• Journal of the Korean Society for Library and Information Science
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• v.17
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• pp.203-227
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• 1989

본 연구의 목적은 유사한 문화적 배경을 공유한 일본, 한국, 대만의 도서관학 교육을 비교하여 유사점과 상이점을 발견하고 그들의 배경이유를 찾아서 사회와 도서관학 교육의 관계를 밝히는 것이다. 비교의 대상이 된 교육기관은 4년제 대학(교)의 도서관학과로 일본의 다섯 대학교, 한국의 아홉 대학교, 대만의 네 대학교의 도서관학 교육을 비교하였다. 연구가 증명하려고 시도한 가설은, 1. 일본, 한국, 대만은 유사한 문화적 배경을 공유하는 한편, 미국의 도서관학 교육을 받아들였으므로, 세 나라의 도서관학 교육에는 유사점들이 있을 것이다. 2. 상이점들이 있다면, 그것들은 각 국의 특성을 반영할 것이다. 3. 세 나라의 도서관학 교육에 유사점들이 있다면 도서관학 교육의 경향, 문제점들 및 전망도 비슷할 것이다. 가설의 증명을 위하여 교육의 목적, 교수진, 남$\cdot$여학생의 비율, 입학시의 학생들의 학력수준, 교과과정, 과정수료에 요구되는 특수조건, 교과서, 연구, 학과 도서실 및 시설, 학과와 도서관과의 협력관계, 정보학 교과목, 사회가 요구하는 도서관 봉사 및 그에 대응하는 도서관학 교육의 청도, 교육의 경향, 문제점 및 장래 그리고 학과 졸업생들의 도서관 취업률 등을 비교하였다. 비교의 결과 가설을 타당한 것으로 받아들일 수 있었다. 결론에 대한 설명과 아울러 도서관학 교육의 방향을 제언하였다. 1. 미국의 도서관학 교육이 근거로 한 이론적인 배경 및 개념을 재검토하여 적합한 것은 받아들이고, 필요한 경우에는 변형하여 적용하도록 노력해야 한다. 미국과 다른 나라의 실제 도서관 업무 및 봉사에 대한 이해를 토대로 하여 사서와 교육자가 함께 자국의 상황에 적합한 고유한 도서관학을 정립하여야 한다. 2. 도서관 이용 및 봉사에 보다 관심을 기울이고 바람직한 개념을 홍보하고 그것에 호응하는 환경을 만들기 위하여 노력해야 한다. 미래의 사서인 학생들을 이용자에게 접근하여 그들을 가르칠 수 있고 도서관을 이용하도록 유도할 수 있게끔 교육을 시켜야 할 것이다. 3. 미국 이외의 나라에서 실시되는 교육제도에도 관심을 가져야 할 것이다. 4. 도서관 및 도서관학 교육에 정부의 적극적인 지원이 필요하다. 다른 전문직과 같은 대우를 받으려면, 국가고시제도가 도입되어야 할 것이다. 5. 도서관협회가 도서관학 교육에 보다 적극적으로 참여해야 한다. 사서 자격증을 관할하는 단체가 될 수도 있고 교육의 내용에도 관여할 수 있다. 6. 도서관학과와 도서관과의 협력관계가 보다 강화되어야 하며, 도서관현장을 토대로 한 연구활동이 필요하다. 진정한 의미의 문제 해결을 위한 연구활동이 없이 이론적, 실제적인 발전을 기대할 수 없다. 7. 대학(교) 도서관 및 특수도서관의 사서를 위한 전문교육은 대학원 수준에서 제공되고, 학부의 도서관학 교육은 학교도서관 및 공공도서관의 사서를 위한 교육으로 전문화되어야 한다. 8. 도서관학의 교육자들이 모여 문제를 토론하고 해결책을 모색할 수 있는 기회가 제공되어야 하며, 세 나라가 공동의 경험을 나누고 문제를 함께 해결할 수 있는 공식적인 회의나 학회의 구성이 필요하다.

• Korean Journal of Child Education & Care
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• v.18 no.3
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• pp.159-178
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• 2018

Objective: The purpose of this study was to understand the characteristics of dietary education in South Korea and Japan, and find directions for dietary education by comparing the contents of the two countries' dietary education in their national child-care curriculums and evaluations. Methods: To this end, a qualitative content analysis was conducted on the guidebooks for the Standard Child-care Curriculum and the Accreditation Index for Child-care Center in the case of South Korea, and the handbook for the Child-care Guideline and the Third Party Evaluation in the case of Japan. Results: The findings of this study were as follows: First, South Korea showed differences in the focus of child-care curriculums and evaluations. The contents about proper eating such as nutrition and table manners comprised a high portion of the curriculums, whereas the contents about cleanness and hygiene accounted for a high portion of the evaluations. In the case of Japan, its national child-care curriculums and evaluations consistently emphasized contents related to enjoying eating oneself, and suggested various methods for this. Second, in terms of the two countries' approaches to dietary education, South Korea focused on food-related knowledge, whereas Japan mainly created the contents of dietary education based on daily experiences. Conclusion/Implications: The above results suggest a direction to improve the currently publicized dietary guidance problem and a need for consistent the national child care curriculum and evaluation indicators in South Korea to emphasize the importance of joyful eating.

• Journal of Hospice and Palliative Care
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• v.19 no.4
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• pp.283-291
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• 2016

Over the past decade, hospice and palliative care in Japan have progressed rapidly under the national policies supported by the Cancer Control Act. The numbers of palliative care units/inpatient hospices, hospital palliative care teams, and clinics with a home hospice function have been steadily increasing. The increasing numbers of physicians, nurses, and pharmacists have been certified as specialists in palliative care by national associations. Collaborative efforts have been made to standardize and disseminate educational programs and training opportunities in undergraduate, postgraduate, and continuing medical education. Research activities in Japan have markedly contributed to the growing body of evidence, especially in the fields of terminal delirium, terminal dehydration, palliative sedation, care for dying patients, prognostication, communication, psycho-oncology, and regional palliative care programs. This review focuses on major palliative care settings, specialty, national associations, education, and research in palliative care in Japan.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.4
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• pp.2476-2483
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• 2014

This study aims to review the characteristics of specialized classrooms for governmental secondary schools in the Japanese Colonial Era by analyzing architectural drawings collected by National Archives of Korea. The results of this study are summarized as follows 1) Under the influence of Japanese science promotion of that time, specialized classrooms for science were considered as one of essential facilities. Typically exclusive specialized classrooms were assigned to two major science subjects : physics-chemistry and biology. 2) To science specialized classrooms, ancillary rooms for preparation, experiment equipment and specimen were attached and science lecture room with stepped floor was planned additionally only for the lecture on theories and the demonstration of experiment. 3) Specialized classrooms for science were zoned independently of other facilities because of the special equipments and safety. 4) Art rooms were common to both boys' and girls' schools but concerning music rooms, girls' schools had special concerns, whereas boys' schools did not. 5) Specialized classrooms for homemaking subject of girls' school were as much important as those for science subjects of boys' school. 6) Some early-established Korean boys' schools had handicraft rooms which were the symbol of vocational education-oriented, unequal policy on Koreans. Though not general cases, specialized classrooms for geography-history were planned for Japanese boys' school. Restricted to governmental secondary schools but considering the uncommon state of specialized classrooms of that time, these characteristics show conditions of early time when special classrooms were introduced into Korea.

• Proceedings of the Korean Society of Disaster Information Conference
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• 2017.11a
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• pp.372-373
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• 2017

본 논문에서는 국내외 재난원인조사기관의 전문인력 교육 사례를 조사하여 조사인력의 전문적 역량을 확대하고 인력 수요에 부응할 수 있는 방안을 모색하고자 하였다. 조사자료는 국립과학수사연구원, 안전보건공단, 한국시설안전공단, JNIOSH(일본) 등의 관계자 면접조사를 통해 수집하였다. 조사항목은 사고조사인원의 전문성 정도 및 확보 방안, 사고조사인원의 전문성을 위한 교육 여부/목적/내용/중점 방향/교육체계, 사고조사인원의 관련 자격증, 조사 전문인력의 역량 강화를 위한 전문교육 및 훈련 프로그램 등이다.

• Journal of the Korean Institute of Educational Facilities
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• v.25 no.5
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• pp.13-20
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• 2018

The purpose of this study is to provide a fundamental data and establish policies for the utilization of closed schools in Korea. The closed schools have been increased in Korea because not only the birth rate, and the number of students have been decreased, but also a greate number of people have moved to big cities or the elderly population is increasing. In this context, this research explores the current circumstance of Japan where experienced the similar phenomenon before Korea had. The results of this study are summarized as follows: The reason for the closed schools in Japan is a decrease in population due to the urbanization and reducing students themselves by aging. The recycling proportion of the closed schools is only approximately 62% in Japan. It means that fewer facilities have been recycled due to the transfer of the managemental departments and the lack of budgets for purchasing the closed schools. As the number of children decreases, but elderly people increases as the same time, it is necessary to positively examine the transition of the closed schools to new facilities for the elderly people. Even though the number of children had been declined, and it is recently turning back to an increasing of the residential children in 23 districts of Tokyo, there are still existing many closed schools. This phenomenon is caused by the decrease of the children and residential areas due to the aging and urbanization. For these reasons, there are many diverse demands for the practical and valuable recycling of the closed schools. However, it seems that there are few cases of successful disposal or transfer of management to other suitable ministry. Therefore, it is necessary for the closed schools to be remodeled the facilities required by current residents.

• Journal of the Korean Institute of Educational Facilities
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• v.2 no.2
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• pp.27-39
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• 1995

It is a well-known fact that most of the Korean school buildings has been adjusted by the standard plan according to the united and unified teaching method ever since the modern education started. However, seeing the recent growth of care for the open education, the effort to improve the teaching method in school fileds, the practice of the 6th education plan and the education reformation, it can be said that it is high time to change. As the number of schools which practice the open education has been increasing since in 1985 in this atmosphere, there have also appeared elementary schools with the open school building. But the general understanding of the school building and the open space is not enough. Therefore, this study aims to analyze the general spacial conditions, such as the fresh and diverse types of learning method and their development and the concept of the open space along with its types, application, size, and constition by studying, from the standpoint of the building plan, the elimentary schools of a new type in Japan which adopted the open space 20years earlier than in Korean. This study can offer helpful suggestions as to the Korean school building because our situation is very similar to the early stage where the open space is adopted to the school building.

• Journal of the Korean Institute of Educational Facilities
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• v.18 no.2
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• pp.3-14
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• 2011

This study aims to identify differences and lessons in eco-school planning techniques and sustainable design methods by analyzing comparatively green building certification system and the cases of sustainable schools in US, Korea and Japan. As a result of the comparative analysis, green building certification system for school facilities, both domestic and international, is categorized into external environment, energy, materials and resources, and indoor environment. From the case study, it is common that roof garden and biotopes are installed for external environment, while energy saving, passive energy utilization methods for natural lighting and ventilation such as arrangement planning, courtyard, top-light, shading devices, solar panel and insulation by roof garden are most frequently used. Also, storm water uses, water saving equipment and sustainable materials are often introduced for resource savings. Concerns for indoor environment is frequently addressed by introducing natural light and ventilation in the buildings, which makes ultimately a comfortable space.

• Journal of the Korean Institute of Educational Facilities
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• v.15 no.2
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• pp.27-38
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• 2008

This study aims to examine Japanese elementary school architecture in Meiji Era, in which Japanese modern education system was settled down and the school architecture flourished by mass construction of stereotyped school buildings. It is assumed that stereotyped school architecture is due to the influence of the standard drawings made by Japanese Ministry of Education, therefore standard drawings could be a key to understand the characteristics of the stereotyped school buildings in Meiji Era. In this perspective this study attempts to analyze 4 standard drawings and interpret it in relation to regulations and design guidelines for school architecture in that time. As results of this study the change and characteristics of stereotyped school architecture in Meiji Era are clarified in several categories. They are as follows : the deviation of classroom and corridor, the change of classroom size fixing to 4 kan(間) by 5 kan(間), the absolute use of north-lacing single corridor type block-plan, and the change of other space such as waiting room(控所), special instruction room, auditorium and gymnasium.

• Journal of the Korean Institute of Educational Facilities
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• v.12 no.2
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• pp.5-13
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• 2005

The school library plays an important role to improve the student's mental activity and cultivate the formation of character and emotion. Especially in the information society, the students must collect, select and utilize the necessary information themselves. The school library has to collect, put in order and keep the book, audiovisual material and necessary information beyond it about the entire education and to offer the students and teachers them for the general school education. The school library has to be a center of school education and drive forwards the spontaneous and subjective learning activity as well as progress the education process. The school library must be the place to preserve the student's subjective study ability, that is, consolidate the materials as the study center and be composed of proper study materials for the solving-problem and research. Also to be perfect in the role of the information center, the school library has to be consolidated in accordance with development of various information softwares and ways including the newspaper, magazine, video, CD, laser disk and computer. It is required for the information of school library to be corresponded actively to the multi-media society.