• KDI Journal of Economic Policy
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• v.27 no.1
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• pp.1-38
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• 2005

Our paper aims to estimate a household consumption function in the presence of liquidity constraints as well as household characteristics. Empirical findings from a Korean cross-sectional data (National Survey of Household Income and Expenditure) reveal that several family characteristics, such as household size, number of working members, children in school, and educational level and age of the household head, turn out to be critical determinants of household consumption. Especially, the influence of household size on consumption decision is shown to be highly significant, not only indirectly through its impact on household income, but also directly by affecting the household's preference for consumption itself. While, the other family characteristics primarily influences household income. Our paper distinguishes itself from existing literature in that it greatly improves the explanatory power of the estimated household consumption function by measuring the degree of the liquidity constraint rather than simply identifying its presence. Based on the assumption that the present value of human capital is a function of household characteristics, the degree of the liquidity constraint is represented by the underestimated portion of the human capital. Such a method of implementing the liquidity constraint is useful in treating various types of assets according to their liquidity. Finally, our estimated household consumption function is applied to decompose cross-sectional variances of consumption inequality. The analysis confirms that the overall alleviation in liquidity constraints in Korea after the 1997 currency crisis reduced consumption inequality despite the worsening of income inequality and changes in the demographic composition of family characteristics during the same period.

• Journal of Korean Home Economics Education Association
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• v.17 no.1 s.35
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• pp.113-129
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• 2005

The purposes of this study are: (1) to develop a family life education program and teaching-learning materials for building family strength, (2) to apply its program & teaching-learning materials to classrooms on the area of 'human development and family relationship' in Home Economics Education in senior high schools, (3) to provide self-directed teaching-learning materials for senior high schools' teachers and 11th-12th grade students. This study was performed according to the following procedure : (1) The area of family life education in the 7th Home Economics Education Curriculum was analyzed. (2) The students' abilities needed to acquire skills for family life were analyzed. (3) A framework for life-span family life education developed by NCFR and Adult Roles and Responsibilities Resource Guide in Utah, U.S. were reviewed and analyzed. Five units of the family life education such as 1)acquiring abilities for self management. 2)acquiring abilities for communicating, ?building family strength, acquiring abilities for crisis management, ?preparing the wise parent's roles was reconstructed. (4) In order to improve the effect of the family life education, the teaching-learning materials including lesson plans, work sheets, materials for teacher. hand outs, ppt materials. cartoons, pictures etc. were developed. (5) The developed teaching-learning materials were applied in the senior high school's classes and were revised. Additionally. a CD-rom title was made.

• Industry Promotion Research
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• v.5 no.2
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• pp.83-91
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• 2020

The purpose of this article is to analyse the military thought of Ferdinand Foch and to present its contemporary meanings. 1.Foch's life: Since 1871 to end of World War I, he acted as a military philosopher, battle field commander, and Supreme Commender of the Unified Forces so as to be judged as Clausewitz of the 20th century. 2. Historical Background of Foch's Activity Period : The series of the domestic revolutions after Napoleon's downfall were extended to Europe for independence, unification and overseas colonial wars. Thus Foch's growing and acting period was in totally imminent danger at all fields. 3. Foch's Military Thought : Through his three books, he argued cleary the absolute importance of the immaterial power including the technical esteem and the offensive fighting will for the victory. 4. The Contemporary Application of Foch's Thought : Though the operation plan based on Foch's strategic thought was defeated at the early stage of the World War I, its offensive-oriented immaterial spirit power should be remembered. 5. Conclusion : Foch's thought which develops the penetration through the war history and emphasizes the importance of the immaterial power should be highly appraised. Thus it should be also reinterpreted and redeveloped into a modern contemporary meaning.

• Korean Journal of Social Welfare Studies
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• v.47 no.4
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• pp.151-181
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• 2016

The objective of the study is to identify the sub-path of entry into homelessness of young men and enhance understanding them. In specific, homeless risk factors were extracted through their experiences, and based on which the entry paths into homelessness were drawn. The homeless young adults were divided into two groups of those who became homeless in their adolescence and those who entered into homelessness after 19 and their differences were analyzed. As a results, the most prominent differences between the two sub-groups included individual and social factors; most of those who entered homelessness after 19 had physical or psychological problems, while the other group showed delinquency factors in adolescence and adulthood. As for social factors, the former group experienced more financial damage in the process of achieving independence before being homeless, while the latter group had relatively more experience of physical and psychological damage such as bullying, harassment and violence before being homeless and financial frauds. As for investigating the causality relationship of key homeless risk factors by adding a variable of time, and based on which, a constant pattern of entry paths toward homelessness was drawn among each sub-group of homeless young adults. For policy on homelessness, it is required to develop according to the characteristics of homeless young adults. Especially, a specific approach is necessary for the different homeless pathways by sub-group. Furthermore, the study indicated that management and preemptive responses for various homeless risk factors that homeless young adults experienced throughout their lifetime could be important prevention policy against homelessness.

• Journal of Korean Home Economics Education Association
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• v.34 no.2
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• pp.95-113
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• 2022

The purpose of this study is to analyze the 'Action Competence on Climate Change(ACoCC)' shown in 12 types of middle school 「Technology & Home Economics」 textbooks written according to the 2015 revised curriculum, and to suggest ways to improve the activity tasks. According to the results of the analysis, first, the 'knowledge on climate change' was the most frequently mentioned, and 'climate change communication' was the least frequently mentioned in the textbook among ACoCC. Second, all 12 textbooks dealt with 'knowledge about climate change' most frequently, yet the frequency of mentioning other competencies differed by publisher. In relation to the core concepts, the ACoCCs were most often discussed in the 'Management,' yet never discussed in the 'Life Design' at all. In relation to the academic sub-fields of home economics, the 'clothing life' showed the highest frequency of mentioning ACoCCs, while 'family life' the lowest frequency. Based on the results of the above analysis, it was suggested that the capacity to respond to climate change should be dealt with in the overall fields of home economics education. This study has implications as a basic study related to climate change in home economics education, and it is expected that various research and educational programs in home economics education that focus on climate change mitigation are implemented in the future.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.2
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• pp.1092-1100
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• 2015

This thesis is a part of a case study conducted in order to understand the trends of the 16th~17th century Cheongju region bigwigs, and has examined the life and academic stream of Seogye Deuk-Yoon LEE (1553-1630) focused on the previous study, "The Great Family Genealogy of Ikjaegong of the Gyeongju LEE Family". Seogye Deuk-Yoon LEE learned from his father Seomgye Jam LEE, and GiSEO, Ji-Hwa PARK from an early age, and based the basic orientation of his studies on one's moral and religious self one's moral and religious self'. This is how he became to emphasize "Sohak" (an introductory book of Confucianism for children), and he made an effort to realize the world of Neo-Confucianism by distributing the 'YEO's Hyangyak(Lue-shih-hsiang-yueeh : autonomic regulations of the district areas)' published on "Sohak". Furthermore, he made great effort in education of the Cheongju by regarding it as his own mission to teach young scholars, continuing on the footsteps of his father. Considering this, Seogye was not only a Confucian scholar that devoted himself to 'Sugi(moral training of himself', but was also a practical scholar that committed his sense of social responsibility in ' teaching' and 'governing the people, who greatly affected the academic world of the regional bigwigs of the Cheongju during the 17th century. Furthermore, Deuk-Yoon LEE was a member of the 'Nangseongpalhyeon(eight wise men of the Cheongju region) together with his disciple Deok-soo LEE, who performed a core role in establishing the 'Gihohakpa(Capital and Chungcheong province School)' and 'Hoseosarim(forest of scholars in Chungcheong province)' of the Cheongju region. As a main figure in establishing the Sinhang Confucian academy, he prepared the socio-economic basis for the 'Gihohakpa' to take place in the Cheongju, and by academically associating with Sagye Jang-Seng Kim without regarding their conflicting parties, he became the bridge in allowing his disciple, Deok-Soo LEE to associate with the academic stream and the 'Gihohakpa'. Through such roles, he allowed the relatively easy establishment of the 'Gihohakpa' and 'Hoseosarim', which continued to Jang-Seng KIM and Si-Yeol SONG, in order to prepare the basis and establish the strength of its basis in the Cheongju region from the late 17th century.

• Korean Journal of Heritage: History & Science
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• v.55 no.2
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• pp.82-100
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• 2022

With the crisis of the COVID-19 pandemic and the era of the 4th industrial revolution, archaeological heritage education has entered a new phase. This article responds to the trends in the post-COVID-19 era, seeking ways to develop archaeological heritage education and sustainable strategies necessary in the era of the 4th industrial revolution. The program of archaeological heritage education required in the era of the 4th industrial revolution must cultivate creative talent, solve problems, and improve self-efficacy. It should also draw attention to archaeological heritage maker education. Such maker education should be delivered based on constructivism and be designed by setting specific learning goals in consideration of various age-specific characteristics. Moreover, various ICT-based contents applying VR, AR, cloud, and drone imaging technologies should be developed and expanded, and, above all, ontact digital education(real-time virtual learning) should seek ways to revitalize communities capable of interactive communication in non-face-to-face situations. The development of such ancient heritage content needs to add AI functions that consider learners' interests, learning abilities, and learning purposes while producing various convergent contents from the standpoint of "cultural collage." Online archaeological heritage content education should be delivered following prior learning or with supplementary learning in consideration of motivation or field learning to access the real thing in the future. Ultimately, archaeological ontact education will be delivered using cutting-edge technologies that reflect the current trends. In conjunction with this, continuous efforts are needed for constructive learning that enables discovery and question-exploration.