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A‑Reum Kwon,오명민,백기엽,박소영 한국원예학회 2018 Horticulture, Environment, and Biotechnology Vol.59 No.2
In the present study, the effect of light quality on endoreduplication and growth in Phalaenopsis ‘Spring Dancer’ plantlets was studied. The response of protocorm-like body (PLB)-derived plantlets subjected to monochromatic red (R60), blue (B60), and various combinations of both lights was investigated. Flow cytometry was used to investigate the effect of light on endocycle and growth, cell division, and endopolyploidy levels. In addition, the activities of stress-related enzymes such as catalase (CAT) and peroxidase (POD) were analyzed from leaves and roots. After 8 weeks, the leaf area of plants grown under monochromatic R60 and B60 light was found to be higher than that of plants grown under other wavelengths of light, except the control plants (fluorescent light). These results revealed monochrome blue (B60) light increased the ratio of endoreduplicated cells (4C–8C). CAT activity was highest in leaves grown under R60; however, the oxidized phenol concentration in the culture medium was lowest under R60 while it was the highest under B60 and fluorescent light (F). This indicates that plantlets were less stressed under R60 than B60 or F. The results of this study reveal that stress induced by monochromatic light stimulates endopolyploidy in leaves, which may subsequently increase Phalaenopsis leaf size.
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신입비서의 조직사회화 학습과정에서 일어나는 학습영역, 학습원천 및 학습 성공지표에 관한 질적 연구
권아름(Kwon, Ah-Reum),백지연(Paek, Jeeyon),마크 누펠드(Neufeld, Marc) 한국비서학회 2017 비서·사무경영연구 Vol.26 No.2
이 연구의 목적은 신입비서의 조직사회화 학습과정에서 발생하는 학습영역, 학습 성공지표, 학습원천을 도출하고 이들의 관계를 정립하는 것이다. 이를 위한 세부 연구 목표로는 첫째, 신입비서가 조직사회화의 과정에서 배우고자 하는 학습영역을 도출하고, 둘째, 학습원천을 도출하고, 셋째, 학습 성공지표가 무엇인지 도출하여, 마지막으로 학습영역별로 나타나는 학습 성공지표를 도출하고 성공지표별로 그에 대한 원천이 무엇인지 확인하는 것이다. 연구절차로 문헌연구를 통해 다층적 조직사회화 학습이론을 선정하여 조직사회화 학습과정에 관련 있는 요인들을 도출하였다. 이를 바탕으로 반구조화된 질문을 작성한 후, 총 23명의 신입비서를 대상으로 일대일 심층면담을 진행하였다. 수집된 면담내용은 전사한 뒤, 코딩작업과 범주화 작업을 거쳐 연구결과를 분석하였다. 조직사회화의 학습영역은 직무역할 수행, 동료집단, 조직의 역사․ 목표․ 가치관, 조직의 미래전망으로 확인되었다. 조직사회화의 학습 성공지표는 자신의 역할과 부가적인 역할을 적절하게 수행, 조직과 사회적 융합을 이룸, 내적 안정성의 향상, 조직에 대해 긍정적으로 외부에 묘사하는 것으로 나타났다. 학습원천은 동료, 상사, 멘토, 공식적 사회화, 조직문서, 전임자, 개별학습으로 도출되었다. 이러한 결론을 바탕으로 다음과 같이 제언한다. 첫째, 연구의 신뢰도와 타당도를 높이기 위해 연구 대상자의 선정과정에서 실제 비서직의 종사자와 유사한 산업군의 분포로 진행하는 것이 필요하며, 둘째, 고용형태에 따른 결과를 따로 도출하는 연구가 필요하다. The purpose of this study is to identify the source, area, and success indicators of learning occurring in the process of organizational socialization by reflecting on the specificity of the new secretary and to establishing basic data to help organize organizational socialization. Specific questions of this study are presented as follows: First, what is the learning area that a new secretary tries to achieve in the process of socialization? Second, what is the learning source in the new secretarial organization? Third, what is the indicator that the new secretary succeeded in adapting to the organization through the process of organizational socialization learning? Fourth, what are the success metrics for each learning area achieved through the organizational socialization learning process, and what is the source of the success metrics? In order to solve the research questions, the researcher developed a new semi-structured questionnaire and conducted 23 times interviews based on, a new model for organizational socialization by Cooper-Thomas and Anderson(2006). Twenty-three new secretaries were interviewed, and the interview results were coded, categorized and analyzed. The learning areas for organizational socialization have been identified in four ways. The role of the new secretary, his or her peer group, the organization"s history, goals and values, and the future outlook of the organization. Indicators that showed that the learning of organizational socialization was successful were as follows: successfully fulfilling their role, carrying out additional roles, enhancing social cohesion within the organization, enhancing internal stability within the organization, and positive external descriptions of the organization. Learning sources of organizational socialization are determined by identifying factors from whom they have learned from such as colleagues, supervisors, mentors, formal socialization programs, organizational documents, predecessors, and individual learning. Finally, learning areas, learning sources, and learning success metrics for organizational socialization have the following relationships. If learning the task role and learning a peer group are successful, the individual role and additional roles are performed well. The success of learning about the organization"s history, objectives, and values has resulted in reaching a successful indicator of achievement and social cohesion. Learning about the organization"s future prospects has been confirmed to be met with an indication of its role, internal stability, and an indication of positive external representation of the organization. Sources of learning success indicators are through peers, supervisors, mentors, formal socialization programs, organizational documents, predecessor studies, and individual learning. Social cohesion with the organization is learned through peer, supervisor, mentor, formal socialization programs, organizational documents and predecessor. Social cohesion with the organization is learned through peers, supervisors, mentors, formal socialization programs, organizational documents and predecessors, Internal stability is achieved through peers, supervisors, mentors, formal socialization, and organizational documents. Finally, the success metrics for positive external descriptions are learned through peers, supervisors, mentors, formal socialization and organizational documents. This study has two suggestions based on the conclusion. First, in order to increase the credibility and validity of the research, it is necessary to proceed with a similar industrial distribution of actual secretarial staff to the actual secretary of the research. Second, a study by results of the employment status is necessary.
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권아름(Kwon, Ah-Reum),조현정(Cho, Hyun Jung),백지연(Paek, Jeeyon) 한국비서학회 2017 비서·사무경영연구 Vol.26 No.1
이 연구의 목적은 일반비서 직무와 법률비서 직무의 분석을 통해 법률비서만의 고유한 직무를 분석하고, 이에 해당하는 지식, 기술을 분석하여 법률비서의 자격제도를 개발하기 위한 것이다. 이를 위한 연구 목표로는 첫째, 일반비서와 법률비서 직무의 공통점과 차이점을 분석하고, 둘째, 법률비서 고유 직무에 해당하는 지식과 기술을 분석하며, 셋째, 비서·사무 행정 분야의 NCS를 토대로, 법률비서 자격체계를 개발하는 것이다. 이를 위한 연구 절차로는 첫째, 문헌연구를 통해 일반비서와 법률비서 직무의 공통점과 차이점에 대해 확인하였다. 둘째, 법률비서의 특화된 과업과 세부항목을 토대로 이를 수행시 필요한 지식과 기술을 도출한 뒤 이를 바탕으로 법률비서 자격 초안을 설계하였다. 셋째, 설계된 자격체계를 전·현직 법률비서 7명을 대상으로 타당성을 검증 받고, 법률비서 자격체계 개발에 필요한 내용을 도출하였다. 이를 통한 결론은 다음과 같다. 법률비서자격은 기존 비서자격 검증 과목 외에 법률비서 개론과 법률비서 실무로 이루어진다. 첫째, 법률비서 개론은 업무 수행을 위해 필요한 지식검증을 위한 과목으로 그 구성은 법률비서의 개요, 송무/법무 일반, 소송업무, 조세불복업무로 이루어진다. 둘째, 법률비서 실무는 실제 업무수행을 위해 필요한 기술을 검증하기 위한 과목으로 법률문서의 작성 및 관리, 기일일정 및 사건 관리 업무로 구성된다. 이러한 결론을 바탕으로 다음과 같이 제언한다. 첫째, 연구에서 도출된 법률비서 자격의 타당성을 높이기 위해서는 추가적인 전문가 검토가 필요하다. 둘째, 법률비서 자격 체계 기준을 토대로 지식과 기술을 학습 할 수 있는 교육 훈련과정과 그에 알맞은 추가적인 교육자료 개발이 필요하다. The purposes of this study was to develop the certified qualification of legal assistant by analyzing the specific tasks and knowledge of this role, and comparing the tasks of general secretary and legal assistant. The first objective was to analyze the similarities and differences between the roles of general secretary and legal assistant. The second objective was to analyze the knowledge and skills of the specific tasks of a legal assistant. Thirdly, we set out to develop the certified qualification of legal assistant, based on the NCS(National Competency Standard) learning module of secretary and office administrative areas. To do this, a literature review was conducted to analyze the tasks of general secretary and legal assistant by using the DACUM(Developing A Curriculum) method. Next, we designed the draft of certified qualification by applying the knowledge and skill needed to do the work of the specific job and the duties for legal assistant. Finally, the result the contents of the certified qualification were reviewed by seven former and current legal assistants, and those results are shared. The results of this study show there are two parts of the certified qualification of legal assistant. First, configuring the basic knowledge needed to undertake the role of legal assistant is introduced as a subject. This part consists of an overview of the legal assistant role, and an overview of judicial affairs, litigation, and tax appeal. Second, the practice of legal assistant is the subject used for validating the actual execution of skill. This part consists of preparation and management of legal documents, scheduling legal dates, and case management work. This study has two suggestions based on the conclusion. First, additional expert reviews are needed to enhance the validity of the certified qualification of legal assistant based on the study"s findings. Second, we need to develop the training programs and educational materials that allow us to learn knowledge and teach skills for the role of legal assistant.
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