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연령별 소비자욕구에 따른 손톱화장행동과 기대효과의 차이
이수현(Soo-Hyun Lee),박옥련(Ok-Lyun Park) 한국인체미용예술학회 2010 한국인체미용예술학회지 Vol.11 No.4
In today’s complex social interactions, manicure can be a uniquely personal expression in silent language, and thus be a measure of personal taste. To a certain extent, It is a means of communication by the effect of the visual images portrayed by the color and shapes of the art work on the fingernails. The pursuit of the feminine expression carries psychological expectancy effects. The beholder’s perception and cognition influence the degree of attractiveness at least as much as do the qualities of the beheld. This analysis will exploit the nexus between the perception of the expectancy effect and the actual consumption of the cosmetic treatment of fingernails. That will be a step forward from the studies heretofore, which were limited to the trend and the degree of satisfaction. This study will provide preliminary analysis for certain market segmentations of the manicure art services by studying the cosumers’ psychological expectancy effects that triggers the behavioral changes.
유아교사의 다문화 교육태도와 다문화 교육실천이 유아의 정서지능에 미치는 영향
이수현(Soo Hyun Lee),문혁준(Hyuk Jun Moon) 가톨릭대학교 생활과학연구소 2017 생활과학연구논집 Vol.36 No.1
The objective of this study is to explore an effect of multicultural education attitude and practice of childhood teacher on emotional intelligence of childhood. Major result of this study is as follows. First, multicultural education attitude, practice of childhood teachers and emotional intelligence of childhood based on socio-demographic variable of childhood teacher was significantly represented in age, level of education, career, experience of training multiculture of teachers and working institution type. Second, it was revealed that emotional intelligence of childhood based on its socio-demographic variable of childhood was represented to be higher in childhood of ordinary family than that of multicultural family, male childhood than female one, childhood without brother/sister than that with brother/sister. Third, there was a significant positive correlation in a relationship between multicultural education attitude and practice of childhood teacher and emotional intelligence of childhood. Fourth, as a result of observing relative influence for the variables affecting emotional intelligence of childhood, multicultural education attitude and practice of childhood teachers were represented to be a significant variable of affecting emotional intelligence of childhood.
초등학생의 읽기이해력 향상 중재프로그램에 대한 체계적 문헌고찰
주소현,이수상,Joo, So-Hyun,Lee, Soo-Sang 한국도서관정보학회 2021 한국도서관정보학회지 Vol.52 No.3
이 연구는 체계적 문헌고찰(systematic review) 연구방법을 활용하여 초등학생의 읽기이해력 향상을 위해 제공된 중재프로그램 실험연구들을 분석한 것이다. Cochrane의 핸드북을 적용하였으며, PICOTS-SD에 따라 핵심질문을 구성하였다. KCI에서 검색된 1,610건의 논문에서 포함기준과 배제기준을 적용하여, 최종 18건을 분석대상으로 선별하였다. Cochrane에서 제공하는 'RevMan5' 도구를 사용하여 비뚤림 위험을 평가하였다. 평가결과 대부분의 영역에서 비뚤림 위험도가 낮게 나타났다. 그리고 이들 논문들에 대한 정성적인 분석을 위해 자료요약표를 정리하였다. 이 결과, 중재프로그램의 유형은 다양하였으며, 고학년생을 적용대상으로 하는 경우가 많았다. 실험집단의 크기는 6명에서 29명이며, RCT 기반 연구보다 QED 기반 연구가 더 많았다. 중재시간은 40분이 가장 많았으며, 중재회기는 8회에서 24회로 나타났다. 그리고 모든 연구에서 중재프로그램은 읽기이해력 향상에 효과가 있는 것으로 나타났다. This study analyzed experimental studies of intervention programs provided to improve reading comprehension of elementary school students using a systematic review research method. Cochrane's handbook was applied, and key questions were formulated according to the PICOTS-SD. The inclusion and exclusion criteria were applied to 1,610 papers searched in KCI, and the final 18 cases were selected for analysis. The risk of bias was evaluated using the 'RevMan5' tool provided by Cochrane. As a result of the evaluation, the risk of bias was low in most areas. And for the qualitative analysis of these papers, a data summary table was prepared. As a result, the types of intervention programs were diverse, and in many cases, upper grade students were applied. The size of the experimental group ranged from 6 to 29, and there were more QED-based studies than RCT-based studies. The most mediation time was 40 minutes, and the number of mediation sessions was 8 to 24. And in all studies, the intervention programs were found to be effective in improving reading comprehension.