12 research outputs found
κ°κ΅¬μλκ³Ό μλκ±΄κ° κ°μ μ’ λ¨μ κ΄κ³
νμλ
Όλ¬Έ (λ°μ¬)-- μμΈλνκ΅ λνμ : μ¬ν볡μ§νκ³Ό, 2013. 2. ꡬμΈν.μλκΈ° 건κ°μ μλμ μΈμ§μ λ₯λ ₯, μ¬λ¦¬μ¬νμ μ μλ₯λ ₯, νμ
μ±μ·¨λ₯λ ₯ λ±μ κ²°μ μ§λ μ€μν μμΈμ΄λ€. μλκΈ° 건κ°λ¬Έμ λ μ±μΈκΈ°κΉμ§ μ΄μ΄μ§ μ μμΌλ©°, μ΄λ λ
Έλμμ₯μ±κ³Ό λ° κ·Έ μ΄νμ μΆμ μ§κΉμ§λ μν₯μ μ€ μ μλ€. 건κ°μ κ²°μ μ§λ μ¬νμ κ²°μ μμΈμ λ³΄λ€ κΉμ΄ μ΄ν΄νκΈ° μν΄ μꡬμ μ°κ΅¬μλ€μ μ¬νκ²½μ μ νκ²½κ³Ό μλμ 건κ°κ°μ κ΄κ³μ μ΄μ μ λμ΄μλ€. λ€μν μ¬νμ κ²°μ μμΈ μ€μμ, κ°κ΅¬μλμ μλ 건κ°λΆνλ±μ λν μ£Όλ μμΈμΌλ‘ κ³ λ €λμ΄ μλ€. κ·Έ λμ μλ건κ°κ³Ό μλμ κ΄κ³μ λν΄ λΆμν μꡬμ κ΅λ΄μ°κ΅¬λ€μ΄ λ§μ΄ λ³΄κ³ λμ΄ μμ§λ§, κ·Έλ€κ°μ μ’
λ¨μ κ΄κ³μ λν μ°κ΅¬λ μ¬μ ν λΆμ‘±ν μ€μ μ΄λ€. κ·Έλ¬λ―λ‘, λ³Έ μ°κ΅¬μμλ κ°κ΅¬μλκ³Ό μλ건κ°μ λ°λ¬κΆ€μ κ°μ κ΄κ³μ λν΄ μμλ³΄κ³ , κ·Έ κ΄κ³μμ λΆλͺ¨μ μν (parenting practices)μ μ΄λ ν μν₯μ λ―ΈμΉλμ§ μ΄ν΄λ³΄μλ€.
μ΄λ₯Ό μν΄ λ³Έ μ°κ΅¬μμλ ꡬ체μ μΌλ‘ λ€μκ³Ό κ°μ μ°κ΅¬λ¬Έμ λ€μ μ€μ νμλ€. 첫째, κ°κ΅¬μλκ³Ό μλ건κ°μ μκ°μ΄ νλ¦μ λ°λΌ μ§μμ μΌλ‘ μ μλ―Έν κ΄κ³λ₯Ό κ°λκ°? λμ§Έ, κ°κ΅¬μλμ μλ건κ°μ λ°λ¬κΆ€μ κ³Ό μ΄λ ν κ΄κ³λ₯Ό κ°μ§λκ°? μ
μ§Έ, λΆλͺ¨μ μν μ μλκ±΄κ° λ°λ¬κΆ€μ μ λν κ°κ΅¬μλμ μν₯μ 맀κ°νλκ°? μ΄ μ°κ΅¬λ¬Έμ λ€μ ν΄κ²°νκΈ° μν΄, 1,785λͺ
μ μ΄λ±νκ΅ 4νλ
μλλ€κ³Ό λΆλͺ¨ μ μλ₯Ό λμμΌλ‘ μμλμ΄ μ° 1ν μ΄λ£¨μ΄μ§λ μμΈμλν¨λ 1μ°¨ - 7μ°¨ (2004-2010λ
λ) μλ£λ₯Ό μ¬μ©νμλ€. λΆμλ°©λ²μΌλ‘ μλ, μλ건κ°, λΆλͺ¨μν μ λ°λ¬κΆ€μ κ° κ΄κ³λ₯Ό μ΄ν΄λ³΄κΈ° μν΄ μ μ¬μ±μ₯λͺ¨ν (latent growth modeling)μ νμ©νμλ€.
λΆμκ²°κ³Όλ λ€μκ³Ό κ°λ€. 첫째, ν μμ μμ μλκ³Ό μλ건κ°μ μΈ‘μ ν κ°κ°μ κ΄κ³λ₯Ό μ΄ν΄λ³΄μλ€. κ·Έ κ²°κ³Ό, μλ건κ°μ λν μλκΈ°μΈκΈ° (income gradient in child health)λ μλμ΄ μ±μ₯ν¨μ λ°λΌ κ°νλΌμ‘λ€. μλμ 건κ°μ μ΄μ λ
λμ μλκ³Όλ κ΄λ ¨μ΄ μλ κ²μΌλ‘ λνλ¬μΌλ©°, νμ¬ μλλ³΄λ€ κ³Όκ±°μ μλμ΄ λμ± ν° μν₯μ λ―Έμ³€λ€. λμ§Έ, μλκ³Ό μλκ±΄κ° λ°λ¬κΆ€μ κ°μ μ μ μΈ μ νκ΄κ³κ° λνλ¬μ λΏ μλλΌ, μλμ μ΄ν μλ건κ°μ λ³νμλ μν₯μ λ―Έμ³€λ€. μ
μ§Έ, λΆλͺ¨μ μν μ μλ-κ±΄κ° μ°κ΅¬λͺ¨λΈμ μΆκ°νμ μλμ μλ건κ°μ λν μ§μ μ μΈ μν₯μ΄ λ μ΄μ μ μλ―Ένμ§ μμλ€. μλμ μλ건κ°μ λν μν₯μ λΆλͺ¨μ λͺ¨λν°λ§κ³Ό μλκ³Όμ κ°μ μΈ νλμ μν΄ λ§€κ°λ¨μ μ μ μμλ€. νΉν μ¬μμλμ κ²½μ°, μλμ μ΄ν λΆλͺ¨-μλμ κ°μ μΈ νλλ³νμ μ μ μΈ μν₯μ λ―ΈμΉλ κ²μΌλ‘ λνλ¬κ³ , μ΄λ κ·Έλ€μ 건κ°μμ€μ λ³νμλ μν₯μ λ―Έμ³€λ€.
λ³Έ μ°κ΅¬λ μΈμ μλ³Έ (human capital), 건κ°μλ³Έλͺ¨ν (health capital model), λΆλͺ¨ν¬μλͺ¨ν (parental investment model)μ κΈ°μ΄λ‘ ν¨μΌλ‘μ¨, λΆλͺ¨μ μλκ³Ό μν μ΄ μλ건κ°μ μ΄λ ν μν₯μ λ―ΈμΉλμ§ κ²½νμ κ·Όκ±°λ₯Ό μ μνμλ€. μλμ μλ건κ°μ λν μν₯μ λΆλͺ¨μ μν μ΄ λ§€κ°ν¨μ 보μ¬μ£ΌκΈ° μν΄ λ³Έ μ°κ΅¬λ μ΅μ΄λ‘ λΆλͺ¨μ μν λ³μλ₯Ό μ μ¬μ±μ₯λͺ¨νμΌλ‘ μ€μ νμλ€λ μ μμ μμλ₯Ό κ°μ§λ©°, μ΄λ₯Ό ν΅ν΄ μλ건κ°μ λν μ¬νμ μ§μλ
Έλ ₯μ΄ κ²½μ μ μ°¨μλΏ μλλΌ κ°μ‘±μ , μλ£λ³΄κ±΄ μ°¨μμμμ κ°μ
μ μ€μμ±μ νμΈν μ μμλ€.
λ³Έ μ°κ΅¬μ λΆμκ²°κ³Όλ λ€μκ³Ό κ°μ μ μ±
μ , μ€μ²μ ν¨μλ₯Ό κ°λλ€. 첫째, μλκ³Ό μλ건κ°κ°μ μ’
λ¨μ μΈ κ΄κ³κ° μμμ κ³ λ €νμ¬, μ μλμΈ΅ μλμ μ΄μ μ λ μλ보μ₯μ μ±
μ μ κ·Ήμ νμ© λ° λ°μ λ°©μμ΄ νμνλ€. λ¬Όλ‘ , μ°μ μ μΌλ‘ λμμ΄ λμ΄μΌ ν μλμ μ μ νκΈ° μν΄μλ μ¬νκ²½μ μ μμΉμ λ°λ₯Έ μλβ’μ²μλ
건κ°μ 격차νν©μ μ₯κΈ°μ μ΄κ³ μ§μμ μΌλ‘ μ‘°μ¬ν΄μΌ ν κ²μ΄λ€. μ΄λ μ¬νκ²½μ μ μΌλ‘ κ³ λ¦½λ μλλ€μ μ΄μ μ λ μΌλ‘μ¨ κ±΄κ°ννμ±μ κ·Όκ±°ν 건κ°μ¦μ§ νλ‘κ·Έλ¨μ κ°λ°νκΈ° μν¨μ΄λ€. λμ§Έ, λ³Έ μ°κ΅¬μμλ μ 체μ λ°μ‘μ κΈ°μ΄μ μΌλ‘ νμ±νλ μλβ’μ²μλ
κΈ° 건κ°μ λν μ€μμ±μ΄ κ°μ‘°λμμΌλ©°, μ΄μ λ°λΌ μλβ’μ²μλ
μ λν 보νΈμ μΈ μλ£μλΉμ€ μ κ³΅μ΄ μ λμ μΌλ‘ λ§λ ¨λμ΄μΌ ν¨μ μ μνλ€. κΈ°μ‘΄μ 건κ°μ¦μ§μ μ±
λ° μλΉμ€λ€μ μβ’μ μ νΉμ μ±μΈμκ²λ§ μ΄μ μ λμ΄μμΌλ, λ³Έ μ°κ΅¬κ²°κ³Όμ κ·Όκ±°νμ¬ μλβ’μ²μλ
κΈ° 건κ°μ λν λ
Όμ μμ μ μ±
μ μ°¨μμμ μ΄λ£¨μ΄μ ΈμΌ ν κ²μ΄λ€. μ
μ§Έ, μλμ μλ건κ°μ λν μν₯μ΄ λΆλͺ¨μ μν μ μν΄μ 맀κ°λ μ μμμ κ³ λ €νμ¬, λ€μν λ¨κ³λ‘ ꡬμ±λ μ¬ν볡μ§μλΉμ€ λ° νλ‘κ·Έλ¨μ κ°λ°ν νμκ° μλ€. μλ₯Ό λ€μ΄, μλβ’μ²μλ
건κ°μ μ¦μ§μν€λλ° ν¨κ³Όμ μΈ λΆλͺ¨κ΅μ‘νλ‘κ·Έλ¨, λΆλͺ¨λ₯Ό ν¬ν¨ν κ°μ‘±μΉλ£, λΆλͺ¨β’μλμ κ°μ μΈ νλ μ§μ λ±μ μλμ μλ건κ°μ λν μ§μ μ μΈ μν₯μ μλ°©νλ μ κ·Ήμ μΈ μ λ΅μ΄ λ μ μμ κ²μ΄λ€. λ§μ§λ§μΌλ‘, μλ-μλκ±΄κ° κ° κ΄κ³κ° μλμ΄ μ±μ₯ν¨μ λ°λΌ λμ± κ°ν΄μ§λ€λ μ°κ΅¬κ²°κ³Όλ₯Ό κ³ λ €νμ¬ νκ΅λ μ§μμ¬ν μ°¨μμμλ λ³΄λ€ ν¬κ΄μ μ΄κ³ μ€μ§μ μΈ λμμ΄ κ°κ΅¬λμ΄μΌ ν κ²μ΄λ€.
μμ½νλ©΄, μλ건κ°μ λν μ¬νμ μ§μλ
Έλ ₯μ κ²½μ μ , κ°μ‘±μ , μλ£μ μ°¨μμμμ ν¬κ΄μ μΈ κ°μ
μ΄ μ€μνλ©°, μ΄λ μλμ μλ건κ°μ λν μν₯μ μνμν¬ μ μλ 보νΈμμΈλ€μ λν νμμ΄ νμμ μΌλ‘ μ΄λ£¨μ΄μ§ νμκ° μμμ μμ¬νλ€.Health in childhood is a determinant of cognitive ability and educational achievement (Case et al., 2001Currie and Hyson, 1999Grossman and Kaestner, 1997). Children in poor health were found to continue to have poor health as adults which adversely affects their labor market performance (Case and Deaton, 2003Case and Paxson, 2006Currie and Stabile, 2003Graham and Power, 2004). To further understand the social determinants of health, Western researchers have developed a method to map the connections of socioeconomic circumstances with child health. Among several social determinants, household income has been considered to be a representative factor for disparities in child health. Although previous Western and Korean studies on the social determinants of child health has drawn attention to the need for a deeper exploration of the impact of household income on childrens health, there is still a lack of evidence on the longitudinal relationship between income and child health. Therefore, this study attempts to examine the association between trajectories of household income and child health, and to identify the influences of parenting practices between the two variables.
This study aims to explore 1) whether household income is related to child health over time, based on the assumption that there are positive cross-sectional and longitudinal relationships, 2) whether household income influences child health trajectories, and 3) whether parenting practices mediate the effect of household income on child health trajectories. This study uses data on Korean children and their parents from the 2004-2010 Seoul Panel Study of Children surveys (SPSC). Latent growth modeling was employed to examine individual trajectories of income, child health, and parenting practices as continuous processes.
First, the results showed that the income gradient in child health significantly steepened with child age, controlling for socio-demographic factors. It was also found that child health was significantly associated with income histories, resulting in larger effects of past income on health than current income. Second, income was significantly related to both the intercept and slope of child health. This indicates that children from relatively lower income households were found to exhibit poorer health status, and also experience a steeper decline in their health status over the middle childhood and adolescence. Third, the inclusion of mediating factors β parenting practices - changed the effect of income on child health, in which income appeared to no longer exert a direct effect on child health. Rather, income had an indirect effect on child health through parents monitoring and out-of-home activities with their children. For female children, income exerted a significant influence on the slope of their health through the slope of parents out-of-home activities, along with the direct effect of income on the slope of health remained significant.
The findings of this study carry several important implications. First, this study provided empirical evidence that the human capital, health capital, and parental investment model used for this studys framework were useful in explaining the effect of the amount invested by parents on child health outcomes. As the model has not been applied to studying mediating factors in the income-child health relationship, this study considered the good parent theory to see if parenting mediates the effect of income. This study found the mediating role of parents monitoring and activity involvement, which was first examined from a longitudinal perspective by constructing parenting growth models.
The findings provide an empirical ground for interventions for social work policy and practice. First, it is suggested that the government pursues active anti-poverty policies, targeting children in low income households (e.g., additional subsidies for children and supplementary benefits in the case of high medical expenses). To be informed of the policy priority areas, the current policies might need to include the evaluation of the socioeconomic differentials in time trends of the health status of children and adolescents. This may suggest the equity-sensitive interventions that are related to poor childrens health problems and health promotion programs targeting socio-economically disadvantaged children. Second, there are needed for more supportive health systems for children during the middle childhood and adolescence whose health has not been drawn attention compared to those in early stage of childhood or in adulthood. Accordingly, it is suggested to establish the coordination and partnerships between the government departments of education and public health to assign distinct and specialized responsibilities for the health promotion of children and adolescents. Third, considering the effects of income and parenting practices on child health, social work professionals need to consider the extent to which multilevel programs have to be designed. In other words, most practical implementation for parenting programs might be effective in promoting the health status during middle childhood and adolescence. In this regard, it also needs to look into the status of children from lower socio-economic backgrounds. Based on the findings that parents out-of-home activities with children and their monitoring mediated the effect of income on child health, family-based modification programs that involve parents via family therapy might become preventive measures for poor child health outcomes. In sum, the middle childhood and adolescence are to be considered as a critical period for child health, and social work interventions need to be made at the multi-levels for the reduction of child health inequalities in both the short- and long-term.Chapter I. Introduction 1
Chapter II. Theoretical background
1. Theoretical framework 6
1) The longitudinal aspect on household income 6
2) Definition of child health trajectory 8
3) The effect of household income on child health 13
3-1) Investment in human capital 13
3-2) Child health disparities 15
3-3) Income gradient in child health 18
3-4) Household income and child health trajectory 23
4) The mediating roles of parenting practices 26
5) Socio-demographic factors 33
2. Study model 36
3. Hypotheses 40
Chapter III. Method
1. Data 42
1) Characteristics of data and sample 42
2) Concepts and measurement of variables 44
2-1) Dependent variable 44
2-2) Independent variable 45
2-3) Mediating variable 47
2-4) Socio-demographic control variables 49
2. Data analysis method and procedure 50
Chapter IV. Results
1. General characteristics 60
1) Descriptive characteristics 60
2) Data screening and estimation 63
2. The relationship between household income and child health over time 65
3. The impact of household income on child health trajectory 72
3-1) Selection of the growth model for child health trajectory 72
3-2) The impact of initial income on child health trajectory 77
4. The impact of household income trajectory on child health trajectory 79
5. The mediating effect of parenting practices 84
Chapter V. Discussion
1. Summary of findings 95
2. Discussion 98
3. Implications 98
1) Theoretical implication 102
2) Implications for social work practice and policies 104
3) Limitations and suggestions for future research 112
References 117
Appendix 144Docto
An Ethnographic Case Study on Adolescents' Critical Literacy Practices in the Digital Environment
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Όλ¬Έ(λ°μ¬)--μμΈλνκ΅ λνμ :μ¬λ²λν κ΅μ΄κ΅μ‘κ³Ό(κ΅μ΄κ΅μ‘μ 곡),2019. 8. λ―Όλ³κ³€.This study qualitatively explores the ways in which adolescents engage in public problems and practice critical literacies in the digital environment. Online article writing activities in an alternative high school's online journalism club were selected as a case of adolescents' critical literacy practices to ethnographically investigate the ways in which critical literacies were socially practiced in the context of the digital environment, alternative education, and adolescent culture.
From a sociocultural perspective on literacy and learning, this study takes the view that literacy is socially practiced in association with identities, beliefs, values, and attitudes and that literacy is learned by employing literacy resources in situational practices. From this point of view, this study considered the process of adolescents' designing of writing activities in the online journalism club as a process of learning and explored how adolescents perceived the situation of writing articles and how they organized and integrated it into the context of writing. This study investigated how adolescents practiced critical literacy through article writing and what kind of literacy resources were employed in the process of the writing. The data analyzed in this study were collected over a year from participatory observations, in-depth interviews, texts produced by research participants, and on-site materials.
In the process of designing their writing activities and from their experience of alienation and oppression in previous writing activities, adolescents perceived that the purpose of writing activities and the theme and form of the articles were important contexts for thinking and presenting in a certain way as a writer. They recognized roles and responsibilities involved in writing by reflecting on the fact that they write not only as a journalism club within a school but also on a spatial topography where they meet readers online. They also perceived that they could have autonomy and openness in their dialogues and power to impact their readers effectively.
Accordingly, adolescents focused on creating new discourses on their school culture by circulating ideas between the writer and the reader and between club members, and as such constructed a context of themes, forms, and interactions, In other words, they became to form a scheme on topics that could circulate different ideas among readers and provide new perspectives for reading school issues to them, on genres and forms that could be an appropriate 'outlet' to deliver these topics, and on a platform structure that could distribute these genres and forms and enhance readers' accessibility. Then, they were able to formulate common goals and norms and coordinate different beliefs about article writing, including appropriate quality, language and voice for article writing, by sharing plans with the advisor teacher and club members (seniors and juniors).
By writing articles, adolescents were practicing a variety of critical literacy based on their life situations, literacy resources, identities, and beliefs. This study had four adolescent writers describe the process of article writing in terms of making people feel uncomfortable behind language and discourse,' 'publicizing social issues,' 'giving voice to minorities,' and 'empowering various voices.' In the process of recognizing problems critically, embodying ideas to construct contents, and then producing texts, adolescent writers were involved in the other writers' identity, attitude, and belief and utilized the functional literacy associated with specific discourse knowledge, language and discourse, and specific discourse forms, Furthermore, colleagues became important critical literacy resources for acquiring digital technology skills, gaining support and sympathy for different ideas, and sharing various perspectives.
Based on the findings, this study discussed educational implications in terms of writing education as a social practice and writing-oriented critical literacy education. First, this study discussed that the learning through the designing of writing activities would make it possible to acquire abundant knowledge involved in the context of writing activities, establish a cooperative and responsible writing practice community, and reflect on dominant forms and customs of discourse. Second, the study argued that it would be important to understand the application of critical literacy resources and individual differences for critical literacy education. Finally, the study discussed the ways of educational support for critical reading of the world and for text design in the digital environment.μ΄ μ°κ΅¬λ λμ§νΈ νκ²½μμ μ΄μκ°λ μ²μλ
λ€μ΄ 주체μ μΈ λ¬Έμ μ°Έμ¬μλ‘μ λΉνμ λ¬Έμμ±μ μ€μ²νλ λ°©μμ μ§μ μΌλ‘ νꡬνκ³ μ νλ€. μ΄μ μ€μ λμ§νΈ μν΅ κ³΅κ°μμμ μ°Έμ¬λ₯Ό λͺ©μ μΌλ‘ μ²μλ
λ€μ΄ λλ£λ€κ³Ό νλ ₯νλ©° λΉνμ λ¬Έμμ±μ μ€μ²νλ μ¬λ‘λ‘ λμκ³ λ±νκ΅ λ΄ μΉμ λ λμ리λ₯Ό μ ννμ¬, λμ리μμμ μ¨λΌμΈ κΈ°μ¬ μ°κΈ° νλμ λ¬ΈνκΈ°μ μ§μ λ°©λ²μ ν΅ν΄ μ°κ΅¬νμλ€.
μ΄ μ°κ΅¬λ λ¬Έμμ±κ³Ό νμ΅μ λν μ¬νλ¬Ένμ κ΄μ μμ λ¬Έμμ±μ΄ μ 체μ±, μ λ
, κ°μΉ, νλ, μ¬κ³ μ λ°©μ, μΈμ΄, μ§μ λ±κ³Ό μ°ν©λμ΄ μ¬νμ μΌλ‘ μ€μ²λκ³ , μ΄λ¬ν μμκ° κ΄μ¬λλ μν©μ μ€μ²μ ν΅ν΄ νμ΅λλ€λ κ΄μ μ μ·¨νλ€. μ΄λ¬ν κ΄μ μμ μΉμ λ λμ리μμ μ²μλ
λ€μ΄ κΈ°μ¬ μ°κΈ° νλμ κΈ°ννλ κ³Όμ μ νμ΅μ κ³Όμ μΌλ‘ λ³΄κ³ , μ²μλ
λ€μ΄ κΈ°μ¬ μ°κΈ°μ μν©μ μ΄λ»κ² μΈμνκ³ , μ΄λ»κ² κ·Έκ²μ μ°κΈ°μ λ§₯λ½μΌλ‘ ꡬμ±νκ³ μ‘°μ¨νλμ§λ₯Ό λ°νλ€. λ μ²μλ
λ€μ΄ κΈ°μ¬ μ°κΈ°λ₯Ό ν΅ν΄ μ΄λ ν λΉνμ λ¬Έμμ±μ μ€μ²νκ³ κ·Έ κ³Όμ μμ μ΄λ ν λ¬Έμμ± μμμ΄ κ΄μ¬λκ³ νμ©λμλμ§λ₯Ό λ°νλ€. μλ£λ 1λ
λμμ μ°Έμ¬κ΄μ°°, μ¬μΈ΅λ©΄λ΄, μ°κ΅¬ μ°Έμ¬μκ° μ°μΆν ν
μ€νΈ, νμ§ μλ£ λ± λ¬ΈνκΈ°μ μ§μ λꡬλ₯Ό νμ©νμ¬ μμ§, λΆμλμλ€.
μ²μλ
λ€μ νλμ κΈ°ννλ κ³Όμ μμ μ΄μ μ°κΈ° νλμμ κ²ͺμ μμΈμ μ΅μμ κ²½νμ μ±μ°°νμλ€. μ΄λ₯Ό ν΅ν΄ νλμ νΉμ ν λͺ©μ , κΈ°μ¬μ νΉμ ν μ£Όμ μ νμμ΄ νμλ‘μ νΉμ ν λ°©μμΌλ‘ μ¬κ³ νκ³ μ‘΄μ¬νκ² νλ νμ κ΄κ³κ° λ΄μ¬λ λ§₯λ½μΌλ‘ μμ©ν¨μ μΈμνμλ€. λ νκ΅ λ΄μ μΈλ‘ λμ리μ΄λ©΄μ λμμ μ¨λΌμΈμμ λ
μλ₯Ό λ§λλ 곡κ°μ μ§νμ μ±μ°°ν¨μΌλ‘μ¨, μμ λ€μ΄ μΈλ‘ μΌλ‘μμ μν κ³Ό μ±
μ, λνμμμ μμ¨μ±κ³Ό κ°λ°©μ±, μ€μ λ
μμ λν νκΈλ ₯μ κ°μ§ μ μμμ μΈμνμλ€. μ΄λ¬ν μΈμμΌλ‘λΆν° μ²μλ
λ€μ μμ λ€μ κΈ°μ¬ μ°κΈ° νλμ λ
μμ μ κ·Ήμ μΌλ‘ μν΅νλ λ―Έλμ΄ λκΈ°λΌλ μ 체μ±μ λΆμ¬νμλ€.
μ΄μ λ°λΌ μ²μλ
λ€μ νμμ λ
μ κ°μ, λ λΆμλ€ κ°μ μν΅μ±μ λμ¬ νκ΅μ λ¬Ένμ λν μλ‘μ΄ λ΄λ‘ μ μμ±ν΄ λκ°λ λ° μ΄μ μ λκ³ μ£Όμ , νμ, μνΈμμ©μ λ§₯λ½μ ꡬμ±νμλ€. μ¦ λ
μλ€κ³Ό μλ‘ λ€λ₯Έ μκ°μ μν΅ν μ μκ³ , νκ΅μ λ¬Έμ λ₯Ό μ½λ μλ‘μ΄ κ΄μ μ μ 곡ν μ μλ μ£Όμ , μ΄λ¬ν μ£Όμ λ₯Ό λ΄κΈ°μ κ°μ₯ μ μ ν ν΅λ‘λ‘μμ μ₯λ₯΄μ μμ, μ΄λ¬ν μ₯λ₯΄μ μμμ μμ λ‘κ² μ ν΅νλ©΄μ λ
μλ€μ μ κ·Όμ±μ λμ΄λ νλ«νΌ ꡬ쑰μ λν κ³νμ μΈμ°κ² λμλ€. μ΄κ²μ μμ λ€μκ² μΆμ λ§₯λ½μΈ νκ΅μ λ¬Ένμ λν μ§μ μμ±μλ‘μ κΆνμ λΆμ¬νλ κ²μ΄κ³ , λμ§νΈ 곡κ°μμμ μν΅μ μ μ ν λ¬Έμμ±μ νμ΅νλ κ³Όμ μ΄μλ€. μ΄ν κ΅μ¬μ μ νλ°°λ€κ³Ό κ³νμ 곡μ νλ©΄μ κΈ°μ¬μ μλ²½ν¨, κΈ°μ¬λ€μ΄ μΈμ΄, κΈ°μ¬μ κ°κ΄μ± λ± κΈ°μ¬λ€μμ λν μλ‘ λ€λ₯Έ μ λ
κ³Ό νλλ₯Ό μ‘°μ¨ν΄ κ°λ©° 곡λμ λͺ©μ κ³Ό κ·λ²μ ꡬμ±ν΄ λκ° μ μμλ€.
μ²μλ
λ€μ κΈ°μ¬ μ°κΈ°λ₯Ό ν΅ν΄ λ€μν λ°©μμ λΉνμ λ¬Έμμ±μ μ€μ²νκ³ μμλ€. μ΄ μ°κ΅¬μμ λ€ λͺ
μ μ²μλ
μ κ°κ° λ
μμ μν΅ν μ μλ νμ, λ¬Έμ λ₯Ό κ³ λ°νλ λ° κ΄μ¬μ΄ λ§μ νμ, μκ°μ΄ λ€λ₯Έ μμμ¬μ΄λ, μμΉνλ μ λΌλ νμ μ 체μ±μ μ·¨νμ¬, μΈμ΄μ λ΄νμ μ΄λ©΄μμ λΆνΈν¨μ λλΌκ² νκΈ°, μ¬νμ μ΄μλ‘ κ³΅λ‘ ννκΈ°, μμμμ λͺ©μ리 λ΄κΈ°, λ€μν λͺ©μ리μ νμ μ€μ΄ μ£ΌκΈ°λ‘μμ λΉνμ λ¬Έμμ±μ μ€μ²νμλ€.
κ° μ€μ²μ λ°©μμ λ¬Έμ λ₯Ό λΉνμ μΌλ‘ μΈμνκ³ , λ΄μ© ꡬμ±μ μν΄ κ΄λ
μ ꡬ체ννκ³ , μν© λ§₯λ½μ κ³ λ €νμ¬ ν
μ€νΈλ₯Ό μμ±νλ μ°κΈ° κ³Όμ μ λ°λΌ κΈ°μ λμλ€. μ°κΈ°μ κ³Όμ μμ μ²μλ
λ€μ 곡ν΅μ μΌλ‘ μΌμμμ λ¬Έμ λ₯Ό λΉνμ μΌλ‘ μΈμνμκ³ , νΉμ ν λ΄λ‘ μ§μ, κ°μΈμ μΈμ΄μ λ΄ν, νΉμ λ΄ν μμκ³Ό κ²°λΆλ κΈ°λ₯μ λ¬Έμμ±μ νμ©νμλ€. λ λλ£λ€μ λμ§νΈ κΈ°μ μ μ μλ°λ κ²μ λ¬Όλ‘ , λ€λ₯Έ μκ°μ λν μ§μ§μ 곡κ°μ μ»κ³ , λ€μν κ΄μ μ μν΄ λνλ₯Ό λλκΈ° μν μ€μν λΉνμ λ¬Έμμ± μμμ΄ λμλ€.
μ¬νμ μ€μ²μΌλ‘μ μ°κΈ° κ΅μ‘κ³Ό μ°κΈ° μ€μ¬ λΉνμ λ¬Έμμ± κ΅μ‘μ μ°¨μμμ κ΅μ‘μ μμ¬μ μ λ
Όμνμλ€. λ¨Όμ νμ΅μκ° μ°κΈ° νλμ κΈ°νμ μ°Έμ¬ν¨μΌλ‘μ¨ μ°κΈ° νλμ λ§₯λ½μ λν νλΆν μ§μμ νλνκ³ , νλ ₯μ μ΄κ³ μ±
μκ° μλ μ°κΈ° μ€μ²κ³΅λ체λ₯Ό ꡬμΆνκ³ , μ§λ°°μ μΈ λ΄ν νμκ³Ό κ΄μ΅μ λν λ°μ±μ μ±μ°°μ κ°μ Έμ¬ μ μμμ λ
Όνμλ€. λ μ°κΈ° μ€μ¬μ λΉνμ λ¬Έμμ± κ΅μ‘μ μν΄μ λΉνμ λ¬Έμμ± μμμ νμ©κ³Ό κ°μΈμ°¨λ₯Ό μ΄ν΄νλ κ²μ΄ μ€μν¨μ μ μνμλ€. λ§μ§λ§μΌλ‘ μΈκ³μ λν λΉνμ μ½κΈ°μ λμ§νΈ νκ²½μμμ ν
μ€νΈ λμμΈμ μν κ΅μ‘μ μ§μ λ°©μμ λ
Όμνμλ€.I. μλ‘ 1
1. μ°κ΅¬μ λ°°κ²½ λ° νμμ± 1
2. μ°κ΅¬μ λͺ©μ λ° μ°κ΅¬ λ¬Έμ 7
3. μ νμ°κ΅¬ κ²ν 8
1) μ¬νλ¬Ένμ κ΄μ μμμ λ¬Έμμ± κ΅μ‘μ λν μ°κ΅¬ 8
2) λμ§νΈ νκ²½μμμ λ¬Έμ νλ λ° κ΅μ‘μ λν μ°κ΅¬ 12
β
‘. μ΄λ‘ μ λ°°κ²½ 17
1. μ¬νλ¬Ένμ κ΄μ μμμ λ¬Έμμ± 17
1) μ¬νμ μ€μ²μΌλ‘μ λ¬Έμμ± 17
2) λμ§νΈ νκ²½μμμ λΉνμ λ¬Έμμ± 28
3) λμ§νΈ νκ²½μμμ μ²μλ
λ¬Έμμ± 35
2. μ¬νλ¬Ένμ κ΄μ μμμ λ¬Έμμ± κ΅μ‘ 39
1) μν©μ μ€μ²μΌλ‘μ νμ΅ 39
2) νμ΅μ λ§₯λ½μΌλ‘μ μ€μ²κ³΅λ체 42
β
’. μ°κ΅¬μ λ°©λ² 48
1. λ¬ΈνκΈ°μ μ§μ μ¬λ‘μ°κ΅¬ 48
1) λ¬Έμμ± μ€μ² μ°κ΅¬λ₯Ό μν λ¬ΈνκΈ°μ μ§ μ ν΅ 48
2) μ¬λ‘μ°κ΅¬ 50
2. μ°κ΅¬μ νμ₯κ³Ό μ°Έμ¬μ 51
1) μ°κ΅¬ νμ₯κ³Ό νμ₯μ λν μ κ·Ό 51
2) μ°κ΅¬ μ°Έμ¬μ 56
3) μ°κ΅¬μμ μν κ³Ό μμΉ 59
3. μλ£μ μμ§κ³Ό λΆμ 61
1) μλ£ μμ§μ κΈ°κ°κ³Ό λ²μ 61
2) μλ£ λΆμ 63
4. μ°κ΅¬μ νλΉμ± λμ΄κΈ° 68
β
£. κΈ°μ¬ μ°κΈ°λ₯Ό μν νλμ κΈ°ν 70
1. κΈ°μ¬ μ°κΈ° μν©μ μ κ² 73
1) μ΄μ μ μ°Έμ¬ κ²½νμ λν μ±μ°° 73
2) 곡κ°μ μ§νμ λν μ±μ°° 92
2. νλμ κ³ν: κΈ°μ¬ μ°κΈ°λ₯Ό μν λ§₯λ½μ κ΅¬μ± 108
1) λμ리 μ 체μ±: λλ΄μ λ§λ λ―Έλμ΄ λκΈ° 108
2) μ£Όμ λ§₯λ½μ ꡬμ±: μλ‘ λ€λ₯Έ μκ°μΌλ‘ μν₯μ μ£Όκ³ λ°κ³ 120
3) νμ λ§₯λ½μ ꡬμ±: κΏμ΄λΌλ κΎΈλ©΄ μ’μμ 119
4) λ§₯λ½μ κ°μ²΄ν: λ€λ₯Έ μκ°μ λ€μν μ΄μΌκΈ°λ‘ λ€κ°κ°λ 131
3. κ³νμ λν μ‘°μ¨: μμ¨μ±μ νμ₯κ³Ό μ ν 133
1) κ΅μ¬μ λΉλΆ: μΉμ΄λ 건 μ€νμ₯ 133
2) μ νλ°°μμ κΈ°μ¬λ€μμ λν μλ―Έμ νμ 135
β
€. κΈ°μ¬ μ°κΈ°λ₯Ό ν΅ν λΉνμ λ¬Έμμ± μ€μ² 140
1. μΈμ΄μ λ΄νμ μ΄λ©΄μμ λΆνΈν¨μ λλΌκ² νκΈ°: λ€μμ΄ μ¬λ‘ 140
1) μΌμ λνμ μ΄λ©΄μμ λλΌλ λΆνΈν¨ 142
2) ν΄μνλ‘μ μ¬νμ λ΄λ‘ λμ΄μ€κΈ° 149
3) ν
μ€νΈ μ 볡μλ‘μ κΈ°μ¬ μ°κΈ° 153
4) ν΄μ곡λ체μμ λνλ₯Ό μννκΈ° 156
2. μ¬νμ μ΄μλ‘ κ³΅λ‘ ννκΈ°: κ·λ―Όμ΄ μ¬λ‘ 159
1) κ°μΈμ νλ¦μ μ μΉμ λ¬Έμ λ‘ μΈμνκΈ° 160
2) μΈλ‘ μ λ°©μμΌλ‘ λΉννκΈ° 164
3) ν
μ€νΈ λΈλ¦¬κΌ΄λ λ₯΄λ‘μ κΈ°μ¬ μ°κΈ° 169
4) ν
μ€νΈμ μ ν΅κ³Ό μ λ΅μ ν보 176
3. μμμμ λͺ©μ리 λ΄κΈ°: μ°¬μ° μ¬λ‘ 177
1) μμ μ λ€λ¦μμ λ¬Έμ λ₯Ό μΈμνκΈ° 179
2) κΈ°μ¬ μ°κΈ°μ μ§μ°κ³Ό λλ €μμ 극볡 182
3) λ κΉμ°¬μ°λ‘ μ΄μΌκΈ°νκΈ° 187
4) 곡κ°λ°μ§ λͺ»ν κ²μ λμ보기 192
4. λ€μν λͺ©μ리μ νμ μ€μ΄ μ£ΌκΈ°: μλΉμ΄ μ¬λ‘ 194
1) μμΉνλ μ μ κ΄μ μΌλ‘ λ¬Έμ μΈμνκΈ° 196
2) κΉμ΄μ λ€μν κ΄μ μ μΆκ΅¬ 199
3) ν
μ€νΈ μ€κ°μλ‘μ κΈ°μ¬ μ°κΈ° 209
4) μ€μ²μμ λλ£μ μν μ λμ보기 214
β
₯. κ΅μ‘μ μμ¬μ 216
1. μ°κΈ° νλμ κΈ°νμ ν΅ν νμ΅ 217
1) μ°κΈ° νλμ λ§₯λ½μ λν νλΆν μ§μμ νλ 217
2) νλ ₯μ μ΄κ³ μ±
μκ° μλ μ°κΈ° μ€μ²κ³΅λ체μ κ΅¬μΆ 219
3) μ§λ°°μ μΈ λ΄ν νμκ³Ό κ΄μ΅μ λν λ°μ±μ μ±μ°° 220
2. μ°κΈ° μ€μ¬μ λΉνμ λ¬Έμμ± κ΅μ‘ 223
1) λΉνμ λ¬Έμμ± μμμ νμ©κ³Ό κ°μΈμ°¨ 223
2) μ°κΈ° μ€μ¬ λΉνμ λ¬Έμμ± κ΅μ‘μ μν μ§μ 228
β
¦. κ²°λ‘ 233
1. μμ½ 233
2. μ μΈ 235
μ°Έκ³ λ¬Έν 239
Abstract 251Docto