• Journal of the Korean Society of School Health
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• v.8 no.1
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• pp.25-57
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• 1995

• Social Workers
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• no.8 s.52
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• pp.35-37
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• 2006

최근 한인사회 내에는 이민역사상 최초로 두 개의 지역사회복지센터 건립이 추진되고 있다. 또한 미주 아름다운재단과 2세들이 중심이 되어 창립한 한미지역사회재단(Korean American Community Foundation)등을 중심으로 건전한 기부문화를 형성을 위한 노력이 활발히 진행되고 있으며, 조기교육센터와 청년학교, 지역사회클리닉 등 전문사회복지 및 권익옹호단체들이 속속 생겨나고 있다.

• Journal of the Korean association of regional geographers
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• v.7 no.3
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• pp.91-106
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• 2001

Local government takes an active role in the (re)making of local socio-economic space. To support such an argument, the three different actions by the local government of Taegu, urban planning and local industrial districts, the establishment of special educational institutions, and textile festival are analyzed. The division of the city's space into residential, commercial, and industrial area by local government constrained the location of local manufacturing industries. It also forced textile industry to move to the outskirts of Taegu. As the education level in South Korea rose after the late 1970s, the local government of Taegu as well as local industrial capitalists had to do something to acquire a stable supply of labor to local manufacturing industries, particularly textile one. After the late 1970s, the special classes for the education of local workers, especially textile ones were established within vocational high school and company-operated high schools were also built in Taegu. Finally, local government started a program of textile festival in 1985. Through textile festival, local government as well as local textile business people tried to reproduce textile industry as the main economic activity of Taegu.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.8 no.1
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• pp.221-228
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• 2018

The purpose of this study is to examine the environmental factors influencing the multicultural acceptability of adolescents, and to improve the multicultural acceptability of adolescents. This study seek to confirm family environmental factors, school environmental factors, community environmental factors on the multicultural acceptability of adolescents, and provide an alternative to increase the multicultural acceptability of adolescents. This study used data from the first grade of middle school in the Korean child and youth panel data, and a total of 2,278 data were used for analysis. The analysis was done by multiple regression analysis through SPSS 18.0. The results were as follows: the environmental factors shown to significantly affect the multicultural acceptability of adolescents were school factors, such as school adaptation, and community factors, such as community awareness and community consciousness. As a result, it was found that school adaptation, school environment factors, community awareness and community consciousness affect the multicultural acceptability of adolescents. These results suggest that the role of school environment and community environment is important for enhancing the multicultural acceptability of adolescents. In the school environment, various education and programs should be prepared, and in the community environment, it is necessary to strengthen the role of the community and community consciousness.

• 학교보건
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• s.13
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• pp.3-7
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• 1984

• 한국학교발명협회:학술대회논문집
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• v.2004 no.12
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• pp.525-615
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• 2004

• Journal of Korea Entertainment Industry Association
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• v.15 no.5
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• pp.129-139
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• 2021

This study categorized the viewpoint of cooperation between schools and communities into marketability and publicness, and the viewpoint of school education and lifelong education. The perspective of school education consider to utilize local resources for the growth of students. The lifelong education perspective sees cooperation between schools communities to support the learning of residents. While the marketability perspective pursues individual choices and diversity of opportunities, the publicness perspective focuses on ensuring citizens' right to learn and evenly distributing learning opportunities. From the point of view of school education, it seeks to utilize local resources for the growth and development of students, and in the view point of lifelong education schools are understood to support the learning activities of residents. Cooperation between schools and communities could be presented by categorizing them into private organization-led, educational authorities-led, and provincial authorities-led depending on the subject of the promotion. Recently, local governments and educational governments, schools and communities are developing to a stage where they cooperate to realize the vision of a educational community. For the cooperation between schools and communities the local community, cooperation between local government and educational government and the harmony between publicness and marketability are emerging as tasks.

• Proceedings of the KSCN Conference
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• 2000.11a
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• pp.54-54
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• 2000

• Proceedings of the KSCN Conference
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• 2002.05a
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• pp.433.2-434
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• 2002

• Proceedings of the KSCN Conference
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• 1999.05a
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• pp.121-121
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• 1999