방제 드론의 선호도 분석 및 효과

박진욱 가톨릭관동대학교 일반대학원 2024 국내석사

방제 드론의 선호도 분석 및 효과 가톨릭관동대학교 일반대학원 박 진 욱 지도교수 강 신 수 본 연구는 농민들이 우리나라에서 많이 사용하는 방제 드론 CERES 10S, DJI MG1-S, 순돌이에 대해 선호도 조사를 한 후 다른 농민들이 방제 드론 구매할 때 하나의 대안으로 선택할 수 있도록 하는 데 그 목적이 있다. 이를 위해 강원도 강릉시와 경기도 이천시에 소재하고 있는 농민을 대상 으로 정했고, 농민들이 제일 중요시 생각하는 경제성, 고객 관리, 제품 품질, 편리성에 대해 선호도를 조사하고자 한다. 실증분석 결과를 요약하면 방제 드론별 경제성, 고객 관리, 제품 품질, 편리성의 차이를 알아본 결과 유의미 한 차이를 보이는 것으로 나타났으며, Scheffe의 사후분석을 통해 방제 드 론별 차이를 알아본 결과 경제성, 고객관리, 제품품질, 편리성 모두에서 순 돌이와 다른 방제 드론에서 방제 드론별 차이가 있는 것으로 나타나, 방제 드 론 선택 속성에 있어 순돌이가 다른 방제 드론보다 우수한 것으로 보이고 있다. 또한 응답자가 사용중인 3개의 방재 드론에 대해 지속적 사용의향에 있어 서 순돌이가 가장 높게 나타났으며, 타인 추천의향에 있어서 순돌이로 가장 높게 나타나 지속적 사용의향 및 타인 추천의향에서도 순돌이가 가장 높은 선택을 받고 있는 것을 알 수 있었다. 연구결과에서 알 수 있듯이 3종류의 방제 드론을 다 사용해본 농민들이 CERES 10S와 DJI MG1-S 방제 드론 보다는 순돌이 방제 드론을 전체적으 로 만족하고 있는 것으로 나타났다

중국인 학습자를 위한 동물 관련 관용표현 교육 연구 : 한국어 교재분석을 바탕으로

이춘우 가톨릭관동대학교 2018 국내석사

As the frequent communication between China and Korea as well as the Korean hot fashion wind, more and more Chinese people show their interests to Korea and begin to learn Korean. When learning Korean Language, idiomatic expression is a vital expression way. Koreans also always use idiomatic expression during the daily life. Therefore, in order to learn Korean well, idiomatic expression is essential. The way to enhance the interests of learning Korean Language is learning idiomatic expression of animals. The essay is based on Korean textbooks issued by Korean educational office and the Korean Language textbooks used in Chinese universities, aiming at those people who learn Korean Language, trying to seek the detailed educational instruction method to Chinese primary, secondary and advanced learners by analyzing the focus issue of animal idiomatic expression. The main purpose of this essay is to help the Chinese learners to study Korean easily, learn about Korean history and Korean’s way of thinking and their habits through learning animal idiomatic expression. After that, the learners can improve their listening, writing, speaking, reading and comprehensive ability. Kindly hope that this essay can have a positive impact on Korean Language education and improve the learners’ Korean ability through learning animal idiomatic expression and learn more Korean culture. The author as a Korean overseas student also has some limitation to Korean culture and there will be some disadvantages within this essay. However, I still want to provide some reference and help to those Chinese people who learn Korean.

대학이 지역경제에 미치는 영향 실증분석 : 가톨릭관동대학교와 강릉시를 중심으로

이식 가톨릭관동대학교 2018 국내석사

This study investigates the amount of money spent by the Catholic Kwandong University for one year in Gangneung city and the production inducement coefficients, value added inducement coefficients, import inducement coefficients and employment inducement coefficient of Gangneung City is derived from the Gangwon Province Industrial Input Output Tables. So we analyze the influence of local universities on the local economy. As a result, the Catholic Kwandong University is spending about 129.2 billion won annually. Of these, about 65.8 billion won is spent directly in Gangneung City. And students of Catholic Kwandong University spend about 60.81 billion won in Gangneung City for one year. The Catholic kwandong University spent total about 126.6 billion won in Gangneung City for one year and generated about 167 billion won in production, about 106.6 billion won in value added, about 1.8 billion won in import and about 3,505 person in employment. One student spends about 13.5 million won in Gangneung city and causes about 17.9 million won of production, about 11.4 million won in value added, about 1.9 million won in import and about 0.38 person in employment. The results of this study show the scale of the regional economic recession due to the decrease in the number of local university students nationwide. In the last five years, the number of students has decreased by 4,381 in the Gang won province. As a result, production of about 67.41 billion won was not induced in all Gang won province.

대학창업교육이 창업의지에 미치는 영향에 관한 연구 : 강릉을 중심으로

최승호 가톨릭관동대학교 대학원 2017 국내석사

Currently, universities has promoted the Entrepreurship Education for students. Entrepreurship Education has three perspectives. 1st, Entrepreurship class, 2nd Entrepreurship related events, 3rd Entrepreurship related institutional support. This study examined that university Entrepreurship Education has affected university students Entrepreurial Intentions. For the empirical investigation of the hypotheses of this study, surveys have been carried out September 2016, and total 100 students were studying entrepreurship education on the Catholic Kwandong University and Gangneung-wonju National University. The results of the empirical analysis are as follows : First, it showed that entrepreurship provides a space has a significant impact to entrepreurship. Second, entrepreneurship courses, events related to start-up, and mentoring was found that does not influence entrepreneurial intention. The results of this study, students in Gangneung area of the university, entrepreneurship courses, events related to start-up, and mentoring was found that does not affect entrepreneurial intention. in contrast, affecting a space has a significant impact to entrepreneurship. this suggest that entrepreurial intention of university students needs practical assistance for start-up. the results of this study had inquired Gangneung, if this study has increase sample surveys or expand area, it is possible to have produce different results.

대학생의 전공선택동기, 진로의사결정, 진로자기효능감이 대학생활만족도에 미치는 영향

김숙자 가톨릭관동대학교 2016 국내박사

ABSTRACT Impact of Major Selection Motivation, Career Decision Making and Career Self-Efficacy on University Life Satisfaction in University Students Kim. Sukja Major in Counseling Psychology Graduate School, Catholic Kwangdong University Directed by Prof. Kim Heebae The purpose of this study was to examine the influence of major selection motivation, career decision making and career self-efficacy on college life satisfaction in an effort to provide information on career guidance for college students. Three research questions were posed: 1. What are the differences in major selection motivation, career decision making, career self-efficacy and college life satisfaction according to background variables? 2. What are the correlations among the sub-factors ->이하동일 of major selection motivation, career decision making, career self-efficacy and college life satisfaction? 3. What influence do major selection motivation, career decision making and career self-efficacy exercise on college life satisfaction? The subjects in this study were 1,300 selected students in five four- year universities located in Gangwon Province, on whom a survey was conducted to address the research questions. The answer sheets from 1,184 respondents who were 703 male and 454 female students were analyzed. After the collected data were put in order, a statistical package SPSS WIN 18.0 was employed to make a statistical analysis. To find out the impact of background variables, t-test and F-test were carried out, and a correlation analysis was made. In addition, a multiple regression analysis was made to determine the influence of the variables. The findings of the study were as follows: First, regarding differences in major selection motivation, career decision making, career self-efficacy and college life satisfaction according to background variables including gender, there were no gender differences in major selection motivation and career decision making. The male students were ahead of the female students in terms of future planning, one of the subfactors of career self-efficacy, and in overall college life satisfaction, one of the subfactors of college life satisfaction. Concerning differences according to academic year, the level of major selection motivation was higher among the sophomores, and the juniors were most excellent in career decision making and career self- efficacy and expressed the best satisfaction with their college lives. The seniors scored lower in every variable. As to differences according to track, the students who majored in art, P.E. or music and who majored in medicine or biotechnology scored higher in the four variables. In regard to differences according to academic standing, the students whose grade point average was above 3.5 scored higher in intrinsic motivation and rational decision-making level that were respectively one of the subfactors of major selection motivation and career decision making, and these students also scored higher in career self-efficacy and college life satisfaction. As for differences according to a factor of making them decide to enter the universities, the group of the students who made the decision on their own were ahead of the others in terms of intrinsic motivation and the level of goal setting that were respectively one of the subfactors of major selection motivation and career self-efficacy. In relation to differences according to the academic credential of parents, the students whose parents were better educated were better at rational decision making, one of the subfactors of career decision making, and had a better overall career self-efficacy. As to differences according to living standard, higher living standard exerted a more influence on every variable and most of the subfactors. Second, when the correlations among the subfactors of major selection motivation, career decision making, career self-efficacy and college life satisfaction were analyzed, the correlation coefficients of intrinsic motivation, which was a subfactor of major selection motivation, with the subfactors of career decision making, career self-efficacy and college life satisfaction ranged from .036 to .451. A dependent type that was a subfacor of career decision making had no significant correlation with intrinsic motivation(p>.05) and was positively correlated with the other subfactors(p<.001). The correlation coefficients of extrinsic motivation, which was a subfactor of major selection motivation, with career decision making, career self-efficacy and college life satisfaction were between .060 and .329, which showed that they were significantly correlated. The correlation coefficients of rational type, which was a subfactor of career decision making, with career self-efficacy and college life satisfaction were between .098 and .417, which implied that they were significantly correlated. The correlation coefficients of intuitive type with career self-efficacy and college life satisfaction ranged from .141 to .272, and those of dependent type with career self-efficacy and college life satisfaction ranged from -.051 to .264. The correlation coefficients of goal setting, vocational information, problem solving and future planning, which were the subfactors of career self-efficacy, with overall college life, the quality of college education and administrative/welfare services, which were the subfactors of college life satisfaction, were between .136 and .670, which indicated that they were positively correlated(p<.001). There were weak correlations among major selection motivation, career decision making, career self-efficacy and college life satisfaction(p<.001), and career self-efficacy had a weak correlation with college life satisfaction. Third, as for the impact of major selection motivation, career decision making and career self-efficacy on college life satisfaction, intrinsic motivation was most influential, followed by intrinsic motivation a

4년제 대학의 조리외식경영학과 교육서비스품질이 학습만족 및 교육기관 학과추천의도에 미치는 영향

김정희 가톨릭관동대학교 일반대학원 2023 국내석사

논 문 개 요 본 연구에서는 4년제 대학의 조리외식 관련학과의 교육서비스품질을 어떻게 운영하여야 대학생들의 학습 만족도를 향상시킬 수 있는가를 알아보고, 이러한 결과가 조리외식경영학과의 추천의도에 어떠한 영향을 미치는지를 검증하고자 하였다. 조리외식 경영 관련 인재를 양성하는 4년제 대학의 조리교육의 중요성이 대두되고 있는 현실에서, 4년제 대학에서는 보다 우수한 수업 경영이 필요하기 때문에, 대학생들의 다양한 요구를 알아보고 양질의 조리교육과 조리교육 서비스품질을 도입하였다. 학과의 지속적 발전을 지향하는 4년제 대학의 조리교육은 무엇을, 어떻게 해야 할 것인가에 대한 수업 전략을 논리적 근거로 제시해 보고자 하였다. 첫 번째, 4년제 대학의 조리 관련학과에서 수강 중인 대학생을 대상으로 총 254부의 유효한 설문지를 확보한 후 SPSS 21.0 프로그램으로 분석하였다. 두 번째, 4년제 대학의 조리교육 서비스품질에 대한 요인분석을 실시한 결과, 교육프로그램 . 교수전문성 · 교육시설· 행정서비스 등으로 분석되었다. 세 번째, 영향관계에서는 ‘4년제 대학의 조리교육 서비스품질이 학습만족에 정(+)의 영향을 미칠것이다.’, ‘4년제 대학의 조리교육 서비스품질이 학과 추천의도에 정(+)의 영향을 미칠 것이다.’, 등을 다중회귀 분석을 통하여 모두 유의미한 결과를 도출하였다. 이러한 결과로 볼 때, 첫째, 4년제 대학의 조리교육 서비스품질의 중요성을 인식하고, 둘째, 대학생들과의 원활한 조리교육의 소통에 관한 자료를 제시한다. 셋째, 조리교육을 받은 학생들의 학습만족에 대한 영향관계를 분석한 후 중요한 영향을 주는 요인들을 활용한다면 본 연구가 추후 4년제 대학의 조리교육 서비스품질 측정을 위한 기초가 된다고 볼 수 있을 것이다. 또한 본 연구를 통해 4년제 대학의 조리 관련학과의 추천의도에 영향을 주는 조리교육 서비스품질 요인 중, 교육프로그램과 교육시설에 대한 영향이 많은 것으로 분석되었다. 이에 교육프로그램을 좀 더 신중하게 구성하고 교육시설을 개선할 필요성이 확인 되었다. 4년제 대학의 조리교육 서비스품질 요인 중 학습만족에 미치는 영향에서는 행정서비스와 교육프로그램, 교육시설과 행정서비스의 영향이 높게 나타났다. 그 외에 4년제 대학의 조리 관련학과의 추천의도에 영향을 미치는 학습만족의 요인은 모두 중요하게 나타났다. 따라서 4년제 대학의 조리교육시에 대학생이 느끼는 학습만족이 중요하다는 것이 다시 한 번 검증되었다. 향후에는 본 연구에서 다뤄지지 않은 2년제 대학과 조리 관련 학원에 대한 객관적인 자료로 제시할 수 있는 폭 넓은 연구가 필요하다고 본다.

대학 평생교육원 운영현황과 발전방향 연구 : 서울지역 3개대학 부설평생교육원 중심으로

김대정 가톨릭관동대학교 2021 국내석사

본 연구의 목적은 서울지역 주요3개 대학부설 평생교육원(이하 “평생교육원”)의 생애재설계과정 수강생들을 통해 은퇴, 퇴직교육에 대한 합리적 방향을 제시하고, 이에 따른 개선방향을 제시하고자 하였다. 발전방향 연구결과는 평생교육을 실시하고 있는 기관들이 현재의 문제점들을 파악하고 향후에 어떻게 변화해 나가야 할 것인지에 대해 고찰해 보았다. 또한 우리나라 평생교육원의 실태와 현황, 발전 형태 및 만족도 조사를 중심으로 한 향후 방향을 모색해 보았다. 연구방법은 관련된 문헌자료를 연구하고 현재 대학부설 평생교육원의 프로그램에 정식 등록 후 학습중인 성인학습자를 대상으로 설문지 조사를 실시하였으며, 주 대상은 2019년도 1,2학기 평생교육원에서 수강 중인 성인학습자로 그 범위를 서울시 지역 대학 부설 평생교육원으로 제한하였다.본 연구에서 제시한 방안은 아래와같다. 첫째 만족도 조사결과 재등록,추천여부가 다른설문항목을 통틀어 상대적으로 낮은점수를 받았다.둘째는 성인학습자의 배경변인별로 분석해보면 연령별분석에서 20대의전반적인 만족도가 상대적으로낮은것으로 나타났다,셋째는 낮은 수준의 만족도를 나타냈던 교육운영만족도에 중점적으로 관심을 가질필요가 있다.결론적으로 우리나라국민의 평생교육이 촉진되고 대학부설 평생교육원의 활성화를 위해서는 수강생중심의 강의와 운영체계가 이뤄지고 그들을 배려하는 평생교육이 이뤄져야 한다.

간호대학생의 스트레스 대처방식과 감성지능이 회복탄력성에 미치는 영향

방미영 가톨릭관동대학교 2020 국내석사

This study has been conducted to find out how the stress coping strategies and emotional intelligence of nursing students affect the resilience by targeting 175 students who are attending the department of nursing at G University in G City from April 17 to 21, 2017. Resilience was measured by using 27 items, re-modified by Bae Hye-ryun(2012) from the Korean Resilience Tool (KRQ-53), which was re-created by Kim Joo-hwan(2011) to suit the Korean situation and the tool was developed by Reivich and Shatte (2003). The stress coping strategies used 24 items, which Park Joo-young(1995) reconstituted from “The way of Stress Coping Checklist”, and that was developed by Folkman and Lazarus(1985). The emotional intelligence was measured by using 16 items, which were revised by Jeong, Hyun-woo (2007) from WLEIS (Wong and Law Emotional Intelligence Scale) that was developed by Wong and Law (2002). The collected data were processed using SPSS 22.0 program, and the general characteristics were analyzed by frequency, percentage, average, and standard deviation, t-test, and ANOVA, Scheffé's test were used for posthoc analysis, and Pearson's Correlation coefficients and Hierarchical Regression Analysis were carried out. The research results are as follows. 1) The resilience of nursing college students was 3.39 ± .55 out of 5 points, and the wishful thinking resilience marked the highest on record with controling was 3.45 ± .58 points, sociability was 3.45 ± .63 points, and positiveness was 3.27 ± .55 points. 2) The stress coping strategies of nursing students was 2.56±.41 out of 4 points, and the wishful thinking coping marked the highest on record with 2.76±.48 points, followed by seeking social support coping 2.61±.50 points, problem-focused coping 2.56±.57 points, and emotional-focused coping 2.41±.54 points. 3) The emotional intelligence of nursing students was 4.70 ± .76 points out of 7 points, other’s emotion appraisal marked the highest on the record with 4.99 ± .91 points, followed by self-emotion appraisal 4.92 ± .92 points, use of emotion 4.54 ±. 1.11 points and regulation of emotion marks 4.37 ± 1.01 points. 4) Resilience shows significant differences among grades (F=8.372, p<.001), satisfaction on nursing major (F=19.145, p<.001), and personality (F=3.305, p=.039). 5) Stress coping strategies show huge difference in many aspects such as family economic status (F=4.940, p=.008), monthly allowance (F=3.654, p=.007), reasons to choose nursing as major (F=2.932, p=.015), and personality (F=3.843,p=.023). 6) Emotional intelligence shows significant differences in grades (F=4.893, p=.009), reasons to choose nursing as major (F=2.535, p=.031), major satisfaction (F=11.159, p<.001), and personality (F=4.215, p=.016). 7) The stress coping strategies and resilience of nursing students are positively correlated(r=.179, p=.018). Among stress coping strategies, a positive correlation has been found in problem-focused coping (r=.300, p<.001) and seeking social support coping (r=.264, p<.001). 8) Positive correlation has been found between emotional intelligence of nursing students and resilience (r=.560, p<.001). Resilience found to be in positive correlation with self-emotional appraisal (r=.450, p<.001) with emotional intelligence, other’s emotion appraisal(r=.371, p<.001), regulation of emotion(r=.436, p<.001), and use of emotion (r=.456, p<.001). 9) Grades, major satisfaction, and personality of nursing students accounted for 16.9% of their resilience concerning the basis of this research, and particularly, grades and major satisfaction seemed to have a significant impact on this. 10) In terms of resilience, grades, major satisfaction, personality, stress coping strategies, and emotional intelligence accounted for 35.2% for the basis of resilience. Major satisfaction and emotional intelligence played a crucial role in resilience. 11) Emotional-focused coping(β=-.194, p=.015) with stress coping strategies, self-emotion appraisal(β=.305, p=.001) with emotional intelligence, and regulations of emotion (β=.267, p=.003) are found to have a prominent effect for controlling on resilience. Emotional-focused coping(β=-.246, p=.003) with stress-coping strategies affected the sociability of resilience and sub-factors of emotional intelligence did not affect the sociability of resilience. In addition, the sub-factors of stress coping strategies did not affect the positiveness, and self-emotional appraisal(β=.191, p=.038) with emotional intelligence and use of emotion (β=.432, p<.001) took a leading role in positiveness of resilience. Resilience is important for nursing college students because it is the power to cope appropriately and flexibly in various stress situations such as clinical practice stress and interpersonal relationships. Based on the results of this study, it is suggested to develop an educational program to improve emotional intelligence and appropriate emotional-focused coping, and to improve the nursing education environment in order to enhance resilience of nursing students.

학습동기향상 프로그램이 학습부진 대학생의 학습동기, 자기주도학습 및 자기효능감에 미치는 영향

최미화 가톨릭관동대학교 2016 국내박사

대학 교수자의 교수역량강화를 위한 수업컨설팅 인식 분석

주라헬 가톨릭관동대학교 2018 국내석사

The purpose of this study is to investigate and analyze the professor’s perception of instructional consultation, which is being operated to strengthen the teaching competencies of professors, and to seek the direction of course instructional consultation in the future. The questions of the study to achieve the purpose of this study are as follows. First, What is the professor’s perception of instructional problems? Second, What is the professor’s perception of instructional consultation? Third, What is the professor’s demand for operation of instructional consultation? Fourth, How do you activate instructional consultation in college education? In order to carry out the questions in the study, interviews and surveys were conducted with C University professors in Gangwon Province. The questionnaire was produced based on the results of the interview and a total of 68 questionnaires were used in the study. To process the data, the IBM SPSS Statistics (Ver 20.0) program was used to perform frequency analysis, cross tabulation analysis, x² test, t-test and F test. The results of the study are as follows. First, Looking at the professor’s perception of instructional problems, Most of the professors(80.9%) were having trouble with their instruction, The biggest reason was the lack of motivation of students. Other than this, various factors affecting the teaching, such as professors, learners, learning contents, and the learning environment, were affecting the instruction in combination. Second, Looking at the professor’s perception of instructional consultation, Most of the professors knew about instructional consultation(M=3.86), but experience involved in instructional consultation was low at 48.5%. Most of the professors who have participated in instructional consultation were aware that it helped improve their instruction(M=2.85). On the other hand, The willingness to participate in instructional consultation was a low(M=2.59). The reason was because of administrative factors such as excessive administrative work and class time, and lack of understanding of the purpose and effectiveness of instructional consultation was also found to be a major factor. Most of the professors were very positive about the need for instructional consultation(M=3.01), There was a high demand for select effective teaching methods and strategies, ability to analyze self- teaching and communication skills with students. Third, Looking at the professor’s demand for operation of instructional consultation, instructional consultation was recognized as necessary for all professors regardless of the age or position of the professor, and the voluntary will of the professors who want to improve and reflect on the instruction is important. As an instructional consultants, there was most preferred in instructional consultation expert. In the way of instructional consultation operation, face-to-face consulting between professors and consultant was preferred. In order to activate instructional consultation, there was a demand for securing professional consultants, providing incentives, and promoting and effectiveness of instructional consultation. Based on the results of the study, the conclusions are as follows. First, In order to increase the participation of instructional consultation, education and promotion of instructional consultation should be strengthened to change the perception of professors. Second, It is necessary to improve the mandatory system of instructional consultation and to encourage voluntary participation of instructional consultation by providing motives such as incentives. Third, In order to strengthening teaching competencies and proficiency and improve instruction, customized consulting based on the characteristics and needs of professors is needed. Fourth, In order to improve the quality of teaching instructional consultation, consultants with instruction expertise and consulting capability should be acquired. Fifth, In order to improve the effectiveness of instructional consultation, it is necessary to activate peer consulting for the learning community of professors. Sixth, It is necessary to improve the way of operation of instructional consultation which is one-time without follow-up management, and to reflect on the effect after instructional consultation and to monitor continuously.