• Bulletin of Korea Environmental Preservation Association
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• s.413
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• pp.18-20
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• 2014

배출권 거래제의 가장 큰 장점은 주어진 감축목표를 최소의 비용으로 달성할 수 있다는 것이다. 따라서 감축목표가 명확하지 않을 경우 배출권 거래제는 정상적인 기능을 발휘하기 어렵다. 온실가스 감축목표의 경우 기후변화문제의 장기적 특성으로 인해 단기적 목표보다는 중장기적 목표의 설정이 중요하다. 결국 국가 차원의 중장기 온실가스 감축목표의 설정이 배출권 거래제의 선행 요건이 된다. 현재 우리나라는 2020년에 대한 국가 목표만 있는 상황인데, 배출권 시장의 원활한 운영을 위해서는 2030년은 물론 2050년에 대한 국가 온실가스 감축목표의 설정이 필요하다. 배출권 시장은 단기적인 목표 뿐만 아니라 중장기적인 목표가 감축여건과 동시에 가격 형성에 영향을 줌으로써 비용효과적 자원배분을 촉진할 수 있다.

• Journal of Teachers' Pension
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• v.5
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• pp.97-133
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• 2020

전략적 자산배분에서 가장 중요한 것은 목표를 결정하는 것이다. 여기서 목표는 자산운용에서 발생하는 향후 포트폴리오의 예상되는 분포와 이에 영향을 받는 조직의 기대효용을 극대화하는 것으로 정의하는 것이 과학적이고 학술적인 방식이다. 실무는 대체로 이러한 방식과 다르다. 예를 들어 기금운용평가의 가이드라인에서는 목표 수익률에 초점을 두고 있다. 특히 기금운용평가에서는 ALM 기반의 목표 수익률 산출을 제안한다. 하지만, 비현실적인 목표 수익률의 산출과 그 의미의 모호성으로 많은 기금들은 이를 적용하지 않고 있다. 본 연구는 이러한 ALM 기반의 목표수익률 설정 및 자산배분의 문제점을 확인하고, ALM 기반 자산배분에 대한 두 가지 대안을 제시한다. 첫 번째, 기금 자산운용의 목표 설정에 대해서는 Doran(1981)의 SMART (Specific, Measurable, Achievable, Relevant, Time-limited) 기준에 따른 목표수립을 제안한다. 두 번째, 목표 수익률 산출에서는 목표기반투자 (Goal based Investing, GBI) 에 따른 목표 수익률 산출 방법을 제시한다.

• Journal of Science Education
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• v.34 no.1
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• pp.164-174
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• 2010

The purpose of this study was to find out taxonomic characteristics of objectives infered from questions of summative evaluation by analyzing those objectives with Bloom's revised taxonomy of educational objectives. 1,711 questions of midterm and final examinations collected from 25 middle schools were analyzed to classify objective of each question. The major findings of the study were as follows: first, from the analysis of objectives in the knowledge dimension, the assessment of factual knowledge was most prevailing(67.6%) in the biology summative evaluation. In the cognitive process dimension, memory assessment was most dominant(76.1%). Thus, the main objectives of evaluation leaned toward particular classes in the Bloom's revised taxonomy, which was different from the findings of earlier studies on the weights of evaluation areas. Second, the level of the objectives should be determined in consideration of the grade of middle schoolers, as their cognitive level improves with grade. In fact, however, there was no difference among three grades in characteristics of objective taxonomy.

• Proceedings of the Korea Information Processing Society Conference
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• 2011.11a
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• pp.1354-1357
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• 2011

자가 적응 시스템은 사람의 직접적인 개입 없이 자율 제어를 통한 자가 최적화 (self-optimization), 자가 치유 (self-healing) 등의 능력이 요구되고, 이러한 시스템은 시스템이 조달된 환경과 시스템 내부 상황을 고려한 적절한 적응 정책과 목표 평가를 통해 시스템의 신뢰성을 보장할 수 있어야 한다. 목표 기반의 자가 제어 시스템은 목표 만족도에 따라 시스템을 자율 제어하기 때문에 목표 기반 자가 적응 시스템에서의 목표 만족도(goal satisfaction) 평가는 매우 중요하지만 기존의 연구들의 목표 만족도 평가 방법에서는 환경 변화가 반영되지 않는다는 한계가 있다. 본 논문에서는 목표 모델에서의 상위 목표에 대한 하위 목표들의 기여도에 따라 가중치를 부여하고 시스템의 외부 환경 변화에 따라 가중치를 동적으로 변경하는 방법을 제안한다. 이를 통해 기존의 목표 평가 방법보다 사용자의 요구가 잘 반영되고 신뢰성 높은 평가가 가능하다.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.11 no.6
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• pp.2138-2143
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• 2010

The purpose of this study was to investigate the relationship of academic achievement and the achievement goal of students of Department of occupational therapy in Gyeongnam Province. 106 students in the department of occupational therapy filled out a questionnaire. For this study, Elliot & Church's Achievement Goal and GPA were used. The achievement goal was subdivided into the mastery goal, the performance approach goal, and the performance avoidance goal. The GPA from the previous semester was used. The results of this study were as follows. Female students received higher grades on all of the Achievement Goals than male. The results of the performance approach goal decreased as the students' class seniority increased. The performance approach goal showed academic achievement correlated positively with performance approach, but correlated negatively with the performance avoidance goal. The negative achievement goal got lower as the seniority of students increased. On the basis of these results, an educational approach is necessary for the positive achievement goal where an understanding of the students' individual characteristics are account for in the achievement goal.

• Asia Marketing Journal
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• v.2 no.2
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• pp.39-62
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• 2000

많은 소비자 행동은 목표 지향적 행동으로 볼 수 있다. 이처럼 목표가 소비행동에서 차지하는 비중이 높다보니 최근 들어 목표자체에 대한 연구와, 목표의 추구와 성취에 있어 태도의 역할에 대한 연구에 상당한 관심이 집중되고 있다. 그런데 지금까지의 태도연구는 주로 이성적인 행동에 그 초점이 맞추어져 왔으며 그 대표적 모델은 Fishbein과 Ajzen의 이성적 행동이론이다. 이성적 행동이론이 소비행동을 설명하는데 많은 기여를 했으나 목표지향적 행동을 설명하는데는 어느 정도 한계가 있다고 지적된다. 이 논문에서는 이성적 행동과 목표지향적 행동과의 차이점들을 살펴보고 목표지향적 행동을 설명하는 새로운 연구모형으로서 시도이론을 소개하였다. 또한 시도이론에 대한 실증 분석의 결과들을 제시하고 있다.

• Journal of the Korean Chemical Society
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• v.56 no.4
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• pp.491-499
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• 2012

This study was to analyze the educational objectives of evaluation of practice quizzes and learning objectives of chemistry I textbooks for the 2009 revised curriculum by Klopfer's taxonomy. The result revealed that the objectives of science education indicated in the 2009 revised curriculum were contained the educational meaning of all categories except 'manual skills' of Klopfer's taxonomy of educational objectives. The learning objectives of chemistry I textbooks laid mostly on 'the knowledge and comprehension' and 'the process of scientific inquiry'. It showed that 'the objectives of scientific knowledge and methods', 'manual skills' and 'scientific attitude and interest', 'orientation' seemed to be taken in a relatively careless way. The result on the practice quizzes in textbooks, they also laid stress on 'the knowledge and comprehension' were covered much, even though they were emphasized in the other objectives of the curriculum. It was concluded that the educational objectives of the science textbooks did not reflect much on educational objectives of the 2009 revised curriculum.

• (The)Korea Educational Review
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• v.23 no.1
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• pp.113-138
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• 2017

Questions of why, what, and how represent the new perspective on goal construct. This paper proposed a novel approach toward the goal construct as a dynamic decision-making process. A number of researchers have agreed that goals initiate and sustain human motivation. In spite of the consistency in emphasis on goals, there are apparent inconsistencies in definitions of goal construct across theories and research. These inconsistences hinder interdisciplinary communication about goal construct, which in turn leads to jingle-jangle fallacy. Therefore, on the basis of systematic literature review, I defined the goal construct as a multifaceted and hierarchical decision-making process to structure desired end-states. The first process is generating goals, which can be also called "why" process. During this phase, individuals generate cognitive schema about general direction of desired end-states based on the conscious and nonconscious interpretation of subjective experience. The second process is goal setting, which can be called "what" process. Here, individuals clarify contents of multiple goals and structure hierarchy and priority of them. The last process is implementing goals, "how" process. This process contains decision making about whether he/she decides to implement the goal or not and how to execute goal-directed behaviors. In the last section of this paper, I tried to suggest several practical applications of this new perspective for adolescents, who struggle with why-what-how to have goals in learning context.

• Journal of the Korean Society for Library and Information Science
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• v.58 no.2
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• pp.57-80
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• 2024

Eisner emphasized the importance of problem-solving objectives and expressive objectives in addition to behavioral objectives, and communication through multiple modalities including linguistic, visual, aural, spatial, gestural modes. This study analyzes 'Libraries and Information Life,' a textbook developed for information literacy instruction, by dividing it into educational objectives types(behavioral, problem-solving, expressive) and multimodal modes(linguistic, visual, auditory, spatial, and gestural), and seeks to derive implications for setting educational objectives for information literacy instruction and developing textbooks. The textbook has four volumes for elementary low-grade, elementary high-grade, middle school, and high school levels. Educational objectives were extracted from the textbooks, and 3 librarian-teachers were engaged in the analysis of these objectives. The main findings and implications of this study are as follows. First, when looking at the types of educational objectives, the proportion of behavioral objectives was found to be excessively high, and there is a need to strengthen the proportion of problem-solving objectives and expressive objectives. Second, problem-solving objectives tend to overlap with behavioral objectives, indicating a need to develop problem-solving objectives with defined conditions and solution requirements. Third, expressive objectives concentrated in specific units need to be placed evenly in other units. Fourth, in the case of multi-modality mode, the proportion of the linguistic mode must be reduced, the proportion of the visual, auditory, spatial, and gestural modes must be increased, and it is necessary to set educational objectives with clear characteristics of each mode.

• Journal of the Korean Geographical Society
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• v.31 no.1
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• pp.38-48
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• 1996

Value objectives have been relatively neglected in geography education. Then in this study I reviewed some value objectives and their contents which have been discussed in geographic education and curriculum in secondary education. Value objectives which are reviewed in geographic education, are regional consciousness, loving home country and nation, international understanding and citizenship, art of landscape, natural and environmental beauty, and human right. But values objectives in geography curriculum are included value incalculation: national development, participation in economic development, etc.. Namely development education is more emphasized than individual life and experience in geographic education. Value objectives should be on the basis of social education and citizenship education for geographic education. Futhermore, it is required to develop teaching methods which help student's socialization and social competence through geography education focused on value objectives and their content.