• Journal of Agricultural Extension & Community Development
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• v.12 no.1
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• pp.29-44
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• 2005

The objectives of this study were: a) to analyze the upbringing policy for woman farmers in Korea, b) to find out the needs for the policy related to women's roles in decision making of farming activities, and c) to promote the programs in agricultural system for supporting rural women according to their role types and needs. This study was based on a literature review and discussions with the panel of experts witness and professionals including rural women. The major findings and conclusions from this study were as follows: 1 ) First of all, the policy for upbringing woman farmers had been improved. however, policy measures were still inadequate and were plenty of room for development. 2) Government policies were not focussed directly to meet the actual needs of rural women according to their various roles. 3) More government efforts should be enhanced to modify the policy and social system for rural women, and should be organized into the practical programs after careful considerations on the status of woman farmers according to their role types. 4) The five-year upbringing plan for woman farmers should be expanded to include strengthening economic power, widening woman farmers' influence. development of intellectual capacity and strengthening of self-enlightenment better health care and welfare services. and providing equal opportunities for women farmers.

• Cross-Cultural Studies
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• v.31
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• pp.155-175
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• 2013

Meantime there has been a tendency to keep silent about the role of Afro-Ibero America Diaspora which contributed to the spirit of independence and the realization of country foundation ideology in the official history of Latin America. In some countries, although the collective resistance of Afro-Ibero America Diaspora, which intended to establish a liberal and equal society resisting against slavery and colonization system, was the foundation of independence and the establishment of a new country, their contribution has been difficult to leave an official trace in Caucasian criollo-centered history system. Along with the development of Hcienda in 17th Century, black slaves' collective resistance was developed mainly with el Virreinato de la Nueva Granada, the center of the Independence movement of Brazil and South America. The black people who escaped resisting against slavery formed communities and developed organized activities through various politics and social activities. However, such communities were mostly dispersed or destroyed by the colonial power, and the collective resistance of Afro-Ibero America Diaspora lost life. On the other side, in case of Colombia, a community of escaped black slaves which was formed in the early 17th Century is solely remaining in Latin America, moreover, Afro-Ibero America Diaspora's struggle for liberty and equality became the foundation for Comuneros revolution and Independence movement in the late 18th Century. Comuneros revolution which occurred in 1781 awoke self-awareness of liberty and equality, and became an ideological base for independence movement based on revolutional republicanism and philosophy of enlightenment. It is considered that South America's independence movement lead by $Sim{\acute{o}}n$ Boívar was a history that could not have started without historical base of Afro-Ibero America Diaspora's resistance against colonization system. Therefore, this study intends to discuss the role and achievement of Afro-Ibero America Diaspora in the process of independence of Latin America mainly with Colombia, which is the center of Independence movement of South America. Through this process, this study intends to revaluate historical contribution of Afro-Ibero America which has been relatively neglected meanwhile in the process of independence and the establishment of country.

• Journal of Korea Entertainment Industry Association
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• v.14 no.3
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• pp.267-275
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• 2020

Even ordinary-looking plays can have a profound meaning. Based on this assumption, Eugene Pink (1960) has established an analytical model of play with five elements, namely "delight", "meaning", "community", "rules" and "tools." It was an effort to reflect on the true meaning of play beyond the cortical entertaining nature of play. In this study, it was carried out that all the texts containing images and performance from the EBS character "Pengsu" were selected, since he emerged as a new star in 2019. And also his play structure was analyzed by applying the Pink's model. As a result, Pengsu's play structure was confirmed to be systematic and complete as a play prototype because it was well-organized with five elements of play. It was regarded as a successful character that skillfully attracts participants to the play world. Among the components of the play, "fun" was found to be his funny appearance, sudden and unconventional behavior, "meaning" was the elimination of authoritarianism, self-esteeming and energizing, "community" was a multi-platform media user who crossed off-on-line, analog-digital-line, "rules" was to set his concept fixed as a young stranger with an ego to unreveal his identity, and "tools" was shown as his character itself and continual discourse. It shows that until now, Pengsu has a social net function of quite spreading the positive meaning of encouragement and comfort, advice and guide, consideration and forgiveness, introspection and nirvana to all members of our society, including the youth who are struggling with uncertainty and anxiety by showing rather exaggerated and stimulating performance that precisely combines these play elements.

• Korean Journal of Social Welfare
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• v.63 no.1
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• pp.5-28
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• 2011

This study, based on the research on the history of life, aimed to recompose and analyze into what life progressive structure the life experience by the mentally ill, after the onslaught of the disease, developed in a bid to understand the risk progress in the mentally ill's life, and to determine what contributed to the current stabilized recovery and adjustment. Five mentally ill persons participated in the study, and Sch$\ddot{u}$tze's narrative interview was used to gather data. The gathered data were analyzed according to Sch$\ddot{u}$tze's process structure of life. The interviewees' life experiences were chronologically organized as understood, and significant stories were recomposed that not only brought about changes but also helped overcome their disabilities in the process of treatment and rehabilitation after the onslaught of the disease. As a result, their experiences were recomposed into the stage of onslaught of the mental illness and confusion, and into the stage of intensive treatment and rehabilitation. The former was categorized into suppression by the disease, repetition and endurance of the painful life, and separation from their family and frustration. The latter was categorized into the rediscovery of self through social role change, others who helped realize the life potential, the expansion of mental health services in the community, obstacle to the integration of communities, re-integration of family relationships, re-analysis of experience of the disease through the examination of the life prior to onslaught of the disease, and expectation for the future. Also, these themes were comparatively examined so as to examine the crisis progress in the mentally ill's life after the onslaught of the disease, as well as the life transfer process through positive rehabilitation. Lastly, on the basis of these results, important areas of mental health services for the mentally ill were discussed.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.7 no.2
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• pp.195-205
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• 2012

This study examines runaway youths at risk in a youths' shelter who are preparing for an independent life and both the facilitating and adverse factors to personal characteristics and independence of runaway youths at risk with the aim to grasp their recognition of independence and level of desire for it and find out necessary factors for a successful independence in multidimensional perspectives including the economic independence, educational independence, psychological independence, and social independence for their sound growth. This will provide the basis for desirable interventions for youths runaway youths at risk to prepare for an independent life. The findings of this study on the factors that affect the preparation for an independent life are as follows: First, as a result of analyzing the effect of micro-systematic factors on the preparation for an independent life, it turned out that problem-solving abilities and self-efficacy had influence on the preparation for a career Second, as a result of analyzing the effect of mesoscopic-systematic variables on the preparation for an independent life, it turned out that the preparation for a career were affected by whether to participate in independence preparation programs and institutional supports, and that career maturity of runaway youths at risk were affected only by the relationship with teachers and participation in independence preparation programs. Third, as a result of analyzing the effect of macro systematic variables on the preparation for an independent life, it turned out that the preparation for a career were affected by participation of the local community and service network, and that participation of the local community was an predictor variable that would affect a career maturity of runaway youths at risk. Fourth, as a result of analyzing ecological systematic variables that might affect the preparation for a career, it turned out that intervening variables and macro systematic variables had the most powerful influence on the preparation for a career among runaway youths at risk. It is necessary, therefore, to provide education programs organized by policies in order to develop problem-solving abilities and vocational capabilities so that runaway youths at risk, and to train and appoint more professional teachers at shelters. Programs for independence preparation need to be developed actively and practically in consideration of the characteristics of shelters, and the network with the local community for support also need to be established in utilization of the human resources and service programs of the community. With the understanding of leaving home of runaway youths at risk as the previous stage of an independence, there should be a housing support for their stable settlement in the perspective of housing welfare until become adults. In addition, there should be education specialized programs for occupation and careers to train runaway youths at risk as professionals including such areas as health, mentality, learning, and voluntary work for their sound growth.

• Korean Journal of Health Education and Promotion
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• v.7 no.1
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• pp.10-26
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• 1990

In Korean education, the health contents are scattered in various course subjects throughtout the primary and junior high school curriculum. So it is very difficult to provide systematic health education. The purpose of this study was to provide a guide for health education using health topic areas and major concepts that represent the scope of material that should be covered in health instruction. The steps used in selecting these health topic areas and major concepts were as follows: 1. A review of the literature related to health and health education was done to develop the rationale underlying this study. 2. Health topic areas basic to the growth and development characteristics of children, to human needs and to societal needs for healthful living were indentified. 3. The major concepts for each health topic area based on health sciences and children's growth and development levels were selected. 4. The major concepts selected were organized in sequence to guide health education from grade one to grade nine. The results of this study were as follows: 1. The identification of eleven health topic areas essential for health education. These include: personal habits and health healthy growth and development nutrition and health prevention of disease and disorders drugs and health mental health family life and health sex education accident prevention consumer health community health 2. The identification of the major concepts(generalizations) for each health topic area: 33 major concepts were identified as a guide in determining the health content of health education programs. These are 1) body cleaniness, 2) health of the sensory organs, 3) dental health, 4) exercise and rest, 5) growth and development, 6) body structure and function, 7) developmental tasks, 8) balanced nutrition, 9) eating habits, 10) food preparation and food storage, 11) sources of disease and disorders, 12) disease preventive behavior, 13) care during illness, 14) drug use and misuse, 15) drug addiction, 16) emotional responses, 17) human relationship, 18) self concept, 19) social adjustment, 20) health habits of the family, 21) interdependence of family members, 22) origin of life, 23) characteristics of man and woman, 24) sexual instinct, 25) safety behavior, 26) emergency measures, 27) criteria for selection of health products, 28) proper use of health information, 29) utilization of health and medical services, 30) environmental conservation, 31) environmental pollution, 32) population control, 33) function of public health services. 3. The organization of the concepts(generalizations) in sequence and for continuity in health instruction at the primary and junior high school level.