ESG 경영을 위한 스포츠지도자의 안전행동 연구

정권혁,설민신 한국체육과학회 2024 한국체육과학회지 Vol.33 No.1

This study aims to confirm the relationship between the safety attitude and safety-seeking behavior of arts and physical education instructors and the mediating effect of safety awareness. Accordingly, convenience sampling among non-probability sampling methods was used based on a total of 300 research subjects, and 279 actual questionnaires were used as data for this study. Accordingly, the results of this study are as follows. First, it was found that there was a significant relationship between the safety attitude and safety awareness of arts and physical education instructors. Second, it was found that there was no significant relationship between the safety attitude and safety-seeking behavior of arts and physical education instructors. Third, it was found that there was a significant relationship between the safety awareness and safety-seeking behavior of arts and physical education instructors. Fourth, as a result of verifying the mediating effect of safety awareness in the relationship between the safety awareness and safety-seeking behavior of arts and physical education instructors, a complete mediating effect was found.

Identifying convergence fields and technologies for industrial safety: LDA-based network analysis

Song, Bomi,Suh, Yongyoon Elsevier 2019 TECHNOLOGICAL FORECASTING AND SOCIAL CHANGE Vol.138 No.-

<P><B>Abstract</B></P> <P>As industrial systems expand and complex systems are developed, it is no longer effective to minimize hazards and risks for industrial safety using the technological solutions limited to a single industry. Thus, to resolve complicated problems, safety technology has been developed by promoting technology innovation and convergence. In this respect, this study aims at monitoring major safety fields and technologies through patent analysis to identify the trends in technology development that prevent the risks of various industrial systems. Patent information is effectively used for analyzing technology descriptions, which include the purpose and newness of technology. Using this patent information, we propose the major safety fields and related technology keywords using the following two techniques: (1) latent Dirichlet allocation (LDA), which aims to extract the latent topics and main keywords contained in documents, and (2) network analysis, which is useful for monitoring change patterns and relations. Further, the convergence trajectories of safety technology are identified to provide insights about the technology trends in safety fields. The results are expected to enable safety managers and engineers to effectively find relevant technology trends for reducing hazardous factors.</P> <P><B>Highlights</B></P> <P> <UL> <LI> This study aims at monitoring major safety fields and technologies. </LI> <LI> Patent information is used to identify trends of safety fields and technologies. </LI> <LI> LDA-based network analysis is proposed to examine safety fields and their convergence. </LI> <LI> This study helps safety managers and engineers to find technology trends. </LI> </UL> </P>

체험교육을 위한 안전체험관 건립에 관한 고찰 - 학생안전체험관 전시체험물 적정성 검토를 중심으로 -

김종일 한양법학회 2019 漢陽法學 Vol.30 No.4

It has been five years since the Sewol sank off Jindo Island, South Jeolla Province, on April 16, 2014. In the wake of the Sewol ferry disaster, the Education Ministry emphasized the need to strengthen safety education for students that year, and announced a plan to support the expansion of student safety experience facilities in recognition of the limitations of providing hands-on education to all students. This is to help the city and provincial education offices expand safety experience facilities in order to foster students' safety awareness and ability to cope with crises in case of emergency through training focused on experience, and to support the construction of mobile experience facilities for students' safety education, classroom-type experience facilities using idle classrooms, and a comprehensive experience center for students' safety education. The construction of the safety experience center consists of two main facilities: the construction of an external facility for the experience center and the construction of a hands-on facility for the site. In general, the department in charge of student safety within the education office will carry out the overall project as well as the design and construction of internal exhibition facilities, while the department in charge of facility management, such as facilities, will be responsible for the construction of external facilities. The problem is that the construction of such a large-scale comprehensive safety experience center will be entrusted to a small number of public administration officials who do not have expertise in architecture and construction to review the appropriateness of wartime experiences designed and constructed by external service providers, or, in effect, by monitoring them. This can be seen as meaning that internal management and review of technical guidance for construction control, quality control, and safety management of wartime experiences are in a situation where it is impossible. It is necessary to prevent accidents that occur during construction and to ensure quality, completeness and safety when problems such as structural changes or design changes occur through a plan that professionally supervises the process during the construction of the exhibition experience in the future. In this regard, it is persuasive in the sense that a special review of the proper design, construction, etc. of the exhibition experience can be made of the countermeasures for reviewing the appropriateness of the exhibition experience. In addition, for a more faithful and safety-guaranteed review of the adequacy of wartime experiences, it is necessary to place the supervision provision for exhibits under the Basic Act on Disaster and Safety Management or the Construction Technology Promotion Act. If these regulations are newly established, the practice of relying entirely on the company after hearing the description of the wartime experience service provider can be corrected, and, above all, the legal basis for the exhibition experience, the facility for training to ensure life, body and safety.

안전 리더십 코칭 프로그램이 건설 현장 근로자들의안전 행동에 미치는 효과 : 행동기반 안전관리(Behavior Based Safety: BBS)를 중심으로

이지동,오세진,문광수 한국안전학회 2018 한국안전학회지 Vol.33 No.6

This study examined the effect of safety leadership coaching program on managers’ safety management and workers’ safety behaviors in construction site. Three or four managers and about one hundred workers at each site participated in this study. Safety leadership coaching program consisted of safety leadership education, goal setting, self-monitoring and feedback on workers’ safety behavior, reward for three safety management behaviors; (1) safety observations of workers safety behavior and (2) providing positive feedback on safe behavior (3) providing corrective feedback on risk behavior and daily safety education for workers. Dependent variables were the percentage of safe behaviors of workers and frequency of managers’ safety management behaviors. A nonconcurrent AB multiple baseline design across settings was adopted. After baseline(A), safety leadership coaching program (B) was introduced to each site. The results showed that safety leadership coaching program was effective to increase managers’ and workers’ safety behaviors. These results suggest that safety leadership coaching program developed in this study would be an alternative treatment technique to improve construction safety management. In addition, the implications, limitations of this study, and future studies are discussed.

안전·재난 관리 체계에 관한 비교법적 검토와 시사점

김동주,노명선 경희대학교 법학연구소 2018 경희법학 Vol.53 No.4

As the Korean society had to undergo major accidents such as Sewol Ferry or the Western Sear Ferry tragedy, questions have constantly arisen over the nation’s management system and its obligation as a supervisor, over how to secure procedural stability and reliability. Although there has been some ongoing effort to improve the system by revising the related laws, the writer believes that further improvement including the legislative reform is indispensable. The paper will discuss this issue in the following steps: (1) conducting compartive analysis on the nation’s management system and the legislative system of disaster and safety matters, (2) figuring out the problems of disaster and safety issues at each stage, (3) analyzing problems regarding the nation’s related laws by reviewing legal cases, and (4) suggesting plans to resolve the problems. Throughout the aforementioned procedures, the writer has concluded that (1) the legal terms should be further clarified, (2) the national emergency management system should be enacted as a law, (3) professional human resources for disaster and safety management should be developed (4) volunteers should be well trained for safety issues, (5) the role of the local governments should be reinforced, and (6) the constitutional law should include public safety and security as a fundamental human right. Moreover, the writer suggests the direction of the legislative reform over the relevant laws including the Emergency Safety Management Act. The paper also puts forward that safety-related manuals should be designed in details, so that they could be the guidelines to cope with disasters and other safety issues anytime. 우리나라는 세월호, 서해페리호(훼리호)침몰사고 등의 대형 사건·사고를 겪으면서 국가의 안전 관리체계, 감독의무, 절차상 안정성과 신뢰성 확보에 관한 의문이 끊임없이 제기되어오고 있다. 법률개정을 통해 위의 문제점들을 보완해가고 있지만 아직 개선의 여지가 남아있고 필자 역시 대다수가 주장한 의문과 법률적 개선의 필요성에 동의하는 입장이다. 따라서 본고(本稿)에서는 안전·재난관리 법제의 개선방향을 제시하기 위하여 첫째, 국가의 안전·재난의 관리체계와 법률체계로 구분한 비교법적 검토 둘째, 안전·재난사고의 단계별 문제점 그리고 셋째, 판결을 통해 우리나라의 법률상 문제점을 확인하여 넷째, 최종적인 개선방안을 제언하는 내용으로 구성하였다. 구체적으로, 우리나라의 안전·재난 관리체계와 판례(서울중앙지법 2016. 6. 3., 선고, 2011가합97466, 2015가합24121, 판결 등) 분석을 통하여 우리나라의 법규정상 용어 정의 명확화, 국가위기관리의 실효적인 법제화, 안전·재난 인재양성, 안전·재난시 자원봉사자 능력 배양, 지방자치단체역할 강화, 국민안전보장이 헌법상 기본권으로 보장되어야 할 필요성을 강조하였다. 나아가 외국의 입법례를 우리나라의「재난 및 안전관리 기본법」을 비롯한 안전·재난 관리체계에 관한 법제도 개선방향을 제시하고, 안전·재난 사고 시 관련 매뉴얼을 구체적·세부적으로 작성하여 안전·재난 사고에 적절하고도 신속히 대응하여야 한다는 점을 제언하였다. 향후 국제사회는「재난 및 안전관리」의 주된 논점으로 제기되는 안전·재난 체계의 Sustainability(지속가능성)과 Resilience(회복력)등에 관한 논의가 활성화되기를 기대해본다.

중학교 가정과 수업을 위한 ‘안전’ 주제 중심 통합 교수·학습 과정안 개발

김남은,채정현,조재순 한국가정과교육학회 2016 한국가정과교육학회지 Vol.28 No.1

The purpose of this study was to develop the safety theme-based integrated teaching·learning process plans for the middle school Home Economics(HE) Instruction and ultimately to contribute for the middle school students to live their safe lives. To achieve the goals of this study, HE curriculum documents from the 1st to the 2015 revision were analyzed and a survey was conducted to identify the middle school students' current status of safety accidents and needs on the HE safety education. The respondents of the survey were the 512 students of one OO Girls' Middle School in Busan. And then, the seven integrated themes were selected, each seven integrated theme-networks were formed, and safety theme-based Home Economics curriculum and learning materials were developed. The results of this study were as the follows. The safety education content has continually been included from the first HE curriculum of 1954 to the 2015 revised HE curriculum. The middle school student respondents highly needed the content of 'the methods to deal with sexual violence and prostitution prevention', 'suicide prevention', and 'bullying net' for the HE safety education. All the 42 items were needed for the HE safety education by the respondents. The safety theme-based HE teaching·learning process plans developed finally included the seven integrated themes, which were ① dietary life safety, ② adolescents' sex and safety, ③ adolescents' relationships with friends and safety, ④ family life and safety, ⑤ dwelling life and safety, ⑥ adolescents' egos and safety, and ⑦ social environment and safety. Each integrated theme consisted of three to six small themes, which amounted to total 28(for 35 lessons). Each small theme was presented with learning objectives and particular goals. The total 157 learning materials including the Home Economics curriculum were developed, which offered learning objectives and content for each safety theme, total 28 teaching and learning plans(for 35 lessons) were developed, which offered specific instructions for the easy implementation of the curriculum in the classroom, 28 PPTs, 25 film materials, four reading materials, 61 workbooks, 14 activity sheets, 16 evaluation sheets, 3 test sheets, 2 reference materials, and 4 learning material models(the refrigerator model, traffic lights for discussions, food tray model and stickers, and food mileage card). In this study, the safety education themes of 'clothing life and safety', 'conflict and safety', 'professional life and safety', and 'consumer and safety' were not addressed because these theme were not needed highly by the respondents. Therefore, for the further development of the teaching·learning process plans for the HE safety education, it is necessary to develop and evaluate the teaching·learning process plans to address the themes of 'clothing life and safety', 'conflict and safety', 'professional life and safety', and 'consumer and safety' 이 연구의 목적은 교육과정 분석과 학습자의 요구조사를 통하여 중학교 가정과 수업을 위한 ‘안전’ 주제 중심 통합 교수・학습 과정안을 체계적이고 타당하게 개발하여 가정과교사들이 교실현장에서 안전교육을 용이하게 실시할 수 있도록 안내하여 궁극적으로 청소년들이 안전한 생활을 실천하도록 기여하는데 있다. 이를 위해서 우선, 1차에서 2015 개정 가정과 교육과정의 안전교육 내용의 분석 및 부산지역 여자 중학교 512명을 대상으로 실시한 안전교육 요구도를 바탕으로 안전 내용 요소를 도출하였다. 그리고 주제선정기준에 의해 7가지 통합 주제를 선정하고 각 통합주제별로 주제망을 구성하여 가정과 ‘안전’ 주제중심 교육과정과 학습자료를 개발하였다. 연구 결과, 가정과는 1954년에 제정된 1차부터 2015 개정 교육과정 시안에 이르기까지 안전에 대한 내용을 지속적으로 표기하고 있었다. 학생들의 안전교육 요구가 가장 높게 나온 내용요소는 성폭력 및 성매매 예방과 대처방법이고 자살예방 및 대처방법, 집단따돌림 순으로 높게 나타났으며 가장 낮게 나온 항목이 정리정돈이고 42개 모든 항목에서 ‘필요하다’ 이상의 결과를 나타내었다. 이 연구에서 개발한 가정과 수업을 위한 ‘안전’ 주제 중심 통합 교육과정은 식생활안전, 청소년의 성과 안전, 청소년의 친구관계와 안전, 가족생활과 안전, 주생활과 안전, 청소년의 자아와 안전, 사회 환경과 안전의 7가지 통합주제를 선정하고, 각 통합주제에 따라서 3~6개씩 총 28개의 소주제(35차시 분)가 구성되었으며 이를 교실현장에서 손쉽게 실행할 수 있도록 구체적으로 안내하는 교수・학습 과정안 총 28편(35차시분량),과 다양한 학습자료 (PPT 28개, 동영상자료 25편, 읽기자료 4편, 학습지 61개, 활동지 14개, 평가지 16개, 테스트지 3개, 참고자료 2개, 학습자료 모형 4개(냉장고 모형, 토론신호등, 식판모형과 음식스티커, 푸드마일리지 카드)로 총 157개를 개발하였다. 본 연구는 7개 통합 주제를 중심으로 교육과정 개발에 초점이 있기에 우선순위에서 제외된 의생활과 안전, 갈등과 안전, 직업생활과 안전, 소비생활과 안전 주제 중심 교육과정 개발과 함께 이를 현장에 적용하여 학생들의 안전의식과 행동 및 태도변화에 대한 후속연구가 필요하다.

Pilot Study of Safety Education and Safety Awareness in Middle & High School Students

Young-Guk Kwon,JangKwon Park 한국산업경영시스템학회 2013 한국산업경영시스템학회 학술대회 Vol.2013 No.춘계

The purpose of this study is to figure out current situation of safety education to improve safety awareness and practice in Korean school students. In order to do this, it is necessary to identify the current level of safety awareness and practice with the actual status of accident occurrence. Furthermore it is try to figure out the most influencing factors on the safety education for Korean middle and high school students.The 412 students were taken from a random sample. The samples were one class of 2nd grade students in five different middle schools and four different high schools in Seoul, Korea. The survey was conducted from 29 September 2010 through 15 October 2010. An additional samples for the questionnaires posted in web were collected. The 305 respondents from school students and 80 respondents from web survey were used to analyze for this study out of 800 respondents. SPSS was used to analyze the questionnaires. The overall safety-awareness score was relatively high at 4.56/5 for fire safety and 4.32/5 for traffic safety. Safety awareness was higher for girls than boys and also for high school students than middle school students. Safety education by parents at home gives a good impact on high safety practices. Safety awareness was improved by feeling of necessity for safety training. The safety prevention training provided during the class by teacher and home training by parents improved safety practice.

Review of K-12 Metaverse Safety Education in Korea :Ministry of Education Official Program

장덕진,이홍상,공하성 국제문화기술진흥원 2023 International Journal of Advanced Culture Technolo Vol.11 No.2

To enhance safety in dangerous situations, it is essential to provide practice-oriented safety education. However, direct experiences can be limited, and thus, metaverse-based safety education is emerging as an alternative. In this study, we analyzed the first official metaverse safety education program of the Korea Ministry of Education, mainly focusing on its title, objectives, content, and results using the Revised PRISMA framework. The program concentrates on "life safety" for "fire safety," "disaster safety" for "earthquake safety," and "first aid" for "abrasions, burns, fractures, cardiopulmonary resuscitation, and the use of AED." We classified the objectives of the entire program and its three sub-programs, and identified the knowledge, main practice tasks, and their results. The aim of this study is to promote an understanding of the main cases of national-led metaverse safety education and infer the practical safety education contents emphasized to Korean school-age students.

한국과 일본의 학교 안전교육 비교 연구(Ⅱ) - 학교 안전교육의 지도내용 및 교육방법을 중심으로 -

유병열,손은혜 서울교육대학교 초등교육연구원 2019 한국초등교육 Vol.30 No.2

This study was a follow-up study of the comparative study of school safety education in Korea and Japan, with the aim of finding significant implications for the improvement, development and practice of school safety education in Korea by comparing the contents of school safety education and guidance methods in both countries. The areas of school safety education are divided into seven safety categories in Korea, and are divided into 25 divisions and 56 groups in particular. In Japan, the areas of school safety education are divided into nine to 10 areas. In addition, health education and school lunch(meals) education are covered in separate areas. Based on these distinctions, both countries have guided school safety education through links to various subjects and extracurricular activities. In order to accomplish the purpose of the study, we compared and analyzed the areas and contents of school safety education in Korea and Japan, as well as teaching contents and teaching strategies and found some important implications. First, in the case of Korea, safety education for tsunamis, radiation and volcanoes is relatively weak compared to Japan, which requires improvement. Second, it is desirable in that the two countries' educational methods habituate students' appropriate behavior regarding safety and ability to practice with a focus on practical training and experience. Third, in Korea, we need to make more efforts to strengthen and stabilize safety education in relation to education. Fourth, in addition to practice and experience, efforts need to be strengthened to deepen intellectual understanding about safety and to enhance thinking and make thoughtful decisions, as well as improve problem=solving skills etc. Finally, it is crucial to encourage students to be more self-directed and creative so they can actively participate in investigating various topics on safety. 본 연구는 한국과 일본의 학교 안전교육 비교 연구(Ⅰ)의 후속 연구로서 양국의 학교 안전교육 내용 및 지도 방법 측면을 중심으로 비교하여, 이를 통해 한국의 학교 안전교육의 개선과 발전 및 실천에 유의미한 시사점을 찾는 데 목적이 있었다. 학교 안전교육의 영역을 한국의 경우 7대 안전으로 구분하 여, 25개의 중분류와 56개의 소분류로 구체적으로 구분되어 나뉘는데, 일본의 경우, 크게 생활 안전, 교통안전, 재해안전으로 구분하여 하위 9~10개의 영역으로 구분하고, 학교 보건교육 및 급식교육을 별도 영역으로 다루고 있다. 이러한 구분을 토대로 양국은 학교 안전교육을 여러 교과와의 연계, 교과 외 활동 등을 통해 지도해오고 있다. 본 연구에서는 한국과 일본의 학교 안전교육의 영역 및 내용을 비롯하여, 교과별 지도 내용과 지도 방법을 비교하고 분석하였는데, 이를 통해 몇 가지 중요한 시사점 을 찾았다. 첫째, 한국의 경우 쓰나미, 방사능, 화산 등에 대한 안전교육이 일본에 비해 상대적으로 약 하게 구성되어 있어 개선이 요청된다. 둘째, 양국의 교육 방법이 실습과 체험 중심으로 학생들의 안전 한 행동 기능과 실천 능력을 습관화한다는 점에서 바람직하다. 셋째, 한국의 경우 교과 교육과 연계한 안전교육의 강화 및 내실화에 보다 더 노력할 필요가 있다. 넷째, 실습과 체험 방식에 더하여 안전에 관한 지적 이해의 심화와 사고ㆍ판단력, 합리적 의사결정력, 문제해결력 등을 증진하기 위한 노력이 강화될 필요가 있다. 마지막으로 학생들이 스스로 안전에 관한 문제를 찾아 탐구하고 해결하며 개선해 가는 등 학생들의 자기주도적이고 적극적, 창의적인 안전교육 방법들로 발전시켜 가는 노력이 요구된 다. 이상의 시사점을 토대로 앞으로 한국의 학교안전교육이 학교 안팎의 다양한 지원과 연구를 통해 보다 체계화될 것으로 기대된다.

An Exploratory Study on the Influencing Factors of Safety Behaviors of Citizens

Jae Ho Seo(서재호) 위기관리 이론과 실천 2018 Crisisonomy Vol.14 No.9

이 논문은 탐색적 차원에서 기존의 연구를 토대로 욕구, 환경, 문화를 시민의 안전행동에 영향을 주는 요인으로 제시하고 안전행동 분야를 교통안전행동, 생활안전행동, 재난안전행동으로 구분해 시민의 안전행동의 영향요인을 실증분석 했다. 연구결과 안전욕구, 안전문화는 안전행동에 통계적으로 유의미한 정의 영향을 주는 것으로 나타났다. 또한 통제변수로 선정한 변수 중 여성과 나이의 변수가 안전행동에 정의 영향을 주고 있는 것으로 나타났다. 이 논문은 실증분석의 결과를 토대로 몇 가지 시사점을 제시하였다. 첫째, 시민의 안전행동에는 안전욕구보다 안전문화의 영향이 더 큰 것으로 나타났다. 따라서 시민의 안전을 확보하기 위한 정부의 정책방향은 안전욕구를 전제로 안전 문화의 조성을 위한 전략적인 접근이 필요하다. 둘째, 시민의 안전분야에 따라 영향요인이 차별적으로 영향을 미친다는 것이 확인되었다. 셋째, 이 논문은 탐색적 연구이기 때문에 이론적 정교화를 통한 추가적인 연구가 필요하며, 특히 시민의 안전행동의 측정 항목을 보다 정교화 할 필요가 있다. The paper presented safety needs, safe environment and safety culture as factors that affect the safety behaviors of citizens and analyzed their behaviors in three areas such as traffic safety, life safety, and disaster-related safety. Results show that safety desires and culture have a statistically significant impact on safety behavior and age and gender are associated with safety behavior. This paper presented several implications based on the results of the empirical analysis. First, since citizens’ safety culture has more influence on safety behavior than safety needs, the government’s policy direction needs a strategic approach to develop safety culture on the premise of safety needs. Second, it confirmed that influencing factors have a discriminatory effect on the safety of citizens. Third, a theoretical refinement is required as a further study, especially in the measurement of the safety behavior.