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宋炳國 건국대학교 1989 論文集 Vol.28 No.1
I.Einleitung II.Begriff der Nebenbestimmungen des Verwaltungsakts III.Arten der Nebenbestimmungen des Verwaltungsakts 1.Bedingung 2.Auflage a) Begriff der Auflage b) Das Prblem, ob die Auflage den charakter als Nebenbestimmungen hat c) Unterscheidung zwischen Auflage und Bedingung 3.Befriestung 4.Widerrufsvorbehalt 5.Ausschluβ von gesetzlicher Rechtswirkung 6.Vorbehalt der nachtra¨uglichen A¨nderung des Verwaltungsakts 7.Modifizierende Auflage IV.Grenzen der Nebenbestimmungen des Verwaltungsakts 1.Das Problem der Mo¨glichkeit der Nebenbestimmungen a) Rechtshandlungsma¨βige Verwaltungsakte unto Nebenbestimmungen b) Gebundene Verwaltungsakte unto Nebenbestimmugen 2.Das Problem der Grenzen der Nebenbestimmungen 3.Das Problem der nachtra¨glichen Hinzufu¨gung der Nebenbestimmungen V.Schluβ
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송병국 미래를 여는 청소년학회 2005 미래청소년학회지 Vol.2 No.1
This study purports to discuss the suitability of youth specialist certificate program of the university. For this purpose, the unique job and role of youth specialist were analyzed based on the job analysis for youth specialist, comparing with the job and role of specialists which have the similar certificate, and the new role of the youth specialist needed by rapidly changing society. The universities' curricula for youth specialist were also reviewed in the viewpoint of the difference and homogeneity. The result says that the universities' curricula for youth specialist are not suitable to enable the students to develop the competencies and attitude newly emphasized in the changing youth field as a youth specialist. This result in the shortage of professionalism of youth specialist. Therefore, it needs to build the academy identity of youth studies, to clearly define the concept of the job and the role of youth specialist, to restudy the certificate system for youth specialist, and to develop the standardized syllabus of the subjects that should be taken, to train youth specialist with the professionalism and suitability to the field. Key words: 대학에서 청소년지도사가 양성되기 시작한지 10여년이 넘고 있지만, 여전히 청소년지도사 양성 교육과정의 적합성에 대한 논란이 제기되고 있다. 이 논문은 대학의 청소년지도사 양성 교육과정의 적합성 검토를 목적으로 하였다. 이를 위해 청소년지도사 직무사례 분석, 유사자격증과의 직무와 역할 비교, 그리고 새로운 사회가 요구하는 청소년지도자의 역할 등에 대한 논의를 토대로 청소년지도사의 직무와 역할을 일차적으로 고찰하였다. 아울러 대학의 청소년 관련학과 교육과정을 차별성과 동질성의 관점에서 비교 분석하였다. 분석 결과 현재의 청소년지도사 양성 교육과정은 청소년 현장에서 요구하는 새로운 직무나 역할 수행에 필요한 능력 함양에 충분하지 않으며, 이는 결국 청소년지도사의 전문성 미흡으로 귀결되고 있다. 따라서 보다 전문성 있고, 현장 적합성을 갖춘 청소년지도가 양성되기 위해서는 우선적으로 청소년학의 학문적 정체성 확보가 관건이며, 청소년지도사의 직무와 역할에 대한 명확한 개념 정의, 자격검정체제의 재검토, 그리고 검정과목 이수 과정의 동질성 확보 및 이를 위한 표준화된 교수요목 개발 등이 시급히 요청된다.
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송병국 順天鄕大學校 學生生活硏究所 1997 學生生活硏究 Vol.5 No.-
The purpose of this study was to compare the career awareness of junior students of four universities which was selected including Soonchunhyang university. The qustionnaire was consisted of 4 domains, which were preparedness of career plan, attitude to career selection, and attitude toward career guidance policy of university. The qustionnaire distributed to 480 junior students of 4 universities, which were 160 students from Soonchunhyang university, 160 from K university(located in near Soochunhyang university), 80 from I university, and 80 from H university(H and I universities are located in Kung-gi province). 420 students' responses were used for the final analysis. For the data analysis, Freequencies, T-test, F-test were applied as the statistical techniques. The results of this study could be summarized as follows. First, there was significant difference in the university life satisfaction of the students by university. Soonchunhyang university students had lower degree of university life satisfaction than I, H universities. But, in the major satisfaction, there was no meaningful difference by uinversity. Second, there was significant difference in the awareness of the most important objective of the university education. The students of Soonchunhyang and K university perceived 'career preparedness', while the students of I and H universities perceived 'academic reasearch and study' as the most important objective of the university education. However, the biggest problem with which all students responded to the qustionnaire were confronted was equally 'career decision-making and preparedness'. Third, in the career plan after the graduation from the university, there was no significant difference by the university. Over 60% of the students responded by university was to get a job after the graduation. Forth, there was no significant difference in the career maturity of the students of each university. But, in three domains of career maturity, which are 'Planfulness', 'Independence', and 'Decisiveness' of career selection, the students of I and H universities had more higer score than the students of Soonchunhyang and K universities. Fifth, the most students of 4 universities did not know whether the institute or organization for career guidance within their university was established or not, and did not receive any help for their career problem solving from it. However, the major students who responded to the qestionnaire recognized that the independent institute or organization should be established in the university for the students' rational career exploration and preparation.
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