• The Korean Journal of Elementary Counseling
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• v.5 no.1
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• pp.139-158
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• 2006

The purpose of this study was to test the emotional intelligence development program and to verify the effects of the emotional intelligence development program for the increase of emotional intelligence and school life adaptation in elementary school students of single parent family To verify the previous hypotheses, 16 children of single parent family(experimental group I : n=8, control group 1 : n=8) and 16 children of two parent family(experimental group II : n=8, control group II : n=8) were selected at random, which are a total of high-grade students from P elementary school in J city, Jeon-buk province. Disposal about experimental group executed the emotional intelligence development program for the humanity education of Moon - yong - lin(1999) and the emotional intelligence development program which was reconstructed guidance for elementary school children of Her - seung - hee (2004) as the level of elementary school for 50 minutes, 16times, twice a week. In order to verify the effects after experiment, 1 collected materials for estimation by providing the subject children with questionaries about emotional intelligence and the ability of school life adaptation before and after the experiment, and then analyzed the average differences in number of marks between the experiment group and the control group before and after the experiment through and by using One-Way ANOVA, and SPSS WIN 12.0 program. The results of the study were as follows : First, there was significant increase between experimental group and control group received the emotional intelligence development program on emotional intelligence in statistic data(p<.01). Second, there was significant increase between experimental group and control group received the emotional intelligence development program on the school life adaptation in statistic data(p<.001). Third, there was no significant difference between the single parent family's children and the two parent family's children of the experimental group received the emotional Intelligence development program on the emotional intelligence and the ability of school life adaptation(p>.05). But single parent family's children were higher significant increase than two parent family's children on the relationship with teacher(<.01). The results obtained in this study indicated that the emotional intelligence development program was effective on the emotional intelligence and the ability of school life adaptation. Also, these showed that this program helps the school life adaptation and positive relationship with teacher of single parent family's children.

• The Korean Journal of Elementary Counseling
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• v.9 no.1
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• pp.95-110
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• 2010

The purpose of this research is to investigate how the Peer-Praise Activity program influence the Elementary School Students' Peer-Relationship and Class Cohesiveness. 2 Classes from the 5th grade of J elementary school in Seoul were selected as experimental group and control group. After the Peer-Praise Activity program was applied to experimental group, a post-test was given to verify the effects of the program. After one month, follow up-test was conducted to check the effect of durability on program. The program was applied to experimental group to check the inadequency and problem. Contrastively, control group had no application of the program. The results of this study are as follows : Compared to control group, experimental group that participated in the Peer-Praise Activity program showed significant improvement(p<.05) in Peer-Relationship and Class Cohesiveness. To supplement the results of quantitative analysis, opinion documents and qualitative analysis were executed. It shows that children had help of having confident school life by improving friendship and having a sense of unity and community spirit. In follow up-test result, it is known that the effect of Peer-Praise Activity Program is continued in Peer-Relationship and Class Cohesiveness and its all sub-factors except Communal life with friends which is one of the sub-factor in Peer-Relationship. The results above prove that Peer-Praise Activity Program has a positive effect on the Peer-Relationship and Class Cohesiveness for elementary school students. But it is needed to study long-term conducted program to improve durability effect. And curriculums and subjects which is able to connected with program should be studied continually.

• Journal of Korea Entertainment Industry Association
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• v.13 no.7
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• pp.419-430
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• 2019

The study sought to find out the actual process of adapting to social life through interviews with college students and adult women living as defectors in the South, and to find out how it would be desirable to move forward in terms of education in order for all of our lives to be happy. The method of research consisted of semi-structured interviews. The interview period was four months. Based on the results of the interview, the following conclusions are given. First, it is necessary to establish a direction for strengthening cooperation rather than conflict in education, and restoring homogeneity of the same people. It is also true that real challenges are not easy at a time when the fratricidal war like the 6.25 conflict has deepened the conflict. However, at this point, 65 years later, the nation cannot stay only in the past. Second, the perception that they disapprove of economic aid to North Korean defectors also exists in part among adults. Third, negative thoughts about reunification among South Koreans also appear relatively high. This is believed to be due to the argument that the growth of social welfare and economic growth is offset by the increase in unification costs. Fourth, the content of living in real life such as culture and art, along with knowledge-oriented education in school education, should be treated with the same weight. This should create an environment in which North Korean defectors can enjoy the same happiness as South Koreans.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.13 no.1
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• pp.117-128
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• 2002

Objectives：For the purpose of obtaining the more vivid present status and prevention program of teenage pregnancy, this survey was done by Obstetricians, as study subject, who manage the pregnant teenager in real clinical situation. Methods：Structured survey form about teenage pregnancy was sent to 2,800 obstetricians. That form contained frequency, characteristics, decision making processes, and psychiatric aspects of the teenage pregnancy. 349 obstetricians replied that survey form and we analysed these datas. Results：(1) The trend of teenage pregnancy was mildly increased. (2) The most common cases were unwanted pregnancy by continuing sexual relationship with boyfriends rather than by forced, accidental sexual relationship with multiple partners. (3) The most common reason of labor was loss the time of artificial abotion. (4) Problems of pregnant girls' were conduct behaviors and poor informations about contraception rather than sexual abuse or mental retardation. (5) Most obstetricians percepted the necessity of psychiatric consultation, however psychiatric consultation was rare due to parents refusal and abscense of available psychiatric facility. (6) For the prevention of teenage pregnancy, the most important thing was practical education about contraception. Conclusions：Based on the result of this study, further study using structured interview schedule with pregnant girl is needed for the detecting risk factor of teenage pregnancy and effective systematic approach to pregnant girl.

• Journal of the Korean Society of Food Culture
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• v.23 no.2
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• pp.293-300
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• 2008

It determines Chinese addiction to piquancy that the Chinese traditional food production laid excessively particular stress on agriculture coming into being long before in the history and the state of Chinese food living was that the people were very difficult to live. The history of Chinese addiction to piquancy could be traced back to prehistory. And in Chinese “hot” is separated from “peppery” and it refers in particular to the piquancy more than general peppery. The character of “Hot” appeared after Han Dynasty in Chinese. Capsicum was brought to China from the sea in the middle of Ming Dynasty. Then it surpassed the formers soon and became the most popular and addictive piquancy food in China. Capsicum has many names in China, such as “$F{\bar{a}}nji{\bar{a}}o$”, “$H{\bar{a}}iji{\bar{a}}o$”, “$L{\grave{a}}ji{\check{a}}o$”, “$L{\grave{a}}h{\breve{u}}$”, “$L{\grave{a}}zi$”, etc., and they indicate the geographical and humanistic character of the distribution. (eight books on preserving one’s health) is the earliest history record about capsicum in existent Chinese history record that was finished in 1591. In this article the author puts new opinion forward on the record in this book. It is because the hottest piquancy of capsicum, capsicum’s better adaptability and low cost to plant combine with Chinese piquancy addiction at large that capsicum can replace the status of pepper and other traditional peppery flavorings soon and cause worldwide attention to the Chinese piquancy addiction finally. The human common characters of unchangeable inertia, depending to fully grow addiction and aggrieved delight are the most important reasons to cause piquancy addiction that has formed a custom through long-repeated practice and this custom do not change with condition change. The unbalanced spread process of capsicum in China shows that the region is poorer and the addictive degree is deeper.

• Journal of radiological science and technology
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• v.38 no.3
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• pp.295-304
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• 2015

This study intended to examine the correlation of career self-regulation (plan and check-up, positive thinking, career feedback, environment formation for career) and career identity (career decision, indecisiveness, career indecision) caused by parental career support (informative, emotional, financial, and empirical) among freshmen, sophomores, and juniors in the radiotechnology department. For assessment, a survey was conducted and according to the results, there existed correlation as follows. Regarding parental career support, emotional support is plan and check-up (r=.25, p<.001), Career feedback (r=.54, p<.001), and positive thinking (r=.46, p<.001) showed high positive correlation while informative support showed correlation in all factors showing high correlation with environment formation for career (r=.22, p<.001), plan and check-up (r=.20, p<.001), career feedback (r=.24, p<.001), and positive thinking (r=.26, p<.001). Financial support career feedback (r=.33, p<.001) and positive thinking (r=.34, p<.001) showed somewhat higher correlation. All factors of environment formation for career (r=.18, p<.001), plan and check-up (r=.25, p<.001), career feedback (r=.37, p<.001), and positive thinking (r=.30, p<.001) showed high correlation. Informative support showed high correlation only with career decision (r=.27, p<.001) and financial support also showed high correlation only with career decision (r=.18, p<.001). Also, empirical support was somewhat highly correlated only with career decision (r=.23, p<.001). Regarding school-year difference depending on parental career support, there was significant difference between emotional support (F=8.52, p<.001), financial support (F=8.97, p<.001), and empirical support (F=5.36, p<.05) while informative support was dismissed. Regarding school-year difference depending on career self-regulation, there was significant difference between career feedback (F=8.48, p<.001) and positive thinking (F=16.29, p<.001) while environment formation for career and plan and check-up were dismissed. Regarding school-year difference depending on career identity, there was significant difference between career indecision (F=4.01, p<.05) and career decision (F=11.72, p<.001) while indecisiveness was dismissed. According to the analysis results, parents' active support to their child like respecting and listening to their opinion on career, provision of career related experience or information, and provision of necessary financial aid for their study or academic preparation made the students plan and exploring their career, examine accomplishment progress, have positive idea to realize their objectives. In addition, the students were able to establish the objective of their career by forming the environment that helped them realize their objectives by seeking advices and encouragement from surroundings. Meanwhile, the parents' attitude to respect and listen to their child's career related opinion affected their career decision and indecision. Although informative support helped the students' career decision, financial and empirical support caused effect only to career decision.

• The Journal of Korean Institute of Communications and Information Sciences
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• v.3 no.1
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• pp.28-30
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• 1978

Communication actions as a social band or Human community stick (fast) to human being ceaselessly w without stopping everywhere. All of comm. actions can be kept up and developed by the education of its own. Comm. actions have to include a character of social process, and so for it the social science should t to be some essential part of it. Therefore, Comm. education have to be schemed for achieving with a point of view of synthetical s science including technical and social factor. However, recentry Comm. education be suffered to lose of itowns essential attribute and individual i independence becausing to reduce social weight recklessly in their education It is a prindiple that Comm. science is an integrate science being composed of human, social and t technical subdepartments and so comm. education have to obey for Comm. constuctional theory, i international and social claim. Originally in Korea a educational idea and genealogy forming by the comm. scientific theory has I inherited on orthodoxy. But in 1961, communication college that is only the orthodox model of Comm. education, was f forced to close by some reckless policy and then the national administration for the Comm. education h have been weakened, and so recently it’s education became to degenerate as out of genealogy or n nonsystem alike some scattering Family. On the other side, today comm. science make to it’s modern scientific factor and to keep its l integrate level, therefore, all of educational provisions and administration for the telecomm. should t to be supplement to be fit for their plural chatacters. Comm. education have to occupy an individual educational system through the comm. theory, and t then it can be coexisted with neighbour scientific field equally and can include, connect coordinate o or effect its inference in each subfactor organically. Finally, educational system for telecommunication should to be requested as preeedence that i independent field including pluralism must be formed and sufficient autonomy be guarenteed, and s so Comm. education must be to restored its orthodox genealogy and be recovered individual system a and seIfrestraint field, and then it can be accomplished its own duty for nation and society.