사상체질의 판별 및 심리특성과의 관계

박진미 인제대학교 보건대학원 1999 국내석사

씻김굿과 고풀이춤에 내재된 고풀이의 의미 비교

박진미 대구가톨릭대학교 대학원 2022 국내박사

In this study, an attempt was made to investigate the meaning and value of Gopuri Dance, a Gut dance as a performing art, by comparing and analyzing the meaning of Gopuri (untying the knots) inherent in the dance movements of SsitgimGut and Gwon Myeong-hwa style Gopuri Dance. Inherent in the dance movements of SsitgimGut and Gopuri Dance are common meanings of Won (願; wish) for the resolution of deep sorrow and the untying of deep-seated knots or ill feeling, Su (修; clean) for resolution, cleansing and training, Myeong (明; enlighten) for rebirth by way of resolution, and Hwan (環; loop) which leads to resolution and enlightenment through a repetition of these processes. The SsitgimGut proceeds from the ‘knot-tying process’ of Won (願; wish) where yearning for untying or resolving the deep sorrow of the dead is generated to the ‘knot-untying process’ where prayers are offered for safe journey of the dead through the processes of Su (修) and Myeong (明), to the ‘knot-releasing process’ of Myeong (明) and Hwan (還) where the deep -seated knots or ill feeling are resolved through a godly process of providence. The Gopuri Dance is also composed of the same processes as the SsitgimGut. Among the dance movements of Won (願) in ‘knot-tying process’, there are cross-knot movement, head-knot movement, waist-knot movement, five-knot movement, and ill feeling movement, etc. Among the dance movements of Su (修) and Myeong (明) which are the processes of untying the knot, there are resolution movement, double-knot movement, figure-of-eight movement, circular movement, heaven-earth-human movement, and ever-lasting movement, etc. And among the ‘knot-releasing processes’ of Myeong (明) and Hwan (還), there are double-knot movement, figure-of-eight movement, circular movement, heaven-earth-human movement, ever-lasting movement, and Taegeuk (taichi) movement, etc. The common features between the SsitgimGut and the Gopuri Dance include ① They both proceed in the 'processes of knot-tying', 'knot-untying' and ‘knot-releasing', ② They both wear white skirt and jeogori and wear a belt around the waist, ③ They are both in the shape of knot-tying, ④ Though different in the kind of fabric, they both use white color, ⑤ In both cases, shaman music are employed. As for the difference between SsitgimGut and Gopuri Dance, the target they aim at are not the same. SsitgimGut is a gut to help the dead in their last journey whereas the Gopuri Dance is to help the living by untying the knot. In addition, the shape of the Gopuri knot is different. In SsitgimGut, it is in the shape of a butterfly or a reclining figure 8 whereas in the case of Gopuri Dance, it is in the shape of a chain. Also, whereas in SsitgimGut it is possible to check the cleansing process based on on-site nature, in Gopuri Dance it requires aesthetic experience through dance movements which imply the meaning of Gopuri. In the existence of sadness and resentment, the first thing that should be emphasized is to have a desire to resolve them. Through the realization of the fact that death is also a part of life and an extension of life, we can entertain the hope for a new beginning of the dead. In addition, it can be said that the true meaning of Gopuri is that you can reflect on your thoughts and attitudes so far and change the relationship between yourself and others from negative to positive. In other words, if the SsitgimGut is a narrative for the dead made up of voices and symbolic acts, the ultimate value of which are purification of the deep-seated ill feeling and the safe journey of the dead, the ultimate value of the Gopuri Dance are artistic communication and purification for the living through the dance movements which is the narrative of silent speech. The Gopuri Dance can be regarded as a delivery of the godly providence to the audience that the dancer longs for God with the gut dance which embodies the deep symbol of human beings and expresses through dance movements whereas for the audience who experiences it indirectly as the realization of purification of the deep-seated ill feeling and artistic sublimation in the catharsis through the knot-releasing process of the relationship that have been made between oneself and multifarious others. The Gopuri Dance can be called a ritual to release the resentment of the heart that has been tied up or blocked somewhere through the release of ill feeling and a folk dance that transcends the despair, lamentation, and resentment of the past to seek eternity and artistically sublimate the longing for a new life. Therefore, for the multifaceted development of gut dance, Gopuri Dance should be studied continuously.

중년 여성대상 한국무용 교육실태 및 욕구도 조사연구

박진미 경성대학교 교육대학원 2010 국내석사

대학 교양체육 참여에서의 재미요소

박진미 한국교원대학교 대학원 2008 국내석사

이 연구는 대학 교양체육 참여에서 학생들이 경험하는 다양한 재미요소를 알아보고 관련 변인에 따라 재미요인이 어떻게 다른지를 알아보았다. 조사하기 위하여 첫째, 배경변인에 따른 교양체육 참여유형, 둘째, 배경변인에 따른 교양체육에서의 재미요소, 셋째, 교양체육 참여유형에 따른 재미요소를 조사하여 대학 교양체육 수업에서의 체험되는 다양한 재미에 자료들은 교양체육 참여를 발달시키고 프로그램의 개발이나 지도내용 개선에 중요한 정보를 제공하여 교양체육에 대한 자발적 참여를 유도하고 평생 체육의 실현능력을 기를 수 있는 데에 도움이 되도록 하는데 목적이 있다. 이러한 목적을 달성하기 위하여 2007년 6월 20일 ~ 2007년 8월 20일 까지 K도, C도에 4년제 대학교에서 교양체육을 참여하고 있는 학생을 참여유형별로 150(개인운동 150, 대인운동150, 단체운동 150)명씩 총 450명을 연구대상으로 설정하였으며, 이 연구 도구로써는 성창훈, 백성수 (2000)의 연구에서 사용된 문항을 기초로 설문지 초안을 작성하였으며, 작성된 설문지는 두 차례의 예비조사를 실시하여 수정, 보완한 후 이 연구에 사용하였다. 회수된 설문지는 SPSS통계 프로그램을 이용하여 자료의 분석목적에 맞추어 χ2검증과 분산분석(ANOVA)을 적용하여 다음과 같은 결론을 얻었다. 첫째, 대학 교양체육을 참여자의 배경변인에 따른 참여유형에는 유의한 차이가 있었으며, 남학생의 경우 대인운동, 단체운동, 개인운동 그리고, 여학생은 단체운동, 개인운동, 대인운동 순으로 나타났다. 학년에 따라서 1학년은 단체운동 대인운동 개인운동 순으로 나왔으며, 2학년은 단체운동, 개인운동, 대인운동 순으로 나왔다. 3학년은, 대인운동, 단체운동 순으로 나왔으며, 4학년은 대인운동, 개인운동, 단체운동 순으로 나왔다. 전공계열에 따른 참여유형에서 인문계열은 단체운동, 대인운동, 개인운동 순으로 나왔으며, 자연계열의 경우 대인운동, 개인운동, 단체운동 순으로 나왔으며, 예술․체육의 경우 개인운동, 단체운동, 대인운동 순으로 나왔다. 수업참여 경험에 따른 교양체육참여에서 교양체육수업을 처음 참여한 학생은 대인운동, 단체운동, 개인운동 순으로 나왔으며, 2회 참여한 경우 대인운동, 단체운동, 개인운동 순으로 나왔다. 3회 참여한 경우 개인운동, 단체운동, 대인운동 순으로 나왔으며, 4회 이상 참여한 경우 개인운동, 단체운동, 대인운동 순으로 나왔다. 둘째, 교양체육참여자의 배경변인에 따른 재미요소는 유의한 차이가 있었으며, 성별에 따른 재미요소에서 남학생은 수업방식, 수업내용, 성취경험의 높은 순으로 나타났고, 여학생은 수업방식, 성취경험, 대인관계의 높은 순으로 나타났다. 남․여 모두 수업방식이 가장 높게 나타난 반면, 수업내용에서는 남학생이 더 높게 나왔다. 학년에 따라서 1학년은 수업방식, 대인관계, 성취경험의 높은 순으로 나타났고, 2학년은 수업방식, 수업내용, 성취경험의 높은 순으로 나타났으며 3학년은 수업방식, 수업내용, 성취경험의 높은 순으로 나타났다. 4학년은 수업방식, 수업내용, 성취경험의 높은 순으로 나타났다. 전공계열에 따른 재미요소에서 인문계열은 수업방식, 성취경험, 수업내용의 높은 순으로 나타났고, 자연계열은 수업방식, 수업내용, 성취경험의 높은 순으로 나타났으며 예술․체육은 수업방식, 수업내용, 성취경험의 높은 순으로 나타났다. 수업참여 경험에 따른 교양체육참여에서 교양체육수업을 처음 참여한 학생은 수업방식, 수업내용, 성취경험의 높은 순으로 나타났고, 교양체육을 2번째 수강한 학생은 수업방식, 수업내용, 성취경험의 높은 순으로 나타났으며, 교양체육을 3번째 수강한 학생은 수업방식, 성취경험, 수업내용의 높은 순으로 나타났다. 교양체육 참여 경험이 4번이상인 학생은 수업방식, 대인관계, 수업내용의 높은 순으로 나타났다. 셋째, 참여유형에 따른 재미요소는 유의한 차이가 있었으며, 개인운동을 참여 할 때는 수업방식, 수업내용, 성취경험의 높은 순으로 나타났고, 대인운동을 참여 할 때는 수업방식, 수업내용, 성취경험의 높은 순으로 나타났으며 단체운동을 참여 할 때는 수업방식, 대인관계, 성취경험의 높은 순으로 나타났다. This research showed enjoyment on the culture physical education at universities and how different enjoyment was with connected causes. This research aimed assistance for actualization of life physical culture and leading of self-enjoying to culture physical education. They will come true though offering enjoyable materials from physical education classes and developing the program and contents of education. Moreover, studying of 3 things also are roles in the same way. First, type of enjoying physical education following background. Second, enjoyment of those, and last, enjoyment following type of enjoying physical education. For achievement of these goals, Totally, 450 students(150 individual physical activities, 150 relational physical activities, 150 group physical activities) who were joining culture physical education at universities in K state and C state were selected as research targets for from June 20th to August 20th in 2007. Survey drafts were based on questions used at the research of two researchers, Sung Chang-hun, Baek Sung-su in 2000. The drafts were used to this research after modifyng and making better through 2 times of pre-survey. Written papers had the following results from applying SSPS statistics program, X2 verification and ANOVA. The conclutions were as follows : First, there were differences in the types of enjoying following the backgrounds of people joined to culture physical education at universities. Male students preferred followings orderly, relational physical activities, group physical activities, individual physical activities. Females preferred following orderly, group physical activities, individual physical activities, relational physical activities. Freshmen preferred group physical activities, relational physical activities, individual physical activities orderly and sophomores were group physical activities, individual physical activities, relational physical activities. Juniors were individual physical activities, relational physical activities, group physical activities and seniors were group physical activities, individual physical activities, relational physical activities. Following majors, the people joined humanities prefered followings orderly, group physical activities, relational physical activities, individual physical activities and the people joined science were relational physical activities, individual physical activities, group physical activities. Following experiences of taking the culture physical courses, students who took the course first time preferred followings orderly, relational physical activities, group physical activities, individual physical activities, 2 times were relational physical activities, group physical activities, individual physical activities, 3 times were individual physical activities, group physical activities, relational physical activities, and more than 4 times were individual physical activities, group physical activities, relational physical activities. Second, there were attentive differences at the enjoyment following backgrounds of culture physical members. Male students prefer following enjoyment orderly, teaching style, teaching contents, achievement and females were teaching style, achievement, teaching contents. Male and female students preferred teaching style first, but males preferred contents more. Following grade, all grades preferred teaching style, teaching contents, achievement orderly. Following majors, the people joined humanities preferred followings orderly, teaching style, achievement, teaching contents and the people joined science were teaching style, teaching contents, achievement. The people joined arts and physical activities were teaching style, achievement, teaching contents. Following experiences of taking the culture physical courses, students who took the course first time or second times preferred followings orderly, teaching style, teaching contents, achievement. 3 times were teaching style, achievement, teaching contents, and more than 4 times were teaching style, personal relationship, teaching contents. Third, there were attentive differences at the enjoyment following type of enjoying physical education. individual physical activities students preferred following enjoyment orderly, teaching style, teaching contents, achievement and relational physical activities students preferred following enjoyment orderly, teaching style, teaching contents, achievement. group physical activities students preferred following enjoyment orderly, teaching style, personal relationship, achievement.

지적장애성인의 자기표현 증진을 위한 노래 부르기 활동

박진미 평택대학교 음악대학원 2011 국내석사

People get to make different choices for different situations and circumstances in their lives. Intellectually disabled adults also have to make their own decisions and be able to express own feelings. However, intellectually disabled adults have difficulty expressing their thoughts and feelings correctly in different circumstances because of their mental disability. For that reason, they show certain limitation in establishing positive relationship with others and they are socially isolated and withered. Therefore, the purpose of this study is to find out how effective singing activities can be in expressing eelings for intellectually disabled adults. This study conducted with a group of 4 intellectually disabled adults at daycare center for disabled in Gyeonggi-Do, 12 sessions for 40 minutes. This study is formed in three stages, introduction (1-2sessions): building up positive correlations, development (3-10sessions): noticing self and expressing own feelings and thoughts towards others, and conclusion (11-12sessions): actively expressing own feelings. Every session started with hello song, singing activities for each session's objectives and ended with goodbye songs. To find out the effectiveness of this music therapy program on improving self-expression of intellectually disabled adults, collective research was conducted then compared with self-expression rating scale. In addition, whole 12 sessions were recorded and analyzed for appropriate and inappropriate self-expression communication and eye-contacts. The result of this study is as follows. First, after comparing rating scale record of self-xpression pre and post the sessions, the average of subjects increased 13.5 points from 53 to 66.5. This shows that singing activities were effective on improving self-xpression. Second, the result showed positive effects on verbal expression. Frequency of proper verbal expression during the sessions relating self-expression increased while improper verbal expression decreased. Third, singing activities showed positive effective on non-verbal expression. the number of eye-contact during sessions increased from average of 4 to 8, which mean singing activities had positive effects on expressing. As a result, this study indicates that singing activities are very effective in improving self-expression of intellectually disabled adults and one of the most effective medium of music therapy.

오배자의 항 주름 효과 및 미백 효과

박진미 暻園大學校 2008 국내박사

연구목적: 肺經에 歸經하고 맛이 酸?하며 性은 寒하며 피부질환에 외용제로 다용되는 오배자가 UVA광노화에 대해 주름 및 색소질환에 어떤 영향을 미치는지 알아보기 위하여 본 실험을 하였다. 실험방법: 오배자의 Elastase 활성억제 효능을 관찰하기 위하여 ELISA reader를 이용하였다. 그 다음으로 사람피부세포주인 HS68 세포에 UV를 조사하여 Collagenase인 MMP-1를 유발하고 한약재를 처리하여 한약재가 자외선에 의한 MMP-1 발현에 미치는 영향을 측정하였다. 또한 멜라닌을 생성하는 효소인 Tyrosinase를 억제하는 실험을 하여 미백에 대한 효능도 살펴보았다. 실험결과: 오배자는 Elastase 활성억제 효과를 나타냈으며, mRNA 상태의 MMP-1 발현을 억제하는 것으로 나타났다. 또한 멜라닌을 유도하는 Tyrosinase 또한 활성을 억제하는 것으로 나타났다. 결론: 오배자는 향후 심화연구를 통해 항 주름 및 미백효과를 갖춘 항 노화제 개발에 도움을 줄 것으로 기대된다. Recently, the demands for the effective and safe depigmentating and anti-aging agents of the skin have increased due to the medical, pharmaceutical and cosmetic reasons. The aim of this study is to search Galla Rhois(GR) inhibitory activity against aging process of skin in vitro. GR was screened for their inhibitory activity against elastase. GR(final concentration 1 mg/ml) appeared over 40% of inhibition of elastase activity. So we investigated anti wrinkle effects of GR look throμgh MMP-1 inhibition activity. Also Extracts of GR showed higher anti-tyrosinase activity than arbutin(final concentration 1 mg/ml). These results sμggest that GR could be strong potential sources of anti-aging and whitening effects for the skin. Objective : Galla Rhois extracts, Elastase( pancreatic from porcine pancreas ), N-Succinyl-(Ala)3-p-nitroanilide, Ursolic acid, mushroom tyrosinase, L-tyrosine, arbutin, Amicon Ultra, Hand Hold UV lamp, MMP-1 primary antibody, MMP-1 secondary antibody Result : 1. GR appeared over 40% of elastase inhibitory activity. 2. GR had MMP-1 inhibition activity. 3. GR showed higher anti-tyrosinase activity than arbutin. Conclusion : According to above results, it is supposed that Galla Rhois could be strong potential sources of anti-aging and whitening effects for the skin.

臨床實習地에서의 基本 保護學實習 實態

박진미 慶北大學校 1983 국내석사

간호학생들의 임상 실습지에서의 기본간호 실습 실태를 조사하여 임상간호 교육의 계획 및 개선에 도움이 될 기초자료를 제공하고저, 1983년 6월 8일에서 9월 16일까지 대구시내 소재한 K의대 부속병원에서 실습중인 1개 전문대학 간호과 2, 3학년 학생과, 1개 간호학과 3, 4학년 학생을 대상으로 하여 1개 간호학과에서 사용하고 있는 임상실습 기록장을 보완한 것을 조사도구로 사용하여, 간호학생들이 임상실습 현장에서 수행하고 있는 실습내용을 조사한 결과를 요약하면 다음과 같다. ○ 총 47개 실습종목 중 관찰한 것에 있어서 전문대학 2, 3학년 학생에 있어서는 2개 학년 공히 활력증상 측정(Vital sign)이 각각 18.4% 11.6%로 가장 높게 나타났으며, 간호학과 3, 4 학년 학생에 있어서는 주사(Injection)와 경구투약(Medication orally)등 투약법이 각각 28.7%, 14.1%로 가장 높게 나타났다. ○ 47개 실습종목 중 직접 경험한 것에 있어서는 4개 학년 모두에서 활력증상 측정(Vital sign)이 가장 높게 나타났는데, 24.8%인 간호학과 4학년을 제외한 나머지 3개 학년에서 모두 53.0%, 55.5%, 50.8% 등, 50%이상으로 나타나 이는 학생들의 임상실습 경험이 활력증상 측정(Vital sign)이라는 한개의 실습 종목에 거의 대부분 편중되어 있음을 보여주고 있었다. ○ 4개 학년의 관찰 빈도에서 1.0% 이하인 실습 종목의 수는 46개 중 9개로, 관장(Enema), 발간호(Foot protection), 흡입법(Inhalation)등이 포함되어 있었으며, 빈도가 제일 낮은 종목은 소생술(Resuscitation)으로서 0.3%이하였다. ○ 4개 학년의 직접 경험한 빈도가 1% 이하인 실습 종목의 수는 47개중 27개로 목욕(Bath), 무균적 기술(Aseptic technic), 배변도우기(Elimination assisting), 관장(Enema), 섭취·배설량 조사(Intake & output), 발간호(Foot protection), 산소 투여법(Oxygen administration), 키·몸무게 측정법 (Measuring height & weight), 머리감기기(Shampoo) 등이 포함되어 있었고 소생술(Resuscitation)은 4개학년 모두에서 전혀 경험하지 않았다. ○ 수행빈도에 따른 실습 종목수의 분포는 관찰한 빈도가 1% 이하에 4개 학년 모두 반 정도 분포되어 있었고 직접 경험한 것에 있어서도 거의 대부분의 실습 종목이 빈도가 1% 이하에 편중되어 있었다. This survey was performed from the 8th of June to the 16th September in 1983, to provide students with the basic data which can be helpful in improving and planning clinical nursing education. This study was based on the clinical check lists obtained from 182 nursing students. (119 junior college students and 63 university students) The clinical check-lists are composed of 4.7 practice items. fir, Base of observation, 46 items Data obtained through this study were processed by using frequency and percentage. The results of the study are summarized as follows: Among the junior college students, checking of vital signs was the highest frequency item in observation. The university students, however, showed that their most interesting item was medication. By experience, vital sign checking was the highest frequency item in all students. (its frequency was more than 50% in except senior students of university) By observation, the number of items which included less than 1% was 9: enema, foot protection, inhalation, resuscitation, etc. (common in all class groups) Resuscitation was the lowest (0.3%). The number of items less than 1% in experience was 27: bath, aseptic techniques, elimination assisting, enema, check of intake and output, oxygen administration, measuring height and weight, foot protection, shampoo, etc. According to distribution of number of items, almost items distributed in less than 1%, by observation and by experience.

보육교사가 인식한 중간관리자의 사회적 지지, 교사의 셀프리더십 및 조직풍토 : 셀프리더십의 매개효과

박진미 창원대학교 2023 국내석사

본 연구는 보육교사가 인식한 중간관리자의 사회적 지지, 교사의 셀프리더십이 조직풍토에 미치는 영향을 알아보고 조직풍토의 매개효과 검증을 통해 어린이집의 긍정적인 조직풍토 인식을 위한 방안을 제공하고자 하는 데 목적이 있다. 연구 목적에 따라 설정된 연구 문제는 다음과 같다. 첫째, 보육교사의 인구사회학적 배경에 따라 보육교사가 인식하는 사회적 지지, 교사의 셀프리더십, 조직풍토는 어떠한 차이가 있는가? 둘째, 보육교사가 인식하는 사회적 지지와 교사의 셀프리더십은 조직풍토에 영향을 미치는가? 셋째, 보육교사가 인식하는 사회적 지지와 조직풍토와의 관계에서 셀프리더십의 매개효과는 어떠한가? 본 연구에서는 창원시에 근무하고 있는 어린이집 교사 총 275명이 설문 수집으로 연구가 이루어졌고 사용한 측정 도구 다음과 같다. 첫째, 사회적 지지를 측정하기 위해 박지원(1985)이 개발하고 임진형(2000)이 유아교육기관에 맞게 수정 및 보완하고 이재영(2012)이 수정한 도구를 사용하였다. 둘째, 셀프리더십을 측정하기 위해 Marques-Quinteiro, Pedro, Curral Alberto, Passos와 Margarida(2012)가 사용한 셀프리더십 도구를 번안하여 김은숙(2015)이 유아교육기관에 맞게 수정 및 보완하고 함은희(2021)가 수정한 도구를 사용하였다. 셋째, 조직풍토를 측정하기 위해 Smylie(1988)가 제작한 ‘조직적 · 심리적 요인에 대한 교사들의 인식(Teachers’ Perception of Organization and Psychological Factors: TPOPF)’ 도구를 이분려(1998)가 번역하여 수정·보완하고 강우정(2015)이 유아교육전문가 1인에게 내용 타당도를 다시 검증받아 수정·보완한 도구를 사용하였다. 자료처리는 보육교사가 인식한 중간관리자의 사회적 지지와 교사의 셀프리더십이 조직풍토에 미치는 영향을 알아보고 보육교사가 인식한 중간관리자의 사회적 지지와 조직풍토와의 관계에서 셀프리더십의 매개효과를 알아보기 위하여 SPSS 27.0 프로그램을 이용하였으며 다음과 같은 절차에 따라 통계 분석을 실시하였다. 첫째, 인구사회학적 배경에 따른 보육교사가 인식하는 중간관리자의 사회적 지지, 교사의 셀프리더십의 차이를 알아보기 위해 집단 범주가 2개인 어린이집 규모는 독립표본 t-검정을 사용하였으며, 집단 범주가 3개 이상인 기타 변수에 대해서는 일원 배치 분산분석(ANOVA) 및 Scheffè 사후검정을 실시하였다. 둘째, 보육교사가 인식한 중간관리자의 사회적 지지, 교사의 셀프리더십, 조직풍토 간의 상관관계를 알아보기 위해 Pearson 적률상관계수를 산출하였으며 조직풍토에 대한 보육교사가 인식하는 사회적 지지, 교사의 셀프리더십의 영향을 알아보기 위해 다중회귀분석을 실시하였다. 셋째, Hayes(2013)가 제시한 Process Macro(Model 4)를 활용하여 보육교사가 인식한 중간관리자의 사회적 지지와 조직풍토의 관계에서 셀프리더십의 매개 효과를 검증하였다. 본 연구에서 얻은 결과는 다음과 같다. 첫째, 보육교사의 인구사회학적 배경에 따른 사회적 지지, 셀프리더십, 조직풍토 차이를 살펴본 결과 유의미한 차이가 나타나지 않았다. 다만, 셀프리더십의 평균비교분석 결과 어린이집 규모에 따른 차이가 있었으며 어린이집 규모가 6학급 미만인 경우 보다 7학급 이상 일 때 셀프리더십이 더 높은 것으로 나타났다. 둘째, 보육교사가 인식한 중간관리자의 사회적 지지와 교사의 셀프리더십이 조직풍토에 미치는 영향을 살펴보았다. 보육교사가 인식한 중간관리자의 사회적 지지와 교사의 셀프리더십 간의 정적상관관계, 보육교사가 인식한 중간관리자의 사회적 지지와 교사의 셀프리더십이 조직풍토에 유의한 영향을 미치는 것으로 나타났다. 셋째, 셀프리더십은 보육교사가 인식한 중간관리자의 사회적 지지와 교사의 셀프리더십 관계에서 부분매개효과가 있는 것으로 나타났다. 본 연구에서는 보육교사가 인식한 중간관리자의 사회적 지지와 교사의 셀프리더십, 조직풍토의 관계를 실증적으로 규명한 점에서 의미를 갖는다. 따라서 어린이집의 조직풍토에 이해와 더불어 긍정적인 조직풍토 인식을 위한 프로그램 개발을 시사하며 이를 통해 보육교사의 업무 효율과 만족도는 물론 영유아를 위한 보육의 질 향상에 도움이 되길 기대한다. 핵심어 : 중간관리자, 사회적 지지, 셀프리더십, 조직풍토

해방시기 안함광의 민족문학론 연구

박진미 영남대학교 대학원 2003 국내석사

The purpose of this treatise is to analyze Ahn, Ham-Kwang's theory of National Literature. In North Korea, a literature critic Ahn Ham-Kwang substantially took the leadership literature theory and literature study. It is disappointed to study poorly for Ahn, Ham-Kwang. Specially, we knew that it is poor for study of Ahn, Ham-Kwang's literary during the early liberated period. Therefore the study of Ahn, Ham-Kwang's literary during the early liberated period is very important. Because the Korean comtemporary literature Started from the early liberated period and we can search for archetype of current Korean literary both South and North. Ahn, Ham-Kwang's theory of National Literature is distinguished from BukChoSunMunYeChong's theory of National Literature of speaking for North Korea's idea of literature. Until now, the study of North-Korea's literary theory during the early liberated period was to compare with literary theories South-Korea of them in general. However, it is difficult to explain the character of North-Korea's theory of literature of comparing with literary theories South-Korea. BukChoSunMunYeChong's theory of National Literature was systematized by Yun, Se-Pyong and Ahn, Mak. They wanted the National Literature to reflect anti-imperialistic and anti-feudalistic Democratic Revolution. The literature of that was based upon the people's literature with proletarian perspective. In this aspect, Ahn Ham-Kwang's Theory of National Literature coincided with BukChoSunMunYeChong's. But, he disagree to their opinion on another aspect. They urged the separation between South-Korean literary circles and North-Korean's and they wanted to concentrate the literary circles on Phong Yang. Ahn, Ham-Kwang wanted North-Korean literary to unite South-Korean. He thought the National Literary based upon the proletarian literature. But, he also thought it made Korean people disunite to emphasize proletarian literature. Ahn, Ham-Kwang stressed suitable recognition about the relation of politics to the arts(literature). Although the Theory of National Literature served the people's request, it should be not an instrument of politics but political. As The National Literary was represented through an idiosyncrasy in concrete life, he showed 'The Active Realism' as the methodological principle of national literary. His 'Active Realism' didn't develop to the regular methodological principle of literature creation. Because 'The Lofty Realism' became the method of Revolutionary Romanticism as the dominant. Although Ahn, Ham Kwang's Theory of National Literature was significant to form archetypes of North-Korean literature, his individual theory couldn't function in North-Korean literary society after the early literated period. Because North-Korea's theory of literature was subordinated to politics.

고등학교에서 수열의 극한 개념의 도입에 관한 연구

박진미 부산대학교 2011 국내석사

The limit considerably with difficult concept, is one in high school mathematics. Nowadays, basic concept of the calculus that is applied widely in all fields, it is a concept which is very important. However, in the high school curriculum, students study the limit concept of sequences through an intuitive definition, and they are interested only in problem solution. In this note, we consider the limit and suggest a way to introduce the concept of limit of sequence in high school mathematics. We will try a mathematical analysis and analyze Korean mathematics textbooks. Secondly, we will explain the specific instruction of the concept of limit of sequence.