소방용 폰(포원) 알람밸브 밸브의 소개

이상오,Lee, Sang-O 한국화재소방학회 2008 한국화재소방학회지 Vol.4 No.4

무인교통단속장비 개선 및 구현

이상오,이철기,윤일수,Lee, Sang-O,Lee, Choul-Ki,Yun, Ilsoo 한국ITS학회 2022 한국ITS학회논문지 Vol.21 No.5

The thesis is automated traffic control equipment system aims to improve. Areas where improvement is needed about the existing automated traffic control equipment by applying the latest technology and to improve the things that can be derived. Reflecting the derived improvements, we intend to present a plan for the design and implementation of a new unmanned traffic control device. The main improvements were designed to change the housing material of the unmanned traffic control equipment, simplify the configuration of the equipment, reduce the weight of the equipment, and change the purpose of the software. In order to evaluate the objective performance of the improved unmanned traffic control equipment through this study, it was requested to a public certification authority. The reliability of the equipment was secured through KC certification and durability test. It is intended to present the feasibility of securing the marketability of the unmanned traffic control equipment by comparing and evaluating the construction period and installation cost with the existing unmanned traffic control equipment.

PRV-For Fire protection(Pressure Reducing Valve) 균압 방지형 소방용 감압밸브 시스템 소개

이상오,Lee, Sang-O 한국화재소방학회 2008 한국화재소방학회지 Vol.4 No.2

소방용 시스템 릴리프 밸브의 소개

이상오,Lee, Sang-O 한국화재소방학회 2008 한국화재소방학회지 Vol.4 No.3

Methylotrophic Yeast, Pichia pastoris에서 사람 락토페린의 발현 및 항균성 연구

이상오,임은미,남은주,이현환,Lee Sang O,Im Eun Mi,Nam Eun Joo,Lee Hyune Hwan 한국미생물학회 2004 미생물학회지 Vol.40 No.4

사람의 모유에 많이 함유된 human lactoferrin(hLF)은 항균 및 항 바이러스 작용이 있는 것으로 보고되고 있다. 본 연구에서는 hLf를 메탄올자화 효모인 Pichia pastoris에 cloning하고 그 발현을 RT-PCR, Northern blotting, SDS-PAGE및 Western blotting으로 확인하였다. 그 결과 2.1 kb의 hLf 유전자가 P.pastoris의 염색체 DNA로 끼어들어가 안정적으로 hLf를 발현하였다. 이 재조합 P.pastotis로부터 hLf를 포함하는 세포 추출액을 얻어 항균 작용을 연구하였다. 발현된 재조합 hLf는 Staphylococcus aureus, Micrococcus flavus 등의 그람 양성균에 대해 강력한 항균작용을 보일 뿐만 아니라 그람 음성 동물성 병원균인 Pseudomonas fluorescens ID 9631, E. coli ATCC8739, 25922,35 등과 Salmonella typhimurium 114,115 등 다양한 균에 대해서도 강력한 항균작용을 보였다. 이는 재조합 hLf가 생물학적 활성이 있다는 것을 보여준다. The expression and antibacterial. activity of recombinant human lactoferrin (hLf) was studied from meth­ylotrophic yeast Pichia pastoris. The gene encoding hLf, isolated from human breast cDNA library, was subcloned into the expression vector, pPIC3.5K under the control of AOX1 promoter. The gene was integrated into the host chromosome and was identified by Southern blotting. The expression of the integrated gene was investigated by RT-PCR, Northern blotting, SDS-PAGE and Western blotting. Discrete band corresponding to hLf was detected from the SDS-PAGE, which was confirmed by Western blotting. The expression was also confirmed by RT-PCR and Northern blotting. The antibacterial activity of the recombinant hLf (rhLf) was investigated using Staphy­lococcus aureus ATCC 6538P and Micrococcus flavus ATCC 10240 as test organisms. The rhLf showed strong antibacterial activities against the bacteria. Furthermore, many Gram-negative animal pathogens such as E.coli ATCC8739, 25922, and Salmonella typhimurium 114 and 115, Pseudomonas fluorescens ID 963 I, P. aeruginosa KCCM 11802, and Gram-positive bacteria Bacillus mesentericus were also inhibited in their growth by the rhLf.

사회적 엔트로피로서의 고령화 사회에 대한 과학이론적 접근

이상오 ( Sang O Lee ) 연세대학교 유럽사회문화연구소 2016 유럽사회문화 Vol.0 No.16

Our society that reaches a high-aging society is going up towards the maximum of social entropy. The concept of entropy was introduced in the course of explaining the second law of thermodynamics by German physician Clausius. Entropy that in physics means ‘degree of disorder’ is described in the day-to-day to the ‘tendency to extinction’. One that people use energy increases the amount of entropy always. This look also always increases the entropy of the universe. Eventually due to an increase in the entropy of the universe, all life will be extinguished sometime. So, humans will die. According to the scientific evidence, our high-aging society, getting closer to the maximum of social entropy cannot but wait for the time of death as fate. Therefore, in order to extend the life of the social system we need to try to input the negative entropy that is actively committed negentrophy. If the entropy is inhibited from all life the ability of life will be extended. Because all life is born with the ability of self-making, self-creation, self-renewal as gifted. Right now we who live in a high-aging society personally and socially have to inhibit the entropy and have to worry seriously what we should do in order to re-input the negentropy to activate the autopoiesis. What should be the negentropy that is urgently needed in our high-aging society in order to maximize the autopoiesis? It is time that we all need to be seriously worried about this question as a member of the community, In front of aging given as fate and death in humans we are bound to be helpless. Therefore, society cannot endure too. The fact that our ``high-aging society`` which emerged as a social problem has a negative image is also evidence of our society has reached the maximum of entropy to be not sustained for longer life.

「문화산업」: 교육가능성의 탐구를 위한 역사ㆍ해석학적 접근

이상오(Lee Sang O) 한독교육학회 2002 교육의 이론과 실천 Vol.7 No.2

Im 21. Jahrhundert wurde die kulturelle Industrie eine nationale Strategie. Deswegen bedürfen wir HRD(human resource development) in der kulturellen Industrie. Dagegen steht Sozialwissenschaft immer kritisch und negativ. Kulturelle Bilder wechselen sich entsprechend des Bedarf der Konsummenten ins Produkt. In diesem Zusammenhang entwickelt sich die kulturelle Industrie. Die endscheidende Variation ist jedoch ein Massenmedium, uns zu stimulieren.. Bis zum heutigen Tage wird die Masse durch die kulturelle Industrie als politische Ideologie manipuliert. In diesem Prozess spielen die kulturelle Hersteller eine wichtige Rolle. Nun gibt es ein neuer Paradigmenwechsel von Potit.-Öko. zu Kultur-Öko. in Industriegebiet. Die kulturelle Industrie heute hat mehr komplexe Ideologie für den ökonomischen Alltag. Kulturelle Hersteller haben nie mehr Monopol, kulturelle Produkte zu kontrollieren. Stattdessen werden die kulturelle Konsummenten immer kräftiger, um kulturelle Industrie aktiv zu machen. Di kulturelle Industrie entwickelt sich nicht mit dem funktionalen Wert, sondern mit dem symbolisch-sinnlichen Wert. Im Kullturalismus muss unsere Bildung eine echte Kulturbildung sein, die wissenschaftlich für die Konsummenten mit dem kritischen Bewusstsein sorgen kann.

‘교육인식론’의 성립조건에 관한 탐구

이상오(Lee, Sang-O) 한국교육사상연구회 2016 敎育思想硏究 Vol.30 No.1

전통학문으로서의 철학의 위기는 ‘인식론’의 위기와 별반 다르지 않다. 왜냐하면 철학의 역사는 인식론의 역사와 함께 하여 왔기 때문이다. 이렇게 본다면, 교육철학의 위기역시 교육인식론의 위기와 다르지 않다. 지금까지 교육철학은 ‘철학적 인식론’ 내지 ‘전통적 인식론’의 범주하에서 연구결과들을 축적시켜 왔다. 그러나 ‘교육인식론’이란 개념이 무엇인지에 대해서 - 즉 ‘교육인식론’의 가능성에 대해서 - 명확한 이해를 얻기는 여전히 불안하다. 따라서 만약 우리가 교육인식론이라는 개념을 사용하고자 한다면, 우선 교육인식론의 성립조건에 대해서 알아보는것이 순서일 것이다. 철학적 인식론은 '지식에 관한 이론'(the theory of knowledge)이다. 이런맥락에서 본다면, 교육인식론은 ‘지식교육’에 관한 이론이라고 할 수 있다. 교육학은 이론학이면서 동시에 실천학이다. 보다 정확히 말하면 교육학은 교육실천과의 교호작용을 통하여 이루어지는 교육이론이다. 결과적으로 본 연구에서 도출된 교육인식론의 성립조건은, 첫째, 지식은 속성상 변증법적 과정을 통하여 형성된다는 사실을 인지하는 것이며, 둘째, 따라서 지식교육은 일방적 지식전달이 아니라 대화, 토론, 담론 등 의사소통의 과정을 통해서 가능한 ‘반성적 지식의 교육’이라는 사실을 인지하는 것이다. 이런 조건의 충족을 통하여 교육인식론의 윤곽도 서서히 드러날 것이다 The crisis of philosophy as a traditional science depends on the crisis of the epistemology. The reason is that philosophy has been developed with the epistemology historically. In this aspect, the crisis of educational philosophy may not be different from the crisis of educational epistemology. So far, educational philosophy has also accumulated the researches under the category of philosophical or traditional epistemology. Hence, educational philosophy is to be restored through the formation of philosophical or educational epistemology. However, it is uncertain to clearly understand the concept of educational epistemology - the scientific identity of educational epistemology - with the outputs of preceding research. Therefore, it is desirable to study the formative condition of educational epistemology first of all, if we would talk about what educational epistemology is. Epistemology is the theory of knowledge. So, educational epistemology should deal with the theory of knowledge education as the theme. As a result, the potential of 'genuine' knowledge education may be revealed if the formative condition of educational epistemology is to be clear. In short, the formative conditions of educational epistemology are as follows: 1) to recognize that knowledge is being formed through the dialectic process essentially, 2) to understand the methodic problem in knowledge education. Neither knowledge-delivery-education nor cramming education, but the forms of dialogue, discussion and feedback (critic, reflection) being actualized in the intermediation of knowledge are very proper methods of genuine knowledge education to realize educational epistemology, which leads to education of reflective knowledge. This logic depends on the concepts of 'epistemological errors' and 'epistemological reflection'.

어떤 교육공백: 단절된 소크라테스의 유산 - 교육철학의 열린 담론을 위하여

이상오 ( Sang O Lee ) 교육철학회 2006 교육철학연구 Vol.37 No.-

학생 에 대한 Gadamer의 존재론적 이해

이상오(Lee Sang O) 한독교육학회 2010 교육의 이론과 실천 Vol.15 No.1

In general, education begins with teacher s understanding of students. If we have no idea of students as educational objectives, we fail to educate them. Historically, our thought in daily life or in science has largely depended on the manipulated epistemology since the enlightenment. Especially our scientific development has played a great role in generating such trend. However, students must not always be the objectives who teacher observes and recognizes. Teacher s understanding of students can be correct, if they are to be understood in the relation and interaction between teacher and students. Teacher and students can not be separated for the process of understanding in the ontological dimension. To this end, our study approaches to the history of the ontological thought with the interpretative method. According to H.-G. Gadamer, a representative ontological philosopher, teacher has to continually interpret the tradition (history, experience, horizon) of student s life and endure till the merger of all horizons existing between teacher and students. Concretely, teacher must not see students only through his own eyes und he must hold his own justice and conclusion until they reveal themselves. For Gadamer, the approach to Being (Sein) is to be realized and achieved through dialogue . However, his dialogue is not to be led or initiated by someone or subjects. Dialogue exists already in the world and persons are being thrown in the field of dialogue continually. In this logic, human being is the animal of dialogue. Accordingly, dialogue is not an area of choice, but a necessity. Teacher s and students meet and merge each other in dialogue. Here the merger of horizons is the condition of understanding. In short, the understanding of students is able to be performed when the removal of contradiction generating in all horizons can be automatically realized Aufhebung in the Hegel s meaning - and finally merged. Thus the ontological approach for understanding of students is also achieved. 교육은 ‘학생에 대한 이해’로부터 비롯된다. 왜냐하면 대상도 파악하지 못하고 교육할 수는 없기 때 문이다. 역사적으로 계몽주의 이후 우리는 사유는 ‘실증주의적으로 변용된 인식론적 차원’에 급격하게 편중되어 왔다. 특히 자연과학의 발달은 이에 큰 몫을 했다. 그러나 학생은 항상 교사의(인식의) 대상 일 수만은 없다. 심지어 학생이 인식론적 반성을 통하지 않은 ‘인식론적 오류’의 논리 속에서 접근된다 면 문제가 아닐 수 없다. 개체로서의 학생은 교사의 인식대상 이외에도 스스로 드러나는 ‘존재’이기도 하다. 따라서 학생은 ‘반성적 인식’의 대상일 뿐만 아니라 ‘존재론적 차원’에서 이해될 때 온전해질 수 있다. 전자는 또 다른 연구테마로서 본 연구에서는 제외된다. 존재론적 해석학자인 H.-G. Gadamer에게 서 존재 본질에의 접근을 구체화시켜주는 것은 ‘대화’이다. 그러나 그의 대화는 누군가가 주도하고 이끄 는 대화가 아니다. 대화 또는 대화의 장은 ‘세계’로서 미리 존재하고, 그 안에 개체(현존재)가 기투된다. 따라서 대화는 인간의 삶에서 선택이 아니라 필수다. 이렇게 본다면 인간은 ‘대화의 동물’이다. 대화 속 에서 학생지평(역사, 경험, 전통)과 교사지평 간의 융합이 이루어진다. 여기서 지평융합은 이해의 기본 조건이다. 즉 (진정한) 학생 이해는 대화에 참여한 학생지평과 교사지평 간의 모순이 스스로 지양되면 서 지평융합될 때 비로소 이루어진다. 이로써 학생 이해를 위한 존재론적 접근도 성취된다.