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김재구 한국구약학회 2010 구약논단 Vol.16 No.1
This paper is intended to reconsider the reason for Samuel's being. As generally believed, the role of Samuel is to connect the gap between the times of judges and kings. Thus, Samuel has been widely ignored by the shadows of various judges and the glorious king David even though Samuel had performed many important functions, such as prophet, seer, priest and judge. The only person who can be matched in these functions is Moses. This paper tries to investigate the true purpose of God through the personage Samuel. For this research, one of the literary approaches so-called 'intertextuality' is employed, by which the close relations of the crucial expressions appearing both in Moses' story(Ex. 1-15) and Samuel's(I Sam. 1-8) are investigated. In five stages, Moses and Samuel will be compared. First, their births are related to the 'misery' of a person(people) and God's 'seeing and re- membering.' Second, these two persons must confront the one(s) who "do not know Yahweh." This ignorance invites the catastrophic disaster, which is the third stage. The stories of the ten plagues in Exodus and the Ark of Covenant are matched in terms, expressions and storyline. Fourth, the confrontations of the enemies, Egyptians at the Red-Sea and Philistines at Mizpah take place and God defeats them by the same method. Now the history reaches its peak. At the time of Moses, the next stage after being saved at the Red-Sea by God was 'praising God and worshipping Him as King. Thus, divine kingship was proclaimed. Then at the time of Samuel, the people of Israel had undergone the same salvific power of God. Then, it is obvious that they also proclaimed the kingship of God. But astonishingly they asked for human kingship because of the corruption of Samuel's sons. Samuel failed to discipline his sons for demonstrating divine kingship. Through these literary comparisons, it is apparent that Samuel is not intended to be a bridge figure between judges and kings. Rather, his true role is to reactualize the time of Moses when God was inaugurated as the only King. But Samuel failed and eventually human kings had to come and go. This is why the title of this study is 'Samuel, God's Failed Plan.' 사무엘은 사사시대를 마감하고 왕을 세우는 징검다리의 역할로 계획되어진 인물이 아니다. 모세의 시대(출 1-15장)와 사무엘의 시대(삼상 1-8장)를 성서간대화법(Intertextua- lity)을 통해 비교해 보면 사무엘은 '인간왕권'이 아닌 모세의 시대와 같이 '여호와의 왕권'을 새롭게 확립해야할 인물이었다. 인간 왕이 세워졌다는 것은 그의 사명이 실패했음을 의미한다.
김재구 安東大學安東文化硏究所 1989 安東文化叢書 Vol.1 No.-
위의 결과고찰을 근거로 하여 본 연구에서 제한한 가족관계의 사영역에 따른 각 문항별 반응경향을 중심으로 가족의 근대화를 위하여 건전한 자녀교육을 위한 교육사의 문제점을 요약하면 다음과 같다.
학습과제의 유형이 아동학습에 미치는 효과에 관한 일실험연구
김재구,최동근 安東敎育大學 1972 論文集 Vol.5 No.1
This experimental research was designed to observe the effects of modes of stimulus material representation on children's learning in paired-associate task. Each of 240 4th and 240 6th graders of D elementary school in Andong City was asked to learn a list of 15 pairs being either drawings of objects or the printed names of those objects, which were made slides. As each pair was presented, the experimenter engaged in one of two kinds of verbal stimuli: (a) being connected two items (the names of the objects) with conjunctions: (b) a sentence containing the names of the objects. The task was divided into response learning and associative learning components by use of recognition and matching procedures. One-half of all subjects of each graders studied printed words and were required to recognize and match printed words, and the remaining half of the subjects was tested with picture recognition and matching procedure. But one-half of the subjects were required to recognize and match picture, and the remains were tested with printed word recognition and matching procedures. Both pictures and words were aurally labelled with two kinds of verbalization by the experimente. The followings were the summary of the results observed by the experiment. 1. The mode of picture stimulus materials affected both the response learning and associative learning phase of paired-associative learning. 2. Sentential mode of verbal stimuli materials affected only the associative learning phase of paired-associative learning. 3. Congruent in put-out put modes produced greater associative and response learning than in congruent in put-out put modes. 4. The examination of the significant interaction of modes and congruence revealed that pictures significantly facilitated associative learning only when the input modes were congruent. 5. Relationships of other between groups were not significant.
김재구,김범호,이태용 中央醫學社 1992 中央醫學 Vol.57 No.12
To find out the status of contamination by Vibric parahaemolyticus, the investigations which about aquarium water and shellfish housed in it, kitchen environment, seawater and sea mud along Taechun coast were conducted from mid-August 1991 to mid-september 1991. The results were as follows: 1. From 17.3 % of the investigated 805 specimens V. parahaemolyticus was isolated. And the isolation ratio of it was V. parahaemolyticus was 14.3 % from Sea Water, 20.0 % from Sea mud, 26.7 % from aquarium's water, 18.4 % from shellfishes in aquarium and 15.2 % from restaurant kitchen environments. 2. Vibrio parahaemolyticus was isolated from specimens of 42 restaurants (70.0 %) of all investigated; but not detected from 18 restaurants (30.0 %). 3. The isolation ratio of V parahaemolyticus from 154 cases of fishes and shellfishes in contaminated aquarium was 22.0 %, where as it from 101 cases of them in noncontaminated aquarium was 12.9 %. 4. The isolation ratio of V. parahaemolyticus was 18.0 % from 294 specimens of restaurant kitchen environments installed with contaminated aquarium, and 8.7 % from 126 specimens of them installed with not contaminated.