• Proceedings of the KGS Conference
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• 2004.05a
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• pp.94-94
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• 2004

In this paper the author surveys the available literature on "bioregionalism", a relatively new intellectual tradition evolved from the North American environmental social movements of the 1970s and 1980s. The so-called "bioregional approach" is gaining acceptance among environmental planners in North America and elsewhere, and has attracted the attention of some geographers. (omitted)ographers. (omitted)

• Journal of the Korean association of regional geographers
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• v.20 no.4
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• pp.379-392
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• 2014

Southeast Asian studies in Korea have been developing rapidly, thanks to strategic and collective efforts invested by the area specialists. Especially, political scientists' contribution as 'institution builders' were remarkable. Anthropologists' leadership as 'solidarity makers' between humanities and social science is now experimenting. In terms of quantity, contribution of geography to area studies is not satisfactory yet, though geography is regarded as a discipline inseparable with area studies. However, geographers as 'horizontal networkers' can contribute to area studies through conducting research in unexplored subject and connecting the human and the physical science.

• Journal of Technology Innovation
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• v.13 no.2
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• pp.71-95
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• 2005

This study aims to explore and understand the role of return migrants in the regional innovation system of a transition economy (China) by analyzing the activities of returning entrepreneurs in two emerging high-tech industries in Shanghai. The empirical analysis is based on in-depth interviews with founders of high-tech companies and experts in Shanghai. The results of the analysis reveal that return migrants are a significant factor for the Shanghai innovation system, which is presently in a transition from a former manufacturing site to a metropolitan region comprising a range of industries (including high-tech) and services. First of all, return migrants are important for the Shanghai RIS in terms of numbers. Second, they engage in activities in the medium range of high-tech which reflects prevailing weaknesses of the framework conditions for innovation in Shanghai. However, due to their international background, returning entrepreneurs are able to overcome these weaknesses, and thus contribute to the development of high-tech industries in Shanghai and to a reduction of the technological lock-in.

• Journal of the Korean Regional Science Association
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• v.15 no.1
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• pp.93-116
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• 1999

Recently the concept of learning has become very fashionable among academics from different economic disciplines. Economic geographers and spatial planners joined this fashion by increasingly speaking about the 'learning region'. This paper makes clear that this learning region'. This paper makes clear that this learning region concept has been launched from three angles; as spatial outcome of grand societal changes, as spatial concentration of entrepreneurial learning for innovation and as regional development concept. Despite the deficits and flaws such a young concept is faced with, such as vague definitions, the lack of empirical research and an insufficiently clear separation from existing concepts, the learning region concept might provide economic geography with more insight in agglomeration effects, stronger links with policy-making and more knowledge on path dependency and thus on unravelling the distinction between 'good' and 'bad' industrial agglomerations.

• Journal of the Korean association of regional geographers
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• v.18 no.2
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• pp.232-251
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• 2012

This paper is to examine new programme of study for geography by a revised geography(including historical, geographical and social understanding) National Curriculum in England. The new primary and secondary National Curriculum was respectively issued in 2007 for implementation from September 2008 and 2010 for implementation from September 2011. The revised National Curriculum was changed more than that of 1995 and 2000 in terms of its formation and content. Especially, Primary National Curriculum was rebuilded to the six areas of learning, in the end KS1-2 geography was integrated in 'historical, geographical and social understanding'. As a result of that, the subject named as geography only remains for KS3. Nevertheless, the new National Curriculum is consisted of programme of study(PoS) and attainment target(AT). But new programme of study was changed more than that of former curriculum in terms of its formation and content. Programme of study for primary school is organized with curriculum aims, the importance of areas of learning, essential knowledge, key skills, cross-curricular studies, breadth of learning and curriculum progression. On the other hand, that of geography for KS3 is organized with curriculum aims, the importance of geography, key concepts, key processes, range and content, curriculum opportunities. This paper examined on categorical features of new programme of study for KS3 geography and its implications for effective geography curriculum design and planning.

• Journal of the Korean Geographical Society
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• v.51 no.5
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• pp.713-737
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• 2016

This study is to review research issues on North Korea and unified territory in terms of topics and approach method in Korean human geography. The conclusion of this paper is as follows. Before 1980's, topics on political geography, such as geopolitics or unified land, were the main stream in research. In 1990's with the end of the cold war and the access to material which was published in North Korea, scope of research was widened especially in geography education. After 2000's with the expansion of cooperation between South and North Korea, the scope of topics were more expanded in all field of human geography, for example, critical geopolitic in political geography, Gaeseong Industrial Complex, Najin-Seonbong region in economic geography, place names, Geumgangsan, North Korean defectors in social and cultural geography. The approach method of toward North Korea is fall into two categories. One is regional geography and the other is the unified land. In the latter approach, topics on the regional structure after reunification or on the life adaptation of defectors in South Korea etc. were studied. After unification of land, new Korean Studiea will be established and human geographers should make ready for this. Before unification, research on the land in north Korea should be proceeded in terms of historical geography.

• Journal of the Economic Geographical Society of Korea
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• v.17 no.2
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• pp.264-279
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• 2014

This study analyzes the regional industrial policies of Daegu based on previous discussions on the concepts and characteristics of regional industrial policies in Korea. Because of the institutional limitations of regional industrial policies in Korea, the industrial policies of Daegu are more government-led in planning and promoting industrial development. In addition, regional industrial policies have been established and executed not as regional policies but as part of sectional policies, and are not properly connected to other regional development policies. What is more, the step-by-step objectives of industrial policies are not defined clearly and, as a result, the means of the policies are not specific. In order to overcome these problems, there should be a paradigmatic transition in making regional industrial policies, which reflects not only economic factors but also the social and cultural factors of the region. Moreover, place-based policies should be planned and promoted that categorize areas subject to the policies through comprehended analysis of regional industrial environment and combine means by section.

• Journal of the Korean association of regional geographers
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• v.18 no.4
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• pp.445-463
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• 2012

This paper focuses on media literacy as a trial for reestablishing the relationship between media and geography education. So far, a geographical phenomenon represented through media has been treated as a transparent window on the world, but now needs to be recognized as a product of representation constructed socially by a range of subjects and their purposes. The epistemological turn of media has brought interest on social construction and media literacy in terms of teaching and learning. It is required that teaching and learning geography through media should be turned from the existing massmedia in education(or the education using media) to the education for fostering an active media literacy to analyze and reason critically how the media as text is constructed and selected. This geography education as media literacy is very important because it enables students to reveal the ideology and power relation embedded in the media as text, as well as to stimulate and enrich their geography imagination through an active work.

• Journal of the Korean association of regional geographers
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• v.11 no.3
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• pp.395-409
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• 2005

Nowadays, it is required that GIS(Geography Information System) should be introduced into tourism field. Therefore, this study suggests several directions as to how well GIS can be used and applied into tourism area. Several directions were made based on the previous literature review and the analyses of TGIS(Tourism Geography Information System) including domestic and foreign case studies. Overall, the research found that it were necessary for five main points to make a development of TGIS. First, TGIS database should be closely connected with Tourism Resources Information System database. Second, as one of an institutional devices, systems for supporting were needed to be prepared for businessmen and integrated information function. Third, as an administrative countermeasure, a mediation committee between the department and bureaus, Tourism Geography Information Circulation Management and Local Tourism Information Center should be established and operated Fourth, the methods for financial resource, which amplify the investment funds, should be established. Finally, universities must introduce a large number of specialists of TGIS by setting up the department of tourism geography information newly.

• Journal of the Korean association of regional geographers
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• v.19 no.1
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• pp.162-180
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• 2013

This paper is to explore the relationship between global citizenship education needed to be taught recently and geography. First, the paper examines the concept, as well as the reason why it became important concept in dimension of education in terms of progress of globalization. Second, the paper examines justification of global citizenship education through geography subject through discussion of place, space, scale and interdependence as geographical key concepts. Then, it establishes the category of sub-area of global citizenship education to grasp structurally. This is to reestablish in terms of knowledge and understanding, skill, value and attitude through the inductive examination of existing system of classification. Third, for geography instruction as practical dimension for fostering global citizenship, the paper discusses things to consider previously to design it in terms of aims, contents and methods, and examined instruction strategies in terms of issues-based approach and geographies of resistance. The last, the paper should things to pay attention to be cautious in global citizenship education through geography.