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Planning My Own Problem-Solving App (UI design)
week 2 Exploring Phenomena and Identifying Unique Aspects for Planning My Own Problem-Solving App
The process of defining problems from phenomena and generating solution ideas
– View the provided image (phenomenon) and, in accordance with the steps, write a simple sentence for each stage.
Phenomena related to SDGs 8 & 11 (1)
– In the following articles, we will explore the specific phenomena related to the topic.
“Places in Korea that Everyone Ends Up Disappointed With When They Actually Visit”
Ulsan, along with Daejeon, is considered a ‘no fun city’.
It is a domestic area nicknamed ‘No Fun City’ on social media.
There are many responses that there is a lack of unique tourism content compared to other regions.
Ulsan is a representative industrial city where Hyundai Motor Company and Hyundai Heavy Industries are located.
It is an industrial city with factories in automobiles, petrochemicals, shipbuilding, and non-ferrous metals.It is known as a travel destination with nothing to see except the Taehwa River, so much so that even the guide calls it a ‘trip to Ulsan that ends in one day.’
Even locals joke that the sight of Hyundai on the way home from work is the best thing to see.
People who live in Ulsan also said that they usually take the subway and hang out in Busan.
Notable attractions in Ulsan include Taehwagang National Park, Ganjeolgot, and Daewangam Park.
It’s a great place to take a walk with a panoramic view.
However, the general response is that there is no place in particular worth visiting after seeing the natural scenery.
Ulsan is also a place that does not stand out behind Busan and Gyeongju.
Also, Ulsan is a place where traveling only by public transportation has limitations.
Changwon is a region in Korea that is called a ‘no fun city’ just as much as Ulsan.
Changwon, along with Ulsan, is a place where the machinery industry and export industries were formed.
Masan Port was once considered a mecca for the export industry.
In contrast, Changwon does not receive much attention as a tourist attraction.
Travel destinations promoted in Changwon include 3/15 Marine Nuri Park, Junam Reservoir, and Jinhae Marine Park.
Of course, it is famous as a tourist attraction in Changwon, but other than this, there is not much to see.
City tour buses are in operation in Changwon.
Courses include Changwon House, Masan Sangsang-gil, and Masan Fish Market.
This also means that there are no places worth visiting Masan Fish Market on the city tour route.
The population of Changwon is 1.01 million. Although it is one of the largest cities in Gyeongsangnam-do, it is disappointing that tourism contents are not developed.
In particular, we can see reactions that it does not receive much attention because it is adjacent to the tourist city of Busan.
– Let’s take a look at the article and briefly summarize what the situation/phenomenon is.
– Write about a tourism characteristic of a region that has a strong perception of being boring, and what it would take to make people want to travel there.
Examining the phenomenon related to the educational gap (2)
– Let’s look at the phenomenon related to the education gap (education inequality) through the following.
“Studying is suspended from elementary school.”
Multicultural students’ ‘underprivileged education’ is increasing
The percentage of “multicultural students” who are children of international marriage and foreign families and stop studying in elementary schools is increasing. (abbreviated)
From 2012 to 2017, the percentage of school suspension among all elementary school students was 0.5 to 0.6%. However, during the same period, the rate of suspension of studies among multicultural elementary school students reached 0.82 to 0.99%. The figure is about twice as high. The proportion of multicultural students among elementary school students who stopped studying also increased from 1.45% in 2012 to 5.46% in 2017.
The main reason why elementary school students stop studying is to go abroad. They leave with their parents or alone. As of 2017, 11,967 out of 14,998 elementary school students left the country. The rest reasons for the suspension of the study include illness (137 people), long-term absence (11 people), or others (2883 people). However, in multicultural student statistics, ‘adaptation’ was noticeable. In the same year, 126 multicultural elementary school students stopped studying due to maladjustment. This is 15% of multicultural elementary school students who have stopped studying.
Under the current Framework Act on Education, elementary and middle schools are compulsory education. Earlier, the National Human Rights Commission of Korea recommended that multicultural students should be provided with equal educational opportunities. It is based on the judgment that children’s right to basic education cannot be discriminated against by nationality or race. If even elementary education is not received, it is highly likely that it will not be able to move on to middle and high education. The rate of suspension of middle and high school studies among multicultural students is very high.
Park Chul-hee, a professor of education at Kyungin University of Education, said, “It’s better than the past, but Korean elementary schools are not ready to welcome multicultural students who can’t speak Korean.” “Students who are not suitable for school are likely to worsen due to social maladjustment,” he said. “The more multicultural students who are suspended from school, the more problems can arise in overall social integration itself.” (abbreviated)
Source: Cookie News, “Suspension of Study from Elementary School” Multicultural Students ‘Education Disadvantage’ Increasing as Time Goes
– Let’s take a look at the detailed phenomena related to the subject in the next article.
– What impact will domestic tourists have on the local economy and jobs? Let’s summarize the reasons why tourist destination development is necessary.
Write about a phenomenon related to SDGs 8 & 11
– If there are other phenomena that relate to the Goal 8 “Decent work and economic growth” & Goal 11 “Sustainable cities and communities” themes, let’s summarize them.
Analyze phenomena related to SDGs 8 & 11
–To better understand the phenomena we’ve seen, try answering the questions listed. And then create additional questions of your own, and write answers to those questions.
My feelings on the phenomena related to SDGs 8 & 11
– After analyzing and organizing the phenomenon, what are my feelings about the phenomenon? In the previous activity, Question and answer, write down what you felt about the phenomenon (what you found interesting or impressive) and why. If necessary, refer to the emotion words provided below.
<emotional Words>
Happy, Good, Happy, Satisfied, Pleased, Enjoyable, Exhilarating, Exciting, Angry, Annoying, Frustrating, Disappointed, Dislike, Boring, Unpleasant, Upset, Painful, Hateful, Despairing, Frustrated, Pitiful, Regrettable, Depressed, Sad, Anxious, Scary, Worrisome, Surprising, Shocking, Reassuring, Proud, Thrilling, Warm, Confusing, Overwhelming, Grateful, Fun, Boring, Covetous, Emotionless.
Derive the attributes that make up the phenomena relevant to SDGs 8 & 11
–Let’s derive the attributes that make up the phenomena related to the SDGs 8 & 11 themes we discussed earlier as keywords and represent their relationships as shapes.
Singularity that can be derived from phenomena related to the subject
– Identify the “singularity” from your impressions of the phenomenon and the attributes you identified. What do you find unusual about the phenomena and attributes related to SDG 78 & 11?
– Think about the singularities (positive, negative, weird) of the phenomenon and write about the reasons and explanations for the singularities.