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흥해 사질물피복 평탄지형의 형성에 관한 연구 - 해성 단구와의 관련성을 중심으로
유흥식(Heung Shik You) 한국지형학회 2001 한국지형학회지 Vol.8 No.1
The platform with sandy regolith in the Heunghe coastal area. consists of three geomorphic surfaces. Among them, intermediate geomorphic surface is most wide. Surface configuration of Tertiary siltstone(or shale) which is now covered with sandy regolith is not accord with the profile formed by wave-cut erosion. And sandy regolith is so fine that it may not be regarded as abrasion tool. Platform covered with weathering material of siltstone(or shale) is adjacent with platform covered with sandy regolith. So it is difficult to interprete the platform covered with sandy regolith as wave-cut terrace. It is possible that sandy regolith covering the platform was originated from Tertiary sandstone. Two outcrops at which fine sand is covered with conglomerate or Tertiary shale were observed. Outcrops of considerably cemented sand beds were found here and there on the platform. Ferruginous crusts were found on the intermediate and upper geomorphic surface. And at the higher elevation than upper geomorphic surface, platy fragments of ferruginous crust come across in places. The presence of ferruginous crusts shows that regolith to supply the iron oxide had been located at the higher place. Therefore the platform covered with sandy regolith in the Heunghe area was basically formed by chemical weathering and stripping. And It is necessary to consider the chemical weathering of Tertiary sandstone for interpreting the platform.
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유흥식 서울대학교 지리교육과 1988 地理敎育論集 Vol.19 No.1
After Emancipation, 30 years have passed since the first paper on geographic education had appeared in 1955. This paper aims to systematize the development of studies on geographic education from 1955 until 1985. This paper was developed as follows; 1. First, the establishment on a field of research was discussed. 2. the transition of the number of papers and books by the a field of research was examined, both upon all the papers and books, and upon them in relation to selected research subjects. The number of papers and books has increased from less than 5 to 15 or so, during the middle and latter years of 1960s. The Increase in number during that iperiod can be explained, both by orderly stabilization in number in several fields of research and by gradual diversification in the type of researchers. Since the latter years of 1960s, the number of papers and books fluctuated, generally within the range of 15∼20 per year. On the other hand, several research subjects, became to be theorized and diversified during the latter years of 1970s. 3. Third, a cycle on the development was examined with particular reference to repeated phenomena. It was recognized that there had been cycles with a period of about 10 years, since the latter years of the 1960s. 4. Fourth, the establishment of stages in the development was discussed. Three stages were established. The first stage began in the middle years of the 1950s and ended in the mid-1960s. It was named 'the pioneer stage'. The second stage began in the latter years of the 1960s and ended in the mid-1970s. It was named 'the fixing stage'. The third stage began in the late 1970s and continued to 1985. It was named 'the mature stage'.
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유흥식 서울대학교 지리교육과 1989 地理敎育論集 Vol.22 No.1
Geography not only deals with both physical phenomena and cultural phenomena, but also tries to organize them in view of cultural ecology. In environmental education, it is desired 1) that environmental problems are linked to economic development, 2) that environmental problems are treated synthetically, 3) that the content of environmental education is organized on the basis of human action not the environmental problem. In school geography, in our country, the soil and water resource problems as well as pollution problems are treated too superficially. This weakness mainly originates in that the content of environmental education is presented in topical units. In case of regional units, the areal scale of regions tends to be regular. Such unit construction is efficient to show 'areal differenciation'. But it is too rigid for other purposes, such as environmental education. The contrasting views between environmental determinism and landscape study is partly related to the scale of study area. As study area is smaller, man's role becomes notable in comparison with natural environment. In gergraphy as well as anthropology, 'human ecology' and 'cultural ecology' have somewhat different nuance. 'human ecology' is apt to be used when man is treated as a being adapted to environment or as one constituent of ecosystem. 'cultural ecology' is apt to be used when man is regarded superior to other organisms. Cultural ecology in geography is different from that in anthropology, in that it takes into account man's role in changing the given landscape, and in that it reflects the scale of places and the relationship among places. Regional development controlled by nation can be reflected in drainage basin synthetically. Everyday life by individuals can be reflected in landscape synthetically. In our country, land use types constituting drainage basin can be established as forest, city and manufacturing area, agriculture area, etc. Land use types constituting rural landscape can be established as forest, village and manufacturing area, rice field farming area, and dry field farming area, etc. Land use types constituting urban landscape can be established as forest and park, residential area, central-business area, manufacturing area, and agricultural area, etc. Each land use type area can be regarded as a culrural-ecological area through culture-environment relationship. There is the transportation of people and goods and the movement of material, among land use type areas. Therefore 'manland relationship' concept and 'spatial interaction' concept that are most basic concepts in geography can be combined in this situation. The region for environmental education can be classified into three types. The first type is regions which can be unit in curriculum, such as drainage basin and landscape. The second type is regions which can be constituent area of the regions of first type, such as land use type area. The third type is regions which can offer the condition of the regions of first and second bundle, such as population-resource region and climate-vegetation region.
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