運動時 心拍數와 身體造成 要因과의 關係分析

朴秀一,姜珍烘,劉德時,金正完 慶尙大學校 1986 論文集 Vol.25 No.2

The aims of this study were directed at analyzing the intorrelations between beart rates, body compositions and cardiovascular functions of men and determining multiregression equations to examine the spending time to reach the heart rates of 150beats/min and 170beats/min. For the purpose of this sturdy, Bicycle ergometer were utilized to examine heart rates of individuals and Treadmill were using to get individual index of cadio-respiratory functions. The conclusion. 1. There were significant positive correlation between Body weight and body surface area. 2. There were significant negative correlation(p<.01) between Vo2 max and VE max. 3. There were significant negative correlation(p<.05) between Maximum respiratory rate and maximum tidal volume. 4. The spending time to be reached at 150beats/min were presented to be significant negative correlation with body surface area and maxmum oxygen removal. 5. The spending time to be reached at 170beats/min were presented to be significant regative correlation with under water-weight and maximum oxygen-intake. 6. Multiregression equation for prodictrng the spending time to be reached at 150beats/min and 170beats/min were as follows. A. 150beats time = 15.8163-4.8587×under water-weight+0.1403×oxygen removal max. B. 170beats/min time = 10.5244-0.1334×body weight+5.5637×under wate-weight+11.8603×body surface area+0.1061×oxygen removal max.

In vitro and in silico assessment of metabolic potential of polychlorinated biphenyls in the beagle dog

Jean Yoo(유진),Kei Nomiyama(케이 노미야마),Eun-Young Kim(김은영),Shinsuke Tanabe(신스케 타나베),Hisato Iwata(히사토 이와타) 환경독성보건학회 2015 한국독성학회 심포지움 및 학술발표회 Vol.2015 No.10

Does Instruction Affect Korean EFL Learners' Argumentative Writing Performance?: An Analysis of their Organizational Patterns and Processes of Writing

Yoo-Jean Lee,Kyung-Rahn Kim 한국영어어문교육학회 2014 영어어문교육 Vol.20 No.2

This paper examines the instructional effect of organizational patterns of argumentative writing on Korean EFL university students. In order to investigate what their weakest areas are in organizing text and if the instruction could help them develop those areas, thirty Korean university students enrolled in an English writing course entitled, Critical Thinking on Current Issues, were recruited. They were divided into two groups; higher and lower proficiency level groups; and were taught how to write an argumentative essay with good English organizational patterns. By comparing their pre- and postsemester essays, it was found that both the higher and lower level students showed statistically significant improvement in the overall areas of text organization. The instruction thus not only helped them enhance their writing organizational skills but also become much more planned in developing their ideas for writing. In addition, the students generally provided positive comments on the instruction even though they expressed difficulties of writing an argumentative essay. It was thus ascertained that English organizational patterns could be taught so as to bring positive effects on various proficiency levels of Korean university students in developing their organizational skills and planning strategies of writing an argumentative essay.

Sharing Peer Feedback: How Does It Affect EFL Learners’ Oral Presentation Skills?

Yoo-Jean Lee 인문사회과학기술융합학회 2017 예술인문사회융합멀티미디어논문지 Vol.7 No.12

Still Taboo? Using Machine Translation for Low Level EFL Writers

Yoo-Jean Lee 한국영어교육학회 2022 KATE Forum Vol.46 No.2

Training Pre-Service English Teachers With ICT in English Education : How Will it Affect Their Perceptions?

Yoo-Jean Lee(이유진) 강원대학교 인문과학연구소 2020 인문과학연구 Vol.0 No.67

본 연구에서는 사범대 영어교육과에 재학 중인 예비영어교사들을 대상으로 ICT 훈련과목 운영 방법과 과목에 대한 예비교사들의 인식을 알아보고자 했다. 이전 문헌연구에서는 ICT 훈련 제공에 대한 필요성을 인지하고 있었으나, 실제로 한 학기 동안의 ICT 훈련과목을 예비교사들에게 수강하게 하고 그에 대한 효과를 검증한 연구는 찾아볼 수 없었다. 따라서 본 연구에서는 한국의 한 국립대학에 재학 중인 20명의 예비영어교사들을 대상으로, ‘ICT활용 영어교육’ 과목이 어떻게 운영되었는지 살펴보고, 수업에 대한 학생들의 인식을 설문조사를 통해 알아보았다. 과목 담당교수는 아홉 개의 주제를 선별하여 리딩 자료와 질문지를 제공했으며, 그룹 토의와 발표를 진행하였다. 몇몇 주제와 관련해서는 전문가가 초청 수업을 진행했고, 마지막 프로젝트로는 여러 가지 ICT 도구들을 활용하여 온라인 영상을 제작하는 과제를 진행했다. 연구 결과, 학생들은 수업 내용구성과 진행방식 대해 높은 만족도를 보였으며, 실제 다양한 ICT 도구 활용 경험을 가장 선호하는 것으로 나타났다. 이러한 결과는 향후에도 사범대에서 ICT 훈련과목을 지속적으로 개설하고 예비교사들의 ICT에 대한 경험과 지식을 넓혀 줄 필요성을 보여준다. 마지막으로 연구의 한계점과 사범대 수업과 관련하여 본 연구의 시사점을 제시하였다. The current study explored the ways to implement an ICT training course for pre-service English teachers in the college of education and investigated how they perceive of the course. The previous research recognized the necessity of providing ICT training for pre-service teachers, but no research was found which provided them with a full semester ICT training course examining its effects. This study, therefore, describes how a course named ‘Using ICT for English Education’ was implemented to 20 pre-service English teachers in a national university in Korea. In addition, their perceptions were investigated using a survey questionnaire. The course instructor preselected nine topics, provided reading materials and questions, and had group discussions and presentations. For some topics, experts were invited. Finally, the pre-service teachers were engaged in the final project of creating an online video by using various ICT tools they had learned. It was found that they were satisfied with the course content and procedure/approach. Particularly, they liked actual experience of using various ICT tools the most. It is concluded that it would be important to provide an ICT training course continuously in the college of education and let pre-service teachers accumulate their experience and knowledge on ICT. Some of the limitations and implications for the college of education are presented.

Breadth and Depth of Vocabulary Learning:Which Is Better for Improving TOEIC Listening and Reading?

Yoo-Jean Lee 한국영어교과교육학회 2015 영어교과교육 Vol.14 No.3

The present study attempts to investigate the relationship between EFL students’ breadth and depth of vocabulary learning and their performance on the TOEIC listening and reading. One hundred and thirty three Korean EFL university students at various proficiency levels participated in the study and were divided into two separate groups: breadth and depth groups. The students in the breadth group were trained to increase the size of their vocabulary, whereas those in the depth group to develop a deeper knowledge of words. They kept notes of the new words they studied and took a vocabulary quiz every week. They also took the pre- and post-vocabulary tests along with the pre- and post-TOEIC tests. The results obtained from the analysis of the data revealed that breadth of vocabulary learning had a more positive effect on the students’ listening performance, while depth of vocabulary learning a more positive effect on reading achievement. In particular, the higher level students who studied vocabulary in depth showed the greatest improvement in reading. These findings imply that both breadth and depth of vocabulary learning are important to improve students' TOEIC listening and reading ability, but that the latter is more important to achieve a greater extent of improvement at more advanced levels. Implications and suggestions are further discussed.

Analyzing the cell toxicity caused by cetylpyridinium chloride

Jean Yoo,Yeon-Mi Lim,Haewon Kim,Eun-Ji Kim,Il-Seob Shim,Hyun-Mi Kim,Pilje Kim,Seung Do Yu 한국분석과학회 2017 학술대회논문집 Vol.2017 No.11

Teaching Academic Writing through Dramas for Korean EFL University Students

Yoo-Jean Lee 한국영어어문교육학회 2013 영어어문교육 Vol.19 No.3

This paper investigates the effect of using dramas in teaching academic writing for university-level EFL learners. In order to discover whether or not using dramas as a supportive tool for the ordinary textbook would lead to benefit in writing development, two groups of Korean university students with varying proficiency levels in a basic writing class were compared. The experimental group was taught with the dramas of their interest, whereas the control group was taught only with the two main textbooks. Both groups were taught how to write a good academic essay during one semester. The students' performance on the pre- and post-writing tests and their responses to the survey questionnaire were analyzed. It was found that the experimental group improved different areas of writing ability (i.e. content, organization, vocabulary, grammar, and mechanics) much more than the control group regardless of different proficiency levels. The former group also provided positive comments on the drama-based writing class, and showed high interest and motivation in developing their writing by making many revisions on their essays. It is thus confirmed that using dramas in English writing class would help Korean university students get more interest, become motivated, and consequently improve their overall writing ability.

Will a U.S. Earned Ph.D. Help a Teacher Educator Apply Theory to Practice in Korea?

Yoo-Jean Lee 한국영어어문교육학회 2009 영어어문교육 Vol.15 No.3

As great attention is given to a high quality English education in Korea, more and more in-service and pre-service English teachers are looking for an opportunity to study in an English speaking country to become better qualified teachers. However, after receiving a degree in an English speaking country, many teachers fail to apply what they have learned to their own teaching due to their tensions of identity, beliefs, knowledge, and professionalism within the changes of sociocultural settings. By using sociocultural theory as a theoretical framework, this paper explores how formal training and Ph.D. studies in the U.S. have influenced a Korea teacher educator in applying theory to practice in relation to her identity, beliefs, knowledge, and professionalism during 30 years of her teaching experience. Rather than facing tensions, the teacher educator has been willing to change her roles, broaden and deepen her beliefs in teaching and knowledge about theory of teaching and learning, and continue her professional development. Limitations and implications of the study are provided.