• The Journal of the Korea Contents Association
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• v.21 no.12
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• pp.728-737
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• 2021

In the meantime, broadcasting CG has gone through the process of dismantling, changing, and distorting, while broadcasting CG in broadcasting programs utilizes the expanded background of 'temporality' and 'formality'. This is to create an audiovisual language that appeals to human synesthesia by expressing the meaning to be conveyed in three dimensions. Broadcast CG goes beyond simple instructional and informational broadcast graphic operation, and increases the pure aesthetic value and sensibility of the video considering readability and formativeness, and through this, the audiovisual information perfection of the broadcast program is derived and acts as a very important factor. Therefore, this paper examines the results of broadcast CG production and utilization methods at existing local broadcasters, and identifies the limitations of local broadcasters' CG production and utilization through case analysis for each broadcast program type. We want to derive a model that is a compromise line. In addition, I would like to suggest a plan that can be applied more actively and practically to local broadcasting programs. In order to solve this problem, this study first examines "Analysis of cases of use of broadcasting CG production in broadcasting programs" and then "more efficient broadcasting CG production techniques by identifying problems in broadcasting CG production methods and utilization of local broadcasters" and how to actively use it". In addition, the results of this study are expected to contribute to the establishment of a new role and practical broadcast CG production model for broadcast graphic designers in charge of broadcast CG production and the technical perspective of broadcast program production by local broadcasters.

• 대한공업교육학회지
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• v.38 no.2
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• pp.136-155
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• 2013

The purpose of this study is to analysis the recognition of engineering professionals in Primary and middle school education. For the study, survey was proceeded through experts in engineering. The result of research follows. First, experts in engineering recognized that engineering has a significant impact in the national economic development and competitiveness. Experts in engineering, had a recognition consistent to some extent for engineering. and we have found engineering's own characteristics that emphasize "problem solving and design, innovation and creativity, economy optimization". Second, experts in engineering recognized that engineering education in Primary and middle school rarely take place, and also does not provide enough information for students. Third, experts in engineering recognized that engineering education is very needed in Primary and middle school. Through this, students can understand creative design problem-solving process. In addition, Experts of engineering, have a variety of educational demands for School level to the level of engineering education should start, level educational purposes, how to apply effective and so on.

• Journal of The Korean Association of Information Education
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• v.5 no.1
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• pp.33-45
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• 2001

In order to adapt ourselves to the Informationalization Society of twenty-first century, it is required to have ability to find quickly the necessary information and solve the problem of our own. In the field of school, it should be educated to develop learner's ability that can cope with the Informationalization Society. When a learner can study in such direction, he or she will be able to plan the learning of his own as the subject of education, and develop his ability to solve the problem by collecting and examining various information. It is self-leading learning that can make education like this possible. Through computer, especially Web site, self-directed learning can develop can develop the individuality and creativity of learners. They can collect and utilize autonomously information and knowledge. To do such an education, the program that can work out self-directed learning is needed. Therefore the program I want to develop is to reconstruct the 'figure' part of mathematics in elementary school into five steps by utilizing Web site. In the first step is to learn the concept of various shape. This step enable learners to know what figure is and how it can be utilized in our real life. The second step of dot, line and angle makes it possible that learners can consolidate the foundation of the study about figure and recognize the relation between angle and figure. In the third step of plane figure, we can study how to calculate the relation of plane figures and the area of figure with various shapes by cutting and adding them. The fourth step is about congruence and symmetry. Learners can learn to know the figure in congruence, reduction and enlargement and how it is used in our real life. In the fifth step of solid figure, we can learn the relation among the plane figure, solid figure, the body of revolution, corn and pyramid etc. controling the speed of learning on the basis of his ability. In the process of the program, it is also possible to develop learner's ability of self-leading learning by solving the problem by himself. Because this program is progressed on the Web site, it is possible to learn anytime and anywhere. In addition to it, a learner can learn beyond the grade as well as do the perfect learning by controling the pace of learning on the basis of his ability. In the process of the program, it is also possible to develop learner's ability of self-leading learning by solving the problem by himself.

• Korean Journal of Heritage: History & Science
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• v.55 no.4
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• pp.278-294
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• 2022

To date, cultural property education has seen rapid quantitative growth due to national and personal needs. However, qualitative growth is lacking. The objectives of cultural property education have not been established, and therefore, even its identity is not clear. The most pressing issue at present in cultural property education is to first set objectives. This study aimed to analyze the objectives of current cultural property education, identify the problems, and set new objectives to meet significant national and personal needs in terms of education. The problems with the objectives of current cultural property education are that the persons interested in the education do not understand the concept of the education objectives clearly and that the objectives do not contain much actual content of the education. Also, the objectives of the education do not take into account the dynamic competencies and interests of the learners and do not satisfy the changes of the times. To solve these problems, new cultural property education, called 'U.V.E.C.,' was offerred. U.V.E.C. education is aimed at understanding cultural properties, recognizing their value, and enjoying them, and at creating culture. The objectives of U.V.E.C. cultural property education were set such that they can be modified flexibly in a learner-centric way with clear and practical format and contents. Based on this direction, stepwise objectives were set including overall objectives, detailed objectives, and practice objectives, and objective cases of each step were proposed. Considering the generality of the education and the distinct characteristics of the cultural properties, the U.V.E.C. education objectives took into account the diversity of behavioral objectives, clearness in statements, the objectives of problem solving, the initiative of learners and openness for expression outcomes. The U.V.E.C. objectives are clear and specific so that teachers can enhance their pedagogical efficiency and learners are able to develop interesting and diversified competencies. In addition, it is expected that the U.V.E.C. objectives will significantly affect objective setting for education on cultural properties which have not been studied widely. Further systemic and specific studies on the contents and methods of the U.V.E.C. education would help to change the overall education on cultural properties and position the field as a new academic area.

• The Journal of The Korea Institute of Intelligent Transport Systems
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• v.18 no.6
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• pp.211-221
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• 2019

The death toll for every 10,000 cars registered in Korea is 1.4, which is still the lowest among OECD members, and the need for rescue and response systems is emerging. In response, the company is developing a vehicle ICT-based emergency rescue system (e-Call) that can handle accidents such as rapid and accurate life saving by automatically sending accident detection and related information to the central center in the event of a traffic accident. However, ordinary citizens are negative about the installation and cost of e-Call services. To solve these problems, various introduction and operation methods of e-Call were proposed for activation of terminal distribution. In addition, the effect of introducing e-Call was analyzed by predicting the penetration rate of e-Call terminals. Analysis shows that 463 to 926 deaths and 3,335 to 6,66.9 billion won will be saved in 10 years after the introduction of e-Call terminals.

• Communications of Mathematical Education
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• v.24 no.1
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• pp.235-257
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• 2010

Contemporary belief is that the creative talented can create new knowledge and lead national development, so lots of countries in the world have interest in Gifted Education. As we well know, U.S.A., England, Russia, Germany, Australia, Israel, and Singapore enforce related laws in Gifted Education to offer Gifted Classes, and our government has also created an Improvement Act in January, 2000 and Enforcement Ordinance for Gifted Improvement Act was also announced in April, 2002. Through this initiation Gifted Education can be possible. Enforcement Ordinance was revised in October, 2008. The main purpose of this revision was to expand the opportunity of Gifted Education to students with special education needs. One of these programs is, the opportunity of Gifted Education to be offered to lots of the Gifted by establishing Special Classes at each school. Also, it is important that the quality of Gifted Education should be combined with the expansion of opportunity for the Gifted. Social opinion is that it will be reckless only to expand the opportunity for the Gifted Education, therefore, assessment on the Teaching and Learning Program for the Gifted is indispensible. In this study, 3 middle schools were selected for the Teaching and Learning Programs in mathematics. Each 1st Grade was reviewed and analyzed through comparative tables between Regular and Gifted Education Programs. Also reviewed was the content of what should be taught, and programs were evaluated on assessment standards which were revised and modified from the present teaching and learning programs in mathematics. Below, research issues were set up to assess the formation of content areas and appropriateness for Teaching and Learning Programs for the Gifted in mathematics. A. Is the formation of special class content areas complying with the 7th national curriculum? 1. Which content areas of regular curriculum is applied in this program? 2. Among Enrichment and Selection in Curriculum for the Gifted, which one is applied in this programs? 3. Are the content areas organized and performed properly? B. Are the Programs for the Gifted appropriate? 1. Are the Educational goals of the Programs aligned with that of Gifted Education in mathematics? 2. Does the content of each program reflect characteristics of mathematical Gifted students and express their mathematical talents? 3. Are Teaching and Learning models and methods diverse enough to express their talents? 4. Can the assessment on each program reflect the Learning goals and content, and enhance Gifted students' thinking ability? The conclusions are as follows: First, the best contents to be taught to the mathematical Gifted were found to be the Numeration, Arithmetic, Geometry, Measurement, Probability, Statistics, Letter and Expression. Also, Enrichment area and Selection area within the curriculum for the Gifted were offered in many ways so that their Giftedness could be fully enhanced. Second, the educational goals of Teaching and Learning Programs for the mathematical Gifted students were in accordance with the directions of mathematical education and philosophy. Also, it reflected that their research ability was successful in reaching the educational goals of improving creativity, thinking ability, problem-solving ability, all of which are required in the set curriculum. In order to accomplish the goals, visualization, symbolization, phasing and exploring strategies were used effectively. Many different of lecturing types, cooperative learning, discovery learning were applied to accomplish the Teaching and Learning model goals. For Teaching and Learning activities, various strategies and models were used to express the students' talents. These activities included experiments, exploration, application, estimation, guess, discussion (conjecture and refutation) reconsideration and so on. There were no mention to the students about evaluation and paper exams. While the program activities were being performed, educational goals and assessment methods were reflected, that is, products, performance assessment, and portfolio were mainly used rather than just paper assessment.

• (The)Study of the Eastern Classic
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• no.50
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• pp.89-120
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• 2013

The concept of virtue seems to be one of the rare cases where the European and the Chinese traditions coincide. The meaning of the Latin word virtus and of Greek $aret{\acute{e}}$ seems to be similar to the Chinese $d{\acute{e}}$德. Most striking in virtue is that it is a capacity for self-realisation through action which is unique to man. On the other hand, there is something physical about it. It is the strength to do something. This strength overcomes the resistance of what is naturally given, it transforms the world, turns the natural world into a human one. In the Chinese tradition, $d{\acute{e}}$ 德, i.e. virtue, is therefore always connected with $da{\grave{o}}$ 道, the totality of natural forces. In the Chinese tradition, as opposed to the European one, virtue is itself considered to be a natural force that is present in man. This force sustains man's connectedness, unity and harmony with the surrounding world. Things exist through the unity of principle理 and ether氣. But the knowledge of this unity is due to principle. Moral and legal norms are shifted totally to the sphere of principle. Therefore their have found the final dissolution from a heroic models. Above all the classical Confucians, but also the other schools, would reply to this that there is nothing more precise than a concrete successful action. Its result fits the world perfectly. The difference is due to the differing interest of ethical thought. In the case of the Confucians the path is more direct. The actor establishes a precise pattern for other actions. Education therefore lies in detailed knowledge about forms of behaviour, not so much in conceptual differentiation. It is quite possible that generalisation may be a methodical prerequisite for success in this endeavour. That problem, too, is discussed. But the success of conceptualisation lies in the successful performance of individual actions, not in shaping actions in accordance with normative concepts.

• KOREAN JOURNAL OF CROP SCIENCE
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• v.3
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• pp.41-48
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• 1965

This study was aimed at knowing the magnitude of year variation in rice heading dates under the different seasonal cultures, and to estimate the heading date in advance. Using six rice varieties such as Kwansan, Suwon＃82, Suwon ＃144, Norin＃17, Yukoo＃132 and Paltal, the early, ordinary and late seasonal cultures had been carried out at Paddy Crop Division, Crop Experiment Station at Suwon for the six-year period 1959 to 1964. In addition the data of the standard rice cultures at the Provincial Offices of Rural Development for the 12-year period 1953 to 1954, were analyzed for the purpose of clarifying a relationship between variation of rice heading dates and some of meteorological data related to the locations and years. The results of this study are as follows: 1. Year variation of rice heading dates was as high as 14 to 21 days in the early seasonal culture and 7 to 14 days in the ordinary seasonal culture, while as low as one to seven days in the late seasonal culture which was the lowest among three cultures. The magnitude of variation depended greatly on variety, cultural season and location. 2. It was found out that there was a close negative correlation between the accumulated average air temperature for 40 days from 31 days after seeding and number of days to heading in the early seasonal culture. Accordingly, it was considered possible to predict the rice heading date through calculation of the accumulated average air temperature for the above period and then the linear regression(Y=a+bx). On the other hand, an estimation of the heading date in the late seasonal culture requires for the further studies. In the ordinary seasonal culture, no significant correlation between the accumulated average air temperature and number of days to heading was obtained in the six-year experiments conducted at Suwon. There was a varietal difference in relationship between the accumulated average air temperature for 70 days from seeding and number of days to heading in the standard cultures at the provincial offices of rural development. Some of varieties showed a significant correlation between two factors while the others didn't show any significant correlation. However, there was no regional difference in this relationship.

• Journal of Technology Innovation
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• v.24 no.4
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• pp.55-99
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• 2016

The paper investigates X-project, in which the public was invited to participate in a national R&D project, examines how X-project attracted the public's attention and involved them in a national R&D project, and discusses the significance and limitations of X-project. X-project was executed by a 12 citizen-led committee, financially supported by the Ministry of Science, ICT, and Future Planning, and backed by the Science and Technology Policy Institute. People raised 6,212 questions that reflected the severe needs they experienced in their daily lives through the online and offline platforms of X-project. In addition, the committee members, scholars, experts, government officials, and citizens gathered together to select the fifty most provocative and novel of the questions raised by the public, and invited public participation to answer the questions in innovative ways. 310 research teams including professional researchers from universities and institutes, high-school students, lay persons, and corporate workers applied for X-project, and 54 of these teams were finally selected to receive funding from the government. Through planning and conducting X-project, as well as interviewing and surveying the participants in X-project and non-participants, we found that there was an enormous social consensus on the necessity of public participatory national R&D projects. People asserted that science and technology should put a greater focus on solving social problems and satisfying public needs. We also confirmed that the public could take part in national R&D projects. Most of all, we found that the questions raised by the public were very challenging, novel, and complex, and thus researchers need break-through approaches to address them. It can be also argued that through experiencing the X-project citizens can regard themselves as ones who are not only recipients of the benefits of the development of science and technology, but also contributors of the development of them. We finally argue that there are some limitations to X-project in terms of how to provide diverse incentives that attract more participation, how to develop the process in which people got involved in the project in more easy ways, and how to create new ways for lay persons and professional researchers to cooperate in solving social problems.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.12 no.5
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• pp.67-77
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• 2017

The purpose of this study was to develop the entrepreneurial mentoring scale on start-up mentoring situation. In recent years, as the needs for entrepreneurship have grown from domestic to foreign, entrepreneurship education is actively being carried out. The entrepreneurial mentoring is strengthening its weight and contents in entrepreneurship education. However, research on the mentoring function scale designed to reflect the characteristics of entrepreneurial mentoring is rarely performed in Korea. In this study, we conducted a qualitative and quantitative research to achieve the research goal. First, we derive the entrepreneurial mentoring scales through literature review and expert group discussions, and we conducted the empirical analysis to draw conclusions. The results of this study are as follows. In the first step, literature review was conducted. In the second step, four major factors and questionnaires were derived through expert group discussion. In the third step, the doctoral level specialists developed 16 questionnaire items to measure the four factors of entrepreneurial mentoring derived from the second step and verified the content validity and the facial validity in fourth step. As a result of this survey, we conducted questionnaires on founding mentors who belonged to 17 Creation Economic Innovation Centers nationwide (153) and analyzed the problem solving, networking, communication, and motivation formation through exploratory factor analysis. This questionnaire was used to survey the entrepreneurial mentors who belonged to the 17 Center for Creative Economy and Innovation under the Ministry of Science, ICT & Future Planning of South Korea(153). In fifth step, as the results of factor analysis such as EFA and CFA, we could confirm four factors including problem solving, networking, communication, and motivation. The significance of this study is as follows. First, academic significance was the first study of the entrepreneurial mentoring function scale reflecting the characteristics of entrepreneur mentoring as a qualitative and quantitative approach in Korea. Second, it is hoped that practitioners will be able to better measure the mentoring function of entrepreneurial mentors and contribute to improving the quality of future entrepreneurial mentoring programs.