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'일반 검색 서비스'의 시장지배력 남용 판결 사례 분석 - Google에 대한 EC의 판결문을 중심으로
남상준,이성준,Nam, S.J.,Lee, S.J. 한국전자통신연구원 2018 전자통신동향분석 Vol.33 No.2
This paper addresses the antitrust case of Google's general search service to find evidence and logic used for defining markets, and the proof of dominant power and its abuse in detail. This antitrust case has certain meaning because it is not easy to apply traditional approaches to a general search service, which has two-sided market characteristics. This paper finds some implications through an analysis of the antitrust case shown below. First, for market definition, the overall qualitative analysis can be used to draw conclusions without a quantitative analysis, such as a Small but Significant and Non-transitory Increasing in Price (SSNIP) analysis. Second, the multi-homing behavior seems to be one of the key factors in judging the dominant power in Internet-based services. Lastly, the fact that the value of traffic can differ based on the traffic source needs to be considered to address the competition issue of Internet-based services.
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남상준 서울대학교 지리교육과 1982 지리학과 지리교육 Vol.12 No.1
This study investigates the process in which refugees from North Korea from the 8. 15 Liberation until the armistice of the Korean War have settled in South Korea, with special reference to the historical development of their settlement. All kinds of reference data concerning the number of these refugees were re-examined at about the time of the Korean War, and the causes which induced the present settlement distribution of refugees were analysed. Kim Je County, in which the refugees settled as a group, was selected for the research work, in which the causes of formation, courses of development, population, housing, settlement, economy, society, and cultures are studied. At the time of the Korean War, the number of refugees was estimated at about 1 million. Moat of them flowed into the large cities and military areas. Including 82 regions in Jeon La Nam, Buk Do Province, 93 refugee settlements distributed in Korea. These reclamation villages (Nong Weon) were established with the help of the Financial Support Organization of Korea and the Board of National Health and Society from 1951 to 1958. There are nine Nong Weons in Kim Je County, the object region of the study. These Nong Weons were located there because of the largest west coast camp of refugees being in Kun San and because of the authorities concerned. The leaders selected the hillock as a settlement place because of their occupations in North Korea. The caracteristics of Nong Weons have been changed except Ye Chon, Jang Sin, Sin Kyo, Bag Gu Nong Weon. Among the 320 households who settled in Nong Weons, 310 households(96.9 percent) came from Whang Hae Do Province. The structure of the population of Nong Weons is similar to the general structure of rural regions. The movement of Nong Weon population usually flows into the region around the refugee reclamation villages. At the beginning, the houses of Nong Weons had mud walls, $quot;2 Kan 1 Ja$quot; or $quot;3 Kan 1 Ja$quot; shape but they have changed into the $quot;L$quot; shape. Reclaiming the hillock was the refugees' first work for a living: the average farming area comes to 0.91ha, thus approaching the average of the whole country. The important impetus of economic development was the Reclamation Improvement Act in 1962 and the fruit or the crop culture for special use which was begun in the second half of the 1960's. The refugees inhabiting Nong Weons could not at first easily adapt themselves to the local ways, but recently they have been adapting themselves more rapidly; this is clear in the assimilation of language.
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일제의 대한 식민지 교육정책과 지리교육 : 한국지리를 중심으로
남상준 서울대학교 지리교육과 1986 地理敎育論集 Vol.17 No.1
The educational policies operated in Korea by the Japanese from 1906 to 1945 could be characterized as $quot;Colonial Education$quot;. Colonial Education is an educational policy, designed to impress the colonizer nation's superiority onto the colonized nation, and to educate the colonized people through controlled and distorted knowledge. The Japanese Government General in Chosen in other words contrived to depolitically socialize the Korean people. In consequence, subjects directly connected with the political socialization such as the Korean language, ethics, Korean history and Korean geography were vitiated in their respective educational goals, objectives, and contents by the Japanese rulers. From the very beginning of the $quot;Enlightenment Period$quot; in Korea, both geography and history education contributed greatly to enhancing patriotism and expanding intellectual horizons. In order to justify and gloss over their rule over Korea, the Japanese rulers adopted new educational policies designed to make the Korean people illiterated politically and destroy their nationalism. Education of Korean geography especially in the fields of human geography, suffered seriously as a result. The Japanese educated Korean students in an environmentally deterministic interpretation of Korean geography, by excluding the $quot;human$quot; element and laying emphasis on the physical rather than on the human side of the subject. What is worse, Korean geography was subsumed under Japanese geography to further instil the feeling of subordination to Japan. In relation to the Japanese educational policies from 1906 to 1945 mentioned above, the transition process of Korean geography as a subject can be summarized as follows: 1) The educational goals, objectives, and contents of Korean geography were controlled by the Japanese Resident General(1906∼1910) and Government General(1910∼1945). And they attached great importance to geography education in the depolitical socialization of Korean students. 2) One of the characteristics of Japanese educational policy was to weaken the relative importance of Korean geography in the curriculum. The facts of 1) and 2) are demonstrated by reviewing the then current curriculums and by analysing the contents of contemporary textbooks. 3) In resisting Japanese educational policies, Korean educators concentrated their efforts on the education of Korean geography mainly in private schools and in various social educational activities. 4) The study of the history of geography education during the Japanese occupation awakens us to the importance of geography teaching in developing such affective traits as partiotism through a full understanding of their country.
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남상준 한국사회과교육연구회 1996 사회과교육 Vol.- No.29
그동안 우리나라 사회과 교육을 이끌어 온 논리체계가 내포한 방법론의 속성, 창의적 사고력에 대한 오해, 사회적 규범의 특징, 사회교과목의 존립의의와 관련된 사회과 교육의 성격 등 때문에 사회과 교육에서의 창의적 사고력 교육은 소홀히 이루어져 왔다. 21세기는 정보화, 다양화, 세계화의 세기일 것으로 예측되고 있다. 이러한 성격을 지닌 미래사회에서 중요하게 요구되는 것은 개인들의 창의적 사고력이다. 기존의 국가, 사회적 요구에 의한 외재적 목표지향의 교육에서 벗어나 인간 교육을 추구하는 새로운 교육의 일환으로서 사회과 교육이 노력하여야 할 분야는 창의적 사고력이다. 창의적 사고력의 기능과 창의적 사고력의 성향을기르기 위한 사회과 교육이 충실히 이루어짐으로써 기존의 비판적 사고력, 논리적 사고력과 함께 새롭게 전개될 미래사회에 대비하는 사회과 교육의 역할에 충실할 것으로 생각된다.
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남상준 한국환경교육학회 1994 環境 敎育 Vol.7 No.1
This study was performed to determine appropriate teaching-learning and evaluation methods for Environmental Studies. To promote the relevance of our study to the needs of the schools and concerned educational communities of environmental education, we reviewed related literature, conducted questionnaire surveys, interviewed related teachers and administrator, held meetings with experts, and field-tested our findings. For selecting and developing teaching-learning methods of Environmental Studies, findings of educational research in general are considered. moreover, principles of environmental education, general aim of environmental education, orientations of environmental education, and developmental stages of middle school students in educational psychology were attended. In addition, relevance to the purpose of the Environmental Studies curriculum, appropriateness for value inquiry as well as knowledge inquiry, small group centered class organization, social interaction centered teaching-learning process, regional environmental situation, significance of personal environment, evaluation methods of Environmental Studies, multi- and inter-disciplinary contents of the Environmental Studies textbook, suitability to the evaluation methods of Environmental Studies, and emphasis on the social interaction in teaching-learning process were regarded. It was learned the Environmental Studies can be taught most effectively in via of holding discussion sessions, conducting actual investigation, doing experiment-practice, doing games and plate, role-playing and carrying out simulation activities, and doing inquiry. These teaching-learning methods were field-tested and proved appropriate methods for the subject. For selecting and developing evaluation method of Environmental Studies, such principles and characteristics of Environmental Studies as objective domains stated in the Environmental Studies curriculum, diversity of teaching-learning organization, were appreciated. We categorized nine evaluation methods: the teacher may conduct questionnaire surveys, testings, interviews, non-participatory observations; they may evaluate student's experiment-practice performances, reports preparation ability, ability to establish a research project, the teacher may ask the students to conduct a self-evaluation, or reciprocal evaluation. To maximize the effect of these methods, we further developed an application system. It considered three variables, that is, evaluates, evaluation objectives domains, and evaluation agent, and showed how to choose the most appropriate methods and, when necessary, how to combine uses of different methods depending on these variables. A sample evaluation instrument made on the basis of this application system was developed and tested in the classes. The system proved effective. Pilot applications of the teaching-learning methods and evaluation method were made simultaneously; and the results and their implications are as follows. Discussion program was applied in a lesson dealing with the problems of waste disposal, in which students showed active participation and creative thinking. The evaluation method used in this lesson was a multiple-choice written test for knowledge and skills. It was shown that this evaluation method and device are effective in helping students' revision of the lesson and in stimulating their creative interpretations and responces. Pupils showed great interests in the actual investigation program, and this programme was proved to be effective in enhancing students' participation. However, it was also turned out that there must be pre-arranged plans for the objects, contents and procedures of survey if this program is to effective. In this lesson, non-participatory observation methods were used with a focus on the attitudes of students. A scaled reported in general description rather than in grade. Experiment-practice programme was adopted in a lesson for purifying contaminated water and in th
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