43 research outputs found
The analysis of implementing the Frankfurt cityβs city police system and Seoul cityβs municipal police system
Relation of Future Research in Special Education and Educational Practice- A Systems Perspective -
νΉμκ΅μ‘ μ°κ΅¬κ° κ°λ³μ μ°κ΅¬λ°©μμμ ννΌνμ¬ μ²΄μ μ λ°©μμΌλ‘ μ ννμ¬μΌ νλ€λ κΈ°μ΄μ μΈ μ μμμ€μ΄κΈ°λ νμ§λ§ 체μ μ μ κ·Όμ μ’
λμ μ°κ΅¬λ°©λ²λ³΄λ€ ν¨κ³Όκ° μμμ΄ λΆλͺ
νλ€. μ°λ¦¬μ νΉμκ΅μ‘ μ°κ΅¬λ μ΄λ ν λ°©ν₯μ±μ μΆκ΅¬νκ³ μλ€κ³ λ§ν μ μμ μ λλ‘ κ°λ³μ±μ μΆκ΅¬νμ¬ μμλ€. λ°λΌμ μ΄μ λ κΈ°μ‘΄μ μ°κ΅¬λ°©λ²μ λν λ€κ°μ μΈ λΆμμ΄ μμ΄μΌ ν¨μ λ¬Όλ‘ μ°κ΅¬ νλμ λ€κ°νκ° νμνλ€. μ΄λ₯Ό μν΄μλ 체μ μ§ν₯μ μ°κ΅¬ λ° μ²΄μ μ§ν₯μ νκ°μ ꡬμ λ°©ν₯μ μ€μ νμ¬μΌ νλ©°, μ΄ λΆμΌμ λ λ§μ μ§μμ μλΌμ§ λ§μμΌ νλ€. λ¬Όλ‘ μ°λ¦¬μ νΉμκ΅μ‘ μ°κ΅¬ν λ μμ²΄κ° λ―Έμ½ν κ²μ μ¬μ€μ΄μ§λ§, κ°λ³μ μ°κ΅¬κ° μλ λ€μν λΆμΌμ μ λ¬Έκ°μ μ λ¬Έμμμ΄ νμ μ΄λ£¨μ΄ μλνλ 체μ μ§ν₯μ μ°κ΅¬μ λν κ°λ
νμ μ΄μ λν λ³΄λ€ λΆλͺ
ν μ€λͺ
κ³Όμ μ ν΅νμ¬ μ²΄κ³μ β€κ³Όνμ , κ·Έλ¦¬κ³ ν¨κ³Όμ μ°κ΅¬μ ν λλ₯Ό λ§λ ¨νμ¬μΌ νλ€.
Systems perspective proposes that special education research has to be shifted from individual way to systemic way. And it is apparent that systems perspective, though basic suggestion, is more effective than existing research methodology. In the meantime, special education research in Korea has inclined too much to individuality, so that we can hardly see any of tendencies. Consequently, it is necessary for us to be diversifying research as well as to be variously analysing the existing methodologies. To serve this purpose, we have to set the direction for realizing both system-oriented research and system-oriented evaluation, and to do more and more support. Although the research foundation for special education itself is weak, system-oriented research is to be performed in which professional areas and professionals from diverse fields collaborate as a team. Furthermore, we have to prepare systematic, scientific, and effective base for research by conceptualization of system-oriented research and more obvious explanation process about it
`무μμ`μ μ¬νμ΄λ‘ μ λν μ°κ΅¬ : νλ‘μ΄νΈμ μ μ λΆμνμ μ€μ¬μΌλ‘
νμλ
Όλ¬Έ(μμ¬)--μμΈλνκ΅ λνμ :μ¬ννκ³Ό,1997.Maste
νλ¨λ°± λΌμ§λΌμ μλΌλ₯Ό μ΄μ©ν μμ λκ±°μμ μ λν 무μμμμμν
Department of Dentistryνλ¨λ°±μ°κ³¨μ κ³Όκ±°λΆν° μμ
λκ±°μμ μ λ리 μ¬μ©λμ΄ μ¨ κ³¨μ΄μμ¬μ΄λ©°, μ΅κ·Όμλ νλ¨λ°±μ κ³¨μ΄ νλ¨λ°±μ°κ³¨μ λ체ν μ μλ μ΄μ’
골 μ΄μμ¬λ‘ μμ°λκ³ μλ€. μ΄ λ¬΄μμμμμνμ λͺ©μ μ μμ
λμ νλ¨λ°±μ°κ³¨κ³Ό νλ¨λ°±μ 골μ κ°κ° μ΄μν ν μ‘°μ§νμ 골μ§κ³Ό λ°©μ¬μ νμ λΆνΌμ μμ μ±μ λΉκ΅νλ κ²μ΄λ€. μ΄ 16λͺ
νμμ 20κ° μμ
λμ΄ μμμνμ λ±λ‘λμ΄ λ¬΄μμλ‘ λμ‘°κ΅°κ³Ό μνκ΅°μ λ°°μ λμλ€. λμ‘°κ΅°κ³Ό μνκ΅°μ μμ
λμλ κ°κ° νλ¨λ°±μ°κ³¨κ³Ό νλ¨λ°±μ 골μ μ΄μνμμΌλ©°, μ°κ΅¬λ λ¨μΌλ§Ήκ²μΌλ‘ μ§νλμ΄ λͺ¨λ νμλ μνμ΄ λλ λκΉμ§ μμ μ΄ μν κ΅°μ μ μ μμλ€. μμ μ μμ
λμ μΈ‘λ²½μ νμ€νλ ννλ‘ κ³¨μμ λ₯Ό μνν ν, μμ
λλ§μ κ±°μνκ³ λμ‘°κ΅°κ³Ό μνκ΅°μ 골μ΄μμ¬λ₯Ό μ΄μνλ λ°©μμΌλ‘ μ§νλμλ€. μμ μ§νμ ν΄λΉ λΆμμ λν μ»΄ν¨ν°λ¨μΈ΅μ΄¬μμ μννμκ³ , 6κ°μ νμλ μ»΄ν¨ν°λ¨μΈ΅μ΄¬μμ μ¬μννκ³ μΉκ³Όμ© κ΄μν±μΌλ‘ μ‘°μ§μκ²μ μ§ννμλ€. κ²°κ³Ό λΆμμ μΌμ°¨μ μΌλ‘ μ‘°μ§νμ μΈ κ³¨μ§μ νκ°νμμΌλ©°, μ΄μ°¨μ μΌλ‘ 3μ°¨μμΌλ‘ μ¬κ±΄ν μ»΄ν¨ν°λ¨μΈ΅μ΄¬μμμ 골μ΄μμ¬μ λμ΄μ λΆνΌλ₯Ό μΈ‘μ νμλ€. μμμν κ³Όμ μ€μ 4λͺ
μ΄ μ€λ νλ½νμκ³ 1λͺ
μ λΆμ κ³Όμ μμ νλ‘ν μ½ μλ°μ΄ λ°κ²¬λμ΄, μ΄ 11λͺ
νμ (per-protocolλΆμμμ15κ° μμ
λ; intention-to-treat λΆμμμ 16κ° μμ
λ)κ° μ΅μ’
λΆμμ ν¬ν¨λμλ€. μ‘°μ§νμ λΆμμμ μνκ΅°μ μ μ골 νμ±κ³Ό μμ‘΄ μ΄μμ¬ μμ μμ΄μ λμ‘°κ΅°κ³Ό λΉμ·ν κ²°κ³Όλ₯Ό 보μλ€. κ·Έλ¬λ λμ‘°κ΅°κ³Ό μνκ΅°μμ κ°μ μ
μ ν¬κΈ°μ μ΄μμ¬λ₯Ό μ μ©νμμλ λΆκ΅¬νκ³ λμ‘°κ΅°μ λΉν΄ μνκ΅°μ μ‘°μ§ μ¬λΌμ΄λμμ μμ‘΄ μ΄μμ¬μ ν¬κΈ°κ° λ μμ κ²μ΄ κ΄μ°°λμλ€. λ°©μ¬μ νμ λΆμμμλ λμ‘°κ΅°κ³Ό μνκ΅° λͺ¨λ μ΅μνμ λμ΄μ λΆνΌμ λ³νλ₯Ό 보μλ€. μ΄μμ μ°κ΅¬λ₯Ό ν΅ν΄ μμ
λκ±°μμ μμ νλ¨λ°±μ κ³¨μ΄ νλ¨λ°±μ°κ³¨κ³Ό λΉμ·ν 골νμ±λ₯κ³Ό λΆνΌ μμ μ±μ 보μ΄λ κ²μ νμΈνλ€. κ·Έλ¬λ λ μ νν νκ°λ₯Ό μν΄μλ λ λ§μ νλ³Έμ ν΅ν λ κΈ΄ κΈ°κ° λμμ μμμνμ΄ νμν κ²μΌλ‘ μ¬λ£λλ€.openλ°
Peers' Perception on Inclusion and Instructional Support for Elementary students with Mental Retardation in Inclusive Settings
μ΄ μ°κ΅¬λ μ μ μ§μ²΄ νμκ³Ό κ°μ νκΈμμ ν¨κ» 곡λΆνκ³ μλ μ΄λ±νμλ€μ΄ μ μ μ§μ²΄ νμμ μΌλ°νκΈλ΄ μΌλ°κ΅μ‘κ³Όμ μ°Έμ¬μ λν΄ κ°μ§κ³ μλ 견ν΄μ μ μ μ§μ²΄ νμμ΄ μμ
μ€μ 보μ΄λ λ¬Έμ νλκ³Ό νμ΅μ μ§μνλ λ°©μμ λν μΈμκ³Ό μ€μ λ₯Ό μμ보λλ° λͺ©μ μ΄ μλ€. μ΄λ₯Ό μν΄ μμΈμλ΄ μ΄λ±νκ΅ 10κ° νκΈ 250λͺ
μ λμμΌλ‘ μ§λ¬Έμ§λ₯Ό μ΄μ©νμ¬ μ‘°μ¬νμλ€. μ°κ΅¬ κ²°κ³Ό, 첫째, μ μ μ§μ²΄ νμμ μΌλ°κ΅μ‘κ³Όμ μ°Έμ¬μ λν νκΈ λλ£μ μΈμμ λΉκ΅μ κΈμ μ μ΄μλ€. λμ§Έ, μ μ μ§μ²΄ νμμ΄ μμ
μ€μ 보μ΄λ λ¬Έμ νλμ μ΄λ»κ² λμ²ν κ²μΈκ°μ λν΄ μ μ νκ² μΈμνκ³ μμκ³ μ€μ λ‘ λΉκ΅μ μ μ νκ² λμ²νκ³ μμλ€. μ
μ§Έ, μμ
μ€μ μ μ μ§μ²΄ νμμ νμ΅μ μ΄λ»κ² λμμ€ κ²μΈμ§μ λν΄ μ μ νκ² μΈμνκ³ μμκ³ μ€μ λ‘ λΉκ΅μ μ μ νκ² μ§μνκ³ μμλ€. λ·μ§Έ, μ μ μ§μ²΄ νμκ³Ό κ°μ λ°μμ 곡λΆν κ²½νμ μ μ μ§μ²΄ νμμ λ¬Έμ νλ λ° νμ΅ μ§μμ μ€μ μ μν₯μ λ―ΈμΉμ§ λͺ»νλ€. λ€μ―μ§Έ, μ μ μ§μ²΄ νμκ³Όμ μΉκ΅¬ κ²½νμ μ μ μ§μ²΄ νμμ λ¬Έμ νλ λ° νμ΅ μ§μμ μ€μ μ λ€μ μν₯μ λ―ΈμΉλ κ²μΌλ‘ λνλ¬λ€. μ΄μ κ°μ κ²°κ³Όλ μ μ μ§μ²΄ νμμ μΌλ°κ΅μ‘κ³Όμ μ°Έμ¬λ₯Ό μν΄ μΌλ° νμλ€μ μ΄λ»κ² νμ©νκ³ μ§μν΄μΌ νλκ°μ λν μ¬λ¬ μμ¬μ λ€μ μ 곡νκ³ μλ€.
The purpose of this study was to investigate peers' perception on inclusion and instructional support for students with mental retardation in inclusive settings. Two-hundred fifty students in 10 inclusive classrooms completed a questionnaire eliciting their perception on inclusion and instruction support for students with mental retardation.Primary findings included: (a) students without disabilities positively perceived inclusion of students with mental retardation, (b) students without disabilities were aware of how to address inappropriate behaviors of students with mental retardation, (c) students without disabilities positively perceived instructional support for students with mental retardation, but the students without disabilities were not able to provide such support for the students with mental retardation.,. (d) inclusive setting, itself, did not appear to promote students without disabilities to provide instructional support for the students with mental retardation, and (e) opportunities to have friendship with students with mental retardation appeared to promote students without disabilities to provide instructional support for the students with mental retardation to some extent. The implications to be drawn from this study are (a) students without disabilities can share a teachers responsibility of providing instructional support for students with disabilities, (b) peer tutoring is a promising instructional approach to increase self-esteem and interpersonal skills of students with disabilities, (c) it is important for a teacher to identify and construct peer network that can maximize the success of inclusion, and (d) it is recommended that a teacher provides an orientation on students with disabilities prior to inclusion in order to increase peer understanding and acceptance of students with disabilitie
Media's Negative Portrayal of Bureaucrats: The Relationship of Media Coverage with Presidential Bureaucracy-Bashing and Public Perception
λ³Έ μ°κ΅¬λ λ―Όμ£Όν μ΄ν κΈκ²©ν μ
νλ 곡무μμ μ΄λ―Έμ§μλ μΈλ‘ 보λκ° μ μ§ μμ μν₯μ λ―Έ μ³€μ κ²μ΄λΌλ κ°μ μ κ·Όκ±°ν΄ λ―Όμ£Όν μ΄ν 곡무μμ λν μΈλ‘ 보λκ° μ΄λ»κ² λ³ν΄μλμ§λ₯Ό λΆμνλ€. μ΄λ₯Ό μν΄ κΉμμΌ-μ΄λͺ
λ° λν΅λ Ή(1993-2012) κΈ°κ° 4κ° μ λ¬Έμ λμμΌλ‘ 곡무μμ λ€λ£¬ μ¬μ€μ λ΄μ©λΆμνλ€. λΆμ κ²°κ³Ό, 곡무μμ λΆμ μ μΌλ‘ λ€λ£¬ μ¬μ€μ΄ μ 체μ 85.3%μ λ¬νλ€. λν κΉμμΌ, κΉλμ€ μκΈ°μλ 곡μ§λΆν¨ λ±κ³Ό κ΄λ ¨λ μ€λ¦¬μ± λ²μ£Ό 보λκ° κ°μ₯ ν° λΉμ€μ μ°¨μ§νμ§λ§, λ
Έλ¬΄ν μ΄νλΆν°λ λ₯λ ₯κ³Ό μ±κ³Ό, λ―Όμ£Όμ± λ²μ£Ό 보λκ° ν¬κ² μ¦κ°νλ€. μ μΉο½₯μ¬νμ λ―Όμ£Όνμ μ§μ²μΌλ‘ λΆν¨ ν΅μ κ° μ΄λ μ λ μ±κ³΅νλ©΄μ μλμ μΌλ‘ λ―Όμ£Όμ μ΄κ³ μ°Έμ¬μ μΈ νμ κ³Ό μ μ±
μ λν μκ΅¬κ° λμμ‘κΈ° λλ¬ΈμΌλ‘ λΆμλλ€. νΉν 곡μ§λΆν¨μ λν 보λλ λν΅λ Ήμ΄ μ£ΌκΈ°μ μΌλ‘ μ κΈ°νλ 곡μ§μ¬μ μμ , κ·Έλ¦¬κ³ κ·Έμ λν λμ€μ μΈμκ³Ό λ°μ ν μ°κ΄λΌ μμλ€. κ·Έλ¬λ 곡μ§λΆν¨μ λν μΈλ‘ 보λ, λν΅λ Ήμ μμ , λμ€μ μΈμμ λͺ¨λ μ€μ νμ€μμ μΌμ΄λ 곡무μ λ²μ£μ μ¦κ°κ³Ό 무κ΄νλ€. μ΄λ 곡무μμ λν λμ€μ μΈμμ κ°κ΄μ νμ€μ λ°μνκΈ° 보λ€λ λν΅λ Ήκ³Ό μΈλ‘ λ±μ μν₯μ κ°νκ² λ°μΌλ©° νμ±λμμ μμ¬νλ κ²μ΄λ€.This study aims to analyze how the media's portrayal of bureaucrats has changed in Korea since the democratization of 1987. To this end, the authors conducted a content analysis of editorials focused on bureaucrats. The sample was from the editorials of four newspapers issued from the Kim Young-sam Administration to the Lee Myung-bak Administration (1993-2012). It was found that 85.3% of bureaucrat-focused editorials described bureaucrats in a negative way. It was also found that coverage concerning corruption in of ficialdom was most common in the Kim Young-sam and the Kim Dae-jung Administrations, but that coverage related to bureaucracys capacity, performance, and responsiveness have gradually increased since the Roh Mu-hyun Administration. This indicates meaningful interpretations that, while the corrupt practices of government officials gradually decreased since democratization, citizens demands for getting involved in the public policy process increased. In addition, it was found that the coverage concerning corruption in officialdom was related to president-initiated bureaucracy bashing and the public perception of corruption among public officials. This may suggest that president-initiated 'bureaucracy bashing' influences press reports, which also negatively affect public perception of officials. It was also found that the three variables, president-initiated bureaucracy bashing, media's negative portrayal of officials, and negative public perception of officials, were not related to real changes in corrupt practices by government officials. These findings may suggest that the negative image of officials is socially constructed