• 가정과삶의질연구
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• 제16권4호
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• pp.17-28
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• 1998

The objective of this study was to investigate the experience and perception of sexual violence based on the right to women's body. For empirical analysis the data on 376 female students and 320 male students on two universities were collected. The major findings were as follows; Most of male students usually did sexual violence to women and lots of female students easily were invaded her right to body. The range of conception which the students perceived as sexual violence was wider than that of related laws Thus in order to secure sexual equity this study proposed that laws should reflect widely the right to women's body and that male students should be educated to respect it.

• 가정과삶의질연구
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• 제19권4호
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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.

• 만화애니메이션 연구
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• 통권20호
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• pp.121-139
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• 2010

사회가 디지털화되어갈수록 시뮬라시옹의 세계는 확산한다. 시뮬라시옹의 세계는 강제되는 세계이며, 인간이 만들어 가는 세계이며, 인간이 살아가는 세계이다. 인간을 지배하는 세계는 지배 권력이며 강제하는 힘들을 발휘하는 지배 담론이다. 인간은 그 강제된 힘들에 지배받는 이 권력적 지배 현상에서 벗어나고자 스스로에게 폭력을 행사한다. 신디 셔먼(Cindy Sherman)은 시뮬라시옹의 세계 속에 인간, 욕망하는 인간, 폭력에 희생당한 인간, 스스로에게 폭력을 가하는 신체적 인간을 표현하는 작가로 주목받고 있다. 세계가 가하는, 권력이 가하는 폭력 위에서 신디 셔먼은 우리에게 질문을 던진다. 진짜와 가짜의 경계 속에서 당신은, 현재는 무엇인가라고. 그 방식은 작품 속에 등장하는 가면과 분장이라는 덧씌워진 현상, 포장 속에 드러나는 욕망과 폭력 받는 현실이라는 상징을 통해서이다. 유기적 기관들로 분리된 시선으로는 세계를 인식 불가능하고 살로서, 신체로서 세계를 만날 때 세계는, 존재는 감각되어지는 어떤 것이 된다. 그 세계는 시뮬라크르한 세계이며 동시에 폭력이 내재된 강제되는 세계이다. 그 폭력을 피하기 위해서 신디 셔먼은 자신을 폭력에 스스로 희생함으로서 거대한 폭력을 순화하거나 피하고자 하는 것이다. 더 이상 다른 이의 고통은, 꽃의 탄생과 죽음은, 타자의 것들이 아니라 나의 것이라고 우리들 앞에 던져 놓고 있다.

• 대한가정학회지
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• 제41권10호
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• pp.85-100
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• 2003

The purpose of this study is to analyze the aesthetic characteristics of grotesque images in fashion specially focused on the postmodern grotesque with the relationship between body and fashion. The results are as follows: The postmodern grotesque fashion images in the years of 1990-2000 can be analyzed as trans-stylistic, trans-boundaries which have been set by the modem western white elite men group. The postmodern grotesque fashion images in the years of 1990-2000 can be categorized as 1) unclear boundaries between genders: body and dress; human being and non-human being; life and death; wholeness and fragmentation; clear body and abject body. 2) violence to the body: body mutation by simplification, exaggeration; body injury.

• 한국산학기술학회논문지
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• 제15권2호
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• pp.970-978
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• 2014

본 연구는 남녀고등학생의 성폭력 개념 인식과 성폭력에 대한 인식, 태도, 대처법을 파악하기 위해 시도되었다. 자료수집은 2013년 7월 1일부터 30일까지 D광역시 고등학생 563명을 대상으로 하였다. 수집된 자료는 SPSS 19.0 Program을 이용하여 실수, 백분율, $x^2$_test로 분석하였다. 연구결과, 성폭력, 성희롱 경험 실태는 유의한 차이가 있었고, 성폭력 개념 인식은 음흉한 눈길로 보는 것, 선정적 그림과 글 강요, 성적 농담, 외모에 노골적 표현, 대중교통 이용 시 고의적인 몸 밀착에서 차이가 있었다. 성폭력에 대한 인식, 태도 및 대처는 성폭력 발생장소, 시간, 가해자에 대한 인식, 성폭력 원인, 도움 요청 시, 성폭력 피해자에 대한 태도에서 남녀학생의 차이가 있었다. 성폭력 처벌과 예방은 법률지식, 처벌 기준, 예방대책에서 남녀학생의 차이가 있었고, 성교육 경험과 요구는 성교육 시기, 방법, 성폭력 성교육 유무, 성교육 및 성폭력 지식에서 남녀학생의 차이가 있었다. 본 연구결과를 바탕으로 성폭력 예방에 관한 체계적인 교육실시가 절실하다고 본다.

• 영어어문교육
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• 제13권4호
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• pp.253-270
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• 2007

The purpose of this paper is to illuminate how Suzan-Lori Parks reveals colonized oppression and violence in a black woman's body in Venus. The body of Hottentot Venus is an 'object' of white male spectators' gazes and a dissection from a medical study. The report on her pathologic anatomy gives the audience the illusion that the body of a black woman is inferior to those of others. Not only 'subjective' aesthetics, but also 'objective' medicine makes us confuse 'fact' with 'truth' about black women. By publicly exhibiting her erotic body, Venus is represented as a singular emblem for nineteenth-century colonial discourse on race and sexuality. Her body stands for the powerful signifier of raped Africa. A distinctive feature of black Venus is her raciality. The ownership of her body is only transferred from Mother-Showman to Doctor Baron. She had no right to her ownership. Her body is an object of hatred and curiosity and at the same time a site which is represented by conflicting desires. Parks' eventual goal in Venus is to investigate 'hindsight' of Venus Hottentot, 'the past' and 'the posterior'. As the meaning of original chocolate can be regained, the insulted and damaged body of Venus should also be recovered and resurrected.

• 지역사회간호학회지
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• 제10권2호
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• pp.494-507
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• 1999

This study has developed the sex education contents including new natural family plan, concept and principle by receiving the opinions and advices from professionals and professors on sex education, by amending and supplementing existing teaching materials on sex, and examining the books related with sex education contents that reflect the request of teachers and students, and the lack of sex education teaching materials which have been the reason that needs of school sex education has been highly recognized but not vitalized. The developed sex education contents are 8 areas such as knowing my body right, caring my body, observing the ability of being pregnant, marriage, sexual intercourse, process of pregnancy, miscarriage, and sexual violence, 30 lower areas, and 105 detailed contents in their composition, and here are the results of analyses of the degree of request of nurse teachers and the students on them. The teachers showed highest request in the area of sexual violence(M =4.67), the next was my body care(M=4.44), knowing my body right(M =4.38), process of pregnancy(M=4.13), marriage(M=4.11) and sexual intercoursen (M=3.98), ways of judging the ability of being pregnant(M=3.88), and miscarriage(M=3.72) showed comparative higher request than normal. Not like the teachers, the students showed that they requested Marriage area as the highest need(M=3.04) and next was sexual violence(M=3.02), caring my body(M=3.00) to have been higher than normal. Process of pregnancy(M=2.99), Sexual intercourse(M=2.81), miscarriage(M = 2.77), observation of the ability of being pregnant(M=2.74), and knowing my body right(M=2.70) have been the requests lower than normal. This study showed that sexual violence, marriage, caring my body, were the items most requested by both the leacgers and students and in elementary school the development of sex education teaching materials on natural family plan suitable to the level of development of the children has been requested as it has had no inclusion of the concept of natural family plan, and the students in elementary school are concerned on indirect sexual contents related with physical health like regular exercise rather than direct sexual education contents including sexual intercourse. All these show that they are still so naive on sex. The sense of the teachers on sex has been connected with the level of achievement of sex education of the children as it has been the important cause of deciding the contents of sex education. Therefore the materials developed onesidedly by leaders without reflecting the needs or the preference of the students might be worries of bringing shameful. low quality and negative opinions on sex, and on the other hand the children might lose the concerns and interest on sex education, So the materials should be developed to have the contents of sex education coinciding with the request of the children.

• 한국의류산업학회지
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• 제10권6호
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• pp.827-835
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• 2008

The purpose of this paper is to clarify the aesthetic characteristics of splatter films' make-up. Splatter films are one of horror movies that consist of gore and excessive violence. These represent the cruelty with the victims' physical damages made by special effect make-up. Splatter make-up is classified into the trickle of blood, the cutting of body, and the exposure of the inner parts of body, and changes a fake into a fact with reality. The aesthetic characteristics of splatter make-up were shown in the uncanny, the abjection and the irony. The uncanny which is strange and displeasure feeling is presented by the fragmentation of body, and the living of nonliving thing. The abjection means humble image, and the concept of border or ambiguity. The former is expressed by the matters of body's secretion and excretion. The latter is shown by the use of blood(the life and death) and corpses(the human and inhuman), and animatronics(the human and instruments). The irony which is a sense of humor caused by conflict between external appearance and reality. This is represented by comics induced by discord between excessive violence and make-up tricks, and the brutality and the weakness.

• 영미문화
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• 제18권4호
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• pp.103-137
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• 2018

Harold Pinter's One for the Road(1984) is a play about violence. Nicholas, who appears to be the manager of a place, interrogates Victor, Nicky, and Victor's wife Gila in a room for one day from morning to night. There is no direct physical violence in this play. But hints about the atrocities that took place outside the stage make the audience guess the violence and cruelty. Violence, which is not seen as such, is the central theme of the play. One for the road is worth reading as a resistance to breaking the mirror of global ideology, not as it deals with violent events confined to Turkey. The problem which Pinter had in mind, in particular, is that the United States plays a leading role in producing world-class ideologies, and that Britain is involved in collusion with the United States in cultivating such ideological fantasies, both abroad and at home. This thesis analyzes the contrasting reactions of each character in the play based on this social context. In particular, the conflicting reactions of the characters on the system are the most important conflict in the drama. Nicolas is a manager who moves on the system without seeing the truth. Victor and his family, on the other hand, do not move within the same ideology as Nicholas. This paper will take a look at what their strategies of resistance is and how they are revealed in the work. In fact, Nicholas appears split. Nicholas seemingly reacted decisively to the interpellation of the system. He expresses his belief and respect for the legitimacy of his actions. However, he has repeatedly sought the respect and love of Victor. Nicholas is now swaying. The theme that Nicholas presents consciously by grabbing at his own sway is 'Patriotism.' But this fantasy splits through Victor's silence and death demands. Therefore, the questions to be answered are: So why does Nicolas appear to be torn apart in a system that directs violence? But why is he forced to assimilate into the system? What other figures imply? To answer these questions, this thesis will take Slavoj Zizek's view of ideology. On the other hand, there are previous studies that read the system of violence in One for the road from the Althusser's perspective. Surely, this play explores the role of Ideological State Apparatus. However, from the point of view of Althusser, it is not possible to read Nicholas's division and the point of resistance seen by Victor's family. Pinter does not limit the scope of the ideological system as a closed one that regenerates ideologies, but secures the domain of main body resistance and struggle. On the other hand, there are already several domestic theses that read Pinter's work in Zizek's perspective. But these theses are mainly focused on analysis of Mountain Language. What this thesis would suggest is that there is a potential for an ethical figure of Zizek to be considered in One for the Road.

• 한국정보통신학회:학술대회논문집
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• 한국정보통신학회 2013년도 춘계학술대회
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• pp.109-111
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• 2013

사람에게 혐오스러운 자극을 고의적으로 하는 행동을 일반적으로 공격이라고 하는데 그 중에서 신체적인 공격행위 등, 직접적인 물리적 강제력이 폭력이다. 폭행은 상대방보다 우월적인 힘을 가지고 상대방의 신체에 접촉하는 것을 말 한다. 즉, 주먹으로 상대를 가격하는 행위이다. 본 논문에서는 엘리베이터 내에서 발생하는 이러한 폭력 및 폭행 사건을 장면 전환 검출 기법인 ${\chi}^2$히스토그램을 이용하여 추출하도록 한다.