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김채희 ( Chae-hee Kim ),권혜진 ( Hye-jin Kwon ) 한국미용예술경영학회 2013 미용예술경영연구 Vol.7 No.3
The awareness of the importance of appearance is becoming high and branches of beauty are becoming specialized in modern society. People have recently been more interested in nail art than any other branches of beauty. Among types of nail art, gel nail art is becoming the center of those. People's higher interest in gel nail art is causing frequent nail damage. The purpose of this study is to find out the effect of nail strengthener on the nail damaged from a gel polish procedure. A gel polish procedure was performed on 26 women with relatively undamaged nails in their 20s and 30s. After the procedure, a nail strengthener was applied onto their nails, and then the surface and thickness change of the nails were evaluated 1, 4, 7, 8, and 11 week following the procedure and treatment. A Scanning Electron Microscope (SEM) was used to measure the surface change and a Digital Calipers was used to measure the thickness change. Satisfaction of the procedure was also investigated. The result was that the surface damage figures for the group of the subjects who did not have the nail strengthener treatment increased (week 1 - 3.70, week 4 - 3.90, week 7 - 3.80, week 8 - 4.23, week 11 - 4.30) while the nail damage figures for the group of the subjects who had the nail strengthener treatment increased. (week 1 - 3.38, week 4 - 3.33, week 7 - 2.50, week8 - 2.82, week 11 - 1.92) The thickness figures for the group of the subjects who did not have the nail strengthener treatment decreased (week 1 - 0.31, week 4 - 0.26, week 7 - 0.27, week 8 -0.26, week 11 -0.24) while those for the group of the subjects who had the nail strengthener treatment increased. (week 1 - 0.32, week 4 -0.37, week 7 - 0.39, week 8 -0.37, week 11 -0.40) In a survey on satisfaction after the experiment, in terms of the degree of nail damage after the gel polish procedure the subjects who did not have the nail strengthener treatment thought 85.7% of their nail on average was damaged after the gel polish procedure while the subjects who had the nail strengthener treatment thought their nails were not damaged after the gel polish procedure. The subjects who had the nail strengthener treatment thought the treatment became effective for improving the state of their damaged nails in two weeks and all of them wanted to have a gel polish procedure with a nail strengthener treatment again in the future.
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김채희(Chae-hee Kim),양명희(Myong Hee Yang) 인문사회과학기술융합학회 2018 예술인문사회융합멀티미디어논문지 Vol.8 No.11
최근 학습컨설팅에 대한 관심과 요구가 높은데 학습컨설팅은 학생들의 학습능력과 적응능력 향상을 목적으로 한다. 본 연구는 자기조절학습 향상을 위한 학습컨설팅 프로그램을 개발하여 중학생들을 대상으로 학교장면에서 적용한 후, 그 효과를 사전-사후 실험설계를 통해 검증하는데 목적을 두었다. 이를 위해 서울 소재 1개 중학교 2학년 2개 학급을 선정하여 실험집단과 통제집단으로 각각 선정한 후 실험집단에게 학습컨설팅 프로그램을 실시하였다. 프로그램 진행은 6개월에 걸쳐 총 18회기, 주 2회 아침자습시간 35분을 이용하여 연구자가 직접 실시하였다. 연구결과 실험집단은 통제집단에 비해 대부분의 자기조절학습 차원에서 더 높은 평균을 보였으나 통계적으로 유의한 수준에는 이르지 못하였다. 그러나 일부 개별 변수 차원에서는 유의한 차이를 확인하였다. 또한 학습컨설팅 프로그램 효과는 성별과 성적수준에 차별적으로 나타남을 함께 확인함으로써 개인 학습자 특성에 대한 프로그램 개발의 필요성을 시사받을 수 있었다. The purpose of this study was to examine the effects of learning consultations with 8the grade students on self-regulated learning. 8th grade students need to acquire self-regulated learning strategies since they move to secondary school from primary school. This study was based on pretest-posttest experimental design. A total of 64 8th students participated as subjects, of whom 32 participated in the program as experimental group and another 32 students as control group. A learning consultation program was developed to improve experimental group’ self-regulated learning strategies. The program was applied to the experimental groups for more than 6 months. A self-regulated Learning Scale was administrated to all the subjects as the pre and post-test. To verify the effects of the experiment, repeated-ANOVA was conducted. Although there was no signigicant statistical difference between experimental group and control group, an improvement in experimental group was found on self-regulated learning strategies. Also, there was a different effects of learning consultation program by gender and academic achievement level.
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< 투 러버스 Two Lovers >, 고전주의와 하이퍼-텍스트의 절합
김채희 ( Kim Chae Hee ) 한양대학교 현대영화연구소 2024 현대영화연구 Vol.20 No.1
본 논문이 다루는 제임스 그레이의 <투 러버스>는 다양한 예술 작품이 하이포-텍스트(hypo-text)로 배치되어 있으며 이를 고전적인 방식으로 엮어 ‘비극’의 교본을 선보인다. 따라서 본 연구는 이질적인 요소들의 절합으로 이뤄진 <투 러버스>의 드라마투르기를 연구함으로써 영화에 나타난 상호-텍스트성과 고전주의 미학을 살펴보는 것을 목표로 삼는다. 제임스 그레이의 <투 러버스>는 도스토옙스키의 백야를 모티프로 제작한 작품이다. 그러나 텍스트를 깊게 들여다보면, 『백야』뿐만 아니라, 『백야』를 각색한 루키노 비스콘티, 로베르 브레송 작품과도 연관성을 찾아볼 수 있으며, 부분적으로는 알프레드 히치콕의 <이창>이나 <현기증>과도 상호-텍스트적인 관계를 형성하고 있다. 여기에 더해 피에트로 마스카니의 오페라 [카발레리아 루스티카나]는 주인공 레너드가 처한 오이디푸스적 상황을 관객들에게 설명해준다. 자신을 사랑하는 여자에게는 별다른 관심이 없지만 자기를 사랑하지 않는 여자에게 영혼을 바치는 레너드의 모든 불행은 아리스토텔레스가 『시학』에서 말했듯이, ‘무지(無知)’에서 비롯된 것이다. 『백야』의 ‘나’에 해당하는 인물인 레너드는 브라이튼 해변에서 차가운 바닷바람을 맞으며 자신의 처지를 명확하게 깨닫는다. 그레이는 이때 페데리코 펠리니의 <길>과 <카비리아의 밤>을 인용하면서 자신이 창조한 인물이 겪고 있는 파토스를 가능한 한 최대로 끌어올린다. <투 러버스>는 ‘고전적’이라는 인상을 주는데, 그 이유는 이 작품이 인물의 행동보다는 성격으로 이야기를 구축하는 측면이 강하고 몇 번의 ‘앎/깨달음(anagnorisis)’을 겪은 후, 급전(peripeteia)을 통해 진정한 인식의 세계에 도달하는 시학의 규범에 따르기 때문이다. 극 중에서 유대인들의 성인식, 바르 미츠바(Bar Mitzvah)는 샌드라의 13살짜리 동생이 치르지만, 진정한 바르 미츠바는 일련의 사건 이후, ‘어른’으로 거듭나는 레너드의 드라마틱한 행보를 상징한다. James Gray’s < Two Lovers >, which is the subject of this thesis, presents a textbook of ‘tragedy’ by placing various artworks as hypo-texts and weaving them together in a classical manner. Therefore, this research aims to examine the film’s inter-textuality and classicist aesthetics by studying the dramaturgy of < Two Lovers >. Gray’s < Two Lovers > is based on Dostoevsky’s White Nights. However, a deeper reading of the text reveals connections not only to White Nights, but also to the works of Luchino Visconti and Robert Bresson, who adapted White Nights, and partly to the inter-textuality of Alfred Hitchcock’s < Rear Window > and < Vertigo >. In addition, Pietro Mascagni’s opera Cavalleria Rusticana explains to the audience the Oedipal situation of the protagonist, Leonard. All of Leonard’s misfortunes, which include giving his soul to a woman who does not love him, even though he has no interest in the woman who loves him, are the result of “ignorance”, as Aristotle says in the Poetics. Leonard, the “I” of White Nights, realizes his predicament clearly as he stands in the cold sea breeze on Brighton beach, and Gray cites Federico Fellini’s < La Strada > and < Le notti di Cabiria > to bring out the pathos of his characters to the fullest extent possible. < Two Lovers > gives critics the impression of being a “classical” because it builds its narrative on character rather than on the actions of the characters, and because it follows the norms of Poetics in which, after several “anagnorisis”, a person reaches a world of true awareness through peripeteia. In the film, the Jewish coming-of-age ceremony, the Bar Mitzvah, is performed by Sandra’s thirteen-year-old brother, but the real Bar Mitzvah is a metaphor for Leonard’s dramatic journey into ‘adulthood’ after a series of events.
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신충식(Shin Chung-Sick),김채희(Kim Chae-Hee) 한국체육과학회 2008 한국체육과학회지 Vol.17 No.4
his study was conducted with 750 students from four different middle schools located in In-cheon and the sampling method used for the study is stratified cluster random sampling method. The conclusions for the study are as following. First, with regard to physical education teachers's teaching methods according to student gender, democratic type, positive reward type, instruction and order type, and social support type showed significant difference among them. In terms of teaching types according to academic year, positive reward type, instruction and order type, and social support type showed significant differences. Second, in terms of class satisfaction according to teacher gender, satisfaction with teacher's behavior and satisfaction with grade showed significant difference. In class satisfaction according to student year, satisfaction with teacher's behavior, satisfaction with learning environment, satisfaction with score, and satisfaction with exercising ability showed significant difference. Third, teaching types and students's class satisfaction found to have correlation Fourth, it was found that the significant statistical variable for the effect of teacher's democratic teaching on class satisfaction affected satisfaction with teacher's behavior, satisfaction with learning environment, and satisfaction with score, while the significant statistical variable for the effect of teacher's positive reward on class satisfaction affected satisfaction with teacher's behavior and satisfaction with learning environment. Also, it was found that the significant statistical variable for the effect of teacher's instruction and order on class satisfaction affected satisfaction with teacher's behavior and satisfaction with physical activity, while the significant statistical variable for the effect of teacher's social support on class satisfaction affected satisfaction with teacher's behavior and satisfaction with physical activity.
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