• The Journal of the Korea Contents Association
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• v.19 no.9
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• pp.92-100
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• 2019

The purpose of this study is to analyze the 2019 Revised Nuri Curriculum and the 2015 Revised Curriculum for the comparative analysis of disaster safety education contents in the national level curriculum. The main results of this study are as follows: First, the content of disaster safety education for preschoolers in the 2019 Revised Nuri Curriculum was clarified as 'Knowing how to react in case of accident, fire, disaster, abuse, kidnap etc.' in 'Living safety' category of physical exercise and health sections. Second, in the 2015 Revised Curriculum, disaster safety education contents for elementary school students were found to have the difference between school year in same elementary school curriculum. For first and second graders, 'Disaster safety' was cleary presented in one of major categories of 'Living safety', which was newly created at the creative activity in the Revised 2015 Curriculum. On the other hand, for third to sixth graders, safety education is dispersed in the related subjects such as physical education, science, practical courses or in the creativity activity. Third, the safety contents in the Revised 2015 Curriculum for middle school and high school were also found to be dispersed in social studies, physical education, science, technology-home economics and creativity activity. The results of this study showed that the contents of disaster safety education in the national curriculum did not have continuity and systemicity from kindergarten to high school. Therefore, efforts should be made to ensure continuity and systemicity of disaster safety education contents when the national curriculum is revised in the future.

• The Journal of the Korea Contents Association
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• v.20 no.6
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• pp.498-509
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• 2020

The purpose of this study was to investigate the teachers' and parents' perceptions on the 2015 revised national curriculum, which integrated humanities and sciences. In order to do so, 102 high school teachers and 68 high school parents were surveyed on their understanding of the 2015 revised curriculum including core competence, student-participatory class, and process-oriented assessment. The results are as follows. First, the teachers had a higher understanding of the purpose, contents, and major revisions of the 2015 revised curriculum than the parents. Second, among the core competencies presented in the revised 2015 curriculum, both teachers and parents considered communication, community and self-management competencies important. Third, both groups said that student-participatory classes and process-oriented evaluation has increased since the implementation of the 2015 revised curriculum. Based on these study results, suggestions for successful operation of the 2015 revised curriculum and future research were discussed.

• THE INTERNATIONAL COMMERCE & LAW REVIEW
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• v.55
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• pp.33-62
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• 2012

Arbitration is an essential methods of settlement for disputes in international commercial transaction. UNCITRAL Arbitration Rules have been in force after adoption in 1976. Over the 30 years, UNCITRAL Arbitration rules have been modeled for domestic and international arbitration institutes for setting and revision on their arbitration rules. UNCITRAL Committee has published the revised Arbitration Rules which entered into force after 15 August 2010. Therefore new version of arbitration rules are substituted for the previous version of UNCITRAL Arbitration Rules 1976 since its enforcement. The revised arbitration rules of UNCITRAL have been changed in various items for convergence with new trends and modern practices on arbitration including information communication and technology. The revision of arbitration rules focused on resolving problems in practice and codifying best practice to enhance the efficiency of arbitration conducted under the rules. There are considerable in a number of important respects on the removing the restricted in writing requirement for information technology, adapting the multiparties arbitration, joinder arbitration, truncated arbitral tribunal and adjustment in terms and condition and construction simply. Also a number of provisions have been refined, varied and clarified with new articles included. Conclusively the new revised arbitration rules fill a number of gaps which became apparent in the UNCITRAL Arbitration Rules 1976 to bring into line with new modern practices of international arbitration rules in international commercial disputes. This paper focus on the study the problems and inspired points on significant revised provisions and its considerable points in arbitration environment. This paper is approaching to the comparisons of UNCITRAL revised Arbitration Rules 2010 with previous Arbitration Rules 1976 of UNCITRAL and International Arbitration Rules 2011 of KCAB.

• Journal of Fisheries and Marine Sciences Education
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• v.12 no.1
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• pp.83-97
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• 2000

This article refers to the processions and the improvement of the 7th revised curriculum development for the Fisheries and Merchant Marine High School, published at Dec. 30, 1997. The general point of the 7th revised curriculum development was to cultivate creative Korean who will lead the epoch of globalization and information and to perform the learner-centered curriculum. Moreover, it defines the nature of Business High School not as completive but as continuing education. Based on this view, the improvment of 7th revised curriculum has been searched in varous sides. The group of general researchers and cooperators consisted of 12 members who were of university professors, teachers, related business men and executives in the administration branches, and the total researchers of 7th revised curriculum development were 90 members. The basic orientation of the research for the revised curriculum development was as following : The improvement of basic ability, job-analysis ability, integrity of theory and practice, acquisition of the certificate of national qualification, interrelation and cooperative role division between school and industrial fields, extension of self-decision ability of school and local society, protection of learner-selection right and maintaining close relations with the business-educational organization under life-long education system. Thus on the whole, the research for educational goals and contents, instructions, learning theory and evaluation is being processed with a high activity, based on the above mentioned plan of 7th revised curriculum development. At the same time, the methods and the models are being investigated. At last, it is to be noted that, in such as the 7th revised curriculum development research in this case, the effort should not be spared to harmonize the basic technological knowledge of the specialists in the Fisheries and Merchant Marine field and the cultural, liberal arts of personality education.

• Journal of the Korean Society for Library and Information Science
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• v.53 no.2
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• pp.49-68
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• 2019

The curriculum in primary and secondary school is at the heart of the education. In education, a curriculum is broadly defined as the comprehensive plan consisting of educational goal and objectives, instructional content, materials, teaching and learning method. Many countries has national level curricula in primary and secondary education, such as the Korea. Korean national curriculum has been revised 10 times. Currently, '2015 revised curriculum' is applied in korea. On the other hand, the Korean library association developed called a 'Library and information life' curriculum for information literacy instruction in 2007. However, this curriculum is based on the '2007 revised national curriculum', so it differs from the system and contents structure of the '2015 revised national curriculum'. Since the primary and secondary school applying the '2015 revised national curriculum', 'Library and information life' curriculum should be revised. Therefore, this study suggests the direction of revising the 'Library and information life' curriculum after comparing and analyzing '2015 revised curriculum' and 'Library and information life' curriculum.

• Korean Journal of Childcare and Education
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• v.18 no.6
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• pp.101-126
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• 2022

Objective: The purpose of this study was to investigate the implementation experiences of the 「2019 revised Nuri curriculum」 of early childhood education teachers and special education teachers at inclusive child care and education centers. Methods: Individual interviews with 14 teachers at seven inclusive settings in Seoul were conducted. The collected data were transcribed, and six categories and 42 sub-themes in early childhood education teachers and six categories and 37 sub-themes in special education teachers were derived through qualitative-comparative content analysis. Results: The teacher in-service education conducted prior to the implementation of the 「2019 revised Nuri curriculum」 gave substantial aid in the applied practices of cases. The perceptions of teachers related to the 「2019 revised Nuri curriculum」 were heightened. The inclusive settings had been changed according to the principles of play, case, and children's interest. As the 「2019 revised Nuri curriculum」 progressed, children also changed. The implementation of the 「2019 revised Nuri program」 allowed the positive and the negative experiences to coexist at the inclusive settings. For the successful implementation of the 「2019 revised Nuri curriculum」 , calls for the improvement of the child care and education center and national level must be stressed. Conclusion/Implications: Based on the results, discussions and recommendations were presented to solve the difficulties.

• Proceedings of the Korean Professional Engineer Association Conference
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• 1985.03a
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• pp.67-72
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• 1985

The revised "Gijutsushi Act" was Promulgated in April 27th, 1983 due to approved by No. 98th National Assembly of Japan. Some substances points of revised act are discribed as follows, (1) View point from Participate actively in the Gijusushi Act. (2) View point from streamline of the governmental administration. (3) newly-stablished Gijutsushiho (assistant professional engineer). Author discribed by the table as compared with past and revised substance items for has a proper understanding of the newly Gijutsushi systems. Also, author discribed as situation of the examination in 1985 and 1985 respectively. Firstly, candidate for examinations were 6249 persons in 1984 and 4042 persons in 1985 respectively. It is means of clarify evident with interest for revised Gijutsushi activities. Secondly, it clarify from analysis of above statistics, 20～30 years ages candidate examination was account to over 85 percent in total. Students of universities and post graduated approached to this examinations was a few numbers of candidate, because of poorly public relation to schools and un universities.

• Proceedings of the Korea Information Processing Society Conference
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• 2020.05a
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• pp.161-164
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• 2020

경량 암호는 컴퓨팅 파워가 부족한 저사양 프로세서를 위해 개발되었다. CHAM은 국산 경량 암호 중 하나로, 세 가지의 규격을 제공하며 ARX 구조를 사용한 암호이다. CHAM 발표 이후, 라운드 수를 조절하여 성능을 향상시킨 Revised CHAM이 제안되었다. 기존 CHAM은 8-bit AVR 프로세서 상에서 최적 구현이 이루어졌지만, 최신 기술인 Revised CHAM은 해당 구현물이 존재하지 않는다. 따라서 8-bit AVR 프로세서를 대상으로 Revised CHAM-64/128을 최적 구현하여 최상의 성능으로 연산이 진행되도록 한다. 본 논문에서는 최적 구현에 사용한 기법들을 소개하며, 기존에 제안된 기법과 성능 비교를 통해 본 기법의 우수함을 서술한다.

• Journal of Digital Convergence
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• v.7 no.2
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• pp.21-33
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• 2009

The aim of this study is to find out problems between the '7th National Curriculum' and '2007 Revised National Curriculum' that would initially apply from 2009 and then to suggest better ways to improve computer education in Middle schools. A survey was carried out with a questionnaire. Based on the result, a comparison was made and a suggestion has been derived: Firstly, the computer subject should not be treated as a rival to others anymore, rather it should be considered as an essential subjects. Secondly, teachers who take computer subjects as their major should be allocated to middle schools. Thirdly, computer subjects should be taught systematically from elementary and be continued throughout in order to promote the level of the computer science education. Fourthly, the advantages of computer utilisation should be taken into account to layout the computer curriculum that is practicable and learner-centered. Finally, teachers should recognise the main aim of computer education and teach computer subjects to be useful in education. Though the revised version is not perfect the more the curriculums are revised, the better they might be expected to be developed. Consequently, whenever the newly revised computer curriculum emerges, the defects should be identified and addressed in order to achieve the aim of the computer curriculum.

• Journal of Korean Elementary Science Education
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• v.36 no.4
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• pp.428-438
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• 2017

The purpose of this study is to analyze the visual attention of elementary school students according to the editorial design of the 2007 2009 revised elementary science textbook 'Structure and function of our body'. For this purpose, eye movements were collected while elementary school students were watching real textbooks wearing mobile eye tracker. The BeGaze 3.7 program of SMI company was used analyzing eye movements. Twenty-six elementary school students participated voluntarily in mobile tracking research. Elementary students learned the contents of textbook related to 'digestive organ' and 'respiratory organ' by using double reading learning strategy. The results of this study are as follows. First, as a result of pre- and post-knowledge tests, there was no statistically significant difference in learning effect between 2007 revised and 2009 revised textbook editing design. Second, elementary school students tended to give more visual attention to text than textbook illustrations. Third, the selective attention and persistent attention of elementary students showed a very strong positive correlation (.940), but the selective attention and self-control showed a strong positive correlation (.499). Fourth, students with high level of attention and low level showed high visual occupancy in text than in illustrations. Fifth, elementary school students preferred the 2009 revised science textbook to the 2007 revised.