• Journal of Fashion Business
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• v.10 no.4
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• pp.114-129
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• 2006

This purpose of this study is to research on the influence on the creation of young generation's street fashion of pop stars focused on pop music given the fact that fashion can be created by popular culture in this multi-media era. Also, this study is to provide useful data for the activation of the creation of young fashion culture and the fashion industry through pop stars' fashion. The pop stars' fashion that has affected young street fashion is as follows : Elvis Presley's rock'n'roll style, Beatles' mods style, Janis Joplin's hippy style, Sex Pistols's punk style, Madonna's boy-toy and corset style, Michael Jackson's androgynous style, Puff Daddy and L.L Cool J's hip-hop style, Bob Marley's reggae style, Spice Girls, Jennifer Lopez and Britney Spears's sexy style. The young street fashion culture of pop stars and its industrial meaning withdrawn from the above are as follows : Creation of a fashion icon, Creation of anti-fashion, Liberation of a sex role, Costume play culture, Activation of the young fashion industry through star marketing.

• (The) Research of the performance art and culture
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• no.32
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• pp.209-241
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• 2016

"Women's Nong-ak (農樂, Traditional Korean music performed by farmers)" was born together with "Maiden group." This study focuses on the reason why women appeared as principal agents of Nong-ak which was almost exclusive to men previously and especially, on the appearance of women Nong-ak Artists who was previously worked in Traditional Drama Troupe. This study empirically deals with details of activities of Maiden's (娘子) Nong-ak troupes and Girls' (少女) Nong-ak troupes through newspaper articles. Women Nong-ak Artists enjoyed popularity with their peculiar attractions. Participating in Nong-ak contests and collecting money for their performances, women Nong-ak Artists learned their skills form masters of Woodo Nong-ak and attracted attention with their colorful costumes. Women of Nong-ak circle especially saw through the trend of the time, expanded their arena of activities and exercised flexibility and ability to react quickly to changing situations while mixing with various genres. In particular, young girls were mobilized to show value and marketability of Korean culture as cultural medium who decorated "Pure Nong-ak art stage." They were no different from "Pretty dolls dancing like angels" who could not purse their interest and economic benefit or incite political cause and their patrons were domestic and overseas political figures. Women artists, who put Nong-ak on the stage in the name of Maiden's (娘子) Nong-ak troupes and Girls' (少女) Nong-ak after the liberation from Japanese colonial rule, contributed to expansion of market base. Women Nong-ak artists, who dominated a century in such troupes as Sadangpae, Hyuprulsa, Maiden's (娘子) Nong-ak troupes, Girls' (少女) Nong-ak troupes and Women Nong-ak troupes, were the very heroines who overturned the conventions of "male predominance (男尊女卑)" which filled Nong-ak arena and cultivated a new tradition of Nong-ak culture.

• The Journal of Korean Society for School & Community Health Education
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• v.4
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• pp.97-115
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• 2003

Middle and high school girl students' menstruation characteristics, appearance of menstruation dysmenorrhea, and coping with the menstruation dysmenorrhea were examined in order to give information in instructing girl students about menstruation dysmenorrhea, in delivering health education in the school, and establishing health policy. 970 girl students in middle and high schools in Cheju-do were selected and surveyed using the questionnaire the author developed based on the previous studies. The findings are as follows. First, the age of first menstruation was average $12.9{\pm}1.22$ years. The younger they were, the earlier their first menstruation came. The most common menstrual cycle was such one that continuously irregular from the beginning or that regular and irregular cycle run together. The first irregular menstrual cycle changed regular one within 1 or 2 years. Most of the respondents had normal menstrual cycle of $21{\sim}35$ days and menstruation period of $3{\sim}8$ days. Second, symptom of menstruation dysmenorrhea was orderly; hurt in the underbelly, tired, hurt in the waist, and headache. It was higher with high school students than middle school students. For the most part, time of heavy menstruation dysmenorrhea was the 2nd day after menstruation starts and period of menstruation dysmenorrhea was 2 days. More than the half of the respondents felt that the present menstruation dysmenorrhea was similar with the first one and they felt not comport in daily life due to menstruation dysmenorrhea, and 'hard to live a normal life' was higher with the high school girl students than with the middle school students. Third, how to cope with menstruation dysmenorrhea was enough sleep, relax and rest, taking a hot water shower, listening to music or watching a movie, taking medicine, and doing excercise. Few of the respondents have ever visited a doctor due to menstruation dysmenorrhea, and the reason was mostly irregular menstruation and heavy dysmenorrhea. Forth, when they took medicine due to menstruation dysmenorrhea, they gathered information on the medicine from family members and friends, while extremely low from a pharmacist or a doctor. The most of them have ever took medicine during menstruation once and took standard dose. While excess dosage was higher with high school students than with middle school students. From these findings, a good many girls are experiencing menstruation dysmenorrhea since their first menstruation. To discover early the severely abnormal findings and to treat, more interest from home and school, counseling and sexual education on time, and expert's diagnosis are necessary. Rather than unconditionally taking pain-relievers which can plainly solve the pain, continuous health education at home and in the school should be carried on for the girls to practice proper measures one think effective or an expert recommends.

• Korean Journal of Child Studies
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• v.3
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• pp.97-113
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• 1982

Problems This study was aimed to find out the effects of Kindergarten education on primary school child's learning achievement and it's continuance. The specific question to be investigated in this study can he summarized as follows. 1. How did the kindergarten education effect upon primary school child's learning achievement and behavioral development? 2. How did the differences of learning achievement and behavioral development between groups of children attending kindergarten and not attending kindergarten? Methods 1. Subjects One hundred and twenty children of sixth grade and one hundred primary school's teachers were employed 1) Sixty of children were experimented groups who had received kindergarten education. Sixty of Children are Control group who had not received Kindergarten education. The subjects were sampled in N primary school in seoul and Y primary school in Taejeon. Sixty of children were boys and sixty of children were girls. 2) Fifty of teachers were sampled in N primary school in Seoul and Fifty of teachers were sampled in Y primary school in Taejeon. 2. Instrument 1) School cumulative record. School cumulative record was referred to find out the differences of school records on learning achievement in morality, National language, social studies, arithmatics, natural science, gymnastics, music, fine arts and behavioral development in industry, responsibility, coorperation, indeperdence, law abiding spirit between experimental group and control group. 2) Questionnaire paper which constructed 10 articles. Questionnaire paper asked to primary school teachers for effects of kindergarten education. Results The results of date analysis can summarized as follows. 1. Kindergarten education, generally, is regarded effective at least for school work achievement but not so effective for morality and physical education. 2. Kindergarten education is not so effective in all school works of primary school in its continuance since its effectiveness begins to fade away from the 4th grade of primary school. But such continuance tends to be outstanding especially in national language, social subjects and arts. 3. The experiences of kindergarten education is not much helpful to behavioral development during primary school. 4. Primary school teachers recognize that kindergarten education contributes to curriculum work and behavioral development for primary school children.