Earticle

본 연구는 병영생활 중 이성과의 이별경험 사례를 분석함으로써 우리나라 사병들의 병영생활 중 이성과 의 이별경험 문제들을 더욱 구체적으로 분석하여 입대 전 예비교육과 병영생활상담관들이 사병들을 위한 상담 자료, 인간관계 교육 프로그램으로 활용하기 위해 수행되었다. 이를 위해 병영생활을 마치고 대학에 복학한 학생 중 이성과의 이별경험이 있는 참여자 5명을 심층면담을 통해 5 사례를 분석하였다. 연구결과로 첫째, 이성 교제의 진행과정을 병영생활 전병영생활 중-병영생활 후 단계로 모형화하였다. 병영생활 전 이성 교제는 이성과 친밀한 관계, 입영 사실 알림, 병영생활 중에는 어색한 거리감, 이별통보, 심리적 어려움, 인간관계 어려움, 시간이 흐르면서 이겨내기, 이별의 아픔이 공부됨, 병영생활 후에는 이별을 딛고 이성관을 형성하였다. 둘째, 사병을 대상으로 이성 교제 교육프로그램은 나와 잘 어울리는 사람을 만나는 과정, 잘 이별하기 등의 측면을 고려하여 구성되어야 함을 확인할 수 있었다. 셋째, 이성과의 이별이 인간관계의 어려움을 가져오는 연구 결과를 통해 인간관계 교육 프로그램으로 활용될 수 있음이 밝혀졌다. 넷째, 이별을 먼저 통보한 사람이 이별을 통보받은 경우보다 덜 고통스러운 것으로 나타났다. 다섯째, 병영생활 중 이성과의 이별경험은 평생 동반자가 되어줄 배우자를 찾아가는 이성관을 형성하도록 성장시켜 주는 것을 볼 때 적극적인 군 상담과 결혼 예비교육을 통해 미래의 배우자를 찾아가도록 숙고하는 병영생활이 되도록 제안하였다.

This research was initiated to utilize for educating people who are being conscripted into the army, soldiers counselors to use as a counseling material, and education program for personal relationships through analyzing the cases of the experience of estrangement between one's lovers during the military service. Five cases were analyzed through the interview of five students who had finished their military service whileas experiencing an estrangement, and currently studying in the university. As a result, we modeled the process of relationship with their girlfriend into before, during, and after the military service. Observing that the experience of parting with the opposite gender during the military service forms the better standards for finding a couple in heaven, the research suggests that considering to have a counseling in the military as well as learning about marriage beforehand during the military service to expect a suitable future spouse is recommendable.

The purpose of this study is to understand the process of “standing alone” in divorced single fathers on the basis of qualitative data collected through in-depth interviews with 10 divorced single fathers. Data were analyzed on the basis of grounded theory analysis in open coding, and 154 concepts, 39 sub-categories, and 14 categories were derived. According to the results of this study, the process phenomenon of divorced single fathers' standing alone was “the restraint and chaos of pain.” This study could identify the consecutive process of four identified stages: marriage life's rupture, pain and chaos, deliberation and decision, and role adaption. In selective coding, the core category was “to pass through the restraint of pain and embrace children and stand alone.” There were three types of standing alone: maintaining barely, enduring hopefully, and living initiatively. This study showed the necessity of social support and the basic data by type analysis through the process of standing alone. This study provided substantive knowledge generated through the voices of the persons concerned.

This paver has presented the architecture and function of the traffic signal enforcement system to detect and capture a image of the violating car in the street intersection. Also in the paper, the algorithm and method of detecting the violation car have been presented and the microwave detection method has been explained. And then this paper has showed the operation software interface for system and presented the experiment data carried out in the field.

본 연구는 유아의 환경소양증진을 위한 통합적 녹색성장교육의 효과를 알아보는데 그 목적이 있다. 연구대상은 전북 I시에 소재한 S어린이집 3세 두 학급, 5세 두 학급 총 66명이며 이들 학급을 연령별 실험집단과 통제집단으로 임의 배정하였다. 연구결과 첫째, 통합적 녹색성장교육은 3‧5세 유아의 환경지식에 긍정적인 영향을 미쳤다. 둘째, 통합적 녹색성장교육은 3세 유아의 환경태도 향상에 효과를 미치지 않았으나, 5세 유아의 환경태도 향상에 긍정적인 영향을 미쳤다. 셋째, 연령별 통합적 녹색성장교육의 효과는 3세보다 5세 유아의 환경지식과 환경태도 향상에 더욱 긍정적인 영향을 미쳤다.

The objective of this study is to explore the effects of integrated green growth education for infants’ environmental literacy improvement. The study was conducted with a total of 66 infants in two 3-year-old classes and two 5-year-old classes of S Day Care Center in I City, Jeollabukdo. Those infants were randomly assigned in experimental group and control group depending on age. The results of the study are as follows. First, integrated green growth education had positive effects on environmental knowledge of infants aged 3 and 5. Second, integrated green growth education did not have positive effects on environmental attitude of 3-year-old infants, but had positive effects on 5-year-old infants. Third, the effect of the age-specific integrated green growth education had more positive effects on 5-year-old infants’ environmental knowledge and environmental attitude improvement than on 3-year-old infants’.