• International Commerce and Information Review
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• v.13 no.4
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• pp.485-516
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• 2011

Republic of Korea is small nation that is comprised of 0.7% of the world population and occupying just 0.07% of the world territory. Despite this, Republic of Korea once again proved herself to be as the world's major economic powerhouse by becoming the world's 7th largest exporter in 2010. However, the reality is that Republic of Korea is still significantly concerned about the volatile economic nature and anxiety that is spread across the globe since the global depression that began at the end of 2008 and the financial crisis that has been threatening the Euro-Zone recently. This has resulted in the nation reaching the limitation in significant economic growth and limited creation of jobs within the nation and due to such circumstances, the nation is becoming more aware of the fact that she needs to pay more attention on the service sector and service exports if she was to see a more positive economic outlook in the upcoming future. This research is aimed to analyse the cost that is associated with the service export sector, by examining a number of enterprises in relation to the MICE(Meeting Incentives Convention Exhibition) industry which certainly has both direct and indirect influences on the service exports of the nation Further, the prime goal of the research is to encourage the SMEs of Korea, who have substandard experience associated to foreign exports, to intensify and increase service exports and also the goal extends to the degree to suggest appropriate assistance measures to aid these enterprises to achieve such goals. This research is fundamentally designed and based on the literature research associated with the MICE industry and also, this research is premeditated through the analysis of the case of exports to Vietnam. As the result of research, it has been found out that SMEs in the MICE industry and those of in service export sector are reluctant or even feel insecure to attempt any kind of export of their services mainly due to; the lack of foreign market information and also the lack of experience associated with service exports. Furthermore, it has also been revealed that the difficulty to estimate the validity and profitability of service the export is a significant factor withholding those enterprises from attempting any service export to the foreign markets. Henceforth, in order to aid and stimulate service export to the foreign markets by these SMEs (including those in association with the MICE industry), it is imperative to prepare an one-stop service export assistance program which would provide the information associated with marketing, law and legislation, taxation system and financial area in regard to the global markets.

• Journal of the Korean association of regional geographers
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• v.12 no.4
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• pp.449-460
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• 2006

This study aims to analyze distribution of natural lakes including lagoonal lake(lagoon) and tributary dammed lake(tributary lake) and calculate the size, morphology in order to interpret time-serial change of lakes using methodology of remote sensing images(1990s), GIS and topographic maps(1920s) in east coast of Korean Peninsular. Analysis results show that in 1990s, there are 57 natural lakes, with the total size of $75.62km^2$ over size $0.01km^2$. marine-origin lagoons are 48 with total size of $64.85km^2$, composing 85% of total natural lake, and the largest lagoon is Beonpo in Raseon City. Tributary lakes have been formed by damming of tributary channels by fluvial sand bars from main stream, located nearby at coastal zone, similar to lagoon sites. Large tributary lake, Jangyeonho, is developed in lava plateau dissection valley of Eorang Gun, Hamnam Province. There are more distributed at Duman River mouth$\sim$Cheongjin City, Heungnam City$\sim$Hodo Peninsular and Anbyeon Gun$\sim$Gangreung City. Geomorphometrically, correlation of size to circumference is very high, but correlation of size to shape irregularity is very low. The direction of lagoonal coast, NW-SE and NE-SW are predominated due to direction of tectonic structure and longshore currents. The length of the river into lake are generally short, maximum under 15km, and lake size is smaller, degree of size decreasing is higher. Geomorphic patterns of the lake location are classified as coast-hill range, coastal plain, coastal plain-channel valley, coastal plain-hill range and channel valley-hill range. During from 1920s to 1990s, change with lake size decreasing is highest at coastal plain-channel valley, next is coastal plain. Causes of the size decreasing are fluvial deposition from upper rivers and human impacts such as reclamation.

• Journal of Korean Home Economics Education Association
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• v.17 no.1 s.35
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• pp.29-53
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• 2005

The purpose of this study is to investigate the education practice of creativity perceived by adolescents and secondary teachers. The subjects in this study are 305 secondary students and 133 secondary school teachers, who have completed questionnaires of 'Education Practice of Creativity' and 'Creativity Fostering Teacher Behavior', The results of this study are as follows: (1) It is found that most adolescents and teachers recognized the need and importance of creativity-fostered education in school. However. the degree of adolescents' and teacher's understanding and satisfaction of creativity-fostered education in school is low. Half of the adolescents have received creativity-fostered education for over three years but half of the teachers have not performed or started to perform creativity-fostered education. Main obstacles of creativity-fostered education in school are lack of understanding creativity-fostered education, lack of teaching methods. teaching materials and teaching time. Antecedents for developing creativity-fostered education are building school climate for creativity-fostered education and selecting and applying various teaching contents. (2) Adolescents' satisfaction of creativity-fostered education have meaningful differences with gender. Also, adolescents' necessity, satisfaction, importance of creativity-fostering education. and creativity-fostered teacher behavior have meaningful differences with grade. (3) There are significant differences in the necessity, importance, interest, and understanding of creativity-fostered education according to a teacher's gender. Also. there are significant differences in the necessity and the understanding of creativity-fostered education according to a teacher's age. (4) There are significant differences between adolescents and teachers in the necessity, satisfaction, importance, interest and understanding of creativity-fostered education and creativity-fostered teacher behavior. (5) There are significant correlations among the necessity, satisfaction, importance, interest of creativity-fostered education and the creativity-fostered teacher behavior.

• Journal of Korean Home Economics Education Association
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• v.18 no.3 s.41
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• pp.97-117
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• 2006

The purpose of this study was to investigate the teachers' recognition on the optimization of the educational contents of Clothing & Textiles in subjects of :he Practical Arts or the Technology & Home Economics in the course of elementary, middle and high schools. The statistical data for this research were collected from 203 questionnaires of teachers who work on elementary, middle and high schools. Mean. standard deviation, percentage were calculated using SPSS/WIN 12.0 program. Also. these materials were verified by t-test, One-way ANOVA and post verification Duncan. The results were as follows; First, The equipment ratio of practice laboratory were about 24% and very poor in elementary schools but those of middle and high school were 97% and 78% each and higher than elementary schools. Second, More than 50% of teachers recognized the amount of learning 'proper'. The elementary school teachers recognized the mount of learning in 'operating sewing machines' too heavy especially, the same as middle school teachers in 'making shorts': the same as high school teachers in 'making tablecloth and curtain' and 'making pillow cover or bag'. Third, All of the elementary, middle and high school teachers recognized the levels of total contents of clothing and textiles 'common'. The 80% of elementary school teachers recognized 'operating sewing machines' and 'making cushions' difficult especially. The same as middle school teachers in 'hand knitting handbag by crochet hoop needle', 'the various kinds of cloth' and 'making short pants'. The same as high school teachers in 'making tablecloth or curtain'. Fourth, Elementary school teachers recognized 'practicing basic hand needlework' and 'making pouch using hand needlework' important in the degree of educational contents importance. Middle school teachers recognized 'making short pants unimportant. High school teachers considered the contents focusing on practice such as 'making tablecloth and curtain' and 'making pillow cover or bags' unimportant. My suggestions were as follows; Both laboratories and facilities for practice should be established for making clothing and textiles lessons effective in Practical Arts in elementary schools. The 'operating sewing machines' which were considered difficult should be dealt in upper grade, re-conditioning to easier or omitted. The practical contents should be changed to student-activity-oriented and should be recomposed in order to familiar with students' living. It was needed to various and sufficient supports for increasing the teachers' practical abilities.

• Journal of Korean Home Economics Education Association
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• v.19 no.1 s.43
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• pp.1-14
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• 2007

This study aimed to analyze the contents of clothing and textile areas in practical arts, technology and home economics, and science of home economics courses, and the degrees of vertical connections among them. Totally 21 textbooks were chosen for this study, which consist of fifth and sixth grade practical arts textbooks(one from each grade), sixteen technology and home economics textbooks(eight from each eighth and tenth grade), and three high school science of home economics textbooks. In order to analyze systematically the degrees of vertical connections, clothing and textile areas were divided into 6 large sections, which were subdivided into 48 specific categories(contents) by content analysis. The method of connection analysis was based on development(constant continuity and sequence), repetition (continuity without considering sequence), gap(sequence without considering the continuity of curriculum), and reduction(the lack of both continuity and sequence). The connection analysis were done in 48 categories separatively. In the sections of clothing attire and clothing management, the most categories(46.1% and 44.5%) were evaluated as having connections of reductions. No category was analyzed as development in the section of clothing planning and the most categories(83.3%) had connections of repetitions. In the clothing material section showed to be the section with the most in-depth and expanded content compared to the previous educational levels, with developed categories of 50%. The most degree of connection in the clothing and textile areas of practical arts, technology and home economics, and science of home economics subjects was the development at 29.2%, followed by repetition at 25%, reduction at 25%, and finally gap at 20.8%. Developed categories were relatively more than repetitive, reduced, or gap contents. However, as the connection between grades was not highly outstanding, it was difficult to say that the connection of the curriculum was adequately distributed according to the school grades.

• Journal of the Korea Organic Resources Recycling Association
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• v.27 no.3
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• pp.49-61
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• 2019

Swine manure has been recognized as a organic sources for composting and many research was conducted to efficiently utilize and treat. This study was to evaluate a feasibility for producing swine manure compost under various treatment with mixture of swine manure and saw dust. Treatments were designed as follows; non aerated composting pile(REF), aerated composting pile of $100L/m^3$(EXP1), and aerated composting pile of $150L/m^3$(EXP2). The total days of fermentation were 28 days and each samples were collected at every 7 days from starting of composting. Temperature sensors were installed under 30~40cm from the surface of composting pile. Inner temperature in composting piles of EXP1 and EXP2 was rapidly increased to $67{\sim}75^{\circ}C$ within 1~2 days. The elevated temperatures found during the thermophilic phase are essential for rapid degradation of organic materials. While swine manure composted, moisture content, total nitrogen, EC of EXP1, EXP2 in sample at 28 days were lower than those of REF. But, pH and organic matter of EXP1, EXP2 in sample at 28 days were higher than those of REF. After finishing fermentation experiment, maturity was evaluated with germination test. Calculated germination index(GI) at REF, EXP1 and EXP2 were 23.49, 68.50 and 51.81, respectively. The values of germination index were higher at EXP1 and EXP2 which is aerated composting piles than REF which is non aerated composting pile. According to the results, composting process by aerated static pile compost had significant effect on the reduction of required period for composting. Supplying adequate amount of air to compost swine manure will greatly reduce composting period.

• Journal of Korea Entertainment Industry Association
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• v.13 no.6
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• pp.211-220
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• 2019

It helps to wisely abstain from errors of the a priori subjective emotions related to human emotions, and orders emotions to make rational choices. These emotional happiness of human and moral sensitivities work directly or indirectly in rational choice of rational thought and reason. Abraham would have been troubled by the divine mandate to sacrifice a son who was only one, and a son who had been healed. Was his reason reasonable at this time? In rational reason, it can be said that the act of dedicating his son is an appropriate act, but is it possible in the human mind? Aristoteles also called human virtue virtue in good for human beings. Because happiness is also a mental activity, we have to know a certain degree about the mind. This ψυχή(psyche, spirit) spirit is an irrational element that is invisible but an intervention in rational principles. Also C. G. Jung states that all human beings have four dynamic psychological functions that are not visible, and that the mind is driven by these four functional dimensions. This means that the elements of S, Sensing, N, Intuition, T, Thinking, and Feeling are combined. David Hume also emphasized the principle of empathy, asserting that morality can not be derived from reason, and Max Ferdinand Scheler, before grasping the visual characteristics of a person, has already captured the whole feeling of the person, And that the value given to this feeling is the value, and that the function of emotion that is elevated to the perceived object by grasping the value through this process and the value is always preceded by the reason. Emmanuel Levinas states that emotional emotions of love are ahead of reason and that emotions precede human reasoning and rationality is the inability of emotional control that we need rational thought and rational and wise action as reason of control and temperance. As part of human emotional education, in the 7th curriculum, Bloom's cognitive, perceptive, and behavioral domain, which is a person with integrated thinking, is trying to be a moral practitioner. It focuses on how to act according to the direction of emotions for virtuous acts and how to develop emotions for emotions on behalf of vicious acts. We can design the possibility and direction of cultivating human emotions and emotional happiness and happy sensitivities by the principle of strengthening virtue and the principle of elimination of ill feeling.

• Journal of Korean Home Economics Education Association
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• v.22 no.2
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• pp.115-131
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• 2010

The object of this study is to compare the cognitive differences between teenagers who are operating the internet shopping mall and those who are not operating to analyze the effect of the enterprise experience on the career maturity of teenager. And we are to present the operation methods of teenager entrepreneurship education at school by identifying the difficulties of teenager internet shopping malls and investigating demands of teenagers for the entrepreneurship education. The results of this study are as following. First, the internet shopping malls established by teenagers were mostly operated with small scale and capital dealt with clothing and fashion accessories. It is difficult for most of teenagers to inform the shopping malls and understand the flow of fashion and demands of consumers. They acquired the informations on enterprise using internet or acquaintances. This is because there are no professional teenager entrepreneurship education. And they chose the confidence and spirit of challenge which are mostly needed for success of the internet shopping malls. Therefore, they can acquire the confidence and spirit of challenge by effective entrepreneurship education on resource management, team management, business plan and marketing. Second, teenagers who are operating the internet shopping malls got higher scores on career maturity and degree of need in the entrepreneurship education than those who are not. Thus the expansion of the systemed and diversified entrepreneurship education at school is needed to increase business practice and entrepreneurship. Third, most teenagers wanted the entrepreneurship education at school. They preferred external lectures who can teach them with professional experiences and practical knowledges using discretional activity classes or club activity classes. Dividend classes of creative experience activities including career, voluntary and club activities are increased in 2009 revised education curriculum. Using these classes, it requires to operate the entrepreneurship education which make students decide their career themselves through concrete education and experience. Consequently, the expansion of the systemed and diversified teenager entrepreneurship education at school is needed using development of practical entrepreneurship education program, professional teacher training and revitalization of entrepreneurship club activities.

• Journal of the Korea Organic Resources Recycling Association
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• v.25 no.4
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• pp.31-39
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• 2017

From July to August 2013, liquid fertilizers produced at 180 liquid manure public resource centers and liquid fertilizer distribution centers were collected. The maturity of liquid fertilizers was measured using the mechanical maturity measurement device. The nutrient contents (nitrogen, phosphorus, and potassium), physicochemical properties, and heavy metal content of 46 liquid fertilizers were investigated in this study. We used a matured liquid fertilizer with a total number of 46, with number of 7 for Gyeonggi-do, 3 for Chungcheongbuk-do, 2 for Chungcheongnam-do, 13 for Jeollabuk-do, 5 for Jeollanam-do, 3 for Gyeongsangbuk-do, 11 for Gyeongsangnam-do, 1 for Daejeon, and 1 for Jeju-do. The physicochemical properties were as follows: pH 8.0, EC 11.6 mS/cm, SS 5,188 mg/L, TKN 847mg/L, ${{NH_4}^+}-N$ 317 mg/L, ${{NO_3}^-}-N$ 170 mg/L, Org-N 360 mg/L, TP 193 mg/L, and TK 2,557 mg/L. The total amount of NPK was 3,596 mg/L. The total amount of N-P-K was as follows: a number of 2 at 1,000-2,000 mg/L (4%), a number of 17 at 2,000-3,000mg/L (37%), a number of 11 at 3,000-4,000mg/L (24%), and a number of 16 at 4,000mg/L or more (35%). Thus, 41% of the mature liquid fertilizers were below the official standard of commercial fertilizer (livestock manure liquid fertilizer) (0.3% of the total amount of N-P-K). Most of the N-P-K total amount showed non-uniform characteristics of low nitrogen and low phosphoric acid due to the potassium concentration. The average heavy metal content in the matured liquid fertilizer was as follows: As, not detected; Cd, 0.01 mg/kg; Hg, not detected; Pb, 0.02 mg/kg; Cr, 0.14 mg/kg; Cu, 6.89 mg/kg; Ni, 0.44 mg/kg; and Zn, 20.70 mg/kg. Thus, the official standard of commercial fertilizer was satisfied in all categories, indicating a safe level.

• Journal of Korean Home Economics Education Association
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• v.33 no.1
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• pp.17-35
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• 2021

The purpose of this study is to derive implications for the development of the next home economics curriculum by comparing the 'function' and 'achievement standard' presented in the 14 subjects of the 2015 revised middle school common curriculum with the home economics curriculum. For this, keyword network analysis was conducted, and the results are as follows. First, in the 'function' of the 2015 revised middle school common curriculum, 'analysis, use, and expression' were found to be core function keywords with high Degree Centrality and the Eigenvector Centrality. Second, the functional keywords 'understanding, explanation, expression, analysis, and use' in the 'achievement standard' of the 2015 revised middle school common curriculum appeared with high frequency, and 'practice, problem-solving, search and reasoning' which are related to practical problem-solving ability appeared. It was confirmed that 'appreciation, solution and realization', which have relatively high Eigenvector Centrality, were core functional keywords used in the 'achievement standard'. Third, when the 'function' and 'achievement standard' of the 2015 revised middle school home economics curriculum were matched and compared, 7 out of 15 functions were not used in the statement of 'achievement standard', so the connection between 'function' and 'achievement standard' appeared to be insufficient. In addition, the diversity of functional keyword used in the 'achievement standard' was also found insufficient when compared to the middle school common curriculum. Therefore, this study propose strengthening the connectivity of 'function' and 'achievement standard' in the next home economics curriculum, using keywords such as 'analyze', 'express', 'compare', 'understand', 'interpret', 'explore', 'appreciate', and 'solve'.