어떤 解析函數들의 偏角 性質들

김인화 부산수산대학교 (부산수산대학) 1996 국내석사

저출산 대응 가족친화정책에 관한 주관적 인식유형 연구

김인화 한국국제대학교 대학원 2011 국내석사

This study examines family-friendly policies adopted by the government to solve the crisis of low birthrates, and does the analysis on a variety of subjective consciousness about those policies among married women in their thirties and forties, and categorizes their subjective consciousness into several types. By doing that, this study aims to create basic data usable for suggesting a desirable direction on family-friendly policies. To achieve the research purpose, this study set up the following two research problems: (Research Problem 1) Categorize subjective consciousness on family-friendly policies responsive to low birthrates into different types. (Research Problem 2) Examine the characteristics of each category of ubjective consciousness on family-friendly policies responsive to low birthrates. To solve the two research problems, this study composed Q statements, using oral and extracted types. The procedure of composing them is as follows: It extracted 70 statements using documents and materials related with family-friendly policies, and created 70 interview questions, 140 questions in total; Guided by five researchers who have master's or doctoral degrees and have had experiences of writing research papers using the Q method and two professors, this study decided on representative and non-structuralized 34 statements; It did survey to thirty married women whose ages cover a range from their twenties to forties. Forth, it analyzed the survey data with PQMethod (2.11). The findings of the analysis are as follows. First, respondents were categorized into five types: those who favor expanding child care supporting infra; those who favor alleviating childbirth and child care expenses; those who favor improving child care and education quality; those who favor job-family compatibility. Second, type Ⅰ, those who favor expanding child care supporting infra, was very positive in expanding child care supporting infra such as public financial support on child care expenses, establishing and expanding child care service and public and private child care centers, and activating public education, etc. In interview, they think "it is most urgent to expand public child care centers and child care infra supported by the government." Third, type Ⅱ, those who favor alleviating childbirth and child care expenses, thinks "it is most urgent to expand government-supported child care and child care expenses, because the main reason for low childbirths is the burden of child rearing expenses and private education expenses." Those who belong to this type think it is urgent for the government to assist financially those expenses, because there are many families which are reluctant to have second children after the first ones. They also think working moms feel burdened by childbirth and child rearing. Forth, type Ⅲ favors activating child care facilities and public education. In interview, they think "the biggest problem in child rearing is the increasing cost of medical checkups including vaccination. If the government supplement those problems, rather than simply recommend childbirth, it will improve the quality of child care." Fifth, type Ⅳ, those who favor improving child care and education quality, strongly supports the adoption of such policies as the flexible working system, mid- and long term child policy basic programs designed to promote healthy growth of poor children and children-adolescents. They strongly agree to the eighth question of the interview, "the flexible working system is to promote healthy growth of child-adolescent." Sixth, type Ⅴ, those who favor job-family compatibility, thinks that the dual burden of childbirth and child care is the obstacle for working mom. They say in interview that "it is not easy to do both things together - working and child rearing." "It will be good if I can believe in school and focus on my work at the job, not worrying about my children through the activation of public school."

간호사의 의사결정 영향요인

김인화 경희대학교 교육대학원 2013 국내석사

본 연구는 간호사의 의사결정과 관련된 영향요인을 규명하여 체계적인 교육, 훈련 프로그램 개발 및 적용에 대한 필요성의 근거를 제시하고, 간호사들의 임상의사결정과 간호서비스의 질적 수준 향상에 기여하고자 시도된 서술적 인과관계 연구이다. 본 연구의 대상자는 서울소재 K의료원, 강동 K 부속병원에 근무하는 5년 이상 경력을 지닌 간호사 208명을 대상으로 하였으며, 자료 수집기간은 설문지를 이용하여 2012년 9월 26일부터 2012년 10월 5일까지 실시하였다. 의사결정은 Jenkins(1985)가 개발한 척도를 백미경(2004)이 번안한 도구로, 비판적 사고성향은 윤진(2004)으로, 문제해결능력은 Heppner & Petersen(1982)이 개발한하여 진석균(1994)로 수정 보완한 도구로, 자기효능감은 Shere와 Maddux(1992)이 개발하여 정애순(2007)이 수정 보완한 도구로, 임파워먼트는 Spreitzer(1995)가 개발하고 손보경(2003)이 수정 보완한 도구, 자율성은 Schutzenhofer(1983)의 자율성 척도를 김일원(2005)이 수정 보완한 도구를 이용하여 측정하였다. 수집된 자료는 SPSS Window 20.0 Program을 이용하여 연구목적과 변수의 특성에 따라 실수와 백분율, 평균과 표준편차, t/F-test, scheffe 및 다중회귀분석과 Pearson's 적률상관계수로 분석하였다. 연구결과는 다음과 같다. 1) 연구대상자의 의사결정 영향요인은 문제해결능력, 비판적사고, 임파워먼트 및 현 직급 순으로, 문제해결능력이 가장 영향력이 큰 변인으로, 50.3%의 설명력이 있 는 것으로 확인되었다. 2) 연구대상자의 의사결정과 관련 요인들 간의 관계에서는 문제해결능력, 비판적사 고, 자기 효능감, 임파워먼트, 자율성과 유의한 상관관계가 있는 것으로 나타났다. 3) 연구대상자의 의사결정은 매우 높으며 이들 관련변수들 즉, 비판적사고, 문제해 결능력, 자기 효능감, 임파워먼트, 자율성 등 모든 변수들의 평균점수는 높은 것 으로 특히 자기효능감이 가장 높게 나타났다. 이 상의 연구 결과를 통해 얻어진 결론은 간호사의 임상적 의사결정의 영향요인인 문제해결능력, 비판적 사고, 임파워먼트 및 현 직급으로, 따라서, 간호사로 하여금 의사결정을 향상시키기 위하여 비판적 사고성향과 임파워먼트를 고취시킴으로써 보다 합리적인 문제해결능력이 함양되어 이들의 진정한 전문인으로서 역할수행이 가능하여 결국 양질의 간호 돌봄이 가능해지면서 미래 임상간호발전은 더욱 밝을 것으로 전망이 가능하다.

태권도 수련에 따른 초등학생의 자아존중감 변화

김인화 영남대학교 스포츠과학대학원 2021 국내석사

The modern society in which we live has brought many changes to our lives due to the rapid economic growth. In large families where the three generations often lived together, the nuclear family centered on couples and children became common, and interest in children increased due to low birth rates due to cultural and economic factors. Parents recognize their children as their possessions and educate and interfere with their parents' standards rather than their child's choice. Excessive interest and affection grow into a dependent and passive child, growing up to be selfish, self-centered, and low self-esteem child. The increase in the divorce rate, which is a social problem, leads to social prejudice as children are neglected due to economic poverty and absence of parents. As a result, children can feel a sense of alienation and inferiority and have low self-esteem due to negative self-concept. Healthy self-forming and social adaptation created in childhood are very important and are the basis of social behavior and interpersonal relationships. This study proves the value of Taekwondo and focuses on the need to study how it affects elementary school students' sociality development and self-esteem change by training Taekwondo, a unique martial art in Korea. The purpose of the study is to identify the improvement of self-esteem in elementary school students following taekwondo training, to growing children love and respect themselves, have confidence in their abilities and judgments, have various dreams and hopes based on positive thoughts, and to open a bright future. For this study, the following research hypothesis was established to investigate the changes of elementary school students' self-esteem sub-factors according to Taekwondo training. 1) There will be a difference in the general self-esteem of elementary school students according to Taekwondo training for 12 weeks. 2) There will be a difference in social self-esteem of elementary school students according to Taekwondo training for 12 weeks. 3) There will be a difference in the home self-esteem of elementary school students according to Taekwondo training for 12 weeks. 4) There will be a difference in the academic self-esteem of elementary school students according to Taekwondo training for 12 weeks. The subjects of this study were 21 elementary school students who were registered at G Taekwondo Gymnasium located in N-gu, D Metropolitan City. After fully explaining the contents and purpose of the study to the study participants, it was conducted after obtaining parental consent. The gender of elementary school students was 8 male students (38.1 percent) and 12 female students (61.9 percent). There are 13 first graders (61.9 percent), two second graders (9.5 percent), four third graders (19.0 percent), one fourth grader (4.8 percent), and one sixth grader (4.8 percent). As a research tool, a questionnaire developed by Coopersmith (1967), Pope McHale and Craighead (1988) was used to investigate the change in self-esteem of elementary school students following Taekwondo training. As for the questionnaire, the self-esteem questionnaire, which was verified for reliability and validity of Choi Bo-ga and Jeon Gwi-yeon (1993), was used. The sub-factors were general self-esteem 6 questions (positive questions), social self-esteem 9 questions (positive questions), family self-esteem 9 questions (positive questions), and academic self-esteem 8 questions (positive questions). The Likert scale is positive questions are "very not, 1 points – very yes, 5 points", and negative questions are reversed. This study procedure is for 21 participants, and pre-investigation before the experiment and post-investigation after training for 12 weeks of the experiment period were conducted. The research process was conducted based on the consistent control of the researcher. The experimental period of the study was 12 weeks, but the pre- and post-investigation dates were slightly different depending on the participant's registration date. The deviation was within a week. This is because the study was restricted due to a special situation called Covid-19. The data collected in the processing were analyzed using IBM SPSS 25.0. Descriptive statistics were analyzed to obtain pre and post mean (M) and standard deviation (SD). Prior and post-mean comparisons were conducted with a dependent sample t-test. All statistical significance levels are set at .05. The following results were shown in this study. In general changes in self-esteem, there was a significant difference between pre and post. (p=.000). The experimental group was pretest (average 19.952, standard deviation 3.542), posttest (average 23.857, standard deviation 2.707). Social self-esteem has been shown to have significant differences between prior and posterior (p=.000). The experimental group was pretest (27.190, 5.268), posttest (34.574, 5.133). There was a significant difference in family self-esteem between pre and post(p=.000). The experimental group was pretest (average 34.000, standard deviation 6.090) and posttest (average 39.857, standard deviation 4.162). There was no significant difference in academic self-esteem between pre and post(p=.090). The experimental group was pretest (average 20.904, standard deviation 4.048), posttest (average 18.381, standard deviation 3.721). The period during which this study was conducted was accompanied by a special situation called "Covid-19. It was a global pendemic phenomenon. In taekwondo training, there were big differences from daily training, such as wearing a mask, fever check, health list, indoor disinfection, distancing, changing training methods, and limiting training time. In particular, among the sub-factors of self-esteem, there was no significant difference between prior and post-mortem in academic self-esteem. This is attributed to changes in school classes due to Covid-19 during the study period. It is related to students' restrictions on go to school and the fact that their normal school life was not achieved through "non-face-to-face online classes." Therefore, changes in academic self-esteem were found to have limited effects on Taekwondo before training and after training. Based on the results of this study, I would like to make suggestions for limitations, problems, and post-research from the perspective of conducting this study. First, this study was conducted in a special situation called Covid-19. In selecting study participants, sequential registration was made rather than simultaneous registration. During the 12-week research period, there were restrictions that applied differently to the schedule depending on the pre and post participants. Second, during the study period, participants observed the obligations of distance, mask wearing, fever check, and hand disinfection, and practiced Taekwondo training different from ordinary daily life. Also, the school did not have normal school life due to non-face-to-face online education for most of the time. As a result, there were limitations to see changes in academic self-esteem. Thirdly, I would like to suggest to subsequent researchers. The biggest limitation of this study was the global pendemic phenomenon Covid-19. It is still under way. After the end of Covid-19, follow-up researchers hope to further research and verify the impact of taekwondo training on changes in self-esteem. I hope that it will be a guide to instill dreams and hopes in growing children.

아동의 재인기억 발달에 관한 연구 : 대상과 장면을 中心으로

김인화 이화여자대학교 대학원 1987 국내석사

소통 중심 문학 교수·학습 방안 연구

김인화 한국교원대학교 대학원 2008 국내석사

본 연구는 문학 작품을 읽는 것은 문학 작품을 통한 작가와 독자와의 만남이며 대화라는 전제 아래, 문학 교육의 한 방법으로서 문학 텍스트를 매개로 한 작가와 독자의 소통을 강조한 소통 중심 문학 교육을 제안하였다. 본 연구의 목적은 소통적 관점의 문학 이론과 문학 교육에 관한 문헌적 탐색 및 정리를 바탕으로 소통 중심 문학 교수·학습 모형을 구안하는데 있다. 소통 중심 문학 교육의 이론적 기반으로 언어학적, 철학적 기반을 제공하고 있는 일상언어 철학의 이론과 상호주관성에 근거하여 의사소통 이론을 예술에 적용시킨 의사소통 미학, 본 논문의 주된 이론이라 할 수 있는 문학 소통 이론을 고찰해 보았다. 이를 통해 문학 교육에 있어서 문학 소통의 가능성을 밝힐 수 있었고, 문학 생산과 문학 수용의 주체인 작가와 독자가 모두 중요하며, 소통의 대상이 되는 텍스트의 특수성이 존중되어야 한다는 시사점을 얻을 수 있었다. 이를 기반으로 하여 문학 소통의 개념을 정의하고, 소통 중심 문학 교육의 특성과 필요성에 대하여 논하였다. 문학 소통의 개념을 독자가 문학 텍스트를 읽으면서 텍스트의 요소와 텍스트에 반영된 현실 등 텍스트를 인식하고, 텍스트와 소통할뿐더러, 텍스트에 내포되어 있는 작가를 인식하고, 작가의 의도 및 가치를 경험하여, 타자와의 소통을 체험하는 것으로 정의하였다. 이러한 문학 소통 체험이 이루어지는 소통 중심 문학 교육의 특성으로 작가, 텍스트, 독자를 모두 강조하고, 작가와 독자, 텍스트의 소통을 전제로 하며, 상호주관적 문학 소통 체험을 전제로 한다고 제안하였다. 이러한 특성을 가진 소통 중심 문학 교육은 학습독자의 문학능력을 향상시키며, 소통 능력을 신장시키고, 인격적 성숙을 도모하는데 필요하다고 밝혔다. 다음으로는 구체적인 소통 중심 문학 교육의 적용을 위해 소통 중심 문학 교육의 구조를 살펴보았다. 소통 중심 문학 교육을 구성하는 요인과 소통 중심 문학 교육이 이루어질 때 학습독자가 경험하게 되는 문학 소통 체험의 내용이 되는 요인을 나누어 살펴보았다. 소통 중심 문학 교육의 구성 요인으로 ‘소통맥락’이 되는 사회현실, 문학전통 및 심미규범, 문학 교육 환경과 ‘소통주체’가 되는 작가, 교사, 학습독자, ‘소통대상’이 되는 문학 텍스트에 대하여 논하였다. 소통 중심 문학 교육의 내용 요인은 크게 ‘텍스트 내적 소통 체험’, ‘텍스트 외적 소통 체험’, ‘확장된 소통 체험’으로 나누어 살펴보았다. 텍스트 내적 소통 체험으로 텍스트의 형식적 요소, 텍스트의 내용적 요소, 텍스트에 반영된 사회와 현실적 요소 등의 체험으로 나누어 논하였다. 텍스트 외적 소통 체험으로 작가와의 소통 체험, 다른 텍스트와의 소통 체험으로 나누어 살펴보았다. 마지막으로 확장된 소통 체험은 학습독자가 문학 교육의 환경에서 경험하게 되는 것으로 학습독자와 교사와의 소통 체험, 학습독자와 다른 학습독자와의 소통 체험으로 나누어 논하였다. 텍스트 내·외적 소통 체험, 확장된 소통 체험은 단계적으로 이루어질 수도 있고, 복합적으로 이루어질 수도 있다는 점을 전제로 하여 논의하였다. 앞의 내용을 기반으로 소통 중심 문학 교수·학습을 구안하여 보았다. 먼저 소통 중심 문학 교육의 원리로서‘타당한 의미구성의 원리’,‘학습독자의 자발성 및 주체성의 원리’,‘상호주관성의 원리’를 제시하고 이를 바탕으로 소통 중심 문학 교수·학습 모형 구안의 토대를 마련하였다. 또한 소통 중심 문학 교수·학습 모형 설계를 위해 기존의 문학 교수·학습 모형을 비판적으로 고찰하였다. 이러한 논의를 바탕으로 소통 중심 문학 교수·학습 모형의 단계를 ‘소통 준비하기 - 소통 체험하기 - 소통 확장하기 - 소통 정리하기’로 설정하여 각 단계별로 학습 활동을 구성하였다. 그런 다음, 실제 적용 가능한 소통 중심 문학 교수·학습 과정안을 설계하고 적용하였다. 소통의 관점으로 문학 교수·학습 모형을 구안하여 적용한 본 연구는 작가, 텍스트, 독자 중 한 측면만을 강조하는 문학 교육의 한계를 극복하고, 작가-텍스트-독자의 소통을 통해 문학의 주체와 대상을 모두 강조한 문학 교육이라는 의의를 갖는다. 또한 학습독자로 하여금 문학 생산과 문학 수용에 대해 인식하고, 문학 텍스트를 타당하게 이해하며, 작가와 상호주관적으로 소통할 수 있도록 도우며, 문학 교육의 장에서 학습독자와 교사 간에, 학습독자와 학습독자 간에 상호주관적으로 소통할 수 있는 모형이라는 의의를 지닌다. Reading a piece of literature means an encounter of an author and a reader. This study suggests the importance of communication between authors and readers as a way of teaching literature. The purpose of this study is to devise a frame of literature teaching and learning based on theories and previous research endorsing the communicative approach. Several important theoretical approaches are discussed in this study. The first one is Ordinary Language use based theory, which provide the theoretical and linguistic grounds for communicative literature education. Then Communication Arts Theory is explored which links the Communicative Theory to the arts based on mutual subjectivity. The last one is the Communicative Literature Theory which is the main focus in this study. Through the theoretical discussion, this study provides the possibility of raising important aspects of communication for literature education sector. It highlights the importance of both, authors as well as readers who are the producer and the consumer of literature respectively. Consequently, the particular features of text of the various literatures should be respected as the text is a means of the communication. Based on this, I define the concept of the literature communication and discuss the critical features of communicative literature teaching and learning method and its importance in the education. The literature communication is defined as occurring when readers read the literature text, understand components of the text and reality reflected on the text, communicate with the contents, become aware of the author's voice in the text, experience the value and intention of the author, and experience the communication with the other. Because literature education occurs though experiencing communication, authors, text, and readers are all important. The education should be based on communication between these three and mutual subjective experiences of the communication. This communicative literature education will improve the potential of readers in their literal creativity, enhance their communication skills and contribute to their integrity. Next, I explore the structure of communicative literature education to imply the theory to the education sector more specifically. The components of the communicative literature education and the inside contents of readers' experience when communicative approach is chosen. For the educational components in this approach, the social reality as 'the background of the communication', literature tradition, esthetic conventions, literature education environment, and 'subjects/agents of the communication' (authors, teachers, student readers) and 'objects of the communication' (literature text). The contents of the communicative literature education are explored in three areas of 'internal experience of text communication', 'external experience of text communication', and 'expanded communication experience'. For the internal communicative experiences, I discuss experiencing formative components of the text, contextual components, and social and realistic components reflected in the text. For external communicative experiences, I explore communicating with the author of the literature and communicating with other texts. Finally, the expanded experiences of communication address readers' experiences in literature educational environment including communications between student readers and teachers and ones between different readers. The internal, external and expanded experiences of texts can occur step by step in a lineage fashion but also be seen at a same time in a multiple way. The next part explores the teaching and learning methods with the communicative approach. Firstly I suggest the principles of communicative literature education which are 'reasonable meaning constructing principle', 'student readers' voluntary and subjectivity principle' and 'mutual subjectivity principle'. Based on these, I establish the base of the communicative literature teaching and learning models. Furthermore, for designing the teaching and learning model, I review the previous methods and models for literature education from the critical perspective. The model in my study are constructed with the stages of 'preparing communication', 'experiencing communication', 'expanding communication', and 'generalizing the communication'. For each stage, I suggest learning activities. Then I provide a practical manual of the communicative literature teaching and learning and its applications. This study which designs and apply a literature educational model from communicative perspective goes beyond the limit of the literature education that is emphasizing only one among author, text, and reader. It unfolds the functions of communication between these three which highlights the subjects as well as objects of the literature. In addition, this approach helps readers to recognize the meanings of producing and observing literature; to communicate with authors mutually and subjectively; and also to have communications between readers and teachers and between different readers in a mutually subjective way.

타로와 命理學의 相互補完關係에 대한 硏究

김인화 圓光大學校 2018 국내석사

사람들은 각자 스스로에 대해 여러 가지 문제를 구체적으로 알기를 원한다. 특히 앞으로 전개 될 미래에 대한 궁금증은 어느 것 보다 우선순위에 있을 것이다. 하지만 사회, 문화, 경제 등 이러한 요소를 뛰어넘어 각자의 궁금증을 충족시켜줄 만한 것이 있을까 생각해 본다. 그리 논리적이지도 과학적이지도 않은 지극히 주관적인 주술이나 혹세무민하는 미신 쪽에 가까운 심령술이 지금도 우리주변에 적지 않게 제도권 학문처럼 행세를 하고 있다. 본 논문은 서양의 점성술에 근거한 타로와 동양의 음양오행사상을 바탕으로 한 사주명리학을 토대로 타로의 4원소와 사주명리학의 음양오행에 대해서 각각의 성질을 보았다. 그리고 두 가지 이론을 상호 보완할 수 있는 부분을 접목하여 구체적으로 설명하였다. 인간이라면 누구나 앞날에 대한 궁금증과 거기에 따른 해결방법을 찾기를 원한다. 서양과 동양의 점복행위인 타로와 사주명리학을 동일선상에 놓고 비교, 분석하여 동서양의 서로 다른 학문을 인정하고 장점과 단점을 조금씩 알아가면서 또 다른 논제를 만들 수 있는 기회를 만들고자 한다. 타로의 4원소의 정의와 쓰임새 그리고 사주명리학 오행의 정의와 쓰임새에 서로 다른 학문의 유사점과 차이점을 그 나름대로 접목하여 앞으로 우리들의 실생활에 구체적이고 상세하게 각자의 고민거리를 해결하는데 도움이 되도록 이 학문이 조금 더 실용학문으로 자리매김 되기를 바란다. People want to know many questions more specifically about themselves. In particular a question about the future takes a higher standing than any other questions. Yet I think something that can satisfy individual curiosity beyond society, culture and economy. We can witness spiritualism which is not logical and scientific but extremely subjective or deceives people and is close to superstition and pretends to be in a systematic learning around us. This paper had a ground as Saju Myeongri based upon Tarot originated from Western astrology and Eastern Five Senses and figured out each advantage about Tarot 4 and the Five Senses for Saju Myeongri. This paper combined something that can be mutually complemented and explained it specifically. Every man want to solve a question about the future. This paper laid both Tarot from the West and Saju Myeongri from the East on the same line and analyzed them in order to acknowledge differences between the East and the West, understand advantages and disadvantages and raise another question. This paper is expected to combine the definitions and uses of Tarot 4, Saju Myeongri and the Five Senses with similarities and differences of other studies in order to solve individual problems specifically in our daily life and stand as a practical study more concretely.

Critical Literacy를 활용한 샬롯 브론테의 『제인 에어』수업지도 방안 연구

김인화 忠南大學校 敎育大學院 2010 국내석사

It is true that English education based on literacy texts has continued long enough to be considered an old-fashioned teaching method called Grammar Translation Method. In this method, language learning is viewed simply as an intellectual activity involving rules learning, the memorization of rules and facts related to first language meanings by means of massive translation practice. Although this method of teaching English is widely used, many problems can be encountered. Firstly, the students' attitudes can become passive because they do not have any given mission. Thus, they just follow their teachers' translation with no definite-understanding. Secondly, the students' academic achievements can decline, as a teacher-centered class would bore their students. Thirdly, students' language abilities would not develop equally, so teachers should set the goal to develop students' language abilities evenly through literature class. In addition, teachers have to try to activate students' interests.. In addition, teachers need to adopt critical literacy. Critical literacy views readers as active participants in the reading process and invites them to move beyond accepting passively the text's message so as to question, examine, or dispute the power relations that exist between readers and authors. The purpose of this study is to extend students' linguistic abilities and to let students participate in a class by using the method of critical literacy. This paper presents a way to combine critical literacy with the grammar translation method, in order to improve students' language skills. This study use Charlotte Bront?'s Jane Eyre and can be divided into three main sections. The first part of the study is the introductory stage of the teaching method of literature. This part represents the need for literature in English education as to how to choose the right literacy texts, the role of teachers in literacy education and the method of teaching language ability through literacy texts. The second part of the study deals with the concept of critical pedagogy and critical literacy. This part includes activities concerning analyzing teacher questioning and representing alternative perspectives. The third part of the study discusses ways of how to teach literacy texts using Charlotte Bront?'s Jane Eyre. I analyzed hidden problems such a appearance, gender and class from the view point of critical methods such as problem posing, switching and alternative perspectives. And on the basis of the study results, I combined critical methods with some ways of developing linguistic abilities in the classroom situation. By cultivating critical literacy, students can understand the implicit meaning of what they read and think critically. Also, they can develop their cognitive abilities equally. In addition, students can create a real communicative classroom by themselves, and thus create a real model of an ideal English classroom.

순환패션 유형별 가치와 위험 지각

김인화 서울대학교 대학원 2020 국내석사

전 세계적으로 환경오염 및 기후변화의 대응책으로써 순환경제 패러다임이 확산되고, 친환경 소비를 통해 자신의 윤리적 신념을 드러내는 소비자들이 늘어남에 따라 패션업계는 순환패션에 주목하고 있다. 순환패션이란 디자인되고, 공급되고, 생산되고, 유통되고, 소비되는 공급망 전 과정에서, 최대한 귀중한 형태로 가능한 한 오랫동안 효과적으로 순환되고 사용되도록 의도하여 의류, 신발, 액세서리 등을 만듦으로써 지속가능성을 추구하는 친환경 모델로, 폐기물 재사용과 재활용이 강조된 새로운 패러다임이다. 이에 따라, 패션기업들은 고객들로부터 안 입는 옷을 수거하여 중고의류를 판매하기도 하고, 오래된 의류, 섬유폐기물, 폐 페트병 외에도 다양한 폐기물을 활용하여 의류제품을 생산하는 등 제품 설계 및 개발 단계에서부터 제품의 수명주기가 사회적, 경제적, 환경적 피해를 가져오지 않도록 주의를 기울인다. 이러한 추세에도 불구하고 순환패션에 대한 연구는 패션제품의 특성을 심미적 차원에서 분석하는 기초적인 단계에 머물고 있는 실정으로, 보다 구체적으로 순환패션에 대한 소비자들의 인식을 살펴봄으로써 학문적 이해와 실무적 활용을 넓힐 필요성이 있다. 이를 위하여 본 연구에서는 폐기물 관리의 우선순위에 따라 재활용의 하위차원을 재사용, 새활용, 재생이용의 세 가지로 나눈 후, 섬유폐기물 재활용 의류제품 유형별 소비자의 지각된 가치와 위험이 제품태도 및 행동의도에 미치는 영향력의 차이를 실증적으로 밝히고자 한다. 첫째, 재활용 의류제품에서 지각된 가치(감정적, 사회적, 진귀적, 환경적)가 제품태도에 미치는 효과를 알아본다. 둘째, 재활용 의류제품에서 지각된 위험(경제적, 성과적, 심미적, 위생적)이 제품태도에 미치는 효과를 알아본다. 셋째, 재활용 의류제품에 대한 태도가 소비자의 행동의도(구전의도, 구매의도)에 미치는 효과를 알아본다. 넷째, 개인의 가치관(개인주의, 비거니즘, 페미니즘)이 재활용 의류제품에 대한 지각차원과 제품태도의 관계를 어떻게 조절하는지 알아본다. 다섯째, 개인의 가치관(개인주의, 비거니즘, 페미니즘)이 재활용 의류제품에 대한 태도와 행동의도의 관계를 어떻게 조절하는지 알아본다. 이상의 연구 문제를 검증하기 위하여 국내에 거주하는 MZ세대(밀레니얼 세대+Z세대)를 대상으로 설문을 실시하였다. 본격적인 설문에 앞서, 섬유폐기물 재활용 의류제품 유형 세 가지 중 하나에 무작위로 배정된 응답자들은 유형에 관한 구체적인 설명과 패션 브랜드의 실제 사례 두 가지를 보면서, 다른 두 유형과 본인이 응답하게 될 유형을 명확히 구분할 수 있어야 했다. 총 850명의 표본으로부터 자료를 수집하였으며, 모든 응답은 SPSS 25.0을 통해 통계적으로 분석되었다. 첫째, 재활용 의류제품에서 지각된 가치와 위험이 제품태도에 미치는 효과를 분석한 결과, 재활용 의류제품은 지각된 위험보다 지각된 가치가 제품태도 형성에 더 중요한 역할을 하는 것으로 나타났다. 특히 재활용 의류제품을 통해 즐거움과 기쁨을 느끼는 감정적 가치의 영향력이 가장 큰 것으로 확인되었으며, 경제적 위험과 성과적 위험은 제품태도에 어떠한 영향도 미치지 않는 것으로 나타났다. 섬유폐기물 재활용 의류제품 유형별 차이를 살펴보면, 공통적으로 감정적 가치와 사회적 가치의 제품태도에 대한 정적 영향, 위생적 위험의 제품태도에 대한 부적 영향이 확인되었다. 추가적으로 재사용 의류제품의 경우, 진귀적 가치와 환경적 가치가 제품태도에 정적 영향을 미치는 것으로 나타났고, 심미적 위험이 제품태도에 부적 영향을 미치고 있었다. 이와 비교하여, 새활용 의류제품의 경우에는 환경적 가치와 심미적 위험이 제품태도에 아무런 영향을 주지 않는 것으로 나타났고, 재생이용 의류제품의 경우에는 진귀적 가치가 제품태도에 유의한 영향을 미치지 않았다. 둘째, 재활용 의류제품에 대한 태도가 행동의도에 미치는 영향을 살펴본 결과, 모든 집단에서 제품태도는 구전의도, 구매의도에 정적인 영향을 미치는 것으로 나타났고, 나아가 구전의도는 구매의도에 정적인 영향을 미치고 있었다. 셋째, 재활용 의류제품에 대한 지각차원과 제품태도의 관계, 제품태도와 행동의도의 관계에서 가치관의 조절효과를 분석한 결과, 전체 재활용 의류 집단에서는 개인주의, 비거니즘, 페미니즘의 조절효과가 모두 확인되었다. 개인주의 수준이 높을수록 제품태도가 구전의도, 구매의도에 미치는 정적 영향이 커졌고, 비거니즘 수준이 높을수록 진귀적 가치가 제품태도에 미치는 정적 영향이 커졌으며, 특히 페미니즘 수준이 높을수록 환경적 가치가 제품태도에 미치는 정적 영향이 더욱 강해졌다. 이어서 섬유폐기물 재활용 의류제품 유형별 차이를 살펴보면, 재사용 의류 집단에서는 개인주의, 비거니즘, 페미니즘의 조절효과가 모두 확인되었으며, 새활용 의류 집단에서는 개인주의, 페미니즘의 조절효과가 확인되었고, 재생이용 의류 집단에서는 비거니즘, 페미니즘의 조절효과가 나타났다. 넷째, 재활용 의류제품 유형별 평균 비교 결과, 소비자들이 재생이용 의류제품에 대해 재사용 의류제품, 새활용 의류제품과 비교하여 전반적으로 가치는 높게, 위험은 낮게 인식하고 있는 것으로 나타났다. 또한 제품태도, 구전의도, 구매의도 역시 재생이용 의류제품이 다른 두 집단에 비해 월등히 높은 평균치를 보였고, 소비자 대다수(응답자의 78.4%)가 재활용 의류제품 중 재생이용 의류제품을 가장 선호하는 것으로 나타났다. 한편 성별에 따른 평균 비교 결과, 재활용 의류제품에 대해 여자가 남자보다 가치는 높게, 위험은 낮게 지각하였으며, 재활용 의류제품에 대한 태도, 구전의도, 구매의도 역시 여자가 더 높은 것으로 나타났다. 비거니즘과 페미니즘의 가치관도 여자가 남자보다 더 강한 것으로 확인되었으며, 개인주의는 성별에 따른 유의한 차이가 발견되지 않았다. 본 연구는 섬유폐기물 발생이라는 패션산업의 고질적 문제에 집중하여 순환패션의 맥락에서 연구를 진행한 점, 섬유폐기물 재활용 의류제품의 유형을 세 가지로 나눈 후 구매에 영향을 미치는 요인들을 통합적인 관점에서 다각적으로 살펴본 점에서 학문적 의의가 있다. 뿐만 아니라, 순환패션을 실천하는 패션기업들에게 섬유폐기물 재사용 의류제품, 새활용 의류제품, 재생이용 의류제품 각 유형별로 제품 판매율을 높일 수 있는 소비활성화 전략을 제안한데에 실무적 의의가 있다. As the paradigm of circular economy spreads against environmental pollution and climate change around the world, and more and more consumers reveal their ethical beliefs through eco-friendly consumption, circular fashion is recently spotlighted by the fashion industry. Circular fashion is a new paradigm with emphasis on reuse and recycle of waste. It can be defined as clothes, shoes or accessories that are designed, sourced, produced and provided with the intention to be used and circulated responsibly and effectively in society for as long as possible in their most valuable form, and hereafter return safely to the biosphere when no longer of human use. Accordingly, fashion companies are paying attention to the lifecycle of their products not to cause social, economic or environmental damage from the early stages of product design and development. For example, they collect used clothes from customers to resell in the market and make clothes using various wastes such as textiles, clothing, plastic bottles, and so on. Despite this trend, researches on circular fashion have been only conducted in the basic stages of analyzing characteristics of fashion products into aesthetic aspects. Therefore, it is necessary to broaden academic understanding and practical use by examining more specifically at consumers’ perceptions of circular fashion. The purpose of this study is to divide the concept of recycle into three sub-dimensions(reuse, upcycle, regenerate) and investigate differences in the impact of perceived values and perceived risks on product attitudes and behaviors by types of textile waste recycled clothing products. First, this study aimed to examine the effect of perceived values(emotional, social, epistemic, environmental) from recycled clothing products on product attitudes. Second, this study aimed to examine the effect of perceived risks(economic, performance, aesthetic, sanitary) from recycled clothing products on product attitudes. Third, this study aimed to examine the effect of product attitudes on consumers’ behavior intentions(WOM, purchase intention). Lastly, this study aimed to figure out the moderating effects of individual values(individualism, veganism, feminism), which are expected to moderate not only the relationship between perceived dimensions and product attitudes but also the relationship between product attitudes and behavior intention. To verify these research questions, Korean MZ generation (Millennials generation+Z generation) was surveyed. Prior to full-scale questionnaire, respondents were randomly assigned to one of three types of textile waste recycled clothes. After that, respondents had to be able to clearly differentiate the other two types against the type they would respond to, by looking at the specific descriptions of the type, and the actual examples of fashion brands. The data were collected from a total of 850 samples, and all responses were statistically analyzed by SPSS 25.0. First, as a result of analyzing the effect of perceived value and perceived risk on product attitude, perceived value played a more important role in product attitude formation than perceived risk. In particular, the influence of emotional value to feel pleasure and joy in the recycled clothes was the greatest, and economic risk and performance risk did not affect product attitude. Looking at the differences between types of textile waste recycled clothing products, there were several commonalities that emotional value and social value had a positive effect on product attitude, while sanitary risk had a negative effect on product attitude. In addition, in the case of reused clothing products, epistemic value and environmental value had a positive effect on product attitude, while aesthetic risk had a negative effect on product attitude. In comparison, in the case of upcycled clothing products, environmental value and aesthetic risk did not affect product attitude. Moreover, in the case of regenerated clothing products, epistemic value had no significant effect on product attitude. Second, as a result of analyzing the effect of product attitude on behavior intention for recycled clothing products, there was no difference among reused, upcycled, regenerated clothing products group. In all groups, product attitude was found to have a positive effect on word-of-mouth intention and purchase intention. Furthermore, word-of-mouth intention had a positive effect on purchase intention. Third, as a result of analyzing the moderating effect of individual values in the relationship between perception dimension and product attitude, and product attitude and behavior intention for recycled clothes, the moderating effect of individualism, veganism, and feminism was all confirmed in the whole recycled clothes group. The higher the level of individualism, the greater the positive impact of product attitude on word-of-mouth intention and purchase intention, and the higher the level of veganism, the greater the positive impact of epistemic value on product attitude. In particular, the higher level of feminism, the stronger the positive effect of environmental value on product attitude. More specifically, when looking at the differences between the types of textile waste recycled clothing products, the moderating effect of individualism, veganism, and feminism was all found in the reused clothing product group. In the upcycled clothing product group, however, the moderating effect of individualism and feminism appeared, and in the regenerated clothing product group, the moderating effect of veganism and feminism appeared. Lastly, as a result of average value comparison by type of recycled clothes, it was found that consumers perceive high value and low risk for regenerated clothing products compared to reused and upcycled clothing products. Furthermore, the product attitude, word-of-mouth intention, and purchase intention of regenerated clothing products were also significantly higher than the other two groups, and the majority of consumers(78.4% of respondents) preferred regenerated clothing products among three types of recycled clothing products. On the other hand, as a result of average value comparison by gender, women perceived higher value and lower risk of recycled clothes than men. Women also had higher product attitudes, word-of-mouth intentions, and purchase intentions for recycled clothes. The values of veganism and feminism were found to be stronger for women than for men as well, and no gender differences were found in individualism. The significance of this study is that it was conducted in the context of circular fashion by focusing on the chronic problem of the fashion industry, the generation of textile waste, and examined the factors affecting the purchase from an integrated perspective after dividing textile waste recycled clothing products into three types. In addition to the academic significance, it also holds practical significance in suggesting a strategy for boosting consumption that can increase the product sales rate for textile waste reused clothing products, upcycled clothing products, and regenerated clothing products respectively.

장애인거주시설 간호사의 직무실태 및 근무환경에 대한 연구

김인화 대구한의대학교 2017 국내석사

연구목적 : 본 연구는 대구․경북지역의 장애인거주시설 간호사의 근무실태와 직무분석으로 사회복지 현장에 근무하는 간호사들의 근무환경 개선 방안을 논하며 간호협회의 관심을 모으고 제도적 보완의 기초 자료를 제공하는데 목적이 있다. 연구방법 : 대구․경북에 등록된 장애인거주시설에 근무하는 간호사 전체를 모집단으로 2016년 9월 20일부터 10월 20일까지 구조화된 설문지를 이용하여 설문조사를 실시하였다. 설문도구는 총 190문항으로 구성되었으며 근무실태, 직무분석, 요구분석, 대상자의 인구사회학적 특성 등을 조사하였다. 설문지의 모든 통계적 분석은 통계분석용 프로그램인 SPSS 18.0을 이용하였다. 연구결과 : 장애인거주시설의 간호사는 대부분 1명이 배치되었다. 응답자의 과반수이상이 휴가 및 병가 시 대책마련이 ‘없다’고 하였으며, 연계/위임 가능 업무는 11개 항목으로 나타났다. 간호사의 업무갈등 요인은 제도적 한계, 역할 갈등, 근무 상황, 교육 기회의 제한, 지지체계 부족 등으로 나타났다. 간호사의 요구 분석에서 우선적인 요구는 생활인 일정 초과인원 수당 간호사 1명 추가 채용의 법적장치 마련, 응급처치법 등의 교육, 협회 차원의 간호 업무 평가 기준의 마련이었다. 결론 : 장애인거주시설의 현실성 있는 간호인력 배치의 법적 제도적 보완, 건강서비스 제공자 및 관리자로서의 업무 규정의 마련, 수행업무에 대한 양적 평가와 질적 평가 기준 개발, 장애인거주시설 근무 간호사를 대상으로 한 교육프로그램 개발, 장애인가주시설에 근무하는 간호사 사이의 연계체계구축에서 정책지원이 시급한 것으로 판단된다. Purposes: The aim of this study was to describe the job status and working environment of nurses in disabled residential units at Daegu and Gyeongbuk areas. Methods: The 52 nurses working in 58 disabled residential units at Daegu and Gyeongbuk areas were selected as study subjects. From September 20, 2016 to October 20, conducted a survey using a structured questionnaire. The questionnaire was composed of 190 items: job status, job analysis, needs analysis, and socio-demographic characteristics od subjects. All statistical analysis were performed using SPSS 18.0. Results: The nurses were deployed only one each disabled residential units. More than half of the subjects responded ‘no’ at plan on taking care of vocation and sick leave, and the connected or delegated work appeared in 11 categories. Work conflict of nurses were institutional limitations, role conflicts, job environment, constraint of education opportunities, and lack of support system. It was high priority in the needs analysis as follows: legislation of additional recruitment, education of emergency treatment, and set the guideline for assessment of nursing task. Conclusion: It is urgent to establish a systematic support for the legal supplementation of the placement of nursing personnel, provision of work regulation for health care providers and managers, development of quantitative and qualitative assessment criteria for performance tasks, development of education program, and establishing a link system among nurses in disabled residential units.