• Asia-Pacific Journal of Business Venturing and Entrepreneurship
• /
• v.7 no.1
• /
• pp.263-271
• /
• 2012

The purpose of this study is to investigate the relationship between entrepreneurial factors and entrepreneurial intention on student. This study is designed to examine the effect of entrepreneurial factors on entrepreneurial intention. Data for the study was compiled through surveys on 300 students who study in engineering school of H university. Empirical results of the hypothesis testing are summarized as follows: The results indicate that both two variable groups have positively influenced the entrepreneurial factors was highly related to entrepreneurial intention. The factors entrepreneurship are background, individual and situational factor. This all factors influence on entrepreneurial intention. The entrepreneurial factors had a positively influence on will power of entrepreneur. The entrepreneurial factors had a positively influence on performance of entrepreneur.

• Korean Journal of Social Welfare
• /
• v.62 no.4
• /
• pp.59-77
• /
• 2010

The purpose of this paper is to suggest the implications of volunteering's task design and the volunteer's placement that make the motive-benefit matching from the functional perspective of motivation. For this study, we conducted a multi-regression analysis to examine the impact of the volunteer motivation on task satisfaction and retention will. Results showed that first, volunteers' most important motive for volunteering was social motive, followed by enhancement, value. Secondly, each motive influenced the task satisfaction and retention will of volunteers differentially. The practical implications of these findings were discussed.

• Journal of Korean Academy of Nursing
• /
• v.46 no.5
• /
• pp.687-696
• /
• 2016

Purpose: The purpose of this study was to define and clarify the concept of volition for health behavior. Methods: For this study the process of Walker & Avant's concept analysis was used. Seventeen studies from electronic data basses met criteria for selection. Results: Volition can be defined by the following attributes: 1) planning, 2) maintenance of self-efficacy, and 3) self regulation. The antecedents of volition consisted of: 1) risk awareness, 2) outcome expectation, 3) perceived self-efficacy, and 4) social support. The consequences occurring as a result of volition were: 1) prevention of disability and complications, 2) improvement of functional ability, and 3) enhencement of quailty of life. Conclusion: Definition and attributes of volition identified by this results can be applied to develop measurements and intervention programs for chronic patients health behavior.

• Journal of The Korean Association For Science Education
• /
• v.31 no.2
• /
• pp.181-197
• /
• 2011

The purpose of this study was to look into students' understandings of environmental issues, especially issues on global warming in South Korea and Singapore. We surveyed students (n=2,389, from 6 to 10 years) from 12 schools in South Korea and 5 schools in Singapore on how useful students believe various actions might be in reducing global warming, and their willingness to undertake such actions. We employed questionnaires developed by Boyes, Skamp, & Stanisstreet (2009), which consists of 44 questions on 16 pro-environmental actions. We analyzed the degree of students' beliefs, willingness to act, and the relationship between the believed usefulness of action and willingness to act. Differences between the two countries were determined by Analysis of Covariance (ANCOVA) using the ordinal data and the potential effectiveness of education was explored by plotting the measures of the degree of willingness to act for a particular action against the value of the believed usefulness of action and fitting the regression line. The degree of willingness to act and their beliefs in the usefulness of action was different from question to question between the two countries, however, the overall relationship between willingness to take action and beliefs in the action has shown to be stronger among Singaporean students than those of South Korean students. Based on the findings, we attempted to discuss about how environmental education needs to take into account the complexity of beliefs, willingness to act, and action taking.

• Korean Journal of Social Welfare
• /
• v.50
• /
• pp.33-59
• /
• 2002

This study aims to provide policy suggestions by examining the perception and attitude of Koreans toward the welfare rights. The study was done through a telephone survey conducted by an opinion research institute on 2,050 respondents in 16 cities and provinces. The results are as follows. First, a majority of Koreans responded that the primary responsibility for welfare rests with the government and perceived their welfare receipt rights in a positive way. Respondents also showed an assertive attitude toward exercising their rights by stating that they intend to file a demurrer or participate in civic activities. Second, in terms of duty performance, most respondents showed different positions concerning tax hike and insurance rate increase, although they showed a stronger opposition to an increase in insurance fee. In addition, 90% of the respondents were in favor of building welfare institutions in the residential area and an overwhelming proportion of the respondents indicated that they would take an active part in welfare development by regularly paying taxes and volunteering. Third, the respondents gave a very negative rating to Koreas welfare system and its overall level. That is, people thought that the level of Koreas welfare system is on a par with that in developing or underdeveloped countries, and that the welfare system benefits no one or only the rich. People generally felt that there was not one proper welfare institution. In conclusion, the study found that Koreans have keen awareness of their welfare rights and proactive attitude toward welfare development, whereas negative viewpoint toward tax and insurance fee increases. This may stem from peoples distrust of government welfare policies and the existing welfare system. This study suggests that welfare policy is an important factor in determining peoples political attitude. Therefore, government authorities must recognize people not as passive receivers of welfare benefit but as active policy partners, and establish policies that reflect peoples high welfare rights perception and willingness to take part in welfare development.

• Journal of Christian Education in Korea
• /
• v.68
• /
• pp.375-415
• /
• 2021

Although the interest in Christian education of spirituality has increased recently, the practice of the education of spirituality in the Korean Church has been fragmented in the contents and methods without any clear educational purpose of the Protestant tradition. This requires a creative study to seek out the contents and method best suited to realizing the educational purpose of the Protestant tradition, through a rigorous academic methodology. This study proposes just such a creative model for the education of spirituality with an educational purpose based on the core ethos of the Protestant spirituality, integrating the long tradition of spiritual practices of Christianity. First, I survey the teachings on 'the life of faith' of the main leaders of the Protestant church, including Martin Luther, John Calvin, and John Wesley. Through this process, I reveal 'liberated-ness' to be the common purpose of the Protestant leaders, and the core of the practices for that purpose are 'the means of grace,' which has a different meaning from that of the Roman Catholic tradition. I construct the meaning of 'liberated-ness' in a dynamic manner, which begins with the 'liberating will' of God, and is followed by the 'self-giving will' of the believer as the response to the 'grace' of the 'liberating will.' The contact point of these two 'wills' is what I call 'the living membrane of faith.' As a creative synthesis of the above discussions, I propose a model of 'the practice of liberated-ness' for an education in spiritual practice. The purpose of this education is for the learner to become a person who continuously experiences ever-increasing 'liberated-ness' through continuous personal 'encounters' with God, and to become ever more faithful in carrying out practices for the 'liberated-ness' of her or his neighbors. The relationship between the teacher and the learner is that of personal 'encounter' as put forth by Sherrill, and also incorporates elements of 'co-authorship' as conceptualized by Kim. I transform and rename major practices of spiritual discipline according to a principle of 'liberated-ness' based on the Protestant tradition, and these comprise the main content of my spirituality education model. They include: 'lectio divina of encounter,' 'prayer facing the Lord,' 'service in liberation,' 'reflection of liberated-ness,' and 'mutual spiritual direction.' The teaching and learning process draws on Dykstra's methods of coaching and mentoring. The key environment is that of a 'sacramental community' as defined by Moore. Evaluation can be performed only by the learner her/himself. The significance of this model is that it creatively inherits and succeeds the tradition of Christian spiritual discipline from the early church onwards by transforming it through a Protestant spirituality of 'liberated-ness.'

• Journal of Korean Philosophical Society
• /
• no.114
• /
• pp.177-212
• /
• 2016

Kants Begriff der Freiheit des Willens ist sehr kompliziert und verwirrend. Denn sowie es Ziel der ${\gg}$Kritik der praktischen Vernunft${\ll}$ ist, die reine praktische Vernunft zu beweisen, liegt der Fokus von Kants Begriff der Freiheit auf der Freiheit von Zwang, wobei Kant eine unbestimmte Haltung zur Freiheit von Notwendigkeit einnimmt und sie dann $schie{\ss}lich$ leugnet. Leibnizens Begriff der Freiheit dagegen hebt die Freiheit von Notwendigkeit hervor, denn er sagt, dass der menschliche Wille nicht nur vom Zwang der Leidenschaft, sondern auch von Notwendigkeit frei sei. Die Struktur von Leibnizens Freiheitslehre unterscheidet sich zwar sehr von der Kants, aber die Charakterlehren beider Denker, in denen die $M{\ddot{o}}glichkeit$ der Vereinbarkeit von Freiheit und Notwendigkeit behandelt werden, weisen viele Parallelen auf. Zudem ist Leibnizens Begriff der Freiheit sehr eindeutig. Daher ist ein Vergleich von Leibnizens und Kants Begriff der Freiheit nicht nur sinnvoll und $f{\ddot{u}}hrt$ zu einem besserem $Verst{\ddot{a}}ndnis$ von Kants Freiheitsbegriff, durch die vergleichende Analyse stellt sich zudem auch heraus, dass auch bei Kant nicht nur Freiheit von Zwang, sondern auch Freiheit von Notwendigkeit $m{\ddot{o}}glich$ ist. Leibniz geht $f{\ddot{u}}r$ seine Freiheitslehre von dem Begriff der Freiheit vom Zwang der Leidenschaft, welcher von allen Rationalisten anerkannt wird, sowie von dem Begriff der Freiheit von der Notwendigkeit, welcher von Spinoza negiert wird, aus. Kant dagegen definiert Freiheit als $Unabh{\ddot{a}}ngigkeit$ von den Naturgesetzen, was diesen Begriff von Anfang an unklar macht. Kant war sich anfangs der Zweideutigkeit dieses Konzepts nicht $bewu{\ss}t$ und hat es undeutlich gebraucht, doch in der Neuauflage von ${\gg}$Die Religion innerhalb der $blo{\ss}en$ Vernunft${\ll}$ erkennt er den Unterschied in den zwei Begriffen der Willensfreiheit, weshalb er bei der Rechtslehre in der ${\gg}$Metaphysik der Sitten${\ll}$ dazu kommt, die Wahlfreiheit zu negieren. Aber in den Abschnitten, wo Kant in der ${\gg}$Kritik der reinen Vernunft${\ll}$ und der ${\gg}$Kritik der praktischen Vernunft${\ll}$ die Vereinbarkeit von Freiheit und Notwendigkeit behandelt, $f{\ddot{u}}hrt$ Kant aus, so wie auch Leibniz, dass der intelligible Charakter des Menschen sich durch wiederholte freie Wahl formt, womit sich $best{\ddot{a}}tigt$, dass auch Kant die Freiheit der Wahl anerkannt hat. Kant leugnet die Wahlfreiheit, weil er der Ansicht ist, dass der Begriff der Freiheit als ein einheitlicher Begriff definiert werden muss. Doch Freiheit muss nicht zwingend einheitlich definiert werden. Da Freiheit von Zwang und Freiheit von Notwendigkeit nicht $widerspr{\ddot{u}}chliche$ Begriffe sind, $k{\ddot{o}}nnen$ sie dem selben Willen gleichzeitig zugeteilt werden. Auch wird erst hierdurch Autonomie $m{\ddot{o}}glich$ gemacht.

• Journal of The Korean Association For Science Education
• /
• v.41 no.6
• /
• pp.533-542
• /
• 2021

This study aims to develop an instrument for measuring high school students' action competence on climate change (ACoCC). The instrument is defined as the construct comprised of seven factors and thirty-five items and takes approximately 15 minutes to fill out. A panel of experts and students' content validation were undertaken to modify the items. Five hundred and twenty-eight first and second graders in Korean high schools participated in the instrument survey. To assess the reliability and validity of ACoCC instrument, item analysis (mean, skewness, kurtosis, item-total correlation), internal consistency estimate, and confirmatory factor analysis were used. It was appropriate to use the 7-dimensional ACoCC instrument (knowledge about climate change, climate change sensibility, reflection, communication, integrated thinking, willingness, decision making), with 35 items for high school students. The following instrument was self-report given in the 5-point Likert scale (1=strongly disagree, 2=disagree, 3=neutral, 4=agree, 5=strongly agree). The internal consistency coefficient was shown as a whole was shown as 0.953, and the subscale's internal consistency coefficient ranged from 0.786 to 0.862.

• 한국정보교육학회:학술대회논문집
• /
• 2008.01a
• /
• pp.115-120
• /
• 2008

오늘날 시대는 컴퓨터 기술과 정보통신기술의 발달로 유비쿼터스 시대와 맞물려 다양한 곳에서 정보통신기술이 활용되고 있으나 그와 더불어 많은 문제점들이 발생하고 있다. 이에 본 논문에서는 정보통신윤리교육의 필요성을 강조하고 그동안의 교육 현장에서 학생들에게 일방적으로 주입하고 전달하던 교수-학습 형식을 벗어나 학생들이 흥미를 갖고 접근할 수 있도록 정보통신윤리 관련 UCC를 학생들이 직접 제작하여 교수-학습에 활용할 수 있는 방안을 제안하였다. 이를 통해 학생들 스스로 능동적이고 자발적으로 학습에 임하여 정보화의 역기능에 적극적으로 대처할 수 있는 태도를 견지하고 올바른 정보통신윤리 의식의 실천의지를 다지며 보다 심화된 정보통신윤리 의식을 함양시킬 수 있을 것이다.

• Proceedings of the Korea Information Processing Society Conference
• /
• 2009.04a
• /
• pp.1029-1032
• /
• 2009

정보통신기술의 발전과 활용의 증가는 교육현장에서도 구성원간 신속하고 편리한 의사소통수단임과 동시에 효과적인 교수학습매체로써 그 역할이 증대되고 있다. 각 초등학교에서도 전 학년에 걸쳐 주당 1시간씩 재량활동으로 ICT활용교육이 이루어지고 있는데 반해 각종 역기능도 심각하게 노출되고 있다. 학교마다 정보통신윤리 교육강화를 내세우고 있으나 대개 전교단위로 일시적이고 설명위주의 교수활동으로 끝나는 경우가 대부분이다. 따라서 본 논문에서는, 역할놀이 교수 학습모형을 기반으로 ICT활동과 연계하여 초등학생들이 개인정보 관리의 필요성과 중요성을 인식하고, 실천의지를 다질 수 있도록 효과적으로 수업을 전개할 수 있는 학습지도안을 모델링해 본다.