There is a general consensus in the literature that impulse buying is normatively wrong, but accounts for a substantial volume of the goods sold every year across the broad range of product categories, including fashion products. Research revealed that young consumers particularly contributed greatly to the increase of impulse buying. While lack of self-control has been found strongly associated with the unplanned nature of impulse buying, with an environment of abundance and consumerism, self-indulgence, rather than lack of self-control, may become a more important driver for impulse buying for modern consumers (Sharma, Sivakumaran, & Marshall, 2011). Therefore, the purpose of this study is to investigate how self-indulgence influences young consumers’ impulse buying and the post purchase consumer regret. This study also aims to test the role of fashion consciousness in the relationship between young consumers’ self-indulgence and impulse buying for fashion products. Self-indulgence is considered a hedonistic tendency, which includes enjoying spending money on oneself, buying things for one’s own pleasure, and trying to enjoy life (Sharma, Sivakumaran, & Marshall, 2011). It was recognized as one of the two opposing cognitive forces leading to impulse behavior (Miao, 2011). While the impulse to purchase is comprised of anticipated pleasures and immediate gratification (Rook, 1987), ironically, consumer regret is one of the major emotional consequences associated with impulse buying. There are two types of consumer regret: cognitive dissonance, resulted from an immediate post-purchase comparison of what was purchased versus the other available alternatives, and consumer guilt, related specifically to the consumption decision situations. Literature suggested that individuals show interest in fashion products with the belief that fashion products will contribute to their appearance, image, and/or bring enjoyment to their life (Workman & Kidd, 2000). In that same token, an individual with high self-indulgence tendency is more likely to show interest in fashion in hopes of identifying fashion items for indulgence purpose. Moreover, this indulgence motivated fashion consciousness will more likely lead to high impulse buying for fashion products. Based on the literature, hypotheses were developed for this study as represented in the following figure. Data was collected using a survey of college students majored in textile/fashion management at a large southeast university in the USA. A total of 190 surveys were distributed and returned. The majority of the subjects were females (73.7%), white (74.7%), and held part-time work (56.7%). Existing scales were adopted to measure self-indulgence (Sharma, Sivakumaran, & Marshall, 2011) and fashion consciousness (Bruner & Hensel, 1998). Impulse buying behavior and post-purchase regret were measured by asking subjects to retroactively recall their shopping trips for fashion products during the past three months. A group of items developed by the researchers were used to measure both the impulse buying behavior and consumer regret. A Confirmatory Factor Analysis (CFA) was first employed to assess the psychometric properties of the constructs. Overall, the fit indices of the measurement model were acceptable (NFI=0.86, IFI=0.935, RMSEA=0.066, CMIN/DF=1.7). A Structural Equation Modeling (SEM) was conducted to test the relationship proposed in the hypotheses. To test the mediating effect of fashion consciousness on the relationship between self-indulgence and impulse buying behaviors, a bootstrapping bias-corrected confidence interval procedure was conducted. Overall, the fit indices of the SEM model were acceptable (CMN/df=1.338, NFI=0.90, IFI=0.97, RMSEA=0.044). The SEM results suggested that self-indulgence had a significant influence on impulse buying for fashion products directly and indirectly via fashion consciousness. The impulse purchase behavior had a positive influence on the consumers’ feeling of guilt for the impulse purchase behavior, while no significant influence was found on cognitive dissonance. This research makes several contributions to the literature of impulse buying. First, the study suggests that consumers’ self-indulgence exerts significant direct and indirect influences on consumers’ impulse buying for fashion products. This result may provide an explanation to the phenomenon of increasing impulse buying behavior in the marketplace, even though it is widely considered as a “misbehavior”. Secondly, this study suggests a significant mediating role of fashion consciousness in the relationship between self-indulgence on consumers’ impulse buying for fashion products. The abundance of fashion products in the market and the appreciation of the social and affective function of fashion products contribute to the chain effect from self-indulgence to fashion consciousness and finally to impulse purchase for fashion products. Third, this study confirms the negative guilt feeling resulted from the impulse buying behavior.

Scholars have described compulsive behaviour as “hyperstimulation, sometimes unintentional and repeated overindulgence despite negative consequences, deception and self-neglect” (Hartston 2012). Compulsive buying behaviour has become an addiction amongst many consumers and it has fuelled the growth of the retail market since the 1990’s (Neuner, Raab and Reisch 2005; Koran et al. 2006). The higher spending power of the middle-class consumer has led to a greater demand of luxury branded products so that consumers can attain a higher level of social class within the society. This study will explore the impact of emotional factors (self-esteem, FOMO, brand prestige, and brand consciousness) and rationale factors (product quality, price consciousness and sale proneness) on compulsive buyer’s purchase intention. This is the first study to explore the impact of emotional and rationale factors on compulsive buying behaviour in the luxury branded product category. The results show that young consumers with high compulsive buying tendencies are more heavily influenced by emotional factors. Therefore, retailers could target young consumers by focusing on brand prestige and the brand name.

Since Levitt’s (1983) utopic proclamation of globalization-driven market and consumer convergence the determinants, consequences and challenges of addressing globalization have been scrutinized by academics, managers and policy makers. After more than 3 decades of research, however, “there is [still] a dearth of empirical research on its [globalization’s] impact upon consumers” (Cleveland et al., 2016, p. 1090). Such research should also be positioned within a new conceptual framework of geo-economics – resulting in “unique outcomes in different geographic areas” (Merz et al., 2008, p. 169) – where the relationship between regionalism and so-called glocal consumer identities has remained relatively unexplored (Cleveland et al., 2016). International marketers have also been increasingly moving away from country- towards customer-centric approaches (Riefler et al., 2012, p. 285). Young-adult consumers (18-30 years) are believed to be a more homogeneous cohort in terms of their consumer behavior under globalization (Carpenter et al., 2012), as they are seen as glocal citizens (Strizhakova, Coulter, & Price, 2012). The purpose of this paper is to analyze two key consumption-based variables – innate consumer innovativeness (Baumgartner & Steenkamp, 1996) and consumer ethnocentrism (Shimp & Sharma, 1987) – for FMCGs among young-adult consumers across two regions – Central and Eastern Europe (Slovenia, Croatia) and East Asia (China, Japan). Table 1 summarizes the consumer innovativeness and ethnocentrism scores from four matched student samples. Our preliminary results support young adult’s glocal consumer identity (Douglas & Craig, 2011), going beyond regional differences. 5-point ordinal scales Slovenia (n=246) Croatia (n=243) China (n=208) Japan (n=233) Con. innovativeness 4.49 (1.22) 4.70 (1.22) 4.69 (1.19) 4.33 (0.92) Ethnocentrism 2.78 (1.39) 2.93 (1.33) 2.46 (1.29) 2.87 (1.23) Pair-wise correl. 0.146 (p <0.05) 0.03 -0.151 (p <0.05) -0.03

This paper establishes the link between the “World of Barbie” and its influence in shaping the mindset of young, educated, urban Indian girls born post 1985 to belong to an albeit Transnational Imagined Community. Barbie, launched in India in 1985 by Mattel Toys India Ltd, quickly captured the mind, hearts and lives of young girls in the age 4-8years. Girls in the urban affluent Indian households became addicted to this “World of Barbie” and have enthusiastically imbibed the Barbie culture. Barbie, as Macdougall (2003) calls is a “Transnational Commodity”, has changed the way young Indian girls think of themselves belonging to a “Transnational Imagined Community”’ – be it the type of outfit they wear, how they converse with their peers, the way they define ‘glamour’ or ‘well-turned out’, or their aspired future state. The authors conducted a research amongst English speaking educated urban Indian affluent girls born between 1985 and 1998 who have internalized the “World of Barbie” which includes fashion accessories, bath sets, kitchen accessories etc. and enquired into how young girls think beyond their immediate environment , so as to delve deeper into the seminal work of Anderson(1983) on “Imagined Communities”. The present paper adopts the mix method research approach. Study 1 (Depth Interview) uses the deep understanding principle of case study research. Case study research is knowledge of “sense-making” processes created by individuals for a given stimuli (Woodside, 2010). Theory is built using case study research (CSR). “CSR method is an inquiry that focuses on describing, understanding, predicting, and/or controlling the individual” (Woodside (2010). Using CSR approach, Study 2 (focus group discussion) with Control group (girls not played with Barbie) and Research group (played with Barbie) was conducted. The authors used interpretive phenomenological analysis to infer the transcripts to understand the influence of “World of Barbie” on Transnational Imagined Community. Interpretative phenomenological analysis (IPA) explores in detail how participants are making sense of their personal and social world; the inferences were given conceptual code as following factors viz.,i) Past memories with Barbie, ii) Possession Attachment iii) Personal Internalization, iv) Behavioral Manifestation v) Global Imagined Community. The study 3 was fixed point (Likert type) survey analysis. The questionnaire consisted of 35 questions covering above mentioned factors. The final survey was conducted with sample size of N= 315. Structural equation modeling was used to derive the results. To conclude, ‘home country culture’ into which the respondent is born is seen to be malleable if internalization of certain alien culturalartifacts are positively imbibed into early childhood. The process of internalization of this new culture should be embedded in early childhood memories to bring about this cultural transformation in adulthood. This process of reculturation in the young urban Indian girls has been facilitated through the ‘World of Barbie’ helping their mindset to migrate into a distinctly different global culture as defined in the Transnational Imagined Community.

Introduction An individual’s Persuasion Knowledge is his or her knowledge of the persuasive nature of messages (Freisted and Wright 1994). Most adults are assumed to have this knowledge that enables them to be sceptical of persuasive messages, and to incorporate this information in their decision-making about promoted products. Children are viewed as vulnerable to persuasive messages (Nelson 2016) because they have not developed the appropriate knowledge base to be sceptical of messages (Mallinckrodt and Mizerski 2007) and thus unable to discount the claims made by marketers. This lack of ability to be sceptical is argued to lead to “…the vulnerability of young audiences to the negative effects of advertising” (Nelson 2016, p. 169) like obesity, materialism, poor quality of life and higher rates of mortality. Because of the wide acceptance that young children are particularly vulnerable to persuasive messages, advertising targeting children has been banned in several countries and proposed for others (Mizerski et al. 2016; Wang 2016). Many studies about Persuasion Knowledge or Advertising Knowledge (communication research) have been published over the 40 plus years since Ward (1972) first discussed the concept. However, few studies have tested whether Persuasion Knowledge is an antecedent to children’s sceptical responses to persuasive messages. The 11 studies that have tested the link (see Mizerski et al. (2016) for a review) used a wide variety of single item or reflective measures (measures that reflect the construct). They provide inconsistent findings except that the child’s age is positively associated with acquiring knowledge about persuasive messages like advertising or playing advergames. For example, while most researchers assumed or argued a positive link between young children’s persuasion knowledge and their scepticism, Buijzen (2007) and Christenson (1982) failed to find this link. Robertson and Rossiter (1974) reported children’s understanding of persuasive intent (commercials persuade one to buy things) was positively related with young children’s scepticism, but assistive intent (commercials tell one about things) was negatively related. The inconsistent findings of children’s responses to commercial messages may be due to more than the lack of consistent measures. The use of reflective rather than formative measure of young children’s persuasion knowledge may be another reason for inconsistent findings. “Young” children are those under eight years old (Mizerski 1) shashaatperth@gmail.com et al. 2016), but a lack of sufficient persuasion knowledge has been found with children over 16 years old (Carter et al. 2011). Most recent studies have adopted the Freisted and Wright (1994) Persuasion Knowledge Model that is based on the information processing of an adult buyer. Adults tend to have obtained Persuasion Knowledge so their knowledge may be captured with measures that reflect the construct. Young children are in the process of obtaining Persuasion Knowledge. The ability to understand the source of the message and the persuasive intent of the source are often cited as antecedents to having Persuasion Knowledge. These constructs form over time and cause persuasion knowledge (Nelson 2016). Therefore, it should be a formative measure. Measuring social class is a classical formative measure because causal elements like where you live and your profession can’t be accurately calculated for children. Social class forms over time. The use of a reflective measure when a formative measure should be used leads to several problems (Diamantopoulos and Siguaw 2006; Diamantopoulos and Winklhofer 2001), particularly an increase in Type II errors-“false negatives” (MacKenzie, Podsakoff and Jarvis 2005). For example, this means ruling out a causal element of persuasion knowledge when it is causal. This paper will compare existing single item or multi-item reflective measures used with young children, with a formative measure of the Persuasive Knowledge construct. The best way to validate a construct is to test it with external variables empirically and theoretically linked to the construct, including both antecedents and consequences (Diamantopoulos and Winklhofer 2001). Three variables, theoretically and/or empirically linked with young children’s Persuasion Knowledge, are tested in a baseline model to assess the external validity of the construct. These variables are age (Ward 1972), responses toward persuasive marketing messages (such as scepticism) and affect toward the persuasive messages (Mizerski et al. 2016; Wang 2016). Therefore, it is expected that the goodness-of-fit measures for the model using the formative measure of young children’s Persuasion Knowledge will provide a better fit to the data than the reflective measures. To further test the formative nature of young children’s Persuasion Knowledge, two additional models are tested. Researchers are responsible to set the weights of indicators of a formative construct, so a formative model with expert knowledge weights is developed (Figure 1). The indicators or elements of a formative construct should be able to reveal different facets so another model with different facets is developed. Consistent findings of the two models and the proposed baseline model will further support the formative nature of this construct. Apart from content validity and external validity, we also test the measures of the construct with another data set (Mallinckrodt and Mizerski 2007) to test the models’ generalisability. The Mallinckrodt and Mizerski study used children from a different cultural background (Australian vs. Chinese young children), but have similar ages and measures of Persuasion Knowledge and external variables. Further confirmation of the structure of the measurement model is provided if the same relationships are found with the second data set. Methodology Sample The population to be sampled are young Chinese children. China was selected because it has the largest population of young children, is the largest market for toys and a children’s toy is the stimulus product in the experimental study. The sample frame is day care schools in a Northern Chinese city of approximately eight million people. Procedure This is an experiment-based study with a control group. After individual exposure to a toy TV advertisement for a “magic ruler” that can be made into many different shapes with a Dinosaur shape shown in the ad, participants were each asked to answer questions. Cartoon pictures of the question options accompanied by verbal statements were used to reduce the possibility of misunderstanding young children’s responses on Persuasion Knowledge related questions. To reduce any effects of young children choosing the first option they see, pictures or options were shown in a random order. Children were told that there is no right or wrong answer, and they could withdraw at any point. Measures Persuasion knowledge was measured three ways; including a single-item measure, a summated-items measure, and a formative measure. Through an analysis and coding of 20 studies that tested the effect of young children’s persuasion knowledge (Mizerski et al. 2016), six items were found to measure the Persuasion Knowledge construct. The single-item measure used is the children’s understanding of the advertisers’ intention to make them ask their parents to buy (parent-buying intent). This was treated as the most important aspect of persuasion knowledge by several researchers (Carter et al. 2011; Mallinckrodt and Mizerski 2007). A summated-items measure included six items, frequently used in prior scholarly work. The formative measurement model was built using the same six items but by changing the direction of influence, with the causal flow from measures to the construct. Other variables include the children’s scepticism, their belief of false claims made in the ad and affect toward the toy TV advertisement (see Figure). After a CFA analysis with five questions, the scepticism factor score was derived as a standardised measure that followed a normal distribution. Scepticism ranged from -0.59 to 1.35, with an average of 0.07 and SD of 0.68. Belief of false claims (named as “false beliefs”) shown in the TV advertisement indicated that most children did not believe the two false claims included in the ad (84% and 69% respectively). Affect towards the toy TV ad was measured using one question: “Do you like this video?” to which most children (88%) indicated yes. Results, Discussion And Implication Fifty-four different patterns or combinations of the six persuasion knowledge items were found. This pattern show substantial heterogeneity in children’s Persuasion Knowledge, and further illustrates that young children are accumulating or forming their Persuasion Knowledge (Friestad and Wright 1994). In addition, these items have low correlations to one another that are typical of a formative measure. These findings of variability of knowledge levels and weak association between them indicate the potential multiple-dimension, formative nature of the construct of persuasion knowledge for young children. This may apply specifically to young children who are at the stage of increasing their learning abilities and developing or forming their knowledge. No relationship was found in the structural models using the reflective single-item measure and summated-items measure of persuasion knowledge, and the models showed a poor fit. However, relationships were found in the structural model that applied the formative measure of persuasion knowledge, with good model fit (see Table 1). Because a formative measure is supported, we tested the formative nature of Persuasion Knowledge on a previous study’s data (Mallinckrodt and Mizerski 2007). A formative model using that study’s data showed the same relationships between Persuasion Knowledge and its external variables. This consistency supports a formative measure of young children’s persuasion knowledge. Any review of future or past research should note the possible impact of using reflective measures of young children’s Persuasive Knowledge. To generalise the findings more research needs to be done for different product categories and age groups. More product categories, such as food and movies, and age groups could be taken into consideration. While few studies have tested the association of young children’s Persuasion Knowledge to scepticism toward the message, even fewer have tested the link of scepticism to young children’s responses to the advertised product (e.g. like, prefer, choose). Most of these studies do not find a link. If having Persuasion Knowledge doesn’t influence a young child’s desire for the brand, why teach it (e.g. Nelson 2016) or ban advertising because the children don’t have Persuasion Knowledge? Perhaps using a formative measure the link will be found.

Moon-Young Lee’s transcendence ethics are compared to Pondy’s (1962) conflict episode and Fisher, Ury, and Patton’s (2011) principled negotiation. Lee’s nonviolence, like conflict episode, posits various phases of a conflict between the weak and the strong and requires the weak to persevere with persecution and wait patiently for the right time. Like principled negotiation, Lee’s nonviolence adheres to rationality and objective standards without release of emotional enmity. Personal ethic to obtain knowledge and pursue agreement is consistent with principled negotiation, which suggests inventing options for mutual gain. Social ethic and self-sacrifice do not appear in conflict episode and principled negotiation. A conflict episode, “Lieutenant‘s Gentle Revolt,” illustrates how Lee’s nonviolence and principled negotiation can be effectively applied, especially to a bureaucratic model of conflict in which the counterpart is bad and powerful. Lee’s nonviolence is a likely choice for those who do not have power and who are persecuted by the strong, but must deal with violence of the strong. In fact, nonviolence, although sounding only theoretical and idealistic, provides practical and realistic guidance for conflict management.

이 연구는 가람놀이, 아라놀이, 어울림으로 구성된 『우리는 너나들이』협동 활동이 유아의 사회적 능 력을 키우는데 영향을 미치는가를 알아보기 위한 것으로 연구자의 만5세 유아 28명을 대상으로 연구되었 다. 유아의 사회적 능력 신장을 실행목표로 누리과정과 연계하여 협동 활동을 구안하고 환경을 조성하였 으며, 『우리는 너나들이』지도 계획을 수립하고 활동자료를 제작하여 수업에 활용하였다. 또한, 『우리는 너나들이』협동 활동과 연계한 다양하고 창의적인 지원 프로그램을 전개하였다. 연구 결과, 교사의 사회적 능력 평가, 또래평정법, 학부모와 동료교사의 증명을 통해 유아의 사회적 능력 향상을 확인하였다. 협동 활동에 대한 유아의 인식은 개념과 필요성, 관심, 실천 등에서 폭 넓고 깊게 변화되었다. 이에 유아 협동 활동의 일반화 가능성을 확인하고 당연성을 갖게 되어 다양한 관련 연구와 동료와의 협력 체계를 제언한 다.

This study explores the notion of ‘good language teacher’ (GLT) identity in the context of English education in South Korea. While other studies have investigated parents’ and general public preferences for and associations of good language teacher identity with ‘native-speaking’ teachers of English, little research has examined the views of young learners as to what constitutes a GLT. In this study, a survey tool was used to collect student images and descriptions of imagined, good English teachers. A total of 577 young Korean students (K-6th grade) provided their own images and descriptions of good English teachers, both in English and Korean. The findings indicate that student perceptions of GLT identity strongly reflects their immediate learning experience. Contrary to previous studies showing preference for teachers according to ‘native speaker’ or other markers (e.g., race, gender), the study demonstrated no strong preference for native speaking teachers. Instead, factors such as personality were emphasized. This study provides implications for recruiting and hiring practices for English teachers.

Moon-Young Lee is a layman, not a theologian or pastor, who practiced and influenced Christian values and world view during his academic journey. His impact has been felt for 130 years in Korean Christianity. Moon-Young Lee declares that the foundation of American public administration is the 95Theses of Martin Luther in his book ‘Man, Religion, State’. He also interprets the 95 Theses insections of “Methodology, Work and Men”. In relation to “Methodolgy”, Articles 1-7 and 92-95 explain repentance in its entirety. These articles show how man should live through out his life. The section about “Work” is classified in an ethereal world(articles8-55). These articles teach that the work of man is to pursue God’s justice not “profit” symbolized by purchase of indulgences. The section about “Men” is described in articles 56-91 and states that man is a being standing before God(coramDeo) not before priests or the church. Moon-Young Lee’s motive for joining public administration with Christianity is his childhood motto of: “I will study hard for my country from now on, but within the scope of Christianity.” For him, the 95 Theses of Martin Luther show the origin of and the foundation of three courses of action for public servants within administrative organizations.

본 연구에서는 고강도 운동 후 전신진동이 근피로도 감소와 심박회복율에 미치는 효과를 알아보고자 하였다. 피험자 는 총 20명으로 진동을 제공받는 그룹과 진동을 제공받지 않는 그룹으로 구성되어 있다. 고강도 운동은 경사 8.5도와 보행속도 4km/h를 30분간 제공하였고, 그룹별 진동유무별 의자형 진동기 위에서 30분간 휴식을 취하였다. 전신진동자 극은 10Hz의 진동주파수와 5mm의 진폭을 제공하였다. 진동유무별 피로도 감소와 심박안정화 효과를 검증하기 위해 혈중 젖산농도와 실시간 심박수 변화를 측정하였다. 실험결과, 진동을 제공받는 그룹에서 95.2% 수준의 더 큰 근피로도 감소결과와 50.67%의 더 빠른 심박회복율 결과를 보였다. 이는 고강도 운동 후 전신진동이 근육속 혈관을 지속적으로 자극하여 운동 후 초과산소섭취를 빠르게 해소하고 혈액순환 기능을 증진시켜 피로도를 감소시킨다. 고강도 운동 후 전신진동을 이용한 휴식은 노약자나 여성들에게 운동 후 다른 육체적 활동 없이 마무리운동으로 긍정적 효과를 기대할 수 있다.

The purpose of this study is to examine the different communication messages behind African women’s hairstyles, and to compare young and old African women’s hairstyles. The contents of this research are: the hairstyle as communication media, the types of African women’s hairstyles, and the difference between young and old women’s hairstyles. We used a review of literature and an empirical study as the research methods for this study. For the literature review, we used papers on African hairstyles, and we linked hairstyles to corresponding communication. For the empirical study, we took a database of 240 pictures (120 pictures of young women and 120 pictures of old women) from websites related to African hairstyles and we analyzed the pictures to differentiate between young and old African women’s hairstyles. The results of this study reveal that African women’s hairstyles express messages of power, ceremony, and status and identification communication. Within the 240 pictures, we found out which hairstyles are preferred by young and old women. Young African women prefer long, straight hairstyles and artificial hair (wigs), while old women keep short, natural hairstyles. The result of this research will be useful for understanding African women’s hairstyles as well as contribute to the field of hair design.

The purpose of this research is to review studies of English education for young learners in the journal of English Teaching in order to commemorate its 50 years of history. Atotal of 126 young learners ofEnglish-related studies between 1965 and 2015 were collected. The studies were analyzed by historical trend, research methods, topics, subjects, contexts, and authors. The results are as follows: the studies on young learners of English have increased since 1982 when English was allowed to teach as an extracurricular activity in elementary schools; 103(81.7%) studies were identified as empirical research, and 23(18.3%) studies were identified as theoretical research; the most preferred research topic was 'teaching/learning' and 'investigation, effect, and direction' of English education in Korea; the most studied subjects were elementary students; the most preferred research context was Korea; and 98.4% ofresearchers was Korean. Based on the findings, several suggestions are made for future research in the area ofyoung learners ofEnglish.

Non-violence administration (NVA) is in search of a more civilized island governance rather than following the model of Britian or Japan: NVA assumes a model of Asian democracy by a true human to contribute to peace island policy in Asia Pacific context. First, a model of Asian democracy which was created from a group of ordinary Korean citizens who had been participating in the Sam-Il-Movements demonstration under Japanese Military colony in 1919 is suggested. On March 1, 1976, it was impressive that 11 leaders proclaimed Korean democracy came from Sam-Il-Sa-Sang at Myungdong Catholic Church at the heart of Seoul. Second, he highly appraised the decision of the Korean government to designate Jeju Island as a World Peace Island on January 27, 2005. Though it is small, the island was expected to play a peaceful role between two Koreas and in the Asia Pacific context. Third, the Jeju people try to pursue an “environmentally peaceful island” for their future in the Asia Pacific such as a neutralized peace island model of Costa Rica in the Central American context (1949). Fourth, Jeju Island needs to make an international treaty, a so-called “World Peace Island Treaty for 6 Talks Countries” to guarantee its more neutralized role for Asian Pacific Peace in the same function as that of the Demilitarized Zone between the two Koreas as the result of a cease-fire agreement of Korean War such as through a new framework of the United Three States of Korea UTSK (South Korea, North Korea and Jeju Island Korea).

This paper examines Professor Moon-Young Lee’s academic achievement, which has been less highlighted than his popular image of a pro-democracy fighter. In fact, Lee was a puritan and dissident intellectual who studied public administration and believed in God throughout his lifetime. Lee employed ‘who-what-how’ categorization and transcendence ethics (i.e., nonviolence, personal ethic, social ethic, and self-sacrifice) to describe and analyze administrative phenomena. Lee’s nonviolence in particular plays a key role in his framework of transcendence ethics and is used in unique ways. His nonviolence is (1) not to use violence but to use ‘word,’ (2) to tell the truth (right things), (3) to tell right things only, (4) to use complete nonviolence, and (5) grounded in laws, common sense, and agreements. Nonviolence will be a likely option for those who do not have strong power and must address an evil counterpart. Citizens’ rational resistance and nonviolence will protect themselves from and correct the power abuse of evil regimes. However, the weak must persevere against the violence of the strong and wait patiently on the long road from nonviolence to self-sacrifice. Accordingly, it is not easy to practice Lee’s framework of transcendence ethics in reality. Nevertheless, his transcendence ethics, nonviolence in particular, appear to provide practical and realistic guidance for public administration reform.

The purpose of this study is to examine how reading motivation varies in its prediction of reading comprehension in Korean (L1) and English (L2) (with parental involvement being controlled for), and how reading motivation in each language is associated with language proficiency. Participants consisted of 289 EFL middle school students in South Korea. Three questionnaires and four language tests were employed to measure learners' reading motivation, parental involvement, language proficiency, and reading comprehension in their L1 and L2. Results indicated that L2 reading performance was positively predicted by both intrinsic motivation and grades/utility, whereas the only positive predictor of L1 reading comprehension was intrinsic motivation. Moreover, in both L1 and L2, the high-proficiency group was found to exhibit significantly stronger intrinsic and extrinsic motivation than the low group; the high group's intrinsic motivation was significantly stronger than the middle group; and the middle and low groups differed significantly in extrinsic motivation.

Willingness To Communicate (WTC) is one's volition to enter into communication at a particular time with a specific person or persons using an L2. Despite the growing interests about WTC in ESL and EFL context, there is little research done in the Korean EFL classroom context with young learners. This study investigated variables affecting WTC of young Korean EFL learners in regular English classes. A total of 149 fifth graders participated in the study. Data were analyzed using factor and correlation analysis, cross-tabulation, and the ANOVA. The results confirmed the consensus about the positive correlation of competence and the negative correlation of apprehension to WTC. The most powerful predictor of WTC was communication with the native teacher and the second was prohibition of L1. There were partial statistical differences of WTC, Frequency of Communicative Behavior, and Self-Perceived Communicative Competence according to the age of onset, the amount of studying, and the length of stay in English speaking countries.