• Journal of the Korean Institute of Educational Facilities
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• v.21 no.4
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• pp.11-20
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• 2014

A total of 2,325 schools including all of the middle and high school have operated variation type since government announced the "Variation Type classroom System Promotion Plan" in May 2009. New education policy, free learning semester of middle school, was introduced after current government took office, followed by extended application of educational policy. Korean students have a low level of happiness and interest in the school due to admissions intensive competition and the investment memorize education and cramming education. Therefore, in consideration of youth development stage, free learning semester system introduction commitment was announced in November 2012, and free learning semester was operated by way of showing an example in 2013, and then expansion implementation plan of 2015 was established, because free learning semester introduction in middle school stage is increasing. This study considers concept and operation method to free learning semester of middle school which are newly introduced, based on the policy documents of Ministry of Education. Also, through the example of Japanese schools, this analyses creativity, personality, social skills, and healthy corresponding to a free learning semester curriculum of middle school, and present method to apply for Korea.

• Journal of Korean language education
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• v.23 no.1
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• pp.257-282
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• 2012

Sakhalin, Russia is a very specific area for Korean language education. The imposed separation and isolation in this region means the language in Sakhalin is mixed with South Korean, North Korean, Gyeongsang Province dialect, Japanese, and Russian. Scrutiny of the use of the actual language of Sakhalin Koreans is needed, and it is required in supporting Korean language education. In this study, I will cover: 1. Approach should differ depending on the situation of Korean, foreigners, Korean Language School(Hangeul Hakgyo) and Korean classes in local Schools. 2. Tailor-made textbooks for Sakhalin are required. 3. Korean textbooks to match local circumstances are needed. There should be a basic writing text written by a local Korean department professor and supervision or modification, supplements from Korean language education researchers in Korea. 4. Enlarged Korean training programs are needed. Furthermore, if Korean and Russian university students are to study in Korea, there should be programs offering a dual degree among other things. 5. Methodical, overall examination of overseas Korean regions like Sakhalin is necessary. Also in the case of far east Russia, connectivity between Vladivostok, Khabarovsk and Sakhalin needs to be strengthened.

• Fashion & Textile Research Journal
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• v.21 no.2
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• pp.209-219
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• 2019

This study analyzed and compared wearer mobility for different types of clothing that also included the potential to develop firefighter station uniforms using range of motion (ROM) and electromyography (EMG). This study focused on a comparison of wearer mobility affected by different materials and shapes of the station uniforms worn under firefighter turnout gear. Japanese standard uniform (UNI), stretch-wear (ST), and compression-wear (CP) were used as station uniforms for the experiment. This study analyzed wearer movements and quantified ROM and EMG. In addition, the subjective evaluation of wearer mobility and comfort were assessed for comparisons. Nine healthy male students participated in the experiment. Wearer mobility was analyzed using ROM and EMG data obtained by measuring five motions; in addition, subjective evaluations were also obtained. As compared with the standard station uniform, ROM increased 6.8 % and 7.2 % due to stretch-wear and compression-wear. The benefits of wearing stretch material or compression material to improve muscle performance (such as reduced percent of maximum voluntary contraction) were not proven. Differences between materials and designs influenced subjective wearer comfort. In particular, the wearing of compression materials was shown best in terms of wearer comfort that may also allow greater wearer mobility.

• Archives of design research
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• v.15 no.4
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• pp.67-76
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• 2002

This study is mainly based on the introduction process of formative art education method of Korean Bauhaus which was brought in this CQuntry through Japan. The introduction routes into Korea of Bauhaus education method by way of the United States through Germany have been disclosed since 1945, including Korean students studying in the United States as well as Scandinavian countries. Those introduction of Bauhaus method by Korean students into Korea had influenced the domestic university education. However, it was worth notice that Park Hui-rak pointed out through his writing that Bauhaus education method had already existed in the CQuntry before 1945 when korea was liberated from 35 years of Japanese colonial rule. Park hinted in his book of "Korean Design History,199B" that the curriculum of primary school, then affiliated with Taegu Education College had been possibly influenced from Composition Education" idealogy led by Japanese Kawakita Rensichiro. In Japan, Bauhaus education method had been independently introduced by civilians like primary school teachers of Kawakita. However, the possible introduction of the informative art education in the country by way of Japan leaves a lot of things to be considered. Because, the introduction was carried out by Choson governor-General which took charge of colonial rule of korea. Accordingly, the purpose of this study is to make full explanation on the introduction of formative art education and on the types. For that purpose, examinations on various materials and information released by many educational institutes as well as by choson Governor-General were included. As the result, it was possible to find out a trace of "Composition Education : Japanese Bauhaus Formative Art Education" in 1937, one year earlier pointed out. And it was remarkable that two interested books were found out, which mainly dealt with Spanung of Composition and Dynamic sense. Finally, through examinations in many aspects, five drawing education books written in 1930s, such as Drawing Guide Details and indication, were proved to be equal to Bauhaus Composition Education in terms of terminology and contents. Moreover, it has been made clear that Composition education Choson was made mostly under the control and management of Choson Governor-General in the of books on education systems in then education college.

• Journal of the Korean Society of Food Science and Nutrition
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• v.45 no.4
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• pp.585-592
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• 2016

This study was conducted to analyze the gap between importance and satisfaction of university foodservice attributes as well as to assess customer satisfaction with university foodservice establishments. All statistical analyses were conducted using the SPSS package program (ver. 20.0) for t-test, ANOVA, and Importance-Performance Analysis (IPA). A total of 619 valid responses were used for the data analysis. The results of this study are as follows: the composition of respondents was 53.5% males and 46.5% females. Exactly 85.5% of respondents ate lunch at least five times a week at the on-campus foodservice. The favorite lunch menus of Chinese university students were Chinese food (91.8%), followed by Western food (3.5%), Korean food (2.2%), and Japanese food (1.5%). According to the results of IPA, foodservice selection attributes that were priorities for improvement were food taste, food freshness, menu variety, waiting time for meal, and toilet cleanliness. In addition, five satisfaction factors were extracted by exploratory factor analysis. According to the results of one-way ANOVA, 'physical environment' and 'service quality' factors showed significant differences according to the students' grades and the frequency of eating lunch at on-campus foodservice. On the other hand, 'food quality and menu' and 'convenience and price' factors showed significant differences according to meal cost. In conclusion, in order to enhance customer satisfaction of on-campus foodservice, foodservice managers should offer a varied menu at reasonable prices and improve food quality.

• Journal of Educational Research in Mathematics
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• v.8 no.2
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• pp.565-586
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• 1998

Like many other school subjects, terminology is a starting point of mathematical thinking, and plays a key role in mathematics learning. Among several areas in mathematics, geometry is the area in which students usually have the difficulty of learning, and the new terms are frequently appeared. This is why we started to investigate geometric terms first. The purpose of this study is to investigate geometric terminology in school mathematics. To do this, we traced the historical transition of geometric terminology from the first revised mathematics curriculum to the 7th revised one, and compared the geometric terminology of korean, english, Japanese, and North Korean. Based on this investigation, we could find and structuralize the following four issues. The first issue is that there are two different perspectives regarding the definitions of geometric terminology: inclusion perspective and partition perspective. For example, a trapezoid is usually defined in terms of inclusion perspective in asian countries while the definition of trapezoid in western countries are mostly based on partition perspective. This is also the case of the relation of congruent figures and similar figures. The second issue is that sometimes there are discrepancies between the definitions of geometric figures and what the name of geometric figures itself implies. For instance, a isosceles trapezoid itself means the trapezoid with congruent legs, however the definition of isosceles trapezoid is the trapezoid with two congruent angles. Thus the definition of the geometric figure and what the term of the geometric figure itself implies are not consistent. We also found this kind of discrepancy in triangle. The third issue is that geometric terms which borrow the name of things are not desirable. For example, Ma-Rum-Mo(rhombus) in Korean borrows the name from plants, and Sa-Da-Ri-Gol(trapezoid) in Korean implies the figure which resembles ladder. These terms have the chance of causing students' misconception. The fourth issue is that whether we should Koreanize geometric terminology or use Chinese expression. In fact, many geometric terms are made of Chinese characters. It's very hard for students to perceive the ideas existing in terms which are made of chines characters. In this sense, it is necessary to Koreanize geometric terms. However, Koreanized terms always work. Therefore, we should find the optimal point between Chines expression and Korean expression. In conclusion, when we name geometric figures, we should consider the ideas behind geometric figures. The names of geometric figures which can reveal the key ideas related to those geometric figures are the most desirable terms.

• Journal of the Korean Society of Food Culture
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• v.8 no.4
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• pp.337-348
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• 1993

This study was carried out to investigate the succession patterns of dietary culture and to find out all the educational problems with female college students in both countries as the central figure. The results are as follows. The degree of knowledge acquisition about food of annual custom is 58% in Korea and 72% in Japan. What the rate of knowledge acquisition is high among both countries’ similar food of annual custom are ${\ulcorner}Seolnal(Gantan){\lrcorner}$, ${\ulcorner}Sambok(Doyonohi){\lrcorner}$, and ${\ulcorner}Chuseok(Tsukimi){\lrcorner}$. Cooking experience of festive food is 45% in Korea and 58% in Japan. Among both countries' common festive food what cooking experience is high in Korea are ${\ulcorner}Seolnal{\lrcorner}$ and ${\ulcorner}Chuseok{\lrcorner}$, which are over 97%. In Japan those are ${\ulcorner}Gantan{\lrcorner}$ and ${\ulcorner}Tsukimi{\lrcorner}$, which are over 80%. Regarding learning experience of festive food ${\ulcorner}Seolnal{\lrcorner}$ and ${\ulcorner}Gantan{\lrcorner}$ are beyond 80% and ${\ulcorner}Chuseok{\lrcorner}$ is 88%. In Japan ${\ulcorner}Tsukimi{\lrcorner}$ is 71% and ${\ulcorner}Omisoka{\lrcorner}$ is 85%. The learning sources of food of annual custom are parents and schools in common, and Korea has another learning sources, mass communication. Festive food that is cooked shows much similarity between two countries, but each country has originality. As common food of annual custom ${\ulcorner}Seolnal{\lrcorner}$ has nine kinds of food, ${\ulcorner}Sambok{\lrcorner}$ has three kinds, and ${\ulcorner}Chuseok{\lrcorner}$ has five kinds in Korea In Japan ${\ulcorner}Gantan{\lrcorner}$ has fourteen kinds of food, ${\ulcorner}Doyonohi{\lrcorner}$ has three kinds, and ${\ulcorner}Tsukimi{\lrcorner}$ has five kinds. The successive consciousness about food of annual custom is concentrated on a specific food in Korea. And Japanese consciousness is shown as an expansion-type on diverse food. Korean successive consciousness is 69.4% and Japanese consciousness is 82%. The higher the rate of knowledge acquisition, cooking experience, and learning experience are in both countries, the higher successive consciousness is. So we must note for the importance of home and school’s education.

• The Journal of the Korea Contents Association
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• v.16 no.2
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• pp.633-642
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• 2016

This study looked into Japan's recognition of Korea in early modern era with particular focuses on discourse on Korea and contents in textbooks in those days. In doing so, the topics of nationality, historical recognition, and social aspects in Korea were established and discourse on these topics in educational journals and the contents of textbooks and teaching manuals projected with such discourse were investigated. As for nationality, a strong propensity to negative recognition was clearly observed, represented by the words lazy, enervate, and uncivilized. They defined Korea's history of passive, other-directed nature and described such incompetent national management resulted in negative nationality. Their recognition of Korean history went further away, stating Korea was incapable of maintaining its independence and was a threat to peace of Japan and Asia, hence the forced merger by Japan. The criteria for Japan to assess Korean society were Western civilization and they defined Korean society as a pre-modern society with lower levels of civilization and culture. Discourse in Japan over Korea in early modern era were strongly influenced by Japan's pride as a modern state and its dominating ideology of imperialism and such discussions were spread among students through textbooks and teaching manuals.

• Journal of the Korean Society of Costume
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• v.14
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• pp.99-117
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• 1990

The purpose of this study was to investigate the change of clothes in modem Korean women in terms of a socioeconomical background, the introduction to western clothes, and the improvement of clothes between the opening period of ports in the early 1900's and 1960's. In addition, the study investigated how western clothes became popular in a Korean society along with the traditional' Korean clothes, Hanbok. The radical social change since the opening of ports motivated the change in the way of Korean women's thinking, and consequenty the improvement of Hanbok which developed into the clothes-improvement-movement. It was not until 1905 that the improvement of clothes was hotly debated particularly in the matter of abolishing Jangeui and the extreme length of Jeogori and Chima. The Tongchima-Jeogori style which lengthened Jeogori and shortened Chima was widely accepted as everyday wear until the western clothes substituted them after the Independence from Japanese Conquest. As the length of Chima shortened, there occurred a change in Boson and Jipsin as well. There appeared shoes and Gomoosin in place of Jipsin, socks in stead of Boson and were popularized until after the Liberation in 1945. The popularity of Gomoosin diminished markedly with the diversification of shoes styles, due to the improvement of the standard of living with economic development in the 1960's. The traditional Hanbok was gradually differentiated according to the social status, for instance student, teachers, ordinary women, girls and Kisaeng. Especially since the white clothes caused much trouble in washing and sewing, there came into being the movement of wearing colorful clothes. The Movement of abolishing white clothes and promoting of wearing colorful clothes was enforced during the period of Japaness conquest from the 1920's to the Liberation, which consequently stimulated an interest for colors of clothes. The period under the war between 1937 and 1945 was especially noted for the extreme regulation over the clothes. The Japanese government forced each group of women, e.g., girl students, a young women's association, school teachers, and ordinary women and girls, to wear their own uniforms. Also, It recommended the use of Tongchima in stead of long skirts, and buttons in place of Coreum so as to conserve textile encouraging the use of other substitutes to save resources. The western clothes, a model of clothe's improvement was deemed as a symbol of modernization and enjoyed general popularity. The supply of relief clothes after the Korean war accelerated the expansion of western clothes even further and the trend of westernization along with economic progress in the 1960's resulted in wearing of western clothes as everyday dress. The expansion of western clothes as casual wear rapidly diminished wearing of Hanbok which in turn took the position of ceremonial dress worn in special cases only. Hence the Korean women's clothes were dualized into traditional Hanbok and western clothes and the western clothes that stems on its convenience was settled as everyday wear where as the Hanbok appeared as ceremonial dress stressing on ornamental features. As mentioned aboved, we are able to discovered an orientation in the course of transitional process of modern Korean women's clothes admist diversified changes, which is a consistent pursuit of convenience and practicality based upon progmatism. The trend such as this carne into a finale' as women's dress became dualistic in forms of Hanbok and western clothes, and the change since then is supposed to proceed in two forms of dress featuring its own style.

• Journal of Engineering Education Research
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• v.22 no.6
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• pp.51-63
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• 2019

This study aims to present concept of "gong" which was shared by traditional East Asian societies (Korea, China and Japan) and to identify how it has been developed through their respective process of modernization and industrialization. Despite the territorial proximity of the three countries, their industrial and technological development followed different patterns, and the notion of engineering from the Occident was also accepted and reconstructed with a certain difference in each country. Japan had developed its own concept of engineering as part of industrialization in Western style and in the context of establishment of an imperialist nation. What was important for Japan was how engineering could contribute to the national development of technology and industry, and to the development of Imperial Japan. For China, which attached importance to resistance to Western civilizations and to strengthening the competitiveness for and which needed to resolve domestic political conflicts, engineering constituted more than a simple issue on technological and industrial dimension; it was also associated with obtaining ethical and political legitimacy which would allow the nation to gain support from the working and peasant classes. Though belated, Korean attempted to build an independent modern state, yet experienced a considerable nuisance from the invasion of Japan and the protracted colonial period. Engineering of Korea had to take a long time before emerging from backwardness especially because of Japanese policies which tended to restrict technological development and avoid fostering qualified engineers in the colony. Therefore, engineering in Korea started to contribute to the nation's development and the improvement of technological competitiveness only after it was combined with modern higher education after liberation, under the name of engineering science (工學, gong-hak). This study argues that our recognition of what engineering was for and who engineers were in East Asia will allow us to evaluate current status of engineering education and provide us with significant insight which will be useful when we imagine the future society. Identity of engineering in Korea, China, and Japan has been developed along with historical contexts such as clash of civilizations, wars, recovery of sovereignty and obtaining of national competitiveness; now, what will be combined with engineering in the next generation? This question will lead and motivate engineering students to think and imagine about what future engineering should be and how they respond to it.