• Nuclear Engineering and Technology
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• 제43권4호
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• pp.375-382
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• 2011

The prospects for growth of the nuclear power industry in Korea have improved remarkably as the demand for energy increases in stride with economic development. Meanwhile, as nuclear energy development is enhanced, nuclear technology has also improved evolutionarily and innovatively in the areas of reactor design and safety measures. As nuclear technology development in Korea advances, more human resources are required. Accordingly, the need for a well-managed program of human resource development (HRD) aimed at assuring needed capacities, skills, and knowledge and maintaining valuable human resources through education and training in various nuclear-related fields has been recognized. A well-defined and object-oriented human resource development and management (HRD&M) is to be developed in order to balance between the dynamics of supply and demand of the workforce in the nuclear industry. The HRD&M schemes include a broad base of disciplines, education, sciences, and technologies within a framework of national sustainable development goals, which are generally considered to include economics, environment, and social concerns. In this study, the projection methodology considering a variety of economic, social, and environmental factors was developed. Using the developed methodology, medium- and long-term nuclear human resources projections up to 2030 were conducted in compliance with the national nuclear technology development programmes and plans.

• 사회복지연구
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• 제48권2호
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• pp.5-33
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• 2017

본 연구는 포토보이스 연구방법을 이용하여 지적장애 청소년이 사회적 관계에서 경험하는 어려움과 바람을 탐색하였다. 일반 고등학교에 재학 중인 지적장애 청소년 6명(평균연령=18.33세)은 7회기로 구성된 포토보이스 프로그램에 참여하였다. 이들은 집단토의를 통해 사람들과의 관계에 대한 구체적인 주제를 선정하였고, 선정된 주제와 관련한 사진을 직접 촬영하여 참여자들과 공유하였다. 본 연구에서는 지적장애 청소년들의 5가지 사회적 관계(친구, 학교 선생님, 이성친구, 부모님, 필요한 사람)와 관련하여 총 15가지 하위주제-(1)친구들과의 관계(친구들과 어울리지 못해 외롭고 고독함, 친구들로부터 놀림과 괴롭힘을 당함, 친구들과의 관계를 회복하기 위해 노력함), (2)학교 선생님과의 관계(나의 마음을 이해해 주는 선생님께 감사함, 선생님과 교류가 많지 않아 속상함, 선생님이 나의 학교생활에 관심을 가져주기를 바람), (3)이성친구와의 관계(이성친구와 교제하고 싶음, 이성친구를 사귀는 것이 두렵고 걱정됨, 이성친구를 사귀기 위해 노력함), (4)부모님과의 관계(부모님의 한결같은 사랑에 감사함, 부모님과 함께 하는 시간이 즐거움, 아버지와 관계가 소원하여 아쉬움), (5)나에게 필요한 사람(나와 함께 해 주는 사람, 나의 어려움을 도와주는 사람, 나를 포기하지 않는 사람)-가 도출되었다. 본 연구는 지적장애 청소년의 사회적 관계를 증진시키기 위해 또래관계 향상 프로그램 및 또래갈등 대처방식 훈련, 이성관계 교육, 사회적 기술 강화, 비장애 청소년 및 교사, 사회복지사를 대상으로 하는 장애학생의 사회적 욕구에 대한 교육 등 사회복지실천적 함의를 제공하였다.

• 한국산학기술학회논문지
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• 제19권1호
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• pp.179-187
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• 2018

본 연구는 운동선수의 지도행동유형이 선수만족 및 운동몰입과의 관계를 규명하여 선수의 능력을 향상시켜서 경기력을 높이는데 목적이 있다. 표집방법으로 비확률표본추출법을 이용하였고, 설문지의 총 381부를 자료 분석에 사용하였다. 설문지는 SPSS/PC+ Window용 21.0 version 통계프로그램을 이용하여, 연구 대상자의 빈도 분석과 요인분석, 상관관계 분석, 다중회귀분석을 실시하였다. 본 연구의 결과는 첫째, 운동선수의 지도행동유형인 훈련과 지도행동, 민주적 행동, 긍정적 피드백, 사회적지지에서 선수만족 및 운동몰입에서 상호관련성은 정적(+)인 상관관계가 나타났으며, 지도행동유형의 권위적 행동에서는 운동몰입에 상관관계가 나타나지 않았다. 둘째, 운동선수의 지도행동유형이 선수만족에 대한 결과는 사회적 상호작용은 훈련과 지도, 사회적 지지에서, 과제 수행은 훈련과 지도에서, 코치의 지도성은 훈련과 지도, 긍정적피드백에서 정적인 영향을 미치는 것으로 나타났다. 셋째, 운동선수의 지도행동유형이 운동몰입에 대한 결과는 인지몰입은 훈련과 지도, 긍정적 피드백에서, 행위몰입은 훈련과 지도, 긍정적 피드백, 사회적 지지에서 정적인 영향을 미치는 것으로 나타났다. 따라서 선수들의 운동수행만족과 운동에 몰입하여 경기에 임하게 된다면 좋은 운동기술수행을 통하여 최상의 경기력을 발휘할 수 있을 것이다.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• 제25권1호
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• pp.6-13
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• 2014

Objectives : The aim of this study is to assess the career paths and practice patterns of child and adolescent psychiatrists in South Korea. Methods : A survey on demographic data, work environment, opinion on fellowship training program, and current practice patterns was conducted in 76/223 (34.0%) of all child and adolescent psychiatrists (N=223) were from 1980 to 2008. The survey data from the responders were analyzed. Results : More than half of those surveyed were women. The mean age of survey participants was 40.8 years; most were married, and lived in the Seoul National Capital Area. In general, the responders were very satisfied with their work. They worked in private practice, public sector, group practice, and as consultants. Up to 87% of the patients treated were children and adolescents. The most common treatment modalities were medication and parent psychoeducation. Social skills training and play therapy were applied mainly for children aged 4 to 12 years old. Cognitive behavioral therapy and counseling were preferred in adolescents. Conclusion : The current study used a database approach in order to define current practice patterns. These data may be helpful in consideration of future training programs, workforce issues in child and adolescent psychiatry in South Korea, and also in collaboration with other mental health providers.

• 실천공학교육논문지
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• 제16권3_spc호
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• pp.343-349
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• 2024

Recently, the intercultural approach, which aims to resolve social conflicts in multicultural societies through cultural encounters and dialogue, has been actively discussed. Intercultural education aims to foster smooth relationships and improve communication skills through interactions among various cultural groups. Analysis of previous studies has revealed the need for research on intercultural civic education programs targeted at adults. Therefore, this study was designed to develop an intercultural citizenship education program and to analyze its effects. For the study, previous research on interculturalism, intercultural citizenship education, and intercultural citizenship education programs was comprehensively analyzed. The developed intercultural citizenship education program was categorized into five major themes: understanding oneself and others, racism and hate speech, overcoming conflict and discrimination, breaking away from prejudice and stereotypes, and the future of our country. Subsequently, the program was implemented with 64 total second-year middle school students, 37 in the experimental group, and 27 in the control group, at an accredited lifelong educational institution in M City, South Jeolla Province. To analyze the effects of the education, an intercultural competency scale was used. The results showed that the intercultural citizenship education program for adult students was effective in conflict management, respect, communication, and reflection competencies, all at a statistically significant level. Finally, the authors compared the study results with previous research and discussed the findings. Findings indicated the necessity of enhancing multicultural citizenship awareness among adults and expanding teacher training in intercultural education. The program effectively improved intercultural competence among adult students, highlighting the importance of tailored educational content and active participation in discussions. Future research should ensure a balanced gender ratio among participants.

• 한국간호교육학회지
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• 제28권4호
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• pp.400-410
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• 2022

Purpose: This study aimed to understand the keywords and major topics of the educational goals and objectives of nursing educational institutions in South Korea. Methods: From May 10 to May 20, 2022, the educational goals and objectives of all 201 nursing educational institutions in South Korea were collected. Using the NetMiner program, degree and degree centrality, semantic structure, and topic modeling were analyzed. Results: The top keywords and semantic structures of educational goals included 'respect for human (life)-spirit-science-based on, global-competency-professional nurse-nursing personnel-training, professional-science-knowledge-skills, and patients-therapeutic care-relationship.' The educational goals' major topics were clients well-being based on science and respect for human life, a practicing nurse with capabilities and spirit, fostering a nursing personnel with creativity and professionalism, and training of global nurses. The top keywords and semantic structures of the educational objectives included 'holistic care-nursing-research-action-capability, critical thinking-health-problem solving-capability, and efficiency-communication-collaboration-capability.' The educational objectives' major topics were 'nursing professionalism, communication and problem-solving capability; a change of healthcare environments and a progress of nursing practices; fostering professional nurses with creativity and global capability; and clients' health and nursing practice.' Conclusion: Educational goals in nursing presented specific nursing values and concepts, such as respect for human life, therapeutic care relationships, and the promotion of well-being. Educational objectives in nursing presented the competencies of nurses as defined by the Korean Accreditation Board of Nursing Education (KABONE). Recently, the KABONE announced new program outcomes and competencies, which will require the revision of educational goals. To achieve those educational objectives, it is suggested that the expected level of competencies be clearly defined for nursing graduates.

• 융합정보논문지
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• 제7권5호
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• pp.1-13
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• 2017

우리나라 등록 장애인은 선천적 장애보다 후천적 사고 등으로 인해 발생되는 경우가 더 많은 것으로 나타나고 있다. 이러한 현상은 앞으로 지속되어 후천적 장애로 인한 발생률이 더욱 증가할 것이다. 이러한 변화가 두드러지게 나타나고 있음에도 불구하고 장애인에 대한 사회적 인식은 여전히 부정적이다. 특히, 대학생은 생애주기별 발달에 따라 성인기 초기라 할 수 있는데, 이 시기는 다양한 대인관계와 획일화된 틀에서 벗어나 다양한 분야에서 활동하고, 대학 교육에서 배운 지식과 기술을 가지고 자기 자신만의 생각과 이념을 정립해 가는 시기이다. 따라서 사회에 진입하기 바로 전 시기인 대학생들의 장애인에 대한 인식을 알아보고 부정적인 편견이나 태도를 가지고 있으면 그것을 긍정적인 태도로 개선시킬 방안을 찾아보고자 한다. 연구의 대상은 충청도지역 13곳의 대학교를 방문하여 무작위로 설문을 조사하여 총 250명의 설문 중 235명의 설문을 대상으로 선정하였고, SPSS(ver. 18.0)프로그램을 이용하여 분석하였다. 분석기법으로는 연구대상의 인구사회학적 특성을 파악하기 위한 빈도분석 및 기술통계, 신뢰도 분석, 태도의 차이를 알아보기 위해 t-test와 one-way ANOVA를 실시하였다. 결론적으로 일시적이고 이벤트적인 교육이 아닌 올바른 정보 및 지식, 인권, 장애, 다양성 등에 대한 긍정적 인식과 태도를 기를 수 있도록 해야 한다. 본 논문은 지역이 한정되어 있어 전국의 대학생으로 일반화하기 힘들다는 한계점을 가진다.

• 보건교육건강증진학회지
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• 제20권3호
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• pp.61-76
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• 2003

Substance abuse among teenagers has been spreading widely and become a serious social problem. However, teachers hardly realize its importance. Recently, substance abuse prevention programs show a tendency towards one time education. This study aims to research the effect of substance abuse prevention on high school students using the Life Skills Training Program. Two classes(36 students in the experimental group, 35 in the control group) at W High School in Daejeon were randomly sampled for this study from May to June 2002. Substance knowledge and attitude, problem solving, and assertiveness were examined as Pre and Post-Tests. The data was analyzed using frequencies, t-test, means, and covariance(ANCOVA). The results of this study were as follows； 1. Compared with the control group, substance knowledge in the experimental group was significantly improved(F＝176.317, P＝.000). And compared with the control group, substance attitudes in the experimental group were improved significantly.(F＝207.682, P＝.000). 2. Compared with the control group, cognitions to problem solving in the experimental group was significantly improved(F＝100.937, P＝.000). 3. Compared with the control group, assertiveness behaviors in the experimental group were increased significantly(F＝207.255, P＝.000). The study showed that Substance Abuse Prevention of High School Students was effective in improving substance knowledge and attitude, cognition to problem solving, and assertiveness behavior. Some suggestions based on the result are as follows； 1. Substance abuse preventive programs must be practiced properly and systematically with high school students in their regular classes. 2. Various preventive education programs must be developed for substance abuse where high school students can join in a community center, such as Community Welfare Center, Alcoholic Counseling Center, and Mental Health Center. 3. For the furthering of substance abuse preventive education, there must be continued research about not only students with problems of substance misuse and abuse, but also students without them. 4. There must be early determination of students with problems of substance misuse to be able provide school social workers with the opportunity for intervention.

• 한국산학기술학회논문지
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• 제17권9호
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• pp.508-518
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• 2016

본 연구는 사회복지의 영역에서 변화가 나타나고 있는 국제사회복지의 역량있는 인재를 육성하기 위한 교육과정을 개발하는 것을 목적으로 한다. 사회복지기관의 환경적 변화하는 국제사회복지에 대한 요구를 증가시켰고, 그로 인해 국제사회복지에 대한 교육의 필요성이 증가하였다. 본 연구는 국제사회복지직무에 필요로 하는 역량이 무엇인지를 살펴보고 이에 따른 역량중심의 국제사회복지 교육과정을 제시하고자 하였다. 이를 위해 현재 직무에 따른 교육과정을 사회복지 NCS직무와 사회복지교육, 국제개발협력기관의 업무와 사회복지NCS, 그리고 NCS와 국제사회복지교육과정을 비교분석하여 제안하였다. 기관홈페이지에 제시된 직무와 채용공고를 토대로 국제개발협력기관의 직무를 파악하고, 교육과정은 사회복지지침서에 제시된 사회복지의 교육과정을 중심으로 파악하였다. 본 연구에서 제시한 국제사회복지의 직무역량을 강화시키는 교육과정의 핵심교과목은 다음과 같다; 인권과 사회복지, 국제사회복지, NGO와 국제개발협력, 북한지역개발, 제개발협력과 ODA, PCM(Project Cycle Management), 평가와 모니터링, 국제사회복지세미나, 국제사회복지실습, 국제사회복지인턴십, 지역사회복지론, 프로그램개발과 평가, 사회복지윤리와 철학, 사회복지실천기술론, 다문화 사회복지, 빈곤과 사회복지, 사회적 기업과 제3섹터, 사회문제론 등이다.

• 아동학회지
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• 제1권
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• pp.65-81
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• 1980

This study is aimed at investigating the compensatory education which was already implemented or is being implemented in the U.S.A. and Japan; and at studying the types of programs and their characteristics; and at sounding out the possibilities of the application of such programs in family and social conditions is Korea. In order to achieve the above mentioned objectives, the established items for the study are as follows: (1) Various types of early children's education (2) Programs of compensatory education for the disadvantaged Children (3) Head Start Program, Early Training Project and Montessori School (4) Integrated Preschool Programs (5) Day-Care Center for employed mothers We investigated the various compensatory education programs for the preschool children who are in economically, socially, culturally disadvantaged conditions. Head Start Programs were federally supported programs for preschool children and opened as summer programs in 1965 for the first time. The purpose of Head Start has been to give preschool children the kinds of experiences they need in preparation for school. The Head Start children were found to be significantly better prepared for school than the normal children. However, after six to eight months, their initial advantages had virtually. disappeared and then the simple problem with Head Start and other such programs was that little long-term good could be evidenced unless the high quality educational environment was maintained. Therefore, to solve this problem, three other programs were funded as part of the overall Head Start. These three programs are the Parent-Child Center, Home Start, and the Child and Family Resources Program. The Early Training Project for disadvantaged children was implemented by Klaus and Gray of Peabody College in 1962. The program was a field research study concerned with the development and testing over time of procedures for improving the educability of young children from low income homes. Its major concern was to study whether it was possible to offset the progressive retardation observed in the public schooling careers of children, living in deprived circumstances. Children, who were trained through the Early Training Project were superior to control groups in the test of IQ and vocabulary as well as linguistic abilities, and preparation for reading. This project showed the possibilities which could prevent preschool children from being disadvantaged socially, culturally and mentally. In 1907, Montessori School was established by Maria Montessori in Italy and her school program has been introduced at present to several countries in the world as one compensatory educations. She first began her experimental methods with retarded children, followed by disadvantaged children from the tenements of Rome. The Montessori approach futures a prepared environment and carefully designed, self-correcting materials. The Montessori curriculum presents tastes that feature sequence, order, and regularity, in addition to those that develop motor and sensory skills. She was interested in children's intellectual development and in developing good work habits. One of the latest developed programs for disadvantaged children is "Integrated Preschool Program" which has successfully integrated handicapped and nonhandicapped children. Several studies have showed that handicapped children in integrated school environments are accepted by and interact with their nonhandicapped peers. In fact, this program provides a number of potential, and perhaps opportunities for nonhandicapped children to serve as valuable resources in fostering the development of their handicapped peers. Next we turn to Japanese programs which are divided into two different types. One is Day-Care Center which was established by Child Welfare Law and the other is kindergarten organized by School Education Law. The kindergarten opened in 1876 and it has been part of school systems since 1947 by the implementation of education law, and the Day-Care Center which started in 1890 for the employed mothers. was changed into Day-Nursery by the enactment of child welfare law in 1947. The laws and operational regulations for the Day-Nursery were set up and were put in effect by the establishment standard acts of children welfare facilities, and the Day-Nursery has been operated in various types by the increasing demand, chiefly because of the socio-economical changes of family structures in both urban and suburban areas. Nursery education for physically and mentally disadvantaged children is for those who are blind, deaf and dumb, mentally retarded; physically disadvantaged by accidents or diseases. Montessori education in Japan was started in 1968 and many research groups for studying Montessori were organized. In 1977, Montessori remedial education society was also organized in which they started a number of studies; a study for developing materials; in-service training for the remedial education; and seminars and lectures, etc It is strongly suggested that we study the early educations that are being implemented in Japan and a variety of compensatory educations that were already implemented in the U.S.A. and modify them for the organization of our own model and properly accommodate them to our social needs.