• 가정과삶의질연구
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• 제19권4호
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• pp.185-199
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• 2001

The purpose of this study was to examine the dynamics of psychological and sexual violence in dating among high school students. Subjects consisted of 1,205 male and female adolescents from all parts of the country. 1,092 respondents were included in the final analysis(90.6%). For psychological violence, 13.3%(n=145) reported to have such experiences with a dating partner at least once or more. The most frequently used forms of violence were shouting, insulting language and behaviors, and blaming for a physical appearance. There were no sex differences in frequency of psychological violence between males and females, as an aggressor or a victim. Responses of victims were mostly negotiation and communication, and trying to forget it. For sexual violence, 27.8%(n=303) was found to have such experiences in a dating scence at least once or more. Hugging and kissing, close contact of parts of body, and gazing at parts of body were most frequently used forms. Responses of victims were pretending not to notice it and responding in the same way. There were significantly more male aggressors of sexual violence than females, but no sex difference in the number of victims. Those who reported to have experiences of violence were compared to the counterparts who had no experience in attitudes toward violence between dating partners and married couples, experiences of violence in childhood, school violence, and observations of violence between parents. Those with experience of dating violence reported to have significantly more experiences of violence in childhood and school, and parental violence. Based on the findings of this study, suggestion were made in regard to the need for development of dating violence prevention program for adolescents, and for welfare programs for adolescents in community.

• 한국산학기술학회논문지
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• 제15권6호
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• pp.3557-3563
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• 2014

국가 수준의 교육과정인 누리과정에서는 유아를 대상으로 한 영어교육을 고려하지 않고 있다. 그러나 현실에서는 90%이상의 유아들이 영어를 배우고 있다. 이 연구는 한국의 정규 유치원에서 영어를 가르치는 원어민 영어교사의 교수활동의 문화적 측면을 분석하였다. 이 연구를 위한 자료는 정규 유치원의 원어민 영어교사, 한국인 영어교사와 유치원 원장의 인터뷰를 통해 수집되었다. 모든 인터뷰 자료들은 근거 이론에 기반하여 전사하고 분류되었다. 연구 결과, 한국의 정규유치원에서는 원어민 영어교사들에게 한국의 유아들을 위한 문화적인 준비를 요구하지 않았다. 따라서, 대부분의 원어민 영어교사들은 자신의 교육활동에서 유아들의 문화를 고려하지 않고 있었다. 또한, 이 연구에 참여한 원어민 영어교사들이 근무하고 있는 한국 유치원들 역시 원어민 영어교사들의 교수활동을 정규 교육과정에 잘 통합하고 있지 못했다. 이러한 연구 결과들은 국 유치원의 영어교육에 중요한 시사점을 제공할 것이다.

• 영어어문교육
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• 제5호
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• pp.259-272
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• 1999

The real nature of the west wind in Shelley's Ode to the West Wind is the divine providence which influences all things in this world- that is, whether they are on land, in the sky, or in the sea. The divine providence is the manifestation of something beyond the present and tangibel object. In the first stanza, the real nature of the west wind in this poem is the wild wind, the breath of Autumn's being, the unseen presence, the azure sister of the Spring, a Destroyer, a Preserver, the winged seed, a creator, a philosopher, a poet, Shelley, and the wild spirit moving everywhere. In the second stanza, the real nature of the west wind in this poem is cloud, the angel of rain and lightning, fierce Maenad, the approaching storm, the congregated might, the black rain, the fire, hail, solid atmosphere, the tremendous power of revolutionary change, and the power that influences all things in the sky. In the third stanza, the real nature of the west wind in this poem is the voice that makes the oozy woods which wear the sapless foliage of the Atlantic, and the power makes the blue Mediterranean wake from his summer dream. the fit medium of expression which Shelley's soul was seeking for, Shelley's passion, Shelley's partner, Shelley's co-worker, and a strong presence which influences in the sea. In the fourth stanza, the real nature of the west wind in this poem is the mightest presence, the power, the strength, the free presence, the uncontrollable, the wanderer over heaven, a vision, the tameless, the swift, the proud and the God who can save Shelley form the heavy weight of hours and lift Shelley as a wave a leaf, a cloud. In the fifth stanza, the real nature of the west wind in this poem is the mighty harmony, the fierce Spirit, Shelley's spirit, the impetuous spirit, incanation of this verse, spark, the trumpet of a prophecy, the Providence which can make the Winter depart and call Spring, and the prophet. To conclude, the real nature of the west wind in this poem is Shelley's accumulated insight that he visulize his impulse of revolutionary thought.

• 부모자녀건강학회지
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• 제1권
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• pp.56-74
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• 1998

The language of the newborn, like that of adults, is one of gesture, posture, and expression(Lewis, 1980). Helping parents understand and respond to their newborn's cues will make caring for their baby more enjoyable and may well provide the foundation for a communicative bond that will last lifetime. Infant state provides a dynamic pattern reflecting the full behavioral repertoire of the healthy infant(Brazelton, 1973, 1984). States are organized in a predictable emporal sequence and provide a basic classification of conditions that occur over and over again(Wolff, 1987). They are recognized by characteristic behavioral patterns, physiological changes, and infants' level of responsiveness. Most inportantly, however, states provide caregivers a framework for observing and understanding infants' behavior. When parents know how to determine whether their infant is sleep, awake, or drowsy, and they know the implications, recognition of states has for both the infant's behavior and for their caregiving, then a lot of hings about taking care of a newborn become much easier and more rewarding. Most parents have the skills and desire to do what is best for their infant. The skills 7373parents bring to the interaction are: the ability to read their infant's cues: to stimulate the baby through touch, movement, talking, and looking at: and to respond in a contingent manner to the infant's signals. Among the crucial skills infants bring to the interaction are perceptual abilities: hearing and seeing, the capacity to look at another for a period of time, the ability to smile, be consoled, adapt their body to holding or movement, and be regular and predictable in responding. Research demonstrates that the absence of these skills by either partner adversely affects parent-infant interaction and later development. Observing early parent-infant interactions during the hospital stay is important in order to identify parent-infant pairs in need of continued monitoring(Barnard, et al., 1989).

• 국제지역연구
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• 제22권2호
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• pp.19-40
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• 2018

본 연구의 목적은 중력모형을 이용하여 걸프협력회의(GCC) 6개국 수출의 결정요인이무엇인가를 정량적으로 분석하는 것이다. 중력모형을 이용하여 GCC 회원국인 쿠웨이트, 사우디아라비아, 바레인, 카타르, 연합아랍에머리트 및 오만의 55개 주요 무역국과의 수출 결정요인을 분석하였다. 본 연구의 주요 분석 결과는 다음과 같다. 수출국의 GDP와 수입국의 GDP의 곱이 카타르를 제외한 GCC 5개국의 수출에 통계적으로 유의한 수준의 긍정적 영향을 준 것으로 분석되었다. 거리는 아랍에메리에트(UAE), 사우디아라이바 및 오만에 부정적인 영향을 준 것으로 분석된 반면에, 바레인과 카타르의 수출에는 긍정적인 영향을 준 것으로 분석되었다. 수출국의 1인당 GDP는 바레인, UAE와 오만의 수출에는 통계적으로 유의한 수준의 긍정적인 영향을 준 것으로 분석되었지만, 사우디아라비아의 수출에는 부정적인 영향을 준 것으로 분석되었다. 수출국의 인구는 GCC 6개국 모든 나라의 수출에 긍정적인 영향을 준 것으로 분석되었다. 이와 대조적으로 수입국의 인구는 쿠웨이트, 바레인과 카타르의 수출에는 긍정적인 영향을 주었지만 사우디아라비아의 수출에는 부정적인 영향을 준 것으로 분석되었다. 국경은 GCC 회원국 중 어느 나라의 수출에도 유의한 영향을 주지 못한 것으로 분석되었다. 공동언어의 경우 쿠웨이트, 사우디아라비아, 바레인 및 오만의 수출에 긍정적인 영향을 준 것으로 분석되었다. 자유무역협정(FTA)는 바레인의 수출에만 긍정적인 영향을 준 것으로 분석되었으며, 카타르와 오만의 수출에는 부정적인 영향을 준 것으로 분석되었다. GCC회원국자격은 쿠웨이트, 바레인 및 카타르의 수출에는 긍정적인 영향을 주었지만 사우디아라비아의 수출에는 부정적인 영향을 준 것으로 분석되었다.