재건축사업에 있어 재건축부담금이 사업소요기간에 미치는 영향에 관한 연구

김정규(Jeong Kyu Kim),황재홍(Jae Hong Hwang),이명훈(Myeong Hun Lee) 대한부동산학회 2024 大韓不動産學會誌 Vol.42 No.1

본 연구의 목적은 주택재건축정비사업의 재건축부담금 제도가 사업소요기간에 어떠한 영향을 미치고 있는지 살펴보고, 주요 절차 및 단계별로 사업소요기간에 영향을 주는 내용을 검토하여 문제점을 분석하고, 제도 개선 및 그 해결 방안을 모색하는데 있다. 2018년부터 재 부과되는 재건축부담금 제도의 영향으로 재건축사업의 총 사업소요기간및 주요 단계별 사업소요기간이 변동되어 의사결정이 어려워지는 등 불합리한 결과를 보이고 있다. 이는 정부제도 및 정책의 변화가 사업소요기간 전반에 불확실성을 가져다주어 예측가 능성을 낮추는 문제가 있음을 알 수 있었다. 이에 본 연구에서는 서울시 소재 재건축정비사업에 대한 각 사업단지별 재건축부담금 관련 실증 자료 등을 수집·검토하고, t-검증 등 통계분 석을 통하여 재건축부담금이 사업소요기간에 미치는 영향을 분석하여, 재건축 사업의 주요단 계별 사업소요기간의 지연 및 예측의 어려움 등 불합리한 문제가 야기되는 내용을 살펴보았 다. 그 해결 방안으로 「도시정비법」상 추정분담금 산정 절차를 수정, 보완하고 개선하는 내용을 제안하였다. 재건축정비사업에 있어 사업소요기간에 대한 예측은 중요한 사업성 분석 지표이자 의사결정 수단이다. 재건축부담금은 사업소요기간에 영향을 미치고 있는 바, 재건축정 비사업의 원활한 사업 추진을 위하여 사업비 분담금 및 재건축부담금을 합리적으로 추정, 예측할 수 있는 시스템을 마련하고, 도시정비사업의 목표인 도심에 양질의 주택을 공급하여 주거환경개선 및 주거시장 안정이라는 큰 성과를 이룰 수 있기를 기대해 본다. The purpose of this study is to examine how the reconstruction levy system for housing reconstruction and maintenance projects affects the project period, review major procedures and contents that affect the project period by stage, analyze problems, and improve the system. We are trying to find a solution. Due to the influence of the reconstruction levy system, which has been reimposed since 2018, the total project period and the project period for each major stage of the reconstruction project are changing, making decision-making difficult, resulting in unreasonable results. This shows that changes in government systems and policies bring uncertainty to the overall project period, lowering predictability. Accordingly, in this study, we collected and reviewed empirical data related to the reconstruction charge for each business complex for reconstruction projects in Seoul, analyzed the impact of the reconstruction levy on the project period through statistical analysis such as t-test, and analyzed the impact of the reconstruction levy on the project period. We looked at the causes of unreasonable problems, such as delays in the project period for each major stage and difficulty in predicting. As a solution, it was proposed to revise, supplement, and improve the procedure for calculating the estimated contribution under the Urban Development Act. Forecasting the project duration in a reconstruction project is an important feasibility analysis indicator and decision-making tool. As the reconstruction burden affects the project period, in order to smoothly promote the reconstruction project, a system that can reasonably estimate and predict the project cost share and reconstruction burden is established, and the goal of the urban development project is to provide high-quality urban areas in the city center. We hope that by supplying housing, we will be able to achieve great results in improving the residential environment and stabilizing the housing market.

Formation of Water Soluble Preparation of cyclodextrin inclusion complexes of an antifungal drug using a SAS process

Jeong-Kyu Kim(김정규),Sang-Yun Lee(이상윤),Jong-Hoon Ryu(유종훈),Gio-Bin Lim(임교빈) 한국생물공학회 2004 한국생물공학회 학술대회 Vol.2004 No.4

초등학교(初等學校) 아동(兒童)의 행위적(行爲的) 령역(領域)의 학습습관(學習習慣) 구조분석(構造分析)

김정규 ( Jeong Kyu Kim ),김현철 ( Hyon Cheol Kim ) 건국대학교 교육연구소 1996 교사와 교육(구 교육논집) Vol.20 No.-

The purpose of this study was to investigate the structure analysis of the elementary students` conative (doing) domain work habit of learning. This structure analysis study used Reliability Coefficient Tests and Factor Analysis. One thousand, two hundred and fifty-seven, fourth-fifth-sixth grade elementary students were assessed in conative domains. The researcher-reconstructed instrument of Blackwell Work Habit Indicator of Conation was used to measure conative domain. Thirty teachers had completed a ranking order survey of then perceptions of students m each of the domains in order to determine the structure analysis. An expert opinion survey was conducted by 122 teachers regarding the verification of the assigned attributes of conative domain. In the survey of expert opinion, the areas of the work habits selected by the researcher were verified by 186 teachers as having validity for the assignment of the three attributes to conation which were cooperation, commitment, and self-discipline.

Reconstructionism의 교육법론(敎育法論) 연구(硏究)

김정규 ( Jeong Kyu Kim ) 건국대학교 교육연구소 1978 교사와 교육(구 교육논집) Vol.3 No.-

This study has attempted to find out the main concepts and implications of Reconstructionism and it`s educational methodology, in an attempt to find some educational suggestions for Korean education. The results of this study are summarized as follows: The terms that are frequently applied to major views are: ①essentialism, which is the educational philosophy concerned chiefly with the conservation of culture; ②perennialism, which centers its attention in the kind of educational guidance provided by the classical thought of ancient Greece and medieval Europe; ③progressivism, which is the philosophy of liberal, experimental education; ④reconstructionism, which believes that the contemporary crisis can be effectively attacked only by a radical educational policy and program of action. Education as power means education competent and strong enough to enable us, the majority of people, to decide what kind of a world we want and how to achieve that kind of world. It does not mean education so incompetent and so weak as to let minorities with more power than ourselves make this decision for us. Education as means is only strong when education as an end is strong. We need to know what we want, where we want to go, what our objectives are. Here is one of the points at which the reconstructionist modifies the progressivist philosophy. Social-self-realization symbolizes the highest human purpose belief in the capacity of the self to measure up to its fullest, most satisfying powers in cooperative relationship with other selves. One of the most important way, moreover, in which social-self-realization occurs is through creativity. School education, a still largely undeveloped opportunity exist to teach students of widely varying ages how to work cooperatively and collectively in coping with genuine community problems. These problems should enable them to experience real hurdles in the path of community action and thereby to learn how they may grow into citizens who know how to develop and practice strategies for overcoming them. We may evaluate the efficacy of education by asking these questions, and especially by inquiring how successfully it is performing not only its transmitting role but its modifying role as well. Is education helping people to understand the disequilibriums chronic to each of areas? Is it involved in helping pepole, who are after all the real substance of education, both to diagnose these disequilibriums and to search for prognoses of personal and particulary collective action by which new equilibriums may be achieved? Out of the debate of comparison, evidence, criticism, and argument, let students and teachers arrive at their own free agreements or disagreements as to which, if any, major philosophies offers them the most help and the richest promise. In the atmosphere of this kind of free and open learning, perhaps some students and some teachers will arrive at something like the social consensus. We are against indoctrination of all doctrines. Social consensus as process and product of learning is interpreted in four interrelated aspects: (1)1 earning through the direct evidence of one`s own experience or the evidence of others (for example, history, science, art); (2) learning through free, precise communication, both in the classroom and the community; (3) learning through open, majority agreement, which crucially involves the process of minority disagreement; (4) learning as group dynamics. That there are pitfalls and obstacles in the way of practicing this principle does not negate its central importance to the entire theory of reconstructionist education. Method and subject matter, while in actural learning inseparable, may be classified separatly for operational purposes. Problem-solving, particulary, is a basic method; but it is emphasized always in a strongly normative frame work, whether on a simple and concrete level of learning or on higher levels of abstraction and generalization. Subject matters, like wise chosen within this framework, may be classified in four large categories of knowledge-experience: (1) of social reality; (2) of proposals for social reconstruction; (3) of means to achivement; and (4) of goal-seeking interests-the last serving as chief integrator of all four categories. Year one of the secondary curriculum is devoted first to a motivation-orientation period, and then to study of economics-politics area. Year two devotes approximately equal blocks of time to the science and art areas. Year three concentrates upon the areas of education and human relations. Year four concerns itself with methods of attainment and a concluding normative synthesis in which the graduating class revises earlier blueprints, reconsider its value patterns, and reviews its omissions and disagreements. Throughout all four years, various methods of learning are practiced. There is constant give-and-take between the "hub" of general assemblies and the "spoke" discussion groups, as well as between these and content and skill learning. Work experience and community activity are regular producers. Indeed, all of the principles of "learning as goal- seeking" are put into operation, especialy in the secondary school. The entire purpose and process of education should be reconstructed. Time-worn curriculums, traditional teaching and learning practices, indeed much of the inherited structure and function of education, become outmoded, Education has the responsibility and the opportunity to bring to the children and adults of all countries the full import of the fearfull and promising age in which we live.

학구적(學究的) 학습시간(學習時間)(ATL)에 대한 교사(敎師) 효율성(效率性) 및 학습전략(學習戰略)의 효과(效果) 연구(硏究)

김정규 ( Jeong Kyu Kim ),박인숙 ( In Sook Park ) 건국대학교 교육연구소 1993 교사와 교육(구 교육논집) Vol.17 No.-

1. purpose This study was aimed at analyzing the degree to which teacher effectiveness and learning strategies influences academic learning time for a given subject-matter, and the degree to which academic learning time influences on achievement of the subject-matter. And, the specific objectives of this study are as follows: (1) to analyze the effects which teacher behavior characteristics of(classroom mangement, instruction, classroom climate) teacher effectiveness have on academic learning time for a given subject-matter. (2) to analyze the effects which learning strategies(congnitive strategies, affective strategies) influence on academic learning time for a given subject-matter. (3) to analyze the effects which teacher behavior characteristics about teacher effectiveness have on learning strategies of learner. (4) to analyze the effects which academic learning time for a given subject-matter influence on the subject-matter achievement. 2. Model The logic of this study is as follows. That is, teacher effectiveness influence on cognitive strategies and affective strategies of learner and academic learning time for a given subject-matter. Learning strategies of learner(congnitive strategies, affective strategies) influence on academic learning time for a given subject-matter. Also, academic learning time for a given subject-matter influences on the achievement of the subject-matter. 3. Method Total number of sample are 513 elementary school students sampled optionaly. The instruments used in this study are measures of teacher behavior developed by Virgilio, measure of cognitive learning strategy, measure of affective learning strategy, measure of Academic learning time and interview questionaire to find out responses to Academic learning time. For the statistical analysis, pearson correlation analysis, partial correlation analysis, stepwise multiple regression analysis, and path analysis were performed in order to analyze data. 4. Results The results of the study are as follows ; (1) teacher effectiveness have the positive effects on the academic learning time for a given subject-matter. Also, the largest predictive variable of teacher characteristic which predict academic learning time of learner was shown on instruction variable. (2) cognitive strategies have the positive effects on the academic learning time for a given subject-matter. Also, the largest predictive variable of cognitive strategies which predict academic learning time was an elaboration strategies. (3) affecitive strategies have the positive effects on the academic learning time for a given subject-matter study. Also, the largest predictive variable of affective strategeis which predict academic learning time of learner made an appearance academic self-concept. (4) teacher effectiveness have the positive effects on the learning strategies of learner. In particular, teacher effectiveness has more positive effects on the cognitive strategies. (5) the more level of acdemic learning time is high, the more subject-matter achievement is high.

Preparation of inclusion complexes of itraconazole/HP-β-CD by Supercritical Fluid Techniques

Jeong-Kyu Kim(김정규),In-Il Jung(정인일),Sang-Yun Lee(이상윤),Jong-Hoon Ryu(유종훈),Gio-Bin Lim(임교빈) 한국생물공학회 2004 한국생물공학회 학술대회 Vol.2004 No.10

상기도 폐쇄를 일으킨 다발성 대칭성 지방종증

김정규 ( Jeong Kyu Kim ),김경찬 ( Kyung Chan Kim ) 대한결핵 및 호흡기학회 2011 Tuberculosis and Respiratory Diseases Vol.70 No.1

Multiple symmetrical lipomatosis (MSL), also called Madelung`s disease, is a rare disorder of unknown etiology and characterized by abnormal accumulation of large subcutaneous fatty masses in neck, shoulder, and upper trunk. MSL has known to predominantly affect middle-aged men with a history of alcoholism. Although the clinical course of MSL is considered to be slowly progressive, in advanced stage, fatty masses in the neck may compress the upper aerodigestive tract, resulting in dyspnea and dysphagia. The treatment of MSL is surgical resection, but radical excision is very difficult and recurrence after surgery is frequent. We report the case of 55-year-old man with long lasting MSL, which caused severe airway obstruction. This patient was admitted with progressive dyspnea and massive accumulation of fat around the vocal cord that was detected on a neck CT scan. This abnormal fatty infiltration in supraglottic region caused upper airway obstruction.

현대교육심리사상의 근원이 된 중국고대교육심리사상 -생득론과 환경론을 중심으로-

김정규 ( Jeong Kyu Kim ),박인숙 ( In Suk Park ) 건국대학교 교육연구소 1997 교사와 교육(구 교육논집) Vol.21 No.-

Heredity and environment hold special relevance for human psychological development. This problem made an issue of effectiveness of education. Therefore, China ancient times educational psychological thinkers and modern times educational psychological thinkers were concerned about innate theory and environmental theory. Research is reviewed that China ancient times educational psychological thinkers proposed a relation between innate theory and environmental theory, and this proposal present a new point of view for modem times educational psychological idea.

아동(兒童)의 사회적(社會的) 인지능력(認知能力) 발달(發達)에 미치는 어머니의 자녀(子女) 양육태도(養育態度)의 영향(影響)

김정규 ( Jeong Kyu Kim ),박인숙 ( In Sook Park ) 건국대학교 교육연구소 1987 교사와 교육(구 교육논집) Vol.11 No.-

This study attempts to test the the differences between the mother`s child rearing attitude perceived by children and child`s social cognition. For the present purpose the following hypotheses are set as follows: 1. Mother`s child rearing attitude will be perceived differently by sex and grades. 2. Child`s social cognitive ability will be different by sex and grades. 3. Mother`s child rearing attitude perceived by children will influence child`s social cognition ability. 4. Mother`s child rearing attitude also will be different from social cognitive ability among sub-variables. 5. Mother`s child rearing attitude In description patterns, curiosity training, reason orientations, rule principles, impulse expression, reward and punishment, and purpose presentations will be related to child`s social cognitive ability. The above items cover hypotheses 4-l throught hypotheses 4-7. To test the above hypotheses this study utilized "Child rearing questionnaire" deigned by HongWoo Lee (1973) and tests developped by Flavell, Botkin and Fry. This study also produced contingency coefficient and gamma coeffient along with Chi square to test the significant differences between mother`s child rearing patterns and child`s social cognitive ability. The results of the study are: 1. Hypothesis 1. There is a significant difference in the perception of child rearing attitude by grades (***p .001, c=.268, gamma=.556), not by sex. 2. Hypothesis 2. was denied by grades in terms of the differences in social cognitive ability, but there was relative ablity, but there was relative relationship by sex (*p .05, c=.277, gamma=.350). 3, Hypothesis 3. Mother`s child rearing attitude perceived by children is highly related to child`s social cognitive abilitity (**p .01, c=.320, gamma=.600). 4. Hypothesis 4. Hypotheses 4-2, 4-3, and 4-6 were denied.

대학(大學) Communicator의 공신력(公信力)과 학생(學生)의 정보습득(情報習得), 태도변화(態度變化)와의 상관관계연구(相關關系硏究) -건국대학교(建國大學校) 학생(學生)들의 반응분석(反應分析)을 중심(中心)으로-

김정규 ( Jeong Kyu Kim ),오성삼 ( Sung Sam Oh ) 건국대학교 교육연구소 1977 교사와 교육(구 교육논집) Vol.2 No.-

This study was aimed to find out the effects of credibility toward university administrative staff upon the efficiency of communication to the students. Recently, one of the most remarkable problems in organization has been problem of communication. Organization is created to get the job done efficiently. Communication has an important role in the achievement of that goal. Communication is made up of individual`s work with other individuals, groups, and the organization as a whole. And it can serve a variety of functions which may persuade, change attitude and inform, etc. The assurance of effectiveness and efficiency in the university communication is a vital factor in initiating and maintaining a quality of Education. So this study focuses attention on the factors for the communication effects in university organization. To find out the factors for the effects of communication, the study was conducted using bibliographical survey. Through this survey related theories, models and the related studies were drawn out. As the result of bibliographical survey, investigator had several questions such as the following: (1) Is there any correlation between the credibility of the university administrative staff and the communication effects on students? (2) Are there any differential effects of credibility by the intermediating of sox difference and educational age of students? And to solve above questions, investigator established two main hypotheses and four sup- porting hypotheses: 1. There is some correlation between the credibility of university administrative staff and the communication effects on students. I-a There is some correlation between the credibility and the information gain of student as a communication effect. I-b There is some correlation between the credibility and the attitude change of student as a communication effect. II. But there will be some differential effects in relationship to sex difference and education age. II-a Female student would be more influenced by the credibility than male student. II-b The higher division student would be less influenced by the credibility than those of lower division. To test these hypotheses, the study employed the filed survey. It was done by giving four kinds of questionnaire to Kon Kuk University Students (50 freshmen, 50 sophomore, 100 junior, 50 senior) in the first semester of 1977. The reason why investigator selected 100 junior was to compare sex differences within the same grade level. The procedures were as follows: Firstly, the credibility of university administrative staff was measured by the "Semantic Differential Scales" (15-bipolar adjectives- 5 safety, 5 qualification, 3 dynamism, 1 sociability) which were previously used by Berlo and Lemert. Secondly, investigator measured the information gain score and the attitude change score of students by giving questionnaire to high credibility group and low credibility group. Lastly, investigator calculated each measurements according to each hypotheses as follows: Hypothesis [I-a] was calculated by the correlation co-efficient between the credibility score of university administrative staff and the information gain score of student. And [I-b] was calculated by the correlation coefficient between the credibility score and attitude change score of students using the method of "Pearson". Hypothesis [II-a] was calculated by the Chi-Square (x(2)) between the credibility socre of university administrative staff and the information gain score of student. Hypothesis [II-b] was calculated by the Chi-Square (x(2)) between the credibility score and the attitude change score. And next the hypotheses [II-a], [I1-b] was calculated again by employing the 2x2 factorial analysis of Variance (F-test), such as high and low credibility x female and male students, high and low credibility x higher and lower division students. As the results of the above, initial hypotheses of this study was reexamined; (1) The hypothesis [I-a] was not supported in this study, because investigator did not find out the significant correlation coefficient the level is p) .05 (2) The hypothesis [I-b] was supported by mean score to the degree of the level of 0.01 So, the credibility of university administrative staff could influence the change of attitude of student as a communication effect. (3) The hypothesis [II-a] that female would be more influenced by the credibility than male student was not supported. F=.26 df=l p> .05 (4) The hypothesis [II-b] that higher division student would be less influenced by the credibility than those of lower division student was supported. The mean was significant at the 0.01 level. F=5.05 df=3 p> .01 Based on the above results, it was concluded that credibility of university administrative staff influences the attitude change of student in university communication, but does not influence information gain of student. Also, the credibility of university administrative staff could have less influence on higher division student than on those of lower division. But, there is no sex differences in influence of credibility.