• Korean Journal of Heritage: History & Science
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• v.37
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• pp.371-405
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• 2004

International circulation of cultural assets involves numerous countries thereby making an approach based on international law essential to resolving this problem. Since the end of the $2^{nd}$ World War, as the value of cultural assets evolved from material value to moral and ethical values, with emphasis on establishing national identities, newly independent nations and former colonial states took issue with ownership of cultural assets which led to the need for international cooperation and statutory provisions for the return of cultural assets. UNESCO's 1954 "Convention for the Protection of Cultural Property in the Event of Armed Conflict" as preparatory measures for the protection of cultural assets, the 1970 "Convention on the Means of Prohibiting and Preventing the Illicit Import and Transfer of Ownership of Cultural Property" to regulate transfer of cultural assets, and the 1995 "Unidroit Convention on Stolen or Illegally Exported Cultural Objects" which required the return of illegally acquired cultural property are examples of international agreements established on illegal transfers of cultural assets. In addition, the UN agency UNESCO established the Division of Cultural Heritage to oversee cultural assets related matters, and the UN since its 1973 resolution 3187, has continued to demonstrate interest in protection of cultural assets. The resolution 3187 affirms the return of cultural assets to the country of origin, advises on preventing illegal transfers of works of art and cultural assets, advises cataloguing cultural assets within the respective countries and, conclusively, recommends becoming a member of UNESCO, composing a forum for international cooperation. Differences in defining cultural assets pose a limitation on international agreements. While the 1954 Convention states that cultural assets are not limited to movable property and includes immovable property, the 1970 Convention's objective of 'Prohibiting and preventing the illicit import, export and transfer of ownership of cultural property' effectively limits the subject to tangible movable cultural property. The 1995 Convention also has tangible movable cultural property as its subject. On this point, the two conventions demonstrate distinction from the 1954 Convention and the 1972 Convention that focuses on immovable cultural property and natural property. The disparity in defining cultural property is due to the object and purpose of the convention and does not reflect an inherent divergence. In the case of Korea, beginning with the 1866 French invasion, 36 years of Japanese colonial rule, military rule and period of economic development caused outflow of numerous cultural assets to foreign countries. Of course, it is neither possible nor necessary to have all of these cultural properties returned, but among those that have significant value in establishing cultural and historical identity or those that have been taken symbolically as a demonstration of occupational rule can cause issues in their return. In these cases, the 1954 Convention and the ratification of the first legislation must be actively considered. In the return of cultural property, if the illicit acquisition is the core issue, it is a simple matter of following the international accords, while if it rises to the level of diplomatic discussions, it will become a political issue. In that case, the country requesting the return must convince the counterpart country. Realizing a response to the earnest need for preventing illicit trading of cultural assets will require extensive national and civic societal efforts in the East Asian area to overcome its current deficiencies. The most effective way to prevent illicit trading of cultural property is rapid circulation of information between Interpol member countries, which will require development of an internet based communication system as well as more effective deployment of legislation to prevent trading of illicitly acquired cultural property, subscription to international conventions and cataloguing collections.

• The Korean Journal of Archival Studies
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• no.32
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• pp.127-176
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• 2012

Metadata is well recognized as one of the foundational factors in archiving and long-term preservation of digital resources. There are several metadata standards for records management, archives and preservation, e.g. ISAD(G), EAD, AGRkMs, PREMIS, and OAIS. Consideration is important in selecting appropriate metadata standards in order to design metadata schema that meet the requirements of a particular archival system. Interoperability of metadata with other systems should be considered in schema design. In our previous research, we have presented a feature analysis of metadata standards by identifying the primary resource lifecycle stages where each standard is applied. We have clarified that any single metadata standard cannot cover the whole records lifecycle for archiving and preservation. Through this feature analysis, we analyzed the features of metadata in the whole records lifecycle, and we clarified the relationships between the metadata standards and the stages of the lifecycle. In the previous study, more detailed analysis was left for future study. This paper proposes to analyze the metadata schemas from the viewpoint of tasks performed in the lifecycle. Metadata schemas are primarily defined to describe properties of a resource in accordance with the purposes of description, e.g. finding aids, records management, preservation and so forth. In other words, the metadata standards are resource- and purpose-centric, and the resource lifecycle is not explicitly reflected in the standards. There are no systematic methods for mapping between different metadata standards in accordance with the lifecycle. This paper proposes a method for mapping between metadata standards based on the tasks contained in the resource lifecycle. We first propose a Task Model to clarify tasks applied to resources in each stage of the lifecycle. This model is created as a task-centric model to identify features of metadata standards and to create mappings among elements of those standards. It is important to categorize the elements in order to limit the semantic scope of mapping among elements and decrease the number of combinations of elements for mapping. This paper proposes to use 5W1H (Who, What, Why, When, Where, How) model to categorize the elements. 5W1H categories are generally used for describing events, e.g. news articles. As performing a task on a resource causes an event and metadata elements are used in the event, we consider that the 5W1H categories are adequate to categorize the elements. By using these categories, we determine the features of every element of metadata standards which are AGLS, AGRkMS, PREMIS, EAD, OAIS and an attribute set extracted from DPC decision flow. Then, we perform the element mapping between the standards, and find the relationships between the standards. In this study, we defined a set of terms for each of 5W1H categories, which typically appear in the definition of an element, and used those terms to categorize the elements. For example, if the definition of an element includes the terms such as person and organization that mean a subject which contribute to create, modify a resource the element is categorized into the Who category. A single element can be categorized into one or more 5W1H categories. Thus, we categorized every element of the metadata standards using the 5W1H model, and then, we carried out mapping among the elements in each category. We conclude that the Task Model provides a new viewpoint for metadata schemas and is useful to help us understand the features of metadata standards for records management and archives. The 5W1H model, which is defined based on the Task Model, provides us a core set of categories to semantically classify metadata elements from the viewpoint of an event caused by a task.

• Journal of Intelligence and Information Systems
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• v.26 no.4
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• pp.149-171
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• 2020

The period at university is to make decision about getting an actual job. As our society develops rapidly and highly, jobs are diversified, subdivided, and specialized, and students' job preparation period is also getting longer and longer. This study analyzed the log data of college students to see how the various activities that college students experience inside and outside of school might have influences on employment. For this experiment, students' various activities were systematically classified, recorded as an activity data and were divided into six core competencies (Job reinforcement competency, Leadership & teamwork competency, Globalization competency, Organizational commitment competency, Job exploration competency, and Autonomous implementation competency). The effect of the six competency levels on the employment status (employed group, unemployed group) was analyzed. As a result of the analysis, it was confirmed that the difference in level between the employed group and the unemployed group was significant for all of the six competencies, so it was possible to infer that the activities at the school are significant for employment. Next, in order to analyze the impact of the six competencies on the qualitative performance of employment, we had ANOVA analysis after dividing the each competency level into 2 groups (low and high group), and creating 6 groups by the range of first annual salary. Students with high levels of globalization capability, job search capability, and autonomous implementation capability were also found to belong to a higher annual salary group. The theoretical contributions of this study are as follows. First, it connects the competencies that can be extracted from the school experience with the competencies in the Human Resource Management field and adds job search competencies and autonomous implementation competencies which are required for university students to have their own successful career & life. Second, we have conducted this analysis with the competency data measured form actual activity and result data collected from the interview and research. Third, it analyzed not only quantitative performance (employment rate) but also qualitative performance (annual salary level). The practical use of this study is as follows. First, it can be a guide when establishing career development plans for college students. It is necessary to prepare for a job that can express one's strengths based on an analysis of the world of work and job, rather than having a no-strategy, unbalanced, or accumulating excessive specifications competition. Second, the person in charge of experience design for college students, at an organizations such as schools, businesses, local governments, and governments, can refer to the six competencies suggested in this study to for the user-useful experiences design that may motivate more participation. By doing so, one event may bring mutual benefits for both event designers and students. Third, in the era of digital transformation, the government's policy manager who envisions the balanced development of the country can make a policy in the direction of achieving the curiosity and energy of college students together with the balanced development of the country. A lot of manpower is required to start up novel platform services that have not existed before or to digitize existing analog products, services and corporate culture. The activities of current digital-generation-college-students are not only catalysts in all industries, but also for very benefit and necessary for college students by themselves for their own successful career development.