• 발명특허
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• v.30 no.2 s.344
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• pp.56-61
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• 2005

1970년대 눈부신 경제발전을 이룬 한국은 고도의 경제성장을 통해 도시의 균형있는 발전을 이루게 되면서 경제선진국의 대열로 들어서게 되었다. 꾸준히 지속된 한국의 경제발전은 서울올림픽을 통해 정점을 이루었다. 이 결과 국민소득의 증가는 마이카 시대로 바뀌면서 도로 및 교량이 발달하게 되면서 외국 언론에서는 이를 "한강의 기적" 또는 "아시아의독일"이라 부르며 한국을 칭찬하였다. 그러나 1994년 10월 21일 아침에 일어난 성수대교 붕괴사고는 교각 10번과 교각 11번 사이의 현수경간 행거가 끊어지면서 경간의 48m가 붕괴되어 32명의 귀중한 생명을 빼앗음과 동시에 성장 한국의 이미지는 크게 훼손 되었다. 이에정부는 성수대교의 붕괴에 따라 기존 교량의 안전이 사회문제로 제기됨에 따라 1995년에 "시설물의 안전관리에 관한 특별법"을 제정하여 교량의 유지 및 안전관리에 일관되고 통일된 제도적 장치를 마련하였다. 이렇게 끔직한 사고가 발생한 성수대교의 붕괴원인은 트러스구조물의 철구조물 제작 및 용접과정에서 일어난 원천적인 부실시공과 준공 이후 설계하중을 초과한 과부하의 지속과 취약한 접합부위의 방치 등 관리 잘못이 복합적으로 작용해 일어난 것으로 밝혀지면서 우리사회의 부실관행에 경종을 울린 비극적인 사건이었으며 건설기술인에게는 반성의 계기로 교량 건설에 대한 새로운 신기술을 요구하게 되었다.

• Journal of the Korea Safety Management & Science
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• v.12 no.3
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• pp.21-26
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• 2010

This study compared the effects of praise and punishment for improving safety behaviors. Participants were 30 volunteer undergraduate students and they were randomly assigned to one of two experimental conditions: (1) praise under which positive feedback was delivered for safe behaviors, (2) punishment under which negative feedback was delivered for unsafe behaviors. A simulated computerized work task was developed specifically for this study. Participants had to work on the work task and follow seven safety rules while working. When they follow all the seven safety rules, their behaviors were considered safe. If they did not follow any one of the rules, their behaviors were considered unsafe. Results showed that the percentage of safe behavior under group of praise feedback was significantly higher than under group of punish feedback.

• Monthly Duck's Village
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• s.248
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• pp.14-17
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• 2024

축산분야에서 공무원 생활만 30년 넘게했다는 조장철 팀장은 안성시 전체 방역상황을 한눈에 볼 수 있는 현황판을 직접 제작해 거점을 표시하고 직원들은 물론 안성시를 찾아오는 외빈들에게도 일사천리로 방역상황을 설명한다. 그야말로 안성 축산의 방역통으로 불리는 조 팀장은 지역의 축산농가는 거의 안다고 해도 과언이 아니다. "지역의 축산농가들은 형님 아니면 동생이죠. 질병이 터지면 형님 동생의 마음이 어떨지 아니까 더욱 빨리 초동대처하고 방역상황을 해결하기 위해 애씁니다." 검색창에 조장철 팀장을 검색하면 '칭찬합니다' 게시판에서 이름을 찾을 수 있다. 안성시 축산농가들이 올려놓은 조 팀장에 대한 감사함은 나열하기 힘들 정도다. 방역 최일선에서 안성시의 가축질병을 책임지고 있지만 따뜻한 마음으로 형님과 동생들의 가축을 돌보는 그의 따뜻함에 감동한 축산인들이 많기 때문이다. 단호한 방역정책으로 질병을 차단하고 따뜻한 마음으로 축산농가를 위로하는 방역능력자 조장철 팀장을 만나러 안성으로 가보자.

• Journal of Nutrition and Health
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• v.48 no.1
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• pp.71-80
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• 2015

Purpose: The aim of this study was to investigate children's eating behaviors and teachers' feeding practices during mealtime at child-care centers. In addition, it focused on the difference of teachers' feeding practices on children age under 2 years ( ${\leq}2$ years old) and 3 years and older (3~5 years old). Methods: A total of 169 teachers working at childcare centers in Geumcheon-gu, Seoul, Korea, completed self-report questionnaires in December 2013. The questionnaires were composed of questions on children's eating behaviors, feeding practices; 'Explain', 'Praise', 'Modeling', 'Indulgent', 'Insist' and 'Reward', interaction with home, and a range of demographic information (analysis rate: 51.2%). Results: Approximately 59.2% of teachers had not taken a class on feeding practice and the average score for nutrition knowledge was 14.6 out of 30 points. The most undesirable eating behavior of children during mealtime was 'eating while walking around (36.7%)' both ' ${\leq}2$ years old' and '3~5 years old'. Regarding feeding practices according to children's undesirable eating behaviors during mealtime, there were differences between age groups. When children did not eat all of the foods that were served and did not clean up silverware or seats after having food, teachers caring for '3~5 years old' practiced 'Explain'. However, percentages of those who practiced 'Indulgent' and 'Modeling' were significantly higher in teachers caring for ' ${\leq}2$ years old' than '3~5 years old'. Conclusion: These findings indicated that teachers caring for children lack education and knowledge about nutrition and feeding practice. In addition, verbal feeding practices, like explain, were mainly used by teachers. As a result, for teachers, guidelines and programs for learning about age appropriate feeding practice during mealtime at child-care centers may be needed.

• Journal of Digital Convergence
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• v.16 no.5
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• pp.469-476
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• 2018

The purpose of this study was to examine the relations and analyze the mediation effect that exists between the feedback types by professors of university physical education and self-efficacy and sports continuance. The sampling method was used to survey physical education university students from three different universities located in the Greater Seoul Metropolitan Area. 309 samples were ultimately selected as valid samples. Data processing was carried out by using SPSS 18.0 and AMOS 18.0. The fidelity of the whole model was assessed through this process and then the theory was tested. The results were as follows. Firstly, if the perceived feedbacks by the professor were complimentary/encouragement and performance knowledge/positive nonverbal feedbacks it had a positive effect. Negative nonverbal perceived feedback had a negative effect forecast. Secondly, complimentary/encouragement perceived feedbacks by the professor did not have a meaningful impact on sports continuance index. Performance knowledge/positive nonverbal feedback resulted in static effect while negative nonverbal feedback had a negative effect. Lastly, self-efficacy served a meaningful mediation role in the relation between negative nonverbal feedback by the professor and sports continuance.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.3
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• pp.1785-1794
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• 2015

The purpose of this study is to examine differences between nursery teachers and kindergarten teachers in their perception on key elements of effective interactions and enhanced teaching competence. The subject of the study were 143 early childhood teachers in the Y region of Gyeonggi-do. The collected data was processed through frequency and percentage. For difference test, ${\chi}^2$ tests were conducted. The results of this study can be summarized as follows. First, both nursery teachers and kindergarten teachers perceived that listening and playing were the most important factors in effective interactions between young children and teachers. However, nursery teachers perceived the interaction through skin-ship and complimenting to be more important whereas kindergarten teachers perceived questioning and complimenting as necessary. For the teaching criteria, nursery teachers put more weights on playing while kindergarten teachers focus more on explaining and coorperating. In addition, about evaluation methods, nursery teachers perceived self-evaluation as important, whereas kindergarten teachers perceived observation notes as important. Second, about the elements to strengthen teaching competence, nursery teachers perceived that observation records should be utilized for understanding interest or desire. They also believe that development analysis and teaching methods should be improved through systematical teaching plan and evaluation and that enhancement of teaching material and education are necessary. In contrast, kindergarten teachers perceived that observation records should be utilized for teaching plan and development analysis and teaching methods should be improved through participating in the meetings related to career and education. They believe that providing a prize money through supervising evaluation is necessary.

• Journal of Korean Home Economics Education Association
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• v.31 no.1
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• pp.39-58
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• 2019

The purpose of this study was to investigate the home economics pre-service teachers' verbal interactions during their teaching practicum. For this purpose, the class interactions of four pre-service teachers were recorded, and the data were analyzed using advanced Flanders' verbal interaction analysis. The major findings are as follows: First, the item with the highest proportion of occurrences consisted of the pre-service teachers' 'lectures', 'nonverbal conditions' and 'asks questions'. 'forms a positive learning atmosphere' and 'praises or encourages' exhibited fewer occurrences, and there was little 'giving direction', 'criticizing students or justifying authority'. Second, the instances of class interactions appeared in the form of 'asks questions-student talk response' or 'lecture-asks questions', and in the last class were 'ask questions-student talk initiation' and 'accepts or uses ideas of students'. Third, trends of verbal interactions tend to be generally indirect, and students' remarks have appeared acceptable and compassionate. Fourth, according to expert analysis, 'class management questions' and 'diffusion questions' have increased. Pre-service teachers can guide students through their learning activities, and students can expand their thinking through the teachers' questions. As these results demonstrate, self-study analyses of pre-service teachers and active support in field are needed.

• Journal of Gifted/Talented Education
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• v.23 no.6
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• pp.1055-1076
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• 2013

The purpose of this study was to examine the flow of teacher-student verbal interactions and the types of discourse in the science gifted classes of three effective teachers. The three effective teacher were recommended by the expert of a gifted education or science education expert. A participant observation was carried out in their classes, and all the classes were videotaped. The collected videotape materials were transcribed, and Flanders Interaction Analysis Categories and an AF program were utilized to analyze the video clips. The findings of this study were as follows: First, there was no specific flow of verbal interactions in the classes provided by the effective gifted teachers, but the kind of positive verbal interaction that the students responded diversely to their questions or lectures took place. Second, the most prevalent type of utterance in the classes of them was lecturing, and the remark of direction and criticism scarcely took place. And lots of non-directive remarks were found such as emotional acceptance, praise, encouragement or acceptance of ideas. As a result, the effective science gifted teachers made more nondirective remarks such as emotional acceptance, praise, encouragement and acceptance of ideas than directive remarks such as direction or criticism, and their non-directive remark made it possible to elicit more extensive responses from their students.

• Venture DIGEST
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• s.69
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• pp.12-13
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• 2005

세계적인 석학 피터 드러커는 우리나라를 기업가정신이 가장 왕성한 나라라고 칭찬한 바 있다. 하지만 국민소득 2만달러의 목전에서 겪은 외환위기, 내수침체, 청년실업난 등으로 10여 년 간 제자리걸음하고 있는 지금, 그 말이 참 무색하게 다가온다. 이 악순환의 고리를 끊기 위해 우리 경제 활성화의 견인차로 다시 벤처가 나섰다. 지금이야말로 우리 벤처인들이 위험을 무릅쓰고 포착한 기회를 사업화하려는 모험과 도전의 기업가정신으로 재무장하여야 할 때이다. 기업가정신은 돈을 벌기 위한 정신이 아니다. 주위 사람과 공동체를 중시 여겨 자기희생을 감수하는 결단이고, 상상하기 어려운 힘든 역경 속에서도 좌절하지 않고 죽을 힘을 다하는 도전이며, 탄탄대로를 거부하고 비바람 부는 날 풀이 무성한 인적 드문 길을 선택하는 모험이다. ‘자본이 없어서, 기술이 없어서, 인재가 없어서’일을 못하겠다고 조건을 탓하거나 주저하지 말자. “신에게는 아직 12척의 배가 있사옵니다”라며 백의종군하여 병사도, 배도, 무기도, 군량미도 없이 홀몸으로 대함대와 맞서 찬란한 승리를 거둔 이순신 장군을 되새겨보라. 우리 벤처인에겐 아직 혁신과 도전과 모험정신이라는 기업가정신이 있지 않은가. 하늘에 온통 구름이 끼여있고 천둥번개가 내리쳐도 여전히 구름 뒤에는 밝은 태양이 빛나고 있다. 우리 벤처인이 기업가정신을 놓지않고 이상을 위해 도전한다면, 곧 구름 뒤 태양은 모습을 드러내고, 그대 벤처인을 향해 찬란히 빛날 것이다. 벤처인이여! 벤처 재도약의 동력이 될 기업가정신으로 재무장하고, 두 발로 땅을 박차고 일어나 구름 위 이상을 향해 힘차게 도약하자.

• Korean Journal of Child Studies
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• v.29 no.6
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• pp.225-243
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• 2008

본 연구는 아동의 학습 과제 수행 이후에 보이는 부모와 아동의 정서적 반응이 문화에 따라 어떠한 차이를 나타내는지 알아보기 위해 한국계 이민자 가정과 백인가정을 대상으로 실시하였다. 미국 서북부 시애틀 지역의 8에서 9세 사이의 자녀를 둔 31 한국계 가정과 31백인 가정이 연구에 참여하였다. 연구를 위해 각 가정을 방문하였고 각 가정의 부모와 아동의 정서 반응을 비디오로 촬영하여 비교 분석하였다. 컴퓨터를 이용한 초 단위 행동 분석 결과 아동이 과제에 실패했을 때 한국계 어머니들과 아동들의 긴장과 불안 행동이 미국 백인 어머니들과 아동들보다 더 많이 나타났다. 아동의 과제 실패시, 어머니들의 부정적인 정서표현도 한국계 이민자 가정에서 더 많이 표출되었다. 아동들이 과제에 성공했을 때는 미국 백인 어머니들과 아동들이 좀 더 긍정적인 정서 반응을 많이 하였고 특히 백인 어머니들이 적극적 칭찬 등의 긍정적인 피드백을 주었다. 흥미 있게 아동들의 과제 성공 후에도 한국계 이민자 가정의 어머니들이 부정적인 정서 표출이 더 많았다. 자녀의 성에 따른 상호작용의 차이를 알아본 결과, 한국계 이민자 가정에서는 성차가 나타나지 않았고 미국 백인 가정의 부모들이 남자아이들에게 더 긍정적인 정서 표현을 보였다.