[신현규 특파원의 ‘실리콘밸리 통신’] 美 Siggraph 2019 행사 가보니 : 인간 얼굴세포 하나까지 그래픽으로 표현 물감으로 그린 듯한 3D 디자인 눈길 확

신현규 (주)매일경제신문사 2019 매경럭스맨 Vol.- No.108

문화융합, 명월관 요릿집 연구

신현규 한국문화융합학회 2018 한국문화융합학회 전국학술대회 Vol.2018 No.6

1920-1930년대 김억 著 에스페란토 교재의 한글 표기 연구

신현규 진단학회 2022 진단학보 Vol.- No.138

Korean poet Kim Eok, also a speaker and teacher of Esperanto, had published from 1922 to 1932 five volumes of Esperanto tutorials, including three columns and two textbooks. This study identifies the trends of Esperanto-to-Hangeul transliteration in Kim's five publications, analyzes their differences, and examines their phonological systems in light of the stable spelling-to-sound correspondence in Esperanto vowels and consonants. To this end, the basic phonology of Esperanto and Esperanto-to-Hangeul transliteration systems in use are discussed generally. A detailed analysis of Esseuperanto Jasusil [A classroom for self-learning Esperanto] (1922), the earliest of Kim's tutorials, is provided and used as a baseline against which to compare his later works for clarifying their differences and characteristics. The analysis revealed that Kim's tutorials exhibited small and big differences from each other, notwithstanding their uniformity in transliterating the full inventory of Esperanto vowels, labials, and glottals. The main findings are threefold: 1) Considering Korean ㅈ is assignable to various alveolar and postalveolar phonemes in Esperanto (i.e., /ĝ/([ʤ]), /ĵ/([ʒ]), and /z/([z])), Kim's consistent notation of /ĝ/ as ㅾ, /z/ as ㅇㅈ, and /ĵ/ as ㅈ in isolation or as a compound of ㅈ and a glide towards /j/ hints that he perceived ㅈ as an alveolar despite his native Pyeong'an accent, as evidenced by his explanation of /z/ and /ĵ/; 2) While the voiced-voiceless contrast in Esperanto consonants conventionally corresponds to the flat-aspirated distinction in Korean, Kim's transliteration system displays a Japanese influence, given that he rendered in his Esseuperanto Jasusil /g/([g]) as ㅇㄱ rather than ㄱ, interpreted /c/([ʦ]) and /z/([z]) as “clear(淸)" and “muddy(濁)" respectively, and sequenced the vowels as kana-style A-I-U-E-O, not Roman A-E-I-O-U; 3) Kim's system demonstrates a probable influence from the Esperanto tutorials translated into English and French by transcribing /ĉ/([ʧ]) and /ŝ/([ʃ]) with a ㅟ ending, as well as specifying the relationship between /ĝ/, /ĵ/ and /z/ through his notation in Hangeul. By exploring Kim's Esperanto-to-Hangeul transliteration, this paper has clarified a piece of dialectological information, discovered various hints that the poet may well have adopted Esperanto when studying in Japan, and discussed his incessant pursuit of improving his transcription system, especially his contemplation of Hangeul and the Korean language and incorporation of the explanations from Esperanto tutorials written in English and French.

경호직무분야 발전방안에 관한 연구 : 장애인 범죄, 성폭력 증가에 따른 경호방법 연구 - 장애인 경호방법론 -

신현규 국제경호협회 2006 정기학술발표회 Vol.5 No.-

검증원리 - 의미의 검증성이론을 중심으로

신현규 서울대학교철학과 1972 哲學論究 Vol.1 No.-

The logical positivists asserted that for any sentence to be cognitively meaningful it must express a statement that is either analystic or empirically verifiable. According to Reichenbach the criterions for verifiability are supposed to be technical possibility, logical possibility, physical possibility. Of these three possibilities Reichenhack says that the concept of logical possibility is the widest of the three concepts, and that the concept of technical possibility is the narrowest of the three concepts. Even if one accepts physical possibility for the definition of verifiability, Reichenbach points that these would be meaningless propositions. He says that if one is to make a choice between these two definitions of physical meaning and logical meaning, one must clearly keep in mind that this is a question for a volitional decision and not a question of a truth character. But physical possibility seems more appropriate to the criterion for the definition of verifiability. The logical positivists say that the cognitive meaning of a proposition is determind by the verifiability. In their early formulations they held that the cognitive meaning of a proposition is determined completely by the experiences that would verify it conclusively. A statement which cannot be verified conclusively is not verifiable at all. This was called the requirement of $quot;strong verifiability.$quot; To meet the difficulties in the strong verifiability, the later formulations of the verifiability principle require of a meaningful statement that it should be related to a set of observation statement in such a way that they provide not conclusive verifiability but simply some degree of evidential support for the original statement. If the principle itself is meaningful, that's because the principle has been regarded as a recommendation or a decision concerning the use of the expression factually meaningful statement.

몽골민속현장답사기 : 몽골족의 종교신앙

신현규 중앙대학교 한국민속학연구소 1997 한국민속문화 연구총서 Vol.1 No.-

제약업계의 한약제제 연구개발 현황 및 허가에 대한 인식도 조사 연구

신현규,김윤경,강창희,최선미 한국한의학연구원 2001 한국한의학연구원논문집 Vol.7 No.1

A survey was conducted to investigate the attitudes of pharmaceutical companies toward the status and permission of R&D of herbal products. The survey's results showed that some of them(42.9%) was conducting the R&D, and others(57.1%) were not conducting. As the results of analysis on the reason of R&D conducting, some of them(42.3%) answered that R&D of herbal products is more effective and powerful than these of synthetic products. And 23.1% answered that the cost of R&D is low and the time required is short. And another 23.1% answered that it has marketability and competitive power. As the results of analysis on the marketability of herbal products in Pharmaceutical Market, most of them(78.6%) answered that it seems enough. As the results of the comparison of synthetic drug and herbal products, the proportion of R&D investment on herbal products was lower than synthetic products in the preclinical study, the first clinical study and the second clinical study, and higher than the in the third clinical study and the DNA. And the periods of R&D was long in most procedure except synthesis of new materials. As the results of analysis on the recognition of related regulation, most of the (73%) was yes. And 35.2% of the subjects thinks it enough.

축구, 어떻게 시작되었을까?

신현규 한국스포츠인류학회 2006 한국스포츠인류학회 학술대회 Vol.2 No.-

중등교육의 “한문교과”와 대학 교양 과정의 “한문·한자교육” 연계성 연구

신현규 한국교양교육학회 2013 교양교육연구 Vol.7 No.2

Study on the linkages of the "Chinese" secondary education, curriculum and liberal arts college "Chinese·Chinese character" education was aimed to investigate the College educated Chinese 'Chinese character' knowledge of aspects only considering, but should focus on the impact of 'Chinese' and the value of literature written numerous it. Chinese character course of activation is not induced by the instructor of internal groups, such as the academic requirements for an upsurge of interest and Philology of the Chinese curriculum and complementary. Chinese character learning of the crash phase of the secondary school curriculum and the popularization of college education, including students of Chinese character ability is increasingly falling, whereas the changes in the college entrance system and changes in the work environment as a result of the increasing necessity because Chinese character education of the University in this regard had been left in the learner's private education market in any part of the reverse, with a certain academic level to provide systematic education institutional education can see the relationship positive. Well as how Chinese students due to the insolvency of the second·secondary education without basic Chinese knowledge training will be a mark on Chinese education, character education is the center of the liberal arts education initiatives in the direction of the liberal arts focus of Chinese education will not. This character education through liberal arts education is not possible character education itself, whether on the right or wrong to say that, but to say that the classic Chinese education has value as a liberal arts education, how is it possible if such training are struggling to do the desirable attitude will. 이 글은 중등교육의 “한문교과”와 대학 교양과정의 “한문·한자교육”의 연계성을 고찰하는데 목적을 두었다. 대학의 교양한문은 ‘한자’의 지식적 측면만 고려한 것이 아니라 ‘한문’으로 쓰인 수많은 문헌의 가치와 그것이 주는 영향에 중점을 두어야 한다. 최근 한자교과의 활성화는 한문 교과와의 상호보완이나 문자학에 대한 관심의 고조와 같은 교수자 집단 내부의 학문적 요구에 의해 유발된 것이 아니다. 중등학교 교육과정에서의 위상의 추락과 대학 교육의 대중화 등으로 대학생들의 한자 능력은 갈수록 떨어지는 데, 반해 대학 입시 제도의 변화와 취업 환경의 변화 등으로 인해 한자 학습의 필요성은 증대되었기 때문이다. 이런 점에서 대학의 한자교육은 사교육 시장에 내맡겨졌던 학습자의 일부라도 제도권 교육으로 되돌리고, 일정한 학문적 수준을 갖춘 교육을 체계적으로 제공하는 순기능을 지닌다고 볼 수 있다. 교양 한문 교육의 초점은 초·중등 교육의 부실로 인해 기초 한문 지식이 없는 학생들을 대상으로 어떻게 한문 교육을 실시할 것인가가 되어야지, 한문 교육이 아닌 한자 교육 중심의 교양교육을 구상하는 방향으로 나아가서는 안 될 것이다. 이것은 한자 교육을 통한 교양교육이 불가능하다든가 한자 교육 자체가 잘못되었다는 것을 말하는 것이 아니라, 고전을 통한 한문 교육이 교양 교육으로서의 가치를 지니고 있다면 그러한 교육이 어떻게 가능할까를 고민하는 것이 바람직한 태도라는 것을 말하는 것이다.

『滿鮮旅行案內』(1920)에 나타난 평양 기생학교 탐방기

신현규 근대서지학회 2022 근대서지 Vol.- No.25