This study aims at examining effects of study skills training on elementary school children's self-directed learning ability. To achieve this goal, the following hypotheses were built. Hypothesis 1. There are significant differences in self-directed learning ability between experimental and control groups. Hypothesis 2. There are significant differences in study skills by self-directed learning ability in the experimental group. To test these hypotheses, two classes in the fourth grade were selected from S Elementary School in the city of Busan for experimental and control groups, each of which consisted of 23 children: seven for the advanced group, eight for the intermediate group, and eight for the lower group according to self-directed learning ability. The experimental group participated in twenty sessions of study skills training while the control group went through no treatment. The study skills training program was the reconstruction to meet the requirements of this study in reference to domestic study skills training programs on the basis of the Study Skills Training Program for Elementary School Children in the Higher Grades developed by Byeon and others (2001), The effects of the program was tested by using the Study Skills Test for Elementary School Children in the Higher Grades developed by the educational institute of Busan National University (Bye on et al., 1999) and Lee's (1998) translation of the Self-Directed Learning Preparation Test by Guglielmino (1977) for elementary school children. To analyze the effects of the program, the SPSSWIN (10.0) program was used to carry out ANCOVA on results of pretest and post-test for experimental and control groups, along with repetitive one-way ANOVA to examine differences in results of pretest, post-test, and further test and an individual comparative test (Scheffe) to see differences in means of the three tests. This study obtained the following results. First, there were significant differences in marks for self-directed learning ability between the experimental group participating in study skills training and the control group and the effect was shown to last. Second, in terms of three levels of self-directed learning ability, there was no significant difference between advanced and intermediate groups in the effects on study skills but there were significant differences in the lower group. The results demonstrated that study skills training had a significant effect on their self-directed learning ability. and the study skills training program had a meaningful effect on the lower group.
The objective of this study is to conduct survey analyses of the role perception and performance of homeroom teachers in elementary schools in Seoul as well as their students' expectations for teachers' role as counsellors. The study also aims to analyze the causes behind the lackluster performance, to provide assistance in teachers' counselling and guidance activities and collect basic data for providing a plausible orientation for elementary school counselling. Research topics for achieving these study objectives are as follows. First, what is the status quo of counselling between elementary school students and teachers? Second, what is the role perception of elementary school homeroom teachers as counsellors and their current level of performance? Third, what are the differences in students' expectations for homeroom teachers' role as counsellors according to students' environmental variables such as gender and grade? Fourth, what are the discrepancies between the roles perception and performance of elementary school homeroom teachers and role expectation of students for homeroom teachers' role as counsellors? In order to answer these questions, surveys were conducted for 229 teachers and 385 students in grades 4, 5 and 6 in 11 elementary schools in Seoul, and the results were analyzed. The questionnaires used for this study were modified and supplemented according to the research objectives based on survey questions released by Gyung-Beom Lee(1989), Hak-Soo Lee(2001) and Gi-Nam Gwon(2005). Statistical analyses were peformed using the SPSS for Windows 10.0 program. The results of the study can be summarized as follows. First, most elementary school homeroom teachers were involved in counselling activities, and about half of them were providing counselling once a month or less. The classroom was the primary location of counselling, and more than half of the surveyed teachers were dissatisfied with their counselling activities. The teachers cited overwhelming teaching hours and excessive work as the factors that made counselling difficult. Second, it was revealed that most elementary school students have had experiences of anguish and most have had some form of counselling. They mostly sought counselling from their parents and friends, and the reasons behind such choices were that they were very understanding. Third, most students responded that they have had no experience of receiving counselling from their homeroom teachers. Among those with counselling experience with their homeroom teachers, most said that the counselling was helpful. The most significant reason for not receiving counselling from their homeroom teachers was that the students had no worries to talk about with their teachers. Fourth, as a result of categorizing the role of elementary school homeroom teachers as counsellors according to the areas of counselling, role perception for each area turned out to be generally high, while performance was substantially lacking. Fifth, in terms of the causes for the lackluster counselling performance, overwhelming teaching hours and excessive work were indicated for counselling areas of academic and personality issues. Sixth, the analysis of students' expectations for elementary school homeroom teachers as counsellors for counselling areas according to gender and grade revealed that there was no overall statistical significance. Seventh, from the general perspective, the level of role perception of the homeroom teachers were higher than the level of students' expectations. In conclusion, in order to enhance the teacher's role as a counsellor, there has to be a concrete perception of roles as a primary premise, calling for training sessions and programs dedicated to counseling for the teachers to take part in. Moreover, in order to alleviate the most significant causes for undermining teachers' counselling activities - overwhelming teaching hours and excessive work - there must be administrative consideration as well as provisions for effective counselling centers and dedicated school counsellors.
The aim of this research is to find out the common emotional factors that elementary school teachers feel when they experience in teaching children with ADHD and to know their responding process through experiential analysis. Seven elementary school teachers took part in this research as co-investigators, and I led the experiential approach. The co-investigators have analyzed their emotional experiences during 4 sessions. They learnt about the method of experience analysis and discussed their emotional experiences of children with ADHD. And they found out some factors concerning their emotional experiences and had the time to discuss in odor to search for the common factors of that process. Finally the co-investigators took part in a session to examine the factors which they have all agreed in, and then I verified this result. 1 interpreted the factors found and constructed a psychological resolution process. Two main objectives and the results of this research are as follows. First, are there any common factors among teachers who experience in treating children with ADHD? This research showed that elementary school teachers get angry and irritated with ADHD children's troubles. Second, what kind of psychological process is there in teachers' experiences children with ADHD? The psychological process of teachers dealing children with ADHD could be conceptualized in 5 steps, the step of recognizing an action of children with ADHD, the step of first cognitive consideration, the step of giving meaning and cognitive appraisal, the step of experiencing emotion, and the step of dealing with emotion. Teachers seemed to experience a little bit different psychological process. According to whether they thought about children's behavior positively or negatively in the second step, they had different emotional experiences. If they had a positive thought, they could take children's nonadaptive behaviors as personal characteristics. However, if they took them negatively, they considered them impolite and disobedient. Even when the teachers experienced negative emotions, their responses were divided into two groups whether they took it positively or negatively. This research showed that if teachers could control their negative emotional experiences, they could calm down with children with ADHD and treat them positively.
The purpose of this study is to develop a group counseling program to improve the learning habits of the elementary school children who experience difficulties learning, because of their wrong learning habits. To achieve it, the sub-elements of learning habits are set by "learning motive & attitude" and "learning technique" A group counseling program composed of the essential factors suitable for each element are srhseqrently, devised to pursue the improvement of learning habits. The study propositions are set as follows: Can the group counseling program improve the learning habits of elementary school children? 1. Can the group counseling program improve the learning motive and attitude of elementary school children? 2. Can the group counseling program improve the learning technique of elementary school children? The subject of this study is the 4th graders of W elementary school located in Gwangju Metropolitan City. After selecting 12 pupils from low scorers after a learning habits test, Each 6 of those are randomly assigned to an experimental group and a control group, respectively. In this way, they are pcrticipate in the group counseling program. The group counseling program is consisted of 10 sessions. The program is implemented for six weeks with a 50 min duration per session. As a measuring tool, a restructured test with only motive variables and technique variables, excluding remaining variables, from the Learning Habits Test by Choi Jong-Ryul (1992) is used for pre and post tests. The results of the study is acquired by integrating the statistics from the test tool. Observation of the counselor and testees' thoughts are as follows: The group counseling program affects the sub-elements of learning habits positively, namely learning motive & attitude and learning technique. The program applied in this study is effective in improving the learning habits of the pupils with lower learning habits. Accordingly, this program can be one of the methods to develop effective learning habits, set efficient strategies and exert abilities maximally for the learners, who did not adequately exert their abilities, due to wrong learning habits, while ineffectively learning without knowing effective learning habits. To improve and maintain the learning habits of the elementary school pupils, overall understanding should be backed in order to precisely analyze and identify the learning habits of the pupils. Besides, an association between schools and homes is also needed along with parents' concerns over their children's learning habits at home.
The purpose of this study was to test the emotional intelligence development program and to verify the effects of the emotional intelligence development program for the increase of emotional intelligence and school life adaptation in elementary school students of single parent family To verify the previous hypotheses, 16 children of single parent family(experimental group I : n=8, control group 1 : n=8) and 16 children of two parent family(experimental group II : n=8, control group II : n=8) were selected at random, which are a total of high-grade students from P elementary school in J city, Jeon-buk province. Disposal about experimental group executed the emotional intelligence development program for the humanity education of Moon - yong - lin(1999) and the emotional intelligence development program which was reconstructed guidance for elementary school children of Her - seung - hee (2004) as the level of elementary school for 50 minutes, 16times, twice a week. In order to verify the effects after experiment, 1 collected materials for estimation by providing the subject children with questionaries about emotional intelligence and the ability of school life adaptation before and after the experiment, and then analyzed the average differences in number of marks between the experiment group and the control group before and after the experiment through and by using One-Way ANOVA, and SPSS WIN 12.0 program. The results of the study were as follows : First, there was significant increase between experimental group and control group received the emotional intelligence development program on emotional intelligence in statistic data(p<.01). Second, there was significant increase between experimental group and control group received the emotional intelligence development program on the school life adaptation in statistic data(p<.001). Third, there was no significant difference between the single parent family's children and the two parent family's children of the experimental group received the emotional Intelligence development program on the emotional intelligence and the ability of school life adaptation(p>.05). But single parent family's children were higher significant increase than two parent family's children on the relationship with teacher(<.01). The results obtained in this study indicated that the emotional intelligence development program was effective on the emotional intelligence and the ability of school life adaptation. Also, these showed that this program helps the school life adaptation and positive relationship with teacher of single parent family's children.
Lately, the rapid social and family system change, the entrance examination-centered circumstance in education have a negative influence not only on making up the affirmative self-esteem but also on building up the personal relationship through mutual communication with friends of the same age. Making children adapt well to school life and develop a good relationship in the class is an important subject in educational field. Thus, various school activities should offer lots of opportunities to increase their affirmative self-esteem and more specified performance-centered programs are required toform a harmonious relationship among parties of students. The purpose of this study is to improve an affirmative self-esteern and a desirable personal relationship of children through developing friend-praise program and adapting it to children. Based on the above purpose, the following subjects for this study 'are suggested. Firstly, is the friend-praise program effective in forming an affirmative self-esteem of elementary students? Secondly, is the friend-praise program successful in improving a desirable personal relationship in an elementary school? In addition, two hypotheses of study are decided on the basis of theoretical background and the former study. Hypothesis 1. The friend-praise program will have a meaningful effect on improving an affirmative self-esteem. Hypothesis 2. The friend-praise program will have a meaningful effect on improving a desirable personal relationship. In order to improve the above hypotheses, the experiment was carried out with two classes on the fourth grade in M elementary school in Wonju with being divided into one experimental group and the other comparative group. The friend-praise program which was adapted to the experimental group was composed with four steps as 'introduction', 'preparation', 'operation' and 'closing'. This program which has twelve categories was executed once or twice in a week and each class was continued for forty or sixty minutes. Contrastively, comparative group had no application of the main program. For the purpose of proving the hypotheses after adapting the program to students, I have executed both self-esteem test and personal relationship test. The tests were performed with using SPSS/Windows V10.0 and the statistic was conducted through independant sample t-test for the difference between groups and contrastive sample t-test for the individual difference in each group. The results of this study can be summarized like the followings: Firstly, from the result of previous and after tests, there was no meaningful change in the comparative group, but the experimental group showed meaningful difference in all categories of self-esteem(t=-4.496, p=.000). Especially, the general self-esteem(t=-3.216, p=.003), social self-esteem(t=-2.680, p=.012), homely self-esteem(t=-3.732, p=.001), and school self-esteem(t=-3.902, p=.000) showed a meaningful difference. At the same time, the experimental group also showed meaningful difference with the comparative group in self-esteem(t=-4.758, p=.000). Especially, the general self-esteem(t=2.581, p=.017), social self-esteem(t=3.160, p=.003), homely self-esteem(t=4.283, p=.000), and school self-esteem(t=4.110, p=.000) showed a meaningful difference. As a result of this experiment, the friend-praise program will have a meaningful effect on improving an affirmative self-esteem was proved. Secondly, there was no meaningful change in the comparative group, but the experimental group showed meaningful difference in all categories of personal relationship(t=-4.131, p=.000). Specifically, satisfaction(t=-2.113, p=.045), communication(t=-3.381, p=.002), confidence(t=-3.517, p=.001), intimacy(t=-3.958, p=.000), sensibility(t=-2.955, p=.006), openness(t=-4.318, p=.000) and interest(t=-2.941, p=.000) showed a meaningful difference. In the same instant, the experimental group also showed meaningful difference with the comparative group in all categories of personal relationship(t=3.897, p=.000). Especially, satisfaction(t=2.257, p=.003), communication(t=3.527, p=.001), confidence(t=3.704, p=.001), intimacy(t=3.904, p=.000), sensibility (t=4.382, p=.000), openness(t=2.648, p=.013) and interest(t=2.944, p=.006) showed a meaningful difference. Accordingly, the friend-praise program will have a meaningful effect on improving a desirable personal relationship was proved. Judging from all these results, we should provide primary students with various opportunities to take part in active programs which help them to set up their righteous sense of value, to solve their own problems and to develop their potentials. Consequently, many kinds of practice-centered program like the friend-praise program should be developed more systematically and teachers should apply all those programs to students according to their individual level and developmental stage.
The object of this study is to inspect how much influence the play-based assertive training program has on the self-expression and learning attitude of elementary students. To perform this study, I set up two subjects of research. First, does the play-based assertive training program have influence on the self-expression improvement of elementary students? Second, does the play-based assertive training program have influence on the attitude of elementary students? I established 28 students in the third grade of K elementary school in Gongju City as experiment group for this research. In experiment group, 1 peformed play-based assertive training program in the class of discretion and extra-curricula activity twice a week and maintained the program for 6 weeks. By the standard of 12 times of performances, I put pre-test and post-test into operation. The major consequences revealed through above processes are followed: First, as the consequence of analyses of differences between pre-test and post-test about self-expression of experiment group adapted by play-using assertion training program, the level of self-expression was advanced meaningfully. Second, as the consequences of analyses of differences between pre-test and post-test about learning-attitude of experiment group adapted by play-based assertive training program, the level of learning-attitude was advanced meaningfully. Among 8 sub-fields of learning attitude, the field of superiority, accomplishment motives, concentration, self-study show statistically meaningful difference s respectively. The conclusion drawn from above consequences is that the play-based assertive training program is very effective in developing students' self-expression and attitude for learning.
The purpose of this study was to find out the relations between 6th graders' negative cognitive process and anger experience and aggressiveness. To achieve the goal, it conducted a test to examine children's negative cognitive process, anger experience, aggressiveness targeting 100 children of 6th grade in C elementary school, Gyeonggj province. Then it conducted SPSS 12.0 statistical program to get the results of correlation analysis and regression analysis. The outcomes were as follows. First, there was a meaningfully positive relation between a negative cognitive process and anger experience. In other words, children having more negative cognitive process seemed to experience the feelings of anger more often, this presented the important role of cognition while getting into a temper Second, it reported a positive relation between anger experience and aggressiveness. Children who have experienced anger more often showed more violent behaviors, especially there were more significant positive relations between trait-anger and aggressiveness compared to state-anger and aggressiveness. This could explain some possibilities that children with high level of trait-anger might outrage more often than others by recognizing the situations as anger stimulants. Third, when conducting a regression analysis, a negative cognitive process made an effect on anger experience which affected aggressiveness. However, it did not show a negative cognitive process making a direct effect on aggressiveness. This is considered that children could experience an anger while evaluating an event or object in a negative way based on individual belief, and emotional linguistic behavioral aggressiveness would be formalized as they express the sparked fury either internally or externally. In conclusion, this study proved that there were close relations between children's negative cognitive process and anger experience and aggressiveness. A negative cognitive process affects anger experience, and anger experience affects aggressiveness afterwards. A negative cognitive process affects aggressiveness through anger experience indirectly, and especially trait-anger among anger experience is the main factor to influence on aggressiveness. With consideration of these results, it is believed that mediation is important key to moderate the negative cognition and trait-anger in order to diminish children's aggressive behaviors. This study has a meaning to provide searching for manifold mediating methods between negative cognition and trait anger, with a fundamental resource.
It seems common for students living at a small county and islands to experience psychological conflicts and be unaccustomed in the peer society because they are not familiar with peer interaction and social skills. This is a case study of L (hereinafter called L) who was grown up in the sheltered school at a small county. L was psychologically disturbed because he couldn't get along well in the transferred school. It is the reason why he had lived in the sheltered school at a small county, so he had not enough exposure to interact with peer and social skills. Sometimes he was obstinate irrationally and when he had trouble with friends, he threw something out or went out of school and tricked juniors dangerously. The fact of disperse with families, parent's indifference, and hate of older brother made L to have ill feeling against family. He had low motivation and low self confident in learning because of short attention time and accumulated poor learning progress. In this study, he was evaluated at various area, such as, intelligent, affective, personal and inter-personal, before counselling. To evaluated the effect of the counselling, K-WISC-III, KPRC, sentence filling test, social adaptation ability test, etc, were administered right after the counselling was over and 8 weeks later. For specific information gathering and analysing, observation diary and deepen counselling were accomplished by homeroom teacher, his mother, and his peers. To correct his problematic behaviors, 13 counseling sessions were accomplished for 6 months and those counselling sessions were recorded and analysed definitely. Followings are the result of this case study. First, he was recovered from the anxiety of inter-personal interaction and he started to interact with peers. The result of sac scale score of KPRC profile was lower than before as much as average student after counseling and 8 weeks later. This reveals that the distress against interpersonal relation have settled. Especially, through the result of sentence filing test, he seemed to feel attachment to peers and be positive, active in the relation of peer. For instance, he was active in the open class lesson and interacted well with peers. It could be said that he overcame the psychological distress comparing with previous time. Second, he could apologize to his peer and juniors for his fault. His attitude were well shown in the letter from an old friend at the sheltered school, average KPRC profiling score comparing with previous counseling time, and remarkable decrease of attack scale score of teacher and peer. Third, his view toward family turn out positive. He recognized his situation that he lived apart from family and even worried about his parent's financial difficulty. Through solving the confliction with his older brother, he could acquire the feeling of family reunion. Fourth, his learning motivation and self-confidence were increased. He confirmed his future positively and he might be judged more attentive because his intelligence index was higher than before as much as average student. With the main goal of this study, verification for effectiveness of counseling. understanding and helping problematic students such as L who lives at a small county and island through investigation of their real situation and problems with the method of counseling and socio-cultural analysis is worthwhile. Identification of ideal relationship with peer is related with positive self-conception, harmonic social adaptation and development of child. It is time to investigate easy adaptive in classroom and well-organised program to acquire general social skills for sheltered school students at a small county and islands.
The purpose of this study were to examine the effects of brain gym on elementary school children's self-regulated ability and self-esteem. The subjects were 60 students in grade 4 who had been randomly assigned to experimental group and control group. Prior to the experimental treatment, pretests such as self-regulated ability test by Hong Ki-Chil and self-esteem test by Coopersmith were administered. And then experimental group was treated with brain gym, while control group was no treated. The treatment lasted for 8weeks, each day consisting of 25minutes. In order to test the effectiveness of the brain gym, posttests were administered after treatment. The results were analyzed by using t-test. The findings of this study were as follows: 1. The posttest score of experimental group showed higher than that of control group in self-regulated ability. But the difference was not statistically significant. 2. In experimental group, the posttest score showed higher than the pretest score in self-regulated ability. The difference was statistically significant. 3. The posttest score of experimental group showed higher than that of control group in self-esteem. The difference was statistically significant. 4. In experimental group, the posttest score showed higher than the pretest score in self-esteem. The difference was statistically significant, especially in academic self-esteem. The above results could be taken as the indication that the brain gym could be applied in school settings to promote the higher self-regulated ability and self-esteem.
본 웹사이트에 게시된 이메일 주소가 전자우편 수집 프로그램이나
그 밖의 기술적 장치를 이용하여 무단으로 수집되는 것을 거부하며,
이를 위반시 정보통신망법에 의해 형사 처벌됨을 유념하시기 바랍니다.
[게시일 2004년 10월 1일]
제 1 장 총칙
제 1 조 (목적)
이 이용약관은 KoreaScience 홈페이지(이하 “당 사이트”)에서 제공하는 인터넷 서비스(이하 '서비스')의 가입조건 및 이용에 관한 제반 사항과 기타 필요한 사항을 구체적으로 규정함을 목적으로 합니다.
제 2 조 (용어의 정의)
① "이용자"라 함은 당 사이트에 접속하여 이 약관에 따라 당 사이트가 제공하는 서비스를 받는 회원 및 비회원을
② "회원"이라 함은 서비스를 이용하기 위하여 당 사이트에 개인정보를 제공하여 아이디(ID)와 비밀번호를 부여
받은 자를 말합니다.
③ "회원 아이디(ID)"라 함은 회원의 식별 및 서비스 이용을 위하여 자신이 선정한 문자 및 숫자의 조합을
④ "비밀번호(패스워드)"라 함은 회원이 자신의 비밀보호를 위하여 선정한 문자 및 숫자의 조합을 말합니다.
제 3 조 (이용약관의 효력 및 변경)
① 이 약관은 당 사이트에 게시하거나 기타의 방법으로 회원에게 공지함으로써 효력이 발생합니다.
② 당 사이트는 이 약관을 개정할 경우에 적용일자 및 개정사유를 명시하여 현행 약관과 함께 당 사이트의
초기화면에 그 적용일자 7일 이전부터 적용일자 전일까지 공지합니다. 다만, 회원에게 불리하게 약관내용을
변경하는 경우에는 최소한 30일 이상의 사전 유예기간을 두고 공지합니다. 이 경우 당 사이트는 개정 전
내용과 개정 후 내용을 명확하게 비교하여 이용자가 알기 쉽도록 표시합니다.
제 4 조(약관 외 준칙)
① 이 약관은 당 사이트가 제공하는 서비스에 관한 이용안내와 함께 적용됩니다.
② 이 약관에 명시되지 아니한 사항은 관계법령의 규정이 적용됩니다.
제 2 장 이용계약의 체결
제 5 조 (이용계약의 성립 등)
① 이용계약은 이용고객이 당 사이트가 정한 약관에 「동의합니다」를 선택하고, 당 사이트가 정한
온라인신청양식을 작성하여 서비스 이용을 신청한 후, 당 사이트가 이를 승낙함으로써 성립합니다.
② 제1항의 승낙은 당 사이트가 제공하는 과학기술정보검색, 맞춤정보, 서지정보 등 다른 서비스의 이용승낙을
제 6 조 (회원가입)
서비스를 이용하고자 하는 고객은 당 사이트에서 정한 회원가입양식에 개인정보를 기재하여 가입을 하여야 합니다.
제 7 조 (개인정보의 보호 및 사용)
당 사이트는 관계법령이 정하는 바에 따라 회원 등록정보를 포함한 회원의 개인정보를 보호하기 위해 노력합니다. 회원 개인정보의 보호 및 사용에 대해서는 관련법령 및 당 사이트의 개인정보 보호정책이 적용됩니다.
제 8 조 (이용 신청의 승낙과 제한)
① 당 사이트는 제6조의 규정에 의한 이용신청고객에 대하여 서비스 이용을 승낙합니다.
② 당 사이트는 아래사항에 해당하는 경우에 대해서 승낙하지 아니 합니다.
- 이용계약 신청서의 내용을 허위로 기재한 경우
- 기타 규정한 제반사항을 위반하며 신청하는 경우
제 9 조 (회원 ID 부여 및 변경 등)
① 당 사이트는 이용고객에 대하여 약관에 정하는 바에 따라 자신이 선정한 회원 ID를 부여합니다.
② 회원 ID는 원칙적으로 변경이 불가하며 부득이한 사유로 인하여 변경 하고자 하는 경우에는 해당 ID를
해지하고 재가입해야 합니다.
③ 기타 회원 개인정보 관리 및 변경 등에 관한 사항은 서비스별 안내에 정하는 바에 의합니다.
제 3 장 계약 당사자의 의무
제 10 조 (KISTI의 의무)
① 당 사이트는 이용고객이 희망한 서비스 제공 개시일에 특별한 사정이 없는 한 서비스를 이용할 수 있도록
② 당 사이트는 개인정보 보호를 위해 보안시스템을 구축하며 개인정보 보호정책을 공시하고 준수합니다.
③ 당 사이트는 회원으로부터 제기되는 의견이나 불만이 정당하다고 객관적으로 인정될 경우에는 적절한 절차를
거쳐 즉시 처리하여야 합니다. 다만, 즉시 처리가 곤란한 경우는 회원에게 그 사유와 처리일정을 통보하여야
제 11 조 (회원의 의무)
① 이용자는 회원가입 신청 또는 회원정보 변경 시 실명으로 모든 사항을 사실에 근거하여 작성하여야 하며,
허위 또는 타인의 정보를 등록할 경우 일체의 권리를 주장할 수 없습니다.
② 당 사이트가 관계법령 및 개인정보 보호정책에 의거하여 그 책임을 지는 경우를 제외하고 회원에게 부여된
ID의 비밀번호 관리소홀, 부정사용에 의하여 발생하는 모든 결과에 대한 책임은 회원에게 있습니다.
③ 회원은 당 사이트 및 제 3자의 지적 재산권을 침해해서는 안 됩니다.
제 4 장 서비스의 이용
제 12 조 (서비스 이용 시간)
① 서비스 이용은 당 사이트의 업무상 또는 기술상 특별한 지장이 없는 한 연중무휴, 1일 24시간 운영을
원칙으로 합니다. 단, 당 사이트는 시스템 정기점검, 증설 및 교체를 위해 당 사이트가 정한 날이나 시간에
서비스를 일시 중단할 수 있으며, 예정되어 있는 작업으로 인한 서비스 일시중단은 당 사이트 홈페이지를
통해 사전에 공지합니다.
② 당 사이트는 서비스를 특정범위로 분할하여 각 범위별로 이용가능시간을 별도로 지정할 수 있습니다. 다만
이 경우 그 내용을 공지합니다.
제 13 조 (홈페이지 저작권)
① NDSL에서 제공하는 모든 저작물의 저작권은 원저작자에게 있으며, KISTI는 복제/배포/전송권을 확보하고
② NDSL에서 제공하는 콘텐츠를 상업적 및 기타 영리목적으로 복제/배포/전송할 경우 사전에 KISTI의 허락을
③ NDSL에서 제공하는 콘텐츠를 보도, 비평, 교육, 연구 등을 위하여 정당한 범위 안에서 공정한 관행에
합치되게 인용할 수 있습니다.
④ NDSL에서 제공하는 콘텐츠를 무단 복제, 전송, 배포 기타 저작권법에 위반되는 방법으로 이용할 경우
저작권법 제136조에 따라 5년 이하의 징역 또는 5천만 원 이하의 벌금에 처해질 수 있습니다.
제 14 조 (유료서비스)
① 당 사이트 및 협력기관이 정한 유료서비스(원문복사 등)는 별도로 정해진 바에 따르며, 변경사항은 시행 전에
당 사이트 홈페이지를 통하여 회원에게 공지합니다.
② 유료서비스를 이용하려는 회원은 정해진 요금체계에 따라 요금을 납부해야 합니다.
제 5 장 계약 해지 및 이용 제한
제 15 조 (계약 해지)
회원이 이용계약을 해지하고자 하는 때에는 [가입해지] 메뉴를 이용해 직접 해지해야 합니다.
제 16 조 (서비스 이용제한)
① 당 사이트는 회원이 서비스 이용내용에 있어서 본 약관 제 11조 내용을 위반하거나, 다음 각 호에 해당하는
경우 서비스 이용을 제한할 수 있습니다.
- 2년 이상 서비스를 이용한 적이 없는 경우
- 기타 정상적인 서비스 운영에 방해가 될 경우
② 상기 이용제한 규정에 따라 서비스를 이용하는 회원에게 서비스 이용에 대하여 별도 공지 없이 서비스 이용의
일시정지, 이용계약 해지 할 수 있습니다.
제 17 조 (전자우편주소 수집 금지)
회원은 전자우편주소 추출기 등을 이용하여 전자우편주소를 수집 또는 제3자에게 제공할 수 없습니다.
제 6 장 손해배상 및 기타사항
제 18 조 (손해배상)
당 사이트는 무료로 제공되는 서비스와 관련하여 회원에게 어떠한 손해가 발생하더라도 당 사이트가 고의 또는 과실로 인한 손해발생을 제외하고는 이에 대하여 책임을 부담하지 아니합니다.
제 19 조 (관할 법원)
서비스 이용으로 발생한 분쟁에 대해 소송이 제기되는 경우 민사 소송법상의 관할 법원에 제기합니다.
1. (시행일) 이 약관은 2016년 9월 5일부터 적용되며, 종전 약관은 본 약관으로 대체되며, 개정된 약관의 적용일 이전 가입자도 개정된 약관의 적용을 받습니다.