([V₁]+V₂)구조 동사구에서 V₂의 통사·의미적 특성

강흥구 한국언어문학교육학회 1997 한어문교육 Vol.5 No.-

해수와 담수의 유량에 따른 역전기투석 미생물연료전지의 성능 및 전기화학적 특성

강흥구,구본영,남태희,김어진,손성훈,정석희 대한환경공학회 2016 대한환경공학회 학술발표논문집 Vol.2016 No.11

조직문화가 의료사회사업서비스의 질에 미치는 영향에 관한 연구

강흥구 한국보건행정학회 2002 보건행정학회지 Vol.12 No.4

실습오리엔테이션이 실습목표달성도에 미치는 영향에 관한 연구 - 실습관련변수간의 매개효과를 중심으로-

강흥구 한국사회복지교육협의회 2010 한국사회복지교육 Vol.11 No.-

This study intends to investigated the path analysis of influencing factors on the degree of students' goal attainment with social work practicum, to get more effective field instruction. As a result of this study, the degree of students' goal attainment with social work practicum was influenced that satisfaction of pre-orientation, agency environment, contents with social work field practice, and seminar in class, but not related to relationship between supervisor and supervisee. Pre-orientation in school area influencing the main and mediating effects for the degree of students' goal attainment by satisfaction of seminar in class, agency environment and contents with social work field practice. Thus, for strengthening of contents with social work field instruction, reinforced to pre-orientation and seminar in class. 본 연구는 실습오리엔테이션이 다양한 사회복지실습관련 변수를 매개하여 실습목표달성도에 미치는 경로를 파악함으로써, 실습교과의 효과적인 운영방안을 제시하기 위한 연구이다. 분석결과, 학교의 실습오리엔테이션이 수퍼바이저와의 관계, 실습환경, 실습내용, 실습세미나, 실습목표달성도에 직접적인 영향을 미쳤다. 오리엔테이션은, 실습환경, 실습내용, 실습세미나를 부분 매개하여 실습목표달성도에 영향을 미쳤으나, 수퍼바이저와의 관계는 매개효과가 없었다. 오리엔테이션이 목표달성도에 미치는 영향이 가장 컸으며, 그 효과가 간접적이라면 실습세미나는 직접적인 영향력이 가장 큰 것으로 나타났다. 따라서 실습목표달성도를 제고하기 위해, 학교에서 이루어지는 실습오리엔테이션과 실습세미나 강화전략을 제시하였다.

당뇨인의 효율적인 자기관리를 위한 사회복지사의 상담효과성에 관한 연구(1996. 2)

강흥구 연세대학교 사회복지연구소 1997 연세사회복지연구 Vol.4 No.-

강릉 방언 1음절 어간 풀이씨의 성조

강흥구 한글학회 2005 한글 Vol.- No.270

보조동사 '싶다', '보다', '하다'의 통사·의미론적 연구

강흥구 한국언어문학교육학회 2000 한어문교육 Vol.8 No.-

광양 방언의 성조 연구

강흥구 한말연구학회 2009 한말연구 Vol.- No.25

The purpose of this paper is to describe the morpho-tonemics of complex nouns of Jinsang dialect, Gwangyang City, based on the side-dot theory. This dialect has three tone system, which consist of an unmarked even tone and two marked tones, which are departing tone and rising tone. The even tone ‘phyeong-sheong’ is symbolized as □ with no dot, the rising tone, the departing tone ‘geo-sheong’ as ·□ with one dot, and the rising tone ‘shang-sheong’ as :□ with two dots. The symbols □, ·□, and :□ are common signs in Middle Korean and all its modern daughter tone dialects. The five main morpho-tonemic rules of this dialect are the neutralization rule, the 1nternal tone-sandhi rule or external phyeong-sheong assimilation rule, the word initial position phyeong-sheong assimilation rule, and the rule chainging final syllable into cheuk-sheong (·□). The symbols □, ·□, and :□ are decided according to the neutralization force exercising upon the following syllable and on the basis of phonetic complexity of pitch. The three tones □, ·□, and :□ can be opposed to each other at the word initial position. Both even tone □ and marked tone ·□ can can be opposed to each other at the position after the even tone □, but rising tone is neutralized as ·□ except at the word initial position. Marked tone ·□ only can appear at the position after ·□, or :□. The neutralization has the highest frequency and the wide scope of application as shown in the other Korean tomic dialects. The neutralization rule is characterized as follows. Rising tone and departing tone are neutralized as one dot tone (·□) behind unmarked plain tone (·□), and all the tones (□, ·□, and :□) neutralized as one dot tone(·□) behind marked tones (·□ and :□). There are no changes with side-dot when plain tone pattern (□₁) combines with following unmarked plain tone pattern (□₁) or complex pattern (□₁·□n), to which we can give a name ‘default rule’. When a plain tone pattern (□₁) combines with any verbal inflectional form in marked pattern (·□1)or :□₁), all syllables in the verbal form are essentially changed into plain tone (□₁), we give a name external tone-sandhi rule or external phyeong-sheong assimilation. This rule is essential in southeast Gyeongnam dialects, and it is the same as in Gwangyang dialect. Phyeongbok pattern (□₂·□n), ‘mixed pattern’ is almost essentially changed into phyeongsheong pattern (□2+n·□), ‘simple pattern’ in this dialect, to which give a name internal tone-sandhi rule or internal phyeong-sheong assimilation. We cannot find out, however, phyeongsheong pattern (□₃) that have more than three syllables in the last side-dot representation. It’s because of the rule chainging final syllable into cheuk-sheong (□₃→□₂·□). In the final chapter, when a compound is generated with one or more of the rules above, we first divide the generated side-dot pattern into phyeongcheuk pattern, geosheong pattern, and shangsheong pattern, and redivide the word into derivations and compound, put the data in order again according to the rules that are applied, Phyeongcheuk pattern was 60%, geosheong pattern was 24%, and shangsheong pattern was 16%, especially neutratralized rules was 99% of the rules derive compounds as geosheong pattern, shangsheong pattern.

사회복지실습 목표달성도에 영향을 미치는 요인에 관한 연구 - 실습만족요인을 중심으로 -

강흥구 한국사회복지교육협의회 2009 한국사회복지교육 Vol.9 No.-

The purpose in this study is to identify on the student satisfaction related factors influencing on the degree of students' goal attainment with social work practicum to get effective field instruction. The data were collected from 117 social work students who completed the field practicum in their undergraduate course. As a result of this study, the degree of students' goal attainment with social work practicum was influenced that satisfaction of contents with social work field practice, satisfaction of pre-orientation and seminar in class, supervisor age, visiting of faculties in field practice. Thus, for strengthening of contents with social work field practice supported relevant learning materials and task, reinforcement of pre-orientation and seminar in class. Orientation course was constructed formalization for planned to goals, objectives and criteria in social work practicum. Appropriateness of Seminar in class guided to students motivation and values, especially shared with their knowledges, theories and skills. Finally, intensified degree of students' goal attainment with social work practicum were well arrangements in school area. 이 연구는 사회복지실습 목표달성도에 영향을 미치는 요인을 실습만족요인에 초점을 맞춰 규명함으로써 실습교과의 효과적인 운영 방안을 제시하기 위한 연구로서, 실습을 마친 J대학의 학생 117명이 응답한 결과에 기초하고 있다. 연구결과 실습목표달성도에는 기관의 실습내용, 학교의 오리엔테이션, 세미나 수업만족요인이 영향을 미쳤고, 기타 요인으로 수퍼바이저의 연령, 지도교수의 기관방문이 영향을 미치는 것으로 나타났다. 따라서 실습목표를 달성하기 위해서는 기관의 실습내용이 충실해야하고, 학교의 실습오리엔테이션을 강화하며, 세미나수업이 적절하게 이루어지도록 해야 한다. 또한 지도교수가 기관을 방문하여 학생을 지도해야 할 것으로 나타났다. 이 연구는 실습목표달성도 증진을 위해서는 실습기관의 역할 이상으로 학교의 역할이 중요함을 실증적으로 보여주고 있다.

실습선행과정요인이 실습목표달성도에 미치는 영향 - 실습수퍼비전과 실습세미나의 매개효과를 중심으로

강흥구 한국사회복지교육협의회 2011 한국사회복지교육 Vol.15 No.-

The purpose of this study is to examine the mediating effect of field supervision and seminar in class in the relationship between preceeding process and student's goal attainment in social work field instruction. The data were collected for three years from 313 social work students who completed the field practicum in their undergraduate course. Structural equation modeling was used for data analyses. The result shows the significant medicating effect of field supervision and seminar in class in the relation of preceeding process and student's goal attainment in social work field instruction. Based on this result, we discussed implications regarding to social work preceeding process factors and practical suggestion for improving field supervision and seminar in class 본 연구는 실습선행과정요인과 실습목표달성도간의 관계에서 실습수퍼비전과 실습세미나의 매개효과를 고찰하는데 목적이 있다. 조사 자료는 3년간 실습을 마친 J대학생 313명이 응답한 결과에 기초하고 있으며, 구조방정식 모형으로 측정하였다. 연구결과 실습수퍼비전과 실습세미나는 실습선행과정요인을 매개하는 것으로 나타났다. 이러한 연구결과에 기초하여 사회복지실습목표달성도 제고를 위해 실습선행과정요인 활성화 방안과 실습수퍼비전, 실습세미나 강화방안을 제안하였다.