• Analyses & Alternatives
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• v.8 no.1
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• pp.137-167
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• 2024

This study sought to explain the reasons why the civic education bill failed to be enacted as many as 13 times. What we discovered as a result of our research is, first, the absence of a legislative strategy by the minority member of the national assembly on this bills. The Citizenship Education Bill was a controversial bill with great potential for ideological conflict, and after the 19th National Assembly, this bill was promoted by a minority of a specific political party. The Democratic Party's sponsoring lawmakers did not use active legislative strategies, such as exerting influence within the party to have these bills adopted as the party's platform, or developing them into major pledges for the general and presidential elections. Second, there is a consistent passive response from civic groups as well as lawmakers who signed the bill in an unfavorable public opinion environment. During the legislative process, opposing opinions were overwhelming, including concerns about the spread of leftist ideology, waste of budget and organization, and violation of neutrality and fairness in education. In addition, the passive attitude of field teachers and civic groups, who should be in charge of civic education, also served as a background for the legislative failure. Third, due to a lack of sharing of reliable information on recent theoretical research and global policy trends among stakeholders, legislation through an agreement between the ruling and opposition parties failed.

• Informatization Policy
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• v.25 no.4
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• pp.3-36
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• 2018

This article discusses the possibilities and limitations of ICT education by reviewing the previous research on its various aspects including educational goals, contents, methods, and evaluation. First, when it comes to its educational goal, the prior studies suggest that ICT education aims to nurture digital citizenship among students and to enable them to participate in different sectors of our society. ICT education characterizes the core capacities of its future learners as 'lifelong learners,' 'information producers/consumers,' and 'local/global citizens.' Second, in regard to the educational content of ICT education, researchers investigate SW education importantly: They develop the educational programs and examine the effectiveness of those programs. However, to ensure the relevancy of the educational contents to the future society, institutional support is imperative including facilitating educators' capacities and synchronizing ICT education with subject education. Third, as the educational methods, various ICTs such as flipped learning and augmented reality (AR) are being applied to actual classroom teaching. Research on the educational methods, which is the most vibrant area in the ICT education scholarship, is expected to improve the previous educational methods and to lead the qualitative development of ICT education. Fourth, the previous discussion on the educational evaluation focuses on computer-based evaluations. Educational evaluation using ICT will enable educators to assess the characteristics and achievement of an individual learner accurately and to lead them to apply a teaching-learning process effectively, which will ultimately enhance the effectiveness of educational evaluation. Along with the overall review on the possibilities of ICT education, this article discusses the limitations of the current ICT education and its implications for educational inequalities.

• Journal of Korean Philosophical Society
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• v.130
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• pp.47-77
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• 2014

The purpose of this paper is to justify the following four points. 1) Both communitarianism maintaining perfectionism and liberalism maintaining state neutralism are wrong. Communitarian liberalism is right. 2) If we accept a standpoint of communitarian liberalism, every state must make its own moral textbook for the achievement of common good. Of course, it dose not mean that a government must be an author of moral textbook. 3) The subjects of unification education and democratic citizenship education must be included in moral textbook. The crucial difference between moral education and civic education lies not in the educational subject but in the educational method. In order to internalize communal values and virtue, moral education prefer reflective internalization to indoctrination. But civic education prefer indoctrination to reflective internalization. 4) An desirable Korean who shares Korean values and virtue, provisional moral truth of Korea is a citizen of two isms, namely nationalism and cosmopolitanism.

• Proceedings of the Korean Institute of Navigation and Port Research Conference
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• 2019.05a
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• pp.53-55
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• 2019

부산항 북항재개발사업은 신항 조성에 따른 국내 외 해운물류환경의 변화와 해양레저관광수요의 증가로 재래항만의 재정비 필요성이 대두됨에 따라 2004년 부산항 재래부두 재개발방안 연구용역을 시작으로, 2007년 시민설명회 등을 거쳐 수립된 북항재개발 마스터플랜과 "항만 및 그 주변 지역의 개발 및 이용에 관한 법률"의 제정으로 본격적으로 시행된 우리나라 최초의 항만재개발사업이다. 이에 따라 북항재개발사업을 통하여 국제해양 관광거점으로 육성하여 지역경제 활성화를 도모하고, 세계적인 워터프런트를 조성하여 바다의 주인인 시민들에게 여가 및 휴식공간을 제공함으로써 우리나라 고유의 차별화된 항만재개발 모델이 될 것으로 기대된다.

• Magazine of the Korea Concrete Institute
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• v.14 no.3
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• pp.64-70
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• 2002

도시 주민생활에 없어서는 안될 주요한 사회간접자본시설로서 하수도, 하수도처리시설 등의 콘크리트 구조물에 대한 부식열화는 현재 세계 각국에서 급속히 진행되고 있다. 콘크리트 구조물이 반영구적이라는 것으로 인식되어 있으나, 실제로는 사용수명이 급속히 단축되어, 특히 콘크리트가 처해있는 환경 중에 황화수소(H$_2$S) 등의 황산화합물이 다량으로 존재하고 있는 환경에서는 하수관 콘크리트의 부식에 의해 도로가 함몰되는 사례도 보도되는 등 시민생활에 큰 위험성을 동반하는 가능성을 배제할 수 없다.(중략)

• Journal of Digital Convergence
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• v.17 no.8
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• pp.27-35
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• 2019

This study is analysed about institutional change of international refugee regime with advent of supernational periods in 21 century. Especially the contents was focused on how the EU countries managed their refugee people and system compared to the Asian counterparts. In the international society, especially EU, the British and German preside the refugee policy and laws very positively so as to enter easily from other countries, however, the Asian countries do not as well like the European countries. In terms of this result, that is based on largely their basic comsiouness and values and norm of world citizenships. This research will be conduceived to erect the new international refugee regime which is related to world citizenships. And this will more help to perform a general international regime than in the past. To conclusion, the research was showed a new refugee paradigm forward between many countries as well.

• Journal of Internet Computing and Services
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• v.20 no.3
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• pp.119-128
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• 2019

This study aims to analyze the research trends on Smart City and to present implications to policy maker, industry professional, and researcher. Cities around globe have undergone the rapid progress in urbanization and the consequent dramatic increase in urban dwellings over the past few decades, and faced many urban problems in such areas as transportation, environment and housing. Cities around the globe are in a hurry to introduce Smart City to pursue a common goal of solving these urban problems and improving the quality of their lives. However, various conceptual approaches to smart city are causing uncertainty in setting policy goals and establishing direction for implementation. The study collected 11,527 papers titled "Smart City(cities)" from the Scopus DB and Springer DB, and then analyze research status, topic, trends based on abstracts and publication date(year) information using the LDA based Topic Modeling approaches. Research topics are classified into three categories(Services, Technologies, and User Perspective) and eight regarding topics. Out of eight topics, citizen-driven innovation is the most frequently referred. Additional topic network analysis reveals that data and privacy/security are the most prevailing topics affecting others. This study is expected to helps understand the trends of Smart City researches and predict the future researches.

• Journal of the Korean Institute of Landscape Architecture
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• v.30 no.5
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• pp.78-88
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• 2002

본 연구는 울산월드컵경기장의 조경현황을 분석함과 동시에 경기가 끝난 후에도 이곳을 찾는 이용자들의 요구를 수렴함으로써, 향후 경기장조경시에 적용할 수 있는 교훈을 얻기 위한 목적을 두고 진행되었다. 조경현황에 대한 분석 자료는 월드컵경기장 조경을 위한 시공보고서와 도면 및 사진 그리고 현장에서 수집한 제반 자료이며, 이용자요구는 현장에서 조사한 이용행태이다. 연구결과 2002월드컵대회에 대비해서 만들어진 울산월드컵경기장은 건축공간을 확보하는 과정에 서 대규모의 정지작업을 실시하여 과다한 지형변화가 발생하였으나, 친환경적인 법면의 처리와 향토식생의 도입 및 대형목 등의 이식을 통해서 자연과 친화될 수 있는 경관을 조성하고 있었다. 특히 기존의 옥동저수지를 보전.활용하여 친수공간을 확보한 것은 울산월드컵경기장조경에서 주목할만한 특징으로써, 기회요소를 지혜롭게 활용한 좋은 사례가 되고 있다. 한편, 울산월드컵경기장은 시민들이 부담 없이 여가공간으로 활용할 수 있는 공원적 기능이 체육시설에 접목됨으로써 기존의 경기장과는 달기 체육, 문화, 교육기능이 복합적으로 기능하는 세계적 수준의 체육공원으로 개발되었다. 또한, 울산이 가진 역사 문화적 요소를 상징적인 설계언어로 도입한 것은 역사적 장소성을 중시한 설계방법으로서 이것 역시 울산월드컵경기장조경의 특징으로 손꼽을 수 있는 것이다. 특히 울산월드컵경기장은 경기가 종료된 이후에도 시민들에게 적극적으로 개방되고 있으며, 시민공원의 성격으로 이용될 수 있는 다원적 기능을 가지고 있어서 주목되는 바가 컸다 이와 같은 경기장 건설의 개념은 공간의 이용을 시간적으로 확장하는 것으로서 향후 보다 적극적으로 도입되어야 할 현대적 개념의 공간이용으로 볼 수 있다. 연구결과 향후 울산월드컵경기장이 시민의 휴식과 문화공간으로서 보다 적극적으로 기능하기 위해서는 경기장은 물론 공원으로 이용되는 공간에 대한 철저한 유지관리와 운영관리에 대한 노력이 필요할 것으로 생각된다. 특히 자연환경이 훼손된 부분에 대해서는 원래의 생태적 질서가 회복될 수 있도록 더욱 노력하여야 할 것이다.

• Journal of Digital Convergence
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• v.20 no.5
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• pp.813-817
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• 2022

The purpose of the study was to suggest how and what human rights education goes with civil democracy education. Analysis of civil democracy education contents in the 2022 revised general education curriculum draft and that of the 2030 OECD Education project have been performed to find out what contents are necessarily included. Results are as follows: Firstly, human rights education needs to be adopted as an independent subject to be delivered with detailed and organized information. Secondly, actual experiences in diverse curricular and extracurricular activities need to be provided. Thirdly, a human rights-friendly atmosphere needs to be established to update teachers' perception and upgrade competency regarding human rights education. Lastly, it is expected that these activities facilitate adoption of human rights education curriculum into 2022 general education.

• Journal of the Korean association of regional geographers
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• v.21 no.2
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• pp.411-425
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• 2015

Development education started in some of developed countries of Europe since 1960s. Japan was interested in the development education with realizing the impotance of quality of life in the late of 1970s after high economical growth in 1960s. Just like Eroupe, development education in Japan was done to citizen by development NGOs. But under close cooperation with JICA and MOE, development education was gradually absorbed in formal education. Development education in Japan is done through interdisciplinary studies and the subjects. Geography national curriculum and textbooks in Japan show that the subject aimed to nurture Japanese in the world in the period from the late of 1960s to the late of 1970s. Thus the period can be named the sprouting time of education of development. But with entering the late of 1980s, geography national curriculum started to focus on fostering global citizenship to students. The turn in the educational aims can be counted as practical start of education of development. And education of development through geography was extended the most in the late of 1990s. But in the recent revised geography national curriculum, emphasis on education of development is reduced a little. It can be told that education of development in Japan arrives at the level of the full growth.