(A) study on performance of economics graduate students, Korea University : who is a good human capital in graduate school?

김경현 Graduate School, Korea University 2010 국내석사

The purpose of this investigation is to do determine a prediction model for selecting graduate students in economics area. Although economic graduate course in South Korea is similar to the one in Britain and the United States, little attention has been given to examine a student performance. Athey, Katz, Krueger, Levitt and Poterba(2007), who studied a research on economics graduate school of the United States, even said that economists devote considerable effort to graduate students education but have conducted relatively little research on the determinants of student performance or placement in the job market. As the authors' opinion, a study on performance of graduate students should be an important and urgent problem. But this paper is not concerned here with the determinants of student performance in labor market, the study will be supplemented by previous studied in section Ⅱ. The main objectives of this study were : firstly, to do a study on human capital in economics, secondly, to do a study on a group of the highest education level, and thirdly, to do a prediction on graduate students performance using pre-admission data of applicants. By analyzing this paper, we examine the sequentiality between economics required subjects of undergraduate and graduate course. And the paper can be concerned with what factors have an effect on economic graduate performance. It is important for selection process of pre-admission to cultivate outstanding scholars in graduate school. Hence, the results are expected to help screening graduate students in admissions committee.

Challenges facing the effective implementation of inclusive education program for children with disabilities in public primary schools in Limuru sub-county, Kiambu county in Kenya

Gitau Thomas Njoroge Graduate School of Government, Business, and Entre 2017 국내석사

케냐에서 장애가 있는 어린이는 초창기부터 특수 학교에 등록되어 있습니다. 이로 인해 일반 학교와 분리되어 있습니다. 이러한 사실을 깨닫고 정부와 핵심 교육 관계자들은 정규 학생과 함께 배울 주류 학교에 이러한 학습자를 포함시키는 것이 중요하다는 것을 깨달았습니다. 정부와 이해 관계자들의 많은 노력이 현실화되었습니다. 그러나 특수 교육을 필요로 하는 아동을 대상으로 하는 과정이 국가의 모든 주류 초등학교에서 성공하지 못했기 때문에 이는 제대로 이루어지지 못하고 있습니다. 이를 위해 케냐의 키암부 주에 있는 장애 아동을 위한 포괄적인 교육 프로그램의 효과적인 실행에 직면 한 어려움을 발견하기 위한 연구의 기초를 형성했습니다. 이 연구는 교육 기획자 및 기타 이해 관계자에게 제기된 문제에 대한 중요한 정보를 제공하고 문제에 대한 가능한 조치와 권장 사항을 제안했습니다. 이 연구는 셔먼과 우드 (Sherman and Wood, 1982)에 의해 발전된 평등 기회의 고전 이론에 기초를 두고 있습니다. 이 연구의 목적은 다음과 같습니다. Limuru Sub 주의 공립 초등학교에서 장애 아동을 위한 포괄적인 교육의 실시 상태를 탐색하고, 장애 아동을 위한 포함 과정의 효과적인 시행을 방해하는 요인을 파악하고, 직면한 과제에 대한 그럴듯한 제안 및 응답을 수립합니다. 이 연구는 설명 된 목표와 연구 질문에 대답하기 위해 데이터를 수집 할 때 서술적인 설문 조사 디자인을 채택했습니다. 이 연구는 교사 및학부모들 사이에서 진행되었습니다. 대상 인구에는 그 지역에 있는 40 개의 공립 초등학교, 40 명의 선생님, 546 명의 초등 교사 및 약 5,000 명의 부모가 포함되었습니다. 이 연구 샘플에는 포괄적인 교육 프로그램을 제공하는 14 개의 모든 공립 초등학교가 포함되었습니다. 14 개 학교의 교사 중 14 명이 선발되었으며, 56 명의 교사, 각 4 명의 샘플링 학교에서 4 명, 각 학교의 56 명의 학부모 4 명이 포함되었습니다. 총 126 명의 응답자가 응답했습니다. 조사 도구에는 설문지, 관찰 체크리스트, 인터뷰 일정 및 문서 분석이 포함되었습니다. 분석에는 질적 및 양적 분석이 모두 포함되었습니다. 질적 분석은 기존 문헌의 결론을 고려한 반면 정량적 분석은 빈도수 및 평균 분포, 표, 합계 및 수집 된 데이터를 의미있는 그룹 및 추후 분석을 위한 표로 응축하기 위한 백분율 계산에 나타난 응답자의 의견에 대한 결론과 관련되어 있습니다. 수집 된 데이터는 SPSS (Statistical Package for Social Sciences)를 사용하여 분석되었으며 빈도 테이블 및 비율의 형태로 제공되었습니다. 이 연구는 포괄적 인 교육의 실행 상태가 육체 및 보조 시설, 교사의 교육 및 교육 자원, 부모의 요인 및 아동의 참여 과정을 가로막는 장벽으로 작용한 사회적 문화적 측면에서 수많은 도전에 직면했다는 것을 발견할 수 있었습니다. 이러한 문제를 해결하기 위해 학교 시설 및 커리큘럼의 수정을 보다 포괄적이고 조정 가능하게 만들고 포괄적인 교육을 처리하기 위해 더 많은 교사를 양성하기 위한 노력을 강화해야 합니다. 장애 문제에 대한 인식 창출과 포괄적인 교육의 필요성에 있어 주요 교육 이해 관계자 들간의 공동 노력이 있어야 합니다. 또한 포괄적인 교육을 지원하기 위해 자금이 증가해야 합니다. 케냐의 주 정부는 또한 포괄적인 교육 프로그램을 시행함에 있어 주요 이해 관계자로서 인정 받고 참여해야 합니다. Children with disabilities have in Kenya have been enrolled in special schools since the early years of independence. This led to their segregation from the regular schools. On realizing this, the government and the key education stakeholders realized the importance of having these learners included in the mainstream schools where they would learn with the regular pupils. A great deal of effort from the government and the stakeholders have been made to make this a reality. However, this has not been successful since the inclusion process for children with special learning needs have not been successful in all the mainstream primary schools in the country. This formed the basis of the study in trying to find out the challenges faced in the effective implementation of the inclusive education program for children with disabilities in Limuru Sub County of Kiambu County in Kenya. The study sought to provide valuable information on the challenges to educational planners and other stakeholders and suggest possible measures and recommendations to the problem. The study was based on the on the Classical Theory of Equal Opportunities advanced by Sherman and Wood (1982). The objectives of the study were; To explore the status of implementation of inclusive education for children with disabilities in public primary schools in Limuru Sub County, to determine the factors hindering the effective implementation of the inclusion process for children with disabilities and to establish the plausible suggestions and responses to the challenges facing the implementation of an inclusive education program for children with disabilities. The study adopted a descriptive survey design in collecting data in order to answer the outlined objectives and the research questions. The study was carried out among teachers, head teachers and parents. The target population included 40 public primary schools in the area, 40 head teachers, 546 primary school teachers and about 5000 parents. The study sample included all the 14 public primary schools offering inclusive education program. From the 14 schools, all the 14 head teachers were selected, 56 teachers, four from each sampled school and 56 parents 4 from each school were also included. This gave a total of 126 respondents. The research instruments included questionnaires, observation checklists, interview schedules and document analysis. The analysis included both qualitative and quantitative. The qualitative analysis considered the conclusions from the existing literature while Quantitative analysis involved the conclusions on the respondents' opinions presented in frequency counts and mean distributions, tabulation, totals and calculation of percentages aimed at condensing the data collected into meaningful groups and tables for further analysis. Data collected was analyzed using Statistical Package for Social Sciences (SPSS) and presented in form of frequency tables and percentages. The study found out that the status of implementation of inclusive education was faced with numerous challenges in terms of physical and aiding facilities, teachers’ training and teaching resources, parental factors and social cultural factors which acted as barriers to the process of inclusion of children with disabilities. In addressing the challenges, more efforts need to be enhanced in the modification of school facilities and curriculum to become more inclusive and accommodative and to train more teachers to handle the inclusive education. There should be concerted efforts among the key educational stakeholders in awareness creation on the disability issues and the need for inclusive education. There should be increased funding to support inclusive education. The County governments in Kenya should also be recognized and involved as major stakeholders in the implementation of inclusive education programs in the country.

Political socialization of middle school students in North Korea : a focus on the personality cult of leaders

Lee, Sharllen O Graduate School, Korea University 2015 국내석사

This thesis analyzes the political socialization of North Korean middle school students, including the middle school education system and its curriculum, based on the personality cult (or idolization) of North Korean leaders. This study is the first to examine political socialization at the North Korean middle school level. The thesis assumes that the personality cult in middle schools is important, as the middle school education of North Korean teens becomes the basis for their political orientations as adults. The personality cult of North Korean leaders is analyzed through political socialization and a curriculum designed to control everything being taught at the schools in all grades. Specific daily activities and curricula are designed to idolize the leader who dominates society and to induce complete loyalty in the youngsters. The majority of previous studies on North Korean middle school idolization analyzed only North Korean textbooks. Unlike previous studies, this study includes students’ idolization activities along with textbook analysis to examine the subject in a broader manner. Thus, idolization within regular school curricula and extracurricular activities is explained. This thesis is divided into three major parts: analysis view, idolization education content and idolization activities. The analysis view discusses the point of view used to analyze idolization education in middle schools. It is deemed that North Korean idolization education (in which students learn leaders’ legendary achievements and participate in diverse idolization activities)is the core of political socialization. The portion on middle school idolization education includes a detailed examination of textbook content and in-depth face-to-face interviews with North Korean defectors.

Improving indoor air quality in schools using mechanical systems : focused on particulate matter and carbon dioxide

나후승 Graduate School, Yonsei University 2023 국내박사

Recently, fine dust was classified as a Group 1 carcinogen, so global interest in the danger it poses is increasing. Fine dust is more dangerous to the health of children whose respiratory systems are still developing than to healthy adults, so national efforts are being made to reduce fine dust levels in schools. The Ministry of Education implemented air quality management standards in the School Health Act of 2006, suggested countermeasures against high concentrations of fine dust in schools, and provided air purifiers for each classroom nationwide. Recently, academics and parents are increasingly calling for improvements to the overall air quality in schools, including not only fine dust but also carbon dioxide. In this study, I present a mechanical system that can improve schools’ air quality. This dissertation makes three major contributions. The first contribution is that it presents the efficacy of using air curtains to block the inflow of fine dust into schools both in the laboratory and in three schools over a long period of time. The second contribution is that it discusses air quality improvement methods for different places in schools. First, the airtightness of classrooms in schools was analyzed. Air quality improved in both general classrooms and special rooms. With regard to special classrooms, science classrooms’ air quality was affected by the use of chemicals, technology and housework management classrooms’ air quality was affected by fine dust generated during cooking, and food service classrooms’ air quality was affected by fine dust inflows due to doors to the outside always being open. The third contribution is that it presents a plan for how classroom equipment can be operated. It discusses why ventilation should be prioritized over using air purifiers in existing schools and how to improve air quality without excessive noise, which has become an issue recently. The effectiveness of this plan was tested in schools. This dissertation presents a plan for how to mechanically improve school air quality. Its key contents are how to block the inflow of fine dust, how to improve the air quality of different types of rooms in schools, and a plan for operating mechanical air quality improvement systems. I hope that this thesis will be used by schools across the country to improve their air quality for their students’ benefit.

Assessing the effectiveness of school-based mental health intervention in poor area of Peru : focused on suicide attempt

김하윤 Graduate School, Yonsei University 2017 국내박사

Korean International Cooperation Agency (KOICA) and Yonsei Global Health Center was carried out the school-based mental health education program with the main goal of preventing adolescent suicidal behavior. The purpose of this study is to evaluate using the effect of a school-based mental health intervention in a poor urban area in Peru, as part of an ODA project by the KOICA. This study evaluated the effectiveness of the program operation and factors affecting on suicide attempt. Utilizing mixed methods and based on the PRECEDE-PROCEED model, the current study evaluated the effectiveness of the school-based mental health education program implemented through KOICA’s ODA program in impoverished areas of Peru. In order to identify the current state of adolescent mental health in the target area, social factors, epidemiological factors, behavioral & environmental factors, educational & ecological factors, and administrative & policy factors were assessed. Then, the operation effect of the 2015 school-based mental health education program was analyzed by several areas, including process, impact, and outcome evaluation. In order to do this, the results of the pre-intervention survey conducted with a stratified random sample of 768 individuals and the post-intervention survey conducted with a stratified random sample of 738 individuals, were analyzed through the comparison of the experimental and control group. In addition, in-depth interview were conducted with 64 individuals, including students, parents, teachers and psychologists who participated in the program, which provided a complementary explanation of the quantitative results of the effectiveness evaluation. First, in order to identify the current state of adolescent mental health, social factor, epidemiological factor, behavioral factor, environmental factor, educational factor, ecological factor, and administrative factor, policy factor were assessed. The results of the assessment were compared with Global School-based Student Health Survey by WHO, which showed that more higher of repeated suicide attempt, suicide ideation, drug use, sexual intercourse, involvement in fights more than 4 times and a lower level of parental understanding. Second, the operation effect of the school-based mental health education program was analyzed by process evaluation. After the implementation of the program average health knowledge scores improved significantly among all of the 15 topics, including mental health education, smoking・alcohol consumption・drug prevention education, and sex education. Qualitative analysis showed a positive change in the learning attitudes of students, which had a positive effect on the improvement of health knowledge and learning attitude. The qualitative analysis confirmed that participants were generally satisfied with the program content, in particular the health education and counseling, and the family workshop program. Third, the operation effect of the school-based mental health education program was analyzed by impact evaluation. Analysis of the predisposing factors showed confirmed positive change in the stage of behavior change regarding smoking and alcohol consumption. Analysis of reinforcing factors confirmed the program’s significant effect on the improvement of relationships with peers. Analysis of enabling factors confirmed the effect of the school-based mental health education program on the experience of acquiring information regarding health risk behaviors such as smoking, alcohol consumption, drug use, and sexual intercourse. Fourth, the operation effect of the school-based mental health education program was analyzed by outcome evaluation. This confirmed the effect of the school-based mental health program on the decrease of adolescent suicide attempt. Fifth, the effect of participation in the program, psychological factor, environmental factors, health risk behaviors, reinforcing factors, and enabling factors on the experience of suicide attempt was analyzed. Results showed that the implementation of the school-based mental health education program at a significant effect on suicide attempt when the reinforcing factor variable regarding parental affection was included in the model. Consequentially, Peru school-based mental health education program of KOICA improved the adolescents’ health knowledge, intention of behavior change, ability to acquire health information, bond within the family through the improvement of parental affection, and subjective happiness. Furthermore, the program was validated as an effective intervention in diminishing the adolescent experience of smoking, drug use, sexual intercourse, feeling insulted, depression and suicide attempt. In particular, the variable of implementation of the program had a significant effect on suicide attempt when the variable regarding parental affection was included in the model. Also, in the pre-intervention model, the degree of parental affection that influence suicide attempts was found to be a significant predictor of suicide attempts in pre and post intervention models. In conclusion, in order to the activities made success the school-based mental health education programs to be successful the operation of the program must be include in the school’s annual agenda and school regulations through agreement between the recipient country’s Ministry of Health, Ministry of Education, and local governments. Furthermore utilizing local school teachers as sources of health education can elevate the sustainability of the program, considering the lack of manpower in health education among developing countries. Teachers capacity could be improve by providing training about the health education. And also a school health education manual for teachers as well as an education material for students will be necessary for the sustainability of the program. 일반적으로 청소년기는 다른 연령대에 비해 건강한 집단으로 분류되지만, 현재 전 세계 약 20%에 달하는 청소년들이 정신건강과 관련된 문제를 겪고 있다. 오늘날 청소년들은 개인적 수준과 사회적 수준에서 신체적, 정신적으로 큰 변화를 보여주고 있으며, 특히 페루와 같은 개발도상국가에서는 그 변화가 크게 나타나고 있다. 연구의 대상이 되는 페루 도시빈곤지역은 페루국립정신건강연구소 역학조사 결과(2013) 및 WHO에서 페루 전역의 청소년을 대상으로 실시한 Global School-based Student Health Survey(2010) 결과와 비교하여 연간 자살생각 경험과 자살시도 경험이 더 높은 것으로 나타났다. 이에 이 연구에서는 KOCIA에서 2014년도부터 시행중인 페루 학교 정신건강교육 프로그램의 운영효과를 평가하고, 특히 자살시도에 초점을 맞추어 분석하고자 하였다. 이 연구는 PRECEDE-PROCEED 모형을 바탕으로 혼합연구방법을 통해 KOICA에서 페루 도시빈곤지역의 ODA 사업으로 시행한 학교 정신건강교육 프로그램의 효과를 평가하였다. 이를 위하여 학교 청소년 정신건강 실태 파악을 위한 사회적 요인, 역학적 요인, 행위적・환경적 요인, 교육학적・생태학적 요인, 행정적・정책적 요인을 사정하였다. 이후 양적 연구에서 2015년도 실시된 학교 정신건강교육 프로그램의 운영 효과를 과정, 영향, 결과 평가영역 별로 분석하였다. 이를 위해 무작위 층화표본 추출된 사전조사 768명과 사후조사 738명을 대상으로 한 설문조사 결과를 실험군과 대조군을 비교하여 분석하였다. 또한 정신건강교육 프로그램에 참여한 학생, 학부모, 교사, 심리상담사 총 64명을 대상으로 심층면담을 실시하여 프로그램의 양적인 효과 평가 결과를 보완적으로 설명하였다. 첫째, 학교 청소년 정신건강 실태 파악을 위한 사회적 요인, 역학적 요인, 행위적・환경적 요인, 교육학적・생태학적 요인, 행정적・정책적 요인을 사정하였다. 그 결과 WHO의 Global School-based Student Health Survey 결과와 비교하여 최근 12개월 동안 2회 이상 반복된 자살시도 경험, 자살생각 경험, 마약 경험, 성경험, 4회 이상 폭력사용 빈도가 더 높았고, 부모의 이해정도가 더 낮은 것으로 나타났다. 둘째, 학교 정신건강교육 프로그램의 운영 효과를 과정 평가 영역에서 분석한 결과, 건강지식의 경우 정신건강교육, 흡연・음주・마약예방교육, 성교육 총 15개 주제 모두에서 건강지식 평균 점수가 유의하게 향상된 것으로 나타났다. 질적 연구에서는 학생들의 학습 태도가 긍정적으로 변화한 것으로 나타나, 건강지식 향상과 학습태도에 긍정적인 효과를 미친 것으로 확인하였다. 프로그램 만족도의 경우, 양적 연구에서 학교 정신건강교육 프로그램 평균 만족도가 4점 이상으로 대체로 만족한 것을 확인하였고, 질적 연구에서 프로그램 구성에 있어 보건교육 및 심리상담, 가족 워크샵 프로그램에 대체로 만족하는 것을 확인하였다. 셋째, 학교 정신건강교육 프로그램의 운영 효과를 영향 평가 영역에서 분석한 결과, 소인요인에서 청소년 흡연, 음주에 대한 행동변화단계에 긍정적인 변화를 가져온 것을 확인하였다. 강화요인에서는 또래 친구 관계향상에 효과가 있었으며, 부모와 함께 보내는 시간 정도는 유의한 차이가 없었지만 부모와의 유대감 및 의사소통 향상과 함께 부모의 이해 정도, 부모의 애정표현 정도 향상에 효과가 있었음을 확인하였다. 촉진요인에서는 학교 정신건강교육 프로그램이 흡연, 음주, 마약, 성관계 등 건강위해행위에 대한 정보습득 경험 향상에 효과가 있었고 학생뿐만 아니라 교사에게도 정보습득의 기회를 제공한 것을 확인하였다. 건강위해행위에 대하여 학교 정신건강교육 프로그램이 청소년 흡연과 마약 행동, 성경험 개선에 효과가 있음을 확인하였다. 환경요인에서는 학교 정신건강교육 프로그램이 모욕경험 감소에 효과가 있었으나 가정 내 신체적 학대나 부모간의 폭력 감소에는 효과가 나타나지 않았다. 정신건강상태에서 청소년의 우울감 감소, 주관적 건강상태 및 주관적 행복도 향상에 효과가 나타났으나, 자살생각의 감소에서 통계적으로 유의한 수준의 효과는 보이지 않았다. 넷째, 학교 정신건강교육 프로그램의 운영 효과를 결과 평가 영역에서 분석한 결과, 학교 정신건강교육 프로그램은 청소년의 자살시도 감소에 효과가 있는 것으로 나타났다. 다섯째, 프로그램 참여 여부와 정신건강상태, 환경요인, 건강위해행위, 강화요인, 촉진요인이 자살시도에 미치는 영향을 분석한 결과, 자살시도에 유의한 영향을 미치는 변수는 학교 정신건강교육 프로그램 실시 여부, 우울감 경험, 주관적 행복도, 흡연 경험, 성경험, 폭력사용 경험, 부모의 애정표현 정도, 성별(남자)로 나타났다. 특히, 학교 정신건강교육 프로그램 실시 여부가 강화요인인 부모의 애정표현 변수가 포함되었을 때 자살시도에 유의한 영향을 미치는 것을 보여주었다. 결론적으로 KOICA의 페루 학교정신건강교육 프로그램은 청소년의 건강지식 향상, 행동변화 의지 향상, 건강정보습득 능력을 향상시키고, 부모의 이해와 부모의 애정표현 향상을 통한 유대감을 향상시키며, 흡연, 음주, 마약, 성경험, 모욕당한경험, 우울감, 자살시도 등을 감소시키는데 효과적인 개입 프로그램으로 검증되었다. 특히 프로그램의 실시 여부는 도시빈곤지역 청소년의 자살시도 감소에 유의한 영향을 미쳤으며, 회귀모형에서 부모의 애정표현 변수가 포함되었을 때 자살시도에 대한 프로그램 실시 여부의 영향력이 커지는 것을 확인하였다. 이는 청소년 자살행동이 주요한 사회적지지원인 부모의 영향을 많이 받는 것을 의미하며, 청소년기 부모와의 의견 불일치, 부모와의 감정적 차이, 부모의 태도, 개방적 의사소통의 결여 등이 자살행동에 영향을 줄 수 있다는 가능성을 시사한다. 따라서 청소년 자살예방을 위한 개입프로그램에는 부모와 자녀가 함께 관심을 갖고 참여할 수 있도록 구성되어야 좀 더 효과적인 개입 프로그램이 될 것으로 사료된다. 아울러, 학교 중심의 정신건강교육 프로그램이 성공하기 위해서는 KOICA 사업 종료 후에도 지속가능한 사업이 되도록 수원국의 보건부, 교육부 및 지방정부와의 협의를 통하여 학교 연간 계획 및 학칙에 프로그램 운영에 대한 명문화가 필요하다. 또한 개발도상국가의 여건 상 보건교육을 전담하여 실시할 인력이 부족한 상황에서 현지 학교 교사를 보건교육 자원으로 활용하는 것이 필요하며, 교사를 위한 학교 보건교육 매뉴얼 및 학생 대상 교재 개발이 필요할 것이다. 마지막으로 향후에는 지역사회의 사각지역에서 마약, 흡연, 음주, 성폭력, 학대, 자살시도의 더 큰 위험성이 있는 학교 밖 청소년들을 포괄할 수 있는 건강증진 프로그램의 개입이 필요할 것으로 사료된다.

(An) analysis of recognition characteristics and acceptance factors on locally unwanted land use : focused on special schools for the disabled

Seo, Junseok Graduate School, Yonsei University 2018 국내박사

This study was carried out with two sub-themes in the process of seeking ways to increase the local acceptance of special schools for the disabled. The first sub-theme was to analyze the subjective recognitions of the interested parties in Gayang-dong who were in conflict with each other in relation to the establishment of a special school for the disabled. The subjective recognitions of the people were analyzed using Q methodology, and were classified into four recognition types. The characteristics of each type are as follows: Type 1 is the group opposing the facility (active). This type is characterized by distrust of government, the initiative of residents and compensation claims. It strongly rejects the establishment itself of the special school for the disabled. This type has such a strong distrust of government (including the local government and the Ministry of Education) that they deny or discredit all administrative procedures in the establishment of the school, and maintain the position that local residents should take all initiatives in the establishment process, while strongly asking for economic compensation. In addition, recognizing the special school for the disabled as an abominable facility, Type 1 has the most negative recognition on the facility itself among the four types. Type 2 can be explained as consenting to the facility (neutral), while placing an emphasis on proper procedure / institutional support and the need for compensation. This type of people has little negative attitude toward the establishment of a special school for the disabled, but emphasizes the importance of following the proper procedure and system in establishing the school and thinks it necessary to make compensation to the residents from a neutral viewpoint. What is noticeable is that all of the 10 persons selected from the public officials of Education Office and the experts were classified as Type 2. This has a significant implication, in that the policy executives and expert group have a neutral position that is different from that of local residents in establishing a special school for the disabled. Type 3 can be explained with the opposition to the facility (passive) and the request for procedural/institutional supplements and compensations. Although this type opposes the establishment itself of a special school for the disabled, they have some positive opinions that the conflict can be alleviated through the process of supplementing the design plan and the use of the school, emphasizing the need for a clear system in selecting the location. This type can potentially turn into the consent group depending on how the system is supplemented, or the procedure of compensation is carried out. However, they resolutely oppose the moral approach that the special school for the disabled should be established unconditionally in the area just because it is a facility for the weak, and ask for compensation as strongly as Type 1. In that they do not want their opposing position to be known to their children and neighbors, it is a type of NIMBY tendency that has an internal discomfort with its own position. Type 4 is the group who actively consents to the facility but requests the supplementation of the procedure/system and the compensation. They have the opinion that since the special school for the disabled is a facility for the socially weak, the local residents should gain some disadvantages from its establishment, and that the conflict can be alleviated through complementing the design plan and the use of the school. However, they think it necessary to plan the establishment of the school in consideration of regional equity, and to supplement the procedure and system so that the local residents can agree to them. Through this analysis of the recognition characteristics of the four types, the following implications can be derived: First, by understanding the characteristics of the opposing groups that are classified as Types 1 and 3, we may find ways to increase the acceptance of these groups. Type 1 rejects the facility itself and denies all possibilities for alleviating the conflict. Meanwhile, Type 3 has an internal conflict, in that they oppose the facility itself but recognize that the conflict can be mitigated through a complementary process at the planning stage. They commonly think that the local residents may suffer unfairly due to the establishment of the facility, so they ask for more equitable planning so as to raise the positive recognition level of the local residents in the establishment process of the facility. In addition, both types claim the compensation procedures for the area and individual residents with a rational standard in the physical and psychological respects. Second, with the recognition characteristics of Type 2, we can understand the neutral and objective positions of the policy makers and specialists, and at the same time, their cognitive difference from local residents. The policy makers need to check their cognitive difference from the local residents and make efforts to narrow it down. Third, through the analysis of Type 4, we can see that some supplementary efforts are necessary in order to increase the acceptance even among those who consent to the establishment of the facility. This group of people is basically favorable but still thinks it necessary to raise the regional equity, to provide compensation and to complement the procedure and system so that the local residents can sufficiently consent. It seems desirable to reflect these points in the policy. The second sub-theme was to draw out the local acceptance factors related to the special school for the disabled and to analyze their influences. It is significant in that the recognitions on the special school for the disabled derived in the way of hypothesis creation through the Q methodology were analyzed to examine how they influenced the pros and cons of the school establishment. To accomplish this, 34 statements with a typicality score(Z-Score) of ± 1 or greater were selected from the Q statements, and a 7-point Likert scale was used to construct the questionnaire regarding local acceptance. The questionnaire survey was conducted on 424 residents in Seoul. The 34 statements on local acceptance were classified into factors through the factor analysis, and each factor was defined using the characteristics that can commonly explain the statements constituting each factor. As a result, 6 local acceptance factors were derived: positive recognition (on the disabled people, the facilities, the plan and the procedure), negative recognition (on the disabled people, the facilities, the plan and the procedure), collection of residents' opinions, economic rewards, economic impacts, and local equity. To analyze the influence of local acceptance factors, a structural equation model analysis was performed. As a result, the research hypothesis (H1) “The higher the positive recognition, the higher the local acceptance” turned out to be positively(+) significant, as its Beta value was 0.671(p<.001) in the parameter estimation. The hypothesis (H5) “The greater the economic impacts, the higher the local acceptance” also turned out to be positively(+) significant, as its Beta value was 0.195(p<.001) in the parameter estimation. However, with the exception of the positive recognition and the economic impacts, no other statistically significant results could be obtained. The relation between the negative recognition and the local acceptance turned out to be statistically insignificant, as its Beta value was -0.183(p>.05). The relation between the collection of residents' opinions and the local acceptance turned out to be statistically insignificant, as its Beta value was -0.02(p>.05). The relation between the economic compensation and the local acceptance was also statistically insignificant, as its Beta value was 0.034(p>.05). And the relation between the local equity and the local acceptance was also statistically insignificant, as its Beta value was 0.011(p>.05). In this study, the hypothesis that positive recognition on the facilities and the ripple effects on the local economy can significantly raise the local acceptance on the special school for the disabled was statistically verified. This suggests that the institutional complement and the policy consideration to raise these two factors will be necessary in the future process promoting the policy.

Essays on the effects of early school enrollment and legal drinking age on risky behaviors and health outcomes

신유식 Graduate School, Korea University 2022 국내박사

본 논문은 취학 시기의 효과에 대한 연구와 청소년 음주 규제의 효과에 대한 연구로 구성되어 있다. 1장에서는 취학 시기가 학생들의 건강위험행동에 미치는 영향에 대해 분석한다. 2장에서는 자녀의 취학 시기가 어머니의 정신 건강에 미치는 전이 효과에 대해 분석한다. 3장에서는 한국의 청소년 음주 정책이 개인의 음주 행위에 미치는 영향에 대해 분석한다. 세계의 여러 나라들은 아동이 태어난 이후 몇 개월이 되었는지에 따라 학교에 입학할 수 있는 자격을 부여한다. 새 학기가 시작하는 시점에 최소 입학 연령을 가까스로 넘긴 아동이 바로 입학하는 경우, 반에서 나이가 가장 어린 상태가 된다. 이로 인한 불이익을 피하고자, 일부 부모는 해당 아동의 입학 시기를 1년 연기하는 선택을 한다. 이 경우, 해당 아동은 반에서 나이가 가장 많은 상태가 된다. 위와 같은 입학 시기의 선택이 아동에게 어떠한 영향을 미치는 지 파악하기 위해 현재까지 다수의 실증 연구들이 실시되어 왔다. 1장은 취학 시기가 학생들의 건강위험행동에 어떠한 영향을 미치는 지 분석한다. 구체적으로, 최소 입학 연령을 넘긴 아동이 입학을 미루지 않고 바로 입학하는 선택이 음주, 흡연, 성관계 행위에 어떠한 영향을 미치는 지 분석한다. 분석을 위해, 우리나라 12월 출생자들이 1월 출생자들에 비해 학교에 1년 빠르게 입학하는 점을 이용한다. 12월 출생자들은 1월 출생자들에 비해 1년 빠르게 입학하지만, 반에서 상대적으로 가장 어린 상태가 된다. 반면에, 1월 출생자들은 반에서 나이가 가장 많은 상태가 된다. 두 집단은 비슷한 시기에 출생했음에도, 외생적인 상황으로 인해 입학 시기에 차이가 발생하기 때문에 위의 효과를 추정하는 데 이용될 수 있다. 회귀불연속 방법론을 사용하여 추정한 결과, 학교를 1년 빠르게 입학하는 것은 음주, 흡연 시작 시기를 앞당기는 것으로 나타났다. 또한, 1년 빠르게 입학하는 것은 최근 30일 동안 음주, 흡연했을 확률을 상승시키는 것으로 나타났다. 이러한 결과는 남학생과 여학생 모두에게 나타났다. 2장은 최소 입학 연령을 넘긴 아동이 바로 입학하는 선택을 하는 것이 어머니의 정신 건강에 어떠한 영향을 미치는 지 분석한다. 다수의 문헌에 따르면, 해당 아동은 정서적, 신체적 발달 상태에 이점이 있는 급우들과 경쟁하기 때문에, 학업 성취도와 학교 적응에 있어 어려움을 겪는 가능성이 높은 것으로 보고되어 왔다. 이러한 부정적인 영향은 아동에게 국한되는 것이 아니라 가족 구성원에게도 영향을 미칠 수 있다. 특히, 대부분의 가정의 주양육자인 어머니의 정신 건강에 부정적인 영향을 미칠 가능성이 있다. 본 연구는 이를 분석하는 위해 호주의 학교 입학 규정에 따라 발생되는 외생적인 상황을 이용하였다. 분석 결과, 자녀의 1년 빠른 입학은 어머니의 불안감을 상승시키는 것으로 나타났다. 이질성 분석 결과, 이러한 영향은 여학생의 어머니와 소득이 낮은 가구의 어머니에게 두드러지는 것으로 나타났다. 자녀의 응답을 통해 분석한 결과, 여학생과 소득이 낮은 가구의 학생인 경우, 실제로 학교 적응에 어려움을 겪는 것으로 나타났다. 이는 학교에 1년 빠르게 입학하는 것이 아동에게 부정적인 영향을 미치고, 어머니의 정신 건강에도 부정적인 영향을 미칠 수 있음을 시사한다. 3장은 한국의 청소년 음주 규제의 효과성에 대해 분석한다. 한국의 청소년 보호법에 따르면, 만 19세가 되는 해의 1월 1일을 맞이하기 전까지는 청소년으로 규정되며, 주류 구입과 주류 판매 업소 출입이 제한된다. 이 정책의 효과성을 분석하기 위해 소위 빠른 년생 제도가 시행되던 시기의 1, 2월 출생자를 이용한다. 3월~12월생과 이듬해 1, 2월생은 같은 해에 초등학교에 입학하여 같은 해에 고등학교를 졸업한다. 3월~12월생은 대학교 1학년이 되는 해의 1월 1일부터 청소년 음주 규제의 적용을 받지 않는다. 반면에, 이듬해 1, 2월생은 해당 연도에 여전히 음주 규제를 적용 받게 된다. 따라서, 해당 연도의 3월~12월생과 1, 2월생의 음주 행위를 비교하여 청소년 보호법의 효과를 분석하였다. 분석 결과, 1, 2월생이 음주 규제의 적용을 받음에도 불구하고, 음주 참여 여부와 횟수에 대해서 3~12월생과 크게 차이가 없는 것으로 나타났다. In the first chapter, I investigate the impacts of early school enrollment on students’ risky health behaviors. In South Korea, those born in December begin school almost one year earlier than those born in January. Using a fuzzy regression discontinuity design which exploits the school entry rule in South Korea, I find that early school entry leads students to begin drinking and smoking earlier. In addition, it increases the likelihood of drinking and smoking participation over the previous 30 days. However, early school entry has little impact on lifetime sexual intercourse experience. The results of subgroup analysis indicate that my main findings are driven by both girls and boys. The robustness of my results is supported by the use of data from earlier years and various specifications. The second chapter examines the spillover effects of a child’s early school enrollment on their mother’s nervousness. Research has shown that early schooling may have an adverse impact on child development in the short run. If there is such an impact, it may spill over onto mothers, especially in relation to the mother’s mental well-being. To investigate the spillover effects, we utilize the data from the Longitudinal Study of Australian Children. A fuzzy regression discontinuity design is exploited to explore the spillover impacts of a child’s early schooling. We find that a child’s early enrollment increases the level of their mother’s nervousness in the year their child becomes seven. The impact is primarily detected among mothers of girls and mothers from low-income households. Using the responses of the children, we provide suggestive evidence that girls and children from low-income households were suffering from early schooling, and that the impacts might spill over into their mothers. In the last chapter, I analyze the effects of the legal drinking age laws in South Korea on alcohol consumption. In South Korea, an individual is legally allowed access to alcohol from January 1st of the year they turn 19. To investigate whether the regulation effectively restricts alcohol consumption, I compare those who were born around January, but who vary in terms of their status with regard to legal access to alcohol during one specific year. I find no impacts of the regulation on participation in and frequency of alcohol consumption. The findings indicate that strict enforcement and sanctions need to accompany the policy to prevent youth from accessing alcohol.

Impact of school factor-realated incentives on Pupil's absenteeism in Ugandan public primary schools

이재익 Graduate School of International Studies, Korea Un 2018 국내석사

ABSTRACT The study is analyzing the impact of school factor-related incentives on pupil’s absenteeism in Ugandan public primary schools. Were it not for the proper understanding of the education system in Uganda, our endeavor to make progress in the quality of education in the country would be easily blocked. Even if pupil’s absenteeism in Uganda has been a critical problem with regard to the quality of public primary education, especially from the perspective of school factor-related incentives, only few studies have systematically examined its associated determinants in conjunction with school factor-related incentives. The one of the main objectives of the study is to examine the impact of school factor-related incentives; and to investigate the adequate solutions to the pupil absenteeism problem as the base of operations by utilizing dataset which is amassed by an international Non–Governmental Organization UWEZO 2012. School factor-related incentives are divided into four categories: School feeding, whether each of the sample schools has a school library, electricity, and safe-water source. By applying OLS regression using the dataset which includes randomly chosen 81,650 children and 2,279 public primary schools, this study examines how those incentives are correlated with pupil’s absenteeism in Ugandan public primary schools. As a result of estimation, the biggest and most effective way of boosting pupil’s attendance is school feeding. It is because that although Uganda has enjoyed one of the highest rates of economic growth over the last decade, 35 percent of the total Ugandan population is living below the poverty line still. Through participating in school, students also can get benefit such as improving their nourishment and a caloric intake per each day, not to mention that they more frequently come to school. Until now, the Government of Uganda haven’t implemented policy regarding providing school feeding system in their public primary schools. The Ugandan government has the tasks of implementing the policy regarding such incentives which have been shown the negative impact on pupil’s absenteeism and progressing guidelines and standards for fulfilment yet; of course, school feeding should be a top priority. Further research is required to investigate this issues in more detail. Through continued advocacy endeavour and support from communities, better education of all school children in the country can be achieved

Detecting the changes of latent profiles in academic burnout of middle school students

신효정 Graduate School, Korea University 2012 국내박사

This study used latent transition analysis (LTA) to examine changes in academic burnout profiles during middle school times (grade 7th-2, 8th-1 and 8th-2). In addition, this study was to examine the effects of the covariates (i.e., gender, parent education, and coping strategy) in LTA model. To do so, the first goal was to identify profile of academic burnout for middle school students at each time point based on Maslach Burnout Inventory ? Student Survey (MBI-SS). For first aim, the following research question was presented: What kinds of burnout profiles would be identified among middle school students? The second goal was to describe developmental pattern of academic burnout throughout middle school using the LTA model. For the second aim, the following research question was presented: How do those profiles change over time? Finally, the third goal was to confirm effects of covariates for modeling change in academic profiles in LTA model. For last aim, the following research question was presented: What are the effects of covariate variables (i.e., gender, parent education, and coping strategy) on changes of academic burnout profiles over time? Total of 413 middle school students (TI: N=381, T2: N=375, T3: N=388) in Seoul, Korea participated in this study. The data was collected from one middle school of Seoul region of South Korea during three waves. Korean version of MBI-SS and Ways of Coping Checklist (WCC) were used to measure the levels of students? academic burnout and coping strategy. All instruments in the present study measured in the final of the semester. Mplus 5.0 and SPSS 18.0 were used to analyze the data. The results of the present study showed that the middle school students could be best described by three latent profiles representing degree of academic burnout across three times: ?distressed (DS)?, ?intermediate (IM)?, and ?well-functioning (WF)?. DS is high scores on all subscales although cynicism was slightly higher score than emotional exhaustion and inefficacy. IM is maintaining medium score on all subscales. WF is low scores on all subscales although emotional exhaustion and inefficacy was slightly higher score than cynicism. The result of the current study proved evidence that academic burnout profiles are understood according to the degree, rather than type of profiles, of academic burnout during the middle school years. In the next, results indicated that as student developed throughout middle school they were likely to transition out of the WF group and into the DS and IM group. Specially, non burned-out group, that is WF group, transited to IM group and even DS group. In addition, distressed group of the academic burnout showed stability, that is, less movement to another groups than the IM and WF groups. Further, the result showed that both active coping and passive coping consistently differentiated the academic burnout profiles throughout the course of middle school. Active coping was associated with higher percentage being in the WF versus DS. Conversely, passive coping was associated with decreased odds of being in the WF. Based on the results of the present study, there are several implications. Specifically, the present study can be utilized for designing prevention and intervention programs for middle school students as well as teacher and parents? training program for student discipline in school and counseling settings. First, helping professionals such as school counselors, teacher could understand the diverse types of academic burnout as well as conduct academic burnout interventions (e.g., preventing or decreasing students? academic burnout). Second, school counselors, teachers and parents should keen attention to WF group during middle school period. Because WF group students transited intermediate group very much over middle school time. These results imply that although students are adapting easily at the moment helping professional need to conduct prevention program for general students. To do so, helping professionals could plan prevention strategies through classroom guidance focusing on WF group students. In addition, since DS group of the academic burnout showed stability, professionals have to provide intensive treatment for being DS group students. Third, this result implies that helping professionals and parents should help to prompt active coping and refrain from passive coping. How to instruct effective coping strategy to manage academic burnout for students is very important. The study implies that teachers and parents? training to support students, as resources, could be good way to prompt active coping for middle school students. Moreover, it is crucial to implement prevention program to learn active coping and passive coping through the classroom guidance regularly. There are several limitations associated with the present study. First, it is important to note that academic profiles were different with previous study in this study. Thus, further research is needed in order to identify the academic profiles with other populations for middle school student. Second, in the present study, the results were obtained for predominantly one middle school students in an urban community. These results may differ for other samples with different characteristics (e.g., gender, grade, academic pressure). Thus, it would be useful to replicate the results in larger samples. Additionally, it would be interesting to explore the special samples of chronic academic burnout groups having high academic demanding for middle school students (e.g., international middle school) in longitudinal designs. Third, the time interval of the study was relatively short (six months). These reason resulted in little changes of levels of each burnout profiles in this study. Thus, future study need to extended periods. The lastly, all instruments in the present research were self-reported questionnaires. In the case of self-reported questionnaires, students who experience high level of academic burnout may report low levels of burnout symptoms to minimize or maximize their symptoms. Therefore, future studies should also consider including biological indicators (e.g., blood pressure, cortisol levels) of burnout and stress to help offset the use of self-reported instruments.

Factors affecting absenteeism of female students in public secondary school in province-2 of Nepal

Raju Prasad Sah Graduate School of Government, Business, and Entre 2019 국내석사

본 연구의 목적은 네팔 province-2 지역에 소재하는 공립중등학교 여학생들의 부등교(결석)에 영향을 미치는 원인에 대하여 조사연구 방법을 통하여 분석하고, 드러난 문제점을 해결하기 위한 방안을 모색하는 것이다. 개발도상국의 학교에서 학생들, 특히 여학생들의 부등교 및 중도탈락은 학교교육 정책에 관련된 중요한 이슈다. 네팔의 경우 다양한 원인에 의하여 여학생들의 학교출석 비율이 낮은 수준에 머물고 있으며, 이를 해결하기 위한 중앙정부 차원의 다각적인 노력이 이루어지고 있으나 실효성이 떨어지고 있다. 따라서 지역사회 및 학교, 학생 특성에 기인하는 학생결석 원인을 면밀히 분석하여 교육정책 수립 및 집행에 반영하는 것이 무엇보다 중요하다. 본 연구는 네팔 province-2의 Bara 와 Parsa 지역에 소재는 3개 공립중등학교에 재학 중인 여학생 120명(9-10학년, 나이는 11-19세, 생활가족수는 4-32명)을 대상으로 설문조사를 통하여 설정한 연구문제를 해결하고자 하였다. 설문조사는 현지에서 직접 조사형태로 이루어졌고, 수집된 데이터는 SPSS프로그램을 통해 기술통계 결과를 분석하였다. 조사결과를 요약하면 다음과 같다. 월경, 계절적 영향, 가족구조, 과제수행 등의 어려움이 여학생들의 결석률에 영향을 미치고 있는 것으로 나타났다. 그 외에도 다양한 변인들이 학교결석률에 영향을 미치고 있지만 앞의 변인들에서 특히 유의한 차이가 발견되었다. 본 연구 결과는 향후 네팔에서 지방교육의 교육환경 및 복지시스템 개선에 필요한 시사점을 제공할 것이다. There are several factors which affect regular presence of female students in school in developing countries. Lower attendance rate is seen as one of the vital hindrance in academic achievement; therefore it is suggested that the female students’ regularity is the direct indicator for the better academic result.The federal government has launched many programs to increase student’s enrollment and keep them regular at school. Some special programs are launched for economically weak and Dalit girls to maintain their regularity to school. The provincial government of province-2 is focusing on “Save girls and Educate girls” special program for female students’ empowerment, but the status of female students are not as better as expected. The female students in public secondary school are found more frequently being absent in comparison to male students. To find out what are the responsible factors causing frequent absenteeism in female students in public secondary school in province-2 of Nepal, a survey was conducted in Bara and Parsa districts out of eight districts of province-2. Data for this study was collected via personal interview of 120 students from the 9th-10th grades of 3 different schools from Bara and Parsa districts of province-2. As the focus point of this study was female students’ absenteeism, all the respondents, i.e. 69 and 51 girl students were from grade 9 and 10 respectively. The questionnaire including quantitative and qualitative questions were given to respondents and discussed to collect their response on demographic factors which had included number of siblings, education level and occupation of parents; physiological factor included menstruation; family and school related factors included parental dispute, household works, family functions, misbehavior of classmates and teachers, perception about school and incomplete homework and natural and geographical factors included seasonal effect and distance of school from residence of students. A descriptive analytical study of data collected by the survey showed that menstruation; seasonal effect; functions at home and incomplete homework had significant relation with absenteeism as they were responsible to increase absenteeism, Whereas, number of siblings, parents’ education and occupation, parental dispute, household activities and distance of school from residence, misbehavior by classmates and teachers had no relation with absenteeism. Female students’ absenteeism is seen as a critical problem in the public secondary school ofprovince-2 of Nepal which has direct relation to one’s academic performance. The students, who miss their classes often, are becoming poor performer which is causing not to attend school again as a vicious cycle.