• The Journal of Korean Philosophical History
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• no.56
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• pp.9-46
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• 2018

Seongdeokdaewang-Shinjong, the 29th National Treasure, is highly valuable as a study material in various aspects including the histories of ideology, Buddhism, politics, art-craft, Chinese character study, calligraphy, epigraphy and so on of the mid-time of Shinra. Compared with the people's interest in the Shinjong, however, the studies on the words carved on it have not been yet deepened. Such studies have not been yet overcoming the phase of decoding and translation of the words. Today, it is required to analyze and study the words systematically. This article starts with such critical mind. That is why the subtitle of this article is Research on the Background of Thoughts considering that this study must be followed by its 2nd study. This study has totally reviewed the decoding and annotation works that have been done so far. Byeonryeomun (騈儷文: a writing style of Chinese character) has been also studied on its written patterns. As a result, approximately 20 problems have been found and corrected. Especially, such key phrases as '工匠?模' and '日月?暉' have been translated in a new way to spotlight the importance of translation of the carved words. The words carved on the Shinjong are highly valuable to study in the aspect of ideology history. The words fully show not only Buddhist thoughts, Confucian thoughts and Taoist thoughts but also Korea's own unique thoughts, which are all melted in the words without any obstacle to each other. In general, they are highly philosophical words. The words are unique especially in the aspect: They give a meaning to the Shinjong based on the keyword Won-Gong (圓空: circle and empty) and suggest the key point of Buddhist thoughts and governing philosophy altogether. That is, they imply that King Seongdeok's political ideology and governing principle are connected to Pungryudo (風流道), Korea's own unique philosophy. This implication is key evidence that makes it possible to trace the context of transmission of Pungryudo. You should not miss also the phrases implying that there was a big argument between reform group based on Confucian thoughts and conservative group based on Korea's own unique thoughts.

• Journal of the Korean earth science society
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• v.43 no.2
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• pp.312-323
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• 2022

This study began with the hypothesis of whether "solar radiation" and "terrestrial radiation" can be replaced by "visible radiation" and "infrared radiation", respectively. To this end, we investigated the perceptions of high school students who completed the Earth Science I course through a questionnaire to reveal how they perceived each concept. We also analyzed the descriptions and illustrations of textbooks that may have affected their perceptions. All of the students who participated in the questionnaire recognized solar radiation as radiation emitted only in the visible light region. About 35% of the students recognized convection, conduction, and latent heat as energy transfer by radiation in the Earth's heat budget. By analyzing six types of Earth Science I textbooks in the 2015 revised curriculum, we observed that two types introduced the terms "shortwave radiation" and "longwave radiation" but had no explanation for them, while the other two described solar radiation as "radiation mainly in the visible light region" or "radiation in short wavelengths". Regarding solar and terrestrial radiation in the last two types, there was no explanation for the wavelength regions, or ambiguous terms such as "short wavelength" and "long wavelength" were used. In addition, the two textbooks contained some errors in the illustration of the energy budget. Considering that textbooks described solar and terrestrial radiation without defining the exact terms for shortwave and longwave radiation, learners are likely to recognize solar and terrestrial radiation as visible and infrared radiation, respectively. This finding implies that vague statements or errors in textbooks can cause or reproduce students' misconceptions. The discussion in this study is expected to be used as a helpful reference material for teaching and learning processes regarding the Earth's radiation equilibrium and heat budget, and thereby contribute to proposing reasonable description plans for future textbook writing.

• Journal of the Korean Institute of Landscape Architecture
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• v.49 no.6
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• pp.64-79
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• 2021

In Korea, mountains constitute 60 percent of the total land area. For a long time, mountains have been deeply involved in people's daily lives, acting as a significant layer of culture. For those reasons, it would be meaningful to shed light on the values of the mountain culture of Korea and seek various ways to utilize them. Therefore, this study aims to explore Korea's mountain enjoyment culture, considering the mountain leisure in the Joseon Dynasty period, when the heritage of mountain enjoying culture was prevalent, and that of the present era. For the analysis, hiking records of the Joseon Dynasty and present-day hiking blog posts related to three famous mountains in Korea were examined. Findings show that people stayed in the mountains for a long time in the Joseon Dynasty, concentrating on the landscape deeply, and various academic and artistic cultures flourished there. In contrast, contemporary people regard the mountain merely as a space to access the peak and climb down quickly within a day. Therefore, the landscape of the mountain cannot be used as a cultural asset beyond natural scenery. However, there are several positive aspects to today's climbing culture. For example, it is easy to obtain information on climbing and feasible ways to conduct various sizes and concepts of hiking due to the development of technology and transportation. In order to develop Korea's unique mountain enjoyment culture in the future, we should propose a 'leisurely hike' that allows people to enjoy the mountain scenery fully and sublimating it into culture, rather than being hiking that is limited to climbing. In addition, it is essential to create suitable spaces, arranging them appropriately to utilize the history and humanities context of the mountain, and connect local facilities and the workforce, thereby causing the development of various mountain enjoyment cultures.

• Journal of The Korean Association For Science Education
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• v.42 no.4
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• pp.417-428
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• 2022

This study analyzed the frequency and level of scientific practices presented in secondary science textbooks. A total of 1,378 student activities presented in 14 middle school science textbooks and 5 high school integrated science textbooks were analyzed, using the definition and level of scientific practice suggested in the NGSS. Findings show that most student activities focus on three practices. Compared to the textbooks for the previous science curriculum, the practice of 'obtaining, evaluating, and communicating information' was more emphasized, reflecting societal changes due to ICT development. However, the practice of 'asking a question', which can be an important element of student-led science learning, was still rarely found in textbooks, and 'developing and using models', 'using math and computational thinking' and 'arguing based on evidence' were not addressed much. The practices were mostly elementary school level except for the practice of 'constructing explanations'. Such repeated exposures to a few and low level of practices mean that many future citizens would be led to a naïve understanding of science. The findings imply that it is necessary to emphasize various practices tailored to the level of students. In the upcoming revision of the science curriculum, it is necessary to provide the definition of practices that are not currently specified and the expected level of each practice so that the curriculum can provide sufficient guidance for textbook writing. These efforts should be supported by benchmarking of overseas science curriculum and research that explore students' ability and teachers' understanding of scientific practices.

• Korean Journal of Culture and Social Issue
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• v.29 no.1
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• pp.75-99
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• 2023

The current study aimed to explore the suicidal behaviors and risk factors of completed suicides using psychological autopsy and use them as index variables to classify suicidal types. In addition, this study looked into the influential factors that affect each suicidal type. related to suicidal behaviors and suicidal risk factors by psychological autopsy. In addiction, the distinctions among the classes were analyzed. For this, psychological autopsies were conducted on the families and the close ones of 128 completed suicides. Then, the index variables were finally chosen for classifying suicidal types. The selected index variables for suicidal risk factors were mental disorders, suicide/self-harm, significant changes in physical appearance, marital conflict, adjustment and relationship issues at work/school, unemployment/layoff, jobless status and serious financial problems. The selected index variables for suicidal behaviors were expressing their suicidal attempts, writing suicidal notes, asking for help, the time/place/method of suicidal behavior, past suicidal/self-harm experience and the first person who witnessed the suicide. The Latent Class Analysis(LCA) and the 3-step method were used for classifying suicidal types. Then external variables(financial changes, cohabitation, existence of stressors, changes in stress level or relationships and family members with mental disorder/alchohol problems/ physical disorders, and work/school stisfaction) were applied for distinguishing classes. As a result, 5 classes(financial problems, adjustment problems, complex problems, psychiatric problems, and response to event[s]) were revealed on suicidal behaviors and 3 classes(residence- suicidal attempt- found by family, nonresidence- nonsuicidal attempt- found by acquaintances, residence- nonsuicidal attempt- found by family) were presented on suicidal risk factors. External variables such as gender, marital status, cohabitation, changes in relationships significantly differentiated among the 3 classes. Especially, class 3(residence- nonsuicidal attempt- found by family) tended to cohabit with others, were married, and had a significantly high level of interpersonal conflicts. When comparing the 5 classes of suicidal risk factors, auxiliary variables such as economic changes, cohabitation, stress, relationship changes, and family-related problems, and school/work satisfaction significantly differentiated the 5 classes. Especially class 3 (complex problems) experienced comparatively less family-related problems, but showed an aggravating level of personal stress. Suicial prevention strategies should be provided considering the characteristics of each class and the influential factors.

• The Journal of Korean Philosophical History
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• no.29
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• pp.255-280
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• 2010

Zhang Bo-duan compiled about internal alchemy in Taoism. Although he lived in the mundane world, he wished to seek theory on neidan of Taoism(internal alchemy). After finding enlightenment, he elucidated that the enlightenment was a state of rising above world not needed to leave the world. After ages, he was admired as the founder of Taoism in Southern school and his Oh Jin Peon which contents internal alchemy was considered seriously to have more than 30 people who annotated with it until Ch'ing Empire. At his age of 80, he met the real person who gave him theory on neidan of Taoism(internal alchemy), its preface tells that he organized its main point, and then wrote Oh Jin Peon with it in 1075. Generally Zhang Bo-duan was known to leave three books as Oh Jin Peon, Guem Dan Sa Baek Ja, and Cheung Hwa Bi Mun, most of critics have been studying on the basis of them. However, it is not correct whether all of them is his writings and there is not exact analysis but simple belief about it. I think accuracy and details are indispensible in philosophical approach. The study not having verification about primary data is no more than a visionary projet which soon collapses. So the purpose of this study is adding the detail analysis on it and making its exact basis of philosophical approach. Zhang Bo-duan over his age of 80, became enlightened, in his old age handed down his student the secret as a record and theory on neidan of Taoism(internal alchemy). And not in his living but after his dying his status was soared. Because of his high status in internal alchemy Taoism, it seems that there are more interest in it and some published books which just leave his name. In this study, I accept Oh Jin Peon as a his real writing among unsure his writings and criticize systematically and classify its characteristics. And I demonstrate that Guem Dan Sa Baek Ja, Cheung Hwa Bi Mun couldn't be his real writings, these could be forgeries by posterity, with proposing some basis of the argument.

• The Journal of Korean Philosophical History
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• no.29
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• pp.33-54
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• 2010

Woodam(愚潭) Jeong Si-han(丁時翰, 1625-1707) played an important role in the formation and development of the Toegye School. This writing explores the way Woodam understood the thought of Toegye(退溪, 1501-1570) as presented in The Book of Four-Seve Demonstration(四七辨證) The 17th century that Woodam lived in was the period in which monism and dualism coexisted. Woodam's understanding of Toegye's thought can be summarized as follows: 1) Woodam followed Toegye's li(理)-qi(氣) defense and his view on the origin of nature and emotion, acknowledging Toegye as the orthodox transmitter of Zhu Xi's teachings, 2) Woodam considered that the difference between the past and the contemporary teachings was simply caused by the difficulty of comprehending the character "li (principle) ". Thus he criticized Yulgok(栗谷, 1536-1584)'s claim that "that which rises is qi (material force), and that which gives rise to qi is li," and followed instead Toegye's views of the entivity, dynamism, and ultimacy of li and its substantial function. Yet, Woodam further developed Toegye's thought and asserted that "in the midst of the marvelous unity of li and qi, li is always dominant and qi is always ancillary." 3) Woodam criticized Yulgok's thought and advocated Toegye's doctrine of the mutual motion of li and qi(理氣互發說), thereby following Toegye's insistence that difference can be observed in sameness and sameness can be observed in difference, that integrative thinking is needed to constructively embrace both analytic and synthetic judgments. In conclusion, Woodam understood profoundly and correctly Toegye's views on the relationship between li and qi and between nature and emotion, and explained them more concretely. In so doing, he endeavored to live the life by the teachings of Toegye.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.9 no.4
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• pp.77-85
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• 2014

A goal of Bizcool entrepreneurship education targeting on the youth falls on letting understand the process of starts-up, enhance entrepreneurship will and their business creativities rather than training trivial starts-up skills such as writing business plan for successful starts-up. The effects of education enable Bizcoo students to recognize rightly the concept of starts-up training and lead to spread out demand for entrepreneurship education. The feedback check-up for how entrepreneurship education affects students getting through of it is necessary and possible to bring its' improvement alternatives. Despite of such highlight, not many measuring tools and indexes of evaluating an effectiveness of entrepreneurship education are developed and studied up until. This research suggests for the optimal indexes for them. In specific, this research 49 the first question sets of evaluating an effectiveness of entrepreneurship education classified 3 large categories and 11 following sub categories each of them such as entrepreneurship orientation, creativity, entrepreneurship preparing activities etc,. representing embedding education effects though entrepreneurship education. This research carry out the empirical survey research utilizing driven question sets against 5 different Bizcools sampling 287 students. The survey research delivers the final 3 large categories and 8 following sub categories(Innovativeness, risk-taking, problem-solving potent, cooperative decision-making potent, efficient behavior capacity, data collecting potent, career search, starts-up search and preparation), and 38 measuring indexes by search and confirming factor analysis. This research never drop the confidence test over each indexes and obtain the proper figures. Last but not least, this research confirm the gap between starts-up club members and non members as to an effectiveness of entrepreneurship education and 9 different indexes.

• Proceedings of the KSPS conference
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• 1997.07a
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• pp.176-178
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• 1997

To make a long story short I made up my mind to experiment with a multimedia approach to my classroom presentations two years ago because my ways of giving instructions bored the pants off me as well as my students. My favorite ways used to be sometimes referred to as classical or traditional ones, heavily dependent on the three elements: teacher's mouth, books, and chalk. Some call it the 'MBC method'. To top it off, I tried audio-visuals such as tape recorders, cassette players, VTR, pictures, and you name it, that could help improve my teaching method. And yet I have been unhappy about the results by a trial and error approach. I was determined to look for a better way that would ensure my satisfaction in the first place. What really turned me on was a multimedia CD ROM title, ELLIS (English Language Learning Instructional Systems) developed by Dr. Frank Otto. This is an integrated system of learning English based on advanced computer technology. Inspired by the utility and potential of such a multimedia system for regular classroom or lab instructions, I designed a simple but practical multimedia language learning laboratory in 1994 for the first time in Korea(perhaps for the first time in the world). It was high time that the conventional type of language laboratory(audio-passive) at Hahnnam be replaced because of wear and tear. Prior to this development, in 1991, I put a first CALL(Computer Assisted Language Learning) laboratory equipped with 35 personal computers(286), where students were encouraged to practise English typing, word processing and study English grammar, English vocabulary, and English composition. The first multimedia language learning laboratory was composed of 1) a multimedia personal computer(486DX2 then, now 586), 2) VGA multipliers that enable simultaneous viewing of the screen at control of the instructor, 3) an amplifIer, 4) loud speakers, 5)student monitors, 6) student tables to seat three students(a monitor for two students is more realistic, though), 7) student chairs, 8) an instructor table, and 9) cables. It was augmented later with an Internet hookup. The beauty of this type of multimedia language learning laboratory is the economy of furnishing and maintaining it. There is no need of darkening the facilities, which is a must when an LCD/beam projector is preferred in the laboratory. It is headset free, which proved to make students exasperated when worn more than- twenty minutes. In the previous semester I taught three different subjects: Freshman English Lab, English Phonetics, and Listening Comprehension Intermediate. I used CD ROM titles like ELLIS, Master Pronunciation, English Tripple Play Plus, English Arcade, Living Books, Q-Steps, English Discoveries, Compton's Encyclopedia. On the other hand, I managed to put all teaching materials into PowerPoint, where letters, photo, graphic, animation, audio, and video files are orderly stored in terms of slides. It takes time for me to prepare my teaching materials via PowerPoint, but it is a wonderful tool for the sake of presentations. And it is worth trying as long as I can entertain my students in such a way. Once everything is put into the computer, I feel relaxed and a bit excited watching my students enjoy my presentations. It appears to be great fun for students because they have never experienced this type of instruction. This is how I freed myself from having to manipulate a cassette tape player, VTR, and write on the board. The student monitors in front of them seem to help them concentrate on what they see, combined with what they hear. All I have to do is to simply click a mouse to give presentations and explanations, when necessary. I use a remote mouse, which prevents me from sitting at the instructor table. Instead, I can walk around in the room and enjoy freer interactions with students. Using this instrument, I can also have my students participate in the presentation. In particular, I invite my students to manipulate the computer using the remote mouse from the student's seat not from the instructor's seat. Every student appears to be fascinated with my multimedia approach to English teaching because of its unique nature as a new teaching tool as we face the 21st century. They all agree that the multimedia way is an interesting and fascinating way of learning to satisfy their needs. Above all, it helps lighten their drudgery in the classroom. They feel other subjects taught by other teachers should be treated in the same fashion. A multimedia approach to education is impossible without the advent of hi-tech computers, of which multi functions are integrated into a unified system, i.e., a personal computer. If you have computer-phobia, make quick friends with it; the sooner, the better. It can be a wonderful assistant to you. It is the Internet that I pay close attention to in conjunction with the multimedia approach to English education. Via e-mail system, I encourage my students to write to me in English. I encourage them to enjoy chatting with people all over the world. I also encourage them to visit the sites where they offer study courses in English conversation, vocabulary, idiomatic expressions, reading, and writing. I help them search any subject they want to via World Wide Web. Some day in the near future it will be the hub of learning for everybody. It will eventually free students from books, teachers, libraries, classrooms, and boredom. I will keep exploring better ways to give satisfying instructions to my students who deserve my entertainment.

• Proceedings of the Korean Institute Of Construction Engineering and Management
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• autumn
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• pp.99-106
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• 2002

Researches on integration of design and construction information from earlier era focused on the conceptual data models. Development and prevalent use of commercial database management system led many researchers to design database schemas for enlightening of relationship between non-graphic data items. Although these researches became the foundation fur the proceeding researches. they did not utilize the graphic data providable from CAD system which is already widely used. 4D CAD concept suggests a way of integrating graphic data with schedule data. Although this integration provided a new possibility for integration, there exists a limitation in data dependency on a specific application. This research suggests a new approach on integration for design and construction information, 'Product Model Centered Integration Methodology'. This methodology achieves integration by preliminary research on existing methodology using 4D CAD concept. and by development and application of new integration methodology, 'Product Model Centered Integration Methodology'. 'Design Component' can be converted into digital format by object based CAD system. 'Unified Object-based Graphic Modeling' shows how to model graphic product model using CAD system. Possibility of reusing design information in latter stage depends on the ways of creating CAD model, so modeling guidelines and specifications are suggested. Then prototype system for integration management, and exchange are presented, using 'Product Frameworker', and 'Product Database' which also supports multiple-viewpoints. 'Product Data Model' is designed, and main data workflows are represented using 'Activity Diagram', one of UML diagrams. These can be used for writing programming codes and developing prototype in order to automatically create activity items in actual schedule management system. Through validation processes, 'Product Model Centered Integration Methodology' is suggested as the new approach for integration of design and construction information.