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- 저자 : 임영자 (검색결과 16 건)
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This study is to examine what needs to be improved in new school accounting systems. To be more precise, firstly it will look into how the teachers' response to the new accounting school system varies depending on teacher's personal and school characteristics. Secondly, it will look into how the teachers' response to the budget based on new accounting school system varies depending on teacher's personal and school characteristics. Thirdly, it will analyze how teachers' react to the process of reviewing and settling the new budgets. Fourthly, it will see how teachers think of the implementation of budgets. Fifthly, it will examine how teachers perceive the process of closing the budgets. Sixthly, it will look into how the school accounting systems can be improved based on the above observations. For the research, 345 teachers and assisting staff were surveyed and the results of the survey were analyzed by Chi-square methodology. The results are as follows. First, accounting training should be enhanced both for teachers and supporting staff. Secondly, teachers and supporting staff need to be more proactive with planning budgets. Thirdly, schools need to run a "Budget Planning Committee" year round. Fourthly, accounting should be streamlined and computerized. Fifthly, schools are in needs of examination of its financial status and the focus should be on teaching.
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자아존중감 증진 프로그램이 지역아동센터 아동의 학습태도 및사회적응력 변화에 미치는 영향
임영자 청주대학교 사회복지.행정대학원 2008 국내석사
The economic growth in actual conditions of life to the child brings a polarization of conditions. The environment of polarization of the child’s poverty has become the situation which is most commonly overlooked. The society of the nation that embossed and `situation ' bays in only the problem solving which is actual condition was intent on. Grasps the necessity of the poor children but as the member of society develops and applies the program which is various for the promotion of the affirmative self-esteem enhancement and where the foundation becomes the possibility of raising a confidence and a feeling of self respect. The research which sees the goal with base examined about the self-esteem enhancement program’s affects in self-esteem enhancement of this community child-care center children and learning attitude and social adaptation change and the result consequently provides a theoretical support to the program development which is politic For the research on 2007 December 10th at Chung Buk Cheongju city uncheon dong, the experimental group was selected 20 participants, from 3rd grade to 6th grade. 20 people control groups from 000 community child-care center which are in the neighborhood selected. From 2008 March 11th started self-esteem enhancement program’s and until April 21st buyer anger, 2 time period for 12 weeks every Thursday. The statistical control used SPSS for Windows release 10.0.7 versions and advance of the experimental group and the control group between - produced executed an average and a standard deviation about Prosecuting Attorney and after death a t-verification. The result with after wards is same. First, the experimental group which applies a self-esteem enhancement program’s and self respect feeling average the before handling the control group which does not apply from 3.456 and 3.353 time after death average with 3.799 and 3.558 the experimental group compared respectively in the control group and appeared more highly. Second, the studying attitude average of after that second, learning attitude average handling ends respectively from 3.563 and 3.338 with 3.886 and 3.458 the experimental group compares respectively in the control group and the improvement which is higher becoming accomplished, there is a possibility of seeing. Third, the family life which is social adaptation subordinate territories of the after that experimental group where handling ends (m=2.293 and p> 0.05), family relation (m=2.093 and p> 0.05), school life (m=2.557 and p> 0.05), friend relationship (m=1.614 and p> 0.05) bringing about a change with the influence where from etc. social adaptation all territory the self-esteem enhancement program’s is affirmative in whole social adaptation. Research of researcher whom sees consequently, when trying to analyze a result that will be able to provide a theoretical support about the development which self-esteem enhancement program’s is politic comes to seem. 경제성장을 거듭하면서 빈익빈, 부익부 현상은 아동의 삶도 양극화 현상을 가져왔다. 이런 현상은 때로 빈곤을 대물림하게 되는 상황이 되었다. 그러나 사회나 국가는 ‘상황’을 부각하여 현상적인 문제 해결에만 급급하였다. 그러나 빈곤 아동들의 필요성을 파악하여 사회인으로서 기초가 되는 긍정적 자아존증감의 증진을 위한 다양한 프로그램을 개발, 적용함으로써 자신감과 자존감을 높일 수 있을 것이다. 본 연구는 자아존중감 증진 프로그램이 지역아동센터 아동들의 자아존중감과 학습태도 및 사회적응력 변화에 미치는 영향에 대해 알아보고 그 결과를 토대로 따라서 정책적인 프로그램 개발에 이론적 지지를 제공하려는데 그 목적을 두었다. 본 연구를 위해 2007년 12월 10일 충북 청주시 운천동 소재 000지역아동센터 3학년 이상 6학년까지 실험집단으로 20명을 선정하고, 이웃에 있는 000지역 아동 센터에서 통제집단 20명을 선정하였다. 자아존중감 증진 프로그램을 2008년 3월 11일부터 시작하여 4월 21일까지 매주 화, 목요일 2회씩 12회기 동안 실시하였다. 통계 처리는 SPSS for windows release 10.0.7 버전을 이용하였으며 실험집단과 통제집단 간의 사전 - 사후검사에 대해 평균과 표준편차를 산출하고 t-검증을 실시하였다. 그 결과는 다음과 같다. 첫째, 자아존중감 증진 프로그램을 적용한 실험집단과 적용하지 않은 통제집단의 처치 이전의 자아존중감 평균은 각각 3.456, 3.353에서 사후 평균은 각각 3.799, 3.558로 실험집단이 통제집단에 비해서 더 높게 나타났다. 둘째, 학습태도 평균은 각각 3.563, 3.338에서 처치가 끝난 이후의 학습태도 평균은 각각 3.886, 3.458로 실험집단이 통제집단에 비해서 더 높은 향상이 이루어졌음을 볼 수 있다. 셋째, 처치가 끝난 이후 실험집단의 사회적응력 하위 영역들인 가정생활(m=2.293, p>0.05), 가족관계(m=2.093, p>0.05), 학교생활 (m=2.557, p>0.05), 친구관계(m=1.614, p>0.05) 등 사회적응력 모든 영역에서 자아존중감 증진 프로그램이 전체 사회적응력에 긍정적인 영향력으로 변화를 가져오고 있음을 의미한다. 따라서 본 연구자의 연구, 결과를 분석하여 볼 때, 자아존중감 증진 프로그램의 정책적인 개발에 대한 이론적 지지를 제공할 수 있다고 보여 진다.
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This study focuses on a particular type of formulaic expressions called situation-bound utterances. Since the meaning of these pragmatic units is shaped by the interplay of linguistic and extralinguistic factors, they are best accounted for in a theoretical framework which represents a knowledge- for-use conception. The cognitive-pragmatics reflect human conceptual structure and general principles of cognitive organization. A cognitive-pragmatic approach to situation-bound utterances reveals that in many cases cognitive mechanisms, such as metaphor and conventional knowledge, are responsible for the unique situational meaning of situation-bound utterances. This study analyses the characteristic features of situation-bound utterances in a cognitive-pragmatics framework which give a comprehensive view of the phenomenon of formulaic expression. The features of situation-bound utterances are as follow : First, the meaning of situation-bound utterances is pragmatically conditioned within situational frames. Second, situation-bound utterances behave like words, but they are pragmatic rather than lexical units. Thus there is reference to a particular frame or script. Each situation-bound utterance is characterized by the sub-event of the script for the given frame with which it is associated. Third, the role of formulaic expressions in second languages is important, because formulaic speech is the basis for a creative speech. And second languages are acquired through a process of learning unanalyzed chunks of language. To explain the word-like behavior of situation-bound utterances, this study used an approach similar to that of Cruse's (1992) who discussed the relationship between concept and words. Cruse classified words as 'plain' words and 'charged' words at the lexical semantic level. I suggest, when adapted to the discourse level, his approach needs modification because 'plain words' receive a pragmatic charge from the situation. I suggest the classification of words according to their discourse functions should be extended. The types of situation-bound utterances can be distinguished as follows : plain situation-bound utterances, charged situation-bound utterances and loaded situation-bound utterances at the discourse level. Situation-bound utterances, important in second language, are based on conceptual metaphor and conventional implicature. For example, on the forms of expressing politeness and humility. Korean prefers listener-oriented view to speaker-oriented view, while English prefers speaker-oriented view to listener-oriented view. Metaphorical competence is as important in second language production and comprehension as grammatical and communicative competence. Second language learners' concern is the proper use of words and expressions, so further research is needed to investigate and describe the figurative idiomatic structure of languages. I believe effective and reasonable communication is achieved when situation-bound utterances are used appropriately.
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