23 research outputs found
(The) comparative study on appendectomy costs between a civilian hospital and an army hospital : μΆ©μ μ μ μ νμ μ€μ¬μΌλ‘
μ§μμ¬ν κ°νΈνκ³Ό/μμ¬[νκΈ]λ³Έ μ°κ΅¬λ κ΅° λ³μμ μκ°λΆμμ νκΈ° μν΄ μΌ λ―Όκ°λ³μκ³Ό κ΅° λ³μμ μΆ©μ μ μ μ νμ 1μΈ μμ μκ°λ₯Ό λΉκ΅ λΆμμ νμλ€ μ΄λ₯Ό ν΅νμ¬ κ΅° λ³μμ μμ μκ°κ° λ―Όκ°λ³μμ μμ μκ°μ μ΄λ μ λμΈμ§μ κ³Όνμ μΈ μκ°λΆμμΌλ‘ ν¨μ¨μ± μ¦λ λ° λΉμ©μ κ°μ ν΅ν κ΅° λ³μ κ²½μ κ΄λ¦¬λ₯Ό μν μ 보μ 곡, μμ¬κ²°μ μ λμμ μ£Όκ³ μ μλλμλ€.
μ°κ΅¬λμμ 2000λ
1μ 1μΌλΆν° 6μ 30μΌκΉμ§ κ²½κΈ°λμ μμ¬ν ν λνλ³μ λ° κ΅° λ³μμμ μΆ©μ μ μ μ μ μνν μμ νμ(λ―Όκ°λ³μ 156λͺ
, κ΅° λ³μ 65λͺ
)λ₯Ό λμμΌλ‘ μ‘°μ¬νμλ€.
μ°κ΅¬λ°©λ²μ λ¬Ένκ³ μ°°, μΈν°λ·°, μ무기λ‘μ§ μ‘°μ¬, μλ£μ‘°μ¬λ₯Ό μννμ¬ μκ°μμλ₯Ό μ‘°μ¬, μμ§, λ°°λΆνμ¬ μΆ©μ μ μ μ νμ 1μΈ μμ μκ°λ₯Ό μ°μΆνμ¬ λΉκ΅νμλ€.
μ΄ μ°κ΅¬μ μ£Όμ κ²°κ³Όλ λ€μκ³Ό κ°λ€.
1. μΈκ±΄λΉ μ°μ κ²°κ³Ό, λ―Όκ° λ³μμ 241,895μ, κ΅° λ³μ 62,988μμΌλ‘ κ΅° λ³μ μΈκ±΄λΉλ λ―Όκ° λ³μμ μ½ 1/4λ‘ λνλ¬λ€. λ―Όκ°λ³μμ μΈκ±΄λΉ μ€ λ§μ·¨ κ΄λ ¨ μΈκ±΄λΉκ° 47%, μμ κ΄λ ¨ μΈκ±΄λΉ 53%μΈ λ°λ©΄, κ΅° λ³μμ λ§μ·¨κ΄λ ¨ μΈκ±΄λΉ 34%, μμ κ΄λ ¨μΈκ±΄λΉ 56%λ‘ λνλκ³ μ§μ μΈκ±΄λΉκ° 90%, κ°μ μΈκ±΄λΉλ 10% μλ€.
2. μ¬λ£λΉ μ°μ κ²°κ³Ό, λ―Όκ° λ³μ 108,561μ, κ΅° λ³μ 51,940μμΌλ‘ κ΅° λ³μμ΄ λ―Όκ°λ³μμ 1/2λ°°μ΄λ€. μμ κ΄λ ¨ μ¬λ£λΉλ 컀λ€λ μ°¨μ΄(λ―Όκ°λ³μ 24,915μ, κ΅° λ³μ 28,357μ)κ° μμμΌλ λ§μ·¨κ΄λ ¨ μ¬λ£λΉλ λ―Όκ°λ³μ 83,646μ, κ΅° λ³μ 23,583μμΌλ‘ κ΅° λ³μμ΄ λ―Όκ° λ³μμ 1/3.5λ°° μλ€. μ΄λ μ²μΆλ§μ·¨ λ³΄λ€ 5λ°°μ μ¬λ£λΉλ₯Ό λ°μνλ μ μ λ§μ·¨μ¨μ΄ κ΅° λ³μμ 30.8%, λ―Όκ°λ³μ 95%μ΄κΈ° λλ¬Έμ΄λ€.
3. κ΄λ¦¬λΉ μ°μ κ²°κ³Ό, λ―Όκ°λ³μ 32,325μ, κ΅° λ³μ 47,966μμΌλ‘ κ΅° λ³μμ΄ λ―Όκ°λ³μμ 1.5λ°°μ΄λ€, νΉν κ΅° λ³μμ μ΄μ κ΄κ³λ‘ κ°κ°μκ°λΉκ° κ΅° λ³μμ΄ λ―Όκ°λ³μμ 1.6λ°°(λ―Όκ°λ³μ 18,420μ, κ΅° λ³μ 28,602μ)μ΄κ³ μλκ΄μ΄λΉλ μμ μ€ λ©΄μ μ΄ 1/2λ°°μΈλ° λΆκ΅¬νκ³ , λ―Όκ°λ³μ 5,728μ, κ΅° λ³μ 10,387μμΌλ‘ 1.8λ°° λκ² λνλ¬λ€.
4. μμ κ²°κ³Όλ₯Ό μ’
ν©ν΄ 보면 μΆ©μ μ μ μ νμ 1μΈ μμ μκ°λ λ―Όκ°λ³ μ 422,590μ, κ΅° λ³μ 170,457μμΌλ‘ κ΅° λ³μμ΄ λ―Όκ° λ³μμ 1/2.5λ°° λ‘ λνλ¬λ€.
κ²°λ‘ μ μΌλ‘ κ΅° λ³μμμ 6κ°μκ° μ΄65λͺ
μ μΆ©μ μ μ μ νμμ μμ μκ°λ 11,079,705μμ΄μλ€. 65λͺ
μ μΆ©μ μ μ μ νμλ€μ΄ λνλ³μμμ μμ μ λ°μμ κ²½μ° μμ μ§λ£λΉκ° 42,430,570μ(μμ λ£ 652,778μ Γ65λͺ
)μΌλ‘ κ΅° λ³μμμ 31,350,865μμ κ²½μ μ±μ΄ μμμ μ μ μλ€.
κ΅° λ³μμ μΆ©μ μ μ μ 1κ±΄λΉ κ³ μ μκ°λ 102,037μ(60%), λ³λμκ°λ 68,420μ(40%)μΌλ‘ λνλ¬λλ° μ¬λ£λΉ, μ°λ£λΉ, μμ λΉ λ±μ΄ ν¬ν¨λλ λ³λμκ°λ κ΄λ¦¬μμ κ·Έ κΆνκ³Ό μ±
μμ λ²μλ₯Ό λͺ
νν νκ³ μ² μ ν μκ°κ΄λ¦¬λ₯Ό ν΅νμ¬ ν΅μ κ°λ₯νλ€.
μ΄ μ°κ΅¬λ μ΅μ΄λ‘ κ΅° λ³μμ μμ μκ°λ₯Ό μ°μΆνμ¬ λ―Όκ°λ³μκ³Ό λΉκ΅νλ€λ μ μμ μμκ° μμΌλ κ° λΆμμ μ μ° μμ€ν
μ μν μλ£ μμ§μ΄ λΆκ°λ₯νμ¬ μλ£μ‘°μ¬λ₯Ό ν΅νμ¬ μ°μΆνμκΈ°μ μ°κ΅¬μ μ νμ μ΄ μλ€.
[μλ¬Έ]The objective of this study was to compare the difference of costs between at a civilian hospital and at a army hospital.
The subjects of study were 156 patients who had appendectomies at the civilian hospital and 65 patients at the army hospital during the period of January 2000 through June 2000.
To describe the cost factors, literature review, interviews, surveys and statistical analyses were carried out and compared.
Total cost of appendectomy was comprises the direct costs which were directly attributed to the cost objects and the indirect costs which were paid for maintenance and supporting expenses of the operating rooms.
The major findings of this research were as follows ;
1. The personnel expens of the civilian hospital was 241,895 won and that of the army hospital was 62,993 won. This shows the personnel expense of the civilian hospital was about four times as much as that of the army hospital. That is because the civilian hospital had paid for the services from residents and partly because of the university hospital expenses.
2. The material costs of the civilian hospital was 108,561 won and that of the army hospital was 51,940 won. There were differences in material costs for anesthesia at two hospitals. The material costs for a general anesthesia was about five times as much as a spinal anesthesia. And, general anesthesia rate in the civilian hospital was 95% and that in the army hospital was 30.8%.
3. The administrative expenses were 32,325 won in the civilian hospital and 47,966 won in the army hospital. Especially there were some differences in the depreciation expenses of the buildings because the army hospital was reconstructed in 1999. And, in spite of the fact that the size of operating rooms of the army hospital is half as large as those of civilian operating rooms, power utilities of the army hospital were about double times as much as those of a civilian hospital.
4. Total appendectomy costs were 422,590 won in the civilian hospital and 170,457 won in the army hospital.
In conclusion, total appendectomy costs for 65 patients in an army hospital was 11,079,705 won. If they had received appendectomy in a civilian hospital, the operation fee would have been 42,430,570 won. Therefore the army hospital have the cost cutting effect of 31,350,865 won.
The accuracy of cost accounting depends on computation system. However, the cost accounting system in army hospitals should be carried out for the rationalization system of army hospitals management.
It is believed that the important and successful elements of cost accounting is all worker's strong concernment and will.ope
Qualitative study on teachersβ perception and coping of classism in Schools
λ³Έ μ°κ΅¬λ μ΄γμ€γκ³ λ±νκ΅ κ΅μ¬λ€μ΄ μ§κ°νλ νκ΅μμμ κ³μΈ΅μ μν₯ λ° κ³μΈ΅μ°¨λ³μ λ ν μΈμ μ λμ λμ²λ₯Ό νμνμλ€. μ΄λ₯Ό μν΄ μμΈ, κ²½κΈ°, μΈμ² μ§μμμ μ¬μ§ μ€μΈ μ΄γμ€γκ³ λ±νκ΅ κ΅μ¬ 43λͺ
(λ¨ 11λͺ
, μ¬ 32λͺ
, νκ· 35.3μΈ)μΌλ‘λΆν° μλ£λ₯Ό μμ§νκ³ ,, μμ λ ν© μμ μ§μ μ°κ΅¬λ°©λ²(Consensual Qualitative Research-Modified, CQR-M)μ μ¬μ©νμ¬ λΆμνμλ€. κ·Έ κ²°κ³Ό, κ΅μ¬κ° μΈμνκ³ μλ νκ΅ λ΄ κ³μΈ΅μ μν₯κ³Ό μ°¨λ³, μ΄μ λν μΈμκ³Ό λμ²λ 3κ° μ μ, 13κ° λ²μ£Ό, 30κ° νμλ²μ£Όλ‘ λνλ¬λ€. ꡬ체μ μΌλ‘, λμΆλ μμμ βνκ΅μμ λνλλ κ³ μΈ΅μ μν₯β, βνκ΅μμμ κ³μΈ΅μ μν₯μ΄λ μ°¨λ³μ λν κ΅μ¬μ μΈμβ, βνκ΅μμμ κ³μΈ΅μ°¨λ³μ λν κ΅μ¬μ λμ² κ²½νβμ΄μλ€. λ³Έ μ°κ΅¬κ²°κ³Όμμ λνλ μ΄γμ€λ±νκ΅ κ΅μ¬ κ° μΈμ μμμ μ°¨μ΄μ μλ₯μΈ΅, μ€μ°μΈ΅, νμμΈ΅μ λν μλ‘ λ€λ₯Έ νλμ μΈμμ λ°νμΌλ‘, ν₯ν νκ΅ λ΄ κ³μΈ΅μ°¨λ³μ£Όμ λμ² μλ ν₯μμ μν κ΅μ¬ κ΅μ‘ νλ‘κ·Έλ¨ κ°λ°κ³Ό νκ΅ κΈλ³ κ°μ
λ°©μ 체 κ³ κ΅¬μΆ λ± ν₯ν νκ΅μλ΄κ³Ό μνμ§λ, κ΅μ¬ κ΅μ‘, μ μ±
κ³Όμ μ λν μμ¬μ κ³Ό μ μΈμ λ
Όμ νμλ€.
The purpose of this study is exploring the impact of classism, which is a discriminatory stereotype and attitude related to socio-economic class, in schools from the teachersβ perspective. The research participants were 43 teachers (11 males, 32 females) working in elementary, middle and high schools and special education schools in Seoul, Gyeonggi, and Incheon. We used a consensual qualitative research-modified (CQR-M) to collect and analyze the data. By analyzing the data, the teachers' perceived influence of classism in the school, and their perception and coping with classism were categorized in 3 areas, 13 middle categories, and 30 sub-categories. Specifically, the derived areas were βthe influence of the class in schoolβ, βthe teacherβs perception of the classβ influence or discrimination in schoolβ, and βthe teacherβs response to class discrimination in schoolβ. Based on the differences in the recognition patterns among elementary and secondary school teachers and the different attitudes and perceptions of the upper, middle, and lower classes in the results of this study, suggestions for school counseling and guidance, research and policy tasks were discussed, such as developing teacher education and training programs to improve ability to address classism and establishing intervention plans by school levels.N
The Effects of Parental Involvement on Middle School Students' Academic Self-efficacy and Intrinsic Motivation
λ³Έ μ°κ΅¬μ λͺ©μ μ μ°λ¦¬λλΌ λΆλͺ¨μ κ΄μ¬ νλμ΄ μ€νμμ νμ
μ μμν¨λ₯κ°κ³Ό λ΄μ λκΈ°μ λ―ΈμΉλ μν₯μ λΆμνκ³ λμκ° λ―Έκ΅ λΆλͺ¨ λ° μ²μλ
λ€μ νΉμ±κ³Ό λΉκ΅νμ¬ λ
Όμνλ λ° μλ€. μλ
μ λ€μν λ°λ¬μ νΉμ±μ΄ νμ±λλ λ° μμ΄ μ£Όμ μ¬νμ νκ²½μμΈμΈ λΆλͺ¨λ μ²μλ
λ€μ νμ
λκΈ° νμ±μμλ μ€μν μν₯μ λ―ΈμΉλ€. κ·Έλ¬λ ꡬ체μ μΌλ‘ λΆλͺ¨μ μ΄λ€ κ΄μ¬νλμ΄ μ²μλ
λ€μ νμ
λκΈ° νΉμ±μ μ΄λ ν μν₯μ λ―ΈμΉλ μ§μ λν μ°κ΅¬λ μΆ©λΆνμ§ μμλ€. λ°λΌμ λ³Έ μ°κ΅¬μμλ νκ΅κ΅μ‘κ°λ°μμ νκ΅κ΅μ‘μ’
λ¨μ‘°μ¬(Korea Education Longitudinal Study, μ΄ν KELS) 1μ°¨λ
λ λ°μ΄ν°λ₯Ό μ¬μ©νμ¬ λΆλͺ¨μ κ΄μ¬ νλμ΄ μ€νμ μλ
μ νμ
μ μμν¨λ₯κ°κ³Ό λ΄μ λκΈ°μ μ΄λ€ μν₯μ λ―ΈμΉλκ°λ₯Ό μ΄ν΄λ³΄κ³ μ νλ€. λν μ΄λ¬ν λΆμκ²°κ³Όλ₯Ό ν λλ‘, KELSμ λͺ¨νκ° λμλ λ―Έκ΅μ ELS2002 μλ£λ₯Ό λΆμνμ¬ λμΌν μ£Όμ λ₯Ό μ°κ΅¬νλ λ―Έκ΅ μ°κ΅¬κ²°κ³Όμ λΉκ΅ν¨μΌλ‘μ¨ νΉμ±λ€μ λ¬Ένκ° λΉκ΅λ₯Ό μλνκ³ μ νμλ€. λΆμκ²°κ³Ό, μ°λ¦¬λλΌ λΆλͺ¨μ κ΄μ¬ νλ λλΆλΆμ μ€νμ μλ
μ νμ
μ μμν¨λ₯κ°κ³Ό λ΄μ λκΈ°μ μ μ μκ΄μ΄ μμμ νμΈνμλ€. λν λΉλ‘ μ€λͺ
λμ μμ§λ§, λΆλͺ¨μ λ€μν κ΄μ¬ νλ μ€ βμλ
μ ν¨κ» νλ νλβμ΄λ βμλ
μ λν κ΅μ‘μ κΈ°λβκ° μλ
μ νμ
μ μμν¨λ₯κ° λ° λ΄μ λκΈ°μ ν΅κ³μ μΌλ‘ μ μν μν₯ λ³μΈμμ νμΈνμλλ° μ΄λ¬ν μ°κ΅¬ κ²°κ³Όλ λ―Έκ΅μ κ²½μ°μ μΌμΉνλ κ²μΌλ‘ λνλ¬λ€. μ΄ν μ΄λ¬ν μ°κ΅¬κ²°κ³Όκ° μ°λ¦¬λλΌ λΆλͺ¨μ κ΄μ¬ νλκ³Ό μ²μλ
λ€μ νμ
λκΈ°μ λν΄ μμ¬νλ λ°λ₯Ό λ
Όμνμλ€.
The purpose of this study is to examine the effects of parental involvement on students' academic self-efficacy and intrinsic motivation and to compare this results with those of American similar study using the data of Educational Longitudinal Study of 2002(ELS2002). To do this, we examined whether various parental involvement behavior predicted middle school students' academic self-efficacy towards maths, English and Korean and intrinsic motivation towards maths, English and Korean using data from the Korean Educational Longitudinal Study(KELS). The results show that most parental involvement behaviors are positively related to children' academic self-efficacy and intrinsic motivation, especially parentsβ educational aspiration for their children and parents' participation in activities with children had strong positive effects on all six motivational outcomes. These results are almost like the ones of American similar study(Fan & Williams, 2010). Lastly discussion is focused on the meaning of these findings and the suggestions for the further studies
Smart students academic underachievement and their responses
μ΄ μ°κ΅¬μ λͺ©μ μ μ±μ νλ½μ κ²½νν νμ
μ°μ νμλ€μ νμ
μ€ν¨ κ³Όμ κ³Ό λ°μμ νꡬνλ λ° μλ€. μ΄λ₯Ό μν΄ μ
νμ±μ μ΄ λμ λνκ΅ μ¬νμ μ€ μ΄Β·μ€Β·κ³ κ΅ μμ μ±μ νλ½μ κ²½νν νμ 11λͺ
μ μ μ νμκ³ μ¬μΈ΅λ©΄μ μ ν΅ν΄ μλ£λ₯Ό μμ§νμλ€. μ΄ μ¬μΈ΅λ©΄μ μλ£λ₯Ό 5λͺ
μ μ λ¬Έμ°κ΅¬μλ€μ΄ ν©μμ μ§μ μ°κ΅¬(CQR) λ°©λ²μΌλ‘ λΆμνμλ€. λΆμ κ²°κ³Ό, μ±μ νλ½μ κ²½νν νμ
μ°μ νμλ€μ μ±μ νλ½μ νλ² κ²½ννκ³ λ€μ μ±μ μ΄ μ€λ₯Έ νμλ μμλ λ°λ©΄ λ°λ³΅μ μΌλ‘ μ±μ μ νλ½κ³Ό μμΉμ΄ λνλλ νμλ€λ μμ΄ μ±μ νλ½ λ° ν볡 μμμ μμ΄ κ³΅ν΅μ μ μ°Ύμ보기λ μ΄λ €μ λ€. μ΄λ€μ λμ²΄λ‘ μ±μ νλ½ μ΄μ μ 곡λΆμ΅κ΄μ΄ νμ±λμ΄μκ³ λΆλͺ¨μ κΎΈμ€ν κ΄μ¬μ λ°κ³ μμλ€. μ±μ νλ½μ μ΄μ λ κ²μ λ± λ€λ₯Έ νλμ μ§μ€, νμ
무κ΄μ¬, νκ΅μν λΆμ μ λ±μ΄ μ£Όλ‘ λνλ, μ΄λ―Έ 곡λΆμ΅κ΄μ΄ νμ±λ νμ
μ°μνμμ κ²½μ° νμ΅λκΈ°μ λΆμ¬κ° μ±μ νλ½μ μ£Όλ μμΈμμ μ μ μμλ€. μ΄λ€μ μ±μ νλ½ μ΄ν μμΈλΆμ, 극볡ν μ μλ€λ κΈ°λ, μ±μ νλ½μμ 무κ΄μ¬ λ± κ·Ήλ³΅μ λμμ΄ λλ 건κ°ν λ°μλ€μ μ£Όλ‘ λ³΄μλ€. μ΄λ¬ν μ±μ νλ½ μν©μμμ λΆλͺ¨ λ°μμ 무κ΄μ¬, μλ‘, κΈ°λ€λ¦Ό, μ κ·Ήμ λμ² κ°κ΅¬, μ€λ§, μ§μ±
λ±μΌλ‘ λ€μνμμΌλ, νμλ€μ λΆλͺ¨μ λ°μμ λλΆλΆ λΆμ μ νλ€κ³ μΈμνμλ€, κ΅μ¬μ κ²½μ° λ³λ€λ₯Έ λ°μμ΄ μλ κ²½μ°κ° κ°μ₯ λ§μκ³ , νμλ€μ μ±μ νλ½ μν©μμμ κ΅μ¬μ λ°μ μμ λΆμ μ νλ€κ³ μΈμνκ³ μμλ€. λΆλͺ¨μ κ΅μ¬κ° νμ
μ°μ νμλ€μ μ±μ νλ½μ λ³΄λ€ ν¨κ³Όμ μΌλ‘ λ°μν΄μΌ ν νμμ±μ νμΈνμλ€. μ°κ΅¬κ²°κ³Όλ₯Ό ν λλ‘ νμ
μ°μνμμ νΉμ± μ°κ΅¬ λ° μ§μ λ°©μ λ§λ ¨μμ μμ¬μ μ λ
Όμνμλ€.
The purpose of this study was to examine the academic failures of academically talented Korean adolescents and their responses to underachievements. To do this, smart students' experiences of the academic achievement fluctuations through school ages were collected by individual interviews and analyzed based on CQR. The sample group of this study consisted of eleven students from a high ranked university. Participants who experienced academic failure but overcame were selected based on the fluctuations of their academic achievement through school ages. Retrospective data of their experiences of academic success and failure were collected by in-depth interviews. The interview data were analyzed by using Consensual Quality Research method(Hill, Thomson, & Williams, 1997; Hill et al., 2005) and five researchers were participated in CQR process. The main findings were as follows: a) The patterns of academic achievement fluctuations were different from each case, some students experienced just one time academic failure but other students several times; b) they already had good study habits and had been taken care of by their parents through school ages; c) the main reason of the academic failure was the lack of study time because of other activities such as computer games, reading comic books, or hanging out with friend, also secondly, academic amotivation and school maladjustment caused academic failure of smart girls and boys; d) smart students responded to academic failure constructively, for example, they analyse the causes of failure, expect the increase of scores with patience, or indifference to academic declines; e) their parents and teachers showed various responses including unconcern, recognition, waiting, positive management, disappointment, rebuke, and so on. But most students regarded them as helpless. Lastly, the implications, limitations, and suggestions for the future research were discussed. Key words: smart students, academic underachievement, constructive failure response, qualitative research, CQ