한국 군사회복지사의 양성 및 수련방안 : 수련교육과정 개발 방안을 중심으로

김창곤,이윤수,한상황 한국군사회복지학회 2009 한국군사복지학회 학술대회 Vol.2009 No.1

표준화 포럼 탐방-USN 표준화 포럼

김창곤,Kim, Chang-Gon 한국정보통신기술협회 2006 TTA저널 Vol.105 No.-

政策·敎育政策 槪念에 관한 小考

金昌坤 韓國體育大學校 1990 論文集 Vol.13 No.-

This study was undertaken to define the concepts of public policy and educational policy in order to broaden the understanding of them, there-by exploring the expression means and the structure of them. Prior to the defining of their concepts, the attributes included in it were analyzed and their appropriateness was discussed. As to the attributes, the originator, character, motive, decision making process, out-put and elements of policy making were analyzed based on the definition of the previous studies. As the result of the study, public policy(educational policy) was defined as activity directives (educational activity directives)of the state bodies in deciding to carry them out in order to solve the social problems (educational issues) or to persuit some value(educational value) and it was found out to be the law and the plan (educational plan) including aims, means, methods and schedules to execute them. As the one of expression means of public policy or educational policy, the law, especially the Constitution, includes public policy or educational policy in its every provisions(although every law is not established to express public policy or educational policy). As the other expression means of public policy and educational policy, every plan cannot be considered as public policy and educational policy. Among many plans, only those which are decided to execute them can by public policy and educational policy. The elements of public policy and educational policy are aims, means, methods and schedules of executing etc. However, the state ideologies have the priority to these. In case of Korean laws, the state ideologies and some aims of educational policy are provied in the Constitution, the means to realize the aims are prescribed in the Law of Education and the methods concerned with these means are provided in the other provisions of the Law of Education, its Enforcement Ordinance or other laws. On the other hand, plans have the ultimate goal which presents fundamental directions or directives, and the ultimate goal can be subdevided into general aims and subaims. In this case, the general aims(or subaims) become the means of the ultimate goal(or the general aims), and the subaims have methods to realize them. The general or subaims, as well as the ultimate goal might be regarded as public policy or educational policy.

敎科 敎授-學習 활동 改善案의 設計

김창곤 한국체육대학교 1996 敎養敎育硏究所 論文集 Vol.- No.1

관광개발정책의 과정요소에 관한 고찰

김창곤 광주대학교 산업경영연구소 1999 산경연구 : 광주대 Vol.12 No.-

문화관광축제운영의 활성화 방안 연구

김창곤 광주대학교 산업경영연구소 2000 산경연구 : 광주대 Vol.13 No.-

입만 열면 자랑하는 사람

김창곤 우리신학연구소 2008 갈라진 시대의 기쁜소식 Vol.- No.839

憲法과 敎育法에 나타나는 敎育政策의 構造化 시도

金昌坤 韓國體育大學校 1995 論文集 Vol.18 No.-

Educational policies serve as guidelines for the actives of education and educational administration and need to secure infra-steps for implementation of the policies. Education-related laws and regulations as an instrument of expressing the educational policies encompass a lot of policies, hierarchically interrelated in terms of policy. This study tried interpret an implication of the articles in terms of educational policy after analyzing the article 31 of Constitution and various articles of Education Act, and to systemize them according to the hierarchical relations. This study could extract four priorities of educational policies from the Constitution, i, e., the guarantees of ① the people's right to education, ② the autonomy and political neutrality of education, ③ the professionalization of education, and ④ the autonomy of colleges/universities. Again eleven (11) superior educational policies were placed right under the four (4) priorities of educational policies in the Constitution and the First Chapter of Education Act. And further this analyzed the infra and next-infra educational policies inferior to the above 11 policies in the Educational Act. As a result of systematization of the four steps of educational policies, the study could find an imbalance among them. For some educational policies, the infra-ways of implementing the educational policy have been sufficiently secured in the Education Act. While others, even at the superior educational policies, do not exist. Education Act has a character of the basic law system on which other education-related acts are based. And securing full infraways of implementing the educational policies manifests the government's willingness to implement the policies. In this respect, structural irrationality of education Act in implementing the four (4) most important educational policies which are guaranteed in the Constitution should be redressed.

중년기 만성 정신분열병환자를 위한 사회기술훈련의 효과: 예비 연구

김창곤 한국인지행동치료학회 2005 인지행동치료 Vol.5 No.2

만성 정신분열병 환자 대상의 인지행동치료와 사회기술훈련에 관한 선행 연구들이 비교적 많이 시행되고 있으나 중년기 이후 만성 정신질환자들에 대한 연구는 별로 시행되지 못하였다. 본 연구는 중년기 만성 정신분열병 환자를 대상으로 사회기술훈련의 효과를 알아보기 위한 예비 조사로 시행되었다. 대상자는 8명의 중년기 만성정신분열병 환자들이었고, 주 1회 60분씩, 8주간 Liberman의 사회기술훈련모듈에 근거한 훈련을 시행하였으며, 대인관계변화척도(RCS)와 자기주장척도(RAS)를 사용하여 프로그램을 사전 사후로 평가하여 프로그램의 효과를 알아보았다. 대상자들의 대인관계의 변화 점수(RCS)는 훈련 후 유의하게 증가하였으나, 자기주장점수(RAS)는 유의하지는 않았다. 본 예비 연구의 결과는 중년기 이후의 만성 정신분열병 환자에게도 사회기술훈련이 대인관계의 변화에 매우 효과적으로 사용될 수 있는 프로그램이 될 수 있음을 시사한다. Since most prior studies for cognitive behavior therapy and social skills training in patients with schizophrenia have usually involved subjects who were younger than 40 years old, the research in middle-aged and older patients is needed. The purpose of this preliminary study was to test the effect of social skill training in middle-aged patients with chronic schizophrenia. The subjects were 8 inpatients with middle-aged chronic schizophrenia. The social skill training had been applied with weekly session by Liberman's social skill training modules for 8 weeks. Before and after training, the level of social skills about participants were assessed by RCS(Relationship Change Scale)and RAS(Rathus Assertiveness Scale). Middle-aged patients with chronic schizophrenia showed improvement over the training period on interpersonal relationship. Total score of RCS were significantly increased (0.012). These results suggest that middle-aged patients with chronic schizophrenia may benefit from participation in social skill training. Further larger studies in middle-aged and elderly patients with schizophrenia would be needed to explore the effectiveness of social skill training in these subjects.

Comparative Studies on the Reactions of Carbamyl and Thiocarbamyl Halides with NH3 in the Gas Phase and in Aqueous Solution: A Theoretical Study

김창곤,In Suk Han,손창국,Yu Hee Yu,Zhishan Su,김찬경 대한화학회 2012 Bulletin of the Korean Chemical Society Vol.33 No.6

In this work, the reactions of carbamyl and thiocarbamyl halides with NH3 were studied in the gas phase at the MP2(FC)/6-31+G(d) level of theory. Single point calculations were performed at the QCISD/6-311+G(3df,2p) to refine the energetics. The reaction mechanisms were also studied in aqueous solution. The structures were fully optimized at the CPCM-MP2(FC)/6-31+G(d) and refined by a single point CPCM-QCISD/6- 311+G(3df,2p) calculations. The reaction mechanisms for the title compounds were compared with those for the acetyl and thioacetyl halides. The lower reactivity of carbamyl (and thiocarbamyl) groups was explained by comparing the C=O and C=S π-bond strengths as well as resonance contributions in the ground state.