• Journal of Korean Home Economics Education Association
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• v.31 no.1
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• pp.115-136
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• 2019

The purpose of this study is to analyze the contents of 'housing' unit in middle school Technology-Home Economics textbooks according to the 2015 revision curriculum based on the targets of SDGs. All contents of the ten textbooks of five publishers, such as texts, photographs/figures/tables, activity tasks, and supplementary materials were analyzed in terms of SDGs targets. The number of 'housing' contents among 4 small housing units of Technology-Home Economics book 1 & 2 varied from 64 to 97 by publishers. Beside SDGs4.7, which contains inclusive and general ESDGs, 24 targets of 10 SDGs were found to be related to the contents of 'housing' and were grouped into 15 target categories. The number of SDGs target categories related to housing contents of each small unit and total of all units differed by publishers. Each of 4 small 'housing' units from all the five publishers was related to 6~10 target categories. The contents of five book 1's were related to smaller number of target categories than those of five book 2's. They corresponded to 9 and 12 target categories, consecutively. Only SDGs' target11.1 (appropriate and safe housing and basic services) was related to all the four small units of 'housing' contents among all the five publishers. covering 43.8% of the housing contents. In conclusion, the contents of the 'housing' unit were related to broad range of SDGs targets. Further study could relate goals of teaching-learning plan to various global targets of SDGs according to the contents of 'housing' in order to accomplish ESDGs.

• The monthly packaging world
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• s.253
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• pp.58-65
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• 2014

아모레퍼시픽은 '아시안 뷰티 크리에이터(Asian Beauty Creator)'의 소명을 가지고, 아시아의 미(美)를 세계 속에 널리 알리겠다는 목표 아래 발전하고 있다. 글로벌 시장 진출을 확대하여 지속적인 성장 기반을 구축하고, 지속가능한 신 성장 동력을 발굴하여 글로벌 10대 메가 브랜드를 육성할 계획을 세우고 있으며 이해관계자 중심 경영을 통해, 환경에 대한 영향을 최소화하고 사회의 건강한 아름다움을 위한 활동을 지속적으로 수행하고 있는 회사이다. 본 고에서는 아모레퍼시픽의 지속가능경영을 통한 지속가능 패키징의 사례를 살펴보도록 한다.

• KDI북한경제리뷰
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• v.22 no.6
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• pp.43-58
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• 2020

• Journal of Korean Home Economics Education Association
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• v.32 no.3
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• pp.27-48
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• 2020

The purpose of this study is to develop a theme-selection activity in 'clothing life' in relation to SDGs(Sustainable Development Goals) for the free semester program. After analyzing the contents of the 'clothing life' area of middle school home economics textbooks based on the SDGs, the content system and learning goals were set. Then a program was developed and the validity and the feasibility of the program were verified. As a result of the analysis of textbooks, the contents of 'clothing life' included all the three basic dimensions of social development, economic growth, and environment protection, yet focus only on 1 or 2 goals of each area. Based on the results of the analysis, a 'Righteous(義) Clothing(衣) Life' program was developed. The developed program consists of teaching-learning process plans and teaching-learning materials in eight class periods, including 'The future everyone dreams of' based on SDG12, 'Two faces of fast fashion' based on SDG1, SDG5, SDG8, SDG10, 'Living as Homoclimatus' based on SDG13, and 'The future we create' based on SDG9 and SDG12. Through the expert evaluation process for the developed program, the program's teaching and learning adequacy and feasibility were reviewed and feedback was actively reflected to correct and supplement the program. Through this study, it is expected that it will contribute to laying the foundation for establishing home economics as a subject that educates citizens who practice sustainable life, and a pivotal subject in education for sustainable development.

• The Journal of the Convergence on Culture Technology
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• v.10 no.1
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• pp.325-335
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• 2024

In this study, I investigated cases of operating Sustainable Development Goals (SDGs) sustainable design courses based on interdisciplinary education for diverse design major students in the fashion design department. Through literature review, we examined the necessity of this course operation and analyzed the course through class design, execution, and operational results. Sustainable design courses were organized for 2nd to 4th-year students, promoting integrated learning for fashion design and various design majors to enhance interdisciplinary skills based on the in-depth study of SDGs issues. The educational content in the classes focused on the sustainable development goals achieved through upcycling design of waste PET bottle fibers developed by local industries, aiming to pursue sustainable values of designers through problem discovery and resolution. Students developed various upcycled products, evaluated metrics, and assessed satisfaction levels. Through this process, students gained an understanding of the practical value of SDGs, recognized the importance of sustainable development through design approaches for solving local issues, and acknowledged the significance of interdisciplinary education with various design majors.

• KSCE Journal of Civil and Environmental Engineering Research
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• v.33 no.3
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• pp.1253-1260
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• 2013

Eco-town development projects have often prevailed throughout the World to initiate the new form of sustainable development plans. As a future development type, the eco-town project shares underlying notions with sustainable development, which has been recently revised into a wider definition; (i) energy efficiency, (ii) climate adaptation, and (iii) socio-economic development. There are four types of eco-town projects based on its characteristics and aims depending on project sites, regions, or countries. This paper tried to demonstrate the types of eco-town projects and summarizes its strategy plans from each type. Many eco-town cases can be placed in one of types, however there cannot be strictly discrete classification by its complicated and composite characteristics of them. In conclusion, the analyzed types can be a useful strategy plan for pursuing further eco-town projects in domestic as well as in international regions.

• Journal of Christian Education in Korea
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• v.72
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• pp.273-291
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• 2022

The Industrial Revolution brought great development to the whole human history by the improvement of productive capacity. However, high speed development absorbed just on growth gave rise to resource depletion attack and economical inequality. If it might be neglected human society will meet unsustainable development situation. So UN has made effort to make sustainable development(SD) through global band together. SD concept considers it important to promote current development not giving damage to next generation's development. Then economy, environment and social integration should be harmonized and it demands governance for its actualization. SD gets to be a matter of common interest in education. New Millenium development Goals make African poor countries that are in blind spots of development advance toward gradual sustainable development by supporting programmes to these countries. Thus sustainable development education(SDE) is for future. It has an aim to give suitable education for all people who are all over the world. SDE tries to make health society and successful economical life for all. The concept of SD is found in the essential aims of Christian school and Christian education seeking justice and shalom. Christians are called as transformers for servant mission giving recover in corrupt world. Firstly, Christian school practise this mission making students think on Christian perspectives. Then it makes students serve for environment, economical fairness, social integration with servant mission. Also Christian school has a mission to seek both justice and shalom as a praxis beyond the intellectual dimension of education until fulfilling justice and shalom for all who are all over the world. Thus it can be that Christian school is an important educational institution for realizing sustainable development in that it is always to seek justice and shalom through restoration on the Christian educational perspective.

• Journal of the Korean Society of Earth Science Education
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• v.14 no.2
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• pp.146-158
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• 2021

We are to introduce an example of ESD in connection with SDGs through liberal arts courses opened at the College of Education. We analyzed the awareness of the carbon footprint expressed by 42 preservice teachers in a class designed in connection with SDGs 13 goal, 'climate action'. The pre-service teachers wrote a carbon diet diary, a checklist for the level of practice that emits carbon in daily life, and freely expressed the source and proportion of their carbon emissions through the carbon footprint drawing activity. In items of electricity use, public transportation use, and garbage disposal, the level of practice was positive, but water use was analyzed in a negative way. The pre-service teachers who expressed the carbon footprint in 2-3 items reached a majority, showing limitations in recognizing the carbon emission situation in their daily life. Pre-service teachers will be the main actors of education on the environmental issues of the earth at the school site, and the carbon literacy of pre-service teachers will directly or indirectly affect students. We hope that various ESD programs linked to the 17 SDGs will be developed and applied to the educational field to contribute to sustainable global environmental education.

• Proceedings of the Korea Society for Energy Engineering kosee Conference
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• 2003.05a
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• pp.37-62
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• 2003

대체에너지는 지속 가능한 에너지공급원으로 21세기 유망산업으로 등장, 환경문제와 에너지 안보를 동시에 충족, 수출전략산업으로 육성할 필요가 증대, Johannesburg의 지속 가능발전정상회의(WSSD) 재생에너지 비중 확대 논의(미국과 EU의 대립) 대체에너지 공급 목표 설정에는 실패, 대체에너지의 위상 크게 향상(중략)

• The Magazine for Energy Service Companies
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• s.31
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• pp.67-67
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• 2004

환경은 경제에 대한 투입과정에서 자원을 제공할 뿐만 아니라 생산과정 내 폐기물을 정화시키는 역할도 한다. 이러한 과정을 통해 환경은 경제와 연결되어 끊임없는 재순환이 일어난다. 경북대 에너지환경경제연구소는 이러한 순환관계의 규명을 통해 에너지환경의 지속가능한 발전을 목표로 하고 있다. 이에 따라 각 연구부가 구성되어 분야별로 연구를 수행하고 있다. 각부간의 연구분야는 조직으로는 분리되어 있으나 연구소의 연구 내용의 특성상 부서간 개별적 연구보다는 협조적 연구가 실제적으로 이루어지고 있다.