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The purpose of this study was to examine the relationship between the general self-efficacy and classroom management efficiency of secondary teachers in a quest to help improve the efficiency of classroom management. It's specifically meant to analyze the correlation between the self-efficacy and classroom management efficiency of teachers and the level of their self-efficacy and classroom management efficiency by gender, age, career, geographic region and school grade. The subjects in this study were 284 secondary teachers in Gyeonggi province, on whom a survey was conducted with general self-efficacy questionnaire(Cha Jeong-eun, 1997) and classroom management efficiency questionnaire(Park Hye-jeong, 2006). The overall self-efficacy of the teachers was investigated, and their confidence, self-regulating efficacy and task difficulty preference were checked as well as the subfactors of self-efficacy. And five components were selected as the subfactors of classroom management efficiency to be examined: academic guidance, guidance, administrative capacity, interpersonal relationship and educational philosophy. The teachers were classified into two groups according to self-efficacy to look for any possible intergroup gaps: a group with a high self-efficacy, and the other with a low self-efficacy. For statistical data handling, SPSS WIN 11.5 program was utilized. Statistical data on frequency and percentage were obtained to figure out the general characteristics of the teachers, and t-test was carried out to find out the impact of self-efficacy level on classroom management efficiency. Correlation analysis was implemented to grasp the relationship between self-efficacy and classroom management efficiency, and t-test and one-way ANOVA were employed to check into their perception of self-efficacy and classroom management efficiency. Besides, Scheffe test was used to make a post-hoc analysis. The major findings of the study were as follows: First, the secondary teachers whose self-efficacy was better excelled the others whose self-efficacy was worse in administrative capacity, interpersonal relationship, educational philosophy and classroom management efficiency. In other words, there was a significant positive correlation between self-efficacy and classroom management efficiency. Second, as for the self-efficacy of the secondary teachers by background variables, those who were female, who were older, who were from urban communities and who were in middle school were ahead of their counterparts who were male, who were younger, who were from rural regions and who were in high school in self-efficacy. Their career made no significant difference to that. Third, concerning the classroom management efficiency of the secondary teachers by background variables, those who were younger and whose career was shorter were more excellent in that regard, and the teachers from urban areas surpassed those from rural communities. Gender and school grade made no significant difference to that. The above-mentioned findings suggested that teachers who have a better self-efficacy could manage their classes in a more efficient manner in terms of academic guidance and guidance. Therefore teachers should keep in mind that they should direct prolonged efforts into boosting their self-efficacy. A variety of teacher education programs should be developed to instill a positive belief in them that they could teach any student irrespective of environmental conditions, since some are likely to overestimate the importance of environments. Specifically, the kinds of programs that are designed to bolster self-efficacy in consideration of relevant influential variables such as attribution styles, experience or contextual elements are required. 본 연구는 중등학교 교사의 일반적 자기효능감과 학급경영의 효율성과 어떤 관계가 있는가를 규명하여 학급경영효율성을 높이기 위한 기초적인 자료를 제공하고자 하는데 그 목적이 있다. 이러한 연구 목적을 달성하기 위하여 교사의 자기효능감과 학급경영 효율성의 상관관계를 분석하였으며, 중등교사의 성별, 연령별, 경력별, 시·군지역별, 학교급별에 따른 자기효능감과 학급경영 효율성 수준을 분석하였다. 이상의 연구문제를 해결하기 위하여 경기도 내에 소재한 중등학교 교사 총284명으로 대상으로 일반적 자기효능감 설문지(차정은(1997))와 학급 경영 효율성 측정 질문지(박혜정(2006))가 사용되었다. 이 연구를 위해 수집된 자료는 자기효능감과 학급경영의 효율성과의 관계를 분석하기위해 자기효능감은 전체적 자기효능감과 하위요인으로 자신감, 자기조절효능감, 과제난이도선호 등으로 구분하여 분석하였고 학급경영의 효율성은 교과지도, 생활지도, 행정능력, 대인관계, 교육철학 등으로 각각 세분화하여 분석하였다. 차이검증을 위하여 자기효능감을 상, 하 수준으로 구분하였다. 본 연구에서 사용한 통계처리 및 분석은 SPSS WIN 11.5 프로그램을 이용하였으며 연구대상자의 일반적 특성을 파악하기 위해 빈도와 백분율을 산출하였고, 교사들의 자기효능감 수준에 따라 학급경영 효율성을 알아보기 위해 t-test(검증)를 실시하였으며, 자기효능감과 학급경영 효율성과의 관계를 파악하기 위해 상관관계분석을 실시하였다. 또한 교사들의 자기효능감과 학급경영 효율성에 대한 지각을 살펴보기 위해 t-test(검증)와 One-way ANOVA(일원변량분석)을 실시하였다. 그리고 사후검증으로는 Scheffe 검증을 실시하였다. 본 연구의 결과를 요약하면 다음과 같다. 첫째, 중등교사의 자기효능감이 높을수록 행정능력, 대인관계, 교육철학, 그리고 학급경영 효율성이 높은 것으로 나타났다. 즉, 자기효능감과 학급경영 효율성과는 유의미한 정적 상관이 있었다. 둘째, 중등교사의 자기효능감을 배경변인에 따라 살펴본 결과 여교사가 남교사보다, 연령이 많은 교사보다 적은 교사가, 시 지역 교사가 군 지역 교사보다, 중학교 교사가 고등학교 교사보다 자기효능감이 높은 것으로 나타났다. 교육 경력에서는 유의미한 차이가 나타나지 않았다. 셋째, 중등교사의 학급 경영 효율성을 배경변인에 따라 살펴본 결과 연령이나 교육경력이 적은 교사일수록 높게 나타났으며, 시지역이 군지역보다 높게 나타났다. 성별, 학교급별에서는 유의한 차이가 나타나지 않았다. 이상과 같은 결과를 바탕으로 볼 때, 교사가 높은 자기효능감을 가지고 학급을 경영하면 학생들의 교과나 생활지도에도 더 효율적이라 볼 수 있으므로 자기효능감을 높일 수 있는 교사 자신의 부단한 노력이 필요함을 인식해야 한다. 또한, 교육이 환경적 요인에 의해 제약을 받는다는 소극적인 생각보다 어떤 학생도 가르칠 수 있다는 적극적 신념을 유지할 수 있는 다양한 프로그램 계발, 특히 자기효능감에 영향을 주는 변인인 귀인양식이나 경험, 상황적 요인들을 살펴보고 자기효능감을 증진 시킬 수 있는 교사 교육 프로그램이 필요하다고 생각한다.
초등학교 급식에서의 국수식의 식단유형 분석에 관한 연구 : 崔仙花 [저]
최선화 경상대학교 교육대학원 2009 국내석사
The purpose of this study was to classify noddle meals into a few groups according to their menu patterns and cooking methods from the 318 noodles and Ttokgook menus of 360 elementary school foodservices around Busan and Gyeongnam province. Noodle meals with high frequency were also analyzed by season and region to give information for menu planning and to improve elementary school foodservices. The menus were collected from the internet (http://www.kdclub.com) and the home pages of elementary schools between December 2004 and September 2005. Taking all kinds of noodles meals together, the serving frequencies were significantly different among regions, but were not different from season to season. Three different menu patterns were revealed form the collected noodle menus. The most frequently served menu pattern was "main dish + starchy food & dessert + fruit & beverage + kimchi". Gooksu, Ttokgook, Udong, and Kalgooksu meals were served with this menu pattern. The menu pattern of Jajangmeon meal was "main dish + side-dish +starchy fodd & dessert + fruit & beverage + (kimchi)". For the Bibimmeon and the spaghetti meals "main dish +soup + starchy food & dessert + fruit & beverage + kimchi" was used. Ttigim, Danmugy, Saengchae, and chicken were frequently selected as side dishes in the overall noodle menus. More side dishes of a wide variety were served in Ttokgook meal, whereas Danmugy was the most preferred food item as a side dish with Jajangmeon and Udong meals. Corndog, Mandu, Ttok, Matang, and doughnut, were preferred food items as a "starchy food & dessert" with most kinds of noodle meals, except spaghetti with which only garlic-bread was served. The fruit and beverage items were not different with the majority of noodle meals. These results suggest that cost, food habits, compatible flavor combinations, and food preference of children rather than nutritional considerations contributed to the selection of food items for the components of noodle meals in the school foodservices.
일반여성청소년과 시설여성청소년의 진로장벽과 진로결정수준 비교연구
The purpose of this study was to examine the relationships between career barriers & career decision level of institutionalized & home-reared adolescent girls. This study was carried out in the following way. First, Are there the differences on career barriers between institutionalized & home-reared adolescent girls? Second, Are there the differences on career decision level between institutionalized & home-reared adolescent girls? Third, How much influence do career barriers have on career decision level? The subjects of this study were 161 home-reared middle and high school students from the Seoul and 149 Institutionalized middle and high school students from Seoul, Ky?nggi-do, Gwangju, Busan, Daegu area. The scales used in this study were career barriers scale(Lee, Eun-sul, 2005) and career decision level scale(Osipow et al, 1980). The SPSS/WIN 12.0 program was essential in monitoring the base level data, as well as performing the analysis for t-test, Pearson's correlation and multiple regression. The results of this study are as follows: First, it has been shown that there exist the differences on career barriers between institutionalized & home-reared adolescent girls. Institutionalized adolescent girls had higher total career barriers than home-reared. And there exist the differences on sex-role conflict and sex discrimination and lack of financial support of sub-variables between institutionalized & home-reared adolescent girls, but there were not significant on lack of self-apprehension, lack of career-related information, lack of self-confidence, disapproval by significant others, uncertainty about future. Institutionalized adolescent girls had higher sex-role conflict and sex discrimination and lack of financial support than home-reared. Second, it has been shown that there were not exist the significant differences on career decision level between institutionalized & home-reared adolescent girls. Third, it has been shown that career barriers had significant influences on career decision level. And lack of self-apprehension had the strongest influences on career decision level. Forth, sex-role conflict and sex discrimination, uncertainty about future of career barriers on home-reared adolescent girls and uncertainty about future, lack of self-confidence on institutionalized adolescent girls had significant influences on career decision. In conclusion, it has been shown that adolescent girls career barriers had significant influences on career decision level. Institutionalized adolescent girls had more career barriers than home-reared adolescent girls. And it has been shown that it is different from barriers infuluencing on career decision between institutionalized & home-reared adolescent girls. In order to help adolescent girls decide career, it need to know their career barriers and plan appropriate career guidance and career program. Generally adolescent girls suffer from lack of self-apprehension and uncertainty about future. Therefore it need to help them understand self better and plan the career with the long view of life. And home-reared adolescent girls have to be provided education about sex-role stereotyping on career counseling. It needs to help coach their study and develop their self-confidence to institutionalized adolescent girls. 본 연구에서는 일반여성청소년과 시설여성청소년이 지각하는 진로장벽과 진로결정수준과의 관련 정도를 살펴보고자 하였다. 이를 위해 일반여성청소년과 시설여성청소년이 지각한 진로장벽에 대한 자료를 수집하고 진로장벽의 차이가 진로결정수준과 의미 있는 관계가 있는지 추정해 보고, 그들의 진로지도 개선과 상담계획 수립에 도움을 주고자 하였다. 이러한 목적을 달성하기 위해 선정한 연구문제는 일반여성청소년과 시설여성청소년의 진로장벽에 차이가 나는지, 일반여성청소년과 시설여성청소년의 진로결정수준에 차이가 나는지, 진로장벽에 따라 진로결정수준에 미치는 영향은 어떠한지에 대한 것이다. 이를 위해 본 연구에서는 서울지역 중고등학교에 재학 중인 일반가정청소년 161명과 서울, 경기, 광주, 부산, 대구 등의 청소년쉼터에서 생활하는 중고등학생 시설청소년 149명을 대상으로 진로장벽 척도, 진로결정수준 척도를 사용하여 일반여성청소년과 시설여성청소년의 진로장벽, 진로결정수준의 정도를 측정하였다. 측정된 자료는 SPSS 12.0 프로그램을 사용하여 기술통계치, t검증, 상관관계 및 중다회귀로 분석하였다. 본 연구의 결과는 다음과 같다. 첫째, 진로장벽은 일반여성청소년과 시설여성청소년 간에 유의한 차이를 보였다. 시설여성청소년이 일반여성청소년보다 전체 진로장벽이 높았으며, 진로장벽의 하위변인들 중 성역할 갈등 및 차별과 경제적 어려움이 유의하게 높았다. 자기이해부족, 진로 및 직업정보 부족은 일반여성청소년이, 자신감부족, 중요한 타인갈등, 미래에 대한 불확실성은 시설여성청소년이 높았으나, 유의한 차이를 나타내진 않았다. 둘째, 진로결정수준은 일반여성청소년이 시설여성청소년보다 약간 높게 나타났으나 두 집단 간에 유의한 차이는 나타나지 않았다. 셋째, 진로장벽이 진로결정수준에 미치는 영향을 살펴본 결과, 일반여성청소년과 시설여성청소년 모두 유의한 부적 상관관계를 보였다. 진로장벽 하위변인들 중, 자기이해부족이 두 집단 모두 가장 높은 부적상관을 보였으며, 이어 일반여성청소년은 진로 및 직업정보부족이, 시설여성청소년은 자신감부족이 높은 부적 상관을 보였다. 끝으로, 일반여성청소년과 시설여성청소년의 진로장벽이 진로결정수준에 미치는 상대적 영향력을 살펴보았다. 일반여성청소년과 시설여성청소년 모두 자기이해부족이 가장 큰 영향을 미쳤으며, 일반여성청소년은 성역할 갈등 및 차별과 미래에 대한 불확실성이, 시설여성청소년은 미래에 대한 불확실성, 자신감부족이 통계적으로 유의하게 나타났다. 이상의 연구결과를 기초로 하여 다음과 같은 결론을 내릴 수 있다. 여성청소년들의 진로장벽이 진로결정수준에 영향을 미친다는 것을 보여준다. 시설여성청소년이 일반여성청소년보다 더 많은 진로장벽을 지각하고 있음을 알 수 있다. 그리고 두 집단이 지각하는 진로장벽이 다르며, 진로결정수준에 영향을 미치는 진로장벽 요인이 다르게 나타남을 알 수 있었다. 이는 여성청소년들의 진로결정을 돕기 위해서는 집단특성에 따라 그들의 진로결정을 어렵게 하는 진로장벽 요인에 대한 이해가 필요하고 이에 따라 차별적으로 진로지도와 진로프로그램이 세워질 필요가 있음을 시사한다. 전반적으로 여성청소년들은 자기이해부족과 미래에 대한 불확실성에서 큰 어려움을 겪고 있으므로 자기이해에 대한 확장과 함께 장기적인 안목으로 진로를 계획할 수 있도록 도와야 한다. 일반여성청소년은 성역할 고정관념에 따른 교육과 함께 구체적인 정보제공 측면에서 진로상담이 이루어져야 하며, 시설여성청소년은 학습문제 향상과 함께 자신감을 키워줄 때 보다 효과적인 진로상담이 이루어질 수 있을 것이다.
(The) optimal strategies for tuberculosis with exogenous reinfection
This work examines the optimal treatment strategies for tuberculosis (TB) with exogenous reinfection. Three control mechanisms associated with the exogenous reinfection rate, relapse rate and treatment rate are considered. Our goal is to minimize the infected individuals and cost implementing the use of controls. Optimal controls are charaterized in terms of the optimality system, which consists of the state and adjoint systems and optimality equations. We present the optimal treatment strategies numerically in various scenarios.
최선화 성신여자대학교 문화산업대학원 2009 국내석사
최근 우리나라의 경제성장으로 생활환경이 편해지면서 열량소비가 감소한 반면 식생활의 서구화로 열량섭취가 증가하였다. 본 연구의 목적은 소아 및 청소년의 비만증이 급격히 증가하고 있어 그에 따른 생활환경요인과 그로 인한 스트레스정도를 파악하여 비만에 대한 해결방안을 모색하는데 도움이 되고자 실시하였다. 본 연구는 동대문구에 위치해 있는 3개 초등학교의 2, 3, 4, 5, 6학년 비만아동과 이들 비만아동의 어머니 335명을 대상으로 식생활과 가정에서의 생활패턴, 활동여부, 스트레스 정도를 파악하고, 어머니의 음식성향과 의식 정도를 알아보고자 다음과 같은 연구문제를 설정하였다. 연구기간은 2009년 2월 3일 부터 2월 20일까지 자료를 수집하였으며 353부의 설문지를 배포하여 불성실한 응답자를 제외한 335명의 남·여 경도(194명), 중등도․고도(141명)비만아동과 학부모를 대상으로 분석을 실시하여 본 연구의 자료로 사용하였다. 본 연구의 결과를 살펴보면 다음과 같다. 첫째, 연구대상자에 대한 가정에서의 식사습관에 대하여 살펴본 결과 하루식사, 아침식사 빈도에서 경도비만 아동이 중등도․고도비만 아동보다 규칙적인 식사를 하고 있었다. 식사형태에 있어서는 경도비만 아동은 가족들과 담소를 나누며 식사를 한다는 응답 47.4%, TV를 보며 식사를 한다는 응답 32.5% 순으로 나타난 반면 중등도․고도비만 아동의 경우 TV를 보며 식사를 한다는 응답 48.2%, 식사만 한다는 응답 24.8% 순으로 나타나 식사형태에 있어서 큰 차이가 나타났다. 둘째, 연구대상자에 대한 가정에서의 식사내용에 대하여 살펴본 결과 육 류 섭취횟수의 경우 경도비만 아동보다 중등도․고도비만 아동의 육류 섭취횟수가 많게 나타났다. 셋째, 연구대상자에 대한 생활활동형태에 대하여 살펴본 결과 등하교 형태의 경우 경도비만 아동은 주로 걷거나 자전거를 이용한다는 응답비율이 높은 반면 중등도․고도비만 아동은 자동차를 이용한다는 응답비율이 높게 나타났다. 평일 TV시청시간에 대한 문항에 있어서는 경도비만 아동에 비해 중등도․고도비만 아동이 평일 TV시청시간이 많았다. 넷째, Likert 척도(4점 척도)로 구성된 구조화된 설문지를 통하여 비만스트레스 분석결과 신체적 불편함으로 오는 스트레스의 경우 ‘달릴 때 숨이 차서 힘들다’(p<0.001), ‘땀이 많이 나서 힘들다’(p<0.001), ‘운동할 때 빨리 지쳐 싫다’(p<0.001), ‘의자를 앉을 때 자리가 좁으면 내 탓 같다’(p<0.001) 등 전체적인 신체적 스트레스(p<0.001, 경도비만 2.22 - 중등・고도비만 2.47)에서 유의한 차이가 나타났다. 비만과 관련된 정신적인 스트레스의 경우 ‘비만 때문에 죽고 싶을 때가 있다’(p<0.001), ‘나를 낳아준 엄마가 원망스럽다’(p<0.001), ‘부모님이 그만 먹으라고 간섭해서 싫다’(p<0.01), ‘성격이 점점 거칠어지는거 같다’(p<0.01) 등 전체적인 정신적 스트레스(p<0.001)에서 유의한 차이가 나타났다. 다섯째, 연구대상자의 어머니들을 통한 어릴 적 배경에 대하여 살펴본 결과 아동의 비만 시기는 8∼9세를 응답한 비율이 가장 많았고, 아동의 수유형태는 조제분유 46.0%, 모유 23.0%, 주로 조제분유/모유보충 15.5%, 주로 모유/조제분유보충 14.6%순으로 나타나 조제분유로 수유를 한다는 응답이 전체의 약 60% 가까운 응답을 보였다. 여섯째, 연구대상자의 어머니들이 비만아동에 대한 인식정도와 스트레스에 대하여 살펴본 결과 자녀의 체격에 대한 부모의 생각의 경우 ‘더 뚱뚱해질까봐 걱정됨’ 76.4%, ‘때가되면 좋아지리라 생각함’ 17.9%, ‘걱정하지 않음’ 4.2%, 기타 1.5% 순으로 나타났고, 아동 비만이 가족의 식단에 영향을 미치는지에 대한 문항에 대해서는 ‘예’ 53.4%, ‘아니오’ 46.6%으로 응답하였다. 한편 아동비만의 주요한 원인으로는 운동부족 31.0%, 과식 26.5%, 편식 13.5%, 폭식 10.7%, 유전 10.2%, 불규칙한 식사습관 7.1%, 기타 0.9% 순으로 나타나 운동부족과 과식이 가장 큰 원인으로 나왔다. 아동 비만으로 인한 스트레스 여부에 대해서는 3명 중 2명의 어머니들이 아동 비만으로 인하여 스트레스를 받고 있었으며 그 중 중등도․고도비만아동 어머니가 경도비만아동 어머니에 비해 20%에 가까운 스트레스 응답비율이 높았다. 일곱째, 비만도와 비만스트레스와의 상관분석 결과 중등도․고도비만을 가진 아동의 경우 신체적 스트레스(p<0.001), 정신적 스트레스(p<0.001)에서 유의한 양의 상관관계가 나타났다. 이와 같이, 비만아동들은 비만도에 따른 식사습관의 패턴에 많은 차이가 있었고. 경도비만아동보다 중등도․고도비만아동의 육류섭취 횟수, 기름진 음식 횟수가 많고, 경도비만아동이 중등・고도비만아동보다 규칙적인 식사를 하는 것으로 나타났다. 생활활동형태에 있어서도 경도비만 아동보다 중등・고도비만 아동이 적게 움직이며, TV 시청 시간은 더 많아 비만증을 해결하기엔 문제가 있음을 알 수 있었고 그로 인한 신체적, 정신적 스트레스를 받고 있으며, 아동의 비만도에 따라 비만아동 어머니도 스트레스를 받고 있었고, 아동비만의 주요한 원인으로 운동부족과 과식이 가장 큰 원인으로 나타났다. Environmental Factors of Obese Children and Obesity Stress Analysis Choi, seon-hwa Skin care and Obesity Management Major Department of Cultural Industry Graduate School of Cultural Industry Sungshin Women's University As living conditions are getting better owing to recent economic development and dietary patterns are getting westernized, the nation tends to show a decrease in caloric consumption and an increase in caloric intake. The objectives of this study is to serve to find out environmental factors of obesity, its stress degree and its solutions given that obesity of children and adolescents increases drastically. The present study surveyed obese school children of second to sixth grades and their mothers of three elementary schools located in Dongdaemun-gu to identify their dietary life, domestic life style, physical activities, stress level, and their mothers' dietary preferences and attitudes. The study distributed questionnaires to 353 obese boys and girls (class1: 194, class2, class3: 141) and their mothers from Feb. 3rd to Feb. 20, 2009, and analyzed 335 respondents excluding unfaithful ones. The results are as follows: First, an analysis of dietary habit of research subjects shows that class1 obese children are more regular than class2 and class3 obese children in frequency of daily meals and breakfast. Respondents replied to the question about eating patterns at table as follows: 47.4% of class1 obese children have a meal conversing with their family; 32.5% of them have a meal watching TV; whereas 48.2% of class2 and class3 obese children have a meal watching TV; 24.8% of them have merely a meal. Eating patterns at table are quite different between those classes of obesity. Second, the findings about their domestic diet patterns show that class2 and class3 obese children consume meat more often than class1 obese children. Third, with regard to the question about their physical activity patterns, a larger proportion of class1 obese children walk and take a bicycle to and from school; whereas a larger proportion of class2 and class3 obese children commute by car. In respect with the question about TV watching, class2 and class3 obese children spend more time watching TV than class1 obese children during weekdays. Fourth, An analysis of obesity stress based on a questionnaire consisting of Likert scales (4 point Likert item) shows the following findings: as to stress resulting from physical discomfort such as "I have trouble in running for short of breath(p<0.001)", "Too much sweat bothers me(p<0.001)", "I dislike becoming tired too soon while exercising(p<0.001)", and "It looks like my fault if space is not enough when taking seats with other people(p<0.001)", general physical stress (p<0.001, class1 obese children 2.22 - class2 and class3 obese children 2.47) showed significant difference. As to mental stress related to obesity such as "There is a time I'd rather die owing to obesity(p<0.001)", "I resent my mother bearing me(p<0.001)", "I dislike parents who interfere and say 'Stop eating'(p<0.01)", and "It looks like I am getting wild and aggressive(p<0.01)", general mental stress showed significant difference. Fifth, As to the question about research subjects' obesity development and background, mothers responded as follows: a ratio of obesity development during 8 ∼ 9 years of age was the highest; as to infant feeding patterns, formula milk was 46%; breast milk 23.0%; formula milk supplemented by breast milk 15.5%; breast milk supplemented by formula milk 14.6% in order; Approximately 60% was formula milk. Sixth, mothers of research subjects responded about their recognition and stress as follows: As to physical appearances of their children, 76.4% of them responded, "I am concerned children will get fattier"; 17.9% of them responded, "I think it will improve with time"; 4.2% of them responded, "I am not concerned", and other responses were 1.5%. As to the item "whether obesity of their children affects family diet, 53.4% of them said 'yes'; 46.6% of them said 'no'. By the way, as to a main cause of childhood obesity an analysis of the survey shows that lack of exercise is 31.0%; overeating is 26.5%; unbalanced diet is 13.5%; intemperance in eating is 10.7%; genetics is 10.2%; irregular diet habit is 7.1%; and others are 0.9%. Lack of exercise and overeating are main causes. As to stress caused by their children's obesity, 2 out of 3 mothers are under stress; mothers of class2 and class3 obese children are 20% higher than mothers of class1 obese children in a rate of respondence about a stress item. Seventh, according to an analysis of relationship between obesity degree and obesity stress, class2 and class3 obese children show significant corelation in physical stress(p<0.001) and mental stress(p<0.001). As shown in above findings, children with different obesity degree have different diet habit patterns; class2 and class3 obese children consume meat or fat meals more frequently than class1 obese children; and class1 obese children have more regular diet habit than class2 and class3 obese children. As to physical activity patterns, class2 and class3 obese children move less than and watch TV more than class1 obese children, which is an obstacle to resolve the problem of obesity; as a result they are under stress; moreover, their mothers are under as much stress as obesity degree. The main culprit of childhood obesity was found to be lack of exercise and overeating.
혁신적 리더십이 조직몰입에 미치는 영향에 관한 연구 : 음악 학원 중심으로
The competitive system is now introduced for a musical education business in our country. The leadership of the president of an academy, who adapts himself to the change of educational environment, is particularly required to become an academy business of high educational result and profitability. It plays an very important role in that it instills teachers with a sense of purpose and turns to the right direction. As the importance of talent and a man's worth have increased, there is a pressing need for a leader's transformational leadership more than ever. The role of a leader is a big factor that influences an academy's worth in the current many academies, and teachers say that a factor, which has the biggest effect on when they stay in academy or leave it, is a leadership style by the president's personality. Furthermore, academy's own proper interrelationship between teachers and leader could continue and develop an organization in the sudden environmental change of permitting private lessons. This study on the effect of the president's leadership, which teachers recognize, on organizational commitment was made. The purpose of this study is to understand a casual relationship between them by making the relationship between components of the president's leadership pattern and components of organizational commitment a target to raise an efficiency of academy management and an organizational effectiveness through an organizational commitment by the management of human resources. The independent variables of transformational leadership and transactional leadership were composed of charisma, individual concern and intellectual stimulus, and pay-for-performance and management-by-exception, respectively, according to study models. And the dependent variables of organizational commitment were composed of emotional commitment, enduring commitment, normative commitment and job commitment. To achieve the purpose of this study, a multiple regression analysis was made. The results were summarized as follows. There was a need for a leader to help the president perceive the environmental change facing academy organizations, and present the vision of an organization beyond simple contingent reward or exceptional management methods, and attain organizational goal through the motivation and individual concern to teachers. Consequently, in the future, the president's leadership will be the transformational leadership that pursuits the change. This can exercise broad influence on the qualitative improvement in musical education, and has need of the presentation of vision, motivation and individual concern. In this study, there are implications for raising the organizational effectiveness of music academy, as well as contributing on the improvement in profitability by the efficiency of human resources management.