Material Girls : Sexual Perceptions of Korean Teenage Girls who have experienced 'Compensated Dates'

KONG, Mee-Hae Ewha Womans University Press 2003 Asian Journal of Women's Studies(AJWS) Vol.9 No.2

The purpose of this study is to examine sexual perceptions and conflicts among Korean teenage girls who have been involved in 'compensated dates,' which is a form of sex work that may be temporarily undertaken by young girls or may lead on to prostitution. I have collected data from 12 girls, using in-depth interviews, who had experienced sexual abuse, and economic deprivation. These girls were rather maladjusted and had been abandoned by their families and schools. Their involvement in compensated dates began out of economic necessity, as they had run away from home. Sexual abuse was reportedly common for the majority of the respondents who had also suffered poverty and unhappy family lives. So these girls tended to seek compensated dates to overcome poverty. With poor education and skills, the girls viewed compensated dates as an easy strategy in the face of privation. In addition, the consumer society encouraged them to become sexually promiscuous to earn money, in order to buy and own more and more goods. The sexual conflict and ambivalence experienced by them were outcomes of their sense of sexual subjectivity. They saw their bodies as resources that were exchangeable for money, but they did not realize the internalized oppression they endured. They knew their bodies were a means of pleasure, but did not realize that sexual violence underlies it. The development of a stronger sense of self may resolve the conflict between the girls' curiosities and experiences concerning their bodies and sexuality.

전압의존성 칼슘채널 α1 subunits(α1D, α1B, α1A, α1E) 유전자들의 발현에 관한연구

김창미,이혜경,김현,김형래,유임주,전용혁 대한해부학회 1996 Anatomy & Cell Biology Vol.29 No.1

시각장애학생과 정안학생의 한글맞춤법 사용 비교 연구

이해균,차향미 국립특수교육원 2004 특수교육연구 Vol.11 No.2

본 연구는 시각장애학생과 정안학생의 한글맞춤법에 관한 사용 실태를 조사 비교하여, 시각장애학생의 한글맞춤법 지도의 교육자료로 활용하는 데 목적을 두고 있다. 이를 위해 중학부 3학년 시각장애학생 22명과 정안학생 44명을 대상으로 맞춤법의 사용 실태를 유형별로 조사한 바, 그 결과를 요약하면 다음과 같다. 첫째, 한글맞춤법 중 '소리에 관한 것'은 시각장애학생과 정안학생 간에 차이가 없다. 둘째, 한글맞춤법 중 '형태에 관한 것'은 시각장애학생이 정안학생보다 오류율이 높게 나타났으며, 통계상 두 집단 간에 유의한 차이가 있다. 특히 '-이오'와 '-이요'의 구별 중 '과일을 드시오', 모음조화 규정 중 '아름다워', '가까워', 사이시옷 규정 중 '전세방', '초점', 준 'ㅎ' 규정 중 '흔타'에서 시각장애학생이 정안학생보다 오류율이 높은 반면, 준 'ㅎ' 규정 중 '경악게'에서는 시각장애학생이 정안학생보다 오류율이 낮다. 셋째, 한글맞춤법 중 '그 밖의 것'은 시각장애학생과 정안학생 간에 차이가 없다. 그러나, 부사형 끝음절 ‘이/히’의 구별 중 '가까이', 어미 규정 중 '내가 할까'에서 시각장애학생이 정안학생보다 오류율이 높은 것으로 나타났다. This study has the purpose of making it possible to use guidelines of the basic data to the visually impaired students, in comparison with having any difference, after searching for investigating the actual conditions of the errors in the Rules of Korean Spelling Systems between the visually impaired students and the sighted students. In order to accomplish this object, the subjects of this study are 22 visually impaired students and 44 sighted students who got the K-WISC linguistic test of 90-120, and they have to choose right checking at question paper which is composed of 60 words. The results are as follows: First, there is no difference between the visually impaired students and the sighted students, in the errors of 'regarding to the sounds', one of the Rules of Korean Spelling Systems. Second, in the errors of 'regarding the morphophonemics', one of the Rules of Korean Spelling Systems, the percentage of the visually impaired students is remarkably higher than that of the sighted students, and some significant differences appeared in statistics. Especially, the percentage of error of the visually impaired students is higher than that of the sighted students in one of the distinction of '-이오(io)' and'-이요(iyo)', '과일을 드시오(gwa-il-eul deu-si-o)' and one of the rules of vowel harmony, '아름다워(a-reum-da-wo)', '가까워(ga-kka-wo)' and one of the rules of situation of a consonant(ㅅ:sai-siot) of placed under a vowel, '전세방(jeun-se-bang)', '초점(cho-tjeom)' and the shortened 'ㅎ' rules, '흔타(heun-ta)'. However, the percentage of error of the visually impaired students was lower than that of the sighted students in one of the shortened 'ㅎ' rules, '경악게(kyeong-ak-ge)'. Third, there is no difference between the visually impaired students and the sighted students, in the errors of 'regarding to the others', one of the Rules of Korean Spelling Systems. But the percentage of the visually impaired students is higher than that of the sighted students in the distinction of '이/히(i/hi)' of ending syllable of an adverb, '가까이(ga-kka-i)' and one of the rules of ending of a word, '내가 할까?(nae-ga hal-kka?)'.

지체장애여성의 성적 장애요인과 성교육

공미혜 신라대학교 여성문제연구소 2006 젠더와 사회 Vol.17 No.-

이 연구는 부산과 경남지역에 거주하고 있는 미혼의 지체장애여성을 대상으로 성적 장애요인과 성교육의 경험을 질적 연구방법으로 수집된 자료를 통해 분석하였다. 이 연구에서 가장 많이 지적된 성적 장애요인으로는 성폭력(16사례)과 성관련 정보의 부족(9사례)으로 나타났다. 성폭력의 피해경험은 일반적으로 여성들이 당하고 있는 가벼운 추행이나 성희롱이 대부분으로 나타났지만 장애인이기 때문에 성폭력에 더욱 취약했던 경우도 4사례가 언급되고 있다. 또한 이 연구에 참여한 장애여성 중에서 7사례는 성교육을 제대로 받지 못한 것으로 나타났다. 이들은 정규교육의 기회가 매우 제한되어 있거나 주위의 무관심으로 성교육을 받지 못했으며 책이나 음란물을 통해 성행위를 알게 되었다고 말하고 있다. 또한 정규교육과정에서 성교육을 받은 경우에도 그 내용이 피상적이어서 크게 유용하지 않았다고 지적한다. 만일 장애여성들이 성적인 존재로서 자신을 인식하고 적절하게 대처한다면 훨씬 활발한 삶을 영위할 수 있을 것이다. 이는 장애여성의 성적 건강 뿐만 아니라 총제적인 삶의 질의 향상에 기여할 것으로 생각한다. This study was designed to analyze the experiences of sexual barriers and sexuality education among women with physical disability in Busan and Kyungsangnamdo areas. Twenty three unmarried women with physical disability participated in this study, using in-depth interviews. The results demonstrated that there were two crucial barriers to sexual health of disabled women: sexual violence(16 cases) and the lack of sexuality information(9 cases). Women with disability, particularly those with more severe physical disabilities, who were not fully integrated into regular school programs, may not be receiving sexual education. Moreover, women with disability who have had chances to receive sexuality education programs offered by their schools indicated that those programs were not fully useful to gain sexuality information. An important task for sexuality education for women with disability should be to affirm their status as fully sexual beings and build confidence in their ability to enjoy their sexuality as well as incorporate sexuality as part of their life.

국제결혼 부부의 사회적 지지 경향과 영향요인 : 부산지역 베트남, 필리핀 여성과 한국 남성 부부를 중심으로

공미혜, 오세자 신라대학교 부산학연구센터 2010 부산연구 Vol.8 No.2

이 연구는 국제결혼 부부의 사회적 지지의 경향과 영향요인을 밝혀내어 이들의 복지를 향상시키는데 도움이 될 수 있는 방안을 제공하기 위한 목적으로 수행되었다. 연구자료는 2009년 4월부터 10월까지 부산지역에서 베트남과 필리핀 여성과 결혼한 한국남성 부부 60쌍을 대상으로 설문지를 배포하여 수집되었으며 여기서 밝혀진 결과는 다음과 같다. 첫째, 전체적으로 가족으로부터 사회적 지지는 중간값보다 약간 높게 나타났고 성별 차이는 보이지 않았다. 친구 및 자조집단으로부터 지지는 아내의 경우에 높게 나타나 국제결혼 이주여성에서 중요한 지지자원이 되고있다는것이 밝혀졌다. 둘째, 국제결혼 부부의 가족으로부터 사회적지지에 영향을 미치는 요인은 가족지지원의 수로서 가족지지원의 수가 많을수록 가족으로부터 지지도 많은 것으로 분석되었다. 특히 남편의 경우 연령이 낮을수록 가족으로 더 많은 정보적, 물질적 지원을 받는것으로 나타나 흥미롭다. 셋째, 국제결혼 부부의 가족 외부로부터 사회적 지지에 영향을 미치는 요인은 남편에게 나타나지 않았다. 그러나 교육수준이 높고 사무직이나 전문직에 종사하는 국제결혼 아내의 경우는 가족 외부로부터 정보적 지지와 물질적 지지를 더 많이 받고 있는 것이 밝혀졌다. 이러한 결과를 바탕으로 국제결혼 부부의 복지를 위해 사회적 지지를 향상시키는 방안과 연구의 한계점이 제시되었다.

반편견 교육과정의 현황 연구 : 이혼개념을 중심으로 especially concerning divorce trends

박해미 기전여자대학 2000 論文集 Vol.20 No.-

The investigation of early childhood teachers' recognition about anti-bias curriculum is important because teachers' practices are influenced by their beliefs and perceptions. Early childhood educators nationwide are discussing the importance of anti-bias curriculum for children, families, communities and society, because children are free from bias. This study investigates anti-bias beliefs and Practices of early childhood educators working with children aged 5-7 in Jeon-ju city. Early childhood educators answered a questionnaire which was divided into 2 parts. One part was consisted of background questions of the early childhood educators. And the other part was consisted of early childhood educators' awareness about divorce trends of anti-bias curriculum. Analysis of the data was based on 101 cases. Frequencies and percentiles were used for data analysis.

웹기반 문제중심 수학 교수-학습의 설계 및 효과 연구

임해미 이화여자대학교 교육대학원 2000 이화교육논총 Vol.11 No.-

The purpose of mathematics education is to nurture the ability to solve problems in creative and mathematical ways. However, teachers have taught the class concentrated on lectures and students have solved fixed problems passively in the traditional teaching method of mathematics education and that fact has limited the opportunity for students to have vivid mathematical insight or creative and productive problem-solving capacity. Therefore, new teaching-learning methodology and research of such environments where researcher can examine the educational issue have been required for students to gather information, share it and cooperate with each other. In this paper, Problem-Based Learning methodology and Web-Based Education is suggested as one of the teaching-learning methodologies which satisfies the desire for better mathematics education and as the environment which can replace the traditional class room concept. In addition, following research issues will be examined to study the "Web-Based and Problem-Based Learning methodology" which combines these two different models into one: 1. Are there any meaningful differences in scholastic achievement between two groups: traditional in-classroom teaching method versus "Web-Based and Problem-Based Learning methodology"? 2. Are there any meaningful differences in attitude towards mathematics between the two groups? 3. What response will be given by those who have experienced "Web-Based and Problem-Based Learning methodology" about their experience? 4. What are the problems to be considered in designing and using this methodology efficiently? To answer the above questions, a study was carried out with a group of 79 high school students from 'D' High School in InChon, Korea based on background research about Web-Based methodology & Problem-Based Learning methodology and a survey of similar web sites. Two classes with similar scholastic achievement was divided into two groups; 'experiment group(38 students)' and 'controlled group(40 students)'. The experiment group was taught with new methodology in multimedia classroom along with conventional lectures in traditional classroom for 15 times and the controlled group was taught only in the normal classroom for the same numbers. Before and after the experiment, survey of all students to check the scholastic achievement and attitude towards mathematics was done. For experiment group, pre-survey and interview about "Web-Based and Problem-Based Learning methodology" was done after the experiment. The results are summarized as follow: 1. There was no statistically meaningful difference in scholastic achievement between the experiment group and the controlled group. 2. There was statistically meaningful difference in attitude towards mathematics between the experiment group and the controlled group. From this result, we could comment about the potential of this methodology. 3. The interview with students in the experiment group showed generally positive feedback. 4. In designing this methodology, we divided the whole process into 5 steps; Analysis, Design, Production, Implementation and Evaluation. There must be considerations about the design of problem-based content, the construction of home page, communication, and the operation and evaluation of classes. From these results, we suggest the followings: First, it is required to develop problem-based content which satisfies the issues from web-based and problem-based framework; second, it is also required to study the effect of this methodology in the aspect of scholastic achievement and attitudes toward mathematics for a longer period; third, there must be a proper means to evaluate the effect of this methodology.

Carl Orff의 어린이를 위한 음악지도법에 관한 분석연구

이미혜 진주여자전문대학 1995 論文集 Vol.18 No.-

An analysis study about the music teaching method for the children of Carl Orff way The purpose of this study was to research about music for children of Carl Orff methods. He always encouraged the activation of students by playing of their own music that is through improvising and composing it themselves, therefore he diviced many kind of instruments for children. This instruments are now known all over the world. In this study, his books which were called Orff-Schulwerk-Music for children, Music by children-Folksongs including related books and articles were studied. The results of this study are as follows: 1) In his curriculumn of music for children includes imitation, explolation, literacy, and improvisation. The way of music expression by imitation teacher was introduced to children at the beginning. Child can learn music simbol-grephic notation through literacy, so that they can understand concept of music elements. Through exploration, they change a part of songs, such as dynamic, form, altering the direction of a melody, and tempo, so that they had expriences to make new kind of songs. Finally in improvisation, as no other class activity, the child's first attempts creating form consist of making up melodic or rhythmic motives. These patterns can be developed into a phrase, or a series of phrases, and finally into a little form. Rhythmic and melodic question arid answer is another phrase-building activity used by Orff. 2) In the ensemble, musical elements were intrduced by Carl Orff are ostinati, pedal, bordun accompaniment, pentatonic, canon. These simple musical treatments offer the child the opportunity to play and sing easily at early age. Aural awareness is fosterd by discovering the relationship of one part to another. Musical memory, rhythmic independence, and coordination can be developed through these activationt. Child can also have participation naturally plaing and singing many kind of ostinatis. 3) In schulwerk, children play many kind of ensemble by using above Orffs instrument, his teaching method is based on understanding of how a child develops. At the beginning rhythmic training which is accomplished through activation of gross moter movement or speech is introduced to child, and then from spatial movement or speech rhythm to body-rhythm, from body-rhythm, to rhythm instrument, from unpiched percussion instrument to piched percussion instrument, from them to the use of large Orff instrument. Through this process Orff intuitively developed a way to bring an awareness of materials of music to a child in a way that they can be absorbed for continued refinement and development.

석유화학 플랜트의 RBI 적용시 동태적 영향 분석

이미해,최송천,김용수 서울産業大學校 2005 논문집 Vol.54 No.1

The Fundamental Analysis of Androgynous Attitudes among College Students

孔美惠 東亞大學校 大學院 1985 大學院論文集 Vol.10 No.-

본 연구는 대학생들의 양성동화적 태도에 영향을 주는 기초적 환경요인들을 분석하였다. 사회문화적 변수에 근거한 기존의 이론적 배경을 토대로 인과모형이 설정되었으며, 사회적 배경과 양성동화적 태도 및 양성동화에 대한 가치체계등이 독립변수와 종속변수로서 포함되었다. 데이타는 1984년 8월에 걸쳐 부산시 8개 대학의 학생들로부터 수집되었으며, 학생들의 각 사회적 배경에 따른 양성동화 점수의 일반적 차이는 평균치와 t-test로 분석되었다. 또한 인과모형에 있어서 다음과 같은 각 독립변수들의 영향을 파악하기 위하여 회귀분석법이 사용되었다. : (1) 양성동화적 태도에 있어서 사회적 배경의 영향, (2) 양성동화에 관한 가치체계에 있어서 사회적 배경과 양성동화적 태도의 영향. 우선 각 사회적 배경에 따른 양성동화 점수의 차이를 살펴보면, 통계학적 유의성은 없으나 남학생과 저학년, 중소도시나 농촌에서 자라난 학생일수록 양성동화적인 태도를 나타내었다. 기대한 바와는 달리, 대학생들의 양성동화적 태도는 사회적 배경에 의해 거의 영향을 받고 있지 않았으며, 오직 성차만이 양성동화 점수에 약간 영향을 주고 있었다. 즉, 남학생일수록 양성동화적 특성을 보였다. 양성동화에 대한 가치체계의 인과모형에서는 성차와 양성동화 점수가 영향력 있는 변수들로 분석되었다. 이전의 연구와는 반대로 여학생들의 가치체계는 남학생들보다 더욱 전통적이었다. 그러나 여학생들의 가치체계는 양성동화성에 더욱 긍정성을 보이고 있다. 이러한 양면성은 여학생들의 실제 행동과 현대화된 가치체계 사이의 불일치를 시사하고 있다. 한편 전체적인 양성동화 점수는 학생들의 가치평가와 정적인 관계에 있었다. 즉 양성동화적인 학생일수록 양성동화성에 긍정적인 가치관을 보여주었다. 본 연구는 대학생들의 양성동화적 태도와 가치관에 영향을 주는 기초적인 요인들만 분석한 것이므로, 양성동화적인 사람들과 전통적인 사람들간의 인지적 능력을 비교할 수 있는 앞으로의 연구가 시급하다고 볼 수 있다. 그래야만 양성동화의 개념이 실제적 교육현장에서 적용될 수 있을 것으로 사료된다.