• International Journal of Computer Science & Network Security
• /
• v.22 no.11
• /
• pp.272-278
• /
• 2022

The article proves the idea that the protection and development of Ukraine as an independent, sovereign state requires the education of a patriot citizen who is able to live and work in a democracy, ensure the unity of Ukraine, feel constant responsibility for himself, his people, the country, and strive to make a real contribution to reform processes, especially in unstable, wartime. The main goal of educational institutions in the system of educational work of the modern information space is revealed. The tasks of patriotic education of the individual are presented. The content of patriotic education at the wartime stage and the main characteristics of the content of patriotism are substantiated. The main methodological positions that are taken into account in the construction of the structure and dynamics of the formation of civil responsibility of the individual are highlighted. The structure of civic responsibility as an integral system of the modern information space is drawn, which includes three subsystems that characterize the natural, social and systemic qualities of citizenship, interconnected hierarchically and synergistically. The components of the structural part of the model of civil culture of the individual in the modern information space are analyzed.Modern modernization of the education system in the modern information space, which has led to the emergence of a new type of Educational Institutions, requires the search for new pedagogical technologies that can ensure the formation of a patriotic citizen with an active civic position, which involves not only mastering students' knowledge about the rights and obligations of citizens, convincing them of the expediency of democratic transformations of society, the formation of high moral and strong-willed, patriotic qualities and feelings, but also identifying motivated civic actions, actions that are necessary during martial law in Ukraine.

• Journal of Ethics
• /
• no.75
• /
• pp.63-98
• /
• 2009

The Social Conflict Index in Korea is considerably high. In the situation where both parties' interests conflict each other, Korean society has shown immature democracy, which couldn't peacefully resolve the conflict because of the lack of tolerance against the counterparty's position. In terms of upbringing educated citizens, who could democratically communicate with others and approach problems, communication skill training is very important, reducing social costs by extreme conflict. Thus, this paper studied the necessity of communication skills training and its sociopolitical implication through case studies about "Communication and Negotiation" class, which is proceeded under university liberal education. Under current university curriculums, increased liberal education programs, related with speaking, focus on cultivating logical and critical thinking in the main. Based on these thinking skills, "Communication and Negotiation" has important implication in terms of cultivating mindset which resolves conflicts and considers other's position by collaborative and emotional perspectives. In terms of cultivating practical communication skills, this "Communication and Negotiation" class requires the change of teaching skills with various training programs, under students' active participation and feedback in the class exercise for resolving problems. Ultimately, through "Communication and Negotiation" class, and as members of society, students could learn matured citizenship and sense of responsibility by respecting others' position and reasonably resolving conflicts.

• Korean Journal of Culture and Social Issue
• /
• v.19 no.2
• /
• pp.133-158
• /
• 2013

The present research aimed at investigating the impacts of volunteer activities on self-development and sociability-development. In study 1, the scale comprised of 15 items was developed to measure the meaningfulness of volunteer activities. An exploratory factor analysis was conducted on the data obtained from 428 undergraduates (193 males and 235 females). A confirmatory factor analysis was then conducted on the data obtained from 280 undergraduates (124 males and 156 females). In study 2, the impacts of volunteer activities on 947 undergraduates (461 males and 486 females) were analyzed in terms of self-development and sociability-development. Self-development consisted of self-evaluation, self-esteem, and quality of life. Sociability-development consisted of pother-acceptances, sense of community, and democratic citizenship. The results showed that not more volunteer activities itself but more meaningfulness of those activities had stronger relations with self-development and sociability-development. Finally, a values of the undergraduates internalized for volunteer activities and their levels of self-development and sociability-development expectation were discussed.

• Journal of Family Resource Management and Policy Review
• /
• v.27 no.3
• /
• pp.1-19
• /
• 2023

This study aims to develop a family strength scale for dual-earner families with young children. Based on existing theories of family strength and a review of related literature, we draw on 80 items to measure the strength of dual-earner families. Using a sample of 747 people, all members of dual-earner families with young children, we examined the items' factor structures. Using the statistical method, we checked the validity and reliability of these items. The final scale consisted of four domains with a total of 49 items : basic foundation (basic structure, economic life, and resource management), parenting, social interest and participation (citizenship, volunteer, leisure, network), work-life balance (balance between work and family, sharing the family role, equal division of role). The developed scale can be used in the field, such as in the Healthy Family Support Center or Family Center, in the context of education, counseling, or consulting for dual-earner families. In order to enhance the usefulness and efficiency of the scale, the adequate education system for the professionals who handle this scale in the field and updated data are required.

• Asia Marketing Journal
• /
• v.12 no.2
• /
• pp.27-52
• /
• 2010

It is not new that today's business organizations are expected to exhibit ethical and moral management and to carry out social responsibility as a good corporate citizen. Since South Korea emerged as a newly industrialized country during the 1980s, Korean corporations have become active in carrying out their social responsibility as a good corporate citizen to society. In spite of the short history of corporate social responsibility, Korean companies have actively participated in corporate philanthropy. Corporations' significant donations to various social causes, no-lay-off policies, corporate volunteerism and green marketing are evidences of their commitment to corporate citizenship. Corporate social responsibility is now an essential management practice whereby corporation can strengthen its sustainable value creation processes by enhancing the trust assets underlying the relationships between the business and the stakeholders. Much of the conceptual work in the area of corporate social responsibility(CSR) has originated from researches conducted in the management field. Carroll(1979) proposed that corporations have four types of social responsibilities: economic, legal, ethical and philanthropic responsibility. Most past research has investigated CSR and its impact on consumers' attitudes toward the corporations and corporate performances. Although there exists a large body of literature on how consumers perceive and respond to CSR, the majority of past studies were conducted in the United States. The stability and applicability of past findings need to be tested across different national/cultural settings, especially since corporate social responsibility is a reflection of implicit conformation with the expectations and criticism that society may have toward a corporation(Matten and Moon, 2004). In this study, we explored whether people in Korea perceive CSR of Korean corporations in the same four dimensions as done in the United States and what were the measurement items tapping each of these four dimensions. In order to investigate the dimensions of CSR and the measurement items for CSR perceived by Korean people, nine focus group interviews were conducted with several stakeholder groups(two with undergraduate students, two with graduate students, three with general consumers, and two with NGO groups). Scripts from the interviews revealed that the Korean stakeholders perceived four types of CSR which are the same as those proposed by Carroll(1979). However we found CSR issues unique to Korean corporations. For example for the economic responsibility, Korean people mentioned that the corporation needed to contribute to the economic development of the country by generating corporate profits. For the legal responsibility, Koreans included the "corporation need to follow the consumer protection law." For the ethical responsibility, they considered that the corporation needed to not promote false advertisement. In addition, Koreans thought that an ethical company should do transparent management. For the philanthropic responsibility, people in Korea thought that a corporation needed to return parts of its profits to the society for the betterment of society. The 28 items were developed based on the results of the nine focus group interviews, while considering the scale developed by Maignan and Ferrell(2001). Following the procedure proposed by Churchill(1979), we started by developing an item poll consisting of 28 items and purified the initial pool of items through exploratory, confirmatory factor analyses. 176 samples were sued for this analysis. Confirmatory factor analysis was performed on the 28 items in order to verify the underlying four factor structure. Study 1 provided new measurement items for tapping the Korean CSR dimensions, which can be useful for the future studies exploring the effects of CSR on Korean consumers' attitudes toward the corporations and corporate performances. And we found the CSR scale(17 items) has good reliability, discriminant validity and nomological validity. Economic Responsibility: "XYZ company continuously improves the quality of our products", "XYZ company has a procedure in place to respond to customer complaint", "XYZ company contributes to the economic development of our country by generating profits", "XYZ company is eager to hire people". Legal Responsibility: "XYZ company's products meet legal standards", "XYZ company seeks to comply with all laws regulating hiring and employee benefits", "XYZ company honors contractual obligations to its suppliers", "XYZ company's managers try to comply with the law related to the business operation". Ethical Responsibility: "XYZ company has a comprehensive code of conduct", "XYZ company does not promote a false or misleading advertisement", "XYZ company seems to conduct a transparent business", "XYZ company does a fair business with its suppliers or sub-contractors". Philanthropic Responsibility: "XYZ company encourages partnerships with local businesses and schools", "XYZ company supports sports and cultural activities", "XYZ company gives adequate contributions to charities considering its business size", "XYZ company encourages employees to support our community". Study 2 was condusted for comprehensive validity. 655 samples were used for this anlysis. Collected samples were tested by factor analysis and Crnbach's Alpha coefficiednts and were found to be satisfactory in terms of validity and reliability. Furthermore, fitness of the measurement model was tested by using conformatory factor analysis. χ²=880.73(df=160), GFI=0.891, AGFI=0.854, NFI=0.908, NNFI=0.913, RMR=0.059, RMESA=0.070. We hope that CSR scale could greatly facilitate research on Corporate social resposibility, it is by no means the final answer.

• Journal of Korean Academy of Nursing
• /
• v.4 no.2
• /
• pp.1-16
• /
• 1974

This Study involved the development of a survey form and the collection of data in an effort-to provide information which can be used in the improvement of nursing curricula. The data examined were the kinds courses currently being taught in the curricula of nursing education institutions throughout Korea, credits required for course completion, and year in-which courses are taken. For the purposes of this study, curricula were classified into college, nursing school and vocational school categories. Courses were directed into the 3 major categories of general education courses, supporting science courses and professional education course, and further subdirector as. follows: 1) General education (following the classification of Philip H. phoenix): a) Symbolics, b) Empirics, c) Aesthetics. 4) Synthetics, e) Ethics, f) Synoptic. 2) Supporting science: a) physical science, b) biological science, c) social science, d) behavioral science, e) Health science, f) Educations 3) Professional Education; a) basic courses, b) courses in each of the respective fields of nursing. Ⅰ. General Education aimed at developing the individual as a person and as a member of society is relatively strong in college curricula compared with the other two. a) Courses included in the category of symbolics included Korean language, English, German. Chines. Mathematics. Statics: Economics and Computer most college curricula included 20 credits. of courses in this sub-category, while nursing schools required 12 credits and vocational school 10 units. English ordinarily receives particularly heavy emphasis. b) Research methodology, Domestic affair and women & courtney was included under the category of empirics in the college curricula, nursing and vocational school do not offer this at all. c) Courses classified under aesthetics were physical education, drill, music, recreation and fine arts. Most college curricula had 4 credits in these areas, nursing school provided for 2 credits, and most vocational schools offered 10 units. d) Synoptic included leadership, interpersonal relationship, and communications, Most schools did not offer courses of this nature. e) The category of ethics included citizenship. 2 credits are provided in college curricula, while vocational schools require 4 units. Nursing schools do not offer these courses. f) Courses included under synoptic were Korean history, cultural history, philosophy, Logics, and religion. Most college curricular 5 credits in these areas, nursing schools 4 credits. and vocational schools 2 units. g) Only physical education was given every Year in college curricula and only English was given in nursing schools and vocational schools in every of the curriculum. Most of the other courses were given during the first year of the curriculum. Ⅱ. Supporting science courses are fundamental to the practice and application of nursing theory. a) Physical science course include physics, chemistry and natural science. most colleges and nursing schools provided for 2 credits of physical science courses in their curricula, while most vocational schools did not offer t me. b) Courses included under biological science were anatomy, physiologic, biology and biochemistry. Most college curricula provided for 15 credits of biological science, nursing schools for the most part provided for 11 credits, and most vocational schools provided for 8 units. c) Courses included under social science were sociology and anthropology. Most colleges provided for 1 credit in courses of this category, which most nursing schools provided for 2 creates Most vocational school did not provide courses of this type. d) Courses included under behavioral science were general and clinical psychology, developmental psychology. mental hygiene and guidance. Most schools did not provide for these courses. e) Courses included under health science included pharmacy and pharmacology, microbiology, pathology, nutrition and dietetics, parasitology, and Chinese medicine. Most college curricula provided for 11 credits, while most nursing schools provide for 12 credits, most part provided 20 units of medical courses. f) Courses included under education included educational psychology, principles of education, philosophy of education, history of education, social education, educational evaluation, educational curricula, class management, guidance techniques and school & community. Host college softer 3 credits in courses in this category, while nursing schools provide 8 credits and vocational schools provide for 6 units, 50% of the colleges prepare these students to qualify as regular teachers of the second level, while 91% of the nursing schools and 60% of the vocational schools prepare their of the vocational schools prepare their students to qualify as school nurse. g) The majority of colleges start supporting science courses in the first year and complete them by the second year. Nursing schools and vocational schools usually complete them in the first year. Ⅲ. Professional Education courses are designed to develop professional nursing knowledge, attitudes and skills in the students. a) Basic courses include social nursing, nursing ethics, history of nursing professional control, nursing administration, social medicine, social welfare, introductory nursing, advanced nursing, medical regulations, efficient nursing, nursing english and basic nursing, College curricula devoted 13 credits to these subjects, nursing schools 14 credits, and vocational schools 26 units indicating a severe difference in the scope of education provided. b) There was noticeable tendency for the colleges to take a unified approach to the branches of nursing. 60% of the schools had courses in public health nursing, 80% in pediatric nursing, 60% in obstetric nursing, 90% in psychiatric nursing and 80% in medical-surgical nursing. The greatest number of schools provided 48 crudites in all of these fields combined. in most of the nursing schools, 52 credits were provided for courses divided according to disease. in the vocational schools, unified courses are provided in public health nursing, child nursing, maternal nursing, psychiatric nursing and adult nursing. In addition, one unit is provided for one hour a week of practice. The total number of units provided in the greatest number of vocational schools is thus Ⅲ units double the number provided in nursing schools and colleges. c) In th leges, the second year is devoted mainly to basic nursing courses, while the third and fourth years are used for advanced nursing courses. In nursing schools and vocational schools, the first year deals primarily with basic nursing and the second and third years are used to cover advanced nursing courses. The study yielded the following conclusions. 1. Instructional goals should be established for each courses in line with the idea of nursing, and curriculum improvements should be made accordingly. 2. Course that fall under the synthetics category should be strengthened and ways should be sought to develop the ability to cooperate with those who work for human welfare and health. 3. The ability to solve problems on the basis of scientific principles and knowledge and understanding of man society should be fostered through a strengthening of courses dealing with physical sciences, social sciences and behavioral sciences and redistribution of courses emphasizing biological and health sciences. 4. There should be more balanced curricula with less emphasis on courses in the major There is a need to establish courses necessary for the individual nurse by doing away with courses centered around specific diseases and combining them in unified courses. In addition it is possible to develop skill in dealing with people by using the social setting in comprehensive training. The most efficient ratio of the study experience should be studied to provide more effective, interesting education Elective course should be initiated to insure a man flexible, responsive educational program. 5. The curriculum stipulated in the education law should be examined.

• Journal of the Korean Society for information Management
• /
• v.39 no.1
• /
• pp.331-350
• /
• 2022

This study aims to understand topics of incivility related to COVID-19 from analyzing Twitter posts including COVID-19-related hate speech. To achieve the goal, a total of 63,802 tweets that were created between December 1st, 2019, and August 31st, 2021, covering three targets of hate speech including region and public facilities, groups of people, and religion were analyzed. Frequency analysis, dynamic topic modeling, and keyword co-occurrence network analysis were used to explore topics and keywords. 1) Results of frequency analysis revealed that hate against regions and public facilities showed a relatively increasing trend while hate against specific groups of people and religion showed a relatively decreasing trend. 2) Results of dynamic topic modeling analysis showed keywords of each of the three targets of hate speech. Keywords of the region and public facilities included "Daegu, Gyeongbuk local hate", "interregional hate", and "public facility hate"; groups of people included "China hate", "virus spreaders", and "outdoor activity sanctions"; and religion included "Shincheonji", "Christianity", "religious infection", "refusal of quarantine", and "places visited by confirmed cases". 3) Similarly, results of keyword co-occurrence network analysis revealed keywords of three targets: region and public facilities (Corona, Daegu, confirmed cases, Shincheonji, Gyeongbuk, region); specific groups of people (Coronavirus, Wuhan pneumonia, Wuhan, China, Chinese, People, Entry, Banned); and religion (Corona, Church, Daegu, confirmed cases, infection). This study attempted to grasp the public's anti-citizenship public opinion related to COVID-19 by identifying domestic COVID-19 hate targets and keywords using social media. In particular, it is meaningful to grasp public opinion on incivility topics and hate emotions expressed on social media using data mining techniques for hate-related to COVID-19, which has not been attempted in previous studies. In addition, the results of this study suggest practical implications in that they can be based on basic data for contributing to the establishment of systems and policies for cultural communication measures in preparation for the post-COVID-19 era.

• Journal of The Korean Association For Science Education
• /
• v.37 no.3
• /
• pp.395-405
• /
• 2017

This study aims to investigate the effects of socioscientific issues (SSI) instruction on promoting college students' character and values as citizens, and to compare the effects based on the psychological factor - idiocentrism and allocentrism. Thirty-one college students who enrolled in the SSI course participated in this study. The SSI course provided the students with opportunities to explore various aspects of five topics, to express and share their own opinions, and to identify reasonable alternatives. The students with distinct tendencies were classified into two groups (i.e. idiocentric and allocentric groups) based on the personal value orientation scores before the instruction, and they responded to the questionnaire to examine their character and values as citizens before and after the instruction. The results showed that the students' social and moral compassion and socioscientific accountability improved significantly after the SSI course. The overall effects of the SSI program on students' character and values were not significantly different between two groups. However, the post-mean score of the allocentric group in socioscientific accountability was higher than the one of the idiocentric group. This study shows that SSI instruction could positively affect character development regardless of psychological tendencies, and could be implemented in the science classroom as a good instructional approach to integrating science education and character education.

• Journal of The Korean Association For Science Education
• /
• v.38 no.4
• /
• pp.555-563
• /
• 2018

Recently it has been claimed that character education should be applied not only in ethics but also in other disciplines including science education. With several attempts at character education in previous research on science education, the examination of its requisite and components is needed. This research investigates the necessity and elements of character education to be improved upon in science classes through questionnaires and focus interviews of experts in the field of science education such as secondary school teachers, professors, and researchers. They recognize that character education should be adopted in science education with three backgrounds: scientist activities, the field of secondary school, and inquiry education. Based on moral education and citizenship, elements of character education in science class are comprised of four essential character elements including honesty, sympathy, tolerance, and self-esteem, and seven practical character elements that are divided into personal qualities: sincerity, responsibility, and self-control and social qualities: consideration, openness, communication, and cooperation. Their validity and importance are accepted by experts.

• Journal of the Korean association of regional geographers
• /
• v.22 no.1
• /
• pp.180-194
• /
• 2016

The local identity of a female marriage migrant is not fixed to certain boundary or location, but rather comprised flexibly according to geographical movement or new settlement to different place. This research focuses on the local identity and life change of female marriage migrants that are constituted/reconstituted according to spatial transition, or migration. The analysis was conducted to find out traits of changes in the periods of migration and settlement based on the following categorization: multiculturalism and bicultural identity, assimilation and host country identity, exclusion and origin country identity, marginalization and marginal identity. The results are as follows; while having identical experience in terms of a migration, the local identities of marriage migrant women differed according to individual/regional characteristics as well as their respective roles within those traits. In addition, most of females showed passivity in maintaining and exposing their cultural identities of original states. Moreover the life satisfaction change of female marriage migrant that is type of assililation and host country identity is appeared more than others. through this assimilation and accommodation mean adaptation to female marriage migrant lived in Korea. However the intercultural competences of both marriage migrant woman and children in multicultural families facilitate the connection among different cultures. Based on these outcomes, with the transition to multicultural society and space, this research proposes the necessity of fostering global citizenship for mutual recognition of each culture, thus enabling coexistence.