• Journal of the Health Care and Life Science
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• v.9 no.1
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• pp.153-160
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• 2021

This study is to investigate the effect of early childhood teachers' resilience and social support on job stress. The degree of resilience, social support, and job stress was measured for 250 teachers of early childhood education institutions located in City I, and the relationship and relative influence were analyzed. For data processing, correlation analysis and multiple regression analysis were performed using the SPSS 18.0 program. As a result, first, early childhood teachers' resilience and social support were measured at a slightly higher level than average, and job stress at a slightly lower level. Second, the resilience and social support of early childhood teachers had a positive relationship, and the resilience and social support had a negative correlation with job stress. Third, as a result of analyzing the relative influence of early childhood teachers' resilience and social support on job stress, 83% explained that organizational environmental factors, material support, and behavioral factors affect job stress. These results suggest that it is most important to provide resilience and social support that can affect the reduction of job stress of in-service teachers.

• Journal of the Korean Institute of Landscape Architecture
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• v.31 no.4
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• pp.57-66
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• 2003

The purpose of this study is to evaluate the resource value of existing mud flats in JANGWHARI, KANGWHADO, as strategies for ecotourism. The research methods used in this study are Limits of Acceptable Change(LAC), and Recreation Opportunity Spectrum(ROS). The LAC process draws attention to the existing area conditions that are judged to be acceptable. Managers must define desired area conditions and undertake actions to maintain or achieve these conditions. The ROS is within each of the recreation opportunity classes identified as being used at the regional level. The Results of this study are as follows: 1) The Opportunity Class of the ROS is ecological, physical, social, managerial setting as primitive, semi-primitive. non-motorized, semi-primitive$.$motorized, and roaded natural. 2) The indicator of the LAC is ecological, physical, social, and managerial setting; the indicator of ecological is wildlife populations, water quality, road paving; the indicator of physical is facilities; the indicator of social is visitor needs for knowledge, adventure, eco-experience, and environmental education programs; and, the indicator of managerial is limits of law, and degree of management. 3) Currently, the Opportunity Class of the ROS of JANGWHARI, KANGWHADO is levels II-III, and the Opportunity Class of the suggested ROS is levels I-II. 4) This paper describes strategies for mud flat area management: detection of water quality, resolving problems of equipment, supply of both environmental education programs and guide equipment.

• Hwankyungkyoyuk
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• v.18 no.3 s.28
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• pp.75-90
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• 2005

The purpose of this study was to analyze middle school students' consumption lifestyle and develop a program for measuring Ecological Footprint (EF) for them. For this study, 200 male and female middle school students in large cities, medium & small cities were selected to analyze their consumption lifestyle. It was also that the existing programs for measuring EF were studied and basic rules of setting up new EF indicators were established based on the results of survey and literature study. 15 indexes was selected by dividing the life areas into food, housing, traffic, goods and services areas and than the delpi computer programming tools was used to develop program for measuring EF in this study. The program for measuring EF can be used as educational materials for consumers' environment education in the areas of social environment education and school environment education. The followings are suggestions coming out of this study. First, it is required to revise and complement program for measuring EF analyzing the problems that occur when applying it to middle school students actually. Second, some data that used during normalization of EF ate originally from the USA. So it is necessary to change the data to meet the Korean situation. Third, it is necessary to have design work that can invite interests of students with consumers' environmental education materials through cooperation between environmental education experts and computer programmers. Fourth, it is necessary to have practical research with consumers' environmental education adding educational contents into EF measurement program. Fifth, it is necessary to develop a method for distribution an expansion of the program for measuring EF to make it usable in different types of environmental education materials.

• The Journal of Asian Finance, Economics and Business
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• v.9 no.5
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• pp.177-186
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• 2022

This study aimed to measure the impact of societal participation of Saudi banks on customer satisfaction and determine the statistical differences in customer satisfaction according to sex, age, income, education, and work type. Societal participation has economic and environmental dimensions. The study population includes all Saudis in the government, military, and private sectors reaching 3.58 million in 2021. The unit of analysis is Saudi customers of commercial banks. The 12 banks have societal programs. The research tool is a "Questionnaire," It is distributed face-to-face at places of work. The study concludes that economic participation has no impact on customer satisfaction; however, the impact of environmental participation on customer satisfaction is proved. The study shows no statistical differences in customer satisfaction according to mediators (sex, age, income, education, and work type). Despite the environmental participation being the tangible product by Saudi banks in the local market, the study concludes the positive relationship between societal participation and customer satisfaction. The study presents a set of recommendations for enhancing societal participation in the Saudi businesses environment.

• Journal of Fisheries and Marine Sciences Education
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• v.27 no.5
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• pp.1236-1251
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• 2015

This study examined understanding and attitude of sustainable development(SD) of 38 college students in a nuclear power plant construction after education for sustainable development(ESD) through panel discussion. The results were as follows: First, after lesson 66% of students were expected that SD is possible if scientific technology is developed and a frugal life for the protection of environment is carried out. However, the remaining students regarded SD as an ideal concept, because they thought it is not possible to pursue environmental sustainability and socio-economic development simultaneously. Second, students' opinions in the evaluation of constructing a nuclear power plant in three aspects(environment, society and economy) before and after panel discussion were changed as follows; 1) After panel discussion, the objectors increased to 21% in economic evaluation, while the supporters increased to 11% in environmental evaluation. 2) Students majoring in engineering or natural sciences changed their opinions to agree in environmental evaluation because they considered a nuclear power plant safe and eco-energy. However students majoring in social science/business or liberal arts/arts changed their opinions to disagree in economic evaluation because they considered a nuclear power plant as high-cost energy when assessing danger-accidents cost, public consensus cost, operation and maintenance cost, and waste disposal cost. 3) This change of decision-making in students majoring in social science/business or liberal arts/arts after panel discussion was statistically significant(p<0.05). Implications of panel discussion as a teaching and learning method in ESD are also discussed.

• The Journal of the Korea Contents Association
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• v.9 no.8
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• pp.433-441
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• 2009

This paper searches for programs for creating increased employment in local society in important occupation sectors such as education and training services, insurance and social welfare services, culture and arts, housing and environmental service fields. As part of an improvement plan, while strengthening investment in education training infrastructure for the suppliers of social services, cooperation and coordination by the public and private sectors is necessary. Also necessary are identifying model social enterprises that are based upon joint efforts for success of social enterprises and publicity efforts necessary.

• Hwankyungkyoyuk
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• v.15 no.1
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• pp.115-124
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• 2002

The purpose of this research is to analyze the contents related to environmental education(EE) in the elementary school textbooks for the following areas: well-balanced EE, and development of EE curriculum/teachers' guide in elementary school level. For the purpose of this analysis, elementary school teachers, education administrators and EE specialists were involved. Eleven content areas of EE, namely: natural environment, artificial environment, population, industrialization, natural resources, pollution, environmental conservation, environment sanitation, environment ethics, environmentally sound and sustainable development(ESSD), and daily li(e as a consumer, were analyzed. The results of the analysis are as follows: 1. There are total 1,140 contents related to EE in the elementary school textbooks of 7th Korea National Curriculum. 2. The textbooks of grade 6 contain the most number of EE contents, while the least number is in the textbooks of grade 3. 3. The subject that includes EE contents equally in its textbooks is social studies, and the subjects that relate a lot to EE are Korean language, science, and social studies respectively. 4. The content areas that are included a lot in textbooks are' natural environment', 'pollution', and' environmental conservation' respectively, while the contents of 'population','industrialization', 'ESSD' are included to a lesser degree. The content area most frequently mentioned in the textbooks is 'pollution', and the number of the contents are increasing along with the grade level. 5. Generally, the content areas of 'population', 'industrialization', and 'natural resources' are reflected in the textbooks to a lesser degree than others. 'Industrialization' is not included in the textbooks of grade 2, while 'population' is not included in ones of grade 4. According to the result, more concern about balanced EE in content areas is needed at the elementary school level. Similar studies tot K and secondary school levels are needed. The developmental study of EE guide book and teacher training for teaching EE using the book are also recommended.

• Journal of Koreanology Reviews
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• v.2 no.1
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• pp.9-16
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• 2023

This study will provide an overview of the development of 'Corporate Social Responsibility' (CSR) in South Korea throughout time, as well as its sources of inspiration and recommendations. The study will also rely on the body of existing research to provide insights into the present condition of CSR in the nation and the measures launched to promote socially responsible practices in the corporate environment. As a result, it will act as a crucial dedication to comprehending corporate social responsibility within the Korean environment. According to the searching results in the literature content dataset, there has been total four historical paradigm of CSR in South Korea, such as (1) Adoption of the CSR principles, (2) Introduction of the Korean Association of Social Responsibility, (3) The Seoul Environmental Charter, (4) The Board of Audit and Inspection Intervention. Based on the results of the current study, the present author could conclude that ingrained corporate social responsibility (CSR) is in Korean business culture, which has been promoted since the 1920s. Businesses can benefit by using the guidelines offered by the CSR Promotion Act and related activities to uphold their responsibilities towards society and the environment, overviewing comprehensively CSR advancement in South Korea from the 1920s to the display day.

• The Korean Journal of Community Living Science
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• v.27 no.spc
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• pp.635-650
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• 2016

This study analyzed rural experiential educational programs that are currently in operation and examined the programs' reflection of Education for Sustainable Development (ESD) to explore the significance of those programs in terms of the ESD. In particular, this study analyzed cases of rural experiential educational programs from four villages in the capital region, Gyeongsang, Jeolla, and Chungcheong. The analysis results are as follows. Four villages' experiential educational programs share similar activities, such as nature experience, farming, traditional food and culture, games in nature, and craft. Each village has special programs and managements according to their geographical and environmental conditions. In addition, those programs are related to the ESD elements of health food, and cultural diversity (in sociocultural area) and of species diversity and environmental issues (in environmental area). On the other hand, the ESD elements in economic areas are not related to those programs. In addition, most of the villages plan and run experiential educational programs to keep and develop their own villages' sustainability. Rural experiential educational programs need to include various elements of ESD to develop rural communities.

• Journal of Korean Elementary Science Education
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• v.38 no.1
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• pp.149-162
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• 2019

The purpose of this study was to develop an education for sustainable development(ESD) program using community resources in Paju and to investigate the influences on ESD competencies of 6th graders. The community resources used were Unjeong lake park, environmental circulation center, environmental management center, currency museum, butterfly museum, experience center for peaceful unification, Yulgok arboretum, and Jangsan observatory. The newly developed program was related to creative-experience activity and composed of 15 sessions for 6th-grade class in elementary school, including all of the environmental, economic, and social aspects of ESD. Two classes of the 6th grade were divided into the experimental group and the control group. The results to examine the effects of the program were as follows. First, it was proven that ESD program using community resources did not help improving the perception and function competencies of learners except for the thinking abilities. Second, it contributed to the improvement of learners' attitude competencies, especially in self-reflective attitude and other-oriented attitude. Also, according to in-depth interview, the students were constantly developing their values for sustainable development, reflecting their thoughts and behaviors in a reflective way and improving their attitude toward life.