도시 및 농어촌 학생의 체격발달에 관한 조사 분석

지응화,문병용 江原大學校附設體育科學硏究所 2002 江原大學校附設體育科學硏究所論文集 Vol.- No.25

The purpose of this study was to provide the data for the improvement of the students' physique and helth. The data are made by the research of physique of the students in the urban, rural and sea village area, and by the analysis of the change of growth according to the grades, sexes, and the regions. For this purpose, 720 the third grade in the middle shcool students were sampled as the sexes and regions. By the longitudinal study they were surveyed from 6th grade in the elementary school to the 3rd grade in the middle school. Their data using SPSS with statistical method are as the follows: 1. The growing tendency of body height The growth of body height are developing straightly as their school age. Urban students are a little superior, but it is meaningless. The crossover phenomena by the sexes occurs between the 1st grade in middle school and the 2nd grade in middle school - girls are superior to boys till the 1st grade in middle school, but boys are superior to girls from the 2nd grade in middle school. As the above conclusion, we cannot see the regional differences. It is because of the rapid development of economy, the common ownership of information owing to the development of traffic and mass communication, the development of nutritional state due to the school feeding facilities. The regional difference will be slighter afterwards. 2. The growing tendency of body weight The growth of body weight shows straight development. Urban students are a little superior to those of rural and sea village area. For the boy students show high level of development (6.85kg) from the 6th grade in elementary school (42.55±10.06kg) to the 1st grade in middle school (49.41±11.13kg). After that they show gradual development and show high level of individual variations in this period. The crossover phenomena by the sexes occurs between the 6th grade in elementary school and the 1st grade in middle school - girls are superior to boys till the 6th grade in elementary school, but boys are superior to girls from the 1st grade in middle school. Among the above conclusions, I think urban students is superior for the economic development, medical development, the improvement of nutritional state and surroundings, and they make the period of growth earlier. 3. The growing tendency of chest girth The state of the growth of chest girth shows straight development and cross-sectional growth state is superior to longitudinal growth state in boys and girls students together. The crossover phenomena by the sexes occurs between the 2nd grade in middle school and the 3rd grade in middle school - girls are superior to boys till the 2nd grade in middle school, but boys are superior to girls from the 3rd grade in middle school. As the above conclusion, chest girth increases with body height and body weight according to students' grade. The reason why girls are superior to boys in this growing tendency is that girls are in the period of the second sexual character, the matureness of breast. 4. The growing tendency of sitting height The state of the growth of sitting height is developing straightly. As for the regions, urban students show somewhat superior growth state. But through the statistical research, it shows meaningless difference. The crossover phenomena by the sexes occurs between the 1st grade in middle school and the 2nd grade in middle school - girls are superior to boys till the 1st grade in middle school, but boys are superior to girls from the 2nd grade in middle school. As the above conclusion, urban students show a little superior growing tendency, but relatively we cannot see the regional differences. The reason is students' improvement of nutritional state due to the economic development. The regional difference will be slighter afterwards. As a conclusion, we should provide the students in their rapid development of physique with better environment. This will be helpful for the improvement of students' symmetrical physique, and their adaptation to the social structure. Most of all we have to try to use effective method for their development.

DC 전동기 구동시스템을 위한 자기동조 속도제어기의 설계

지준근,차응석 순천향대학교 부설 산업기술연구소 1999 순천향 산업기술연구소논문집 Vol.5 No.2

This parer describes the design of self-tuning speed controller for DC motor drive system using RLS(Recursive Least Squares) algorithm and thole-P1acement method. The model parameters, related to inertia and damping coefficient of motor, are estimated on-line by using RLS estimation algorithm. And a control signal is calculated by using pole placement method. Simulation and experimental results show that the proposed controller possesses excellent adaptation capability than a conventional PI/IP controller under parameter change.

MBTI에 의한 특수교육 및 재활과학전공 학생의 성격유형 특성 분석

여광웅,임지향 한국정신지체아교육학회 2000 지적장애연구 Vol.2 No.-

이 연구는 특수교육 및 재활과학을 전공하는 학생들의 성격유형과 기질 특성을 밝히기 위해 김정택 등(1990)의 한국판 MBTI 성격유형검사를 사용하여 비교ㆍ분석하였다. 연구대상은 대구대학교에 재학중인 특수교육과 학생과 재활과학대학 학생 각100명 그리고 비교집단으로서 자연계, 인문계 학생 각각100명씩 총 400명을 무선표집하였다. 성격의 4가지 기질과 16가지 선호경향을 중심으로 조사분석한 결과, 4가지 기질에서는 , 특수교육전공 집단과 재활과학전공 집단은 모두 SJ형이 가장 우세하여 안정감과 소속감을 추구하고 책임감이 강하고 타인의 반응을 중요시하는 성향이 강한 것으로 나타났다. 16가지 성격유형에서는, 특수교육 집단은 ISTJ형으로 책임감이 가장 우세한 특징을 보인 반면, 재활과학전공 집단은 ESFJ형으로 사교성이 가장 우세한 성격유형의 특징으로 밝혀졌다. The purpose of this study was to investigate the specific of the personality type according group with students of the special-education and students of the rehabilitation by the Myers Briggs Type Indicater(MBTI). The study involved a total of 400 students. 100 students with college of science, 100 students with college of literature, 100 students with special education and 100 students with college of rehabilitation. The following conclusion was drawn: 1. The specific of the personality type was SJ(Sensing and Judging) both group, students of the special education and students of the rehabilitation science. 2. The specific of the special education students' personality type was ISTJ(Introversion, Sensing, Thinking and Judging). This indicates that special education students seeks stability, belonging and he/she is very responsible. He/she has consideration for another's response. The specific of the rehabilitation science students' personality type was ESFJ(Extroversion, Sensing, Feeling and Judging). This indicates that rehabilitation science students seeks importance of the relationship with each other.

공동주택단지의 환경친화형 계획원리 설정에 관한 연구

류지원,김정환,정응호,김수봉 한국전통조경학회 2003 한국전통조경학회지 Vol.21 No.2

The aim of this study is to establish environment-friendly planning principles of the apartment complex. This paper firstly identities the key issue concepts of 'environment-friendly.' It extracts planning items and principles through the literature review on environment-friendly and examplary cases in the world. It then constructs a framework to establish planning principles by classifing planning elements focused on the six major issues(efficiency land use, reflection of variety and ecology, harmony between the nature and human beings, amenity, circulation of energy and resources, amount used decrease of energy and resources). Finally, the research established the planning principles by the expert survey. The results of this study can be used as the gradual principles for the development of environment-friendly apartment complex.

계층분석법을 이용한 환경친화 계획요소의 중요도 분석에 관한 연구

류지원,김정환,정응호 한국환경과학회 2003 한국환경과학회지 Vol.12 No.9

This study focuses on importance level analysis of environmentally-friendly planning factors using Analytic Hierarchy Process(AHP). This study verify different planning principle makes comparison matrix by a relative comparison value, verified consistency after yield weight to analyze more objective importance for apartment complex estate environmentally-friendly planning factor. In order to decide importance of apartment complex estate environmentally-friendly planning factors multiplying weight of verified planning principle with weight of planning factors. The results are as follows; First, importance of preservation of green tract of lands, Preparation of Biotop, Tree planting of sites, Propriety of development density high except Ciculation and practical use of water. Next, valued planning factors constituent appeared to Energy efficient building plan, Rubbish recycling, thermal utilization of solar energy, Artificial tree planting of buildings etc. importantly. Finally, plan constituent that importance is underrated most appeared by Practical use of building meterials and equipment, Centralization of energy and resources, Preservation of corridor etc.

또래지도가 독해부진아의 독해력과 적응행동에 미치는 효과

여광응,이점조,최지영 국립특수교육원 2003 특수교육연구 Vol.10 No.2

학습부진아 교육과 관련하여 관심이 높은 탐색과제 중의 하나가 독해의 문제이고, 특히, 또래학습에 대한 연군가 집중적으로 이루어지고 있다. 독해력과 정서상의 복합적인 어려움, 또래관계에서의 부적응 등을 겪고 있는 독해부진아에게 또래와의 상호작용을 통해 학습하는 또래 지도는 학습 능력을 개발하고 적응행동을 향상시키는데 매우 효과적인 방법으로 활발히 탐색되고 있다. 또래지도를 통한 실험 중재는 4주간에 걸쳐 우수 상급생에 의하여 또래지도를 8회 실시하였다. 또래지도 실시 후 사후검사를 실시하고, 또래지도 과정(8차시)중은 행동변화에 대한 질적 분석을 하여 또래지도가 독해력과 적응행동 향상에 미치는 영향을 분석한 결과 첫째, 또래지도는 독해부진아의 독해능력향상에 효과가 있으며 둘째, 또래지도 결과 학교생활, 급우들과의 관계 증진에 크게 도움이 되는 것으로 나타났다. 교사와 관계에서의 향상은 학교생활 전반에서의 관계가 향상됨으로서 부수적인 영향을 받을 뿐, 뚜렷한 향상을 보이지는 않았다. The purpose of this study is to show that peer tutoring gives some effects on children's reading comprehension ability and their development of adoptive behaviors. The researchers inspected their basic learning abilities of the four children selected from the fourth grade ones whose reading comprehension was 1.5 grade. The measuring tool was KEDI-WISC inspection and reading comprehension one. In order to inspect the type of their reading comprehension development, we observed the frequency of their adaptive behaviors and that of school adaptive behavior which may indicate the level of the adaptive development. After observing the peer group, we tested their reading comprehension and analyzed the result in quality. It was proved that there were social change before and after the test. The results that the peer tutoring gave the effect on the reading comprehension and on the social ability development are as follows: First, peering tutoring gives significant effect on the development of reading comprehension of the poor reader. This proves that teaching methods gives great influence on the learning ability of the children. At the peer tutoring, the language of that age was used and their little psychological burden brought about more effect. Second, after the peer tutoring the children's relationship was improved. The teacher, however, was concerned with all the school activities, the children's development was not significant to him. During the peer tutoring and the long observation, poor readers showed gradually social ability development according to the development in the inferior of the study and bad relation of social life.

정신지체아 부모와 일반아 부모의 가족기능에 따른 스트레스 대처방식에 관한 비교 연구

여광응,임지향 대구대학교 특수교육재활과학연구소 2000 특수교육재활과학연구 Vol.39 No.2

The purpose of this study was to investigate difference the stress and coping strategies according to the level of family functions in the parents of the mentally retarded and the normal. The 812 subjects were selected randomly from the kindergarten, elementary school, middle and high school study in the city of Taegu, The instruments of measurements were FACESm, Multy Stress Coping Strategies Inventory. Cronbach's a, t-test, MANOVA, and Sceffe tesr were conducted for the data analysis. The major findings of this study were as follows: 1 The mean scores of stress and coping strategies could be different, according to the level of family cohesion. Especially, parents of the mentally retarded students and the normal students. There were different between parents of the mentally retarded and the normal, stress and coping strategies are active coping, emotional expression, active forgetting, positive interpretation, fatalism, self-criticism and emotional pacification according to the level of family cohesion. 2 The mean scores of stress coping strategies could be different, according to the level of family adaptability. Especially, parents of the mentally retarded students and the normal students. There were different between parents of the mentally retarded and the normal, stress and coping strategies are active coping, active forgetting, restraint, positive interpretation, accommodation, fatalism and emotional pacification according to the level of family adaptability. 3 Parents of the mentally retarded and the normal were show some differences mean scores by level of family type in stress coping strategies. There were different between parents of the mentally retarded and the normal, stress and coping strategies are active forgetting and emotional pacification according to the level of family type. 이 연구는 정신지체아 부모의 가족기능과 스트레스 대처방식과의 관계를 밝혀 정신지체아 가정의 올바른 적응을 위한 기초자료를 제공하려는 목적으로 일반아 부모를 비교집단으로 선정하여 2003년 3월부터 7월까지 특수학교와 일반학교에 재학중인 학생의 부모 총 406쌍(812명)을 대상으로 일대일 면담과 설문조사를 병행하여 자료수집을 하였으며, 연구도구는 가족기능 측정을 위해 Olson(1992)의 FACESⅢ을 사용하였고, 스트레스 대처방식의 측정은 전겸구(1994)의 다차원적 대처 척도(Multidimensional Coping Scale)를 사용하였다. 정신지체아 부모집단과 일반아 부모집단의 가족기능 수준과 스트레스 대처방식의 관계에서 가족옹집성 수준에 따라 정신지체아 부모집단과 일반아 부모집단 간에 유의한 차이를 나타낸 스트레스 대처방식은 적극적 대처, 정서표출, 적극적 망각, 긍정적 해석, 체념, 자기비판, 정서적 진정이다. 가족적응성의 수준에 따라 정신지체아 부모집단과 일반아 부모집단 간에 유의한 차이를 나타낸 스트레스 대처방식은 적극적 대처, 적극적 망각, 자제, 긍정적 해석, 동화, 체념, 정서적 진정이다. 가족체제유형의 수준에 따라 정신지체아 부모집단과 일반아 부모집단 간에 유의한 차이를 나타낸 스트레스 대처방식은 적극적 망각과 정서적 진정이다.

가족변인에 따른 정신지체아 어머니의 성격유형과 가족체계 분석

여광응,임지향 大邱大學校 特殊敎育·再活科學硏究所 2000 特殊敎育硏究 Vol.23 No.1

이 연구는 가족변인에 따른 정신지체아 어머니의 성격유형의 특징과 가족변인에 따른 가족체계의 특징을 밝히는데 목적을 두고 있으며, 사용한 검사도구는 한국판 MBTI성격유형검사와 가족체계점사(FACESⅢ)이다. S정신지체특수학교에 재학중인 정신지체아 유치부, 초등부, 중고등부 학생의 어머니 126명을 조사 대상으로 하였다. 정신지체아의 가족변인 중 성격유형별로 유의한 차이가 나타난 것은 부모의 종교, 장애발생시기, 아동연령, 아동의 도덕문제, 아동의 자립문제, 아동의 사회적 문제이다. 정신지체아 어머니의 가족변인 중 가족체계 단계별(적용성과 응집성, 체계성)로 차이가 나타난 것은 아동의 연령, 아버지의 연령, 아버지의 직업, 아동의 도덕성이다. The purpose of this study was to investigate the differences the Personality its Types of the Mothers of Mentally Retarded Children or Family Systems in Family Variables. The study tool's used are MBTI(Myers-Briggs Type Indicator) and FACESⅢ(Family Cohesion & Adaptability Evaluation ScaleⅢ). The study involved a total of 126 mothers of Mentally Retarded students. The students are kindergarten students(30), elementary school students(53), middle and high school students(43). The following conclusion was drawn : The differences on family variables was that the mother's religion focused on four temperaments. The differences on family variables were the mother's religion(I), the first instance being handicapped(S), the age of the mentally retarded child(T, J), the moral status of the mentally retarded child(J), the life skills status of the mentally retarded child(J), the social skills status of the mentally retarded child(J), focused on eight trend, but no difference on family variables was focused on in the sixteen personality types. There were differences in the age of the mentally retarded child, the age of the mentally retarded child's father and the job of the mentally retarded child's father according to the family variables and cohesion. There was no difference according to the family variables and adaptability. There was a difference on the moral status of the mentally retarded child according to the family variables and systemicity.

창조도시 전략으로서의 문화예술교육 : 창조적 학습도시 발전전략에 대한 새로운 논의

이병준,박응희,박지연 한국문화교육학회 2010 문화예술교육연구 Vol.5 No.2

최근 창조도시논의가 활발해지면서 교육과 학습의 창조도시와의 연관성에 주목할 필요가 높아졌다. 2000년 이후 문화예술교육진흥을 위한 법과 제도가 정비되면서 문화예술교육이 학교와 사회속에서 확산되고 있다. 그러나 단순히 문화예술교육을 평생교육의 연장선속에서에 대한 논의하는 것도 의미가 있지만 문화와 예술을 기반으로 하는 도시발전전략인 창조도시와의 연관성속에서 바라보는 것도 흥미롭다고 볼 수 있다. 현재 창조도시논의는 크게 창조적 환경에 대한 논의, 창조인력에 대한 논의, 창조산업에 대한 논의, 그리고 문화발전에 대한 논의 네 가지로 전개되고 있다. 이러한 창조도시에 대한 논의중 문화와 예술을 경제에 활용하는 의미에서의 창조산업에 대한 논의가 가장 활발하나 이러한 논의는 매우 근시안적 사고라고 판단된다. 창조도시는 개별 도시가 가지는 자발적 시스템속에 창조성과 지역성, 네트워크와 미학화, 그리고 학습과 지속가능성이라는 핵심가치를 추구하고 있으며 또 그래야 한다. 이러한 측면에서 창조도시의 핵심가치는 바로 문화예술교육과 매우 밀접한 관련을 가지고 있다. 현재의 문화예술교육은 단순한 프로젝트성 보다는 창조도시를 만들어가기 위한 중요한 전략으로 인식될 필요가 있다. 따라서 문화예술교육은 장기적인 비전속에 지속가능성을 담보해야 하며 예술체험을 넘어서 문화역량을 강화하고 학습망을 구축하며 문화리더를 양성할 수 있는 방향으로 나아가야 할 것이다. As the discussion on creative city has become active recently, the necessary to pay attention to the correlation between education/learning and creative city was increased. While law and system for promoting Culture & Arts Education have been reorganized since 2000, Culture & Arts Education spreads into schools and society. However, it's meaningful to discuss Culture & Arts Education simply in an extension of lifelong education but it's interesting to examine it in the correlation with creative city which is a strategy to develop the city based on culture and arts. At present, the discussion on creative city is unfolded by dividing largely into 4 discussions; discussion on creative environment, discussion on creative man power, discussion on creative industry and discussion on cultural development. Among the discussions on creative city, the discussion on creative industry which means to apply culture and arts to economy is the most active but it is judged to be a very short-sighted thinking. The creative city is seeking core values such as creativity / regional characteristic, network / aestheticization and studying / sustainability in the voluntary system of each city as well as must to seek them. Those core values of creative city are related with Culture & Arts Education much closely in that aspect. Current Culture & Arts Education should be recognized by an important strategy for making creative city, rather than by simple project. Therefore, Culture & Arts Education must to guarantee sustainability in a long-term vision, strengthen cultural capability beyond the art experience, establish learning network and advance to the direction cultivating cultural leaders.

기능적 창조도시에서 창조적 학습도시로 : 창조도시논의에 대한 교육학적 접근의 유용성

이병준,박지연,박응희 한국문화교육학회 2010 문화예술교육연구 Vol.5 No.3

After the discussion for cultural city and learning city, the discussion for creative city is spreaded recently. It shows that the discussion for city is spreaded to all over the society & science and emerged as the studying subject among the school systems. But if examining the discussion for recent creative city, several studies lead that discussion so the possibility of studying among the school systems for the creative city is still narrowed. The viewpoint of Charles Landry, quoted by a lot of researchers is reduced in the discussion process. This study discusses which usefulness educational discussion has in the discussion for creative city. It say that the discussion for creative city under the educational viewpoint can be unfolded by connecting city culture, city space, creative competency, creative development of human resources, creative organizational culture, practical community, etc. variously. Especially, education focuses on human and social subjects which form the creative city. Extensive set-up for subject can make the discussion for creative city more affluent under the educational viewpoint. 문화도시와 학습도시 담론에 이어 최근에는 창조도시 논의가 확산되고 있다. 이는 도시에 대한 담론이 이제 사회과학전반으로 확산되고 있으며 학제간 연구주제로 떠오르고 있음을 보여주는 것이다. 그러나 최근의 창조도시 논의를 살펴보면 몇 개의 학문들이 담론을 주도하고 있어 여전히 창조도시에 대한 학제간연구의 가능성을 좁히고 있다. 많은 연구자들이 인용하고 있는 찰스 랜드리의 입장 또한 논의과정 속에 축소되고 있다. 본 연구에서는 교육학적 담론이 창조도시 논의에서 어떠한 유용성을 가지는지가 이야기된다. 교육학적 관점에서의 창조도시논의는 도시 문화와 도시 공간, 창조역량과 창조적 인력개발, 창조적 조직문화와 실천공동체 등 다양하게 연계되어 전개될 수 있음을 밝힌다. 특히 교육학은 창조도시를 형성해가는 인간과 사회적 주체에 초점을 둔다. 이러한 교육학적 측면에서의 광범위한 주제설정은 창조도시 논의를 좀 더 풍요롭게 만들 수 있다.