Earticle

평균수명의 연장과 더불어 나타난 고령인구 증가현상은 만성질환이나 장애 발생 등 건강과 관련된 여러 가지 문제를 지닌 상태로 장기간 살아가는 고령인구의 증가를 의미한다. 고령자들의 일부는 타인의 도움 없이 독립적 생활이 가능하지만, 연령이 증가할수록 신체기능 저하 등으로 의존의 상태에서 살아갈 가능성이 높아진다. 고령자들의 독립성 유지 여부는 삶의 질을 좌우하며, 여기에 따라 지역사회에서 지속적인 거주 가능성도 달라진다. 고령의 상태에서 신체기능의 약화로 독립적이거나 자율적으로 생활하기 어렵게 만드는 요인들은 다양하다. 운동부족이나 적절한 영양 섭취 결핍, 흡연 등 건강상태 유지와 거리가 먼 생활양식은 연령고저에 상관없이 누구에게나 건강의 상실이라는 위기를 초래하여 독립성과 거리가 먼 일상생활을 하게 된다. 본고에서는 생의 후반기에 접어든 고령자들이 독립성을 유지하면서 생활할 수 있는 제반 사항, 그 중에서도 독립적 생활의 영위를 위해서 필수 요소들을 정리하였다. 이를 위해서 규칙적인 운동 등에 의한 신체기능 유지와 장애 예방도 필수적이지만, 인지기능도 유지해야 하며, 재정적 어려움이 없어야 하며, 가족이나 지인들과의 교류를 통해 정서적으로 안정되어 있어야 한다. 본고의 후반부에서는 고령자의 독립성 유지를 위한 개인적인 노력 및 국가 차원의 정책방향을 논의했다.

Population aging and its impact of increasing life expectancy means an immediate increment in numbers of older adults suffering from chronic health conditions such as geriatric syndromes and disabilities. While some of the older adults are able to live independently without any support, most of them have become dependent upon the other people for their daily needs owing to decline in physical function and so on as they are getting older. Maintenance of independence for the older people affect their quality of life, and further their continuous living in the home and community. There are a variety of factors associated with decline in physical function that would make the older adults difficult to live independently. Lack of exercise, poor nutrition, and unhealthy lifestyle such as smoking are major causes of losing independence to the adults, regardless of their age. Several essential requisites to help the older adults maintain their independence were reviewed in this article. Not to lose their independence, physical activity would play a fundamental role in maintaining the health and physical function, but the roles of cognitive function, financial resources, and social connectedness for their emotional stability were emphasized. Both personal responsibility for maintaining independence in the second half of life and policy at the state level for the older adults’ independence were discussed in the final part of the article.

This study was performed to determine the developmental potentials of nuclear transfer (NT) embryos using life-span extended cells transfected with a foreign gene as donor cells. A life-span extended bovine embryonic fibroblast cell line was transfected with an expression vector in which the human type II collagen (BOMAR) and ear fibroblasts were used as a donor cell. Cytogenetic analysis was performed to analyze the chromosomal abnormality of donor cells. The fusion rate of 1.8 kV/cm for $15{\mu}sec$ given twice was significantly higher than that of other groups (p<0.05) and the embryos lysed were significantly higher after 1.8 kV/cm for $20{\mu}sec$ given once compared to other groups (p<0.01). The blastocyst development in the ear cell group was statistically significant compared to both BOMAR groups (p<0.01). Both BOMAR groups cultured more than 40 passages (>40 passages) had a lower number of chromosomes; however, fresh granulosa cell (GC) and BOMAR groups cultured less than 20 passages had normal chromosome numbers. Both >40 passages BOMAR groups had numerous obscure debris in metaphase spreads. The transfected foreign gene was expressed in all BOMAR groups, but not in the GC group. Based on these results, the lower developmental potential of NT embryos using life-span extended donor cells transfected with a foreign gene might be a cause of chromosomal abnormality in donor cells.

목적 본 연구는 2015 개정 교육과정에 따른 고등학교 기술⋅가정 교과서의 ‘자립적인 노후 생활’ 단원의 내용을 전생애발달, 성공적노화, 연령주의 관점을 적용하여 분석함으로써, 학습자들이 교과서를 통해 노인에 대한 긍정적인 인식을 함양하여 노인들과 더불어살아갈 수 있는 역량을 강화하고 노후생활 준비의 필요성과 방법을 이해하여 스스로가 노후생활을 자립적으로 영위할 수 있는 역량을 어느 정도 갖출 수 있는지 가늠해볼 수 있는 단초를 제공하고자 하였다. 방법 2015 개정 교육과정에 따른 12종의 고등학교 기술⋅가정 교과서 ‘자립적인 노후 생활’ 단원의 본문 서술내용과 활동과제를대상으로 노년기의 정의, 노년기의 변화, 사회변화와 노년기, 자립적인 노후생활 역량의 4가지 분석요소를 분석틀로 하여 양적분석과 질적분석을 실시하였다. 결과 첫째, 본문의 서술내용과 활동과제에는 ‘자립적인 노후 생활 역량’ 관련 내용이 차지하는 비중이 가장 컸다. 둘째, 노년기의정의와 특성에 대한 본문 내용은 전생애발달 관점과 성공적 노화 관점을 적용하여 서술하여, 교과서를 통해 학습자들이 노년기에대한 긍정적인 이해를 높일 수 있도록 하였다. 셋째, 고령사회에서 저출산, 사회의 부양 부담, 노인부양의 사회화, 1인 가구 증가, 노부부 가구, 독거노인 등의 사회적 현상이 나타나고 있음을 언급하며 사회적 차원에서 노년기에 대한 대비의 필요성을 접근하였다. 넷째, 개인적 차원에서의 자립적인 노후생활 역량으로는 건강관리, 의식주관리, 여가활동과 사회참여, 경제적 준비의 중요성을 강조하고, 가족 차원에서는 부부관계, (손)자녀관계, 대인관계에 초점을 맞추었으며, 사회적 차원에서는 소득, 고용, 의료, 주택, 돌봄과관련된 사회지원 정책과 서비스를 소개하였다. 다섯째, 활동과제는 노년기와 노인에게 나타날 수 있는 변화를 체험해보고, 노후생활준비를 위한 역량을 조사, 토의, 발표하는 활동이 대부분이었다. 결론 고등학교 기술⋅가정 교과서 ‘자립적인 노후 생활’ 단원의 본문 내용과 활동과제는 청소년 학습자들이 연령주의 관점의 수용을지양하고, 전생애발달 관점, 성공적 노화 관점을 수용하여 노인들과 더불어 살아갈 수 있는 역량과 자립적인 노후생활을 준비하는역량을 강화할 수 있도록 하였다.

Objectives This study aimed at finding out whether the 2015 revised curriculum high school technology and home economics education textbooks can contribute to the high school students’ enhancement of capacities to live together with the seniors and prepare themselves for their elderly life, from the perspectives of life-span development, successful aging, and ageism. Methods The main texts and activities of the chapter containing ‘independence for seniors’ in the title from the 12 high school technology and home economics education textbooks were analyzed with the four elements of definition of the elderly, changes in the elderly, social change and the elderly, and capacities for an independent senior life. Results First, textbook contents and activities were mostly about capacities to manage an independent senior life. Second, aging and the elderly were defined from the perspectives of life-span development and successful aging. Third, low birth rate, increase in single and elderly households, socialization of elderly care were mentioned as social issues facing an aged society. Fourth, capacities required to manage an independent later life were, on personal aspects, healthcare, management of food, clothing and housing, leisure activities and social participation, and financial planning, while on family aspects, good relationship with families and friends. The society was required to provide supportive policies and services related to income, employment, housing, healthcare, and caring. Fifth, most of the activities were about experiencing the elderly life through senior simulation. Conclusions The main texts and activities of the ‘independence for seniors’ chapters were expected to allow students to enhance capacities to live together with the seniors and prepare themselves for their elderly life, since they were written in a way that encouraged students to accept perspectives of life-span development, successful aging, and refrain from accepting ageism.

본 연구의 목적은 일본에 체재중인 한국유학생들이 어떻게 일본유학을 결정했는지를 밝히는 것이다. 여기서 “캐리어”이라는 용어는“인생의 과정에서 한 사람이 수행하는 역할의 조합 및 순서”로 정의된다 (Super 1980). 이전의 연구는 유학생들의 “학생 역할”에 초점을 맞추어 주로 설문 조사를 실시하여 해외 유학 동기를 분석했다. 그러나 개인이 갖고 있는 복수의 역할 의식을 갖고 있고 복수의 역할 의식이 그들의 진로 결정에 영향을 미치고 있다고 볼 수 있다. 그러한 역할 의식이 유학생의 캐리어에 어떠한 영향을 미치는지를 밝히기 위해서 본 연구에서는 질적연구방법을 통해 분석과 고찰을 시도했다. 연구협력자인 두 명의 한국 유학생과 심층면접을 하였고 인터뷰를 문자화한 데이터를 토대로 Super(1980) 의 라이프 스팬 라이프 스페이스 이론적 어프로치를 연구분석틀로 하여 분석과 고찰을 하였다. 결과적으로 “학생 역할”과 “자식 역할”이 일본 유학이라는 캐리어 결정에 영향을 미치고 있는 것이 밝혀졌다. 특히 지금까지의 연구에서 언급되지 않았던 “자식 역할”이 캐리어 결정에 크게 영향을 미치고 있었으며 자식으로서 부모님의 의견에 따라 일본 유학을 결정하고 있었다. 일본 유학이후의 캐리어 결정과 역할 의식이 어떻게 변용할 지 계속해서 연구 할 필요가 있을 것 으로 본다.

The aim of this paper is to clarify how Korean students determine to study in Japan for their career. The term “career” here is defined as “the combination and sequence of roles played by a person during the course of a life time” (Super 1980). Previous research has analyzed their motivation of studying abroad by mainly conducting questionnaires, focusing on “a student role” of students. However, multiple roles seem to influence their career decision, which need to be illustrated through a qualitative method. For the aim, the data was collected by depth interviews to two Korean students, the interview method to reveal the various feelings and experiences of the students. The data from the interview was analyzed from the perspective of Super's life-span, life-space approach to career development. As a result, two roles were pointed out to have influenced their career decision, which were “a student role” and “a child role”. Especially a latter, which has not get much attention in previous research, was found to be very important for young students. It was illustrated that one student followed what her mother told her to do without any doubt.

This paper aims to explore the possibilities of Christian education for the development of the whole personality. For this purpose Comenius' school theory is compared with Erikson's ego development theory. Although two theories have some differences of the times and the fields of study, they have same 8 steps of life-span development and same goals of the human development including religious perspectives. The first part of this paper suggests an interdisciplinary research in the field of Christian education in this modern society. Human beings are having trouble in deprivation of the whole personality in this grandiose technological and informational modern society. Christian education can gain an insight and possibility for the restoration of the whole personality from psychology. Therefore, a dialogue between psychology and Christian education is needed to explore the possibilities of Christian education for the development of the whole personality. For this interdisciplinary research Comenius' school theory is suggested to compare with Erikson's ego development theory. The second part of this paper shows Comenius' school theory according to 8 steps of life-span. In this part, Comenius' perspectives and three elements of the holistic human education are commented. The third part of this paper presents Erikson's ego development theory according to 8 steps of life-span development. The establishment of identity is essential to Erikson's ego development theory. In this part, the developmental task of ego is depicted according to 8 steps of life-span. Finally, this paper reconstructs the model of Comenius' school theory in the light of Erikson's ego development theory. In other words, it recommends the developmental task of ego following to Comenius' school theory. This reconstruction of the model of Comenius' school theory owes to Erikson's positive perspectives of religion. With this thesis as a turning point it is hoped that the interdisciplinary research in the field of Christian education will be studied more actively and deeply. Furthermore, it is hoped that practical programs will be developed for Christian education for the whole personality based on ego development theory.