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Current, integrated schools are small schools in rural areas and old towns with declining population, or special purpose middle and high schools. And new residential districts in urban areas including Seoul have also been established in integrated schools. In particular, the number of school of central investment evaluation for integrated schools in urban areas is increasing. In this way, integrated schools, which have been mostly implemented in small rural areas, are being introduced as new ways to establish schools in urban housing development areas where the number of students is small or the number of students is difficult to predict. However, many studies of integrated school have been limited to appropriate scaling of small schools in rural areas, school management methods, and satisfaction surveys. The study of integrated school in urban areas is also focused on the study of architectural planning. In addition, there were limitations in suggesting the comprehensive establishment plan of schools or approaching urban planning when developing housing complexes. The purpose of this study is to suggest efficient establishment plan of integrated school in the development of urban housing complexes.
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The recent decline in the school-age population has led to a more conservative and conservative approach to the establishment of schools. In the judgment of school establishment, it is required to make a decision method that can make objective and comprehensive judgment of various situations rather than local analysis of a single school. In this changing situation, EduFine system and placement establishment system were introduced to comprehensively analyze the feasibility of student placement and school establishment. However, the EduFine system of the Ministry of Education has few users because it is difficult to use education and it is difficult for users to use. Based on the GIS, the placement establishment system was able to analyze the number of students and the status of apartment buildings in a comprehensive manner. But placement establishment system has been used mainly in support of investment assessment rather than research. Therefore, there is a need to increase the utilization of users by linking two systems or integrating them into one system. In this study, we want to derive the functions to improve the GIS - based layout establishment system through user analysis such as comparative analysis and survey of existing systems. In particular, the purpose of the study is to improve the function of system, to improve the students' placement ability and the school establishment work ability and to improve the user satisfaction.
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The Iljinhoe(ìéòäüå) that intent to accept the civilizational of Japan found Japanese language school in region and the GwangMu(ÎÃÙë) school in Seoul. The GwangMu school was preparatory school which dispatched the student studying abroad to Japan. The Iljinhoe selected the student studying abroad with support of Son, Byunghee and dispatched to Japan in autumn 1905. But, The relationship of Son and The Iljinhoe became more distant, Son cut the studying abroad funds and then the student studying abroad dispatch continuously could not be joined.1. The Iljinhoe gave up dispatching the student studying abroad, and reorganized a curriculum of the the GwangMu school into historical¡¤geography¡¤Japanese¤ýarithmetic¡¤composition¡¤Chinese writing¡¤gymnastics broken from teaching only Japanese language education. And the GwangMu school extended a study duration from 1 year in 3 years. As a result, the GwangMu school graduate was made to get a more chance and could enter upon studies in the various school. In addition to, The Iljinhoe found the Hansung middle school for entering upon studies of the students in the DoklipGwan and tried to establish the law school as an annex to the GwangMu school. After the Iljinhoe handed in the annexation petition, the secession of the members was joined together and was made to meet the maximum crisis. The Residency-General that took advantage of this situation, Carried out a many operations in order to snatch the DoklipGwan ground. The Residency-General combined the GwangMu school and the Hansung middle school as the GwangMu middle school by compulsion. Eventually, after the country perishes, The Iljinhoe was dissolved and simultaneously GwangMu middle school was disappeared also. Early region school of the Iljinhoe was found by the help of the Japanese arm at the price which toke part in railroad construction of the Seoul-Uju railway and transported the material of the Japanese army in Russo-Japanese Wars. The school of at that time most taught Japanese to breed up a interpreter. On November 1905, after the Iljinhoe hand in the ¡®annexation petition¡¯, the Iljinhoe¡¯s the region schools were looked away from the people and in addition, the school was burn up and destroyed by an army in the cause of justice. Especially, in 1906 the Iljinhoe suffered in financial embarrassment and entirely could not have the support which is financial made be placed in the situation. Consequently, the region schools raised money to the school operation, but could not achieve because of against to opposition of the confucians and inhabitants. Little by little, Iljinhoe¡¯s the region schools were abolished, or belong to the religion of Cheondo. In order to intercept this, Iljinhoe talk to members got us nowhere.
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This study takes a close look at the establishment of modern schools around Jirisan Mountain region during the last days of the Daehan Empire from 1905 to 1910 In 1905 when the Empire was coerced into signing the Eulsa treaty, raising modern schools alongside the resistance movement was seen as a way to reclaim sovereign status. Notably Myeonwu Gwak Jong-Seok, who was well aware of international laws and Dongdoseogiron doctrine which allowed him to look beyond Hwayigwan(Chinese view of the world), saw that to uphold Confucianism and to regain sovereignty learning western science and technology was absolutely indispensable. Maecheon Hwang Hyeon of Gurye pretty much had the same idea that the wealth and power of a nation came from learning modern sciences rather than studying old classics by the influence of HonamHakbo.Modern schools in Jirisan Mountain region were established over Jinju and Namwon districts when primary school ordinance was enacted in 1895. However, due to low level of awareness about modern schools attendance was quite low and the teachers were hard to come by. It was not until Elementary School Act of 1906 that the setting up of modern schools would take full stride. Public schools were established in Gaeksa(accomodations for visiting officials) near government offices while funding came from Hyanggyo, government office, or the public domain. These modern schools were mostly attended by those who were lowly regarded by high society due to the origin of their clan or by those who were even lower in social standings than those who had a scholar's pedigree. Private schools were almost nonexistent inNamwon and Sancheong regions because of their strong belief in Euijeongcheoksa(anti-foreign, anti-invasion doctrine) principles. As for Hadong and Gurye, many schools were raised due to the dominance of Dongdoseogiron sentiment in the region which insists that the new learning should be embraced instead of Euijeongcheoksa. In Hamyang citizen's fervor for learning were such that private schools would take the place of public schools, and many schools were raised voluntarily on its adjoining districts.Nevertheless, deep-rooted Confucian tradition in the region and lack of funding made it difficult for modern learning to spread further out in the Jirisan area. Those under Nohsa Ki Jeong-Jin's tutelage headed by Jeong Jae-Gyu opposed Myeonwu Gwak Jong-Seok's views and argued that accepting western sciences would lead to extermination of ethics turning people into savages, and therefore Confucianism should be further promoted while boycott against western learning should be launched. Apart from Nohsa faction, the likes of Ganjae Jeon Wu,Yeonjae Song Byeong-Seon, and Seongjae Heo-Jeon, who had a huge following in the Jirisan region scholars, were of the same opinion.Hyanggyo and Seowon which adhered to conventional teachings of Confucianism refused to support either public or private schools that taught western science. To make matters worse, raising contributions for funding private schools were banned after 1908 which worsened their financial conditions as to render normal curriculum almost impossible. Needless to say, it lead to deleterious effect on the quality of the education for recruiting qualified teachers was out of the question. Thus, after the Japanese Annexation of Korea most of them were turned into public schools. Moreover, tendency of the new learning of glossing over Japanese colonial policies made former advocates of Dongdoseogiron including Gwak Jong-Seok refrain from sticking to their principles when sovereignty of the country was handed over to Japan.However establishment of modern school and acceptance of so called ¡°new learning¡± paved the way for many intellectuals and students in the Jirisan region to open their eyes to new trends in the modern world. It also served as a foundation for the rise of nationalist andsocialist movement in this region in the wake of the 1919 independence movement.
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Solomon Islands located in South-pacific. So, this country has much fishery resources. But Solomon Islands can't exploit efficiently and effectively this resources because of delay of national industrial development. Therefore, if developed fishery industry's technology of the Korea pass to Solomon Islands, there are lots of contribution to nation's foods and industry development. If the established fisheries in the Solomon Islands College of the National University in order to train them in the veteran of fishery curriculum and processes fit the Solomon Islands, advancing the national development of the Solomon Islands it would be the occasion. Moreover, it may be a great contribution to development of Solomon Islands and relationship of Korea through the continuous education.
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Daegu Hyeopseong School was established in 1906 by local Confucian scholars with the name of ¡®Nakyukjae¡¯, a local government school. The purpose of the establishment of Daegu Hyupseong School was to accept of modern academics based on the patriotism, which shows that local private schools were established for saving country and enlightenment. Daegu Hyupseong School promoted the establishment of a school by local Confucian scholars in Daegu, based on Gwangmunsa, but with the expansion of Japanese power, pro-Japanese provincial governors and the Daegu branch of the Daehan Association, centered on enlightened scholars became the main body of its administration. Despite the change in the governing body of the school, Daegu Hyupseong School conducted educational activities to cultivate students' skills such as athletic meeting and discussion activities, and participated in teacher education such as teacher training centers and teacher training.This study makes attempt to show that the Daegu Hyupseong School, which was independently established by the Daegu-Gyeongbuk Confucian scholars, has made a great contribution to modern education in the Daegu-Gyeongbuk area. The location of Nakyukjae, which seemed to be the start of Daegu Hyupseong School, and how the school changed is not clear, which still remains to be investigated.
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ÀÌ ±ÛÀÇ ¸ñÀûÀº ÃÖ±Ù ¼¼°è°¡ ¿Â¶óÀÎ ±³À°¿¡ ÁýÁßÇÏ°í ÀÖ´Â °¡¿îµ¥, IT°±¹ÀÎ Çѱ¹ÀÇ ÀÌ·¯´× ÇöȲ ºÐ¼®À» ÅëÇØ Àç¿Üµ¿Æ÷ ±³À°À» À§ÇÑ °¡»óÇб³ÀÇ ¼³¸³ °¡´É¼º°ú Çʿ伺À» »ìÆ캸´Âµ¥ ÀÖ´Ù. IT °±¹À̶ó´Â È·ÁÇÑ ¸é¸ð¿¡ ºñÇØ ÇØ¿Ü Çѱ¹¾î ÀÌ·¯´× ±³À° ½Ã½ºÅÛÀº ¾ÆÁ÷ °ÉÀ½¸¶ ´Ü°èÀÌ¸ç ´õ¿í °³¹ßÀÌ ÇÊ¿äÇÑ ºÐ¾ßÀÓÀÌ Æ²¸²¾ø´Ù. ¿ìÈÄÁ×¼ø ¿©·¯ Á¤ºÎ±â°ü¿¡¼ ÇØ¿Ü Çѱ¹¾î ±³À°À» Áö¿øÇÏ°í ³ª¼¹Áö¸¸, Àü¹®°¡ÀÇ ºÎÁ·À̳ª °ü·Ã Á¤ºÎ±â°üÀÇ ÇùÁ¶Ã¼°è ºÎÁ· µîÀ¸·Î È¿°ú¸¦ Á¡°ËÇØ º¸¾Æ¾ß ÇÒ ½ÃÁ¡ÀÌ´Ù. Á¤ºÎ´Â ÇÑ·ùÀÇ ¿µÇâÀ¸·Î Æø¹ßÀûÀ¸·Î ´Ã¾î³ª´Â Çѱ¹¾î ±³À°ÀÇ ¼ö¿ä¿¡ ´ëÇÑ Áö¿øÀ» Áõ°¡½ÃÅ°°í, Àç¿Ü±¹¹ÎÀ» À§ÇÑ Æ÷ÅлçÀÌÆ® ±¸ÃàÀ̳ª ±³Àç°³¹ß µî¿¡ ¿¹»êÀ» Áõ¾×ÇÏ°í ÀÖ´Ù. ±×·¯³ª ±âÁ¸ÀÇ Áö¿ø ¹æ½Ä¸¸À¸·Î´Â ºñ¿ë ¹× È¿¿ë¼º¿¡ ÀÖ¾î ÇÑ°è°¡ µû¸£±â¿¡ ÀÌ·¯´×ÀÇ È°¿ëÀº ´çÀ§Àû °úÁ¦·Î ¶°¿À¸¥´Ù. ƯÈ÷ ½Ã°£°ú °ø°£ÀÇ Á¦¾àÀ» °¡Àå ¸¹ÀÌ ¹Þ´Â Àç¿Ü±¹¹ÎÀÇ Çѱ¹¾î ±³À°À» À§Çؼ´Â ÇöÁö ½ÇÁ¤¿¡ ¸Â´Â ÄÁ¼Ò½Ã¾öÀ» ±¸¼ºÇÏ¿© ¿ÀÇ ¼Ò½º ±â¹ÝÀÇ Á¾ÇÕ °¡»óÇб³ ½Ã½ºÅÛÀ» ½Ã±ÞÈ÷ ¸¶·ÃÇÒ ÇÊ¿ä°¡ ÀÖ´Ù.
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The social status of the cooperative sector is growing day by day. At this time, the establishment of the graduate university of cooperatives has great significance in its own way. Graduate university of cooperatives may respond to the academic needs of cooperatives who want to systematically study cooperatives. And it will be able to establish itself as a key institution that can bring theoretical development in the field of cooperatives. All conditions and social demands for the establishment of a graduate university of cooperatives have already been sufficiently created. In this situation, there is a need for a promoter who can make this a realistic result, and it would be most reasonable to become Nonghyup University, the only cooperative university in the present. Although there are still many difficulties and limitations until the establishment of the graduate university of cooperatives, I am sure that these are all parts that can be overcome compared to the social aspirations and expectations of the establishment of the graduate university of cooperatives. This study was conducted with the intention of laying the most basic foundation for the establishment of such a graduate university of cooperatives, and I hope it will be a small but meaningful help in the successful establishment of the graduate university of cooperatives, which will be launched soon.
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The goal of this study is to analyze the establishment and support of Christian schools by Korean churches in the early history of Korean Christianity (1890-1915)and to discuss its implications for today¡¯s Korean churches and Christian schools.In the early history of Korean Christianity, many Christian schools were established not only by Western missionaries but also by native Korean churches. By 1909, the number of primary schools established by Korean presbyterian churches had reached 694. Dr. Nakjun Baik called it ¡°the educational renaissance¡¯ in his book The History of Protestant Church in Korea. At that time, Korean churches established Christian schools to teach the children of the members of the churches in order to raise them as workers for the future church and society. The Korean church set up Hakmukuk,which was a Christian schooling institute for supporting and supervising Christian schools established by Korean churches. The institute included schooling and administration committees in order to support Christian schools systematically. Also, there were committees for developing the school curriculum, allowing for the specialization of education. The annual report of the General assembly and the presbytery was required to include ¡®the situation of Christian schools¡¯ so that the Korean church shared the responsibility of supporting Christian schools established by Korean churches. In each local church, the pastor would select board members among the baptized members of the church.There are several implications to be gleaned from the establishment and support of Christian schools by Korean churches in the early history of Korean Christianity for today¡¯s churches and Christian schools in Korea. First, the church must take the central role in establishing Christian schools in Korea. Second, Christian schools should have a clear identity as a Christian school and maintain it continually. Third, there should be a sound support system for Christian schools within the denomination
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