Earticle

One of the distinctive features of Korean language is that it has a fine hierarchical regimentation of language uses, perhaps finer than English, Chinese or Japanese. If English language uses have a hierarchical structure they are to be thick. You may respond to any of your male colleagues often by saying either “Yes, Sir” or “Yes, John”. But Korean speakers attend to the fine grades of differences of social positions of a speaker and a hearer and they show the respect of the difference by adding or dropping relevant suffixes of verbs which Korean language has developed. For example, one year difference would affect how you choose a suffix of verbs you use to speak to your hearer and two year difference often leads to the adoption of still another fitting suffix of the same verb. One year criterion works not only in army barracks, school dormitories but also in government offices, business sectors. Korean speaking people have been taught to use this finely regimented hierarchical language.I try, in this paper, to develop the idea that hierarchical regimentation of Korean language uses is not humane. I offer the main argument for the thesis as what follows: How could one justify the hierarchical regimentation of a language like Korean? Only if there is an essential structure in which the fine grades of differences of social positions of all the people are distinct; The essentialism here involved is not plausible. And I may add that language is to be used for the purposes of communication, rationalization and expression. If true, language use is a genuine art of liberation or humanization. Any overt hierarchical language tends to damage those purposes and more to enforce those oppressive elements already existing in the community. Then, a hierarchical language is to defeat its own purpose.

초등학교 시기 어떤 학년에서 또래 상호작용이나 사회적 조망수용능력이 크게 증가하는지 안다는 것은 학년의 아동 특성을 이해하는데 도움을 줄 수 있다. 이에 본 연구는 초등학생의 또래 상호작용과 사회적 조망수용능력의 학년에 따른 차이를 실증적으로 검토하는 것을 목적으로 하였다. 조사 대상은 경북에 소재하는 2개 초등학교 2∼6학년 561명(남자 274명, 여자 287명)을 대상으로 하였다. 측정 도구는 기존의 또래 상호작용 척도와 사회적 조망수용능력 척도를 신뢰도와 타당도를 재검증한 후 사용하였다. 또래 상호작용 척도의 요인분석 결과 정서적 상호작용, 도구적 상호작용, 동반적 상호작용과 같은 세 요인이 추출되었으며, 사회적 조망수용능력은 1개 요인이 추출되었다. 본 연구의 결과는 다음 네 가지로 요약할 수 있었다. 첫째, 초등학교 시기에는 또래 상호작용 빈도가 지속적으로 증가한다는 것이다. 특히, 초등학교 4, 5학년 시기에 또래 상호작용 빈도가 크게 증가하는 경향을 나타냈다. 둘째, 초등학생의 사회적 조망수용능력은 5학년 때 크게 증가하는 경향을 나타냈다. 셋째, 여자가 남자보다 정서적 상호작용과 사회적 조망수용능력의 점수에서 더 높았다. 넷째, 또래 상호작용과 사회적 조망수용능력은 정적 상관관계를 나타냈다. 특히, 정서적 상호작용과 사회적 조망수용능력은 높은 정적 상관을 나타냈으며, 정서적 상호작용은 사회적 조망수용능력에 영향을 미치고 있었다. 본 연구 결과는 초등학생의 학년별 발달 특성이나 친구관계를 이해하는 연구에 기초 자료로서 활용될 수 있다.

Recognizing grades in elementary school have significant increases in peer interaction and social perspective-taking can be beneficial in understanding the characteristics of children in these grades. Therefore, the study aims to empirically examine the differences in peer interaction and social perspective-taking according to grades of elementary school students. The subjects of the survey were 561 students (Male: 274, Female: 287) in the 2th to 6th grades of two elementary schools located in Gyeongsangbuk-do. The scale was used after re-verifying the reliability and validity of the existing peer interaction scale and social perspective capacity scale. As a result of the factor analysis of the peer interaction scale, three factors were extracted: affective interaction, instrumental interaction, and companion interaction, and one factor was extracted for social perspective-taking. The results of this study could be summarized into the following. First, in elementary school, the frequency of peer interactions continuously increases. Particularly, the frequency of peer interactions tended to increase significantly in the 4th and 5th grades of elementary school. Second, the social perspective-taking of elementary school students tends to increase in the fifth grade. Third, women had higher scores in affective interactions and social perspective-taking than men. Fourth, peer interaction and social perspective-taking show a positive correlation. Specifically, affective interaction and social perspective-taking showed a high correlation, and affective interaction affects social perspective-taking. The results of this study can be used as basic data for studies such as the friendship of elementary school students and development of social skills programs.

연구 목적: 이 연구의 목적은 예비교사의 사이버괴롭힘 대처 효능감 특징을 탐색하는 데 있다. 연구 방법: A대학 교원양성과정에 있는 재학생을 대상으로 설문을 실시하였고, 총 231명의 응답을 수집하였다. 응답자료를 토대로 사이버괴롭힘 대처 효능감의 학년에 따른 차이와 사이버괴롭힘 예방 노력 유형에 따른 차이를 파악하기 위해 일원변량분석과 군집분석을 실시하였다. 연구 내용: 주요 결과는 첫째, 학년에 따라 사이버괴롭힘 대처 효능감 평균의 차이가 나타나는 문항은 관찰 및 조기 발견(문항1)이었고, 전반적으로 평균이 높지 않았다. 둘째, 사이버괴롭힘 예방 노력에 따른 유형은 예방 노력 수준이 높은 군집(군집1), 낮은 군집(군집2), 보통인 군집(군집3)으로 나뉘었고, 전략과 자원 차원에서 차이가 있었으며 사이버괴롭힘 예방 노력 유형에 따라 사이버괴롭힘 대처 효능감에 차이가 나타났다. 결론 및 제언: 주요 결과를 토대로 1) 예비교사의 사이버괴롭힘 대처 역량 함양을 위한 지원과, 2) 사이버괴롭힘 예방을 위한 자원과 전략 준비가 필요함을 논의하였다.

The purpose of this study is to explore the characteristics of pre-service teachers’ cyberbullying intervention self-efficacy. For this, a questionnaire was conducted on pre-service teachers of A university, and a total of 231 responses were collected. A one-way ANOVA and a cluster analysis were conducted to understand the differences on cyberbullying intervention self-efficacy according to the grade level and the type of prevention effort. There are two main results: 1) Questions about observation and early detection(item 1) showed the difference in the average of cyberbullying intervention self-efficacy according to the grade level, and the average was generally not high. 2) The types of cyberbullying prevention efforts were divided into three clusters: a cluster with a high level of prevention effort (Cluster 1), a cluster with a low level of effort (Cluster 2), and a cluster with an average level of effort (Cluster 3). There were differences in dimensions of strategy and resource. And there were differences in the effectiveness of cyberbullying intervention self-efficacy according to the types of prevention efforts of pre-service teachers. Based on the results, it was discussed that 1) training for developing pre-service teachers' ability to cope with cyberbullying and 2) supporting for preparation of resources and strategies were necessary.

This study analyzed various factors of reading motivation and motivational differences between grades and gender. An urban sample of first-, third- and fifth- grade children completed the Motivation for Reading Questionnaire (MRQ; Wigfield & Guthrie, 1997). The MRQ assesses such possible factors of reading motivation as self-efficacy, intrinsic-extrinsic reading motives, and social aspects of reading. Factor analyses and cronbach's ${\alpha}$ demonstrated that 10 factors of children's reading motivation could be identified and measured reliably. Mean scores on most of the factors differed by grade and gender, with girls and lower grades reporting stronger motivation. This study found that children's reading motivation is various and decreases as children mature. Various efforts to encourage children's motivation for reading are suggested in this study.

본 연구에서는 성차에 따른 차이에 따라 신체 측정치와 혈중 지질 수치가 지방간 등급에 미치는 영향을 분석하였다. 이 연구는 2020년 8월부터 2022년 10월까지 청주에 있는 건강검진센터에서 건강검진을 받은 1,643명(남자 928명, 여자 715명)을 대상으로 후향적으로 분석하였다. 신체 측정치와 혈중 지질 수치를 독립변인으로 사용하였고, 초음파로 진단한 지방간 등급을 종속변인으로 사용하여 다항 로지스틱 회귀분석을 통해 예측인자를 개발하였다. 연구 결과, 남성은 나이, 중성지방, 고밀도 지단백 콜레스테롤, 허리둘레가 지방간 질환의 유의한 예측인자였으며, 나이, 중성지방, 허리둘레가 상당한 영향을 미치는 것으로 나타났다. 여성은 중성지방과와 허리둘레가 주요 예측인자로 나타났다. 수신자조작 특성 커브 분석 결과에서는 남성과 여성 모두에서 중성지방과 허리둘레의 곡선하면적 값이 높아 지방간 질환의 예측 지표로서의 중요성을 확인하였다. 남성의 허리둘레 절단점은 82.6 cm에서 93.8 cm 사이였고, 여성의 경우 76.6 cm에서 86.9 cm 사이였다. 이 연구는 성차에 따른 신체 측정과 혈액 지질 수치를 사용하여 지방간 질환에 대한 비침습적 예측 모델을 제안하였다.

This study analyzed the effects of body measurements and blood lipid levels on the fatty liver grade by gender-specific differences. The study retrospectively analyzed 1,643 individuals (928 men, 715 women) who underwent health check-ups at a health examination center in Cheongju from August 2020 to October 2022. Body measurements and blood lipid levels were used as independent variables, while fatty liver grades diagnosed by ultrasound were used as the dependent variable to develop the predictive factors through multinomial logistic regression. The results showed that for men, age, triglycerides (TG), high-density lipoprotein cholesterol (HDL), and waist circumference (WC) were significant predictors of fatty liver disease, with age, TG, and WC having a substantial impact. For women, TG and WC emerged as the main predictors. Receiver operating characteristic (ROC) analysis demonstrated high area under the curve (AUC) values for WC and TG in both men and women, confirming their importance as predictive indicators for fatty liver disease. The WC cut-off points for men were between 82.6 cm and 93.8 cm, while for women, they were between 76.6 cm and 86.9 cm. This study suggests a non-invasive predictive model for fatty liver disease using body measurements and blood lipid levels by gender-specific differences.

본 연구의 목적은 외식조리 관련 학과 전공자의 학년과 진로결정 자기효능감 수준에 따른 진로준비행동 수준의 차이를 분석하는 것이다. 이를 위해 충청도에 소재한 4년제 3개 대학의 외식조리 관련 학과에 재학 중인 250명의 표본을 추출하였다. 33명의 자료를 제외하고 총 217명을 최종분석에 사용하였다. 연구의 결과를 요약하면 다음과 같다. 첫째, 진로준비행동 수준은 학년에 따라 차이가 있는 것으로 나타났다. 이 결과는 학년이 올라갈수록 진로를 준비하기 위하여 진로탐색,정보수집, 체험활동 및 취업준비 노력이 시도되고 있음을 보여준다. 둘째, 진로준비행동 수준은전공자의 진로결정 자기효능감 수준에 따라 차이가 있는 것으로 나타났다. 셋째, 진로준비행동에대한 진로결정 자기효능감과 학년 간의 상호작용효과는 통계적으로 유의하지 않은 것으로 나타났다. 그러므로 진로결정 자기효능감 수준을 향상시키기 위해 학년에 따른 구조화된 진로교육의틀을 마련해 나가야 할 것이다.

The purpose of this study is to analyze foodservice and culinary arts majors' career preparation behavior by grade and career decision-making self-efficacy levels. Toward this end, 250 students majoring in foodservice and culinary arts were selected as a sample from three universities located in Chungcheong province. A total of 217 copies of the questionnaire were analyzed after excluding 33 copies. The results of this study are as follows. First, upper-grade students were more actively engaged in career exploration,information collection, experiencing behavior, and career preparation behavior than lower-grade students. Second, the level of career preparation behavior of the group with higher career decision-making self-efficacy was higher than the other with lower career decision-making self-efficacy. Third, the interactive effects of career decision-making self-efficacy and grade on career preparation behavior proved to be statistically insignificant. Thus, career decision self-efficacy should be improved and the foundation of structured career education should be established according to grade.