• Journal of the Daesoon Academy of Sciences
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• v.37
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• pp.53-105
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• 2021

The purpose of this study is to clarify the meaning of Gwonji (權智, Authority and Foreknowledge) through the phrases contained in the section, Gwonji of the Jeon-gyeong (known in English as The Canonical Scripture), and to compare the changes that each verse from Gwonji underwent by juxtaposing it against the sixth edition of Daesoon Jeong-gyeong (which was published prior to the Jeon-gyeong) to explore the term's literary meaning. In order to save the world, Sangje descended to human world and performed the Cheonjigongsa (Reordering Works of the Universe) for nine years with the power he exercises over the Three Realms of Heaven, Earth, and Humanity. Based on the plan set by the Cheonjigongsa, Sangje's teachings were spread to humanity and provided as the basis for building the earthly paradise. From this perspective, this study demonstrates its significance by providing a comprehensive approach to the Jeon-gyeong by highlighting the subject of Sangje's authority and wisdom as recorded in the section titled Gwonji. There is also value in the variant verses from Gwonji that the study discovered by comparing and analyzing the phrases from chapters one and two of Gwonji as they appear in the Jeon-gyeong with their equivalents from the sixth edition of Daesoon Jeong-gyeong, which was published in 1965, nearly a decade before Daesoon Jinrihoe's publication of the Jeon-gyeong in 1974. The results of this comparative study of parallel passages related to Gwonji are as follows: First, Gwonji can be understood as the authority and wisdom of Sangje, and this is the core element in realizing the Earthly Paradise through His Cheonjigongsa. Second, phrases related to Sangje's authority and wisdom are spread out in the seven sections of the Jeon-gyeong, and they were written to emphasize the main purpose suggested in each section or chapter. Third, in sections other than Gwonji, the great power of Sangje is exercised to treat matters related to deities and social problems, whereas in Gwonji part, it is dedicated to the performance of Cheonjigongsa. Fourth, there are five sections of the Jeon-gyeong which are organized into chapters. All of these sections and their chapters indicate the year when key events transpired. Fifth, when passages from chapter one of Gwonji is compared to parallel passages from Daesoon Jeon-gyeong, there are several verses that vary in terms of their wording and also sentences that indicate a different dates or times for certain events.

• Journal of Korean Home Economics Education Association
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• v.32 no.4
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• pp.19-30
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• 2020

Maker education started on the basis of the maker movement in which makers gathered in makerspace share their activities and experiences, and the educational value pursued in maker education is based on the constructivist paradigm. The purpose of this study is to present maker education components to be used in school education, focus on the characteristics and educational values of maker education, and explore ways to use them. To this end, this study explored the theoretical grounds to re-conceptualize maker education, drew statements based on in-depth interview data of teachers conducting maker education classes, and reviewed its validity through experts. Based on these statements, by deriving the components for the use of maker education, the direction of maker education in school education was set, and an example framework that could be used in subject class and creative experiential learning was proposed. Research shows that in maker education, makers cooperate to carry out activities, share ideas with others and try to improve them, and include self-direction such as learning, tinkering, design thinking, sharing and reflection. can see. In addition, maker education emphasizes experiential learning that can solve real problems that students face, rather than confining specific activities to student choices as needed. It emphasizes the learner's course of action rather than the outcome of the activity, tolerates the learner's failure, and emphasizes the role of the teacher as a facilitator to promote re-challenge. In the future, it can be used in various ways in each subject (curriculum expert, teaching/learning expert, elementary and middle school teachers, parents, local educators, etc.) and school activities, and it will contribute to setting future research directions as a basic research for school maker education.

• Journal of Popular Narrative
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• v.27 no.3
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• pp.95-124
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• 2021

As the symbolic images of girls besides its definition have varied according to the age and society, a posthuman girl character recently appears in the digital cinema. This study aims to analyze its cinematic representations and the social contexts in which they are created. For this purpose, the study focuses on what extent the society allows its imagined figurations as a future female body and the meanings revolving around the image of 'technologically body-enhanced female fighter'. Current digital visualization technology has developed to the extent any imaged future humans can be represented, but posthuman girls' representations have its limitation that only a human-like figuration can be allowed in accord with the traditionally idolized image of girls. It is because of the representation logic in which digital cinema is visualized based on perceptual realism that values audiences' experiences. Despite such less critical figuration which does not dare to cross the boundary between the image of human and inhuman, the posthuman girl characters create a new category of the 'dangerous girls' who are both void of sexual femininity and independent of motherhood and heterosexual romance narrative. Of course, they support the modern human-centered belief that humans can take entire control of technology with their moral behaviors and dispel the fear about the negative impact the nature of technology may have on society at large by showing their child-like figuration protecting ethical values. However, the new character of 'unruly girl' exerts her subversive act that seeks to fight against the human-centered liberal humanistic values and melancholic feeling and vulnerability that the neoliberalism and technocracy enforce. When posthuman girl characters are considered to be a marker through which we can see how different social forces are intervening and competing each other in the upcoming posthuman age, the limited figuration of the posthuman girl characters in South Korean movies illustrates the opinionated thoughts toward the instrumentalism in technology but their bloodshed struggles reveal how the corporate or state-governed techno-biopower has oppressively treated and appropriated the human body as the technology-object and also provide a meaningful opportunity to rethink its unethical violence.

• Journal of the Daesoon Academy of Sciences
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• v.44
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• pp.213-261
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• 2023

The purpose of this article was to examine whether the parallel passages from The Canonical Scripture and Jeungsan Cheonsa Gongsagi (甑山天師公事記 Records of the Reordering Works of Celestial Master Jeungsan), the first full-length record related to the life of Kang Jeungsan compiled by Lee Sang-ho, indicate the same chronology. A comparison of the contents between The Canonical Scripture and Jeungsan Cheonsa Gongsagi revealed the following. The contents of The Canonical Scripture are categorized by a table of contents. By way of contrast, the contents of Jeungsan Cheonsa Gongsagi, is organized year by year. When parallel passages appear, the two texts tend to indicate the same year for specific events, but the chronology of some events do not match. A comparison of the contents of The Canonical Scripture and the first edition of Daesoon Jeongyeong (大巡典經 The Canonical Scripture of the Great Itineration) shows the following. Once again, the contents of The Canonical Scripture are organized via a table of contents. The contents of the first edition of the Daesoon Jeongyeong are also indicated through a table of contents. When lined up for comparison, most of the passages show the same content to have occurred in matching years. However, new contents are contained in this record that were absent in Jeungsan Cheonsa Gongsagi. All of these texts contain a summary of the life of Kang Jeung-san; however, they are organized differently. Jeungsan Cheonsa Gongsagi presents that summary chronologically (year by year with some gaps in years). Daesoon Jeongyeong and The Canonical Scripture both feature a table of contents wherein chapters are based around specific themes. One key takeaway is that different passages appear in the contents of each text. Also, The Canonical Scripture and the first edition of the Daesoon Jeongyeong contain some parallel passages wherein the two texts disagree on what year some events took place. Despite the different style of organization, Jeungsan Cheonsa Gongsagi and The Canonical Scripture can still be compared and such comparison shows the same pattern as comparison between The Canonical Scripture and Daesoon Jeongyeong. As a result of organizing and comparing the contents of the table of contents with the chronological record, the parallel passages wherein chronology is disputed can be highlighted and the introduction of new passages can also be shown.

• (The) Research of the performance art and culture
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• no.40
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• pp.269-305
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• 2020

Youngsan is generally known as Pansori Danga(短歌). However, the contents of 'Yeongsan' in 『Songnamjabji』 are different. In 『Songnamjabji』, Cho Jaesam explained the contents related to 'Youngsan' using three kinds of poems: Shin Kwangsoo's poem, Baegho Imje's poem, Kim Myeongwon's poem. First, 'Ujo Youngsan' appears in Shin Kwangsoo's poem. Shin Kwangsoo wrote the (1750) when Yoo Jinhan's 『Manhwajib(晩華集)』(1754) was published. It is difficult to see the 'Ujo Youngsan', which appears in Shin Kwangsoo's poem written in a time when Pansori was not widely known, as the Pansori Danga. Second, Jo Jaesam called the music in Baegho Imje's poem 'Youngsan Dodeueum'. In 'Youngsan Dodeueum', flute and 'Dodeuli rhythm' were used. This fact is connected with , an instrumental music. , also a Buddhist term, continued to be used in the palace as well as among the people. Third, Cho Jaesam introduced Kim Myeongwon's poem in 'Yeongsan' part and called it 'Taryeong.' At that time, the term 'Taryeong' referred to both Pansori and Jeongga(正歌). Later, in the 19th century, 'Youngsan' was recorded as a term for the Danga to loosen the neck before Pansori began in earnest. In other words, the early 'Yeongsan' recorded in 『Songnamjabji』 was a Buddhist term, referring to the music of the upper class Seonbi, such as , Gasa(歌詞) and Sijo(時調). In 1855, when 『Songnamjabji』 was written, 'Youngsan' was used as a term used to refer to both Changbu-Music and Gagaek(歌客)-Music, mixed with the term 'Taryeong'. And as Pansori became popular, the term 'Taryeong' came to be called 'Pansori' and 'Youngsan' was used to refer to Pansori Danga. Therefore, all the records of 'Youngsan' should not be interpreted as Pansori Danga. This situation is closely related to religious and social change. The policy of worshipping Confucianism and suppressing Buddhism rejected the term 'Youngsan' which had a Buddhist meaning. In the middle of Joseon Dynasty, when Buddhism was suppressed, 'Youngsan' and 'Taryeong' were mixed. As Buddhism regrown in the late Joseon Dynasty, with the advent of Pansori, the term 'Youngsan' seems to be newly resettled in the sense of Danga. Pansori appeared in the 19th century and 'Yeongsan' was used as a Danga. And the reason should be regarded as this social and religious change.

• Journal of Korea Water Resources Association
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• v.55 no.spc1
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• pp.1251-1260
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• 2022

Recently, due to the deterioration of watermains and the detachment of scale which is accumulated on the watermain surface, water quality accidents in a water supply network occur frequently. As scale accumulated on watermains is stabilized, it may not cause water quality accidents under the normal operating condition. However, due to water hammer or transient flow caused by the abrupt velocity and/or direction of flow change, it can be detached from the watermain surface resulting in water quality accidents. To prevent these kinds of water quality accidents, it is required to remove scale by watermain cleaning regularly. Many researches about flushing which is the most popular water cleaning method are focused on the desirable velocity criteria and the cleaning condition to accomplish the effect of flushing whereas less amount of research effort is given to develop a method to consider whether the desirable velocity for flushing can be obtained before flushing is performed. During flushing, the major and minor headloss is occurred when flushing water flows through a hydrant or drain valve. These headloss may slow down the velocity of flushing water so that it can reduce the flushing effect. Thus, in this study, we suggest a method to simulate the flow velocity of flushing water using "MinorLoss Coefficient" and "Emitter Coefficient" in EPANET. The suggested method is applied to a sample network and the water supply network of "A" city in Korea to compare the flushing effect between "flushing through a hydrant" and "flushing through a drain valve". In case of "flushing through a hydrant", if the hydraulic condition ocurring from a watermain pipe connecting to the inlet pipe of a hydrant to the outlet of a hydrant is not considered, the actual flowrate and velocity of a flow is less than the simulated flowrate and velocity of a flow. In case of "flushing through a drain valve", the flushing velocity and flowrate can be easily simulated and the difference between the simulated and the actual velocity and flowrate is not significant. Also, "flushing through a drain valve" is very effective to flushing a long-length pipe section because of its efficiency to obtain the flushing velocity. However, the number and location of a drain valve is limited compared to a hydrant so that "flushing through a drain valve" has a limited application in the field. For this reason, the engineer should consider various field conditions to come up with a proper flushing plan.

• Journal of Intelligence and Information Systems
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• v.28 no.1
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• pp.287-310
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• 2022

Companies' interest in developing AI-based intelligent new products is increasing. Recently, the main concern of companies is to innovate customer experience and create new values by developing new products through the effective use of Artificial intelligence technology. However, due to the nature of products based on radical technologies such as artificial intelligence, intelligent products differ from existing products and development methods, so it is clear that there is a limitation to applying the existing development methodology as it is. This study proposes a new research method based on KANO-TOPSIS for the successful development of AI-based intelligent new products by using car voice assistants as an example. Using the KANO model, select and evaluate functions that customers think are necessary for new products, and use the TOPSIS method to derives priorities by finding the importance of functions that customers need. For the analysis, major categories such as vehicle condition check and function control elements, driving-related elements, characteristics of voice assistant itself, infotainment elements, and daily life support elements were selected and customer demand attributes were subdivided. As a result of the analysis, high recognition accuracy should be considered as a top priority in the development of car voice assistants. Infotainment elements that provide customized content based on driver's biometric information and usage habits showed lower priorities than expected, while functions related to driver safety such as vehicle condition notification, driving assistance, and security, also showed as the functions that should be developed preferentially. This study is meaningful in that it presented a new product development methodology suitable for the characteristics of AI-based intelligent new products with innovative characteristics through an excellent model combining KANO and TOPSIS.

• The Journal of Korean Philosophical History
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• no.28
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• pp.87-116
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• 2010

In elementary, environmental education have been doing in various subjects. The features of environmental instruction would be reflected on contents of environmental education and characteristics of each subjects. These contents of environmental education might be contained normative contents, and it is moral subject that treats these normative contents systematically. Then environmental instruction of moral subject in elemental school should be approach and inquire teaching contents related to environment education. In elementary school curriculum of moral subject, teaching contents related to environment are 'preciousness of life' and 'right views of Nature and protection of the environment'. By these contents, moral instruction can approach to life of animal and plants centered on the reason to take them preciously and relation between nature and humans centered on the moral consideration. It is a difference that approaches to the environmental education not by factual understanding but by normative understanding in moral instruction. It must be focused on ethical inquiry for normative approach and reserving identity of moral subject. Necessary conditions for ethical inquiry to the environmental instruction are moral status of things besides humans. For the ethical inquiry to the moral status of nature environments, teachers could be set the logic of instruction based on the developments of environmental ethics. Formal cohesiveness of environmental instruction could be developed in sequence of ethical inquiry on moral status to the life of animal, life of plants, and whole system of nature. For this, teacher could reflect on their instruction focused on some explanations. That is, it is explanation to the animal life based on the individual-extended human oriented ethics for human, plants life based on the individual-non human oriented ethics, whole natural system based on the holistic-non human oriented ethics. When teachers reflect these explanation, they can compose their instruction as 'finding something in common with humans and animals', 'reflection on the attitude to the commons', 'thinking about reasons on the different attitudes to the commons', 'the things that disappear as plants die', 'thinking on values about non organism'. These plan of instruction could be critically reconstruct by other teachers. But environmental consciousness by ethical inquiry should be hold on instruction to the environment reflected on identity of moral subject.

• Journal of the Korean earth science society
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• v.44 no.6
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• pp.655-674
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• 2023

This study examined whether the "self-guided interpretation" media in the Yeoncheon area of the Hantangang River UNESCO Geopark are intelligible for visitors. Accordingly, two on-site investigations were conducted in the Hantangang River Global Geopark in September and November 2022. The Yeoncheon area, known for its diverse geological features and the era of geological attraction formation, was selected for analysis. We analyzed the readability levels, graphic characteristics, and alignment with science curriculum of the interpretive media specific to geological sites among a total of 36 self-guided interpretive media in the Yeoncheon area. Results indicated that information boards, primarily offering guidance on geological attractions, were the most prevalent type of interpretive media in the Yeoncheon area. The quantity of text in explanatory media surpassed that of a 12^th-grade science textbook. The average vocabulary grade was similar to that of 11^th- and 12^th-grade science textbooks, with somewhat reduced readability due to a high occurrence of complex sentences. Predominant graphic types included illustrative photographs, aiding comprehension of the geological formation process through multi-structure graphics. Regarding scientific terms used in the interpretive media, 86.3% of the terms were within the "Solid Earth" section of the 2015 revised curriculum, with the majority being at the 4^th-grade level. The 11^th-grade optional curriculum terms comprised the second largest portion, and 13.7% of all science terms were from outside the curriculum. Notably, variations in the scientific terminology's complexity was based on geological attractions. Specifically, the terminology level on the homepage tended to be generally higher than that on information boards. Through these findings, specific factors impeding visitor comprehension of geological attractions in the Yeoncheon area, based on the interpretation medium, were identified. We suggest further research to effect improvements in self-guided interpretation media, fostering geological resource education for general visitors and anticipating advancements in geology education.

• The Journal of the Convergence on Culture Technology
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• v.9 no.6
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• pp.531-538
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• 2023

Recently, many university classes have been changing from instructor-centered classes to learner-centered classes, and universities are trying to establish a new direction for university education, especially to foster talented people suitable for the Fourth Industrial Revolution. To this end, universities are presenting various competencies necessary for students and focusing on research on efficient education plans for each competency. Among them, creativity is considered the most important competency that students should obtain in universities. Developing a creative problem-solving-based subject where various majors gather to produce results while conducting creative team activities away from desk classes is considered a meaningful subject to cultivate capacities suitable for the requirements of the times. Therefore, this study purpose to develop creative problem-solving-based subjects and analyze the results of class progress. This creative problem-solving-based class is an Action Learning class for step-by-step idea development, which starts with a theoretical lecture for creative idea development and then consists of five stages of Action Learning. The tasks of action learning used in this class consisted of ceramic expression to increase the intimacy of the formed group and the group's collective expression, ideas in life to combine and compress individual ideas into one, environmental improvement programs around schools, and finally UCC on various topics. In the theoretical lecture conducted throughout the class, a class was conducted on Scientific Thinking for creative problem solving, and then a group-type action learning class was conducted sequentially. This Action Learnin process gradually increased the difficulty level and led to in-depth learning by increasing the level of difficulty step by step.