• Korean Institute of Interior Design Journal
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• v.23 no.5
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• pp.157-164
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• 2014

The subject specialization room will be able to support university library users who are inclined to use the general reading room. This study is the research of the area planning for university library's subject specialization room. For the evaluation, 431 users from 15 university libraries in 14 universities located across Seoul were surveyed. Statistical analysis was performed using SPSS. Frequency, percentage, mean, t-test, f-test were used. Results of the study are as follow. Subject specialization rooms in university libraries can be classified via the analysis of spatial characteristics. According to the area ratio of data space and reading space in a subject specialization room, the subject room can be separated into data-loaning and data-reading types. Old libraries are more likely to be data-loaning types, where reading room is small and there are a lot of bookshelves. The annual increase in library collections causes space for bookshelves to decrease. As a result, space for reading has been gradually transformed into space for stacking data. It is necessary to introduce ways to maintain enough space for both reading and stacking data. One way includes movable compact shelving, which can partially replace existing fixed shelves.

• Korean Institute of Interior Design Journal
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• v.24 no.4
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• pp.143-151
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• 2015

This study was conducted under the premise that the university library's subject specialization room is in need of major modifications in order to accommodate the needs of various majors. The subject specialization room will be able to support university library users who are inclined to use the general reading room. Therefore, the study presents spatial planning for the average university library's subject specialization room by taking into account student majors. This could be a guideline for the construction and renovation of university libraries in the future. The summary of results for this study and the conclusions are as follows: 1)Natural sciences subject specialization room should be, partially connected with the humanities/social science subject specialization room in order to provide an open-concept reference room. In the shared area connecting the two subject specialization rooms needs to be installed a staff counter and subject specialist librarian service booth for users of both subject specialization rooms. 2)For humanities/social sciences subject specialization room, partially connect with the natural sciences subject specialization room. In the connecting area between the two rooms, plan an open-concept lounge for resting and reading. 3)It is best to plan subject specialization room for art/music/physical education majors separate from the subject specification room of other majors. Structurally separate art/music/physical education major subject specialization rooms from the building or plan a separate room in an art/music/physical education building. Users of art/music/physical education majors showed a high preference for a spatially separated and specialized library structure, which proves that an art/music/physical education library need to be planed based on the specialized library structure found in law school libraries or medical school libraries. Plan the center of the room with open-concept based reading room. Use wall-sides, partitions, or shelves to create reading space separate from the shelving area.

• Hwankyungkyoyuk
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• v.11 no.2
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• pp.156-176
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• 1998

On the border between the Geography subject and the Science subject, much of the content area is found to be interrelated or shared in common due to the characteristics of each subject. This possibly causes a problem of which of the two subjects should treat these overlapping areas with more responsibility and importance, and, as a result, might cause teachers to neglect the areas and result in insufficient treatment of the areas on both sides. In other words, these overlapping area can be overlooked on both subjects. On the other hand, as the science subject treats these areas more deeply and widely in both quantity and quality, the geography subject might lose its original content area to the science subject and accordingly lose its characteristics as an independent subject. To conclude, the following suggestions must be taken into consideration when we develop and organize the environment-related unit in the geography subject. First, the various real cases damaged by pollution, the efforts and steps to avoid being polluted, the inquiry questions and activities to set up the value of the environment conservation, and sufficient assistant materials such as maps, graphs, photos, illustrations, statistics, which will help to realize the environment problem more directly and clearly, must be presented in the textbooks. Second, as the environment education is not just teaching the environmental pollution, the content should be composed for the students to realize the value of the environment and to change their awareness and attitude toward the environment. Third, the environment education cannot be restricted to a certain subject, or it needs to be approached in multi-subject areas. To exercise a effective environment education while we maintain the unique characteristics of the geography subject, a way to link the environment and the region, which is one of the main concepts of geography, should be developed. Finally, textbooks are indispensible materials to teaching-learning, but for more effective teaching the teachers of geography should try to recompose and reorganize the content and to develop newer and more effective teaching material-aids.

• Journal of the Korean Society for information Management
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• v.22 no.3 s.57
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• pp.327-350
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• 2005

Second, the necessity of adopting subject divisional plan is to secure enough subject librarians and large space These necessities must be fulfilled prior to adopting the subject divisional plan. Third subject divisional plan model for efficient reference service of university library is 'wide-area subject divisional plan model'. 1) In the case of central library, the space model of wide-area subject divisional plan is programmed as undergraduate library for the undergraduate students. And each subject libraries is operated as research library for the professors and graduate students. 2) In central library, the collection model of wide-area subject divisional plan is practiced as offering reference and general education centered data for undergraduate students 'study. And each subject libraries is furnished with research papers, recent journals, and various major-related data. 3) The human resource model of wide-area subject divisional plan is applicated by arranging appropriate librarians at the right place. In the case of central library, the reference librarians and librarians who educate the users and take charge of function are set in to help undergraduate students with their study. Subject library needs to secure subject librarians, librarians who take charge of function, and graduate students who are related to the subject as student assistant. Then it is possible to discriminate reference service by subjects and users.

• International Journal of Contents
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• v.10 no.1
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• pp.43-46
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• 2014

Subject classification of journals is important because it can be utilized for the improvement of scholarly information services and analysis by research area. The classification by experts in a subject area wastes a lot of time and expense. On the other hand, the simple classification with basic information, such as the journal title has limitations. To solve this problem, this paper suggests the automatic classification of Korean journals using the SCI journals information cited by Korean journals, and an analysis of the classification result. In particular, this study adopted the WoS subject categories for classification to support the base for comparison between the Korean citation database and the global citation database (KSCI vs. SCI).

• Journal of Korean Home Economics Education Association
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• v.17 no.1 s.35
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• pp.55-68
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• 2005

The purpose of this study was to compare the content of 'Management of Resource and Environment' area in middle school Home Economics textbook with other middle school subject textbooks. The middle school textbooks of Korean. Mathematics. Social Science. Science. Ethics. Technology. Arts. Music, and Physical Education were analyzed how the contents of these textbooks were similar to or different from those of 'Management of Resource and Environment' area in Home Economics textbooks. The contents of 8 subject textbooks except Music were related with those of 'Management of Resource and Environment' area in Home Economics textbooks. The content of Social Science was the most similar to 'Management of Resource and Environment' area in Home Economics textbooks although perspectives and focus were somewhat different. The unit of Home Economics textbook most related with contents of other subject textbooks was' Our Consumption Lives'. while 'Management of Time and Work for Adolescence' is the unit of Home Economics textbook least related with contents of other subject textbooks. However. similar contents were dealt with different focus and depth in textbooks according to objectives and characteristics of subject.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.28 no.4
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• pp.5-33
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• 2017

In this study, an investigation has been made on the status of the issuance of librarian qualification, the status of operating Subject specialized librarians at home and abroad, the status of professional manpower of the similar cultural facilities, and their recruitment method, based on which an attempt has been made to propose a way to nurture the Subject specialized librarians. First, I propose a method for training Subject specialized librarians through a regular curriculum and a retraining process, while suggest the ways to nurture the Subject specialized librarians from undergraduate and also nurture the existing librarians to become the Subject specialized librarians. Second, the basic qualification of the Subject specialized librarians must have a career of more than 3 years in a specific subject area with a master's degree or higher, and in order to have a subject area background, it is proposed that a bachelor's degree or a master's degree must absolutely be acquired in the corresponding subject area. Third, in order to improve the treatment of such Subject specialized librarians, the Subject specialized librarians in the administrative service group could be organized into a research librarian (or library and information science) series and types as a subordinate literary series under the researcher position. That is, it is proposed to differentiate the librarians and the Subject specialized librarians by reorganizing series and types of the Subject specialized librarians while maintaining the current librarian series.

• The Journal of Korean Association of Computer Education
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• v.20 no.1
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• pp.39-47
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• 2017

The purpose of this study is to analyze research trends and the learners' preference for subject area of SW education content. First, we analyzed trends in the subject areas of various SW education contents in recent research literature, textbooks, and textbooks. Based on this, we defined six subject areas as storytelling, game, media art, educational learning contents, simulation. Also, we analyzed the case of college students based on the reason of SW implementation theme selection, selection method, and preference theme. As a result, the students were mainly influenced by their interests and teachers in the reason of topic selection, and they showed higher preference in game and storytelling subject area. We hope that this research will be reflected in balanced SW education contents design according to learner level in the future.

• Journal of Korean Home Economics Education Association
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• v.19 no.3
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• pp.91-106
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• 2007

The purpose of this study was to provide the information for the development of gender-equality oriented content of Technology Home Economics subject. For this purpose, a total of 404 male and female middle high school students in Chuncheon city were sampled and asked to estimate the degree of practical use and preference for the 47 units of Technology Home Economics subject. Results were summarized as following : 1. The 47 units were classified into 4 groups on the basis of similarity in the degree of practical use and preference: 23 units estimated as 'better than average' by male and female students were classified into group 1; 4 units estimated as 'better than average' by female students but as 'less than average' by male students were classified into group 2; 10 units estimated as 'less than average' by male and female students were classified into group. 3; 10 units estimated as 'far less than average' by male and female students were classified into group 4. Most of the units in Home Economics area were classified Into group 1 or 2, but most of the units in Technology area were classified into group 3 or 4. 2. Gender difference was confirmed between male and female students' estimation of the degree of practical use and preference for the 47 units. In about three-quaters of the units in Home Economics area, female students' estimation of the degree of practical use and preference was higher than male students' estimation. In about half of the units in Technology area, male students' estimation of the degree of practical use and preference was higher than female students' estimation. However, possibility was detected in several units of Technology Home Economics subject that gender difference could be decreased.

• Korean Institute of Interior Design Journal
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• v.21 no.2
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• pp.84-91
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• 2012

The total data of observing interior space was divided into a few time frames for analysis. If we can understand the changing process of observation degree as the observation time passes, we will be able to analyse the characteristic and process of information obtainment in the case of space observation. For this purpose, the observation time was parted into 30 second units and the changing characteristic by time frame and observation area was analysed. The conclusion derived from this study is as the following: First, analysis of observation frequency and time on the basis of the average data of each subject showed that the observation time increased compared with the subject's frequency and the overall trend but that it was difficult for me to think there was a certain trend in the observation time of each subject. However, when I examined the time change by using the trend line which is a dynamic average line representing the observation time from the subjects as the trend element of time series, I could see the trend that the subject's observation time increased at a fixed rate as the frequency increased. Second, when I compared and analysed the average observation area at Area I set up by the time of 30 second unit and the observation area of Area I from the all data, I could see that the former had more degree of concentration at Area I. This analysis enabled me to get the degree of concentration on the observed area every time, and accordingly I could also see that when the data of intensive observation by time frame is analysed, the degree of concentration is dispersed for the subjects to observe very intensively or the area with overlapping observations each time frame can be seen as Area I out of the entire observation data. Third, when I analysed the observation characteristics by time frame at the 6 areas divided at 30 second unit at the rate of the number to the time of observation areas, I could see that as the observation time passed while the number of the observation areas defined as decreased the observation time increased, which means that when the area numbers decreases the area intensively observed by the subjects decreases as the time passes. In spit of that, the increase of time can be interpreted as more intensive observation of a specific area.