A bananced curriculum from the perspective of the cosmonomic idea

LE THI LE THANH Graduate School of Kosin University 2003 국내박사

The demand for a balanced curriculum or the "Curriculum Reform Movement" which has been made in the USA since the rise of Sputnik is a romantic notion on account of the values based on Perennialism, Essentialism, Progressivism, and Constructivism. Two major curriculum orientations (subject matter- centered and learner-centered) are found wanting on essential counts in the light of the same ideologies - humanistic ideologies. Two of other examples have attempted to vindicate their views of a coherent and balanced curriculum as the alternative approaches in the context of education. A survey of literature on the curriculum field revealed several controversial issues which underlined the necessity for seeking insight into its profoundest motivations of this study. Firstly, what the critics called for an educational reform with a more significant curriculum is a matter of this study in order to outline some radical and crucial issues of the curriculum. Secondly, in spite of the sweeping curriculum reforms, the field of curriculum was under criticism. This study, therefore, needed to search for the reasons why there is little chance for success in the field of curriculum. Thirdly, there is prevailing an irreconcilable conflict or tension among different worldviews leading to different views on education as well as to diverse approaches to curriculum theory and practice. The implicit views had to be considered from a Reformational worldview. Lastly, a reflective investigation into the crucial issues of the school curriculum had to be made from the perspective of the Cosmonomic-idea (or Scripture-based ontology). This study focuses on a balanced curriculum from the perspective of the Cosmonomic-idea, and tries to reach a threefold aim: attempting to make an illustration and analysis of the crucial issues of the curriculum; criticizing and evaluating the deficiencies of curriculum theories and practices; and striving to find a Christian solution to the contemporary issues of the curriculum from the perspective of the Cosmonomic-idea in order to make a contribution to a radically balanced curriculum for the school of Christian education. In order to outline general characteristics of the approaches to two major curriculum orientations (the academic traditionalist, the technical, the deliberative, and the constructivist), their representatives were analyzed. Their basic beliefs of education and views of school curriculum are identified with the humanistic ideologies. The academic traditionalist and the technical curriculum approaches were described as follows: The academic traditionalist curriculum is right when it asserts that there is objective, preexistent truth to be apprehended. The academic traditionalist curriculum organized based on the basis of getting informational knowledge and mastering it also recognizes that students have an ability to think critically about life's issues. It has, however, given little thought to all resources rather than the mental resource of man, and even some aspects of the mental. Moreover, the academic curriculum uses traditional subject matter to exemplify the power of human rationality, ignoring the students' involvement in their lives and the life of society. In other words, there is great danger in the academic traditionalist curriculum that erudition may be achieved at the expense of the emotional or the social. On the other hand, the technical curriculum fills the textbooks and learning activities with exercises in mental gymnastics with little regard for the value of subject matter itself. It holds that the development of the students' intellectual processes is all-important. In the technical curriculum, moral principles themselves are not as important as the students reaching their own conclusions on the basis of their own analysis and evaluation of moral dilemmas. Thus, the technical curriculum fails to meet the basic needs and interests of the students and then fails its curriculum goals. Briefly stated, the subject matter-centered curriculum orientations treat the student as a passive recipient of knowledge and an object without much regard to the interest and point of view of the learner. Their ideas and conceptions of education were too static. The deliberative and constructive curriculum concepts overlapped with each other under the influence of the humanistic ideologies were characterized as follows: The deliberative curriculum is right when it admits that knowledge can't be separated from the knower. It also recognizes that there are limits to some extend to which learners can redefine knowledge and reconstruct meanings. Moreover, the deliberative curriculum uses subject matter, but it doesn't wholly consist of it, nor are its conventional divisions allowed to become barriers against meeting the new needs of the learner. The deliberative curriculum organized based on the questions related to the student's life fails to give a clear-cut standard to the answers. It doesn't recognize that religious views, in the sense of beliefs about matters of ultimate significance, provide a framework for all curriculum deliberation. Implied in the constructivist curriculum was the fact that all human beings including students use their experience to construct their own individual meaning of reality. The constructivist curriculum leaves a basic tenet that makes the curriculum content one-sided or even distorted due to its personal autonomy. Although it is strongly opposite to the curriculum of academic traditionalism, the constructivist curriculum is on the verge of failure in curriculum organizations. In sum, the learner-centered curriculum orientations see the student as a subject rather than an object and even the final authority regarding the authenticity of the knowledge. It, however, provides little direction under the guise of meeting the expressed and impulsive needs of the learner. Both subject matter- centered and learner-centered curriculum orientations have something important for education. Both are essentially rooted in a view of man and his world. At the root of their disagreements on education, they have different views on human ways of being in the world. Thus, they go astray into different streams, falling into one-sided view of the created reality and the school curriculum. Their beliefs of education are not made firm to present the whole curriculum they intended. Other two curriculum theorists and their models were analyzed to show a balanced view of the school curriculum in accordance with the (modern) humanistic ideology. These are Hirst's curriculum integration and Phenix's knowledge-centered curriculum. The attempts for a balanced curriculum of these two theorists were characterized as follows: Each of "forms of knowledge" or "realms of meaning" is a unique and essential way of understanding and knowing the world. A form of knowledge is a distinct way in which the individual's experience becomes structured. The curriculum should be constructed from the subject disciplines that best inculcated the seven forms of knowledge or the six realms of meaning. Knowledge is not dependent on people. Varieties of meaning and varieties of knowledge are identical. Hirst's curriculum integration was found more logical in comparison with two major curriculum orientations (subject matter- centered and learner-centered). Curriculum integration is, however, under careful criticism due to a lack of the criterial approach to the ultimate justification to truth. Hirst's curriculum integration undermined his attempt to balance the school curriculum. Yet, his theory of seven forms of knowledge and curriculum integration falls into some distortion of many subjects somehow. Knowledge-centered curriculum has been more meaningful than two major curriculum orientations (subject matter-centered and learner-centered). The former makes an attempt to avoid the deficiencies of the four curriculum approaches (the academic traditionalist, the technical, the deliberative, and the constructivist) and tries to show the balance and sequence between subject disciplines in the school curriculum. However, knowledge-centered curriculum doesn't succeed in achieving a desirable balanced curriculum due to the dualistic ontology of one being. It also overemphasizes knowledge excellence (cognitive goals) and accordingly reduces the disciplines to the forms of knowledge. Curriculum integration and knowledge-centered curriculum seek to justify existing disciplines as fundamental categories of knowledge and as logically distinct types of truth criteria. Disciplines reflect human experience of reality. The curriculum structure is composed of roughly the disciplines drawn from seven forms of knowledge or six realms of meaning. Phenix tried to provide harmonious studies in all six realms of meaning and balance the factors of integration of meaning and sequential logic for a balanced curriculum. Knowledge-centered curriculum has almost all the academic disciplines, most of which are reduced to six basic realms of meanings. Curriculum integration that constitutes a wide range of knowledge is reduced to seven fundamental forms of thought. Moreover, in comparison with the perspective of the Cosmonomicidea, the two examples of the attempts to a balanced curriculum of knowledge-centered curriculum could be evaluated as being a distorted view of reality. From a Reformational worldview in accord with the philosophy of the Cosmonomicidea, the ideas and concepts of curriculum in accordance with the humanistic ideologies are equivalent to the following: 1. Two major curriculum orientations (subject matter-centered and learner-centered) and two attempts to a balanced curriculum completely ignore of proclaiming that God, the Creator of the heavens and the earth is the Absolute Ruler of creation and of man in creation. 2. In the academic traditionalist curriculum, "ideas" (or 'cultural ideas') are seen as not only laws, but also a reality on their own, and then become an autonomous source of meaning. The academic traditionalist curriculum is right when it adopts a positive view of the student's ability to think critically about life's issues. However, it doesn't recognize that students as human beings need to think critically and have knowledge of "heart" that governs human mind and intellect. 3. The technical curriculum theorists believe that students can acquire knowledge from experienced and sensory observations tested by empirical data. Knowledge coming through sense perception is a point which students would grant: knowledge has a center and a ground. 4. The deliberative curriculum does not recognize that religious views, in the sense of beliefs about matters of life, provide a framework for all curriculum deliberation. 5. The constructivist curriculum considers that students use their experience to construct their own individual meaning of reality by arrogant faith. It fails to recognize that God has created a reality that students care for and unfold. It then makes the curriculum content and the cultural embeddedness of knowledge distorted due to the personal autonomy. 6. The subject matter-centered curriculum orientations use the traditional subject matter as the power of human rationality, ignoring the learner's involvement in his or her life and the life of society. On the other hand, the learner-centered curriculum orientations provide little direction under the guise of meeting the expressed and impulsive needs of the learner. Both subject matter- centered and learner-centered curricula fall into one-sided view of the created reality and the school curriculum. Both go astray into different streams, leading their ideas and concepts of curriculum into some kind of distortion-reductionism. 7. The two attempts to a balanced curriculum that tried to propose a model curriculum for general education were found more meaningful than two major curriculum orientations. They, however, left behind a dualistic ontology of one being that could not defend a desirable balanced curriculum. Coinciding with the aims of the research, two major curriculum orientations (subject matter-centered and learner-centered) were analyzed in chapters 2 and 3, and the two examples of the attempts to a balanced curriculum were illustrated in chapter 4. The nature of the efforts to a radically balanced curriculum was delineated and analyzed in consistency with an articulation with the perspective of the Cosmonomic-idea in chapter 5. The fundamental reflection upon the balanced curriculum has been implicated in chapter 6. As a result, the findings of this research lead to the conclusion that two major curriculum orientations (subject matter -centered and learner -centered) and the two 2 attempts to a balanced curriculum (curriculum integration & knowledge-centered curriculum) don't provide any balanced curriculum model for education. This research has sought to reflect a balanced curriculum that can't be developed without the aid of a Reformational perspective of the Cosmonomic-idea (or Scripture-based Ontology) and prayerful concern. The balanced curriculum from the perspective of the Cosmonomic-idea reveals that how students sees and approaches reality and its composition determines to a great extent how they understand the task of human beings as stewards of God's creation. It views knowledge and truth through God revealing Himself in creation, in His Word in Jesus Christ, and through His Spirit. The balanced curriculum from the perspective of the Cosmonomic-idea treats students as subjects, images of God who participates fully and responsibly in unfolding reality. In spite of its shortcomings, the philosophy of the Cosmonomic-idea in education seems to be able to reflect a more radically balanced curriculum, not only because it avoids all mistakes such as dualistic views of reality and any form of reductionism in connection with the perspective of the central basic motives, but also because it acknowledges at least five specifically reflective features which can ensure the outcome of the endeavors toward a balanced curriculum from the perspective of the Cosmonomic-idea.

Numerical investigation on aerodynamic drag and pressure waves induced in Hyperloop system

Le, Thi Thanh Giang 중앙대학교 대학원 2021 국내석사

하이퍼루프는 pod (또는 캡슐)이 아진공 튜브에서 고속으로 화물과 승객을 운송하는 새롭고 대안적인 초고속 운송 수단이다. 본 연구에서는 포드 속도, 폐쇄율 (BR), 튜브 압력 및 포드 길이가 하이퍼루프의 항력 및 항력 계수에 미치는 영향을 조사한다. 포드가 튜브에서 주행할 때 공기 압축성을 연구하기 위해 수직충격파 이론을 기반으로 전파속도 및 크기 측면에서 압력파의 영향을 연구한다. 포드 움직임과 압력파의 전파를 표현하기 위해 움직이는 격자방법을 사용한 비정상상태 시뮬레이션이 전단응력수송 k-w 난류모델이 적용되었다. 100~350 m/s의 다양한 포드 속도에 대해 수치해석을 수행하였다. 결과는 BR, 포드 속도 및 포드 길이가 증가함에 따라 항력 계수가 증가함을 나타낸다. 공기 역학적 항력은 튜브 압력에 선형적으로 비례하는 반면 항력 계수는 밀도 증가로 인해 튜브압력이 증가함에 따라 약간 감소한다. 포드 길이가 증가하면 마찰항력은 압력항력의 증가에 비해 크게 증가한다. 포드 속도가 증가하면 포드가 앞으로 움직일때 발생하는 압축파가 압력을 급격하게 증가시킨다. 후류 영역의 팽창파로 인해 포드를 지나면서 압력 강하가 있다. 하이퍼루프 시스템에서 압축파 전파속도는 음속과 음속 주변의 값인 팽창파 전파속도보다 빠르다. Hyperloop is a new, alternative, very high-speed mode of transport wherein Hyperloop pods (or capsules) transport cargo and passengers at very high speeds in a near-vacuum tube. This study investigates the effects of pod speed, blockage ratio (BR), tube pressure, and pod length on the drag and drag coefficient of a Hyperloop. To study the compressibility of air when the pod is operating in a tube, the effect of pressure waves in terms of propagation speed and magnitude are investigated based on normal shockwave theories. To represent the pod motion and propagation of pressure waves, unsteady simulation using the moving-mesh method was applied under the sheer stress transport k–ω turbulence model. Numerical simulations were performed for different pod speeds from 100 to 350 m/s. The results indicate that the drag coefficient increases with increase in BR, pod speed, and pod length. Aerodynamic drag is linearly proportional to the tube pressure, whereas the drag coefficient slightly decreases as the latter increases owing to the increase in density. With the increase in pod length, the friction drag strongly increases compared with the increase in pressure drag. As the pod speed increases, the compression waves, produced in front of the pod by the compressed air in the tube when the pod moves forward, cause a sharp increase in pressure. There is a pressure drop across the pod because of expansion waves in the wake region. In the Hyperloop system, the compression wave propagation speed is much higher than the speed of sound and the expansion wave propagation speed that experiences values around the speed of sound.

Frequent Itemset Mining Based-on Apriori Algorithm

Le Thi Thanh Nhan 경희대학교 2010 국내석사

The frequent itemset mining problem first has been formulated in 1993 as the computational relevant step in association rule mining. Given a sequence of itemsets, we have to find itemsets that are contained as a subset in more than a given number of elements of the sequence. A huge amount of papers have been published about algorithms to solve this task. Apriori is the first proposed algorithm to find frequent itemsets in a database. Most of its improvements used prefix tree to compress the database. In my research, I introduce a new Apriori-based algorithm which uses bit streams to represent the database. For experiments I compare our method with some Apriori-based state of the arts. Experiments involving typical real and synthetic datasets reveal that my work outperforms most of other Apriori-based algorithms.

유방암 마우스 모델에서 약독화된 Salmonella typhimurium A1R을 이용한 세균적 치료

LE THI THANH HOA 전남대학교 대학원 2009 국내석사

Because of the limitations of chemotherapy and radiotherapy in cancer treatment, it has been requiring efforts of many scientists in looking for efficient therapeutic modalities for decades. The discovering of bacteriolytic therapy has opened an interesting field in cancer treatment. Candidates for this therapy are bacteria which have several strictly or facultatively anaerobic properties and display the ability to target and accumulate in tumors. They play the roles as drug carriers or killers against cancer. In this study, we used Salmonella typhimurium A1R-lux as a candidate against mouse breast cancer 4T1. This bacterium was constructed to express lux gene which is used to monitor and quantify their accumulation in cancer during treatment process. Spontaneous cytotoxicity of bacterium against 4T1 cancer cell was assessed both in vitro and in vivo. For in vitro study, bacterial cytotoxicity was indirectly measured by amount of LDH released from dead cells. The result showed that after 12 hr-incubation of bacteria with 4T1 cells at MOI100, bacterial cytotoxicity was 37.4±13.6%. Besides, adherence and invasion assays proved the ability of this bacterium to invade into 4T1 cells. In addition, in-vivo studies showed high therapeutic effect of Salmonella A1R-lux on mouse models bearing mammary tumor (4T1 cell line) particularly with multiple bacterial injection. Also, survival of the treated animals was prolonged after bacterial treatment. Immuno-staining results also showed that this bacterium is able to target not only tumor site but also metastasis regions. Our study demonstrates that the attenuated leucine/arginine auxotrophic S. typhimurium A1R-lux strain can inhibit the breast cancer growth. 최근 수 십 년 동안 종양치료에 있어서 화학적 치료와 방사선치료의 한계를 극복하기 위한 많은 연구가 수행되어져 왔다. 종양치료에서 박테리아를 단독 또는 병행적으로 이용하는 치료는 매우 흥미롭다. 이런 치료방법에 이용되는 후보 박테리아는 몇 가지 절대적 또는 임의적 혐기성 조건을 가지며, 종양에 표적과 축적되는 능력을 가지고 있다. 이 박테리아들은 종양에 약물을 전달하거나 종양을 제거할 수 있다. 본 논문에서는 Salmonella typhimurium A1R-lux 균주를 이용하여4T1 마우스유방암 실험모델에서 치료효과를 보고자 하였다. 이 박테리아는 치료과정를 모니터하고 박테리아 양을 확인하기 위하여 lux 유전자를 삽입하였다. 4T1 종양세포에서 박테리아의 자연적 독성을 시험관내와 동물모델에서 관찰하였다. 시험관내에서, 박테리아의 독성은 죽은 세포로부터 방출된 LDH의 양으로 간접적으로 측정하였다. LDH assay를 실시한 결과, 4T1 세포에 MOI100 의 농도로 박테리아를 12시간 처리한 후에 37.4±13.6%의 세포독성이 나타남을 확인하였다. 또한 이 박테리아가 4T1 세포내로 침윤되는 능력을 adherence assay 와 invasion assay를 통하여 증명하였다. 더불어, 4T1 유방암 동물모델에서 Salmonella A1R-lux을 반복적으로 치료하였을 때, 높은 치료효과를 확인하였으며, 실험동물의 생존률도 증가하였다. 면역염색반응의 결과에서는 이 박테리아가 원발성종양 뿐만 아니라 전이종양부위까지 표적 하였음을 알 수 있었다. 결론적으로, 본 연구에서는 leucine/arginine auxotrophic S. typhimurium A1R-lux 는 약독화된 균주로서 종양세포를 표적하는 능력을 가지고 있고, 쥐 유방암 모델에서 종양성장을 억제하는 능력을 가지고 있음을 확인하였다.

Analysis on The Relationship among Logistics Service Quality, Satisfaction and Loyalty in Supply Chain between Manufacturer and Distributor : Application in Vietnamese Textile Industry

Le Thi Phuong Thanh 인하대학교 물류전문대학원 2020 국내박사

Service quality is one of the significant measurement tools for firms to understand consumers’ needs and analyzing the customers’ satisfaction with the services provided. Nowadays, textile industry plays a critical role in the economy of many developing countries. Failure or unreliability of services can significantly influence customers and create in their dissatisfaction. In addition, Vietnam’s textile and apparel sector has seen fast and sustainable growth over the past years, playing an important role in national socio-economic development. The export value of textile and garment products in recent years has been ranking number two in the country’s total export revenue. In this scenario, an attempt was made to examine the service quality at the manufacturer – distributor interface of the textile supply chain and provide clear directions for optimizing of service quality in enterprises. However, what constitutes service quality in the textile supply chain and its influence on the satisfaction and loyalty has not been well investigated. So in this study also examines the role played by service quality at manufacturer-distributors dyad in the textile supply chain, and shows a model to establish that contribution between the manufacturer and the distributors towards service quality could create to satisfaction and loyalty. In the first stage, a sample of 144 distributors from Small and Medium Enterprises (SMEs) in major regions of South Vietnam were selected. Exploratory Factor Analysis was used to identify the critical factors of service quality. This research applies a data envelopment analysis (DEA) approach to calculating the overall service quality and benchmarking while measuring the service quality with SERVPERF. Dealing with the five dimensions of SERVPERF as outputs, the suggested approach utilizes DEA as a tool for multi - criteria decision- making (MCDM), particularly the purely output DEA model without inputs. Since DEA examines the relative efficiency of decision making units (DMUs) and defines a collection of corresponding efficient DMUs that can be used as optimizing for improving of inefficiency DMUs. Following a literature review, a conceptual model of service quality in the textile supply chain its influence on satisfaction and loyalty is proposed at the second stage of dissertation. The model was combined the first survey and second survey from distributors and manufacturers. Structural equation modeling (SEM) was conducted to confirm the service quality dimension and to show linkages of manufacturer’ logistics service quality with distributors leading to their satisfaction and loyalty is also developed, and reverse flow was conducted too. The findings of measuring the service quality in supply chain shed valuable insights on measures and critical underlying dimensions of service quality in the context of supply chain in the textile industry, specifically from the distributor perspective. The result also gave the best performer in textile SMEs and set the benchmarking guideline within each group among SEMs. This study identified the relationship between SERVPERF-Service quality and DEA-Service quality. Base on the result of DEA-SQ to improve the service quality within a group for inefficiency DMUs. The result of analysis on the relationship among logistics service quality, satisfaction and loyalty between manufacturer and distributor has provided important insights into logistics service quality and satisfaction in the textile industry. The study would be of interest to SMEs managers to improve the service quality and achieve a win-win situation with their distributors in the textile supply chain. In summary, in two-stage of research, the results not only came out the measuring in logistics service quality but also demonstrated the relationship among the logistics service quality, satisfaction and loyalty at manufacturers-distributors dyad.

(A) study on supply - side determinants of child labor in Vietnam

Le Thi Thanh Tam Graduate School of Government and Business, Yonsei 2015 국내석사

아이들이 노동에 종사하는 이유는 문제 상황을 개선하기 위해 설계된 해당 정책을 나타내는 다양한 상황에 따라 다를 수 있습니다. 가능한 한 특정 지식이 필요하다. 따라서 본 연구는 개별 하위 요인, 가정 요인과 지역 사회가 베트남 사회적, 경제적 맥락에서 자녀에 대한 가정의 의사 결정에 대한 영향과 그 방법을 연구하여 베트남에서 아동 노동 현상에 대한 추가 해결책을 제시하는 것을 목적으로 한다. 이에 종속 변수로 아동 노동 참여와 로지스틱 회귀 분석 기법에 의해 베트남의 대표 한 지역에서 아동 노동 공급의 주요 요인을 베트남 가정 생활 수준 조사 2012 년의 데이터를 기반으로 찾고자한다. 결과는 아이의 연령이 가장의 교육상태, 가구 크기, 인당 지출 등의 아이가 노동에 참여할 수 있는 중요한 인자 중 하나임을 보여준다. 이와 마찬가지로 결과는 더 큰 농지 크기, 더 높은 기회가 아동노동에 영향을 준다는 가설을 지지한다. 더 중요하고 흥미로운 것은 아동노동과 농지 크기의 비선형 관계이다. 이는 토지 보유 시, 토지의 크기 등의 특정 수준에서 노동하는 아동이 증가하고, 농장의 크기 증가가 아동 노동의 감소로 나타남을 시사한다. 이 연구에 대한 결과는 이 연구의 마지막 부분에서 논의되는 몇몇 정책과 연관되어 있음을 암시한다. The reasons why children are engaged in work may be different in diverse contexts, indicating that policy designed for improving problem situations, hence; require knowledge that is as specific as possible. Therefore this study aims at bringing additional light on child labor phenomenon in Vietnam by studying how the individual child factors, household factors and community factors particularly impact on household decision making on their children in Vietnam social economic context. It tries to find out the key determinants of child labor supply in one representative area of Vietnam by means of logistic regression technique with the child labor participation as dependent variable and based on the data of Vietnam Household Living Standard Survey 2012. Results showed that the age of a child is one of the most important factors effects on the probability of a child participates in working, as do the years of the household head?s education, household size, per capita expenditure and the role of credit access. The results support the hypothesis that the larger farmland size, the higher chance that a child going to work. The more important and interesting is the non-linear relationship of farmland size on child work participation. It proved the existence of the turning point which shows that land holdings increases child working participation if under such a certain level of land size, and then if land size continues to increase above that level will lead to a decline in child labor. The results of the inquiry help suggest some policy implications which are discussed in the last section of this research.

베트남에서 슈퍼마켓 서비스품질과 고객만족도, 고객충성도 간의 관계에 관한 연구

Le Thi Thanh Hoa 단국대학교 2009 국내석사

베트남은 급속한 경제 성장에 따라 외국 투자가들에게 투자가치가 있는 국가로 평가되며 국제적인 투자국가로 지목되고 있다. 베트남의 개혁정책인 ‘도이머이 정책’은 베트남 경제 전반에 깊은 영향을 주었다. 이러한 환경 변화에 따라 소비풍토 또한 변화하며 베트남의 슈퍼마켓 시스템이 성장 · 발전하고 있다. 특히 2007년 세계무역기구(WTO) 가입 이후 베트남슈퍼마켓의 환경은 더욱 세계화되었으며, 잠재력 있는 시장의 모습을 보여줌에 따라 외국 기업들의 투자가 활기를 띄고 있다. 슈퍼마켓은 베트남의 소매업을 변화시키며 베트남 소비자에게 현대에 생활에 적합한 편의를 제공해 주고 있다. 또한 전통적인 쇼핑 습관을 변화시켰으며, 동시에 베트남의 경제발전에 사회의 이바지 하였다. 그러나 슈퍼마켓 시장은 빠른 속도로 발전하고 있는 반면 슈퍼마켓에 대한 연구는 부족한 실정이다. 이에 따라 현재 슈퍼마켓의 서비스 품질, 고객만족도, 고객충성도 간의 관계에 관한 연구가 필수적이라고 할 수 있다. 본 연구의 목적은 기존 연구를 바탕으로 첫째, 베트남에서 슈퍼마켓의 서비스 품질의 차원에 대해서 알아본다. 둘째, 슈퍼마켓의 서비스품질 요인들과 고객만족도, 고객충성도 간의 관계를 분석한다. 셋째, 슈퍼마켓 경영하는 기업체에게 고객만족을 향상하고 경쟁력을 강화할 수 있는 자료를 제공하자고 한다. 본 연구는 베트남의 수도인 하노이에서 대형 슈퍼마켓을 이용하고 있는 고객들을 대상으로 설문조사를 실시하였다. SPSS13.0을 활용하여 설문지 146부의 신뢰성을 검증하였으며, 타당성 분석을 위한 요인분석을 하고 가설 검증을 위한 회귀분석을 이용하였다. 기존 연구자료에서 제시된 슈퍼마켓 서비스품질의 종업원, 매장, 안전성, 상품, 배치 5 가지 요인분석을 실시한 이후 종업원, 매장, 유형성, 안전성, 상품, 배치 6가지로 추출하였다. 다중회귀분석의 결과는 슈퍼마켓 서비스품질의 요인 6가지 중에 종업원, 유형성, 안전성, 상품 요인들이 고객만족도에 영향을 미치며 종업원, 안전성, 상품 요인들이 고객충성도에 영향을 미치는 것으로 나타났다. 그리고 단순회귀분석의 결과는 고객만족이 고객충성도에 영향을 미치는 것으로 나타났다. 본 연구를 통해 베트남 슈퍼마켓 경영하는 업체들은 슈퍼마켓 서비스품질의 요인들과 슈퍼마켓 서비스품질, 고객만족도와 고객충성도 간의 관계를 파악할 수 있다. 이는 특히 최근 외국유통 업체의 슈퍼마켓과 치열한 경쟁을 벌이고 있는 베트남의 유통업체들에게 고객만족도와 고객충성도 향상에 따른 서비스 품질 개선으로 경쟁우위를 선점하기 위한 유용한 자료로 활용될 것으로 기대 된다. Retail trade of supermarkets is experiencing a prompt change and shows itself as a potential market. Especially after Vietnam's accession into the World Trade Organization (WTO), the market of supermarket retail trade becomes more eventful with involvement of domestic and foreign companies into this field. Therefore, in order to succeed and exist in market, supermarket managers have to build up strategies to improve service quality to satisfy customer in a better way than their competitors. Most of supermarket operation companies agree that any general strategy of the retail market must ensure the service quality at the high level so as to obtain competition advantage. Under circumstances of more and more complicated market supermarket managers always do their utmost to improve their service quality. So if they grasp factors constituting service quality of supermarket and relationship between them, they can better service quality of supermarket in order to satisfy customer demand, creating customer's loyalty. Any supermarket, which meets customer satisfaction, will seize a competitive position through creating customer's trust for their supermarket. The purpose of this study is to examine the factors of supermarket service and relationships of supermarket service quality, customer satisfaction and customer loyalty. Standing on the literature review, there are 5 factors of supermarket service quality, including employee, stall, safety, goods, and display. The result of factor analysis shows that there are 6 kinds of supermarket service quality factors: employee, stall, tangibility, safety, goods, and display. The multiple regression result indicates that employee, tangibility, safety, goods have influence on customer satisfaction while employees, safety, goods have influence on customer loyalty. Specially, employee factor has the strongest influence on customer satisfaction customer loyalty. Futher the result of simple regression shows that customer satisfaction has influence on customer loyalty.

Poly(isobutyl vinyl ether) generation via dinuclear half-titanocenes and ethylene copolymerization studies by use of dinuclear constrained geometry catalyst with branched xylene bridge

Nguyen, Thi Le Thanh Yeungnam Univ. 2010 국내박사

소유구조, 다각화 및 기업성과 간의 관계에 대한 연구 : 베트남 상장기업의 중심으로

Le, Thi Thanh Huong 서울대학교 2019 국내석사

Understanding the Roles of Humans, Algorithms, and Cyborgs in Political Polarization

Le, Huyen Thi Thanh ProQuest Dissertations & Theses The University of 2019 해외박사(DDOD)