• Journal of the Korean Regional Science Association
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• v.9 no.1
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• pp.3-23
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• 1993

In this paper the prevailing geography of the information sector, fousing on its occupatonal dimension, is examined. The purposes of this paper are to analyze the labor force share of information occupation workers at each special city and region, to compare the inter-regional distribution of information workforce and to analyze regional share of information occupations in manufacturing industry. Spatial pattern of size and occupational composition of information sector shows a core-periphery disparity. There is a clear evidence of Seoul's dominance of the information economy, particularly such as scientific and technical, consultative services, management and process control function. Also the distribution of information workers in manufacturing industry over space was polarized than is the case for total manufacturing employment and noninformation workers. Therefore Korean information economy is marked by a highly articulated spatial division of labor within individual industry, which can be attributed to the locational characteristics of information intensive industries and industrial composition of regional economy. From the results of this study, information employment prospects among regions of Korea would reinforce the unequal geography of job opportunity. In this light, regional policy efforts should be given to the improvement of information infrastructure to facilitate new computer-based service products and process in peripheral regions.

• Journal of the Korean association of regional geographers
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• v.11 no.1
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• pp.123-144
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• 2005

• Journal of the Korean association of regional geographers
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• v.15 no.5
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• pp.655-670
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• 2009

This paper reviews geographical researches on developing countries and suggests relevant future topics. The German language region is especially chosen, because it has a lot of outcomes in the field of geographical researches on developing countries. This paper first reviews the history of geographical researches on developing countries, next analyze various trends of development strategies of developing countries and paradigms of development theories, and finally tries to describe research approaches, significant meanings of the research, and essential topics on the research. The aim of this paper is to verify the geography of developing countries as a practical academic field and to remind the importance of the geography of developing countries, which could contribute to social development and succeed the tradition of regional studies as globalization and international cooperation has continuously intensified.

• Journal of the Korean association of regional geographers
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• v.12 no.1
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• pp.31-43
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• 2006

The aim of this paper is to explore localization processes of the Chuncheon mime festival (hereafter, CMF). Its history and processes can be periodized as three stages: the formative stage ($1989{\sim}1993$), the developing stage ($1994{\sim}1997$) and the settling-down & diffusing stage ($1998{\sim}2004$). Throughout this successful processes, CMF has contributed to settle down the structure of a virtuous circle in the regional (re)vitalization on the economic and socio-cultural dimension since the mid 1990s. This results from (1) a successful mix among vision providers, practioners, central and local governments, and citizen, (2) a interplay of the ability of spatial production by the mime culture and the capacity of cultural production by spatial occupiers.

• Journal of the Korean association of regional geographers
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• v.19 no.3
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• pp.551-565
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• 2013

This paper examines the aspects of development education in the Geography Syllabus in the State of NSW, Australia and geography textbooks developed by it. The aspects of development education in the Geography Syllabus and textbooks is as follows. Firstly, Development Education is implicitly described in terms of the difference of the quality of life and aid links in Geography (Mandatory) Stage 4 and Geography (Mandatory) Stage 5, but clearly in Geography Elective. Moreover, Development Geography is one of unit to learn deeply in case of Global Challenges in Stage 6. Secondly, in geography textbooks, development education is sequenced with learning of the quality of life in everyday life, understanding of diverse meaning of development and measure of development, and the role of individuals and organizations for reducing the global inequality. The implications of the findings is as follows. Firstly, geography curriculum needs to be consist of the difference of the quality of life in the middle school, and development geography in high school. Secondly, the major concepts of development education like development, measure of development and the aid etc. need to be described in the different views. Thirdly, development education needs learners to learn the interdependence and practice the global citizenship through learning of specific links of our country with others. Finally, geography textbooks should not describe the normative efforts for reducing global inequality, and treat individual practical cases as well as organizations like government and NGOs so that learners empathize with their value and attitude through individual practical cases.

• World Technopolis Review
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• v.1 no.1
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• pp.6-15
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• 2012

Science and technology parks have been popular among policy-makers at several spatial levels to promote innovation and economic growth of certain localities. However, this mainly property-led policy tool has been criticised for two reasons. First, it often failed to successfully support regional networking and technology transfer to regional firms. Only unplanned science and technology parks, such as Silicon Valley, seem to have been successfully fostering regional networking and technology transfer which has led, in turn, to the development of competitive innovative clusters. Secondly, it has too often bet on the same horses and become too specialised in the same fields, such as in micro-electronics or in biotechnology. This specialisation has been theoretically supported by the cluster concept. It has led to both a zero sum game of competition between locations as well as potentially negative path dependence and lock-ins. This paper suggests increasingly supporting diversification in science and technology parks by bringing together hitherto unconnected technologies. Several recently discussed concepts could be used to support diversification, such as related variety (Frenken et al. 2007), regional branching (Boschma and Frenken 2011), regional innovation platforms (Harmaakorpi et al. 2011) and transversality (Cooke 2011).

• Journal of the Economic Geographical Society of Korea
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• v.15 no.4
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• pp.457-463
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• 2012

This study examines the epistemological approach of the economic geography and the approach in the ontology of geography which has been studied based on the region, and thereby aims at the systematization of economic geography. Since 1956, Korean economic geography study has been conducted under the development of studies in developed countries without discussing the uniqueness of the study or the systematization of the research approaches. As a result, the systematization is built after the economic geography is divided into neoclassical economy, geographical political economy, regional structure of the national economy, and local autonomous entity economy on a axis of epistemology and ontology for the systematization of approaches. We should pursue the intellectual change adding the major economic phenomena theories such as the world-system perspective, the regulation theory, network theory, and the institutionalism etc. into the systematization of the economic geography.

• Journal of the Korean association of regional geographers
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• v.23 no.1
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• pp.213-226
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• 2017

Geography textbooks and atlases are typical printed materials broadly used in the classroom and the public education as certified materials. The students' atlas, as supplementary materials, is useful in teaching and learning geography in the classroom. This study examines and evaluates the supplementary role of the students' atlas in the institutional and pedagogical perspectives. The textbook and the atlas were written by different writers and publishers based on the interpretation of the geography curriculum, the pedagogical beliefs and interests. The textbook is submitted to be certificated by Ministry of Education. Then the textbook and the atlas which is passed in the certification process can be distributed to schools to use in the classroom. Most maps and materials are supplied in the textbook and the atlas variously depended on the authors' interpretation of geography curriculum, which are designed complementally. But, that maps and materials of respective book of even different author are similar and duplicated. Sometimes maps and materials of textbook and atlas are independent, not mutual complement. It needed that geography textbook and student's atlas take a efficient role supplementarily in these certification system of textbook.

• Journal of the Korean association of regional geographers
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• v.4 no.2
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• pp.65-77
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• 1998

One of the fundamental, important preconditions for effective teaching of geography is to collect a variety of picture data available for class and to manage the data systematically. The purpose of this study is to present one method about how to supply basic picture data available for class of Korean geography for the high school program to teachers in service and how to collect, manage and utilize the data. A total of 233 picture data related to contents of the textbook of Korean Geography have been gathered through this study, and a database has been constructed for the data. Directories were generated for individual units of the textbook, and the collected picture data was stored in the image file of each directory. This data was recorded in a CD and attached as an appendix. Since the primary purpose of this study is to suggest one method, the picture data in a database for the present study is just a fraction of lots of data available for class of Korean geography. If the user persistently enlarges and manages data based on the results of this study, the data will become a good instructional aid. The picture data can be printed over the transparent film and used for class by using the overhead protector (OHP), or it can be also used as a remote self-study tool through the computer telecommunications network (e.g., LAN or INTERNET. etc,). Most desirable, however, is to develop teachers' own method by taking account of separate units of the textbook or diverse educational environments.

• Journal of the Korean association of regional geographers
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• v.19 no.1
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• pp.181-200
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• 2013

The Chinese Geography Standards for Senior Secondary Schools(trial) was released in 2003. The Standards put forward some changes for senior geography education, the changes in geographical education are reflected explicitly and implicitly by the textbooks. The purpose of this descriptive study was to review of the improvement of Chinese senior geography education by analyzing contents organization and coherence of the new standards-based geography experimental textbooks. The results of study are as follows. The textbooks adopts a student-centered approach through the way of 'more chapter topics with slimmed contents' and by introducing four type activities, geographical inquiries. These student activities are implicity encourages students' active acquisition of geographical knowledge what they have learned in their real lives. The organic coherence of the textbooks' contents rests on the compulsory and the elective subject relating to diversification of the learning areas. The organic coherence between the compulsory and the elective subject rests on diversification of the learning areas. More, looking at the arrangement of the four basic concepts(population, resource, environment, sustainable development) among the textbooks, it was imbalanced by subject.