• Korean Journal of Child Studies
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• v.26 no.5
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• pp.89-104
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• 2005

Ecological predictors of imaginative playfulness were researched to test relationships among preschoolers' individual characteristics, socioeconomic status, their visual media use, and their imaginative playfulness. Data were collected from 202 primary caregivers and head teachers in childcare centers in Michigan, U. S. A. Use of visual media was coded by the program categorization of Anderson et al. (2001) and the Television and Movie Violence Rating Scale (Huesmann et al. 2003). Imaginative playfulness was rated by the adapted Playfulness Scale (Barnett 1990). Results of hierarchical regression showed that child characteristics of age and gender predictors contributed to their imaginative playfulness. On the other hand, children's visual media use and socioeconomic status of their families did not predict their imaginative playfulness.

• The Korean Journal of Community Living Science
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• v.13 no.2
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• pp.63-75
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• 2002

The purpose of this study was to examine middle school students' needs for sex education as a basic study for effective sexuality education of Home Economics in middle school curriculum. 305 middle school students from two schools in Chung-ju were participated in this study. The results of this study are; (1) sexual intercourse was the highest checked item that the students want to know; however, prevention of sexual violence and contraception were the lowest responses; (2) showing video tape and sex education professional lecture methods were the most effective ways to teach sex education that the students believed; (3) the curiosity regarding sex that the students did not satisfied with current school sex education have met by watching sexual video tape or TV; and (4) the students believed that sex education should be started in the elementary school curriculum and they wanted to learn with sex education professional.

• Convergence Security Journal
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• v.16 no.7
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• pp.147-158
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• 2016

The purpose of this study was to investigate the influence of watching 'Real Man' program on university student s' military image and security awareness. For the purpose of the study, 392 university students in Seoul, Chungcheong and Jeolla were selected. With the collected data, factorial analysis, t-test, frequency analysis, one-way analysis of variance, and multiple regression analysis were performed through SPSS 21.0. First, according to personal characteristic and watching degree, there were differences in military image and security awareness. There were significant differences in rationality, coherence, familiarity, violence, authority among sub factors of military image and in perspective about policy towards North Korea, persepectives about North Korea, military threats of North Korea, security will among sub factors of security awareness. Second, military image of university students who watched 'Real Man' had an influence on security awareness. Military image had an meaningful influence on perspective about North Korea, military threats of North Korea, security will among sub factors of security awareness.

• Proceedings of the Korea Information Processing Society Conference
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• 2020.05a
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• pp.442-445
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• 2020

인터넷 및 IT 기술의 발전과 더불어 미디어산업에도 큰 변화가 일어나고 있다. TV 를 대신하여 스트리밍 서비스를 이용하는 사람들이 늘고 있으며 SNS 를 활용하여 서로의 경험을 간접적으로 공유하는 형태의 새로운 문화 컨텐츠가 자리잡아가고 있다. 하지만 이러한 컨텐츠를 소비하는 주요 계층 중에는 초중고 학생들도 포함되어 있다. 인터넷 혹은 SNS 에서 소비되는 컨텐츠들을 관리 감독하는 컨트롤 타워가 부족하거나 전무하기 때문에 폭력, 음주, 흡연 등 사회적으로 악영향을 줄 수 있는 영상 또는 사진이 무분별하게 생산되어 청소년들에 의해 소비되고 있으며 더 나아가 이것이 사회적 문제로까지 대두되고 있다. 이러한 문제를 해결하기 위해 인공지능 기술을 활용한 여러 다양한 감시 시스템 개발을 위한 연구가 한창이다. 본 연구에서는 SNS 및 스트리밍 서비스에서 제공되는 영상 및 사진을 Pose Estimation 및 표정 인식 기술을 활용하여 폭력을 자동적으로 감지할 수 있는 폭력 감지 시스템을 개발하는데 그 목적이 있다.

• Cartoon and Animation Studies
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• s.36
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• pp.303-323
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• 2014

After TV Broadcasting service started, American Animation Industry changed dramatically. Through 1930th to 1940th, Major Animation Studios made every effort to adapt to new Animation production environment. Those efforts led rapid improvement of Animation again by succession of heritage in the golden age of American Animation. in spite of successful outcome, some critic like Bernard Oma blamed Animation on repeated chasing pattern, glamorized violence with exaggeration and humor caused by lack of idea. Nevertheless the decade passed by, achievement of the era still have influenced today. The animated films of the age have attractive power in comparison to today's works and Chuck Jones was a glamorous one of the age-leading masters. "Tom and Jerry" series, "Bugs Bunny", "Daffy Duck", and so on, he planned, designed characters and directed those masterpieces. In this study, episodes of "Tom and Jerry" that had been directed by Chuck Jones during 1963 and 1967 are analysed in the view point of direction style. In recently, Korean Animation Industry seems to be accumulated power for rising again by showing new animations that are adapted to new media. Thus, this study aims to give an idea for the new vision of Korean Animation through analysing Chuck Jones' Masterpieces.

• Journal of Popular Narrative
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• v.25 no.1
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• pp.55-85
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• 2019

In this article, we examine the real meaning behind the stories in which the N-po Generation (Millennial Generation) is depicted, through the observation of entertainment programs, TV series, and movies. This could be an opportunity to investigate the aspects of emotional customs of our era, which have been described by television media as portraying the complex and multifaceted reality in the most mundane and popular manner while influencing the public. Problems with youth unemployment, the polarization of life, and instability are not only global issues but situations that specifically occur in South Korea. It is thus vital to pay attention to the inner side of the N-po Generation who enjoy Sohwakhaeng (small but certain happiness) by eating alone as the placebo effect of this tough reality. This is an agenda that should be viewed as a problem in the fundamental design of South Korean society. The consciousness of the problem shown in the TV series has been drawing attention. The TV series Because depicts a love narrative that concentrates on emotions in a relationship that started between housemates due to poverty and housing problems, leading to marriage. Thus, the TV series persuasively dramatized 'confluent love' in the N-po Generation. In the movie , Miso can be regarded as a symbol that represents the emergence of a new generation of cultural sensitivity. There is a suggestion in the sequence of that identifies the pursuit of taste with the discovery of identity. The TV series is a growth narrative that deals heavily with youth unemployment, temporary workers, fragmented families, and dating violence. The housemates in find emotional stability through interaction with each other, and courageously approach their individual problems. In the process, images of women, who are empathetic towards others and are willing to jointly solve their problems, are calmly depicted to reveal a story of growth revolving around a ground emotional community. The current problem that South Korean society should contemplate is how to be fully human beyond mere survival, and how to further seek the conditions of human existence. In that sense, what we should pursue is a notion of 'publicness', which can put several generations together. Because of the reality that confliction between generations must be triggered, in order to make a passage of sympathizing, mass media's sensitivity training becomes more important. This may be the duty of mass media.

• Korean Journal of Health Education and Promotion
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• v.16 no.2
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• pp.137-155
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• 1999

The purpose of this study was to assess the effect of sex education on knowledge and attitude related to sex. The subjects were taken from by 199 students in 3 classes from 1st grade in H girl's junior high school as the study group, and 2 classes from 1st grade in S girl's junior high school as control group. During the survey period(September 21, 1998 to September 30, 1998), 6 times in terms of one-hour class for sex education were taught to the study group. A pre-test was executed on September 19, 1998 and the post-test on September 30. The findings were as follows. 1. According to the research, 20.1％ of the subjects have experienced sex education from parents and 89.9％ from teacher. They have mostly obtained the sex-related information from teachers(59.8％), following movie, radio, TV, or video tape(40.7％), friends(35.2％), reading materials such as books, cartoons, news papers and magazines(31.7％), parents(15.6％), siblings(7.0％), PC(1.5％) and telephone service(1.5％). 2. 27.1％ of the subjects reported that they had sex-related worry concerning from friendship with the opposite sex, following physiological phenomenon(31.5％), sex violence(11.1％), physical characteristics(7.4％), VD and contraception(5.6％), sexual impulse(5.6％), pregnancy and delivery(5.5％), and sexual behaviour(3.7％). The research showed that the adolescents usually solved their problems through the consultation with theifriends(44.4％). However, 16.7％ of the subjects were turned out not to request any solution. The other minor routes to settle their problems were written materials such as books, magazines(13.0％), parents(13.0％), movie, radio, TV, or video tape(5.5％), acquainted female elders(3.7％) and teachers(3.7％). 3. The most interesting part regarding sex was the friendship with the opposite sex(61.8％), following adolescent's emotion(55.8％), physiological differences between two genders(52.8％), AIDS(48.7％), VD(46.7％), pregnancy(45.2％), contraception(45.2％), abortion(41.7％), intercourse(41.7％), masturbation(41.2％), sex violence(41.2％) and genital structure and secondary sexual characteristics(28.6％). 4. In regard to characteristics of the subjects influencing sex-related knowledge, the higher educational career of mother, living with at least either parent and the experience of sex education by teachers were statistically significant factors(p〈0.05). 5. In regard to characteristics of the subjects influencing attitudes toward sex, the experience of sex education by parents or teachers was a statistically significant factor(p〈0.05). 6. The analysis of knowledge score comparing results before and after sex education showed that control group's score decreased from 12.5 to 12.44 while the study group's score increased from 12.33 to 21.31, which was statistically significant(p〈0.001). 7. The analysis of the attitude scores before and after sex education showed that the control group's score slightly increased from 55.57 to 56.36, while the study group's score increased from 54.79 to 61.95, which was statistically significant(p〈0.001). 8. The level of sex-related concerns of the study group after sex education marked both the increase in some items and the decrease in others. 9. Most instructive session among the sex education was the third “to be a good friend to the opposite sex”(27.0％).

• The Journal of Korean Society for School & Community Health Education
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• v.6
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• pp.17-34
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• 2005

The purpose of this study was to examine the sex-consciousness and sexual values of school children by geographic region. It's specifically attempted to make a comparative analysis of sex-consciousness and sexual values between urban and rural elementary schoolers to help provide efficient sex education for them to build the right sexual values. The subjects in this study were 400 elementary schoolers in their sixth year of elementary schools located in Danyang-gun and Chungju city, north Chungcheong province. After a survey was conducted, answer sheets from 387 students that were analyzable were analyzed. For data handling, SPSS program was employed, and t-test was utilized to see if there's any differences between the urban and rural elementary school youngsters in sex consciousness and sexual values. And $x^2$ test was used to make a comparative analysis of their view of sex education. The findings of the study were as follows : First, regarding sex-consciousness, they had general knowledge on sex. Especially, they were highly aware of sexual violence and the generation of baby, but many of them didn't know about where and how egg cells were produced. This indicated that systematic education should be offered in various ways. Concerning geographic gap, there was a significant difference in sexual knowledge between the urban and rural students. As to sexual attitude, they took a relatively positive attitude toward display of affection or sex-related talk on TV or in movies, as they viewed it as natural. This finding implied that the elementary schoolers were recipient toward sex and took an active attitude toward sexual expressions. Concerning geographic gap, there was no difference between the rural and urban students. As for sexual practices, the largest group of the students had a liking for the opposite sex, which showed that their needs for sex were unveiled in the course of having some trouble due to the other sex rather than through firsthand experiences or activities. As to geographic gap, there was a significant difference between the urban and rural students in that regard. Besides, the urban students put their sex-consciousness in practice more often than the rural students did. After they are educated to build the right sexual values, systematic sex-education programs should also be offered for them to be exposed to sustained sex education and to team how to apply their sex-consciousness to real life. Second, as for sexual values, the school children had relatively positive and equalitarian sexual values. Regarding geographic gap, there were significant gaps between the two groups' view of the opposite sex, sexual roles and chastity. Concerning view of the opposite sex, they attached more importance to the inner aspects of the opposite sex than his or her look, and they wanted to date in a natural manner. Regarding sexual roles, they were relatively well cognizant of gender equity and the importance of male and female roles. As to view of chastity, they looked upon sex as natural, not as what's ugly or ashamed of. Third, concerning their outlook on sex education, approximately more than half the students felt the needs for sex education, and there was a significant difference between the urban and rural students. They wanted to receive education about the prevention of sexual violence and physical changes during puberty the most, and there was a significant gap between the urban and rural students in this aspect. As to the time for sex education, they thought that students should start to be exposed to sex education in their fifth or sixth year. This finding signified that fifth or sixth graders who were in the beginning of puberty started to have a lot of interest in their own physical changes. Therefore, sex education would produce better effects when it's provided to fifth or sixth graders. Nearly half them preferred single-gender class when they received sex education, and there's no gap between the urban and rural students in that regard.

• The Journal of Korean Society for School & Community Health Education
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• v.1 no.1
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• pp.95-106
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• 2000

The purpose of this study was to be of use for the preparation of more desirable sex education system at elementary school, by making content analysis of the current textbooks related to sex education and surveying what opinions the persons concerned had about it. The purpose of this study were as follows; Elementary school textbooks were analyzed to find out what kind of sex education was included in them. And questionnaires on how to improve school sex education content were prepared, by which 207 male and female teachers were surveyed in the city of Paju and Koyang, Kyonggi province. The conclusions were as follows; 1. Content Analysis of Textbook Sex Education The content related to sex education was relatively much included in textbooks of the right life, morality and physical education. Although morality was a subject to be instructed for the third-grade students or older, elementary school students virtually received sex education from the first grade, as the right life and the joyful life were a subject for the lower-grade students, and this met the goal of sex education or the need of the times. However, sex education content leaned heavily toward family, family life or parental love. There was no mutual complement among subjects, and no link among grades, either. 2. Teacher Opinion on Sex Education Content for Each Grade When the subjects were asked about if sex education content was appropriate for each grade, they answered 20 items should be more emphasized and 6 items might be left out. And there were 6 items regarded by them as one that should be rearranged in consideration of grade. 3. The Ideal Opinion of Sex Education Content The following model could be recommended for elementary school sex education, which was designed to meet the objectives of school sex education as much as possible and to offer a systematic link among grades, based on the findings by textbook analysis and Questionnaire survey, and on elementary school sex education materials recommended by the Ministry of Education: The content selected for the first grade of elementary school was my body, cleanness of genitals, male-female cooperation, and family cooperation. For the second grade, the selected content was male-female physical difference, male female psychological difference, parental and I(origin of a birth). For the third grade, the selected things were important a body(cleanness of genitals), birth of a life, and male-female comprehension and cooperation. For the fourth grade, the selected things were physical development, management of genitals, physiology and management of menstruation, propagation and growth of organism, concern for the other sex, comprehension of and cooperation with the other sex, and prevention of sexual violence. Four the fifth grade, the selected things were secondary sex characteristic, physiology and management of menstruation, operation for phimosis, understanding of seminal emission, structure and function of the genital organs, birth and growth of a baby, television/sex information, and mass communications/sex information. For the sixth grade, the selected things were secondary sex characteristic, understanding of seminal emission, male-female cooperation, male and female role, male-female manners, mass communications/sex information, family and family life. Finally, what should be taught in sex education must be studied constantly, as it should be revised or supplemented periodically, according to student's sexual maturity or social, cultural changes.

• Asian Journal for Public Opinion Research
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• v.1 no.4
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• pp.307-344
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• 2014

Political parties would normally claim that their campaign and communication materials have effects on voters, be it on their supporters or their opponents during election campaigns. However, such effects are assumed effects by the parties unless voters are themselves assessed about the effects of such materials on themselves. The supporters of the parties are likely to regard such campaign materials as congenial to them but this may not be so with the opposition supporters who would regard such materials as negative. Taking the third-person effect to analyze effects on the audience as the theoretical framework, this study posited that opposition members would regard the materials as negative and thus would claim that they would not have any effect on them but they would likely say that such campaign materials would have effects on own party supporters. Davison (1983) posited that individuals will perceive that negative mediated messages would have their greatest impact not "on me" or "you" but on "them,"- the third person. Research suggests that people judge others to be more influenced than they are by media, advertising, libelous messages, media violence, pornography, and television drama. The theory referred to as the Third-person effect developed on the postulation that audience members would not admit that media had any direct effect on them, but would instead believe that the media influenced others, the third person (Tewksbury, Moy, & Weis, 2004; Price, Tewksbury, & Huang, 1998). On the other hand, while people would discount the effects of negative or biased messages on themselves, they would, under the notion of the First Person Effect, readily admit to being influenced by such messages. This study was based on studying the effects of political literature on party and opposition party supporters taking the messages to be positive to one group and biased and partisan to another group. The study focuses on the assumed effects of political literature on own party and opposition party supporters. It traces the degree of influence of Malaysia's largest political party, Barisan Nasional (BN) political communication literature on its own supporters and on non-BN party supporters. While the third-person effect assumes a null or minimal effect on one's self and some or strong effect on others, the question that arises are on welcoming favorable media effects on oneself and assuming unfavorable effects on others.