11 research outputs found
μ μ°½μ±, μ΅ν΅μ±, λ μ°½μ±μ§μκ° νμ°μ μ¬κ³ μ λ―ΈμΉλ ν¨κ³Ό
νμλ
Όλ¬Έ(μμ¬)--μμΈλνκ΅ λνμ :μ¬λ¦¬νκ³Ό λ°λ¬μ¬λ¦¬νμ 곡,1995.Maste
μμ λ―Έλμ΄μ μ½ν μΈ μ§νλ€μ ν΅ν μκ°μκ΄ λ° κ·Έλ μΈμ μΈκ³Όκ΄κ³ λΆμ
νμλ
Όλ¬Έ (μμ¬)-- μμΈλνκ΅ λνμ : κ²½μλν κ²½μνκ³Ό, 2018. 2. μ λ³μ€.λͺ¨λ°μΌ μ₯μΉ λ° ICTμ λ°μ κ³Ό ν¨κ» μμ
λ―Έλμ΄μ μ±μ₯μ μ§λ λͺ λ
λμ κΎΈμ€ν μ§νλμ΄ μμ΅λλ€. μμ
λ―Έλμ΄μ μΆνμΌλ‘ 컨ν
μΈ μ μμλ λ°©μ‘κ΅μ ν΅νμ§ μκ³ μμ
λ―Έλμ΄λ₯Ό ν΅ν΄ κ³ νμ§μ 컨ν
μΈ λ₯Ό μμ₯μ λ°°ν¬ ν μ μκ² λμμ΅λλ€. μ΄μ λ°λΌ μμ₯μμλ MCNκ³Ό κ°μ μλ‘μ΄ λΉμ¦λμ€ λͺ¨λΈμ΄ λ±μ₯νμ΅λλ€. λμκ°μ μλΉμλ€μ μμ
λ―Έλμ΄μμ κ³Όκ±°μ²λΌ μλμ μΌλ‘ μ½ν
μΈ λ₯Ό μλΉνλ κ²μ κ·ΈμΉμ§ μκ³ μ κ·Ήμ μΌλ‘ 곡μ λ° νμ° νλμ μ°Έμ¬νκ³ μμ΅λλ€. λ°λΌμ μ½ν
μΈ μ μμλ μ’μ 컨ν
μΈ λ₯Ό μμ°ν λΏ λ§ μλλΌ μλΉμκ° μ½ν
μΈ λ₯Ό 곡μ νκ³ νμ°μν¬ μ μλλ‘ μ‘°μ νλ λ₯λ ₯μ μꡬ λ°κ² λμμ΅λλ€.
λ³Έ μ°κ΅¬μμλ μλΉμ λ°μμ λ°λΌ μμ°λλ λ€μν μ½ν
μΈ μ§ν κ°μ κ΄κ³λ₯Ό μ‘°μ¬νκ³ μ ν©λλ€. μ λ μλ‘ λ€λ₯Έ λ νλ«νΌμμ μμ± λ μ§νλ₯Ό μ¬μ©νμ¬ μ§ν κ°μ κ΄κ³λ₯Ό μ°Ύκ³ , νλ«νΌ κ°μ μ μλ―Έν μ°¨μ΄κ° μλμ§ νμΈν΄λ³΄μμ΅λλ€. ν΅κ³μ μΌλ‘ μμ£Ό μ¬μ©λλ Granger Causality Test λ° Auto-Regressive λͺ¨λΈμ ν΅ν΄ λΆμμ μ€μ νμ΅λλ€.
μ΄ λ
Όλ¬Έμλ λ κ°μ§ μμκ° μμ΅λλ€. 첫째, μμ
λ―Έλμ΄ μ§νλΌλ μλ‘μ΄ μμμ κΈ°μ‘΄μ ν΅κ³ κΈ°λ²μ μ μ©νλ μλ―Έκ° μμ΅λλ€. λμ§Έ, μμ
λ―Έλμ΄λ₯Ό ν΅ν΄ μ½ν
μΈ λ₯Ό λ°°ν¬νλ €λ μ μμμκ² μ€μ§μ μΈ λμμ μ€ κ²μΌλ‘ κΈ°λλ©λλ€.1. Introduction 1
1.1 Research Background 1
1.2 Research Objectives and Questions 3
2. Literature Review 4
2.1 The growth of Social-Media and participation of consumers 4
2.2 Social-Media Traffic Analysis 5
2.3 Granger-Causality Test 6
2.4 Autoregressive model 7
2.5 summary for Literature Review 8
3. Data 10
3.1 Data Discription 10
3.2 Indicators 12
4. Hypothesis 13
4.1 Granger-Causailty test within the same platform 13
4.2 Granger-Causailty test across different platforms 14
4.3 Autoregressive model wirhin the same platform 15
5. Results 15
5.1 H1a / H2b 16
5.2 H2 17
5.3 H3a / H3b 19
6. Conclusion 21
6.1 Business Implication 21
6.2 Limitation 23
6.3 Future Research 24
6.4 Summary 25
References 26
Appendix 29
κ΅ λ¬Έ μ΄ λ‘ 41Maste
A Study on the Effect of One Session Group Counseling in the Classroom on Students' Examination Preparation Behaviors and Academic Achievement
λ³Έ μ°κ΅¬μ λͺ©μ μ νκΈλ¨μ λ¨ν μ§λ¨μλ΄μ΄ μ€νμμ μνμ€λΉνλμ λ―ΈμΉλ ν¨κ³Όλ₯Ό κ²μ¦νλ κ²μ΄μλ€. μ¦, λ³Έ μ°κ΅¬μμλ μ€νμλ€μκ² μνμ€λΉ κΈ°κ° λμ λ
μλ°©λ², μνλΆμκ΄λ¦¬, λ§μ‘±μ§μ°, κΈμ°μμ νλ ₯, μκ°κ³ν λ° κ΄λ¦¬μ μμμμ μμ λ€μ νλμ κ°κ΄μ μΌλ‘ μ΄νΌκ³ , λ³΄λ€ ν¨μ¨μ νλμ ν μ μλλ‘ μλ΄νλ νκΈλ¨μ λ¨ν μ§λ¨μλ΄ νλ‘κ·Έλ¨μ κ°λ°νμ¬ κ·Έ νλ‘κ·Έλ¨μ΄ μ€νμλ€μ μνμ€λΉνλμ κ°μ ν μ μλμ§λ₯Ό νμΈνμλ€. μ°κ΅¬ λμμ μΆ©μ²λ¨λ Cμ μμ¬ μ€νκ΅ 1νλ
2κ° λ° 44λͺ
(μ€νμ§λ¨, 24λͺ
-λ¨νμ 12λͺ
, μ¬νμ 12λͺ
, ν΅μ μ§λ¨ 20λͺ
-λ¨νμ 10λͺ
, μ¬νμ 10λͺ
)μ΄μλ€. μ€νμ§λ¨μκ²λ μꡬ쑰μ¬μ μμ΅κ³Όμ λΆμ¬(20λΆ μμ), νκΈλ¨μ λ¨ν μ§λ¨μλ΄(45λΆ μμ), 3νμ κ±Έμ³ κ° 5λΆ λμμ μΆμμλ΄(15λΆ μμ)μ μ€μνμλ€. ν΅μ μ§λ¨μκ²λ λ΄μκ΅μ¬μ μν μΌλ°μ μΈ μν μ€λΉκ΅μ‘ μ΄μΈμ μλ¬΄λ° μ²μΉλ νμ§ μμλ€. μ¬μ κ²μ¬λ μ€νμ²μΉ 2μΌ μ , μ¬νκ²μ¬λ μ€νμ²μΉ 3μ£Ό νμ κ°κ° μ€μνμλ€. μ°κ΅¬κ²°κ³Όμ μνλ©΄, νκΈλ¨μ λ¨ν μ§λ¨μλ΄μ μ€νμ§λ¨μ μνμ€λΉνλ μ€ μΌλΆλ₯Ό μ μνκ² κ°μ μν¨ κ²μΌλ‘ λνλ¬λ€. μ¦, νκΈλ¨μ λ¨ν μ§λ¨μλ΄μ μ€νμ§λ¨μ μνμ€λΉνλ μ 체, λ
μλ°©λ², μνλΆμκ΄λ¦¬ νλμ μ μνκ² κ°μ μν¨ κ²μΌλ‘ λνλ¬λ€. λ³Έ μ°κ΅¬κ²°κ³Όλ νκΈλ¨μ λ¨ν μ§λ¨μλ΄μ΄ μνμ€λΉνλ κ°μ μ μν μ μ©ν μνμ§λμ μλ΄μ ν λ°©λ²μμ μμ¬νμλ€.
The purpose of this study was to examine the effect of one session group counseling in the classroom on students' examination preparation behaviors and academic achievement. Subjects were 44 students of 7th grade in Chunan City Chungnam Province of Korea. The research design was pretest-posttest with control group. The experimental group were treated in on session group counseling during 45minutes and pre-session and followup session. The instrument of measurement used in this study were Exmination Preparing Behaviors Scale' The results of this study were as follow; Examination preparing behaviors total score was significantly improved in the experimental group. Specifically, Reading skill scores and test anxiety management score were significantly improved in the experimental group. In conclusion, findings of this study suggested that One-session group counseling in the classroom be used as an effective way for student's examination preparation improvement
A Study on the Factors for an Open School Climate Using Mixed Research Methods: Focusing on the Dahaengbok School in Busan
λ³Έ μ°κ΅¬μμλ νμ μ€κ³λΌλ ν΅ν©μ°κ΅¬λ°©λ²μ νμ©νμ¬ κ°λ°©μ νκ΅νν μ μν₯μ λ―ΈμΉλ μμΈμ΄ 무μμΈμ§λ₯Ό λ°νκ³ μ νμλ€. μ΄λ₯Ό μν΄ μ νμ°κ΅¬ λΆμ λ° κ΅¬μ±μ λ©΄λ΄μ ν΅ν΄ μ΄λ‘ μ λͺ¨νμ λμΆνκ³ , λΆμ°κ΅μ‘μ’
λ¨μ°κ΅¬ μ 4μ°¨μ°λ λ°μ΄ν°λ₯Ό νμ©νμ¬ μ΄λ₯Ό νμ¦νμλ€. κ·Έ κ±Έκ³Ό κ°λ°©μ νκ΅νν μ νμ± μμΈμΌλ‘ β νκ΅μ₯μ 리λμ, β‘λ―Όμ£Όμ μΈ κ΅μ‘νλ/νκ΅μ΄μ, β’μλ°μ λͺ¨μμ κΈ°λ°μΌλ‘ νλ ₯νλ κ΅μ¬, β£μ΄μκ° μκ³ κ΅μ§μ λ§μ‘±νλ κ΅μ¬ λ±μ΄ νμΈλμλ€. μ°κ΅¬ κ²°κ³Ό λΆμ°μκ΅μ‘μ² λ° λΆμ°μ μ€λ±νκ΅λ€μ κ΄λ ¨ ꡬμ±μλ€μ νκ΅νν λ₯Ό κ°μ νκΈ° μν΄ λ€μκ³Ό κ°μ λ
Έλ ₯μ κΈ°μΈμΌ νμκ° μλ€. 첫째, νκ΅μ₯ 리λμμ μ κ³ νκΈ° μν κ΅μ₯ μ격 κ³Όμ , μ격 μ΄ν μ°μ νλ‘κ·Έλ¨μ 체κ³μ μΌλ‘ μ΄μν νμκ° μλ€. λμ§Έ, κ΅μ‘νλκ³Ό νκ΅μ΄μμ λ―Όμ£Όμ μμ¬κ²°μ 체μ λ₯Ό κ·μΉκ³Ό μ λ° μ λλ‘μ λͺ
νν ν립ν νμκ° μλ€. μ
μ§Έ, κ΅μ¬μ μ λ¬Έμ νμ΅κ³΅λ체λ₯Ό λΉλ‘―ν μλ°μ κ΅μ¬λͺ¨μμ λ€μνκ² μ§μνκ³ κ²©λ €νλ©° 보μ₯ν΄μ£Όμ΄μΌ νλ€. λ·μ§Έ, νκ΅μ₯κ³Ό κ΅μ¬κ° λͺ¨λ 리λμμ λ°ννκΈ° μν΄μλ κ΅μ¬μ κΈμ μ κ΅μ§κ΄κ³Ό μ΄μλ₯Ό μ₯λ €νλ νν λ₯Ό μ‘°μ±ν΄μΌνλ€. λ€μ―μ§Έ, νκ΅νν λ₯Ό μΈ‘μ νλ μ€λ¬Έ λ¬Ένμ λ³΄λ€ λ€μνκ² κ΅¬μ±νμ¬ νμ₯νκ³ , μ μ¬ν μ€λ¬Έ λ¬Ένμ νμλ€μ ν΅ν΄ μλ΅νκ² νμ¬ νκ΅νν κ° κ΅μ¬λΏλ§ μλ, νμλ€μ μν΄μλ μΈ‘μ λ νμκ° μλ€. λ§μ§λ§μΌλ‘, μ§μ μ°κ΅¬ κ²°κ³Ό μΈμ λ λ€ν볡νκ΅μ κ°λ°©μ νκ΅νν νμ±μ λ―ΈμΉλ μν₯μ μΆν λΆμ°κ΅μ‘μ’
λ¨μ°κ΅¬ μ‘°μ¬ μ€κ³μμ λ€ν볡νκ΅ μν μΆκ° λλ νκ΅νν μ λ―ΈμΉλ μν₯μ λ³΄λ€ μ₯κΈ°μ μκ°μμ κ³μμ μΌλ‘ κ΄μ°°νλ λ
Έλ ₯μ΄ μμ²λλ€.
The purpose of this study is to find out what factors influence the open school climate with an exploratory mixed methods approach. A theoretical framework was derived through analysis of previous studies and FGI, and verified by using data from the 4th year of the BELS. As a result, as factors for an open school climate are β leadership of the principal, β‘democratic educational activities/school management, β’teachers who cooperate voluntarily, β£teachers who are enthusiastic and satisfied with the teaching profession. Research suggestions are as follows. First, it is necessary to operate the principal qualification course and post-qualification training program to enhance the principal's leadership. Second, it is needed to clearly establish a democratic decision-making system as rules for school management. Third, it is necessary to encourage a variety of voluntary teacher meetings. Fourth, efforts should be made to create a school climate that encourages teachers' positive teaching intuition and enthusiasm. Fifth, the questionnaire that measures the school climate should be expanded in a variety of ways, and the school climate should be investigated not only for teachers but also for students.N