were first adopted in Norway, the number of adoptees had increased rapidly until 1978. In the early 1970s, Korean children had adopted more in Europe than the Unites States. Even though the number of intercountry adoptees temporarily decreased after the Seoul Olympic in 1988, Korean children have been still adopted at a settled numbers. In the beginning period (1956$\sim$70) of adoption in Europe, the Korean war orphans and abandoned children were adopted by Sweden, Norway and Belgium. In the second period (1971$\sim$90), the number of Korean adoptees were social orphans as a result of rapid industrialization. The number of adoptees increased rapidly and their destination extended into ten countries including the Western Europe such as France, Germany, Italy and United Kingdom. In the third period after 1991, the adoptees were mainly from unmarried mothers. The number of adoptees decreased as the result of that the Korean government attempted to reduce the intercountry adoption and to increase the domestic adoption. Their destination reduced into Northern European countries, France and Luxemburg. Those countries kept adopting settled number of Korean children. Female Korean adoptees used to outnumber male Korean adoptees; however the sex ratio was reversed recently. The age of adoptees became to lower, so most of Korea-born adoptees were under one-year old.

• Journal of Engineering Education Research
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• v.12 no.3
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• pp.79-95
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• 2009

Women engineering education programs in the United States, Europe and Australia were analyzed. From 1970s, these countries focused on the low representation of women in engineering, and carried out extensive research and programs. Numerous studies identified the causes of low representation as low interests in mathematics and science during K-12 years, classroom environments which treat women differently (often referred as chilly climate), and the masculine culture in engineering. Comprehensive approaches were taken in the development of the programs: the programs utilized the schools and universities as well as various local institutes, and the programs were designed not only for female students from elementary to graduate levels, but also for parents, teachers, professors, and school administrators. In order to adopt these programs in Korea, the problems that Korean female engineering students are facing in the education environment must be investigated first. Then, unified efforts to change the educational system, environments and culture are needed by all in engineering fields, along with nation-wide policies and funding.

• Journal of the Korean earth science society
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• v.43 no.4
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• pp.511-519
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• 2022

Given the significant social and economic impact caused by heat waves, there is a pressing need to predict them with high accuracy and reliability. In this study, we analyzed the real-time forecast data from six models constituting the Subseasonal-to-Seasonal (S2S) prediction project, to elucidate the key mechanisms contributing to the prediction of the recent record-breaking Korean heat wave event in 2018. Weekly anomalies were first obtained by subtracting the 2017-2020 mean values for both S2S model simulations and observations. By comparing four Korean heat-wave-related indices from S2S models to the observed data, we aimed to identify key climate processes affecting prediction accuracy. The results showed that superior performance at predicting the 2018 Korean heat wave was achieved when the model showed better prediction performance for the anomalous anticyclonic activity in the upper troposphere of Eastern Europe and the cyclonic circulation over the Western North Pacific (WNP) region compared to the observed data. Furthermore, the development of upper-tropospheric anticyclones in Eastern Europe was closely related to global warming and the occurrence of La Niña events. The anomalous cyclonic flow in the WNP region coincided with enhancements in Madden-Julian oscillation phases 4-6. Our results indicate that, for the accurate prediction of heat waves, such as the 2018 Korean heat wave, it is imperative for the S2S models to realistically reproduce the variabilities over the Eastern Europe and WNP regions.

• The Research Journal of the Costume Culture
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• v.19 no.5
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• pp.1102-1118
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• 2011

The purpose of this study was to investigate the underwear design shown in historical dramas set in Europe between the $16^{th}$ and the $18^{th}$ century, woman's bodies were highly restricted, in order to analyze the symbolism of the movie costume and provide basic data for the future education of the department of movie costume design. For a study method, literature relating to movie costumes and underwear as well as captured images from 29 historical dramas set in Europe between the $16^{th}$ and the $18^{th}$ century was reviewed. Among them, data from 17 movies where underwear and crinoline were observed was analyzed. Historical movies, set in the $18^{th}$ century Europe exposed underwear more frequently and decisively than movies set in the $16^{th}$ and $17^{th}$ centuries. For the figure wearing underwear, its expression effect was maximized by the implication function of costumes. Underwear can easily express the time and space background and symbolize the character's social and economic position, attitudes, and values. In addition, the exposure of underwear can reveal characters' internal expressions, such as mental status, taste, temper, intention, mood, time and space display. The result of observing the underwear shown in movies reveals that underwear plays a subjective role in expressing ideal femininity as a woman of a particular age, modesty, social position symbolism and eroticism that depended on the situation. It is expected that the study will provide an opportunity to reconsider the function of underwear, which is different from the meaning of costume history, and its role as a means of communication by considering the change of underwear by age.