• Journal of the Korean Institute of Traditional Landscape Architecture
• /
• v.41 no.2
• /
• pp.11-18
• /
• 2023

This study aims to distinguish what can be used in consideration of the national situation with Korea for Chinese Scenic and Historic Interest Areas, and the results are as follows; First, the Chinese Scenic and Historic Interest Areas expanded to the existing scenic cruise culture, travel, and tourism culture in the process of the influx of Western culture in the modern and contemporary era, and became popular as a travel destination. Accordingly, the Chinese government developed the tourism industry around the scenic sites, and thanks to the development of transportation and communication, the Scenic and Historic Interest Areas has become an important national heritage. This influenced the establishment of the system related to Scenic and Historic Interest Areas, and today, it is operated around the Scenic and Historic Interest Areas ordinance. Second, the designation of the Scenic and Historic Interest Areas is divided into the size of the site according to the area, and the process of selecting the Scenic and Historic Interest Areas classification, rating evaluation, and comprehensive value evaluation according to evaluation indicators and rating standards is carried out. Accordingly, according to the results of the classification, it is subdivided from the national level to the Scenic and Historic Interest Areas at the local level. Third, the central government is in charge of managing and supervising Scenic and Historic Interest Areas across the country, and the local government's construction department is in charge of supervising Scenic and Historic Interest Areas in the region. The management organization of Scenic and Historic Interest Areas established by local governments above the county level has a system that actually protects, utilizes, and manages Scenic and Historic Interest Areas. In addition, 14 detailed indicators are used to monitor Scenic and Historic Interest Areas. Based on these results, considering the application of the domestic scenic site policy, the method of developing the policy that has established the system from the perspective of the utilization of the people is worth considering. On the other hand, the evaluation of the designation and management system through the setting of various indicators has limitations in that it is difficult to secure objectivity in impressing or evaluating the landscape. Therefore, rather than blindly introducing quantified evaluation, it seems that guidance and promotion on how to expand consensus on scenic values and enjoy heritage should be prioritized.

• Proceedings of the Korea Technology Innovation Society Conference
• /
• 2015.05a
• /
• pp.545-570
• /
• 2015

Korea is among the ten countries with the largest R&D budget and the highest R&D investment-to-GDP ratio, yet the subject of security and protection of R&D results remains relatively unexplored in the country. Countries have implemented in their legal systems measures to properly protect cutting-edge industrial technologies that would adversely affect national security and economy if leaked to other countries. While Korea has a generally stable legal framework as provided in the Regulation on the National R&D Program Management (the "Regulation") and the Act on Industrial Technology Protection, many difficulties follow in practice when determining details on security management and obligations and setting standards in carrying out national R&D projects. This paper proposes to modify and improve security level classification standards in the Regulation. The Regulation provides a dual security level decision-making system for R&D projects: the security level can be determined either by researcher or by the central agency in charge of the project. Unification of such a dual system can avoid unnecessary confusions. To prevent a leakage, it is crucial that research projects be carried out in compliance with their assigned security levels and standards and results be effectively managed. The paper examines from a practitioner's perspective relevant legal provisions on leakage of confidential R&D projects, infringement, injunction, punishment, attempt and conspiracy, dual liability, duty of report to the National Intelligence Service (the "NIS") of security management process and other security issues arising from national R&D projects, and manual drafting in case of a breach. The paper recommends to train security and technological experts such as industrial security experts to properly amend laws on security level classification standards and relevant technological contents. A quarterly policy development committee must also be set up by the NIS in cooperation with relevant organizations. The committee shall provide a project management manual that provides step-by-step guidance for organizations that carry out national R&D projects as a preventive measure against possible leakage. In the short term, the NIS National Industrial Security Center's duties should be expanded to incorporate national R&D projects' security. In the long term, a security task force must be set up to protect, support and manage the projects whose responsibilities should include research, policy development, PR and training of security-related issues. Through these means, a social consensus must be reached on the need for protecting national R&D projects. The most efficient way to implement these measures is to facilitate security training programs and meetings that provide opportunities for communication among industrial security experts and researchers. Furthermore, the Regulation's security provisions must be examined and improved.

• Journal of Korean Academy of Nursing
• /
• v.4 no.2
• /
• pp.1-16
• /
• 1974

This Study involved the development of a survey form and the collection of data in an effort-to provide information which can be used in the improvement of nursing curricula. The data examined were the kinds courses currently being taught in the curricula of nursing education institutions throughout Korea, credits required for course completion, and year in-which courses are taken. For the purposes of this study, curricula were classified into college, nursing school and vocational school categories. Courses were directed into the 3 major categories of general education courses, supporting science courses and professional education course, and further subdirector as. follows: 1) General education (following the classification of Philip H. phoenix): a) Symbolics, b) Empirics, c) Aesthetics. 4) Synthetics, e) Ethics, f) Synoptic. 2) Supporting science: a) physical science, b) biological science, c) social science, d) behavioral science, e) Health science, f) Educations 3) Professional Education; a) basic courses, b) courses in each of the respective fields of nursing. Ⅰ. General Education aimed at developing the individual as a person and as a member of society is relatively strong in college curricula compared with the other two. a) Courses included in the category of symbolics included Korean language, English, German. Chines. Mathematics. Statics: Economics and Computer most college curricula included 20 credits. of courses in this sub-category, while nursing schools required 12 credits and vocational school 10 units. English ordinarily receives particularly heavy emphasis. b) Research methodology, Domestic affair and women & courtney was included under the category of empirics in the college curricula, nursing and vocational school do not offer this at all. c) Courses classified under aesthetics were physical education, drill, music, recreation and fine arts. Most college curricula had 4 credits in these areas, nursing school provided for 2 credits, and most vocational schools offered 10 units. d) Synoptic included leadership, interpersonal relationship, and communications, Most schools did not offer courses of this nature. e) The category of ethics included citizenship. 2 credits are provided in college curricula, while vocational schools require 4 units. Nursing schools do not offer these courses. f) Courses included under synoptic were Korean history, cultural history, philosophy, Logics, and religion. Most college curricular 5 credits in these areas, nursing schools 4 credits. and vocational schools 2 units. g) Only physical education was given every Year in college curricula and only English was given in nursing schools and vocational schools in every of the curriculum. Most of the other courses were given during the first year of the curriculum. Ⅱ. Supporting science courses are fundamental to the practice and application of nursing theory. a) Physical science course include physics, chemistry and natural science. most colleges and nursing schools provided for 2 credits of physical science courses in their curricula, while most vocational schools did not offer t me. b) Courses included under biological science were anatomy, physiologic, biology and biochemistry. Most college curricula provided for 15 credits of biological science, nursing schools for the most part provided for 11 credits, and most vocational schools provided for 8 units. c) Courses included under social science were sociology and anthropology. Most colleges provided for 1 credit in courses of this category, which most nursing schools provided for 2 creates Most vocational school did not provide courses of this type. d) Courses included under behavioral science were general and clinical psychology, developmental psychology. mental hygiene and guidance. Most schools did not provide for these courses. e) Courses included under health science included pharmacy and pharmacology, microbiology, pathology, nutrition and dietetics, parasitology, and Chinese medicine. Most college curricula provided for 11 credits, while most nursing schools provide for 12 credits, most part provided 20 units of medical courses. f) Courses included under education included educational psychology, principles of education, philosophy of education, history of education, social education, educational evaluation, educational curricula, class management, guidance techniques and school & community. Host college softer 3 credits in courses in this category, while nursing schools provide 8 credits and vocational schools provide for 6 units, 50% of the colleges prepare these students to qualify as regular teachers of the second level, while 91% of the nursing schools and 60% of the vocational schools prepare their of the vocational schools prepare their students to qualify as school nurse. g) The majority of colleges start supporting science courses in the first year and complete them by the second year. Nursing schools and vocational schools usually complete them in the first year. Ⅲ. Professional Education courses are designed to develop professional nursing knowledge, attitudes and skills in the students. a) Basic courses include social nursing, nursing ethics, history of nursing professional control, nursing administration, social medicine, social welfare, introductory nursing, advanced nursing, medical regulations, efficient nursing, nursing english and basic nursing, College curricula devoted 13 credits to these subjects, nursing schools 14 credits, and vocational schools 26 units indicating a severe difference in the scope of education provided. b) There was noticeable tendency for the colleges to take a unified approach to the branches of nursing. 60% of the schools had courses in public health nursing, 80% in pediatric nursing, 60% in obstetric nursing, 90% in psychiatric nursing and 80% in medical-surgical nursing. The greatest number of schools provided 48 crudites in all of these fields combined. in most of the nursing schools, 52 credits were provided for courses divided according to disease. in the vocational schools, unified courses are provided in public health nursing, child nursing, maternal nursing, psychiatric nursing and adult nursing. In addition, one unit is provided for one hour a week of practice. The total number of units provided in the greatest number of vocational schools is thus Ⅲ units double the number provided in nursing schools and colleges. c) In th leges, the second year is devoted mainly to basic nursing courses, while the third and fourth years are used for advanced nursing courses. In nursing schools and vocational schools, the first year deals primarily with basic nursing and the second and third years are used to cover advanced nursing courses. The study yielded the following conclusions. 1. Instructional goals should be established for each courses in line with the idea of nursing, and curriculum improvements should be made accordingly. 2. Course that fall under the synthetics category should be strengthened and ways should be sought to develop the ability to cooperate with those who work for human welfare and health. 3. The ability to solve problems on the basis of scientific principles and knowledge and understanding of man society should be fostered through a strengthening of courses dealing with physical sciences, social sciences and behavioral sciences and redistribution of courses emphasizing biological and health sciences. 4. There should be more balanced curricula with less emphasis on courses in the major There is a need to establish courses necessary for the individual nurse by doing away with courses centered around specific diseases and combining them in unified courses. In addition it is possible to develop skill in dealing with people by using the social setting in comprehensive training. The most efficient ratio of the study experience should be studied to provide more effective, interesting education Elective course should be initiated to insure a man flexible, responsive educational program. 5. The curriculum stipulated in the education law should be examined.

• Journal of the Korean Society of Marine Environment & Safety
• /
• v.17 no.4
• /
• pp.315-322
• /
• 2011

The importance of aquafarming is increasing all over the world, however the coastal environment in the semi-closed inner bay has been aggravated due to the long term production and the high stocking density. For the sustainable aquafarming, there is a requirement for a eco-friendly fishery management by the estimation of ecological carrying capacity. The model development and application is still in the initial step, because it has to consider the whole ecosystem and all culture activities. As an alternative, there is a requirement for ecological indicator to assess the ecological performance. This study tried the estimation of ecological carrying capacity using ecological indicator. The production and the facility of the oyster farms was 4,935M/T, $49ind./m^3$ in Geoje-Hansan Bay(2008). Filtration pressure indicator was 0.203 which could provide a guidance on the present level of culture development. According to the environmental characteristics and the present oyster farms in Geoje-Hansan Bay, the newly assessed filtration pressure for the acceptable ecological carrying capacity was 0.102. Consequently, ecological carrying capacity in Geoje-Hansan Bay was 2,480M/T, $25ind./m^3$ and this represents the level of culture that can be introduced into Geoje-Hansan Bay without leading to significant changes to ecological process, species, populations or communities. Our study utilized the ecological indicator to estimate ecological carrying capacity of oyster farming for sustainable productivity and this could be the scientific basis for the eco-friendly fishery management.

• The Korean Journal of Air & Space Law and Policy
• /
• v.30 no.1
• /
• pp.207-244
• /
• 2015

Aviation safety is the stage in which the risk of harm to persons or of property damage is reduced to, and maintained at or below, an acceptable level through a continuing process of hazard identification and risk management. Many accidents and incidents have been taking place since 2014, while there had been relatively safer skies before 2014. International civil aviation community has been exerting great efforts to deal with these emerging issues, thus enhancing and ensuring safety throughout the world over the years. The Preamble of the Chicago Convention emphasizes safety and order of international air transport, and so many Articles in the Convention are related to the safety. Furthermore, most of the Annexes to the Convention are International Standards and Recommended Practices pertaining to the safety. In particular, Annex 19, which was promulgated in Nov. 2013, dealing with safety management system. ICAO, as law-making body, has Air Navigation Commission, Council, Assembly to deliberate and make decisions regarding safety issues. It is also implementing USOAP and USAP to supervise safety functions of member States. After MH 370 disappeared in 2014, ICAO is developing Global Tracking System whereby there should be no loophole in tracking the location of aircraft anywhere in world with the information provided by many stakeholders concerned. MH 17 accident drove ICAO to install web-based repository where information relating to the operation in conflict zones is provided and shared. In addition, ICAO has been initiating various solutions to emerging issues such as ebola outbreak and operation under extreme meteorological conditions. Considering the necessity of protection and sharing of safety data and information to enhance safety level, ICAO is now suggesting enhanced provisions to do so, and getting feedback from member States. It has been observed that ICAO has been approaching issues towards problem-solving from four different dimensions. First regarding time, it analyses past experiences and best practices, and make solutions in short, mid and long terms. Second, from space perspective, ICAO covers States, region and the world as a whole. Third, regarding stakeholders it consults with and hear from as many entities as it could, including airlines, airports, community, consumers, manufacturers, air traffic control centers, air navigation service providers, industry and insurers. Last not but least, in terms of regulatory changes, it identifies best practices, guidance materials and provisions which could become standards and recommended practices.

• Journal of The Korean Association For Science Education
• /
• v.39 no.5
• /
• pp.573-584
• /
• 2019

It is necessary to look at the essence of STEAM education from the viewpoint of the teacher who is the subject of education execution. We carry out questionnaires and telephone interviews for the purpose, definition, change, etc. of STEAM education from eight elementary, middle, and high teachers who are rich in policy and field application experience. As a result of the analysis, the purpose of the STEAM education that the specialists mentioned includes the active participation of the students. Most experts pointed out that the definition of STEAM education is ambiguous. So, it is necessary to express a clear goal of STEAM education. The category and level meaning "fields" from "a convergence of two or more fields" are not indicative definitions, but can be different depending on the situation, considering the context of activities and the level of students. The perception of the experts on framework may be a guide for STEAM education and stumbling block. It is necessary for "Context" to shift away from the emphasis on the real life connection and to the emphasis on the interest of the student and the guidance of the class. "Creative design" must be based on trial and error in the process of solving problems. "Emotional touch" needs to correct elements that cannot be observed, evaluated, and applied to lessons that are elements of emotional experience. As for the expansion of STEAM education, most expert teachers have recognized that STEAM education is becoming increasingly stable and that policy change has continued to slow the pace of stabilization.

• Journal of the Korean Institute of Landscape Architecture
• /
• v.41 no.2
• /
• pp.38-46
• /
• 2013

The goal of vocational school is to provide students with basic skills and help develop them to have satisfactory careers. With the knowledge they have learned, it helps them to find their interests and aptitudes when they graduate. The government is putting a lot of effort into clarifying the goal accomplishment and the vision proposals of vocational schools, and the structure-oriented guidance controlled by the government is thought to be very influential to the social structure and individual perceptions. Social stereotypes(discrimination) and perceptions that can be the core of a social structure need to be transformed for people to be fulfilled in their careers in the upcoming advanced Korean society. The important solution is to form correct values and a system of career selection which can ensure a stable future for students. Therefore, to carry out research regarding training human resources in terms of students from vocational schools' landscape architecture majors in an approaching method with a new perspective, we analyzed education plans from vocational schools in 11 regions, textbooks used in common, governmental publications regarding career education policies of vocational schools and questionnaires from students who are majoring in landscape architecture at vocational schools. As a result, we were able to find out the types and the frequencies of career-occupation education at each school through analysis of education plans and the necessity to control the amount and the level of the contents for high school students to have careers in analyzing textbooks. In addition, in Ministry of Education, Science and Technology's analyzing career education policies of vocational schools, we figured out the government's policies and directions of training. From the questionnaires from students majoring in landscape architecture, we were able to compare and analyze the satisfaction level of students on career education(education plans), textbooks, governmental career policies and career selection.

• Journal of Korean Home Economics Education Association
• /
• v.20 no.2
• /
• pp.75-94
• /
• 2008

The purposes of this paper are to describe the newly established reference values of nutrient intakes: to apply the changed dietary reference intakes to the new text book based on the revised curriculum: and to contrive substantial contents in the domain of dietary life(foods & nutrition) of new text book. Dietary Reference Intakes for Koreans(KDRIs) is newly established reference values of nutrient intakes that are considered necessary to maintain the health of Koreans at the optimal state and to prevent chronic diseases and overnutrition. Unlike previously used Recommended Dietary Allowances for Koreas(KRDA), which presented a single reference value for intake of each nutrient, multiple values are set at levels for nutrients to reduce risk of chronic diseases and toxicity as well as prevention of nutrient deficiency. The new KDRIs include the Estimated Average Requirement(EAR), Recommended Intake(RI), Adequate Intake(AI), and Tolerable Upper Intake Level(UL). The EAR is the daily nutrient intake estimated to meet the requirement of the half of the apparently healthy individuals in a target group and thus is set at the median of the distribution of requirements. The RI is set at two standard deviations above the EAR. The AI is established for nutrients for which existing body of knowledge are inadequate to establish the EAR and RI. The UL is the highest level of daily nutrient intake which is not likely to cause adverse effects for the human health. Age and gender subgroups are established in consideration of physiological characteristics and developmental stages: infancy, toddler, childhood, adolescence, adulthood and old age. Pregnancy and lactation periods were considered separately and gender is divided after early childhood. Reference heights and weights are from the Korean Agency for Technology and Standards, Ministry of Commerce, Industry and Energy. The practical application of DRIs to the new books based on the revision in the 7th curriculum is to assess the dietary and nutrient intake as well as to plan a meal. It can be utilized to set an appropriate nutrient goal for the diet as usually eaten and to develop a plan that the individual will consume using a nutrient based food guidance system in the new books based on the revision in the 7th curriculum.

• Journal of the korean academy of Pediatric Dentistry
• /
• v.37 no.1
• /
• pp.117-123
• /
• 2010

Tooth eruption is the movement of the tooth from the developing place in the alveolar bone to the functional position in the oral cavity. The permanent incisors originate from the dental lamina on the lingual side of preceding deciduous tooth and erupt to the level of the occlusion through the well developed gubernacular cord. Ectopic eruption is a developmental disturbance in the eruption pattern of the permanent dentition. Most of the ectopically erupted lower incisor has been found in lingual side. The ectopically erupted tooth could be repositioned by orthodontic force in the early mixed dentition, which could help preventing the problems of loss of space and the lingual tilting of the lower anterior teeth. An eight-year-old girl visited the department of pediatric dentistry, Yonsei Dental University Hospital, for the evaluation and the treatment of the lower right lateral incisor, which was horizontally erupted in the lingual side, parallel to the mouth floor. Her tongue was placed on the labial side of that tooth. There was no previous dental history of dental caries or trauma on the pre-occupied primary incisor. Clinical and radiographic examinations including the computed tomography(CT), showed no evidence of dilacerations on root. Therefore, we decided to start active orthodontic traction of the lower right lateral incisor. We designed the fixed type of buccal arch wire and the lip bumper with hook for the traction. Button was attached to the lingual side of the ectopically positioned tooth. Elastic was used between the appliance and the button on that tooth. After the tooth become upright over the tongue level, appliance was change to the removable type and periodic check-up with occlusal guidance was followed to monitor the position of the tooth. In this case using the fixed appliance with modified form of lip bumper and hook embedded in acrylic part instead of extraction was very efficient up-righting the ectopically erupted tooth toward the occlusal plane.

• The Journal of the Korea Contents Association
• /
• v.22 no.7
• /
• pp.405-419
• /
• 2022

The purpose of this study is to find out the progress of social welfare field practice at students, universities, and training institutions in Seoul and Gyeonggi Province during the With COVID-19 era, and to suggest effective social welfare field practice operation plans. To this end, a survey was conducted on 181 people who completed social welfare field practice courses, and the final research results are as follows. First, the operation situation of practice institutions in the era of With COVID-19 was the highest when they were conducted together with 'face-to-face, non-face-to-face', and student satisfaction was positive when partial non-face-to-face practice education was conducted. Despite repeated shutdowns due to COVID-19, the degree of participation in face-to-face services was more than 9 times and the number of supervision was more than 6 times, and many responded that the quality of supervision, a social welfare field training institution, was "generally high." Second, as a result of examining the level of practice performance, trainees, and training institutions, there was a significant relationship between training institution factors and practice performance, and third, as a result of examining how the university, trainees, training institution factors, and practice performance. Therefore, in order to derive the results of social welfare field practice in the era of With Corona, programs to promote and strengthen non-face-to-face exchanges at the university level are necessary, and an education system that also provides non-face-to-face practice guidance suitable for the With Corona era. In addition, various support for the practice system of government ministries and related institutions, including universities and practice institutions, is needed.