L`aspect verbal chez Gustave Guillaume

TCHOI, Nae-Kyoung 한국불어불문학회 2003 불어불문학연구 Vol.0 No.53

본 연구는 언어정신역학으로 시제와 상체계를 설명하고 있는 귀스타브 기용 이론과 이 이론의 문제점을 고찰하는 것을 목표로 하고 있다. 기욤에 의하면 시간은 본질상 스스로 표현될 수 없고 공간을 빌어서 표현된다. 그러므로 시제 표상의 결국 공간을 이용하여 체계화된 표상이며, 이는 인간의 사고 운동의 기초가 되는 시간영상을 가정하게 한다. 기욤은 Chronoge´ne´se와 Chronothe´se의 도입으로 법 (mode)의 문제를, Immanence 와 Transcendance의 개념으로 상(aspect)의 문제를, Incidence와 De´cadence의 개념으로 시제(temps)문제를 설명하고자 했다. 상, 시제, 법의 관계가 다른 성질의 현상이 아니라 유일한 성질을 가진 하나의 현상으로 보는 기욤 이론은 다른 어떤 이론보다 명쾌하고 간결하게 시제와 상을 설명하고 있기는 하지만 여러 가지 문제점을 안고 있다. 기욤의 이론에 따르자면 같은 형태를 가진 동사는 같은 상을 가져야 하지만 사실은 그렇지 않은데, 이런 경우 기욤이 주장한 긴장한 이완의 개념으로 이런 상의 차이점을 설명할 수가 없다. 또한 기욤이 사용한 용어에도 문제점이 발견된다. 이렇듯 몇 가지 문제점이 있기는 하지만 그 어느 이론보다 기욤 이론은 언어정신역학이론에 의해서 명확하게 시제와 상 이론을 잘 설명해주고 있다.

L'Hymne de Printemps

Tchoi Kui-Dong 한인문화연구원 1985 한인문화논총 Vol.3 No.-

SUV차량의 Idle 성능 개발

최승우(Tchoi SeungWoo),이남영(Lee NarnYoung) 한국소음진동공학회 2003 한국소음진동공학회 학술대회논문집 Vol.2003 No.5

THE STUDY OF EDUCATIONAL POLICIES ON THE DEMAND FOR EDUCATION

Chong Il Tchoi 東亞大學校 敎育大學院 1987 敎育大學院 論文集 Vol.13 No.-

敎育의 需要는 사회적 경제적 측면에서 분석될 수 있다. 敎育體制를 投入(입학)과 産出(졸업)로 분류할 때 사회적 측면에서 본 수요 즉 사회적 需要는 투입과 관련되고 경제적 측면에서 본 需要 즉 경제적 수요는 산출과 고나계된다. 還流構造를 고려하지 않는다면 사회적 수요는 경제적 수요와 완전 상반된 체제로 보여진다. 왜냐하면 前者는 교육체제가 학생들의 요구와 압력에 맞춰져야 하는 반면 後者는 교육체제가 학생과 학부모가 아닌 산업체의 요구에 따라 조절되어야 하기 때문이다. 그러나 還流構造가 고려될 때에는 두 입장은 相互背反關係에 있다기 보다는 相互交流關係에 있다. 즉, 경제적 요구가 교육의 사회적 수요에 영향을 미친다는것이다. 국가정책의 우선순위가 경제발전에 주어졌을 때 교육에의 투자여력이 생길 때까지 기다려야 하는 것이다. 일반적으로 교육의 사회적 수요는 비교적 경제적 여유가 있는 국가들이 교육정책으로 알려져 있다. 이들 국가에서는 경제가 국민들의 물질적 욕구를 반영할 수 있는 만큼의 수준에 도달하였기 때문에 국민들의 교육욕구를 충분히 반영할 수 있기 때문이다. 그러나 개발도상국과 같이 국가정책의 우선순위가 경제발전에 주어졌을 때에는 자연 교육에의 투자는 제한되고 교육정책도 경제적 요구에 맞춰지게 되는 것이다. 이에 따라 敎育의 기회확대 요구도 교육욕구를 충분히 반영할 수 있을 때까지 유보되어져야 한다. 이 연구는 경제적 수요 즉, 산업체의 인력요구에 입각한 敎育의 공급측면에서 韓國敎育 需給體制를 분석하고자 한다. 敎育의 경제적 수요에 입각한 교육정책은 人力需要接近方法과 回收率接近方法의 理對摺勤防琺으로 구분된다. 그러나 人力需要接近方法과 回收率接近方法의 장점을 結合한 접근방법이 보편적인 방법으로 되고 있다. 두 접근방법의 장점을 結合한 거미집 모형이 韓國敎育需要體制를 분석하기 위한 도구로 이용되었다. 거미집 모형은 고급인력의 계량적인 정보와 자금수준에 관한 정보를 모형 속에 포함하고 있으므로 정책결정자는 자금정보에 의해 적정수준의 인력수량을 파악하고 이에 대응하는 인력공급정책을 세울 수 있는 것이다. 정책적용목적으로 거미집 모형의 Nerlove의 적응기대모형이론과 저량유발적인 가격조정기능이 고려되어졌다. The analysis of the cobweb model and its extensive study may gbe summarized as follows; 1.Educational policy and administration may be derived from a feedback mechanism y transmitting information about wages and quantities in the manpowermarket into manpowere production systems. 2.The results of the adaptive model impart flexibility ot the model, smoothing out the system's performance by introducting thesupplier's adaptive and cautious behavior to the model instead of the unrealistic instantaneous adjustment assumption in the traditional model. 3.The adaptive expectation model lessens the possibility for instability by widening the range compatible with stability. 4.The efficiency of the market as an allocator of resources ultimately depends on the relative magnitude of stock variables.

대학의 수업료 및 기부행위 분석

최청일(CHONG IL TCHOI) 한국지방교육경영학회 1996 지방교육경영 Vol.1 No.-

A study of the economic behavior of a university was similar to the one for a study of the profit institution. This similarity attempted one to apply the principles of decision making of a firm to the decision making of a university. The university distinguished itself from the profit institutions in respect of the mechanics of its decision making itself. While in case of flue firm, the market process guided decisions, it was the political process that guides decisions of the university. The study examined sources of finance and developed general principles of resource use by the university as a non-profit institution and attempted a detailed economic examination of the performance of the university. The major sources of finance for university education happened to be the private sector. The private sources of finance consist of fees of various types and donations and charitable contributions. This paper propose to discuss some of general aspects of university fees and donations and then examine the economic dimension of these sources of finance for the university education. The analysis of the economic nature of university education revealed that it was neither a pure private good so that it should be supplied at a price to cover its costs fully, nor a public good, so that it should be supplied free of charge. It was a case of a mixed good, with major private benefits necessitating levy of fees at fairly high levels so as try cover a major portion of costs of supply. An attempt was made in this paper to examine the various tangible and intangible elements involved in the donation activity and also to prevent the conditions for realizing an equilibrium volume of donations both frm the point of view of the supplier of donations and the user of donations. This analysis of donation activity helps us to understand the nature of measures to be undertaken for encouraging the flow of donations to university education.

학교 통 폐합의 접근방법 분석

최청일(Chong Il Tchoi) 한국지방교육경영학회 1998 지방교육경영 Vol.3 No.2

토마스 아퀴나스의 당위실천과 (當爲實踐) 인격완성

최창성(Tchang Seng Tchoi) 철학연구회 1981 哲學硏究 Vol.16 No.-

대도시 공동화 현상에 따른 도심학교 통 폐합의 비용 -수익 분석

최청일(Chong Il Tchoi),박선하(Seon Ha Park) 한국지방교육경영학회 1999 지방교육경영 Vol.4 No.-

敎師의 給與政策 比較硏究

최청일 東亞大學校 學生生活硏究所 1998 學生硏究 Vol.17 No.-

The purpose of this study was to review teachers' salary policy in the United States. The present study gave attention to personnel policies that bore on school financing and provided specific detail and discussion of teachers' salaries. Of concern was the relative financial condition of teachers in the national economy. Teacher policies that addressed both the needs of the children and the welfare of the teachers were necessary for a productive educational system. Such personnel policies were affected by the supply of a quality teaching force as well as by the economic and demographic conditions of the school district. Collective barganining played an important role in the welfare of teachers in over half of the states : but, the evidence was inconclusive as to whether over the long term, teachers' salaries were higher in the states and school districts where collective bargaining was practiced. Teachers had historically been subjected to low levels of compensation. Adam Smith attributed the low wages of teachers to the plentiful supply. The fact that public school teaching was not subject to conventional market forces with regard to both supply and demand prevented teachers' salaries from being competitive with other white-collar employments. Rather than having the characteristics of an open marketplace the public school teaching profession exited as an oligopoly wherein the state legislature could if it chose control supply and demand. The measurement of both the supply and demand of teachers was extremely complex. The supply was generally dependent on the number of teachers continuing in the profession and the number of new entrants. Both variables were dependent on facors such as age of teachers, retention power of the profession, opportunities for other employment, and the like. Further complication was added by the length and number of career breaks and the gender of teachers. Investment in public schools and the economic conditions of teachers was influenced by the general condition of the economy. In periods of revenue shortfalls, teaches tended to personally absorb or cushion the effects of the economy. An objective measurement of how much teachers should be paid to provide a quality education was not likely to be found. If teachers' salaries exceed the rise of inflation it Is thought to be good. If teacher’s salaries in the United States were relatively better than in other countries, there might be reason to assume some relative elevation of teaching status in the economic system. Today, teachers' salaries fall short of most other white-collar prolessions in the United States, but appear to provide greater purchasing power for U.S. teachers than teachers' salaries in other advanced nations.

고교생의 과외수업 실태 분석

최청일,박영희 동아대학교 학생생활연구소 2001 學生硏究 Vol.29 No.-

The purpose of this is to examine the current status of private tutoring received by high school students Results of the study can be described as follows. 1.The majority of high school students receive the private tutoring. Most of them experienced such lessons during their elementary school days whether they sought to advance into higher levels of school or develop their own tastes, specialties or skills. 2.Despite a substantial public investment to school education under the policy of 5% educational finance the quantitative expansion of education have not proceeded along with the qualitative improvement of education of terms of educational conditions and facilities. For this reason, private educational expenses have been spent more than public ones. The amount of such private expenses depends on the economic power of homes because the market of private education is governed by the principle of market economy. Differences in the economic ability lead to the deepened differences in the quality of education experienced by students, increasing the inequalities of educational opportunity and further social opportunity. To solve these problems, measure to convert such enormously paid private educational expenses into such expenses used for public education should be taken. 3.A flood of private education including private tutoring and lectures by private institutes and thereon excessive expenses for such education have been all caused by the fact that the existing public education could not have provided services enough. To solve these problems, public education should have competitive power as comparable to private education. 4.Most of those students who received private tutoring responded that such lessons were helpful to their better academic achievement. Furthermore, it was found that the majority of students who achieved good results at the college entrance exam experienced private tutoring. Thou such lessons should be changed from as a means seeking the fierce competition of college entrance to as a means helping students develop their own qualities. 5. Long-term efforts to converge activities of private into those of public education within school should be needed. Public education as represented by school education should be provided with a variety programs to meet students' interests, demands and needs and to ultimately realize learner-oriented education and education considering differences among individual students.