• The KIPS Transactions:PartD
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• v.16D no.4
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• pp.561-570
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• 2009

In order to manage repair and maintenance efficiently in the mobile environment, the system structure to manage service as a policy and the policy description language are needed. This research defined the structure of PEP, which is the executioner of policy in the IETF policy framework, and proposed the policy description language which can be carried out under the PEP structure. The proposed policy description language derived demand matters based on documentary data and the characteristics of mobile and the policy information model was designed with the three stage approaches and was defined as policy description language. The three stage approaches are made up of the policy domain that decides the scope to which the policy applies, the policy rules which distinguish the kinds of policy application and control, and policy grammar which contextualizes the policy structure. In order to verify the efficiency of the policy description language, scenarios are defined with the policy description language and verified it by using policy tool and proved the expansive nature by comparing and analyzing other policy description language.

• The Journal of the Korea Contents Association
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• v.15 no.2
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• pp.242-251
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• 2015

This paper is to analyse statutes and execution system on 'plain language policy' of the U.S. in the process of policy was instituted, and to suggest the meaningful implications for Korean easy public language improvement project based on the conclusions drawn. The summarized conclusion is as follows. First, the continuous interests of Presidents and taking the lead of federal agencies played important roles until the U.S. plain language policy has been established as a system. Second, in executing the U.S. plain language policy, laws legislated by period contributed to elicit mandatory compliances from the federal agencies. Third, a propelling agent of plain language policy, PLAIN, is not an administrative department but a community consisted of federal employees and experts. Fourth, plain language policy was unexpectedly given wholehearted support and assistance by Presidents and their administrations from the reform-minded Democratic party. Fifth, during the 2000s most federal departments and agencies held self-managed websites and programs related to plain language. To conclude the current U.S. plain language policy surely performs a mechanism to improve communication and a role as a ladder of trust between the public and government.

• Asian Journal of Innovation and Policy
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• v.6 no.2
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• pp.111-137
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• 2017

This study analyzes a language network of Science and Technology Basic Plan, which is the basis for science and technology policy in Korea, for the next Science and Technology Basic Plan. Language network analysis was adopted for a quantitative approach measuring the trend of policies. Several techniques such as keyword analysis, language network map analysis, quantitative characteristics analysis and keyword-related major-word analysis have been performed. Results show that there are common policies emphasized by all Science and Technology Basic Plans in the past, and there are also specific policies emphasized in each period of the Science and Technology Basic Plan. These specific policies come from a 'change of times' when the Science and Technology Basic Plans were established, as well as the philosophy of the national government.

• Cross-Cultural Studies
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• v.36
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• pp.149-173
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• 2014

This paper examines language policies of Ghana and Tanzania (former British Colonies) since independence. The view that language use in education is a problem for African countries is evident in the ever changing language in education policies in many African countries. Because of the inevitable multilingual situation in many African countries, there are unavoidable challenges in their quest to adopt a language policy that works for the entire country since it is not practical to adopt all the languages spoken in the country as Media of Instruction. Ghana is not immune to this challenge and has fallen victim to this tendency to change the language in education policy from time to time in an attempt to adopt a satisfactory policy which would yield the intended results. Tanzania, however, is one of the few African countries that have found a sustainable language in education policy since independence. Nonetheless, it has its fair share of challenges as a consequence of the perceived competition between Kiswahili and English as official languages. The paper discusses the challenges that both Ghana and Tanzania face against the background of colonization. The paper also offers a discussion on possible future perspectives for the two countries.

• The Journal of the Convergence on Culture Technology
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• v.6 no.1
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• pp.321-326
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• 2020

This paper is to analyze the language education policy in the context of multilingualism. As the majority of the population are multilingual, language policy should be centered on the multilingual speakers as the norm, and multilingual language policy is the best route which we can follow as a language policy in education. The motivation and legitimacy of the multilingual policies are suggested in terms of 6 different perspectives: identity, sustainability, equity, World Englishes, machine translation, and Universal Grammar (UG). As a model of language policy, the English-Plus (i.e., English+n) policy and similarly the Korean-Plus (i.e., Korean+n) policy are suggested to be the most appropriate language policies in the field of education in America and Korea respectively. These plus policies aim at bilingual fluency in both the native language and other foreign languages that are constitutive of the multilingualism of the country in which the bilingualism is treated as a variant of multilingualism. In a period of convergence and diversity in the 4^th Industrial Revolution, language diversity and multilingual policy should be considered as a right to be protected or as a resource to be conserved rather than as a problem to be solved.

• KDI Journal of Economic Policy
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• v.42 no.2
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• pp.31-56
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• 2020

This study investigates the impact of the use of the main local languages in Burkina Faso (Moore, Dioula, Fulfulde) on labor force participation. Using Ethnologue language data, I compute the relative language distance reduction index, after which I use a probit/logit model and instrumental variable approach to account for language use policy endogeneity. This study finds that the use of the Moore language increases the likelihood of labor force participation by 36 percent, with a strong impact on women at 59 percent, nine times higher than men, and 38.3 percent for rural individuals, five times higher than individuals living in urban areas. The Dioula language exhibits comparable trends, while Fulfulde has a negative impact on individuals. The study recommends the use of local language(s) as official language(s) to improve labor force participation. However, a bilingual approach combining local and international language(s) will be of use to account for globalization and international competitiveness. The findings here may be of use to researchers and policymakers as part of their effort to increase the labor force participation rates of women and rural individuals. Moreover, this research has significant implications with regard to the implementation of language use policies in a variety of postcolonial language contexts.

• International Journal of Advanced Culture Technology
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• v.8 no.2
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• pp.109-115
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• 2020

We aimed to understand how English textbooks in Korea reflect English education policies for improving the English language learners' cultural ability. In order to achieve the purpose of this study, we used the method of analyzing English textbooks because English textbooks are an important tool that most specifically reflects the English policy of a country. This study analyzed middle school English textbooks currently used in Korea. We analyzed nouns/pronouns related to cultures presented in the reading section included in each unit, and compared cultural diversity and cultural identity included in English textbooks in Korea. As a result, it was found that Korea tried to introduce the diverse cultures from the world and promote Korean traditional cultures into the world. So the cultural policy of English education in Korea can be evaluated to be appropriate for cultivating Korea young learners with the cultural capabilities which are essential to be successful leaders in the globalized world.

• Proceedings of the KSRS Conference
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• 2004.10a
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• pp.95-98
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• 2004

In this paper, we propose policy-based authentication framework which consists of policy server, CA and a policy language designed for ubiquitous environments. Using policies allows the security functionality to be modified without changing the implementation of the entities involved. Policy-based authentication framework needs to be very expressive but lightweight and easily extensible. We propose the feasibility of our policy language and policy-based authentication framework in ubiquitous-environment through a prototype and solve the problem that traditional framework have a simple registration and authentication to provide dynamic service.

• International Journal of Advanced Culture Technology
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• v.9 no.2
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• pp.56-63
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• 2021

The aim of this study is to understand how English textbooks in Korea and Japan reflect English education policies for improving the English language learners' cultural ability. In order to achieve the purpose of this study, the method of analyzing English textbooks was used because English textbooks are an important tool that most specifically reflects the English policy of a country. This study analyzed a total of six English textbooks, three middle school English textbooks currently used in Korea and three in Japan. We analyzed nouns/pronouns related to culture presented in the reading section included in each unit, and compared cultural diversity and cultural identity included in English textbooks in Korea and Japan. As a result, it was found that both countries experienced cultural diversity through English education and introduced their cultural pride to Western culture to realize the goal of strengthening global capabilities. This textbook analysis results show that English textbooks of Korea and Japan depend on American/British cultures and norms. The cultural contents of English textbooks in Korea and Japan tend to focus on geography, food and drink, festivals and activities, family and education systems, etc. And English textbooks in Korea and Japan include the cultural sections in each lesson, but they don't suggest how to relate these cultural sections into the learners' real experiences. These results can be utilized as the motives from which both countries develop English education policy and textbooks in the future.

• Journal of North-East Asian Cultures
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• v.39
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• pp.347-360
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• 2014

This research, with the recent change in the paradigm of education, has its purpose on suggesting the direction of Japanese education that best suits the environment in Korea, by analyzing the education and information policy in Korea and Japan. As it is shown in Mackey's model, policy in language and education cannot be separated, and the 'smart education' policy as well as 'Education and Information Vision' that is implemented in Korea and Japan is likely to be connected with policies in language in the near future. Both of these policies has its goals on the spreading of information in education, and is predicted to lead to development in contents in regard to education of foreign language. When looking at recently developed smart-learning programs, it can be found that the credibility and authenticity is weak because in most of those programs, there was no participation of experts in Japanese education. Thus there is a need for expertise in Japanese education for development of these contents and also many attempts with application of 'smart-learning' collaboration of technology and academic knowledge in humanities and education is needed. At the same time, various support from the government is essential so that these policies can simultaneously work together, along with the field of foreign language education.