• 한국노년학
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• v.40 no.4
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• pp.639-657
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• 2020

The purpose of this study is to analyze the effect of individual differences in recognition of retirement responsibility on financial preparedness for retirement and to examine moderating effect of income-level on the relationships between the two variables, using the 7th Korean Retirement and Income Study(KReIS). Two research methods, descriptive analysis and hierarchical multiple logistic regression(HMLR) analysis, have been conducted. The total number of sample was 3,869 subjects with an average age of 58.9 years and 55.3% males. The results show that only 35.8% of the respondents make financial plans for retirement, and 64.2% did not. Main findings are as follows. First, 65% of respondents take a responsibility for financial preparedness for retirement, compared to 37% in European countries. Second, people with responsibility for their own retirement are more likely to have a financial preparation for retirement than people who think others(family, society, government) have to take a responsibility for retirement instead of them. Third, there is a significant moderating effect of income-level on relationships between recognition of retirement responsibility and financial preparedness for retirement. As income level decreases, the moderating effect reduces the positive effect of recognition of retirement responsibility on financial preparedness for retirement and vice versa. Fourth, as income level increases and educational level is higher, the tendency to prepare financially for retirement is also increasing. Low-income and low-educated people are less likely to have a financial preparation for retirement than their counterparts. The findings suggest that it is necessary to design an effective incentive scheme for financial preparedness for retirement for low-income and low-educated people and to develop various policies and services to encourage them to prepare financially for retirement.

• 한국노년학
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• v.40 no.3
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• pp.543-563
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• 2020

As people age and their physical functions are declined, they stay longer in the home, thus being more affected by the home environment. Many studies have shown the association between the home environment and health. However, little is known about the effect of the home environment on disability and depression of older people with functional limitation. This study, therefore, aimed to examine the moderating effect of the home environment on the pathway between walking limitation and instrumental activity of daily living(IADL) disability, and the relationship between IADL disability and depression. We performed logistic regression and multiple linear regression analyses with data on 3,027 participants from the 2018 Seoul Aging Survey. As results, first, older people who lived home with poor conditions showed a higher risk of walking limitation(OR=1.487, 95% CI: 1.250 - 1.770), IADL disability(OR=1.594, 95% CI: 1.303 - 1.949), and depression(OR=1.943, 95% CI: 1.553 - 2.430). Second, the home environment moderated the relationship between walking limitation and IADL disability. Older people with walking limitation who lived in poor housing condition experienced more IADL disability than others. Third, after controlling for walking limitation, the home environment had significant moderating effect on the relationship between IADL disability and depression. Elderly with IADL disability living in poor home experienced higher risk of depression. Based on these results, the study suggests the necessity of home modification intervention targeting functional limitation of older adults as strategy for preventing disability and depression, and enabling aging in place.

• Journal of the Korean Orthopaedic Association
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• v.56 no.3
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• pp.234-244
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• 2021

Purpose: To date, studies of firearm and explosive injuries in the Korean military have been limited compared to its importance. To overcome this, this study examined the characteristics of musculoskeletal damages in soldiers who have suffered firearm and explosive injuries over the past four years. Materials and Methods: From January 2015 to July 2019, military forces who had suffered musculoskeletal injuries from firearms or explosive substances were included. The medical records and radiographs were reviewed retrospectively, and telephone surveys about Short Musculoskeletal Functional Assessment (SMFA) for this group were conducted. To compare the functional outcomes, statistical analysis was performed using a t-test for the types of weapons, and ANOVA for others. Results: Of the 61 patients treated for firearms and explosives injuries, 30 patients (49.2%) were included after undergoing orthopedic treatment due to musculoskeletal injury. The average age at injury was 26.4 years old (21-52 years old). The number of officers and soldiers was similar. Eleven were injured by gunshot and 19 by an explosive device. Sixteen were treated in the Armed Forces Capital Hospital and 10 at private hospitals. More than half of the 16 patients (53.3%) with a fracture had multiple fractures. The most common injury site was the hand (33.3%), followed by the lower leg (30.0%). There were 14 patients (46.7%) with Gustilo-Anderson classification 3B or higher who required a soft tissue reconstruction. Fifteen patients agreed to join the SMFA survey for the functional outcomes. Between officers and soldiers, officers had better scores in the Bother Index compared to soldiers (p=0.0045). Patients treated in the Armed Forces Capital Hospital had better scores in both the Dysfunction and Bother Index compared to private hospitals (p=0.0008, p=0.0149). Conclusion: This is the first study to analyze of weapons injuries in the Korean military. As a result of the study, the orthopedic burden was high in the treating patients with military weapon injuries. In addition, it is necessary to build a military trauma registry, including firearm and explosive injuries, for trauma treatment evaluation and development of military trauma system.

• The Korean Society of Law and Medicine
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• v.22 no.3
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• pp.57-95
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• 2021

Korea's period for preservation of embryos is up to five years (the Bioethics Act). However, the study reviewed domestic and foreign laws and drew issues due to the recent demand that the development of related science and technology and the period limitation limit the rights of consent holder for embryo production. the first issue is that preserved embryos are intended for pregnancy, and it is important to ensure that the autonomy of the consent holder is protected through careful consideration based on information such as scientific evidence. the second is that regulations regarding the obligation to manage embryonic preservation institutions are needed. the third is to create a social atmosphere in which embryo creation, preservation, and disposal take place in a minimum range, considering the special status of embryos. based on this issue, the first of the proposals for rational improvement of the regulation and system about embryo preservation is the introduction of an environment in which sufficient explanation and appropriate consent can be exercised and to extend the reasons for the extension of the period, rather than specifying the specific period in law. the second is that institutionalization is necessary considering not only the obligation to manage preservation institutions but also the overall site, such as concerns that may arise as a result. lastly, we propose the introduction of a management method considering the future use of embryos, such as transfer to provide research purposes and donation of pregnancy purposes by others. this process should be a method of sufficient social discussion and consensus, as well as a general consideration of the family relationship with the born child.

• Journal of Christian Education in Korea
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• v.71
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• pp.121-154
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• 2022

This study is to summarize the relationship between youth in terms of developmental psychology, university education, faith, and spirituality in order to form and improve relationships, which are major developmental tasks of youth, and to suggest Christian youth education by the elements of education. Relationships are formed when you are connected to another person and community, feel interested in each other, feel a sense of bond and belonging, and maintain a stable and satisfactory relationship. This is not skill or technology, but is related to life attitude and value, and continuous learning and training are required. Various developmental tasks in youth have something in common with relationships. Relationships positively affect the lives of young people, such as satisfaction with college life in the early stages of youth, adaptation to college life, personality, and career decision. Relationships are also very important in faith because human existence and faith are defined and formed through relationships. The relationship between the community and others plays an important role in spiritual development for the meaning of life and inner growth. In the aspects of learners and educational environment, it was suggested to understand learners with desire for relationships, the generation they live in, and the educational environment in which the relationship between young people occurs. In terms of teachers, teachers have to try to change their roles such as facilitators, guides, managers, and mentors. For the educational purpose and content, it was suggested that relationships should be the ultimate purpose and the educational content for this was presented in three different types of relationships and each main contents to be dealt with. In terms of educational method, it was proposed to select a learner-centered group learning method that induces communication and active participation of learners to cause interaction by considering other elements of education according to the content of the relationship in the cognitive, emotional, and behavioral dimensions. In the aspects of educational results and evaluation, it was proposed to confirm that what was considered during the educational planning stage was effectively carried out in actual education, to evaluate various evaluation methods, various aspects, and to summarize the evaluation results for the specific application.

• Journal of Christian Education in Korea
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• v.71
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• pp.61-96
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• 2022

This study tried to explore the ways to operate service learning more effectively by analyzing the educational effects of service learning and changes in learning sentiments that appeared in the service learning operation process established for the realization of the Christian educational philosophy at a small local Christian university. The analysis was conducted using NVivo11, focusing on the reflection journals of students who participated in service learning in the first semester of 2022 at J University. As a result of the study, through service learning, personal competence growth, self-reflection and will to change, self-esteem and self-efficacy, social and civic aspects, social responsibility enhancement, community (community) empathy and awareness of participation, and helping others There were educational effects such as an increase in the breadth of understanding. In addition, learning emotions that appeared in the service learning process included positive emotions such as gratitude, challenge recognition, pride, confidence, and responsibility, and negative emotions such as worry (difficulty), upset, regret, and awkwardness. It is a measure to increase the educational effect based on the learning emotion shown in the service learning process. When operating service learning, the service period at the visiting institution is increased to 6 weeks or more, and based on close interaction and detailed analysis of the educational environment in the planning stage, Suggest to develop and operate a plan. In addition, if you have the opportunity to receive feedback from your professors and colleagues through demonstrations and mock presentations in the classroom before visiting the institution, and finally have the opportunity to visit the institution again after the results of service learning are announced, more quality service learning education will be operated. Based on the results of this study, it is expected that more valuable and meaningful service learning education opportunities will be provided to learners by designing and operating a practical and sophisticated service learning curriculum.

• Journal of Korean Home Economics Education Association
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• v.33 no.1
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• pp.169-185
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• 2021

The purpose of this study is to apply the clothing teaching-learning plan from a critical science perspective developed to improve teenager's empowerment, and to examine it's effects. A total of 12 plans of 5 modules(Module A to E) developed from critical science perspective were implemented for four weeks. Second-year students (N 42) of K Middle School located in Y-si, Gyeonggi-do participated in the study in the study, and the survey results were analyzed quantitatively using t-tests. For the quality analysis, The student interview data, action reports and etc. were collected, and qualitative analysis was conducted using empowerment model as the analysis framework. The findings of study are follows. First, two hours each for modules A to D, and four hours for module E were assigned, because module E included an action project. In the action projects by for groups, students were expected to take the lead in conducting the activities such as developing promotional posters, posting opinions online, promoting videos, informing how to make recyclables, and donating to the community. Second, as a result of analyzing the pre-implementation vs post-implementation empowerment scores, a significant difference was found in social-political empowerment (t=-2.06, p<0.05). According to the analysis of student interviews and students project's reports, students were found to become aware of empowerment through the instruction. On the intrapersonal level, positive self-awareness and self-efficacy, and on the interpersonal level, smooth communication and democratic decision-making were confirmed. This study is meaningful in that regular a home economics instruction class from a critical science perspective have made a quantitative and qualitative impact on teenagers' improvement empowerment, providing opportunities to find their roles in the soceity, cooperate with others, and behave responsibly as members of society.

• Journal of Korean Home Economics Education Association
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• v.32 no.4
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• pp.19-30
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• 2020

Maker education started on the basis of the maker movement in which makers gathered in makerspace share their activities and experiences, and the educational value pursued in maker education is based on the constructivist paradigm. The purpose of this study is to present maker education components to be used in school education, focus on the characteristics and educational values of maker education, and explore ways to use them. To this end, this study explored the theoretical grounds to re-conceptualize maker education, drew statements based on in-depth interview data of teachers conducting maker education classes, and reviewed its validity through experts. Based on these statements, by deriving the components for the use of maker education, the direction of maker education in school education was set, and an example framework that could be used in subject class and creative experiential learning was proposed. Research shows that in maker education, makers cooperate to carry out activities, share ideas with others and try to improve them, and include self-direction such as learning, tinkering, design thinking, sharing and reflection. can see. In addition, maker education emphasizes experiential learning that can solve real problems that students face, rather than confining specific activities to student choices as needed. It emphasizes the learner's course of action rather than the outcome of the activity, tolerates the learner's failure, and emphasizes the role of the teacher as a facilitator to promote re-challenge. In the future, it can be used in various ways in each subject (curriculum expert, teaching/learning expert, elementary and middle school teachers, parents, local educators, etc.) and school activities, and it will contribute to setting future research directions as a basic research for school maker education.

• Journal of Popular Narrative
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• v.26 no.3
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• pp.189-219
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• 2020

This study is an analysis of Handol Heung-Gun Lee's Tarae, which is a coinage combining the Korean words for "playing an instrument" and "song", in terms of narrative and aesthetics. The components for analysis are the phenomena and nature of binary oppositions between nature and human beings, between alienation and interest, between division and unification, and between diaspora and people of the national community. Tarae in the period from the late 1970s to the early 1990s described the experience of pain and loss from non-resistance and disobedience in protest against social problems that emerged during the era of miliary dictatorship, such as industrialization, urbanization, reckless development, Westernization, university-oriented education, the gap between rich and poor, human alienation, and the conflicts arising from the division of the nation. After Handol overcame the lack of creative motivation with self-reflection and effort, Tarae took the form of a diaspora epic meta-narratives integrating the "sound of nature and his true nature" and "the awareness of diaspora and the spirit of the Korean people". The epics of the homeland, the national soil and the people, which began with "Teo", became more intense in terms of a sense of diaspora as they shifted their focus from an origin to a path with "Hanmoejulghi" as the turning point. Handol seeks inspiration in the source of narrative rather than in music. His Tarae focuses on "adding rhythm for lyrics". For this reason, the semiotic features of Tarae have a limitation in that its extrinsic phonology is simple even if its intrinsic meaning (i.e., emotion of sadness) is profound and subtle. In order to elicit sympathy from the audience and impress them, it is necessary to strike a balance between the implicit (semantic) part and the explicit (phonological) part. To share the emotion of sadness with more people, it is necessary to strengthen phonological elements. Sympathy for sadness and deep impression on the audience are more often induced by the mood of similar sentiments than by the stories of the same experience. The aesthetics of sadness in Tarae began with the narratives of past experience which were expressed in the contexts of loss, loneliness, and poverty that Handol had experienced since childhood. However, the aesthetics of sadness, deepened over the period of a long hiatus in Handol's career as a composer, formed the narratives of ultimate salvation, embodying even the diaspora experience of others (e.g., displaced people, overseas adoptees, ethnic Koreans in Russia, victims of Japanese military sexual slavery, etc.). This gave Tarae the potential to go beyond the limits of the ethnic group of Korea. Tarae, as a "dispersed sound", can benefit from the appeal of deep sadness at the point of contact with other forms of world music. It may form a global diaspora discourse because Tarae is oriented towards interculturalism rather than anti-multiculturalism. The future challenge and goal of Handol's Tarae would be to continue to find areas of sympathy and broaden the horizon of awareness as diaspora music.

• Journal of Popular Narrative
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• v.26 no.1
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• pp.135-174
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• 2020

The article focuses on the student activism experience of the 1990s and 2010s and on the accumulation of everyday experiences created by the conditions of the 2010s against the backdrop of differences in how the composition of 'we' is portrayed in oral narrative. What stands out in the 90s oral narratives on student activism experiences, which were compiled in the 2010s, is the distancing of the culture of student activism at that time. In the words of speakers who experienced university life in the 1990s, the culture of student activism at the university was created through private relationships, and was, needless to say, considered 'natural'. At the same time, however, the 'natural' is said to be 'abnormal' or 'strange' in the context of the 2010s in which it is being talked about, and is meant to be an experience with a certain distance from the present speakers. This aspect is associated with the conditions under which the experience of the 90s is being described in the 2010s. The present, which explains past experiences to speakers, was explained after the 2016 candlelight protest and Gangnam Station femicide protest, and is described as a world that is qualitatively different from before, and is located as an opportunity to create a critical distance from past experiences. This qualitative change, which raises suspicions about the homogenous "we", is based on a newly acquired sense of gender sensitivity, living since the mid-2010s, when gentler issues were the biggest topic in Korean society, among others. In the 2010s, the composition of 'we' is no longer understood as a community of people who share any commonality, but as individuals who unite despite numerous differences. This reveals the experiences of those who have already embodied this in their everyday senses in the 2010s. The 'we' they formed should have nothing to do with private relationships, nor was homogeneity considered the most prominent group, so it was nothing that could explain the 'me' at the time of the demonstration and outside of the venue. It was in that context that the relevant experience was described in a cautious manner throughout. This, in turn, raises the need to ask and understand a new sense of student activism and, moreover, social movements and the sense of unity as 'we'. It should also be asked who is the main body of the movement and what is the use of asking it. Soon, the need and meaning of defining the fixed identity of 'we' in the movement should be questioned. Therefore, it should be asked what fixed positions or coordinates can really represent someone's position.