• Journal of Families and Better Life
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• v.19 no.4
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• pp.185-199
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• 2001

The purpose of this study was to examine the dynamics of psychological and sexual violence in dating among high school students. Subjects consisted of 1,205 male and female adolescents from all parts of the country. 1,092 respondents were included in the final analysis(90.6%). For psychological violence, 13.3%(n=145) reported to have such experiences with a dating partner at least once or more. The most frequently used forms of violence were shouting, insulting language and behaviors, and blaming for a physical appearance. There were no sex differences in frequency of psychological violence between males and females, as an aggressor or a victim. Responses of victims were mostly negotiation and communication, and trying to forget it. For sexual violence, 27.8%(n=303) was found to have such experiences in a dating scence at least once or more. Hugging and kissing, close contact of parts of body, and gazing at parts of body were most frequently used forms. Responses of victims were pretending not to notice it and responding in the same way. There were significantly more male aggressors of sexual violence than females, but no sex difference in the number of victims. Those who reported to have experiences of violence were compared to the counterparts who had no experience in attitudes toward violence between dating partners and married couples, experiences of violence in childhood, school violence, and observations of violence between parents. Those with experience of dating violence reported to have significantly more experiences of violence in childhood and school, and parental violence. Based on the findings of this study, suggestion were made in regard to the need for development of dating violence prevention program for adolescents, and for welfare programs for adolescents in community.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.6
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• pp.3557-3563
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• 2014

Korean National Level Kindergarten Curriculum does not include English education in regular class time. On the other hand, more than 90% kindergarteners are taught English. This study examined the Native English Teachers' (NETs') cultural aspects of their teaching at regular kindergartens in Korea. Data was collected through in-depth interviews with four NETs who were working at regular kindergartens in Korea, their partner Local English Teachers (LETs) and kindergarten principals. All interview data was transcribed and categorized based on the grounded theory method. The results showed that NETs are not required to be culturally prepared to teach in Korean kindergartens. Consequently, most of them do not consider the students' culture in their teaching activities. Moreover, Korean kindergartens, where research participants work, are not prepared well to invite NETs into their regular curriculum. These results will have significant implications on Korean kindergarten's English education practice.

• English Language & Literature Teaching
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• no.5
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• pp.259-272
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• 1999

The real nature of the west wind in Shelley's Ode to the West Wind is the divine providence which influences all things in this world- that is, whether they are on land, in the sky, or in the sea. The divine providence is the manifestation of something beyond the present and tangibel object. In the first stanza, the real nature of the west wind in this poem is the wild wind, the breath of Autumn's being, the unseen presence, the azure sister of the Spring, a Destroyer, a Preserver, the winged seed, a creator, a philosopher, a poet, Shelley, and the wild spirit moving everywhere. In the second stanza, the real nature of the west wind in this poem is cloud, the angel of rain and lightning, fierce Maenad, the approaching storm, the congregated might, the black rain, the fire, hail, solid atmosphere, the tremendous power of revolutionary change, and the power that influences all things in the sky. In the third stanza, the real nature of the west wind in this poem is the voice that makes the oozy woods which wear the sapless foliage of the Atlantic, and the power makes the blue Mediterranean wake from his summer dream. the fit medium of expression which Shelley's soul was seeking for, Shelley's passion, Shelley's partner, Shelley's co-worker, and a strong presence which influences in the sea. In the fourth stanza, the real nature of the west wind in this poem is the mightest presence, the power, the strength, the free presence, the uncontrollable, the wanderer over heaven, a vision, the tameless, the swift, the proud and the God who can save Shelley form the heavy weight of hours and lift Shelley as a wave a leaf, a cloud. In the fifth stanza, the real nature of the west wind in this poem is the mighty harmony, the fierce Spirit, Shelley's spirit, the impetuous spirit, incanation of this verse, spark, the trumpet of a prophecy, the Providence which can make the Winter depart and call Spring, and the prophet. To conclude, the real nature of the west wind in this poem is Shelley's accumulated insight that he visulize his impulse of revolutionary thought.

• Korean Parent-Child Health Journal
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• v.1
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• pp.56-74
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• 1998

The language of the newborn, like that of adults, is one of gesture, posture, and expression(Lewis, 1980). Helping parents understand and respond to their newborn's cues will make caring for their baby more enjoyable and may well provide the foundation for a communicative bond that will last lifetime. Infant state provides a dynamic pattern reflecting the full behavioral repertoire of the healthy infant(Brazelton, 1973, 1984). States are organized in a predictable emporal sequence and provide a basic classification of conditions that occur over and over again(Wolff, 1987). They are recognized by characteristic behavioral patterns, physiological changes, and infants' level of responsiveness. Most inportantly, however, states provide caregivers a framework for observing and understanding infants' behavior. When parents know how to determine whether their infant is sleep, awake, or drowsy, and they know the implications, recognition of states has for both the infant's behavior and for their caregiving, then a lot of hings about taking care of a newborn become much easier and more rewarding. Most parents have the skills and desire to do what is best for their infant. The skills 7373parents bring to the interaction are: the ability to read their infant's cues: to stimulate the baby through touch, movement, talking, and looking at: and to respond in a contingent manner to the infant's signals. Among the crucial skills infants bring to the interaction are perceptual abilities: hearing and seeing, the capacity to look at another for a period of time, the ability to smile, be consoled, adapt their body to holding or movement, and be regular and predictable in responding. Research demonstrates that the absence of these skills by either partner adversely affects parent-infant interaction and later development. Observing early parent-infant interactions during the hospital stay is important in order to identify parent-infant pairs in need of continued monitoring(Barnard, et al., 1989).

• International Area Studies Review
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• v.22 no.2
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• pp.19-40
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• 2018

This paper aims to quantify the determinants of the Gulf Cooperation Council (GCC) countries' exports by using an augmented gravity model. The gravity model was applied to the six members of the GCC (Kuwait, Saudi Arabia, Bahrain, Qatar, the United Arab Emirates and Oman) with datasets that consist of their major 55 trading partners. The findings of this paper reveal that the product of the exporter's GDP and its trading partner's GDP had a significantly positive effect on the exports of five GCC members, except for Qatar. Distance had a significant and negative effect on the exports of the UAE, Saudi Arabia and Oman, while it had a significantly positive effect on those of Bahrain and Qatar. The exporter's GDP per capita had a significantly positive effect on the exports of Bahrain, the UAE and Oman, while a negative effect on Saudi Arabia's exports. The exporter's population had a significantly positive effect on the exports of all six GCC members, while the importer's population had a significantly positive effect on the exports of Kuwait, Bahrain and Qatar, yet, a significantly negative effect on Saudi Arabia's exports. Borders had an insignificant effect on the exports of the six members. The common language had a significant and positive effect on the exports of Kuwait, Saudi Arabia, Bahrain and Oman. FTAs had a significantly positive effect on the exports of Bahrain and a significantly negative effect on Qatar's and Oman's exports. The membership of the GCC had a significantly positive effect on the exports of Kuwait, Bahrain and Qatar, while it had a negative effect on Saudi Arabia's exports.