소유-지배 괴리도가 경영진단의견서 공시에 미치는 영향

채수준(Chae, Soo-Joon),이아영(Lee, A-Young) 한국경영교육학회 2020 경영교육연구 Vol.35 No.4

[연구목적] 본 연구는 소유지배괴리도가 공시품질에 어떠한 영향을 미치는 지 분석하고자 하였다. 소유지배괴리도는 공정거래위원회가 ‘대규모기업집단 정보공개시스템’을 통해 제공하고 있는 지배주주의 소유권 및 지배권을 사용하여 측정하였으며, 공시품질로는 경영진단의견서(MD&A)를 고려하였다. [연구방법] 본 연구는 소유지배괴리도가 경영진단의견서 공시품질에 미치는 영향을 검증하기 위해서 2010년부터 2013년까지 유가증권시장에 상장된 1,483 기업-연도 표본을 대상으로 선형회귀분석을 실행하였다. [연구결과] 소유지배괴리도와 MD&A 공시품질 간에는 유의한 양(+)의 관련성이 존재하는 것으로 나타났다. 즉, 소유지배괴리도가 큰 기업일수록 MD&A 공시사항을 충실히 기재하고 있음을 확인하였다. 이는 상반된 두개의 해석을 가능하게 한다. 높은 소유지배괴리도로 인한 지배주주의 사익추구 가능성을 은폐하기 위한 수단으로 공시를 적극적으로 활용할 수 있다는 측면과 높은 소유지배괴리도로 인한 기업지배구조에 대한 부정적인 기업이미지를 해소하고 시장과 원활하게 소통하기 위해 공시를 활용할 수 있다는 해석이 가능하다. [연구의 시사점] 본 연구는 소유지배괴리도와 같은 기업의 소유구조가 기업의 공시품질에 영향을 미치는 요소임을 규명한다는 점에서 공헌도가 있다. 본 연구의 실증결과는 괴리도가 큰 기업일수록 MD&A와 같은 재량적 공시를 적극적으로 수행함으로써 소유구조에 따른 대리인 비용 및 정보비대칭을 완화하고자 하고 있음을 보여준다. 아울러, 대규모 기업집단 지정과 같은 규제제도가 기업들에게 스스로를 관리하게 하는 유인이 될 수 있음을 시사한다. [Purpose] The purpose of this study is to analyze how control-ownership wedge affects disclosure quality. We consider Management Discussion and Analysis(MD&A) as a proxy for disclosure quality [Methodology] This study conducted a linear regression analysis for 1,483 firm-year samples listed on the KOSPI market from the period between 2010 to 2013 to verify the effect of the ownership and control wedge on MD&A. [Findings] This paper showed that there is a significant positive (+) relationship between control-ownership wedge and MD&A disclosure quality. The results of this study verified that firms with a greater degree of control-ownership wedge faithfully described MD&A disclosure items. These results can be explained in two opposite directions. One explanation is that managers of firms with a greater degree of control-ownership wedge can actively use the MD&A disclosure as a mean to conceal the pursuit of the interests of the controlling shareholders. The other explanation is that the MD&A disclosure can be used to solve the negative corporate image of the corporate governance structure due to a high degree of control-ownership wedge and to communicate smoothly with the capital market. [Implications] This study has a contribution that the company’s ownership structure, such as the control-ownership wedge, is a factor influencing the disclosure quality of the company. The empirical results of this study show that firms with a greater degree of control-ownership wedge actively disclose the discretionary disclosure such as MD&A to alleviate agency cost and information asymmetries according to the ownership structure.

영어과 중등교원 공개전형을 위하여

蔡俊基 慶北大學校 語學硏究所 1991 語文硏究 Vol.16 No.-

간접화행의 의미 : Politeness를 중심으로 A Meaning of Indirect Speech Act

채준기,이영래 慶北大學校 語學硏究所 1989 語文硏究 Vol.14 No.-

中高校의 英語科 敎育書를 利用한 聽取力培養方案 : 問題作成을 中心으로 Mainly on Test Making

蔡俊基 慶北大學校 語學硏究所 1981 語文硏究 Vol.6 No.-

The aim of this paper is to advocate the activities of listening comprehension in English in class and how to make test items by utilizing textbooks presently used in middle and high schools. All these activities should come from the teacher's positive attitude about the importance of using spoken English in class. Most of all, teachers should do away with scruples about non-native speakers speaking in English in class. In making tests on aural on aural comprehension, pictures, true-false, multiple-choices, dictations, directions requiring action response, questions and answers, games, and lots of other formats can be used. However, the essence of the activities is sound discrimination, understanding the meaning of a sentence, simplex or complex, understanding the meaning of a paragraph and a dialogue. All these skills require memory retention to some extent. Dictation is highly rated as an integrative test and can easily be used in class. Middle and high school textbooks are full of the materials with which teachers could make test items of aural comprehension. Examples are shown to trigger teachers' ingenuity for future test making.

한우에 감염된 Theileria sergenti merozoite의 순수분리와 genomic DNA probe에 관한 연구

채준석,이주묵,권오덕,채건상 全北大學校 基礎科學硏究所 1994 基礎科學 Vol.17 No.-

To make the genomic DNA probe of Theileria sergenti, the merozoites were purified from bovine crythrocytes. The infected erythrocytes were lysed by Aeromonas hydrophila(Ah-1) hemolysin, and the parasites were isolated by ultracentrifugation on a Percoll discontinuous density gradient. For construction of a T sergenti genomic DNA library, T sergenti DNA was digested with PstI and the fragments were ligated into the PstI site of pUC19 before transformation of Escherichia coli JM83. Out of thousands of transformants obtained by transformation of E coli JM83 with the genomic library, three plasmids were chosen. The sizes of the inserted DNAs were 2.9kb(2.4kb and 0.5kb) in pKTS1, 4.3kb in pKTS2 and 1.5kb in pKTS3, respectively. The DNA fragments used as probe KTS1(2.4kb), KTS2(4.3kb) and KTS3(1.5kb) were labeled digoxigenin-11-dUTP for the Southern hybridization. In Southern hybridization, all of the probes(KTS1, KTS2 and KTS3) reacted specifically to T sergenti DNA, but not to bovine leucocyte DNA. In order to find out the sensitivities of the digoxigenin-11-dUTP-labeled KTS1 and KTS3 as the probes, purified merozoite DNA and bovine DNA(control) were checked by dot blot hybridization with the probes. Both of the probes, KTS1 and KTS3, detected as minimum amount of 975pg of the T sergenti DNA, but not bovine DNA even to 500ng.

안전관리 기법에 관한 실증적 연구 : 건설작업을 중심으로

채준석,갈원모,손기상 안전경영과학회 2000 안전경영과학회지 Vol.2 No.1

Many Safety training up to now has been done at site varying with their condition without any standardization or fundamental work related technique. In order to prevent any accidents from construction site, now as we all know, we have to approach on it with work based method. The authors have investigated a couple of construction site for collecting the ideas from site Engineers of this. Some of ideas analyzed with the above related data have been shown as conclusions.

生成變形文法理論과 英語敎授法

蔡俊基 慶北大學校 英語英文學 硏究會 1983 英語英文論叢 Vol.3 No.-

The Objective of this thesis is to research on What of Transformational Grammar and other linguistic findings can be drawn into pedagogical use and how it can be done. The research is mainly a theoretical consideration. Whenever a new linguistic theory appears, the theory of language teaching also changes accordingly. The cases of Audio-lingual and Cognitive Approaches are good examples since both of them have been triggered by Structural and Transformational Linguistics respectively. Taxonomic approach to language only deals with the surface phenomena of language and ignores what the underlying rules are. The abstract rules regulate operation of language. How does a child learn something that he has never been exposed to? the answer is that all human beings are born with the innate capacity to extract the rules which govern the language. This capacity is universal. Transformationalists reject that language is essentially taught by "conditioning" as maintained by B.F. Skinner. Teaching materials must be constructed and progressed in such a way that students can easily grasp the sentential relation in terms of semantics and syntax. The order is thus: A) from atomic sentences to derived ones, B) from the sentences that contain the predication of same syntactic features to the sentences that contain the predication of different syntactic features, C) from the sentenccs that show more of deep structure to the sentences that show less of the deep structure, D) from the sentences which have the same grammatical relation in deep structure to the sentences which have the different grammatical relation in deep structures, and E) from the sentences which have gone through less of the deletion transformation to the sentences which have gone through more of the deletion transformation. Also insights from linguistic findings must be incorporated into making of English texts and teaching of English grammar. Items such as 1) meaning and deep structure of complement structure, 2) presupposition in complement sentence, 3) presupposition and focus were expounded in terms of pedagogical utilization. To condude, the author maintains that the theory of Transformational Grammar and its insights must give the foundation of the future English teaching in Korea.

英語敎育과 Aural Comprehension Test

蔡俊基 慶北大學校 師範大學 1971 敎育硏究誌 Vol.13 No.-

Structural linguists have made a great deal of contribution to the teaching of English as a foreign language. Especially C. C. Fries, the advocate of Aural-Oral Approach, made it clear that teaching and learning English must begin orally even if the ultimate aim is to read it. When part of the class activity is done orally in English, the students aural comprehension must be tested as a part of regular tests. There are several ways of making the test items: picture, true-false and multiple choice types. TOEFL and Michigan Tests give us some of the best illustrations. Kyongpuk National University has given the aural comprehension tests for the past four years as a part of English tests given to the applicants of the English Department. We hoped to arouse the students' attention as well as the teachers' at secondary schools to the importance of listening comprehension in learning a foreign language. Some of the texts, used for sound parts and item choices of the tests are included here to show ways of making the tests.

音調와 意味 : 應用言語學의 立場에서 From the Viewpoint of Applied Linguistics

蔡俊基 慶北大學校 語學硏究所 1984 語文硏究 Vol.9 No.-

This paper aims to clarify some of the problems in intonational patterns and their meanings which frequently occur in the actual classrooms. It may be though that the difference in intonational patterns and their meanings between English and Korean is drastic. However, as evidence is shown in this paper, there exsists universality in intonation between the two languages just as in syntax and semantics. The relation between Focus and the Scope of Negation and its final intonational contour is discussed. The typical intonation of the negative sentence in the contrastive fall-rise when they imply positive reading in a certain way. Semantics of tag-questions with falling and rising intonations is often misinterpreted. The author supports Stageberg's interpretation in terms of speaker's standpoint when he uses words in contrast: negative and positive, strong and mild, expectation and response. The idea of focus and presupposition, or now and old information can be applied to solve the question when to use "John gave him a watch" or "John gave a watch to him." In dealing with ambiguous sentences deep structure must be clarified first and then different intonational contours must be attached accordingly. The above mentioned items give us English teachers crucial knowledge which can immediately be applied to actual classroom teaching in order to clarify some questions about intonation which are often asked.

Communication Techniques : 英語敎授法의 새 方向 모색 In Search of a New English Teaching Method

蔡俊基 慶北大學校 師範大學 1976 敎育硏究誌 Vol.18 No.-

Along with the advent of Chomsky's linguistic theory miscellaneous methods of language teaching have been invented by the communication-oriented method-ologists in the United States. The Situational Reinforcement, Microwave, Audio-Visual Method, the Silent Way, and Community Language Learning, all of these methods argue that pattern practice is insufficient and communication practice must be provided in order to meet the real needs of students. Any language activities which are not in the students' real life situation or without the needs of psychological factors of students are of little significance. The communication oriented methods give us deep insights into what the language teachers' attitudes toward language teaching should be especially at the beginning level and when you concentrate on the development of aural-oral skills. However, it is a dangerous thing to believe in the tenets of only one method (especially the new one) and disregards the merits of the others(especially the old ones). It is very possible that one man's medicine can be another man's poison even in the field of language teaching. Also to know what the new methods are about is one thing and to know how one could apply them to the actual class situation of one's own is quite another. TESOL in Korea must be something that fits Korea's situation. Whatever methods we follow must meet the following insurmountable factors: 1) large class size, 2) teachers' lack of skills in English, and 3) lack of incentives in students' using their communicative skills in actual life. With these problems in mind we must keep on even with the slow strides toward the improvement of TESOL in Korea.