• The Journal of the Korea Contents Association
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• v.13 no.11
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• pp.79-86
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• 2013

In general, food depicted in animated films symbolically conveys cultural emotions. And yet, as diverse studies have shown, even from the perspective of cultural semiotics, there are different ways to interpret food symbolism. This study focuses on food depicted in American and Japanese animation, through a comparative analysis of scenes from "The Simpsons" (1989-present), the longest-running American animated program, and "Atashin'chi" (2002-2009), a much-beloved animated sitcom that follows the daily experiences of a Japanese family. It is hoped that the research presented here may be applied as a criterion in the production stage for understanding the cognitive function of cultural underpinnings and symbolic expression in animated works.

• The Bulletin of The Korean Astronomical Society
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• v.42 no.2
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• pp.47.3-47.3
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• 2017

한국과 중국에는 오랜 천문 역사와 함께 많은 유물과 유적이 남아 있다. 한국은 삼국시대부터 천문학 전반에 걸쳐 중국 천문학의 영향을 받아왔다. 그러나 한국의 고대 천문학에 대한 연구가 부족한 탓에 역사시대 이전의 두 나라의 천문학 특징과 상호 교류에 대해서는 잘 알려지지 않았다. 다만, 청동기 시대 고인돌 덮개돌에 새겨진 별자리와 고구려 고분 벽화의 별자리와 삼국사기에 기록된 독자 천문 기록의 검증 등으로부터 고대부터 이어진 우리의 고유한 천문 지식과 문화에 대해 짐작할 수 있을 뿐이다. 한편, 중국은 고고천문 연구를 통해 중국 여러 지역에서 발굴된 천문유물과 유적의 내용과 특징을 밝히고 있다. 지금까지 알려진 중국의 고고천문 자료들은 역사시대 이전 고대의 문화 지역인 하모도문화(河姆渡文化), 앙소문화(仰韶文化), 대문구문화(大汶口文化) 그리고 홍산문화(紅山文化)와 하가점하층문화(夏家店下層文化) 지역을 중심으로 발견되고 있다. 본 연구에서는 이들 문화지역에서 발견된 고고천문 자료를 지역별로 분류하여 그 특징을 살펴보고 한반도와 인접한 홍산문화와 하가점하층문화의 고고천문 유적을 중심으로 중국 다른 지역의 고고천문 유적과 비교하였다.

• Proceedings of the Korean Institute of Navigation and Port Research Conference
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• 2012.10a
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• pp.323-327
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• 2012

21세기 지식기반사회에 더불어 문화예술의 중요성 한층 부각됨에 따라 해안경관이 수려한 등대를 이용 등대해양문화공간 운영 활성화을 위하여 국제항로표지협회(IALA) 등대 보존 매뉴얼과 외국 등대 관광 발전 계획을 비교 연구하여, 등대의 해양문화공간의 역할 기능적 분석 및 문화 관광적 유형 분석을 통하여 우리나라 실정에 맞는 등대해양문화공간 운영 방안을 제시하고자 한다.

• Journal of the Korean Institute of Traditional Landscape Architecture
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• v.40 no.2
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• pp.34-43
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• 2022

This study compared the characteristics of cultural heritage in China and Vietnam, which have developed in the relationship of mutual geopolitical and cultural influence in history, and the following conclusions were made. First, the definition of cultural heritage in China and Vietnam has similar meanings in both countries. In the case of cultural heritage classification, both countries introduced the legal concept of intangible cultural heritage through UNESCO, and have similarities in terms of intangible cultural heritage. Second, while China has separate laws for managing tangible and intangible cultural heritages, Vietnam integrally manages the two types of cultural heritages under a single law. Vietnam has a slower introduction of the concept of cultural heritage than China, but it shows high integration in terms of system. Third, cultural heritages in both China and Vietnam are graded, which is applied differently depending on the type of heritage. The designation method has a similarity in which the two countries have a vertical structure and pass through steps. By restoring the value of heritage and complementing integrity through such a step-by-step review, balanced development across the country is being sought through tourism to enjoy heritage and create economic effects. Fourth, it was confirmed that the cultural heritage management organization has a central government management agency in both countries, but in China, the authority of local governments is higher than that of Vietnam. In addition, unlike Vietnam, where tangible and intangible cultural heritage are managed by an integrated institution, China had a separate institution in charge of intangible cultural heritage. Fifth, China is establishing a conservation management policy focusing on sustainability that harmonizes the protection and utilization of heritage. Vietnam is making efforts to integrate the contents and spirit of the agreement into laws, programs, and projects related to cultural heritage, especially intangible heritage and economic and social as a whole. However, it is still dependent on the influence of international organizations. Sixth, China and Vietnam are now paying attention to intangible heritage recently introduced, breaking away from the cultural heritage protection policy centered on tangible heritage. In addition, they aim to unite the people through cultural heritage and achieve the nation's unified policy goals. The two countries need to use intangible heritage as an efficient means of preserving local communities or regions. A cultural heritage preservation network should be established for each subject that can integrate the components of intangible heritage into one unit to lay the foundation for the enjoyment of the people. This study has limitations as a research stage comparing the cultural heritage system and preservation management status in China and Vietnam, and the characteristic comparison of cultural heritage policies by type remains a future research task.

• Korean Journal of Childcare and Education
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• v.10 no.2
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• pp.21-41
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• 2014

The purpose of his study was to explore the effect of crossover musical activities applying the traditional Korean Jang-dan on the multicultural perception of young children. The subjects of this study were one class of 21 5-year-old children(experimental group) in J kindergarten and two classes of 5-year-old children (20 children in comparative group and 20 children in control group) in S kindergarten located in Y city, totaling 61 children (31 male children and 30 female children). Twenty sessions of Crossover musical activities applying the traditional Korean Jang-dan (rhythmic patterns) developed by the author were applied to the experimental group, musical activities focusing on traditional Korean music to the comparative group and musical classes from Nuri curriculum for 5-year-olds to the control group, respectively. The result of this study showed the following, among the sub-factors of multi-cultural perception, the scores of post-cultural openness and post-cultural acceptability showed a significantly higher level in statistical terms in the experimental group, for which crossover musical activities applying the traditional Korean Jang-dan were conducted, than those in the comparative group and the control group. The comparative group which participated in musical activities of traditional Korean music exhibited a significantly higher level of post-cultural respectfulness statistically (than other groups). The result of this study implies that crossover musical activities applying the traditional Korean Jang-dan have the effect of enhancing the perception of cultural openness and cultural acceptability which are the sub-factors of young children's multi-cultural perception.

• Proceedings of the KAIS Fall Conference
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• 2011.05a
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• pp.138-140
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• 2011

본 연구에서는 신도시개발에 따른 원도심 쇠퇴의 현상과 관련하여, 천안의 원도심인 천안역지역의 쇠퇴에 관한 문제의식에서 시작되었다. 천안역지역의 쇠퇴원인을 찾기위하여 인근 천안터미널 지역과 대비하여 두 지역의 문화컨텐츠를 크게 놀거리, 먹거리, 즐길거리로 나누워 각 요소별로 비교 및 분석하고, 또한 천안역과 천안터미널의 문화 컨텐츠의 특징 및 요소들을 같이 비교분석 하였다. 이를 위하여 설문조사를 실시하였으며, 설문내용의 분석을 통하여 이용행태를 이용 연령대별, 이용장소별, 이용현황별, 이용불만현황별로 정리하여 향후 천안역의 문화적 컨텐츠의 발전방향을 제시하고자 하였다.

• Asia Marketing Journal
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• v.4 no.4
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• pp.75-96
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• 2002

본 연구는 같은 동양문화권에 속하면서도 사회·문화적 배경이 다른 한국과 일본 대학생들을 대상으로 라이프스타일 특성과 여가시간 활용을 비교 분석하므로써 양국대학생들의 소 비문화를 추론하는데 초점을 두고 있다. 새로운 세대로 지칭되는 대학생들은 이미 새로운 수요를 창출하는 세분시장으로서 마케터들의 관심을 모으고 있지만, 국가간 시장을 세분화하고 그에 따른 적절한 마케팅 전략을 구사하는 것이 과연 효과적인가를 탐색해 보는 것이 본 연구의 목표이다. 라이프스타일은 AIO 분석에 근거하여 의생활분야, 구매 및 쇼핑분야, 가치관분야, 정보추구분야, 인터넷 광고분야 등의 다섯 가지 영역으로 구분하고 양국 대학생들을 대상으로 자료를 수집하였다. 각 영역별로 요인분석을 실시하여 모두 23개의 요인이 도출되었고, 양국 대학생 집단은 모두 18개 부문에서 차이를 보였으며 5개 부문에서는 유의적인 차이가 나타나지 않았다. 그러나 여가 및 시간활용에서는 양국 대학생 집단간에 차이를 보이는 항목이 많았으며, 인구 통계적 요인이 국적과 상호작용을 통해 여가활동에 서로 다르게 영향을 미치고 있는 것으로 나타났다. 이러한 연구결과는 사회·문화적 환경이 다른 소비자 집단의 특성을 이해하고 여가활동 유형과 여가시간 활용에 따라 차별화를 가능하게 함으로써 국제적인 마케팅전략수립을 위해 효과적인 시장세분화 기준을 제공하고 소비패턴 분석을 위한 기초 자료로 활용될 수 있을 것이다.

• Korean Journal of Comparative Education
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• v.28 no.3
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• pp.265-289
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• 2018

The word culture itself is very difficult to define. Therefore, in order to confine its meaning, many scholars prefer to attach different prefixes such as inter-, bi-, multi-, cross-, pluri-, trans-, in front of the adjective cultural instead of defining the word culture itself. These prefixes have been used along with about thirty various nouns, ranging from adaptability to training. In this paper, we focused on the adjective intercultural. In fact, this adjective has been widely used, not only in education but also in the communication and philosophy sectors among the world academia discourse. Intercultural Education appeared in America in the 1930s and also in the 1970s in Europe, in order to improve relations between immigrants and the people who received them. Intercultural communication arose in America as a cultural education program for American diplomats and professionals, while interculturalism appeared in the 1970s in Canada as a policy in opposition to multiculturalism. Intercultural philosophy started in 1990s Germany as philosophical speculation against Eurocentrism. As such, the adjective intercultural has been used with a combination of diverse nouns. In regards to this, one can ask the following questions: did the scholars have any kind of agreement during their discussions? Did they communicate and make a positive impact on each other? If not, how can we interpret their common use of the word intercultural? To answer these questions, we tried to compare fives types of intercultural waves of the 20th century, paying particular attention to their time periods, places and backgrounds of appearance, their emphases and shortcomings. Following our research, we found that intercultural waves in the 20th Century have developed independently despite their common use of the word intercultural. Therefore, we concluded that the use of same word intercultural was the result of humankind's effort to approach cultural differences in a positive way in the global village created by internationalization and globalization of the 20th century.

• The Journal of the Korea Contents Association
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• v.19 no.12
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• pp.346-361
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• 2019

The purpose of this study is to compare perceptions toward multicultural adolescents' career problems between multicultural adolescents and parents with multicultural backgrounds and youth and parents in non-multicultural families and to discuss their differences. For this purpose, the data from 825 respondents were analyzed using correspondent analysis. The results follow as: first, multicultural adolescents tended to agree very much with the difficulties of interpersonal relations, distance from appearance, and economic difficulties while non-multicultural adolescents tended to disagree with. Second, both multicultural and non-multicultural adolescents disagreed with the confusion about identity as Koreans, but parents of non-multicultural adolescents showed a negative perception. Third, in terms of education and institutions, multicultural adolescents recognized the strong need for expanding career education opportunities for multicultural students, supporting employment, strengthening access to career information, and professional help for careers compared to non-multicultural adolescents.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.11
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• pp.6527-6535
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• 2014

This research aims is to confirm the effects of cultural competence of an action learning based teaching method in multicultural nursing education. Cultural competence was composed of cultural knowledge, cultural awareness and cultural acceptance. A total of 118 college students were enrolled in this study. Both before and after learning, the students were guided to fill out a questionnaire regarding culture competence. The students from each group studied multicultural nursing by different teaching types: the Traditional Lecture-based Teaching method (TLT) and Action Learning based Teaching method (ALT). Data analysis was carried out by SPSS 21.0. A pre-post comparison within the group was performed using a paired t-test and the comparison between groups was performed using ANCOVA. The results showed that there was a significant difference in the culture competence in both teaching methods. In addition, ALT showed higher cultural acceptance results than TLT; however, there was no difference in cultural knowledge and cultural awareness between the two groups Therefore, ALT should be considered as a teaching method to enhance cultural competence in multicultural nursing education for Nursing students. Further studies on instructional design according to the task types, nursing performance, and the validity of ALT will be needed.