• 한국사회정책
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• v.25 no.3
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• pp.247-278
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• 2018

Anti-oppressive practice (AOP) is a form of social work practice that has developed in the UK. In South Korea, Anti-oppressive social work has not been widely studied / explored unlike in other countries in the world. Its main principles, social justice and human rights, have become commonplace. AOP includes transformational practice because its orientation emphasizes social change through celebrating diverse identities and rejecting hierarchies of oppression and prestige. Recently, a growing body of literature on social work with foreign workers has resulted in an increased understanding of its population and its needs. It needs a theoretical and practical framework for foreign workers necessary to inform effective models of service delivery, reflecting cultural competence, and changing oppressive social structure. In this paper, we will introduce the main principles of AOP, analyse written texts reflected by foreign workers and social work practitioners' opinion, and suggest the implications on possibilities and constraints of applicability to foreign workers in South Korea.

• Korean Journal of Social Welfare Studies
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• v.43 no.2
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• pp.179-206
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• 2012

This study was based on politic reality which is being developed within the ambiguity of cultural welfare, and discussed what sort of awareness the practitioners show in the settlement process of the cultural welfare policy in depth. 4 elements were discovered in the settlement process of the cultural welfare policy which the practitioners are aware of. The elements are value(pursuit of comprehensive mankind), element of practice(process of operation), elements of external influences(process of policy settlement), and elements of internal influences(reinforcement of practitioners capability). This means that not only the process of policy settlement in a narrow sense, but also value, practice, and reinforcement of practitioners' capability for the provision of better service should be considered for the settlement of the policy. This study which analyzed the cultural welfare practitioners' awareness of policy settlement process is significant in that it provides the basic data for future settlement of the cultural welfare policy.

• Asia pacific journal of information systems
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• v.34 no.1
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• pp.191-208
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• 2024

This paper proposes the presence and importance of cultural differences to address user engagement in worldwide social media platforms. Based on Hofstede's cultural dimensions, this paper addresses their new meanings in the context of user engagement in social media. Our propositions address two research questions: (1) how do cultural dimensions, displayed on social media platforms, differ across national cultures?; (2) what different preferences the social media platforms have in terms of which cultural dimensions promote or suppress user engagement? User engagement in social media platforms is explained by the cultural differences in terms of the four cultural dimensions: individualism vs. collectivism, uncertainty avoidance, power distance, and masculinity vs. femininity. Implications are also discussed for research and practice.

• Journal of Korean Academy of Nursing
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• v.18 no.2
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• pp.162-188
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• 1988

The purpose of this study is to guide the direction of the Korean nursing education to analysize ⑴ the philosophy and objectives ⑵ curriculum, and ⑶ educational environment. This analysis is based on the data from 50 nursing schools (14 4-year colleges and 35 3-year colleges) The survey was conducted from Dec. 1986 through Jan. 1987 by mail. 1) Educational philosophy and objectives 10 4-year colleges and 8 3-year college program have curricular philosoph. Most popular curricular philosophies are human beings, health, nursing, nursology, nursing education, nurses role in the present and in the future. 10 nursing schools mentioned that human being is the subject to interact with : environment physically, mentally and socially. 2 schools mentioned that health is the state of functioning well physically, mentally and socially. 13 schools mentioned that the nursing is the dynamic act to maintain and to promote the highest possible level of health. 4 schools mentioned that the nursology is an applied science. 4 schools mentioned that nursing education is the process to induce the behavioural changes based on the individual ability. There is different opinion about the nurses' role between 4-year college and 3-year college. In the responses from 4-year colleges they focus on the leadership in effective changes, self-regulating and self-determining responsibilities, applying the new technology, continuing education, and participation in research to further nursing knowledge. In the responses from 3-year colleges, they focus on the education in college, primary health care nursing, direct care provider and public health education. Among 50 respondents 40 schools have educational goals which can be divided into two categories. One is to establish the moral and the other is to develop the professionalism. 2) Curriculm The analsis of curriculum is only based on the data from the 4-year colleges because the most of 3-year colleges follow the curriculum guideline set by the Ministry of Education. a) Comparison of the credits in cultural subject and in nursing major. The average required credit for graduation is 154.6 and the median credit is the range of 140-149. The average credit of cultural subjects is 43.4. In detail, the average number of credit of required course and elective courses are 24.1 and 19.3 respectively. The average credit for major subject is 111.2. In detail, the average credit for required courses and electives course are 100.9 and 10.4 respectively. In 5 colleges, students are offered even on elective course b) Comparison of the credit by class. The average earned credits are as follows : 41.1 in freshman, 400 in sophormore 38.3 in junior and 32.4 in senior. Cultural subjects are studied in early phases. c) Comparison of the compulsory and elective cultural subject by institute. The range of credit is 7-43 in compulsory cultural subjects and there are lot of differences among institutions. While all respondents require liberal arts as compulsary subjects, few respondents lists social science, natural science and behavioral science as required subjects. Social science-related subjects are frequently chosen as cultural subjects d) Distribution of creditsin cultural subjects by institute. The liberal art subjects are taught in 20 institute. English and physical education courses are taught in all instituions. The social science subjects are taught in 15 colleges and the basic Psycology and the Basic sociology are the most popular subjects. The natural science subjects are taught in 7 colleges and Biology and Chemistry are the most popular subjects among them. e) Distribution of credits in major basic courses by institute. Most of the institutes select Anatomy, Microbiology, Physiology, biochemistry and Pathology as basic major courses. f) Comparison of the required and elective courses for nursing major by institutions. Subjects and credit ranges in major are varing by institute. More than half of the respondents select the following subjects as required major subjects. (1) Adults Health Nursing and Practice (19.5 credits) (2) Mother and Child Care and Practice (8.9 credits) (3) Community Health Care and Practice (8.5 credits) (4) Psychiatric Nursing Care and Practice (8.1 credits) (5) Nursing Management and Practice (3.9 credits) (6) Fundamental of Nursing, Nursing Research and Health Assessment and Practice. Three institutions select Introduction to nursing, Rehabilitation Nursing, School Nursing, Public Health Nursing, Nursing English, Communication, Human Development as electives in nursing major. 3) Educational environment a) Nursing institution There are forty-three 3-year colleges and seventeen 4-year colleges and 81.4% of which are private b) Number of students and faculty 19.2% of the students are in 4-year colleges and 80.8% of the students are in 3-year colleges. In 4-year colleges, the number of nursing faculty members is in the other of assistant professor, instructor and professor. In 3-year colleges, the orderiis lecturer, associate professor, full time instructor and assistant professor. In 4-year colleges, 18.8 students are allocated per nursing faculty and in 3-year colleges, 33.1 students are allocated per nursing faculty. c) Clinical practices 66.7% of the 4-year colleges practice over 1201 hours in clinic and 28.5% of 3-year colleges practice over 1201 hours in clinic. In 4-year colleges, 11.5 students are allocated per nursing faculty and in 3-year colleges,17 students are allocated per nursing faculty The survey shows no difference in the procedure between 4-year colleges and 3-year colleges but 3-year colleges choose the more variety practicing site such as special hospital and community health clinic. d) Audiovisual facilities The survey shows a lot of difference in audiovisual facilities among institution and 3-year colleges are less equipped than 4-year colleges.

• KOREAN JOURNAL OF CROP SCIENCE
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• v.43 no.2
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• pp.124-127
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• 1998

Since weedy rice problems have emerged with the recent advent of direct seeding cultivation in Korea, the establishment of effective control strategies for weedy rice is considered to be one of the urgent issues to be solved for widely practiced direct seeding rice cultivation. A three year experiment was conducted to investigate the occurrence pattern of weedy rice in four different rice cultivation practices: high ridged dry seeding, wet drill seeding, water seeding, and machine transplanting. The highest weedy rice occurrence of 11.0% was observed in high ridged dry seeding practice followed by 9.6% in wet drill seeding, 6.4% in water seeding practice, and 0.2% in machine transplanting practice, respectively. The same trend was observed when we examine the occurrence of contamination of panicle and rice grain by weedy rice. More contamination was observed in high ridged dry seeding than any other practices. It was also found that the possible emergence depths from the soil surface was deeper in both in ridged dry seeding and wet drill seeding practice (0-5 cm from the soil surface) than those in water seeding (0-4 cm), and machine transplanting practice (0-3 cm). The highest yield reduction of 19.5% was observed in high ridged dry seeding practice followed by 13.0% in wet drill seeding, 6.3% in water seeding practice. The reduction may have occurred to the competition between weedy rice and cultivated rice, These findings suggest that among the four cultural practices examined, the machine transplanting practice is the most effective method to control and reduce the weedy rice occurrence and weedy rice seed in soil.

• 지역과문화
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• v.8 no.1
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• pp.25-53
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• 2021

Based on the assumption that understandings and practices have been shifted in accordance with the historical context, this study aims to propose future policies to localize cultural diversity. First, in this study, it is necessary for the concept of cultural diversity, which came from political struggles, to understand and practice cultural diversity in the historical context by analyzing the multilayer aspects of policy practices. Second, through the case study of Jeonlabuk-do, by reviewing the discrimination experienced by social minorities and the perception of professionals related to culture policies in the region, this study represents to understand and practice of cultural diversity in the multi-layed way, even in the local. Lastly, it suggests some specific future policies to be considered when implicating the policies of culture diversity in respond to the limits of current government policies, including: decentralization of policies, enhancing local policies, transition from 'politics of distribution' to 'politics of recognition', an interculturalist approach that promotes contact rather than separation

• Journal of English Language & Literature
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• v.60 no.2
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• pp.233-247
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• 2014

Cultural Studies is characterized by being opposed to (elite) literary studies not only because it points to popular or non-elite literature which is usually not dealt with by elite literary scholars or comparatists, but also because it severely challenges the established literary canon and even tries to subvert this elite-oriented canon. In addition, Cultural Studies complements literary studies in that it contributes a great deal to the reconstruction of new literary canon by expanding the narrow domain of (elite) literature and its studies. What was not touched upon by traditional literary scholars is now studied by Cultural Studies scholars. In this sense, we should realize that it is not the field of Cultural Studies that occupies the domain of literary studies, but rather, it has expanded its traditional domain and added some new cultural elements. This article will illustrate how the interdisciplinary writings of some of the representative Anglo-American literary scholars have paved the way for effective dialogues between literary studies and Cultural Studies. I argue that the practice of Cultural Studies in China will not only contribute to global Cultural Studies in general, but also carry on equal dialogue with its Western and international counterparts. My purpose is to deal with the challenge of Cultural Studies to comparative literature studies in general before mapping the new orientations of Cultural Studies in $21^{th}$ century China.

• Journal of the Korean Geographical Society
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• v.48 no.4
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• pp.557-574
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• 2013

The paper examines the recent criticism from various viewpoints on landscape research in 'New cultural geography' focusing on the representation and duplicity of landscape as one of the key theoretical basis of the landscape school. The paper argues that landscape theories in new cultural geography should be considered as what is constantly changing over time and composed of various theoretical and genealogical elements rather than internally homogeneous, fixed, and closed system of knowledge. Through the recent 'phenomenological turn' of geography, landscape researchers explores a possibility of alternative approach to the existing theories and methods, which is so called NRT(Non-representational theory). The research objectives of the paper is to examine the theoretical and practical implications of such significant criticisms, which put emphasis on the idea of landscape as performance and practice rather than landscape as representation in cultural geography.

• Women's Health Nursing
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• v.22 no.2
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• pp.86-95
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• 2016

Purpose: The aim of this study was to conduct a concept analysis of cultural nursing competence. Methods: Cultural nursing competence was analyzed using Rodgers' evolutionary concept development method. A literature search using the keywords "cultural nursing competence", "intercultural nursing competence", "cultural nursing", "cultural health nursing", and "cultural competence" was conducted in PubMed, CINAHL, ERIC, and RISS on material published before 2015. Database and bibliographic searches yielded 35 records. Results: Cultural nursing competence comprised cognitive, affective, and behavioral domains. The critical attributes of the concept were sensitivity, equality, and activity. The analysis identified the following dimensions: awareness, openness, and coherence. The consequences of cultural nursing competence were personal satisfaction and social justice. The definition contained competence on both an individual and social level. Conclusion: Cultural competency enhances quality of care by narrowing health disparities and increasing client satisfaction. The concept analysis of cultural nursing competence may offer an acceptable framework which can be used to develop psychometric tools of this concept and provide guidelines in nursing practice.

• International Journal of Advanced Culture Technology
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• v.11 no.4
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• pp.255-262
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• 2023

The purpose of this study was to clarify the concept of LGBT cultural competence in nurses. This study used Walker and Avant's 8 steps of conceptual analysis. The specific steps are: (1) selecting the concept, (2) selecting the purpose of concept analysis, (3) identifying the scope of concept use, (4) identifying the determinant attributes of the concept, (5) presenting model cases, (6) additional cases of the concept (boundary cases, opposite cases, and related cases), (7) identifying antecedents and consequences, and (8) presenting empirical evidence. As a result, five attributes of nurses' LGBT cultural competence were identified in the final 12 articles: cultural experience and cultural acceptance, cultural knowledge, cultural attitude and awareness, and cultural skills. Antecedents included diversification of society, heteronormative healthcare environment, continuing education and training, intercultural understanding, and open-mindedness. Outcomes of cultural competence were identified as reducing LGBT health inequalities and providing quality care. In conclusion, this study contributes to providing a basis for improving the quality of nursing care by providing more culturally appropriate care to the target population through conceptual analysis and understanding of nurses' LGBT cultural competence. Furthermore, it is necessary to continue research on the development of tools to measure nurses' LGBT cultural competence and the development of nursing intervention programmes that can be applied in nursing practice.