• The Journal of the Korea Contents Association
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• v.20 no.2
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• pp.265-276
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• 2020

This research is to study about the extrinsic characteristics of imaginary friends in the picture books which are published in Korea and its publishing trend. At first, the pioneering country which is publishing picture books telling about the imaginary friend belongs to the western countries, and some part of them are printed in Japan and Korea among east asia, and its story is most likely fiction, since 2000, the picture books about the imaginary friends have been steadily published. Secondly, its extrinsic characteristics among them are the gender, name of the main character and his/her imaginary friends, and whether the imaginary friend present themselves, their physical types, and the numbers of imaginary friends in the picture books. The percentage of gender between man and woman who is more likely to have the imaginary friends in the picture books are higher to girls than boys, and their imaginary friends are to be called by the intimate or unique name rather than the its general name and/or the name reflected by it appearance, and the imaginary friend are only visible to the main character, and its type are widely ranged from animal, human, and others in frequent order, and the main character tend to have only one imgainary friend rather than to have multiple ones.

• The Journal of the Korea Contents Association
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• v.22 no.1
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• pp.337-347
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• 2022

This research aims to analyze the gender, sibling, and characteristics of figures who created the imaginary friends among 30 picture books published in Korea. At first, as a result of the research, a total of 35 figures of the 30 books had imaginary friends, of which 24 figures were women and 11 were men, with women more than twice as many as men. Secondly, in many cases, the only child in picture books had the imaginary companion, but in case of the figures who have brothers or sisters, The imaginary companion visited them more frequently to different gender rather than to same gender. Looking at the frequency of appearance of imaginary companion, the eldest, younger brother, and no appearance appeared in order. Third, as a result of examining the personality of figures who created the imaginary companion, their extroversion or introversion has no meaningful correlation each other. These results are meaningful as reference data for understanding children with imaginary friends in reality as picture books reflect the reality of children with imaginary friends and show various situations of infant with imaginary friends in a balanced manner.

• Journal of The Korean Association For Science Education
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• v.34 no.2
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• pp.175-186
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• 2014

This study investigated the influences of pair activity on characteristics of science imaginary pictures drawn by elementary school students and their perceptions of science imaginary drawing. To do this, fourth graders (N=123) from one of the elementary schools were selected and assigned to individual science imaginary drawing (n=61) and paired science imaginary drawing (n=62) groups. The students of each group were administered the questionnaires. The analyses of the results indicated that pair science imaginary drawing was useful in some cognitive aspects (e.g., the understanding of science imaginary drawing, the diversification of topics and times, the generation of scientific ideas, and the elaboration of the pictures) and motivational aspects (e.g., the inducement of interest and intimacy about science, interest about science imaginary drawing, and sociability with friends). However, there were some limitations in positively changing the perceptions of some cognitive aspects (e.g., the acquirement of new scientific knowledge, the remembrance of scientific knowledge, the improvement of the ability to construct scientific logics, and the improvement of scientific imagination) and aesthetic aspects (e.g., the improvement of the abilities to express themes in drawing, paint the picture, and complete the works of art). In addition, the difficulties in imagining, selecting the subject, and expressing could not be overcome; a few disadvantages in the lack of discussion skills were also pointed out.

• Korean Journal of Culture and Social Issue
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• v.19 no.2
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• pp.285-318
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• 2013

The purpose of this research is to examine the self-concept in the cyberspace, self-efficacy, relationship with friends, subjective well-being and academic grade among adolescents who are addicted to Internet and those who are not addicted to Internet. A total of 1,057 adolescents (male=545, female=512), 326 from middle school, 361 from high school, and 370 from special education school, participated in the study. The results are as follows. First, qualitative analysis of the conception of self in the cyberspace indicates that those adolescents addicted to Internet reported that in the cyberspace they have fun, followed by they are the same as in real life, they spend time in cyberspace and they can become an imaginary person. Those adolescents not addicted to Internet reported that in the cyberspace they are the same as in real life, followed by they spend time in cyberspace and they can become an imaginary person. When they play Internet games, majority of adolescents in both groups reported that it is fun, followed by they become engrossed and they become aggressive. Second, those adolescents who are not addicted to Internet had higher scores on self-efficacy than those adolescents who are addicted to Internet, including self-regulatory efficacy for learning, relational efficacy, and resiliency of efficacy. Third, the number of friends and close friends that adolescents who are not addicted to Internet were not significantly different from those adolescents who are addicted to Internet. However, those adolescents who are not addicted to Internet were more likely receive social support from friends and were less likely to be social excluded than those adolescents who are addicted to Internet. Fourth, those adolescents who are not addicted to Internet had significantly higher scores on subjective well-being than those adolescents who are addicted to Internet. Fifth, those adolescents who are not addicted to Internet had significantly higher scores on both subjective and objective academic grade than those adolescents who are addicted to Internet.

• Journal of Korean Academy of Nursing
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• v.26 no.1
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• pp.33-42
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• 1996

Given the global impact of the AIDS pandemic, it is necessary to take every measure to prevent an epidemic of this disease in Korea. The only available strategy is prevention. Considering college students as a potential risk group, this study examined their knowledge of, and attitudes toward AIDS. In this study, 399 students from three colleges in Pusan and Uoolsan were examined for their attitudes to, and knowledge of AIDS. Findings indicate that the majority of the students（90％） had basic knowledge on the transmission and the prevention of the disease. However, most of them, including nursing students, lacked knowledge as to the etiological agent, major symptoms and available diagnostic techniques. To the questions designed to examine social attitude towards AIDS patients, the students showed a tendency to view AIDS patients as responsible for their own illness. Interestingly, they showed sympathy to their imaginary friends and relatives suffering from AIDS. The study findings suggest a need for the development of AIDS educational programs for college students.

• The Korean Nurse
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• v.35 no.1
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• pp.94-103
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• 1996

Given the global impact of the AIDS pandemic, it is necessary to take every measure to prevent an epidemic of this disease in Korea. The only available strategy is prevention. Considering college students as a potential risk group, this study examined their knowledge of, and attitudes toward AIDS. In this study, a self-report questionnaire was administered to 167 students from three colleges in Taegu and Kyungbook province area. Findings indicated that most of the students had lacked knowledge about the AIDS. While knowledge about the modes of transmission and prevention improved, some respondents still believed that AIDS could be transmitted by sharing cups (17.4%), by coughing or sneezing(29.3%), and by moskito (25.7%). About 10% of the students reported that they had received some instruction about AIDS, and 87.3% indicated a desire to know more about the disease. Most of the students reported that they obtained AIDS information from media devices such as TV and newspaper. To the questions designed to examine attitude towards AIDS patients, the students showed a tendency to view AIDS patients as responsible for their own illness (85.6%). Interestingly, they showed sympathy to their imaginary friends and relatives suffering from AIDS (78.4%-90.2%). Eighty percercent of the respondents felt that they personally were not at risk. The study findings suggest a need for the development of AIDS educational programs for college students.

• Journal of the Korean Institute of Traditional Landscape Architecture
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• v.29 no.4
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• pp.59-69
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• 2011

In this study I examined the status of the borrowed scenery of Soshaewon and analyzed the structure of Byeolseo Gardenusing "Soshaewon Sisun(瀟灑園詩選)", which consists of a collection of poems written by people who visited Soshaewon during Joseon Dynasty with bibliographical explanations and "the Thirty Poems of Soshaewon", written by Yang, Gyeong Ji who was the fifth generation from Yang, San Bo. This study expanded the concept of borrowed scenery to include visual, synaesthetic, temporary and ideal features based on the theory of borrowed scenery in "Won Ya(園冶)", which emphasized the time feature and change, and explained that a landscape garden could be perfected by the presence of borrowed scenery beyond the previous borrowed landscape which was recognized through visual value. It would be correct to understand that the visitors to Soshaewon accomplished imaginary scenery(意境) through recreating Soshaewon into a space that stimulated poetic sentiment and aesthetic sensitivity by creating four types of borrowed scenery of a landscape garden composed of both real and fictitious scenery. At present the scope of Soshaewon tends to be limited to its inner garden covering the stream garden. However, in this study I took a new approach in defining the scope of Soshaewon, providing three types of Byeolseo Garden area ; more specifically, the expanded scope of Soshaewon covers the outer garden that secured the outlook of visual, temporary and synaesthetic objects for borrowed scenery and the right to use by purchasing more area by the descendants and the ideological garden that was composed of the ideal borrowed scenery created by the Confucian friends and colleagues who praised the Jeungamcheon Stream area and various famous mountains longing for the immortal world.

• Korea Science and Art Forum
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• v.32
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• pp.319-334
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• 2018

This research is a case study to make sure the enhancement of students' imagination and creativity through developing and applying the Literature-Art-Science Integrated Education Program. Its research object was totally 25 persons of 29 students of the 1st to the 4 th Grades from Gunsan Sulsan Elementary School. Its research period lasted for 4 months from September to December, 2017, and I, as the research place, used the art room at Gunsan Sulsan Elementary School. The programs were totally 10 sessions with a unit of 1 session per each grade for 2 hours from 1:00 to 3:00 in the afternoon from Monday through Friday. I fixed ten themes of this program-eight plane modeling, and two solid modeling, and finished the work of storytelling during summer vacation. And I arranged their levels as low:middle:high(3:5:2) ones. The former was 'A Film of Monster Gorilla'(L), 'Learning the Spirit of Gyeongju Choi's Family'(M), 'A Tale of My Friend Made of Natural Materials'(L), 'The Reading of My Dream'(M), 'Gathering the Objects in My Mobile'(M), 'A Mock Trial of Marrying Off'(M), 'Painting My Favorite Children's Poem'(H), and 'Painting My Favorite Children's Song'(H), and the latter was 'Seeking for a Bluebird in My Mind'(L), and 'Making My Cherished Object' (M). Then I used the unique art expression technique per each theme, which were in sequence marbling, Korean paper art, combine painting, collage, imaginary painting, imaginary painting, play dough art, imaginary painting techniques. And I delivered to the students the scientific knowledge in terms of growing or manufacturing processes of materials used for making artworks. Prior to and after the processing this program, I surveyed about the students' ability of integrated thinking and emotional experience by 'Figure B Type' and 'Figure A Type' of The Torrance Tests of Creative Thinking, and took statistics with the resultant data. And I executed a paired t-test in order to verify the significance of mean difference in the result of investigation with those data. From the analyzed result according to the elements of creativity and the mean quotients of creativity, there showed a significant difference (t=3.47, p<.01) in 'fluency', and also a significant difference(t=3.59, p<.01) in 'creativity.' Judging from the statistic values of two fields such as the student's ability of integrated thinking and emotional experience, I estimate that over the majority of the students showed the enhancement in self-confident creative expression as well as higher interest and concern through this program. The result that I arranged and analyzed the making process of artworks, the photos of the resultant, etc. as such is as follows : Firstly, from this program being proceeded as art-centered STEAM class, the student's systematic problem-solving ability was improved in his ability of integrated thinking to transform the literary contents into artistic one. Secondly, the student obtained the emotional experience such as interest in the class, self-confidence, intellectual satisfaction, self-fulfillment, etc. through art-centered STEAM class using ten art expression techniques. Thirdly, the student's mind willing to cooperate, communicate with his friends, and care for them was ripened in the process of problem-solving. Fourth, the student's self-confidence was further instilled when presenting famous artists and their artworks in the introduction and finale of ten art expression techniques. Likewise, the statistic values on the fields of student's ability of integrated thinking and emotional experience illustrate that over the majority of the students showed improvement in the ability of creative expression with confidence as well as higher interest and concern upon this program.