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夫賢淑 경북대학교 경제경영연구소 1989 經商論集 Vol.17 No.2
The object of this thesis is to compare and study the consumer image adopted as subjects of consumer education with the traditional image of microeconomic theory. The study also tries to explore the direction in which consumer economics and consumerism for the sake of genuine consumer should head for. In today's society, the dominant trend of thought still exists that the act of consumption is only secondary to the one act relevant to production and income. Accordingly, consumerism remains insignificant in its outcome as compared with the most outstanding results of campaigns connected with production such as movements of labor unions. In recent years, however, as advanced countries including Korea have begun to launch into the stage of "high mass-consumption society", the utmost priority for production has turned into a period of self-examnination ; this has led the value system to put a priority to the value of life-style through a series of civic movements. From this trend has emerged a tendency for consumerism to be activated together with campaigns for environmental protection and prevention of environmental pollution. In short, man has come to look for a higher level of life than the quantity of living, which in turn has the theory of consumer movement come up with newer theoretical model with a goal for better "quality of life". With more stresses of the theory of consumption and the gradual increase in the activation of consumerism, the education of consumer has gained a top priority in importance, accompanied by efforts to systematize academically the consumer education. This study has put its main purpose, for systematizing the education for consumers, on clarifying the nature of consumers serving as the subjects of consumer education. The contents of the study by chapter are : Chapter Ⅱ-Through examination of the image of consmers under the conventional economic theory, analysis has been attempted for its limitation ; Chapter Ⅲ-The image of consumers as subjects of consumer education has been studied in depth from different views to come up with the difference regarding the image of consumers in view of economic theory ; Chapter Ⅳ-To define the right direction for development of the study for theory of consumer behavior in pursuit of "worth of life". Other problems to be studied in the same context are the means of consumer campaigns and how to establish the relationship with consumerism, etc ; Chapter Ⅴ-The conclusion based on such analyses.
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개별화된 긍정적 행동지원이 초등학교 통합학급 정신지체 아동의 수업 참여와 수업 방해 행동에 미치는 영향
부현숙 ( Hyeon Sook Boo ),백은희 ( Eun Hee Paik ) 한국지적장애교육학회(구 한국정신지체아교육학회) 2015 지적장애연구 Vol.17 No.2
본 연구는 개별화된 긍정적 행동지원이 초등학교 통합학급 정신지체 학생의 수업참여 행동 및 수업방해 행동(자리이탈, 소리 내기 행동, 수업 시작 방해 행동)에 미치는 영향을 알아보는데 목적이 있었다. 본 연구는 초등학교 저학년(2학년) 1명의 정신지체 학생을 대상으로 통합학급 수업상황(아침 자율 활동시간, 국어시간, 통합교과 수업)에서 실행된 상황 간 중 다 기초선 설계를 하였다. 기능적 행동평가를 기초로 하여 선행사건 중재, 대체행동 교수 중재, 후속결과 중재가 포함된 긍정적 행동지원을 계획하여 적용하였다. 자료 분석은 부분 간격 기록 법을 통하여 발생률을 측정하였다. 본 연구의 결과는 개별화된 긍정적 행동지원이 통합학급에서 정신지체 학생의 수업참여 행동을 증가시키고, 수업방해 행동을 감소시키는데 효과적임을 알 수 있었다. The purpose of this study was to investigate the effects of positive behavior support(PBS) intervention on on-task and disturbing behavior of a student with mental retardation in an inclusive elementary school setting. The study utilized multiple baseline design across settings as a research design and measured the behavior using partial interval recording. This study examined the effects of individualized positive behavior support with a student with mental retardation in which are morning recess, Korean language class and self-directed learning class of an inclusive elementary school. Research questions were as follows. First. does individualized positive behavior support intervention increase on-task behavior of a student with mental retardation in an inclusive elementary school setting? Secondly, does individualized positive behavior support intervention reduce the disturbing behavior of a student with mental retardation in an inclusive elementary school setting? Results indicated that the individualized positive behavior support (PBS) intervention increased the rate of on-task behavior, and reduced the rate of the disturbing behavior in 3 settings, morning recess, Korean language class and self-directed learning class of an inclusive elementary school setting. The effects of the study maintained two weeks after the intervention.
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