• Journal of the Korean association of regional geographers
• /
• v.23 no.1
• /
• pp.178-194
• /
• 2017

This paper is to explore meaning and horizon of global education and its relationship with geography. Firstly, the paper clarifies what means the term 'global' used instead of 'world' to education and geography education and the aims of global education. Then a case of UK and USA the paper follows the origin and flow of global education, and examines the characteristics of their global education. Finally, for global education and its relationship with geography education it discusses the importance and need of global education though geography, and which contribution geography can to global education as one of cross-curricula themes.

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

• Proceedings of the Conference
• /
• 2002.05a
• /
• pp.15-32
• /
• 2002

• Journal of the Korean association of regional geographers
• /
• v.19 no.3
• /
• pp.551-565
• /
• 2013

This paper examines the aspects of development education in the Geography Syllabus in the State of NSW, Australia and geography textbooks developed by it. The aspects of development education in the Geography Syllabus and textbooks is as follows. Firstly, Development Education is implicitly described in terms of the difference of the quality of life and aid links in Geography (Mandatory) Stage 4 and Geography (Mandatory) Stage 5, but clearly in Geography Elective. Moreover, Development Geography is one of unit to learn deeply in case of Global Challenges in Stage 6. Secondly, in geography textbooks, development education is sequenced with learning of the quality of life in everyday life, understanding of diverse meaning of development and measure of development, and the role of individuals and organizations for reducing the global inequality. The implications of the findings is as follows. Firstly, geography curriculum needs to be consist of the difference of the quality of life in the middle school, and development geography in high school. Secondly, the major concepts of development education like development, measure of development and the aid etc. need to be described in the different views. Thirdly, development education needs learners to learn the interdependence and practice the global citizenship through learning of specific links of our country with others. Finally, geography textbooks should not describe the normative efforts for reducing global inequality, and treat individual practical cases as well as organizations like government and NGOs so that learners empathize with their value and attitude through individual practical cases.

• Journal of the Economic Geographical Society of Korea
• /
• v.26 no.4
• /
• pp.408-420
• /
• 2023

As the cultural industry might be regarded as the most intimate industry to the general public, it is relatively easy to be widely accepted. With the development of the internet, not only people in various countries have been closely connected, but production networks around the world might also be connected with each other. This article will use data and case studies to clarify how global production networks operate in the development of the cultural industry. By taking the relatively novel point of contact of connection between global production networks and the development of the cultural industry, it summarizes the development models of the film, television and music sectors in the Korean cultural industries. The study found that the development model of the film, television and music industry from the 1990s to the present could be divided into four phases, and most firms are now in the outsourcing and expansion phase. Relying on the huge production networks, these two industries are likely to be improving their popularity and added value through global cooperation.

• Journal of the Korean association of regional geographers
• /
• v.17 no.4
• /
• pp.477-492
• /
• 2011

The purpose of this study is to analyze korean youths' educational experiences and their global leadership competencies and to present good methods for global leadership education. In this global society, students are required to be proactive global leaders. To achieve the research goal, I used the methods of literature review and survey, To conduct the survey, I selected 200 9-grade students in Kyonggie Do. The questionaires were composed of 2 parts such as global perspective and cultural literacy, The research results are as follows. First, students should have a vision as a global citizen. Second, they should develop problem-solving skills of global issues, Third, other cultures learning should be strengthened. Fourth, diversification of cultural diversity education should be accomplished. Fifth, education of awareness of global society, global issues, and other cultures rather than only languages learning for global leadership education should be accomplished. Sixth, global education in geography education should be strengthened.

• Proceedings of the KGS Conference
• /
• 2006.06a
• /
• pp.47-49
• /
• 2006

• Journal of the Economic Geographical Society of Korea
• /
• v.15 no.4
• /
• pp.481-492
• /
• 2012

This paper deals with the deepening global competition of talent between regions as well as states in the process of globalization and the transition toward knowledge-base economies. This study figures out the global geography of talent by examining the distribution and spatial changes of the talent at the global scale. It also analyzes key policies and mechanisms by investigating various countries' policies to attract global talents. Finally this paper points out the limitation of current city-regional development strategies for global competition in that it lacks the consideration of the importance of the talent. In response to that, we propose the strategy to focus on the quality of place to attract the global talent for the city-region development.

• Journal of the Korean association of regional geographers
• /
• v.12 no.3
• /
• pp.421-435
• /
• 2006

This study considered the history and range of concern to the citizenship education in the British geography education with respect to the appearance of the citizenship subject in National Curriculum. Although British geography education mainly put on emphasis citizenship education focused on national identity through imperialism ideology up to World War II, it has aimed at the local and global citizenship education which put focus on the reflection of students to individual value and value position, and social justice after the 1980s. Not only an inner change of such geography education but the external factor of appearance of citizenship subject has stimulated more concern about citizenship education. After that, British geography education community constructs the logic of theoretical justification and urges teachers' practical research and continuous concern as plan for geography subject to lead citizenship education all the time. On the other hand, recently British political and social cultural geographers observe spaces of the citizenship which makes difference and identity and the radical and critical citizenship which put focus on the local and the global scale from the national. Therefore, citizenship education through geography subject must put more emphasis on not national identity but the local and global identity for social justice and a better world.

• 한국IT서비스학회:학술대회논문집
• /
• 2003.11a
• /
• pp.116-123
• /
• 2003

생산, 연구개발, 디자인, 마케팅, 재무관리 등 기업의 주요 기능이 지리적으로 전 세계에 흩어져 있는 글로벌 기업에 있어서 기업 전체를 관리하고 통제하는 일은 쉬운 일이 아니다. 특히, 어떤 글로벌 기업은 표준화된 글로벌 업무 처리 프로세스를 전 세계에 공통으로 적용하기를 원하는 반면, 어떤 글로벌 기업은 ERP를 이미 지역별 공장에 구현한 상태에서 글로벌 통합 ERP시스템을 구현하고자 하는 상황에 있다. 본 논문은 첫째, 글로벌 ERP 아키텍쳐 설계와 선택에 있어서 고려해야 하는 환경 요인과 내부 요인들에 어떤 것들이 있는가 살펴보고, 둘째, 이러한 요인을 고려하여 가장 적절한 글로벌 ERP 아키텍쳐를 구성하는 프레임워크을 제시하고자 한다. 글로벌 기업의 통합 ERP 구축 사례, 솔루션 업체에서 제공하는 권장 안, 기존 논문에서의 분석 결과를 참조하여 전략 프레임워크을 제공하고자 한다.