The objective of this study is to analyze the inner characteristics of Kim Yo Jong, armed with the motive imagery tools, namely achievement imagery, power imagery and affilia-tion-intimacy imagery. The advantage of this method is that the motive imagery analysis is done through text documents and therefore not influenced by the researcher's intent or prejudice. Understanding the North Korean leadership through this analysis method is likely to provide strategic insights when dealing with that leadership.

This research aims to examine how the recent higher education curriculum in Kim Jong - un's North Korea has reflected its educational policy to strengthen foreign language edu- cation and identify the concrete content and method for this. A North Korean period ical, Higher Education , is referred to as the text which includes instructions from the supreme leader, explanations of the party's education policies, and the content and method that the higher education pursues. The foreign language education in North Ko rea is primarily for the elite . In addition, the authority also aims to raise college students as the guardians of its political regime by nurturing their collective consciousness alongside language educa-tion, and, for doing so, they use various media outl ets as the means to provide the elite students with advanced education.

This article analyses the North Korean TV drama Hannah's Echo (Hanna-ui Meari, 2002), which was produced following the signing of the North-South Joint Declaration on June 15, 2000. This series dramatizes the lives of Gang Gyu-chan, chairperson of the Jeju Island branch of the Workers' Party of South Korea, and his wife Go Jin-hui, director of the women's division of the party. In the early 1990s, Go Jin-hui's legacy was revived in North Korean novels and television drama to reinforce North Korea's ideology of self-reliance and bolster public confidence in achieving autonomous reunification. This paper analyses how Hannah's Echo contributed to the construction of North Korean unification discourse, focusing on the representation of female heroines in North Korean popular media.

This study aims to grasp the characteristics of the English textbooks published by the North Korean authorities based on the 2013 revised curriculum, and to understand what the North Korean authorities aimed for English education after Kim Jong-un took office and how they specifically pursued them through the textbook analysis. Thirty-one North Korean English textbooks possessed by the Ministry of Unification Information Center on North Korea were examined. The English textbook in the Kim Jong-un era was revised to suit the North Korean situation in terms of appearance and composition so that English classes are available if there are textbooks, cassettes, and sound sources, reducing the role of teachers with the textbooks tailored to allow all learners to participate in the class. The four functions of language, listening, reading, speaking, and writing, three activities, vocabulary, pronunciation and grammar, and 17 sub-activities are presented so that students can keep up with even if their English levels are different. These changes show that the North Korean authorities have made various attempts to implement English education that communicates with the world within the limits of given conditions. In terms of content, North Korea's English textbooks appeared to be centered on political matters when categorized the content into politics, economy, society, and culture. Basically, in English textbooks, there are many cases where the word Kim Il-sung appears at the center of the connection in the vocabulary network. Given this fact, it is assumed that the North Korean authorities' pursuit of English education during the Kim Jong-un period is to strengthen ideology education and to emphasize the development of science and technology.