• Journal of Korean Clinical Health Science
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• v.2 no.2
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• pp.107-118
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• 2014

Purpose. to help them find mental rest and improve school life adjustment by way of a fine art cure program. Methods. two primary schools in Gyeongsangnam-do were chosen where there are plenty of multiple-family kids. 13 children from the families between Korean husbands and foreign wives were divided into 2 groups: experimental group (7, C School), control group (6, H School). The two groups took the KSD (Kinetic School Draw), while the experimental group received a fine art cure program (40 minutes, once a week, 10 times in total). After the program, the KSD was given again to both groups. To prove the effects of this study, the picture projection test KSD was given before and after the experiment. For comparison and analysis, the changes in each individual's attitude, behavior, responses, and emotions were observed and recorded. Results. The fine art treatment program had some effects on the psychological rest of the elementary school children from multiple-culture families. In the pretest before the art cure program, the subjects shrank and cared a lot about others. According to the progress of the program, however, their worries and anxiety began to be gone. They had confidence through mental ease and self-respect. Therefore, the fine art cure program had a positive effect on the improvement of self-respect and sociality of multiple-culture family kids. Their school life was influenced by the newly-attained confidence, achievement, and peer relationship. Conclusions. This research is of some significance in that the fine art cure program was held to reveal its effects on the school life adjustment of the elementary school kids from multiple-culture families, especially because worries grow about the possibility of their maladjustment in the era of multiple-culture families. In addition, this program is expected to give some basic information about the development of programs to make friendly relations and smooth communication among the multiple-culture parents and teachers as well.

• Journal of Families and Better Life
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• v.14 no.1
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• pp.65-84
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• 1996

This study aims at the extraction of what is universally to be taught in modern Korean Families and its scalization. That is it attempts to provide the criterion by which we can determine what to teach children in the family not in society or school. For this purpose this study firstly reviews the preceeding studies on the subject. As a result of the review we postulate the hypothetical structure consisting of 12 domains. Secdndly we gather the parent's view on the topic by interviewing 192 parents of the students. On the basis of this study we can construct the questionnaire(Likert scale; 5 point) After we conduct an extensive empirical research(518 parents) in order to generalize 179 items of the worked-out questionnaire. We apply factor analsis(principal axis factoring oblique (promax) rotation) in the verfication of the validity. As the consequence we select 87 items consisting 15 factors which explain 71% of common variance. We name the 15 educational factors extracted in the scale as follows; Values & Sociality Training for basic living habits The maintenance of the culture life on the family Religious life Learning guide Economic life Patriotism Independent living Table manners The management of commodity The preservation of family unity Sex & a Frendship with the opposite sex Esteem for a traditional way of life Respect for the Old Filial piety. The reliabiliy of the scale is the cronbach a=.96 which turns out to be satisfactory.

• The Korean Journal of Elementary Counseling
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• v.7 no.1
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• pp.227-248
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• 2008

This study aims to examine the effects of art therapy on challenging behavior of schoolchildren. For this purpose, I selected one class of 4th year student of S primary school, located at Jeongeup city, Jeonlabukdo, and selected 4 study subjects through examination of K-CBCL children. juvenile behavior evaluation scale, characters, school life and K - HTP test. With regard to procedure of this study, I carried out art therapy program at the art class for 60 minutes one time a week for 4 months, a total of 17 sessions from Apr. 3, 2007 to July 24, 2007. I made this program with some modification in reference to Arts Therapy Technique (Counpia Remote Training Center, 2005), Group Art Therapy (Choi Seon Nam. Kim Gap Sook. Jeon Jong Kuk, 2007) and the Effects of Peer Group Art Activity on Sociality Skill of Offensive Children (Park Ju Yeon. Lee Byeon In, 2005). For each child, I compared and analyzed the changes in score of K-CBCL children. juvenile behavior evaluation scale, behavior by K-HTP (dynamic house-wood-human figure test) analysis and by school life(KSD) image analysis before and after treatment. I also carried out qualitative analysis on behavioral feature of each child for each session. This study obtained the following conclusions. First, child A showed positive change in comparison before and after art treatment program of score K-CBCL children. juvenile behavior evaluation, K-HTP image test and school life. Since he was so active and wanted to obtain good evaluation from anyone that he frequently had quarrel with friends, spoke against others well and beaten others much but was changed and did not speak against others or beat. Second, child B showed clear difference in comparison before and after art treatment program of score K-CBCL children. juvenile behavior evaluation, but no significant difference in K-HTP image test and school life. However, I observed substantial changes. While he could not speak frankly to others, felt empty in mind and was offensive in personal relations, he was changed, did not have quarrel with others or speak against others that much and improved his relationship with friends or teachers. Third, child C showed positive change in score of K-CBCL children juvenile behavior evaluation after art therapy program. In comparison of K-HTP image test and school life treatment before and after treatment, he still longed for mothers in mind but found rather stable after treatment. Fourth, child D showed positive chance in score of K-CBCL children. juvenile behavior evaluation scale after art therapy program, but almost no changes in K-HTP image test. But he depicted good relationship and socializing with other friends in school life. While he could not carry his point due to social immaturity and felt depressed, he got more confident. This result of study showed that art therapy had positive effects on correction of schoolchildren.

• Journal of Korean Academy of Nursing
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• v.3 no.2
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• pp.91-100
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• 1973

I. Objectives of the study This study attempted In examine, from a pedagogical point of view, how socially-handicapped children differ from normal ones in their family backgrounds, personality-traits. adaptability to school life, and their peer relationship. This study was made under the following hypothesis; 1. The family background of socially-handicapped children is less desirable than that of normal ones. 2. Personality traits of socially-handicapped children are less desirable than those of normal ones. 3. Socially handicapped children tend to be less adaptable to school life than normal ones. 4. Peer-relationship of socially-handicapped children is less desirable than of normal ones . II. Contents of study The thesis consists of the following five main parts; 1. Introduction 2. Related Studies 3. Procedure 4. Results 5. Summary and Conclusions III. Instruments The following instruments were used for this study; 1. Family background record prepared by the school. 2. Questionnaire prepared by the writer. 3. General personality test (written by Kim Ki-Suk and published by Korean Testing Center). 4. School activity record. 5. Sociocratic test. IV. The following conclusions were derived from the study 1, As compared with normal children, socially-handicapped ones have, in many cases, larger number of siblings, their families belong to lower economic bracket: their parents were indifferent to their children, and their mothers were less educated. 2. As compared with normal children, socially-handicapped ones are emotionally unstable, although they are the same as normal children in their sense of dominancy, responsibility, sociality, and confidence. 3. As compared with normal children, socially-handicapped ones are tardy in their learning, although they are almost the same as normal ones in their intelligence development. 4. As compared with normal children, socially-handicapped ones make friends more easily with pupils of other classes and schools rather than those of their own class or school.

• Journal of Advanced Navigation Technology
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• v.25 no.1
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• pp.102-107
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• 2021

In the case of long-term hospitalization for young patients, 'Hospital Schools' are operated to pursue school classes and to develop social and emotional abilities for them. However, face-to-face classes at hospital schools have been completely prohibited, and the untact or limited contact environment has been strengthened even for young patients due to the COVID-19 in recent years. Augmented Reality(AR) technology enables the development of experiential content with virtual environments, objects and characters similar to real life. The developed contents should revitalize the imagination of young patients living only in hospitals and allow them to experience, not only acquiring knowledge, but also improving interpersonal skills and sociality. This study is intended to provide diverse adventures and in-depth choice experiences to young patients who are struggling in an environment of untact and limited contact by creating experiential fairy tale contents using AR technology. In addition, long-term hospitalized children will be able to cultivate the will to overcome illness with positive emotions through the augmented reality experience fairy tale content studied and implemented in this study.

• Journal of Naturopathy
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• v.11 no.1
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• pp.9-17
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• 2022

Background: No studies have reported on the effects of loess beddings on insomnia patients. Purpose: It studied the change in quality of life and quality of sleep after having 15 insomnia subjects use the bedding that emits far-infrared rays. Methods: After using loess bedding for the test group and general yellow bedding for the control group, the study was conducted in the form of a questionnaire on the WHO quality of life of the subjects. Results: In the overall quality of life evaluation, the pre-and post-changes significantly improved in the test group. Using loess bedding was greatly enhanced the physical change, the actual sleep time, and the quality of sleep of the test group. The period of sleep was significantly longer post-treating, and the habitual sleep efficiency was considerably higher, and sleep disturbance was significantly lower than before in the test group. Sleep drug use and daytime dysfunction after treating in the test group significantly improved the sleep effect. Changes in the Sociality Scale, Environmental Change Scale, and Quality of Life Scale significantly improved in the test group. The quality of life for 14 items in the test group was significantly correlated. Daytime drowsiness, depression, and anxiety scale changes were significantly improved in the test group. According to the predictive survey, the subjects felt warmth in their body and comfort in mind during and after using loess bedding and evaluated that sleep quality was good. Conclusions: The overall quality of life in the test group increased using loess bedding.

• Journal of Digital Convergence
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• v.16 no.10
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• pp.199-204
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• 2018

The purpose of this study is to investigate the factors and reasons for hiring kindergarten teachers and to provide information for successful employment to the college. 12 private kindergarten chiefs over 10 years of experience were conducted in - depth interviews. In-depth interview data were analyzed using open coding analysis. 11 sub - factors of each core concept were derived, and they were nominated as 4 outline (character, sociality, personality & professionalism factors). All of the researchers perceived the sincerity, interpersonal stability, honesty, and ability to perform the curriculum as the most important factors to consider, and the teacher with good personality was perceived as the precondition of successful teacher's job performance. In the college, through the production of portfolios by subject, we raised the necessity of institutionalization of educational volunteer activities such as vacation - based education in addition to on - the - spot education at school and development of liberal arts curriculum to develop capacity for community life. And to develop and operate a field-oriented comparative education program to strengthen the competence of the majors.

• The Research Journal of the Costume Culture
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• v.18 no.2
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• pp.290-303
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• 2010

In this research, I compared and analyzed the 'factors of style' that expresses and visualizes the 'characteristics of characters' and the characters from three movies each that was filmed with Kang Ho Song and Keong Ku Seol who acted in many movies both. As the result, for the factors for actors' makeup design, since they have limited choices of textures, colors, and the range of changes, changing the tone of skin to light to dark implied the images of characteristics. Somewhat dark skin tone that was like tanned skin expressed the life style of the character who works for an active profession not for an intellectual position. For the factors of hair style, medium sized wavy hair that goes straight down forehead expressed the character's familiar and informal personality while short cut sized all back style hair expressed confidence, sociality, and logical personality of the character. The actors' costume was important to express the characteristics of characters such as changes of their mind, especially the costumes delivered symbolic meanings of the role of their social class, profession, and their financial state. In addition, there were common factors to create and design a character in terms of the changes of the actors' body shape; when the actor acted the character who has conflicts inside and sarcastic personality, they lost weight on purpose while they gained weight and made a barrel shaped body to act the character who is positive in every occasion and does not realize the real world or who is greed.

• Nutrition Research and Practice
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• v.9 no.5
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• pp.523-529
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• 2015

BACKGROUND/OBJECTIVES: Commensality, eating together with others, is a major representation of human sociality. In recent time, environments around commensality have changed significantly due to rapid social changes, and the decline of commensality is perceived as a serious concern in many modern societies. This study employs a cross-cultural analysis of university students in two East Asian countries, and examines cross-cultural variations of perceptions and actual practices of commensality and solo-eating. SUBJECTS/METHODS: The analysis was drawn from a free-list survey and a self-administrative questionnaires of university students in urban Korea and Japan. The free-listing survey was conducted with a small cohort to explore common images and meanings of commensality and solo-eating. The self-administrative questionnaire was developed based on the result of the free-list survey, and conducted with a larger cohort to examine reasons and problems of practices and associated behaviors and food intake. RESULTS: We found that Korean subjects tended to show stronger associations between solo-eating and negative emotions while the Japanese subjects expressed mixed emotions towards the practice of solo-eating. In the questionnaire, more Korean students reported they prefer commensality and tend to eat more quantities when they eat commensally. In contrast, more Japanese reported that they do not have preference on commensality and there is no notable difference in food quantities when they eat commensally and alone. Compared to the general Korean cohort finding, more proportion of overweight and obese groups of Korean subjects reported that they tend to eat more when they are alone than normal and underweight groups. This difference was not found in the overweight Japanese subjects. CONCLUSION: Our study revealed cross-cultural variations of perceptions and practices of commensality and solo-eating in a non-western setting.

• Education of Primary School Mathematics
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• v.14 no.3
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• pp.277-291
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• 2011

It is necessary for the teacher to understand why teach mathematics in order to implement the visions and expectations of the national mathematics curriculum in her actual classroom. This study conducted a survey of examining how elementary school teachers might understand the purpose of teaching mathematics. The results of this study showed that teachers' conceptions of the purpose of teaching mathematics were related mainly to the development of logical thinking, practical use of mathematics in everyday life, and a tool for studying other subjects or disciplines. However, teachers did not perceive much other purposes of mathematics education such as understanding the world, appreciating aesthetic value of mathematics, and developing communicative ability as well as sociality. Whereas teachers did not think of the significance of mathematics as an intellectual field when asked to write down how they would explain students why they had to learn mathematics, they tended to strongly agree it in the Likert-scale responses. Teachers' conceptions were not different according to their gender but teachers with less than five years' teaching experience were relatively negative than others with more experience. Given these results, this study provided issues and implications of teachers' conceptions of the purpose of teaching mathematics.