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류승열 한국특허학회 2016 특허학연구 : 한국특허학회지 Vol.17 No.2
Many people feel uncomfortable using washstand because its surroundings are wet. For solving this problem, Jeong-In Jeon applied for a patent in 2004. Her idea is that structure of the basalt was combined with the front side of washstand. Thanks to this idea, when people use washstand, they can avoid to wet their clothes or body. However, This idea do not take into account the people who carry their bags or luggage. So, I considered about this and suggest the new idea. When people use washstand, they put their bags on the side of the washstand. So, I think that would be nicer if there are lots of beads equipped on the side of the washstand. The principle of this idea is Coanda Effect. Consequently, using this idea will prevent bags or other things from being wet by water on washstand.
제1차 교육과정기 발행 『중등국사』 (역사교육연구회 엮음) 교과서의 특성과 의의
柳承烈(Lyu, Seung-Reul) 역사교육연구회 2018 歷史敎育 Vol.146 No.-
『Middle School National History』 compiled according to the first history curriculum, implies greatly in relation to setting the direction of history education and composition of history textbook on relating history education through ‘as history’ and ‘using history’ method. This textbook, which clarified the characteristics of history education, was published through a gathering of authors in order to establish the secondary school history education system and the development of the history education academy. This textbook was the first attempt to formulate history textbook’s concrete format and contents to clearly establish and suit for the direction of history education authentically. It was highly praised at that time but several of such fine attempts were not succeeded further properly. This textbook was the first concrete style to reach the goal of history education in substance, ‘historical thinking,’ as seen from its flexible application of history curriculum, suggestion of core concepts in the form of special notes breaking the usual question-and-answer format, and introduction of a completely new form of the learning activities. Through various efforts and activities, a new development of history education seemed dearly reviving but, in the 1960s, such efforts lost force and the uniformity of textbook contents and educational control worsened.