• Journal of Families and Better Life
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• v.31 no.4
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• pp.65-82
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• 2013

This study focuses on the roles of family and parents as primary environments for character education of children and adolescents, examines surrounding micro and macro environments in a bioecological model, and explores parent support methods for restoring character education in family. For this study, we had interviews with 54 parents(44 mothers & 10 fathers). Through the interviews we found difficulties of character education in family and analyzed them in children and teenagers, parents, school, and social-cultural dimensions based on the bioecological model. On the basis of the parents' perception for these difficulties, we proposed how to support the roles of family and parents for recovering character education in family. The policy methods were propsed in family, school, and society dimensions. This study is meaningful in that it suggests evidence base for making the parent support policy.

• Journal of Families and Better Life
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• v.32 no.3
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• pp.85-97
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• 2014

This study attempted to explore parents'perceptions on character and character education for their children using a focus group interview method. According to previous research, the concept of character consists of wholeness of three components: relationship, individuality, and morality. This study investigated how parents' perception differ from the widely agreed concept of character. Forty-four mothers and ten fathers participated in eleven focus group interviews. The results showed that parents recognized social relationship and self realization as two most important components of character education of children. However, the parents paid less attention on morality and wholeness. The parents conceptualized character as an alternative to academic achievement. For example, they considered self realization as an alternative to academic achievement. These tendencies could be a barrier in character education in family. Based on these findings, this study recommends that parent education should take more attention on character education in family and help parents develop a balanced understanding on the concept of character.

• Human Ecology Research
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• v.58 no.1
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• pp.31-41
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• 2020

This study examined human rights perception, cultural diversity perception, level of character perception, and influencing factors for university students in order to prepare basic data on integrated education methods of character, human rights and cultural diversity and education program models. The research questions are as follows. 1. What are university students' perceptions of character, cultural diversity and human rights? 2. What is the status of the experience of family life education on character, cultural diversity, and human rights, and is it related to the level of perception? 3. What variables affect character perception, cultural diversity perception, and human rights perception? The survey targeted 407 students at two universities in Seoul and used IBM PASW Statistics as a tool to analyze data. The study results are as follows. First, university students' character, cultural diversity and human rights perception were above average; however, empirical education is still required because they had low scores in the area of action. Second, male university students have less experience in family life education on character, cultural diversity and human rights compared to female university students. Third, it is necessary to integrate education for character, cultural diversity and human rights because the most influential factors in character perception, cultural diversity perception and human rights perception were character education. The role of family life education should be considered important because personality education in the home showed a relatively high correlation.

• International Journal of Human Ecology
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• v.9 no.1
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• pp.63-69
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• 2008

Character education is an opportunity for students to develop character through teaching values in schools. In the past, students have been taught values at home but contemporary society has strongly encouraged the public schools to provide time for children to learn values because society is facing a crisis of human values that affects the behavior of individuals. According to research findings, the primary benefit of character education is to develop the intellectual, personal, and social aspects of students. However, there are some problems concerning how to teach values and how to evaluate student outcomes in public schools. This article explores the current character education in the U. S. through a review of the literature in order to reach a better understanding of how character education might be included in the Family and Consumer Sciences Education curriculum.

• Bulletin of the Korean Mathematical Society
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• v.54 no.4
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• pp.1387-1407
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• 2017

In this paper, we introduce a family resolvent cocycle and express the Chern Character of Dai-Zhang higher spectral flow as a pairing of a family resolvent cocycle and the odd Chern character of a unitary matrix, which generalize the odd index formula of Carey et al. to the family case.

• Journal of Families and Better Life
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• v.29 no.4
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• pp.35-47
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• 2011

The purpose of the current study is to investigate parents' understanding and needs for character education in early childhood and during elementary education and to suggest policy implications effective character education for young children. Using focus group interviews, we collected qualitative data from 14 mothers in Seoul, Korea. The mothers were unclear about the definition of character education for their children and about their role in teaching proper values during the early years of their children's development. Most mothers with preschoolers were satisfied with the character education their children were receiving, whereas mothers with children in elementary school were not satisfied with the character education provided by school. The mothers expressed their concerns about the reliability of the teachers and schools of their children. As policy implications, providing regular parent education, activating parent-teacher associations, and strengthening the partnership through support from the community are suggested.

• Journal of Korean Public Health Nursing
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• v.15 no.1
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• pp.125-147
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• 2001

The objective of study is to investigate the degree of burden of family who care for the elderly with dementia and to find out the factors related to the family burden as a pilot study. The number of subjects was total 137 and they were the families who were caring for elderly with dementia. The data was analyzed by SPSS/PC, t-test ANOVA. The results were as follows: 1. The score of family burden who were caring for elderly with dementia was 2.90 and the score of burden was high in case of the limitation of indivisual social activities. which was 3.09 and the lowest score was in case of the health of physical and limited which was 2.58 2. There was the correlation the level of dementia and the degree of burden of family who care for the elderly with dementia in character of dementia (p<0.05). 3. There was the correlation between the abnormal activities of the elderly with dementia and the degree of burdens of family (r=0.330). 4. There was the correlation between ADL of the elderly with dementia and the degree of burdens of family (r=-0.330). 5. The service duration had statistically significant correlation with burden In the character of family (P<0.05). 6. The using facility had statistically significant correlations with burden in the character of socity (P<0.05).

• Journal of Families and Better Life
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• v.30 no.2
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• pp.87-99
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• 2012

This study aimed at examining the problems in character education in early childhood education and elementary education in Korea and at providing policy implications for more effective character education. The study interviewed 20 teachers from child care centers, kindergartens and elementary schools located in Seoul and Gyeonggi province using the focus group interview method. The results showed teachers' level of understanding of the definition and purpose of character education. Teachers experienced difficulty because they lacked a manual as well as training for character education and because of the inconsistency between character education and the burden of academic performance. The lack of connection among character education in early childhood education and elementary school, strong needs for parent education, and partnership between the three spheres of the home, school, and community were also implied.

• Journal of the Korean housing association
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• v.7 no.2
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• pp.69-77
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• 1996

Mobility in housing is a normative way to satisfy family needs for· better· living conditions. In the context of relative decisions. mobility can be understood as forced relocation or unforced relocation In making relocation. the household chooses a particular 'environmental quality profile. Therefore. the understanding of mobility and relocation in housing is needed for· the developing and planning of housing evnironment. The major findings are s follows ;1. The motives of mobility are composed of 4 factors('material porseperity’, 'convenience· safety'. environmental improvement' and 'forced relocation'). Especially, 'material prosperity' was defined the most fundamental factor· for. 2. The components of housing environment quality were composed of 3 factors related to the scale of home environment. They were 'neighborhood character factor', 'dwelling character· factor·'. And 'location character· factor'. The factor 'neighborhood character' was defined the basic factor· to choose for the housing environmental quality profile.3. It was examined that the motives of mobility and the components of home environmental quality were significantly different by the household characteristics (income. family life cycle. and tenure type).

• The Journal of the Convergence on Culture Technology
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• v.3 no.4
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• pp.93-100
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• 2017

The purpose of this study was to examine what was the child's character education recognized by mothers of multicultural families and what was the actual conditions and needs of the child's character education at home through the in-depth interviews, and to suggest the efficient direction of the child's character education for mothers of multicultural families. The research participants were 6 mothers with children in multicultural families who lived in E city of Gangwon-do. The results of this study were as follows. First, as for the child's character education recognized by mothers of multicultural families, it was said to doing character education at home such as becoming a good person, becoming a child to listen to the parent's words and to reconcile with family, and becoming a child who was in harmony with friends. Second, as for the actual conditions of child's character education, they often used a control language such as "Do not, no", when children did not behave properly. In particular, there were some cases of using threatening words such as "taking you to the police station". Third, they hoped that various interests and support would be provided, such as not listening to "You are ill-behaved because you are in a multicultural family," receiving husband's educational support, receiving grandparents' support, and interests from the educational institution, etc.