• Korean Journal of Child Studies
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• v.21 no.4
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• pp.211-226
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• 2000

This analysis of the children's books used in kindergarten classroom activities focused on educational meanings of the books. The analysis included books used in 8 kindergartens in 1999. Finding were that 76.6% of books were published in the 1990s; 60.7% of the lines per page were over 5 lines; only 55 of 542 books were recommended as good books by public institutions; half of the books provided factual knowledges or informations; Korean books included more realistic than fantastic fiction while the opposite was true of foreign books; in Korean books, male characters appeared far more often than females; 70.1% of the themes of the books were related to the ten themes of life suggested by the Ministry of Education; and 44.8% of the contents included moral values while only 17.5% of those included adventure, hobbies or pastimes.

• The Korean Journal of Food And Nutrition
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• v.24 no.4
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• pp.535-550
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• 2011

The purpose of this study was to investigate changes in the cooking process of $Bibimbab$(cooked rice mixed with various ingredients) appeared in cook books published after Korean modern era, approximately from late 19th century to the present. 7 cook books were chosen to be analyzed. It is found that the ingredients were mixed with the rice before being served in the cook books written in late 19th century until mid 20th century, while the ingredients were separately decorated on top of the rice in the cook books written from mid 20th century until late 20th century. $Gochujang$(Korean chilly paste), which is common spicy seasoning for $Bibimbab$ in the present time, appeared only in $Hangukeumak$(1987) which is written in late 20th century. Prior to $Hangukeumak$(1987), chilly powder or chilly was used for chilly-based spicy seasoning. Cook books written in late 19th century until mid 20th century, ingredients used for $Bibimbab$ had complicated cooking methods such as $Jeonyueo$(assorted pan-fried delicacies), $Nurumi$(fried beef skewer with various vegetables) and $Sanjeok$(grilled beef skewer). From mid 20th century until late 20th century, among the cook books analyzed in this research, only $Hankukyoribaekguasajeon$(1976) suggested $Jeonyueo$ as an ingredient, and in general, the cooking method for preparing beef became simpler. For further studies, firstly, the cooking procedures used for $Bibimbab$ in the prior period to the Korean modern era need to be examined for more information about the changes of cooking style of $Bibimbab$. Secondly, new $Bibimbab$ recipes for modern restaurants could be created by using the recipes used in the historical cook books. Finally, the definitions of culinary terms used in historical cook books need to be clarified.

• Journal of the Korean Society for Library and Information Science
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• v.24
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• pp.113-137
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• 1993

The purpose of this study is (a) to investigate the general characteristics of bookjacket of children's books in Korea and (b) to observe general directions of the changes of those characteristics. For that purpose, children's books are gathered in alphabetical order of titles which has been published in the past 30 years and classified into three groups: 'books of 1966-1975', 'books of 1976-1985' and 'books of 1986-1993' according to the date of publication of those books. The important elements of the bookjackets belonging to these three groups are analyzed and compared. Main findings and conclusions made in this study are summarised as follows : (1) The style of illustration which has been appeared very often on the bookjacket of children's books is realistic art style. But a new tendency is that cartoon art style is above everything else. (2) The media which has been commonly used for illustration is watercolor. A new tendency is that various media is used for illustration. (3) People have been most commonly used as characters of illustration, and this tendency is continued from the past. (4) Visual representation of characters is usually simplified, and simple outlines is used for objects. The latest tendency is the same. (5) Visual content is arranged within bookjacket illustration as a whole, and this tendency is continued. (6) Lines for special emphasis are commonly used in depicting objects wi thin bookjacket illustration. (7) Realistic color has been most commonly used in depicting objects within bookjacket illustration. But the tendency is turned into unrealistic color. (8) Light grayish and strong as tone have been commonly used for bookjacket. A new tendency is that pale as tone is above everything else. (9) Gothic type has been commonly used for title within bookjacket. A new tendency is that various types are used for titles.

• Korean journal of communication and information
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• v.31
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• pp.327-354
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• 2005

This study deals with current use of e-books through a survey of e-book audiences and a diagnosis of the development perspective of e-book audiences. In addition, we present some effective methods to promote e-books in the future. The study shows that e-book users have increased. However, e-books are not well-known to the audience. Mainly, audiences use free web sites; consequently, the use of e-books is not well-promoted. Whether people have used e-books is statistically significant in the pattern of their use and e-book audiences prospect that the future of e-books is brighter than paper books. However, people who have used e-books prospect the brighter future for e-books than people who have never used them. Therefore, we should reconsider the accessibility to e-books, promote publicity, research the reliability of the contents, reduce the price, develop various contents, change layout for better readability, and develop the screen for the less eye fatigue to promote e-books.

• Journal of Fisheries and Marine Sciences Education
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• v.27 no.6
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• pp.1556-1568
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• 2015

The objectives of this study were to inquiry of application types and use methodology of EBS-CSAT prep books of vocation education division in specialized vocational high schools. Research participants are 8 specialized vocational high school teachers in Seoul and Gyeonggi, and subjects are basic industry and basic drawing. The teachers had using EBS-CSAT prep books in class or after-school. The results are as follows: The teachers used items explanation of after-school rather than regular classes using EBS-CSAT prep books of vocation education division in specialized vocational high schools. Online lectures were used for self-directed learning of specialized vocational high school students rather than regular classes. Students and teachers of specialized vocational high school needed EBS-CSAT prep books of vocation education division by free gift instead of EBS-CSAT prep books of Korea language, english, math.

• Journal of Korean Library and Information Science Society
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• v.27
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• pp.27-59
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• 1997

The primary purpose of this study is to compare a specific characteristic of Ulhacha -printed books with Imitating Ulhacha-printed books to distinguish from each others. Ulhacha was made in the first year of King Secho (1455) used before Hideyoshi's Invasion of Korea in 1592, there are many kinds books printed with it. For this reason, Ulhacha used to printed books for long period, the letters were worn down and must be filled up with su n.0, pplementary letters during the reign of King Chungchong and Myungchong. And at the early times of King Suncho, Many letters were su n.0, pplement and printed many kinds of books very neatly. Ulhacha-printed books were classified four sorts of books according to its characteristic to examine closely. From the latter half of the 16th century, the beginning of King Suncho, what is called Imitating Ulhacha-printed book, many copies of book were printed off imitated with Ulhacha. Imitating Ulhacha-printed books also classified four kinds of books according to its characteristic. Being glance at imitated letters, they were similar to Ulhacha and confused one thing with another. To distinguish Ulhacha-printed books from imitated letter ones, it is important to discriminate each others. Generally speaking, imitating Ulhacha letters were resemblant Ulhacha closely, it is not easy to distinguish Ulhascha from imitated letter. But they have a tendency to exhibit more thin style than Ulhacha and different from its size. Out of Ulhacha-printed books, the big letters in Hunsa printed in the 7th years of reign of King Secho and Hangulcha in Kumgang panya paramil kyong samgahae printed in the 13th years of the reign of King Sung chong come in to question. Nevertheless the big letters in Hunsa is consider to be that of Ulhacha and Hangucha in Kumgang panya paramil kyong samgahae also to be Ulhacha mixed with Hang lcha, disagreement of opinions has been opted to give rise to problem. In order to verify such a problem, it is more convenient to use OHP film copied those letters than the naked eyes. As a result of collating with OHP film, the problem was proven to be above-mentioned.

• Journal of Families and Better Life
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• v.29 no.3
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• pp.99-118
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• 2011

The purpose of this study was to investigate the dual readership represented in the use of picture books. The study was conducted through in-depth interviews and observation of 9 families including 5-year-olds. The findings of this study were as follows. First, mothers exercised their exclusive right to choose books for their children. They usually used online bookstores, libraries, or book rental shops by consulting other mothers or merchandisers. On the other hand, fathers and children seldom involved themselves in the selection of picture books. Second, children preferred interesting books, while mothers favored complete series of books, which were usually for educational purposes. Third, dynamic interaction between mother and child was occurred during their daily routine of reading picture books together. Five-year-olds seemed to be transitioning into independent readers, and mothers showed that they were also readers of picture books when they appreciated and enjoyed them.

• Journal of the Korean Society of Costume
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• v.59 no.4
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• pp.155-172
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• 2009

Naturalized words of clothing terms in Joseon Dynasty could be found on the foreign language study books such as Chinese language study books; "譯語類解Yeokeoyuhae", "譯語類解補編Yeokeoyuhae-supplementary book], and "華語類抄Hwaeoyucho", Manchu language study book; "同文類解Dongmunyuhae", Mongolian language study books; 蒙語類解Mongeoyuhae", and "蒙語類解補編Mongeoyuhae-supplementary book", Japanese language study books; "倭語類解Oaeeoyuhae", and "和語類解Hwaeoyuhae", and the study books of over two kinds of foreign language; "方言類解Bangeonyuseok", and "漢淸文鑑Hanchungmungam". This study focused on the name that was related with headgear, socks and clothing from those foreign language study books. The name which was originated in Chinese language is Cwan, Yanggwan, Dugeon, Samo, Bokdu, Jungja, Okjam, Cwanja, Hwa, Johwa, Unhye, Jobok, Danlyeong, Wonlyeong, Changyi, Dunja, Hosu, Dansam, Dopa, Bigye, Peak, Yodae, and Pumdae. The name which was originated in Manchu language is Camto, Nyeolku, Dalogi, kulimae, and Mahulae. The name which was originated in Mongolian language is Tyeolic, and Dugeule. There are two kinds of names that have been used continuously during the whole Joseon Dynasty. The first ones borrowed just name, for example, Cwan, Dugeon, Mahulae, Okjam, Hwa, Dansam, Changyi, kulimae, and Yodae. The second ones loaned the name and object, for example, Yanggwan, Samo, Bokdu, Camto, Jungja, Cwanja, Jobok, Dalogi, Danlyeong, Wonlyeong, Dopa, Tyeolic, Peak, and Pumdae. It was observed that among Korean names that have been used from the Joseon Dynasty, Unhye, Dugeule, and Hosu were used as broader meaning in the Joseon Dynasty. It was names that had not used during the whole Joseon Dynasty were Johwa, Nyeolku, and Bigye.

• Korean Journal of Child Studies
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• v.35 no.2
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• pp.157-169
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• 2014

This study sought to explore the types of predictable pattern books are suitable for reading aloud, the differences between English and translated Korean picture books in terms of their characteristics of speakability and the meaning of sentences. This study investigated a total of 112 picture books. The predictable pattern types were analyzed specifically, compared with onomatopoeia, mimetic words, repetition, rhyme, the shift of sentence and style types. The results indicated that predictable pattern books could be classified into eight types and the number of sentences in translated books increased owing to the difference of sentence structure. In terms of speakability, words in repetition, onomatopoeia and mimetic words represented higher frequency except rhyme because of the difference of characteristics of the two languages. Furthermore, translations used strategies of the shift in sentence and style types for speakability. These findings demonstrate that predictable pattern books can serve as good materials to read aloud for young children not only in terms of English picture books but also translated books regardless of concerns regarding their speakability.

• Journal of Educational Research in Mathematics
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• v.19 no.1
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• pp.1-24
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• 2009

The applications of ratio and similarity have been in need of everyday life from ancient times. Euclid's elements Ⅴand Ⅵ cover ratio and similarity respectively. In this note, we have done a comparative analysis to button down the contents of ratio and similarity covered by the math text books used in Korea, Euclid's elements and the math text books used in Japan and America. As results, we can observe some differences between them. When math text books used in Korea introduce ratio, they presented it by showing examples unlike math text books used in America and Japan which present ratio by explaining the definition of it. In addition, in the text books used in Korea and Japan, the order of dealing with condition of similarity of triangles and the triangle proportionality is different from that of the text books used in America. Also, condition of similarity of triangles is used intuitively as postulate without any definition in text books used in Korea and Japan which is different from America's. The manner of teaching depending on the way of introducing learning contents and the order of presenting them can have great influence on student's understanding and application of the learning contents. For more desirable teaching in math it is better to provide text books dealing with various learning contents which consider student's diverse abilities rather than using current text books offering learning contents which are applied uniformly.