Boundary conditions at the interface between plasma and vacuum : 플라스마와 진공사이 경계면에서의 경계조건에 관한 연구

이정희 Educational Graduate School Hanyang University 2000 국내석사

(A)study on some sulfide and oxide minerals of Cheong Yang tungsten deposit in Korea

Joung, Ho-taek Educational Graduate School, Korea University 1980 국내석사

On PRE-BCK-ALGEBRAS/cby Jong Hyun Baek

백종현 The Graduate School Education of Gyeongsang Nation 1991 국내박사

Relationships of Perfectionism with Attribution, Emotional Affects, Academic Behaviors and Achievement Goal Adoption After Experiencing Success and Failure

연은모 Department of Education Graduate school, Korea uni 2009 국내석사

본 연구는 자기지향적 완벽주의와 사회적으로 부과된 완벽주의 성향을 가진 학습자들이 과제수행에 대한 성공/실패의 경험 후 귀인양식, 정서적 반응 및 추후 과제선택에 있어서 도전 및 경쟁여부와 개인의 성취목표 성향이 어떻게 다른지를 알아보는데 그 목적이 있다. 이를 위하여 중학생 404명을 대상으로 실험을 실시하였는데, Hewitt과 Flett의 다차원적 완벽주의 척도를 통하여, 학습자들을 자기지향적 완벽주의와 사회적으로 부과된 완벽주의로 나누었다. 이 실험에서는 수행결과(성공/실패)가 독립변인으로 조작되었으며, SPSS 12.0을 통하여 기술통계 및 상관분석을 실시하였고, AMOS 7.0을 통해 연구자가 가설적으로 설계한 구조방정식 모형을 성공/실패의 두 집단에서 검증하였다. 그 결과 그 동안 기존 연구들이 완벽주의 성향을 부정적인 측면에서만 보며 병리적인 특성으로 분류했던 것과 달리, 이 연구에서는 완벽주의 성향에 따라 성공/실패 경험 후 학습자들의 귀인양식, 정서적 반응 및 추후 과제선택에 있어서 도전 및 경쟁여부와 개인의 성취목표 성향이 달라진 것으로 나타났다. 구체적으로는 첫째, 학생의 완벽주의 성향 중 자기지향적 완벽주의의 경우 실패의 경험에 대해 적응적으로 귀인하는 것으로 나타났다. 자기지향적 완벽주의는 과제를 성공적으로 수행할 수 있었던 이유를 자신의 노력, 능력 탓으로 귀인하며 성취지향적 행위를 보인 반면, 사회적으로 부과된 완벽주의는 과제 수행에 실패한 이유를 자신의 능력과 운 때문이라고 귀인하였다. 둘째, 자기지향적 완벽주의 성향의 학습자는 자신의 수행결과를 노력으로 귀인함으로써 긍정적인 정서를 예측하였지만, 사회적으로 부과된 완벽주의 성향의 학습자는 자신의 수행결과를 자신의 능력과 운으로 귀인함으로써 부정적인 정서를 예측하였다. 셋째, 추후 과제수행에 있어서 자기지향적 완벽주의 성향의 학습자는, 성공을 경험한 경우에는 긍정적인 정서를 통하여 숙달접근, 숙달회피, 수행접근 및 수행회피 목표성향을 예측하였지만, 실패를 경험한 경우에는 긍정적인 정서를 통하여 숙달접근 목표성향만을 예측하였다. 또한, 자기지향적 완벽주의 성향의 학습자는 성공을 경험하면 긍정적인 정서와 수행접근 및 수행회피목표를 통하여 추후 과제에서 경쟁을 선호했지만, 실패를 자기의 능력으로 귀인하는 성향을 보이는 사회적으로 부과된 완벽주의 성향의 학습자는 추후과제에서 경쟁을 선호하지 않았다. 사회적으로 부과된 완벽주의 성향의 학습자는 과제에서 성공한 이유를 운으로 귀인하고 추후 과제선택에 있어서 높은 난이도를 선택하지 않았다. 결론적으로 본 연구는 완벽주의 성향을 부정적인 측면에서만 보던 기존의 연구와는 다르게, 학습자의 완벽주의 성향을 자기지향적 완벽주의와 사회적으로 부과된 완벽주의로 구분하여, 완벽주의라는 특성 그 자체는 긍정적인 특성과 부정적인 특성을 함께 반영하고 있음을 보여주었다. 그리고 완벽주의로 인하여 실패에 더 큰 어려움을 겪고 있는 학습자들은, 완벽주의의 부정적 특성을 많이 가지고 있는 사회적으로 부과된 완벽주의일 가능성이 높음을 알 수 있다. 이를 통해서 학습자들 각각의 완벽주의 성향과 정도에 따라 상이한 학습결과와 정서적 반응을 산출해낼 수 있음을 인지할 수 있다. 또한, 사회적으로 부과된 완벽주의가 높은 학습자들이 부정적인 상황을 보다 긍정적으로 대처할 수 있도록 학습환경을 조성하는 일을 보다 중요하게 고려해야 할 것이다. This study identified learners with self-oriented perfectionism and socially prescribed perfectionism. It utilized the Multidimensional Perfectionism Scale of Hewitt and Flett, assessing the attributional style, and emotional affects by learners in a school environment. The study involved the personal achievement goals and preferences for challenge or competition by learners in consequent task selection by those who had a disposition towards self-oriented perfectionism and socially prescribed perfectionism. This was measured according to success-failure conditions in task performance by utilizing 404 middle school students as research subjects. During the experiment, the performance results (both success and failure), were fabricated with independent variables. Technical statistics and correlation analysis were performed with SPSS 12 and Structural Equation Modeling of the model with multi-group analysis, with success and failure groups, was conducted on AMOS 7.0. The results were in contrast to existing research findings which classified perfectionism with Clinicopathologic Features that showed only negative aspects. Self-oriented perfectionism and socially prescribed perfectionism demonstrated different patterns of attributional styles and emotional affects. They also differed with respect to preferences for challenge and competition, and personal achievement goal adoptions. First, students with self-oriented perfectionism attributed more adaptively to their failure than those with socially prescribed perfectionism. Students with self-oriented perfectionism attributed their abilities and efforts to their successful performances, showing more approach- oriented acts. However, students with socially prescribed perfectionism attributed their abilities and fortune with failure. Second, the self-oriented perfectionism of learners attributed its performance result to effort, so it predicted a positive emotion. Yet, the socially prescribed perfectionism of the learner attributed his performance result with ability and fortune, so the subject predicted a negative emotion. Third, the self-oriented perfectionism of learners predicted a mastery-approach, -avoidance, performance-approach, and - avoidance goals for the future task performances by positive emotional affects after experiencing success. However, the mastery-approach goal orientation was predicted only by the positive emotion after the experience of failure. Lastly, the self-oriented perfectionism of learners preferred competition for the future task after experiencing success. Yet, the socially prescribed perfectionism of learners which attributed their failure to their own ability did not prefer competition for the future task. The socially prescribed perfectionism of learners who attributed their success with fortune did not choose a more difficult one for selecting the task later on. This study identified learners’ perfectionism with self-oriented perfectionism and socially prescribed perfectionism. It thoroughly examined different patterns of attributional style, emotional reaction, personal achievement goals and preferences for challenge or competition. The results are inconsistent with existing research which identified perfectionism as negative aspects. Additionally, the study demonstrated that perfectionism not only includes negative features but it reflects both positive features and negative features together. According to the results, socially prescribed perfectionism would include more negative features and face tougher times as one encounters failure. That will account for the variant academic behaviors and emotional reactions for those who have the propensity of perfectionism (which is an individual different feature of the learner). Thus, it is necessary to carefully consider the creation of a learning environment for individuals and learners with high socially prescribed perfectionism to more positively cope with negative situations.

Effects of exercise training on pathological cardiae molecular phenotypes and apoptotic proteins in spontaneously hypertensive rats : 지구성운동이 본태성 고혈압뒤 심장근의 세포사명 단백질 발현에 미치는 영향

이영익 Department of Physical Education Graduate School 2004 국내석사

Novel function of Bax gene in drug addiction by methamphetamine

류나경 Department of Biology Education Graduate School of 2005 국내석사

Methamphetamine is an illicit drug of abuse that can cause neuropsychiatric and neurotoxic damage. Repeated administration of psychostimulants such as methamphetamine induces a behavioral sensitization, According to the previous study, Bax was involved in neurotoxicity by methamphetamine. but the function of Bax in drug addiction is not clear yet. So we have studied the function of Bax in drug addiction. In present study we treated chronic methamphetamine in Bax deficient mouse model. and examined behavioral change using CPP test. CPP score in Bax KO was decreased than that of WT mice. Therefore, we had screened Bax related genes that involved in drug addiction using microarray. In order to confirm microarray data, We applied RT-PCR method to observe relative change of Bcl2, pro-apoptotic family gene. As a result, To experiment microarray we selected genes connected with Bax in microarray data. Though microarray data we selected Tgfbr2 gene. Tgfbr2 gene was decreased by methamphetamine in Bax KO mouse and overexpressed in Bax WT mouse. Additionally, we confirmed about Creb, FosB and c-Fos were related to drug addiction and Bax using immunohistochemistry. Methamphetamine은 남용으로 neuropsychiatric와 neurotoxic 피해의 원인이 될 수 있는 불법 약물이다. methamphetamine이 정신자극이 계속되면 행동 증감을 야기하게 된다. 사전연구에 의하면, methamphetamine에 의한 neurotoxicity에 Bax gene이 관련이 있다. 그러나 drug addiction에 있어서 Bax의 기능은 아직 명확하지 않다. 따라서 본 연구는 drug addiction에 관여하는 Bax의 기능을 알아보려 한다. 이를 위해 Bax KO과 WT mice에 methamphetamine을 chronic하게 처리하였다. Bax gene을 선택하게 된 것은 rat brain에서 Bax가 증가하는 것을 확인하고 이 결과를 바탕으로 methamphetamine이 mouse에서도 rat과 유사하게 영향을 미칠 것이라고 예상했다. CPP test를 통해 mouse의 behavioral change인 CPP score가 Bax KO에서 WT보다 현저히 감소하는 것을 볼 수 있었다. 이 CPP test 결과를 immunohistochemistry 확인하고 brain에서 drug addiction에 중요한 부분인 striatum 부분에 발현을 보았다. 그중 pro-apoptotic인 Bad, Bid를 RT-PCR로 확인한 후 이 결과를 바탕으로 우리는 methamphetamine이 처리된 Bax WT과 KO을 microarray하였다. microarray를 통해 Bax와 관련된 Tgfbr2라는 gene을 선택하고 Bax KO에서 감소하는 것을 RT-PCR과 immunohistochemistry로 확인하였다. 또한 Bax와 drug addiction에 관여하는 transcription factor인 Creb, FosB, c-Fos 발현을 immunohistochemistry로 확인하여 Bax와의 연관성을 보았다.

Language and culture relationships : the comparison of language and culture between Americans and Koreans

이정림 Dept.of English Education, Graduate School of Educ 1984 국내박사

(A) study on the in-service English teachers' perceptions on multicultural education and the implications on the multicultural teacher education

이건미 Graduate School of Education, Korea University 2021 국내석사

With the increase and diversification of immigrants in Korea, multicultural policies, including educational policies, have been expanded to meet diverse demands and needs. Accordingly, multicultural education has become an essential issue for Korean society. However, Korea's government-led change has been criticized for its ambiguous direction while failing to keep up with the pace of change in society. The primary purpose of the study is to explore Korea's multicultural education by analyzing how Korean high school English teachers perceive multicultural education and what implication the perception has on the current system and operations of multicultural education. More specifically, the study explores the limitations and possibilities of multicultural education in the Korean educational scene by interviewing ten in-service English teachers working at high schools in Seoul metropolitan region. Ultimately, the study aims to provide direction to future multicultural teacher education for all teachers. The conclusions drawn from the study are as follows. The English teachers showed a poor understanding of multicultural education and even misunderstood the purpose and goal of the education. Consequently, the teachers were not aware of the importance of multicultural education, which affected their implementation and delivery of multicultural education. More specifically, teachers were confused between multicultural education with other types of global education. They have viewed multicultural education as a mere introduction of various cultures. Second, the teachers did not believe multicultural education is for everyone, limiting the subject of multicultural education to multicultural members, mainly the students from multicultural families. They showed an assimilative attitude claiming that multicultural members adapting to Korean society is needed to enhance their quality of life, considering reality. Although teachers did recognize the need for education on diversity and discrimination, they perceived it as a matter of the future, not as an education needed right at the moment. They have maintained their stance that multicultural education for multicultural members is more urgent. Thirdly, teachers recognized multicultural education and subject education course as separate education. Teachers did not realize that English classes can be conducted by linking and integrating English education with multicultural education. Because the teachers saw multicultural education as apart from the subject education, they thought multicultural education does not fit the current education system, where grades and evaluation are taken very sensitively. Lastly, although teachers were not particularly against multicultural education, they were skeptical about actually implementing multicultural education. They argued that theory-based education does not appeal to teachers who usually prefer hands-on pedagogies. Also, the teachers regarded multicultural education as another task on top of the already heavy workload. Moreover, teachers once again confirmed their belief on the unnecessariness and unprofessionalism of multicultural education through a school's unilateral work distribution without providing proper education for the teacher in charge or verification of qualification of the teachers in charge. The findings imply that teachers' vague understanding of multicultural education and absence of systematic and practical multicultural teacher education under biased education policies and guidelines led to confusion and indifference toward multicultural education, unconsciously reinforcing misunderstanding, stereotypes, and institutional discrimination at schools. Overall teachers’ perception indicates that the current teacher education system and operation failed to fully convey the need and importance of multicultural education.

Validation of reading materials in 'High School English' textbooks based on the 2015 national curriculum

라문선 Graduate School of Education, Korea University 2019 국내석사

The educational objectives in South Korea’s 2015 Revised National Curriculum set by the Ministry of Education (MOE) emphasize consistency in education, including English education. However, it is not clear how effectively the objective of consistency is implemented. As classes are highly mediated by textbooks in South Korean schools, this thesis aims to ascertain the consistency of reading materials in High School English textbooks. A mixed methods approach that included analysis and materials evaluation was conducted with six textbooks. First, textbooks were analyzed in accordance to the core competencies of the 2015 Revised National Curriculum, using an impressionistic and in-depth method of materials evaluation. Next, the Coh-Metrix computational tool and other linguistic analysis tools were used to analyze the readability and text-easibility of reading materials of six textbooks. To substantiate the appropriateness of usage of Coh-Metrix values to analyze locally developed materials, correlations among sixteen Coh-Metrix indices were discussed. Lastly, an in-use evaluation of High School English textbooks was carried out through interviews with fifteen teachers of first-year high school English (U.S. grade 10). Results revealed that textbooks demonstrated a high degree of cohesiveness in terms of the 2015 Revised National Curriculum. Similarly, readability indicators and text-easibility values demonstrated to a certain extent similar patterns among reading materials of different textbooks. The results suggest that High School English textbooks reflect the 2015 National English Curriculum to a fairly high degree. Accordingly, if these textbooks were to be fully utilized in the classroom context, the efficacy of the newly revised curriculum would be validated. However, in-use evaluation of the textbooks via interviews revealed discrepancies between the policies of the 2015 national English curriculum and the realization of these policies at the school level.

Individual Learners' Attitude, Motivation and Listening Proficiency in Secondary EFL Classroom in Korea

최갑균 Graduate School of Education, Sogang University 2002 국내석사

본 연구는 한국 중·고등학생들의 영어학습에 대한 태도와 동기와 듣기 능력 사이에 관계를 분석하는 데 목적이 있다. 본 연구에서 규명되어야 할 연구문제는 아래와 같다. 1. 한국 중·고등학교 영어학습자들의 영어학습동기는 어떤 요인들이 있는가 2. 중·고등학교에서 성별과 학년들 사이에 미국인에 대한 태도와 영어학습태도에는 각각 의미 있는 차이가 있는가 3. 태도와 동기 수준과 듣기 능력 점수사이에 각각 의미 있는 차이가 있는가 4. 태도와 동기 요인 과 듣기 능력 점수 사이에는 어떤 관계가 있는가 본 연구는 경기도 지역에 있는 중·고등학생 717명을 대상으로 하였다. 본 연구를 위하여 사용된 도구는 설문지와 영어듣기 평가였다. 설문지는 Gardner, R.C.와 Lambert, W.E. (1972)의 “Attitude and Motivation Test Battery"에서 인용하여 Lee (1996a)와 Do¨rnyei (1990)가 발전시킨 설문지이고, 듣기 능력 평가는 전국 15개 시·도 교육청이 연합으로 실시하는 듣기 평가 문제를 활용하였다. 표집 된 자료는 SPSSWIN 프로그램을 이용하여 분석하였으며 t 검증, 상관분석, 요인분석을 하였다. 분석된 결과는 아래와 같다 : 1. 이 특수한 상황에서 6개의 동기 동인이 추출되었고 그들은 내적 동기, 중요성, 통합적 동기, 외적동기, 의사소통 그리고 실용성이었다. 2. 한국 중·고등학교 학생들은 영어가 좋은 직업을 얻는 데 필수적이며, 영어가 세계공통어이고, 영어가 어느 분야에서나 중요하고, 영어가 필수 과목이라는 것을 믿고 있으며, 이것은 한국 중·고등학생들은 영어의 중요성을 충분히 인식하고 있다는 것을 의미한다. 3. 동기성향 가운데 중·고등학교에게 듣기 능력 점수와 높은 상관이 있는 공통된 항목은 ‘영어를 좋아한다’는 항목이고, 중학교 1·2학년 학생들은 ‘영어의 중요성’이, 고등학교 1·2학년 학생들은 ‘친구를 사귀기 위해서’와 ‘영어를 좋아하기 때문’이라는 항목이 듣기 능력과 높은 상관이 있었다. 4. 대체로 중학교 1학년 학생들은 내적 동기와 중요성과 관련하여, 중학교 2학년 학생들은 내적 동기, 중요성, 외적동기, 의사소통 과 실용성과 관련하여 영어 공부를 한다. 반면에, 고등학교 1학년 학생들은 의사소통과 관련하여, 고등학교 2학년 학생들은 중요성과 실용성과 관련하여 영어공부를 한다. 5. 미국인에 대한 태도와 영어학습에 대한 태도는 여학생이 남학생보다 더 긍정적인 태도를 보여주었다. 6. 학년사이에 미국인과 영어학습에 대한 태도에 큰 차이를 나타내었고 특히 중학교 1학년 학생들은 현격한 차이를 나타내었으며 미국인과 영어학습에 대하여 호의적인 태도를 가지고 있다. 7. 영어 듣기능력의 상·하 집단에 따른 영어학습에 대한 태도는 상·하 집단사이에 커다란 차이가 있었다. 8. 동기와 태도 변인들은 듣기능력과 의미 있는 상관관계가 있으며 영어학습에 대한 긍정적인 태도를 가진 학생들이 또한 동시에 영어학습에 대한 부정적인 태도를 가지고 있다. 9. 듣기 능력과 가장 밀접한 관계를 가지고 있는 변인은 영어학습태도이고 그 다음으로는 영어학습 동기이고 미국인에 대한 태도는 거의 상관관계가 없었다. 다시 말하면, 영어학습에 대한 태도가 가장 중요하였다. 10. 중학교 학생들이 고등학생들보다 동기요인과 듣기 능력 사이에 더 높은 상관이 있다. 여학생들이 남학생들보다 동기요인과 듣기능력사이에 더 높은 상관이 있다. 동기요인과 듣기능력사이에 상관관계가 있는 순서는 내적 동기요인, 중요성요인, 실용성요인, 의사소통요인, 통합적요인 순서이다. The object of this study is to analyze the relation of individual Learners' Attitude, Motivation and Listening Proficiency in Secondary EFL Classroom in Korea. The research questions investigated in this study are as follows: 1. what factors affect in learning English motivation of learners in secondary school? 2. Is there any significant difference in the attitude toward American and learning English between gender, and among grades in secondary school? 3. Is there any significant difference between the level of attitude/motivation and the score of a listening proficiency test? 4. Is there a relationship between attitude/motivation factors and the score of a listening proficiency test? Subjects in this study were 717 students of secondary school in Kyonggi Province area. The instruments used for this study were a questionnaire and an English listening proficiency test. The former was one adapted from “Attitude and Motivation Test Battery" (Lambert, W.E. and Gardner, R.C. 1972) and developed by Lee (1996a) and D?rnyei (1990). The latter was an English listening proficiency test supervised by National 15 municipal and provincial Board of Education in Korea. The collected data was analyzed through SPSSWIN program. The statistical tests used for the analysis were t-test, correlation analysis, and factor analysis. From the analysis, the following conclusions could be drawn: 1. The study shows that six motivational orientation factors were retained in this particular context and they were intrinsic motivation, importance, integrative motivation, extrinsic motivation, communication, and practicality. 2. Korean secondary school students believe that English is essential to get a good job, English is the world common language, English is important in any field, and English is a required subject. This means that Korean secondary school students are fully aware of the importance of English. 3. Among motivational orientations, the common items that are highly correlated with the score of listening proficiency for secondary school students are liking English; for the first and second middle school students is the importance of English; for the first and second high school students are making friends and liking English. 4. Wholly the first year middle school students study English related with intrinsic motivation and importance and the second year middle school students study English related with intrinsic motivation, importance, extrinsic motivation, communication, and practicality. On the other hand, the first year high school students study English related with communication and the second year high school students study English related with importance and practicality. 5. The female students have more a positive attitude than the male counterparts toward American and learning English. 6. There was a significant difference between grades, especially the first year middle school students show a striking difference. The first year middle school students have a favorable attitude toward American and learning English. 7. There was the greatest difference in the attitude toward learning English between the high and low level group according to the high and low level of score of listening proficiency test. 8. Motivational and attitudinal variables have significant correlations with the score of listening proficiency, and the students who have positive attitude toward learning English also have a negative attitude toward learning English at the same time. 9. The variable that has the closest relationship with listening proficiency is the attitude toward learning English, and the next variable is the learning English motivation, and the attitude toward American have few significant correlations with listening proficiency. That is to say, it shows that the positive attitude toward learning is very important. 10. The middle school students have higher levels of correlation between motivation factors and listening proficiency than the high school students. The female students have higher levels of correlation between motivation factors and listening proficiency than the male students. The order of the correlation levels between motivation factors and listening proficiency showed intrinsic motivation factor is the highest correlation level and follows importance factor, practicality factor, communication factor, and integrative factor.