• Korean Journal of Remote Sensing
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• v.35 no.1
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• pp.15-28
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• 2019

By applying the method of SAR interferometry to X-band synthetic aperture radar (SAR) image of COSMO-SkyMed, detailed motion patterns of five glaciers in the Parlung Zangbo River basin, Tibetan Plateau, in January 2010 have been derived. The results indicate that flow patterns are generally constrained by the valley geometry and terrain complexity. The maximum of $123.9ma^{-1}$ is observed on glacier No.1 and the minimum of $39.4ma^{-1}$ is found on glacier No.3. The mean values of five glaciers are between 22.9 and $98.2ma^{-1}$. Glaciers No.1, No.2, No.4 and No.5 exhibit high velocities in their upper sections with big slope and low velocities in the lower sections. A moraine lake accelerates the speed of mass exchange leading to a fast flow at the terminal of glacier No.3. These glaciers generally move along the direction of decreased elevation and present a macroscopic illustration of the motion from the northwest to the southeast. The accuracy of DEM and registration conditions of DEM-simulated terrain phases has certain effects on calculations of glacier flow direction and velocity. The error field is relatively fragmented in areas inconsistent with the main flow line of the glaciers, and the shape and uniformity of glacier are directly related to the continuous distribution of flow velocity errors.

• Journal of dental hygiene science
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• v.13 no.2
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• pp.174-181
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• 2013

The objective of this research is to compare and analyze regional accessibility of Korean primary school students to oral health services from the perspective of public health geography by using geographic information system in which the choropleth map has been regarded as the most popular method. Statistical proximity on the basis of calculus of 205 regions-based school oral health data is optimized to set five class intervals for five maps. These choropleth maps of oral heal programs such as oral health education, tooth-brushing method education, preventive dental care and curative dental care, demonstrate that there exist wide regional discrepancies throughout the country in terms of primary school students' accessibility to oral health services within the programs. The paper not just contributes to overcoming the existing paradigm by actively considering an interdisciplinary research among public health dentistry, dental hygiene and geography of public health, but provides clear evidence for national oral health policy in South Korea.

• Journal of the Korean association of regional geographers
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• v.17 no.3
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• pp.332-347
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• 2011

This study is to analyze on territorial education described in geography textbooks in Korea and Japan. The following is the result that shows similarities and differences of the geography textbooks when it comes to territorial education. Korea and Japan have a contrasting territorial background. However, both countries start their territorial education by learning the location and shape of their country. Japanese geography textbooks focus on what people in the world think of Japan, but in case of Korea, the geography textbooks focus on how Koreans look at the world. In short, the territorial education in Japan try to emphasize Japan from the view point of the world. The next common ground is that the two countries provide territorial models in their geography textbooks in order to increase understanding. However, the Japanese students are provided with these territory models much earlier than Korean students and these models help them visualize and solidify their concept of territory. And, the two countries both put great importance on teaching territorial sea. In Japan, they try to include EEZ(Exclusive Economic Zone) in their territory. Considering these facts, it can be concluded that Japan is enlarging their concept of national territory as maritime territory. Lastly, after learning of territory the two countries both treat on territorial problems. But Korea treats passively territorial problem as such Dokdo, but Japan treats actively their territorial problems. Like that, the contents of territorial education described in geography textbooks in Korea and Japan are similar in terms of selection, but differ in quality in terms of organization. Therefore, future territorial education in Korea will be actively and successively done through succession and sequence of geography curriculum.

• Journal of the Korean association of regional geographers
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• v.2 no.2
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• pp.219-231
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• 1996

The aim here is to analyse the system of description of GIS in all of the high school textbooks passed with the official approval, to find the degree to which teachers understand about GIS, and to consider the present condition of GIS instruction. Most of the authors of textbooks generally underestimate importance of GIS, and there is difference among their awareness. In the system of description of GIS, there are only a few kinds of textbooks in which explanation of GIS is made coherently from the purpose of instruction aim through the chapter summary and to overall test in both of the Korean Geography and the World Geography. This trend is due to the degree of distribution of the GIS specialists in writing a textbook while the other texts books shows just a brief introduction of GIS concept. Although there is the limit for teachers to study how to teach GIS due to its very technological aspect as well as few previous training and teacher's guide. Thus it is evident that about a half of teachers who responded taught high school students without a knowledge on GIS, and a few of them even never referred to that concept. These facts may negatively affect the status of a geography in the society of information. For the solution of these issues, it is considered how to repair the description system and its contents. Besides, the variation among textbooks is reduced at the further revision of the 7th curriculum. And the printed matters of GIS are sufficiently provided for the teachers to use as their teaching aids. It is desirable that the GIS instruction models should be further developed for college education, and the programs for the on-the-job teachers training should be arranged. Besides, the previous training for the on-the-job teachers should be achieved more practically with enough time before the revision of curriculum.

• Journal of the Economic Geographical Society of Korea
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• v.20 no.3
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• pp.355-368
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• 2017

Regarding to Dandong as the gateway city of the Sino-North Korea trade, cultural anthropology characterizes it with a hybridity of four groups with a different combination of ethnic and national identity: Korean Chinese(Chosonjok), South Koreans, North Koreans and Chinese-North Koreans. And, microeconomics views the enterprises in Dandong area have different sizes and types in the Sino-North Korea cross-border trade depending on their owner's ethnic and national identity. However, these researches focuses mainly on the differences between the groups, falling short in showing how the group members utilize their double identities to maintain and prosper their businesses, coping with various and changing situations. This study introduces the concept of 'identity juggling' and applies it to Chosonjok cross-border traders. The results from the in-depth interview and survey indicate they juggles their Korean ethnic identity and Chinese national identity selectively in terms of their bilinguality of the Korean and Chinese, mobility crossing China, South Korea, and North Korea, and prospects on the trade revitalization thanks to potential mitigation of tensions in Korea peninsula.

• Journal of the Korean association of regional geographers
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• v.15 no.4
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• pp.478-493
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• 2009

The purpose of this paper is to discuss the educational implications of global citizenship and regional identity in geographic education of multicultural society. Geographical education inquires into places and region on local, regional, national and global scales. Geography studies geographical representation of ethnical, cultural, political diversities of human societies. Therefore geography is a very proper subject for multicultural education. Geography has also inherent legitimacy on multicultural education in the viewpoints that space or region has valued inherent nature which is constructed by human experience, perception and response etc. Citizenship in multicultural education requests some abilities and attitudes of world citizens superior to state or nation oriented citizenship. However the education of world citizenship doesn't mean abandonment of regional identity in geographical education. Citizenship is based on geographical units which have their territories. Regional identity is the feeling of belonging as a member of a certain region, and is formed not only by race, ethnic, gender, political and social position but also by thought of nature, landscape, national identity, regional dialect, and historical context, etc. The regional identity in multicultural society means the homogeneity which includes the heterogeneity of diverse groups, and has a key which solves the conflicts of diverse groups in the region. Consequently multicultural education in geography would focus on the cultivation of regional identities which are founded on critical thinking to solve the conflicts of multicultural society. The geographic education in multicultural society would rather emphasize on region than on race or nation, and can integrate the global vision of world citizenship with the diverse viewpoint of multicultural education.

• Journal of the Korean association of regional geographers
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• v.11 no.2
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• pp.155-168
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• 2005

This study gropes for historical geographic approach to regional research in view of new regional geography. A geographical methodology in regional geography pursues the dialectics of concrete totalities. Regional researches think that social processes interact with the uniqueness of regional characteristics and that region is a historical unit which changes dynamically. Time in regional changes is understood in terms of a dialectics of continuity and break. Transition from feudalism to capitalism is the important period which is captured continuity and break simultaneously. Research objects in this research are money, market and city. Money symbolizes transition to capitalism, and market and city have the importance in transition from feudalism to capitalism In Korea, historical geographic approach to money, market and city both in the era of opening ports and in the Japanese colonial times in Korea are important objects in regional geography. Colonial urban research in view of money and market from the era of opening ports to the Japanese colonial times in Korea is a theme which includes a dialectic of concrete totalities in historical geographic approach in regional geography.

• Journal of the Korean association of regional geographers
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• v.14 no.6
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• pp.752-766
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• 2008

For all the region is the basic unit of geographical learning and the grounds of human activities, regional learning can't possible be carried out at the class. Because there are very few regional learning materials that are applicable to class and can be expanded to geographical basic concept. This paper aims to regulate the construction principles of regional learning and select the contents of regional learning. Firstly, the six basic concepts of geographical education be made a selection of the construction principles of regional learning: human-environment, location, region, interaction, change, scale. And then, I suggest the upper five subject that be based on the results of systematical geography. Those are the necessity and method of regional apprehension, the physical environment and the regional human-life, the resource and industrial activities. the regional life-space's formation and change, and the changing world and region. And I propose the subdivided the mid and the lower subject that be reflected the learner's need and the social demand, and could be experienced the results of geography and the everyday life. For the best regional learning, these subjects can be combined one or more in various scale.

• 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.15 no.4
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• pp.494-509
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• 2009

If teachers should showed geomorphological landscape images familiar to students during geomorphology unit teaching in secondary geography education, it will have more effects on teaching. In this paper, we analyze whether teaching of geomorphology unit using media(movie, drama, entertainment program) background images familiar to students have an effect on understanding of teaching facts and interesting or not. Firstly, teaching using media data is effective in understanding of teaching facts and the results of examination taken after teaching improved. Secondly, teaching using media data is effective in interesting and understanding on geomorphological landscapes. Most students recognized this teaching method to be new and became to be interested in learning geomorphology unit, and answered that it was helpful to understand geomorphology unit.