• The Journal of Korean Society for School & Community Health Education
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• v.22 no.3
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• pp.55-67
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• 2021

Objectives: The purpose of this study was to examine the mediating effect of human rights consciousness on the relationship between social capital and eudaimonia perceived by adolescents. Methods: The participants of this study were 9,021 adolescents, with data taken from the 6^th year(2018) panel survey. All variables were evaluated by self-report of adolescents. The data were analyzed by SPSS 21.0 and AMOS 21.0. Results: First, social capital perceived by adolescents had a direct effect on eudaimonia. Second, social capital perceived by adolescents had an indirect effect on the eudaimonia through human rights consciousness. Conclusions: This study highlighted that human rights consciousness was identified as important mediator in the relationship between capital perceived by adolescents and eudaimonia. These results can be used as an important contribution to further research and educational practices for promoting the eudaimonia in adolescents.

• Korean Journal of Social Welfare
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• v.62 no.4
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• pp.149-170
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• 2010

The purpose of this study to develop a human rights education program for improving human rights sensitivity of the teachers in community child center, and verify its effectiveness. For this purpose, pre-program and post-program analysis was conducted by using human rights sensitivity scale on 102 teachers working in community child center. The major results of this study is as follows: First, the teachers' human rights sensitivity was statistically improved. Second, the teachers' ability of situation perception, ability of consequence perception, and ability of consequence perception were statistically improved. Third, the teachers' human rights sensitivity on "the right not to be arrested illegally", "physical liberty of the disabled", "the right to labor by migrant workers", and "freedom from detention" was statistically improved. Based on the research results, practical implications and limitations were discussed for developing human rights education program.

• The Journal of the Convergence on Culture Technology
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• v.8 no.2
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• pp.77-82
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• 2022

Based on the relationship between parental attitudes, human rights awareness, and self-esteem, this study examines the effects of parental attitudes that respect children's decision-making on human rights consciousness, targeting elementary school students (grades 4-6). The purpose of this study is to investigate whether the relationship between parental attitudes and human rights awareness is mediated. As a result of this study, it was found that there is a positive correlation in the relationship between parental attitude, human rights awareness, and self-esteem respecting children's decision-making. In addition, it was found that self-esteem mediates the relationship between parental attitude and human rights awareness that respects children's decision-making. Therefore, in this study, the relationship between parenting attitudes and human rights consciousness, which respects children's decision-making, is to be examined in detail through self-esteem. Through this, the role of parents who respect children's decision-making and participation is necessary for the basic rights of children, and it suggests the importance of the mediating role of self-esteem in raising human rights awareness.

• The Journal of the Korea Contents Association
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• v.21 no.5
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• pp.446-464
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• 2021

The purpose of this study is to verify the multi-mediated effects of human rights sensitivity and peer-coordination in the relationship between teenagers' school violence experience and cyberbullying in order to find alternatives to prevent cyberbullying as teenagers increase their use of smartphones. In order to achieve this research goal, four middle schools were selected by the education office located in downtown Busan and analyzed on 908 middle school students. The results of the study are as follows. First, school violence experiences have been shown to affect cyberbullying. Second, the experience of abuse and neglect during school violence affected human rights sensitivity, but the experience of damage did not affect human rights sensitivity. Third, among school violence experiences, the experience of damage and abuse influenced peer co-operation, but the experience of sitting on the sidelines did not affect peer co-operation. Fourth, human rights sensitivity affected cyberbullying. Fifth, peer groupings affected cyberbullying. Sixth, human rights sensitivity influenced peer-reaction. Seventh, among human rights sensitivities, bystander experience and cyberbullying were found to be mediating bystander experience and cyberbullying, but the damage experience and abuse experience did not have a mediating effect in human rights sensitization and cyberbullying. Eighth, peer cooperation was found to be mediating cyberbullying, but there was no mediating effect between on-the- sidelines experience and cyberbullying. Ninth, human rights sensitivity and peer creation are shown to mediate the relationship between on-the- sidelines experience and cyberbullying sequentially. However, human rights sensitivity and peer creation did not mediate cyberbullying sequentially between the experience of damage and the experience of perpetration. The implications of this study were to verify the effects of teenagers' school violence damage experience, abuse experience, and bystander experience on cyberbullying, and multiple interventions of human rights sensitivity and peer group.

• Journal of the Korea Society of Computer and Information
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• v.24 no.5
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• pp.163-170
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• 2019

The purpose of this study is to examine the effects of discrimination abuser experiences and discrimination victim experiences on the human rights consciousness of children in community children, In order to understand the role of self-esteem as a mediating role between these two variables, And to find practical and policy implications. For this purpose, we selected 662 elementary school sixth graders who participated in the second panel of the community children's center, the third year (2016), as the sample and used the structural equation model validation method. As a result of this study: First, the experience of discrimination abuser against children in the community children's center has negative effects on self - esteem. Second, the self-esteem of children in the community children's center showed a statistically significant effect on human rights consciousness. Third, the experiences of child discrimination abuse and discrimination of local children's centers showed significant influence on children's consciousness of human rights through self - esteem. In conclusion, we proposed practical use measures to promote positive emotional development and human rights consciousness of children in community children's centers.

• Journal of Korea Entertainment Industry Association
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• v.14 no.8
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• pp.427-436
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• 2020

This study aims to understand human rights sensibility in university varsity teams and to compare and analyze differences in human rights sensibility by variables related to university varsity teams. In order to achieve the purpose of this study, 188 student-athletes from 10 universities were selected. The collected data were analyzed in descriptive analysis, reliability analysis, one-way ANOVA, Scheffe using IBM SPSS 24.0. First, based on the episodes, the episodes with the highest human rights sensitivity are the right to labor of migrant workers and happiness rights, and the episodes with the lowest human rights sensitivity are the right to freedom of detention and privacy rights. In addition, among the sub-factors of human rights sensitivity, perception of responsibility and perception of behavior are higher than perception of outcome. Second, there are differences in the human rights sensitivity of the university varsity team depending on the size and the level of performance of the university varsity team. Third, there are differences in the human rights sensibility of the university varsity team depending on the educational characteristics (volunteer activity and human rights education) of the university varsity team.

• Korean Journal of Childcare and Education
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• v.10 no.6
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• pp.369-390
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• 2014

This study analyzed the educational contents related with child's human rights in a manual of the Nuri Curriculum for 5-year-olds based on the type and area of activity, 5 areas, and by life theme. The research results are as follows: First, the educational contents on child's human rights in activity type and area showed high frequency in the order of large and small group activity, child selected play activity, and outdoor activity, and among them, right to an education and right to play showed the highest frequency. Second, among the five categories, the area that conducts educational contents on child's human rights was the social relation category, and the area that showed the highest participation was the educational contents on human rights. On the other hand, the areas that were treated the least were physical activity and health. Third, the topic that treated the educational contents related with child's human rights was 'spring, summer, fall, winter,' and 'my family and I' treated educational contents on child's human rights in the lowest frequency. Also, whereas the right to education and right to play showed the highest frequency of educational contents on child's human rights among entire life themes, the educational contents on child's human rights of abuse and neglect(violence) were not treated at all in the entire life themes. Through the results of this study, it will be helpful in planning and deploying activities related with the child's human rights harmoniously, and intends to provide important basic data in organizing activities of human rights program linked with the elementary school. Furthermore, this study intended to provide basic information for developing a program of systematic child's human rights education for children in addition to the curriculum at a national level.

• Korea Journal of Hospital Management
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• v.28 no.2
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• pp.1-8
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• 2023

Purpose: This study was conducted to identify the impact of human rights sensitivity and patient rights awareness of first-year students in clinical practice on clinical practice adaptation and to prepare practical and systematic personality development program education alternatives to foster high-quality medical personnel. Method: As for the research method, an online survey of 155 medical and nursing students from two universities in G-do (76 medical students and 79 nursing students) was conducted, and the collected data were T-test, ANOVA, Scheffe test, Pearson's correlation coefficient and step-by-step multiple regression analysis using SPSS WIN/25.0. Findings: The results of the study are as follows. First, as a result of analyzing the differences in each variable according to general characteristics, human rights sensitivity had a significant impact on gender, patient rights recognition on personality type, and clinical practice adaptation had a significant impact on major selection motivation. Second, the factors affecting the adaptation of first-year college students to clinical practice had a significant impact on extroverted personality and patient rights perception among personality types (regression model results F=6.38 (p<).001), 24.2% explanatory power). Conclusion: This study suggests that education and policy efforts are needed to foster accurate awareness of human rights issues by developing flexible and flexible extracurricular activity programs in the operation of the curriculum to strengthen medical and nursing students' ability to adapt to clinical practice and improve awareness of human rights issues.

• The Journal of the Korea Contents Association
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• v.18 no.8
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• pp.494-502
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• 2018

The main objectives of this study are to examine the effects of stress on the experience of doing harm of the children and adolescents and to examine the moderating effect of human rights consciousness on the relationship between the stress and the experience of doing harm. To do this, we analyzed the data obtained from Survey on Human Rights of Children and Adolescents in 2015. The subject is 10,424 from the 4th grade of elementary school to the 3th grade of high school. To investigate the moderating effects of variable, we have conducted a hierarchical regression analysis and confirmed changes in explanatory power. As a result of that, first, it suggests that stress and human rights consciousness have direct effects on the experience of doing harm. This results show that the lower stress and the higher human rights consciousness is, the lower experience of doing harm is. Second, it was found that human rights consciousness is moderating variable on the relationship of between the stress and the experience of doing harm. Based on this results, this study has proposed the implications and limitations of it and suggestions for further study.

• International Journal of Computer Science & Network Security
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• v.22 no.8
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• pp.67-74
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• 2022

This study is a theoretical account of HRs requirements in educational institutions in light of the growing influence of digital technology on human rights. It intends to reveal prominent human and civilizational values encapsulated in modern human rights regulations. It dwells on educational and societal requirements for educational inclusion in the school and university curricula in light of changes that have taken place in HRs in the digital age. Relying on the descriptive documentary research design, the study concluded that HRs are inherently moral duties and fixed values. They include the importance of tolerance, freedom, peace, justice, science, work, and equality. Because education is arguably based on human and civilized values, educational foundations require intake of awareness, systematic integration and responsibility from all academic and community institutions, including family and media institutions. The article closes on a note of how technology has impacted human rights in the digital age. It provides implications and recommendations to pedagogies accordingly.