• Journal of the Korean Institute of Educational Facilities
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• v.18 no.6
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• pp.45-56
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• 2011

This study explored what impacts can be brought to students, teachers, schools, and community by the improvement of physical environment of school spaces. For the purpose, we studied 5 schools (2 elementary and 3 middle schools) who took part in the Happy School Project funded by the Ministry of Culture, Sports, and Tourism in 2008. Ten series of Focus Group Interviews were carried out with a sample of 28 students and 20 teachers who experienced both before and after the school renovation project. The analysis of the interview data revealed that although the project was concerned with a part of school space such as restroom or reading room, it could bring multiple effects such as following: First, the students addressed that they felt "good" about school environment, which led them to feel good about their "schools." This change was found out to bring about more positive attitudes towards a school in general, public manners, peer relationships, emotional well-being, and learning. Second, the teachers became to value more their principals' leadership, being more satisfied with their work environment and more concerned about management of school facilities, and happier with students in terms of teaching and guidance than before. Third, all the 5 schools seem to go through a noticeable change in terms of a school climate and ethos in a more positive and harmonious way. Finally, 'spread', 'promotion', and 'openness' effects were discussed with regard to the relationships between the schools and local community.

• Journal of recreation and landscape
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• v.12 no.4
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• pp.79-90
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• 2018

Yesan-gun was selected to receive a "Village Community Garden Project" in 2018 to foster a sense of community and improve the urban landscape by working with neighbors to create a happy living space for residents. Yesan-gun selected Sapti Park, located in Yesan-eup, as the project site. The project was carried out through the design charrette method (an intense period of collaborative creativity) to allow residents to propose and design park concepts themselves for the community garden construction project to ensure that that the park facilities would provide something for everyone to enjoy. This study followed the actual design project that actively introduced the design charrette in planning the community garden, describing the entire design process from planning to construction and revealing how the opinions of residents were projected onto the design drawings. The purpose of the project was to advance user-participation design methods by reviewing the progress of the design charrette process and to examine how storytelling, the act of conveying ideas through a fun and persuasive story, transformed the plans for the community garden.

• Journal of the Korean Institute of Rural Architecture
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• v.25 no.3
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• pp.37-45
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• 2023

This study is conducted to provide an empirical review on how schools play a pivotal role in the regional communities. For this, the use of closed schools, activities to revive small-scale schools, and activities related to nearby schools outside the village were analyzed for villages that have participated and have been awarded in the Contest for Making Happy Rural Communities by the Ministry of Agriculture, Food and Rural Affairs. The results of this are as follows. Out of 204 villages that won the contest, there were 19 cases of school closures. Of these 19 cases, there are 17 cases in which the closed school facilities still exist. For the two remaining cases, there are no buildings and only the site remains. To summarize the use of these schools, the functions are being combined and are determined within the range that local residents can operate. The impact or success factors on the region can be summarized into five main categories through the revival of schools in the crisis of closure. First, it was an opportunity to lay an organizational foundation for village projects in the future by reorganizing the village's organization, such as the formation of a village promotion committee to revive the schools. Second, it did not just introduce outsiders to increase the population, but supported housing and jobs for them to successfully settle down. Third, a cultural community was created with senior and junior residents, and finally, the residents became teachers or formed a village education communities such as lifelong education. In the relationship with schools existing outside the village, activities with members of the surrounding schools and linked activities are being carried out in the sense of "school".

• Archives of Craniofacial Surgery
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• v.13 no.2
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• pp.95-98
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• 2012

Nowadays, plastic surgical operations are increasingly being performed in Korea. We have gained added interest in this because some professional pictures contain plastic surgery in their venue. In the films, we intend to see the recognition of society for plastic surgeons and which field of plastic surgery. The list of movies for analysis were 'Plastic Beauty (1975)', 'Penthouse Elephant (2005)', '200 Pounds Beauty (2006)', 'Cinderella (2006)', and 'Time (2006)'. The TV dramas were 'She is looking (2005)', 'Lovers (2006-2007)', and 'Before & After Plastic Surgery Clinic (2008)'. Films were analyzed according to the following: the chief complaints and names of the operations, character of plastic surgeons, result of the operation and its possibility in reality, and its effect of plastic surgery on the life of the patients. Most of the film contained facial transplantation or the change of the face or body different from the original shape. Character type of the plastic surgeons was mostly medical realism, rather than ideal humanism. Most of the plastic surgeons have capability as a doctor; however, some of them had extramarital affairs. The surgery was successful in most of the cases, but were the patients happy with the results? This was not the case in the movies. In only one movie, '200 Pounds Beauty', the patient became happy; rest of them were eminently unhappy with the outcome. Why the discrepancy? It is difficult to analyze the minds of the people in the films, but considering that the majority of the characters in the films were rather unsavory, one may deduce that a crooked mind functions differently. Perhaps it is too much to hope for a day that will come when we will see a film that portrays the mental anguish that accompanies each and every procedure the Korean plastic surgeons make.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.24 no.2
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• pp.83-89
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• 2013

Objectives : It is known that children with attention-deficit hyperactivity disorder (ADHD) experience significant difficulty in recognizing facial emotion, which involves processing of emotional facial expressions rather than speech, compared to children without ADHD. This objective of this study is to investigate the differences in facial emotion recognition between children with ADHD and normal children used as control. Methods : The children for our study were recruited from the Suwon Project, a cohort comprising a non-random convenience sample of 117 nine-year-old ethnic Koreans. The parents of the study participants completed study questionnaires such as the Korean version of Child Behavior Checklist, ADHD Rating Scale, Kiddie-Schedule for Affective Disorders and Schizophrenia-Present and Lifetime Version. Facial Expression Recognition Test of the Emotion Recognition Test was used for the evaluation of facial emotion recognition and ADHD Rating Scale was used for the assessment of ADHD. Results : ADHD children (N=10) were found to have impaired recognition when it comes to Emotional Differentiation and Contextual Understanding compared with normal controls (N=24). We found no statistically significant difference in the recognition of positive facial emotions (happy and surprise) and negative facial emotions (anger, sadness, disgust and fear) between the children with ADHD and normal children. Conclusion : The results of our study suggested that facial emotion recognition may be closely associated with ADHD, after controlling for covariates, although more research is needed.

• MISULJARYO - National Museum of Korea Art Journal
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• v.100
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• pp.22-49
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• 2021

Bowonsa Temple (普願寺) is located to the north of Gayasan Mountain in Unsan-myeon, Seosan-si, Chungcheongnam-do Province. The cultural properties it enshrines were produced during the late Unified Silla and early Goryeo periods, and include an Iron Seated Buddha. The Japanese Government-General of Korea Museum planned a survey on historical remains in Chungcheongnam-do Province during the early Japanese colonial era, and a field survey was conducted at the Bowonsa Temple site in 1916 (Taishō 5). During this survey, the sculpture of the Iron Seated Buddha (knee: width 212 cm x thickness 167 cm) was found enshrined in a hut. The sculpture was moved to Gyeongbokgung Palace in the following year. However, it is clear that the colossal Iron Seated Buddha was being housed at the Bowonsa Temple site at the start of the Japanese colonial era. This Iron Seated Buddha is presumed to have been produced in 955 by State Preceptor Beopin Tanmun (法印國師 坦文, 900-975). Tanmun was born into an influential family that produced many high officials. He became a leading figure in the Hwaeom (Flower Garland) school of Buddhism under the patronage of King Taejo. He also led Buddhist events at the Goryeo royal court during the reigns of King Hyejong (惠宗, r. 943-945) and King Jeongjong (定宗, r. 945-949). With the emergence of Gyunyeo (均如, 923-973), who was sponsored by Queen Daemok (大穆王后, dates unknown) of the Hwangbo clan (皇甫氏), Tanmun was transferred to Bowonsa Temple far from Kaesong. However, even while there Tanmun strengthened his ties with his supporters under the patronage of the Chungju Yu clan. He appears to have produced this colossal sculpture of Iron Seated Buddha as a prayer for longevity and a happy life for King Gwangjong (光宗, r. 949-975). The inscription on the Stele of State Preceptor Beopin at Bowonsa Temple Site that reads "[I] created a Buddha triad in gold" also suggests the Iron Seated Buddha was produced at Bowonsa Temple. This Iron Seated Buddha is thought to have been enshrined originally in a hall at Building Site No. 3 within the Bowonsa Temple precinct. Since excavations at the temple site have revealed that the temple's main hall was erected in the Joseon period, the Iron Seated Buddha might have been enshrined in a different hall at the time of its creation. It is likely that the sculpture was placed in a hall at Building Site No. 3 since Goryeo-era roof tiles and porcelain have been frequently excavated there and the remains of a square Buddhist altar have survived at the site. At the time of its creation, the Iron Seated Buddha was likely enshrined in a Goryeo-era hall at Building Site No. 3 but was transferred to the main hall during a rebuilding project undertaken at Bowonsa Temple in the Joseon period.

• Journal of Korean Home Economics Education Association
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• v.29 no.4
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• pp.161-193
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• 2017

The purpose of this study was to develop and evaluate pre-parenthood education program(PPEP) based on Home Economics(HE) subject for high school students. The development and evaluation of PPEP based on HE subject in this study followed ADDIE model except implementation through 4 processes such as analysis, design, development, and evaluation. First, program development directions were set in three aspects such as 'general development', 'contents', and 'teaching and learning methods'. Themes of the program are 11 in total such as '1. Parenting, what is being a parent', '2. Choosing your spouse, happy marital relationship, the best gift to your children', '3. Pregnancy and birth, a moving meeting with a new life', '4. Taking care of a new born infant for 24 hours', '5. Taking care of infants, relationship with my lovely baby, attachment', '6. Taking care of young children, my child from another planet', '7. Parents and children in healthy family', '8. Parent-child relationship, wise parents to make effective interaction with their children', '9. Parents safety manager at home,', '10. Practice to take care of infants', and '11. Practice of community nurturing support service development'. In particular, learning activities of the program have major characteristics such as 1) utilization of cases including practice problems related to parenting, 2) community exchange activities utilizing learned knowledge and techniques, 3) actual life project activities utilizing learning contents related with parenting, 4) activities inducing positive changes in current life of high school students, and 5) practice activities for the necessities of life such as food, clothing and shelter supporting development of children. Second, the program was developed according to the design. Teaching-learning plans and materials for 17 classes were developed according to 11 themes. The developed plans include class flow and teacher's reference. It starts with receiving a class-related message from a virtual child at the introduction stage and ended with replying to the message by summarizing contents of the class and making a promise as a parent-to-be. That is the basic frame of class flow. Learning materials included various plans and reports necessary for learning activities and they are prepared in details so that they can be play the role of textbooks in regular curriculum. Third, evaluation of developed program was executed by a 5 point Likert scale survey on 13 HE experts on two aspects of program development process and program development results. In the evaluation of development process, mean value was 4.61 and index of content validity was 97.4%. For development results, mean value was 4.37 and index of content validity was 86.9%. These values showed that validity in the development process and results in this study was highly secured and confirmed that PPEP based on HE was appropriate and valid to enhance parent qualifications of high school learners.