• 프린팅코리아
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• v.9 no.6
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• pp.84-87
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• 2010

서울공고 인쇄과 3회졸업생인 최종수 과천문화원장. 그는 인쇄과를 졸업한 이후 인쇄사 사진제판실에서 근무하고, 육군 인쇄공창에서 군대생활을 하면서 인쇄와의 인연을 맺어왔다. 그리고 문화가 좋아 문화에 대한 사업을 벌이다 자신의 뿌리가 있는 과천의 문화 원장이 되었다. 최종수 원장을 만나 인쇄와 문화에 대한 얘기를 들어봤다.

• Journal of Korean Home Economics Education Association
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• v.20 no.3
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• pp.31-47
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• 2008

In this study the interpretive perspective means a point of view on educational curriculum in which in order to reach the understanding of the meaning of the behaviors and beliefs of human beings, and the historical and cultural products, the process of discussing on the basis of historical and cultural knowledge is very important. The developed curriculum means the one that consists of the goal of the curriculum, the contents of the curriculum, lesson plans, and the instruction-learning materials. This study has been carried out in four steps: conceptualization, development, application and evaluation. This study has tried to propose some changes in the contents of clothing life education on the basis of the interpretive perspective by firstly, assuming some core concepts that were related to clothing life education in Home Economics and secondly, organizing the contents of the clothing life culture area based upon historical and cultural materials. The results of the application of the developed curriculum came out positive. The strong points of the developed curriculum showed that for the students the curriculum was helpful in seeking answers to such questions as 'who I am' and 'what kind of being I am' through the perception of traditional culture and clothing life. In addition, the developed learning contents were recognized as new knowledge. It also showed that teaching contents with a focus on the interpretive perspective could play a role as reflection for the practice and for the arrival at the final perception. A weak point of the developed curriculum is that the Home Economics teachers themselves might find difficulty preparation for teaching this material because of their limited understanding and knowledge of the historical and cultural materials about clothing life.

• Journal of Digital Convergence
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• v.14 no.4
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• pp.89-100
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• 2016

The present study aims at investigating the effects of the Korean language ability, social support and acculturative stress of migrant laborers on hope and life satisfaction. The results of structural equation model showed that the social support and acculturative stress of migrant laborers influences life satisfaction through hope. The Korean ability of these laborers was intermediate level where they performed well in reading while they showed low performance in speaking and listening. The results of the study are as follows. First, hope mediates the effects of Korean ability on life satisfaction and does the effects of social support and acculturative stress on life satisfaction. Second the results that the better they hope the bigger life satisfaction gets implied that hope is the immediate cause of life satisfaction. Third, for their hope, we should provide not only language education but also opportunities for the perception that the role of family and neighbors is important. It is also necessary to facilitate active movements with the local community so that the migrant laborers take part in roles as members of society. Further we need to operate lifelong education programs for helping the migrant labores to adapt their lives in Korea.

• Journal of the Korea Society of Computer and Information
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• v.25 no.2
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• pp.171-179
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• 2020

In this paper, we propose a identity the effect of acculturative stress on life satisfaction with the mediating effect of self-esteem among marriage migrant women participating in Korean traditional dance. Participants of this study were marriage migrant women (experimental group: 28, control group: 30). Surveys that were taken before and after the 3 months of participation in Korean traditional dance were analyzed using SPSS 21.0. Results indicated that acculturative stress had a positive influence on self-esteem and life satisfaction, and self-esteem mediated the effect of acculturative stress on life satisfaction among marriage migrant women who participated in Korean traditional dance. Therefore, this study confirmed that acculturative stress had a direct effect on self-esteem and life satisfaction and had an indirect effect on life satisfaction mediated by self-esteem among marriage migrant women who participated in Korean traditional dance.

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

• Journal of Korean Home Economics Education Association
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• v.29 no.1
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• pp.125-143
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• 2017

This program aimed at preparing the pre-service teachers to teach about North Korean family life culture to secondary school students, by promoting the understanding and acceptance of cultural differences between the two Koreas. Based on the literature review, the educational contents were developed to reflect general aspects of North Korean family life. The program was implemented with 35 undergraduate students in a home economics teacher education program. The program consists of 15 units of 150-minute instructional sessions. The first three introductory sessions dealt with the definitions of family life culture and multiculturalism, as well as a historical review of South-North relationship. The following nine sessions were devoted to North Korean family life culture in five different domains: consumption and leisure, family and child-caring, food and dietary life, housing and neighborhood life, and clothing/fashion. During the final two weeks, pre-service teachers conducted mock-teaching. For evaluation, pre- and post-session scores on general teaching efficacy and understanding of cultural differences were compared using paired t-tests. The pre-/post-test results confirmed that the program was successful in promoting the understanding and acceptance of cultural differences between two Koreas of pre-service teachers.

• Proceedings of the Korean Society of Community Living Science Conference
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• 2004.10a
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• pp.123-128
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• 2004

• Proceedings of the Korean Society of Community Living Science Conference
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• 2011.04a
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• pp.3-12
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• 2011

• Proceedings of the Korean Society of Community Living Science Conference
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• 2011.04a
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• pp.13-25
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• 2011

• Proceedings of the Korean Society of Community Living Science Conference
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• 2007.11a
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• pp.30-47
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• 2007