어린이영어교육에서 멀티미디어 활용의 효과

류승희,이정희 대불대학교 2003 論文集 Vol.9 No.1

This paper suggests that it be one of the best ways to teach English to young children by using multimedia in our EFL (English as Foreign Language) environment where there is much lack of opportunities to hear and speak English in our daily life Here are reviewed the characteristics, evaluation standards of CD-ROM Title and Internet site, and their educational effect to help the teachers teach English their young children. By using good CD-ROM Titles with the voice of English native speaker, alphabets, and animation, it gets easier for young children to cognize things by intuition, and they can enlarge their experience, select and review only what they need as many times as they want. They can interact with their computer freely and study for themselves at their level. The evaluation standard of CD-ROM Title is composed of easiness in use, fit for young children, its educative value, entertainment, design, and price. CD-ROM Title-assisted teaching help young children develop their creativity, language, sociability, and have anti-bias way of thinking We can get the latest information very quickly and exactly without restriction of time and place through Internet site, and communicate with each otherbetween computer and user, as well as with one another among children, their teachers and parents. Also they can feel free from social prejudices. The children who visit good Internet site frequently and study English get interested in English speaking world. They also foster gradually self-determination, concentration, and strong accomplishment desire by enjoying studying English through Internet sites. Therefore, it is the best way to improve our English education environment to use multimedia such as CD-ROM Title and Internet sites of quality. That is why there is real English in them, which native speakers use in their daily life.

Desdemona 사랑의 비극적 동인

류승희 대불대학교 1997 論文集 Vol.3 No.1

This paper aims to inquire into the tragic motives of Desdemona's love. She grows to love Othello because she pities the sufferings of his youth. She marries him ignoring of the big difference of his race, culture and age from hers and the objection of her father and the social convention in Venice. It is only based on their love and faith in each other. The primary tragic motive is her exceptional marriage. That's why white Desdemona marries to black Othello. It is unacceptable not only to her father, but also to the Venetian society. However, if Othello had much time to get to know his wife and adapt himself to Venice, he wouldn't fall into Iago's intrigue and result in strangling honest Desdemona. The second one is their characters, a part of which is their tragic flaws. Othello's is his credulousness, violent passion, extreme disposition and racial inferiority complex which has been resulted from the Venetian negative view on black men and gets to be a base of lago's intrigue later. Desdemona has a double-sided character. She is active and self-righteous. She is, on the other hand, innocent and passive. That's why in the first part, she is so active to speak out her opinion on her love and marriage even before the senators of Venice, but in the latter half she is hopelessly passive to protect herself from Othello's suspicion. The third motive is the fact that in their reality there is Iago as an evil element who continuously intrigues to break down their love and marriage because of his hatred and revenge on Othello. lago attacks Othello pertinently in accordance with the circumstances under the mask of honesty. He gets seized with jealousy, which is not his own quality but the result from his failure against lago's attack. In the end, Desdemona is strangled by her husband, Othello, who is a lover she has loved until her death at the sacrifice of everything she has. In conclusion, her love results in a tragic one by the interaction between the characters and flaws of Othello and Desdemona, and their tragic reality

다중지능이론에 기초한 러닝 센터 연구

유승희 대구교육대학교 2004 論文集 Vol.39 No.-

옥스퍼드 대학의 학풍과 칼리지

류승희 원광대학교 2005 論文集 Vol.35 No.-

A study of history of colleges, nowadays, gives great consideration as an area of historic researches. It reflects that the institutional system and the organization of colleges have even social constitution and character of nation and society. In fact, this might show its vision and perspective in the future. Generally speaking, colleges were existed as merely 「universitas magistorumet scholiarum」 until French Revolution broke out. The first university colleges appeared in Paris at the end of the twelfth century. These were nothing more than the modest pious foundation serving to provide shelter for a handful of students. The first genuine colleges were established in Paris. Then they were builted in England as well in the middle of the thirteenth century when the expansion of the universities was beginning to pose serious practical problems. In Paris, the mention should be made of the colleges of the Sorbonne 1257 and of Harcourt 1280: in Oxford, there were Merton 1263-4, Balliol 1261-6 and University College around 1280, and as Cambridge, Perterhouse 1284. Their organization took its inspiration in the main from that of the mendicant monasteries, which had been established as early as the 1220's within these universities, for the use of students belonging to these orders. Endowed with land, properties, and rents, these colleges considered it their mission to take in a given number of students for a specified period of time. The first colleges included establishment reserved for the use of the monks of a paticular abbey or order and which were more of less assimilated to priories. Although there were more colleges at Paris than elsewhere, they were often small establishments meant for young students of arts; they had very little independence and were strictly supervised by the external authorities, whether ecclesiastical or university. The English colleges were more independent and democratic fellows being predomintly bachelors of arts and theology students. The College, or domus scholarium as it was first called, began as a boarding-house for poor students, then became an autonomous or semiautonomous academy community of men living and studying together in an endowed building. Whoever their founders were, whether princes, important officers, ecclesiastical dignitaries, of former regents, the colleges of the fourteenth and fifteenth centuries were regarded less as simple lodging-houses for 'poor scholars' and more as privileged institution serving to guarantee their members, at the price of a degree of discipline, the best conditions for work and study, in other words, to constitute a student elite. I should like to give consideration about humanism. Because it gave an impulse to academic tradition for english medieval colleges during the twelfth century. Humanism rediscovered the ancient authors, who as representatives of pagan antiquity, had fallen into oblivion. According to this view, humanism helped the secular motions of the ancients to make their way against Christian religious sentiment and against the scholastic philosophy. Medieval studies have quite rightly reminded us of the point of shinning light in the 'dark' aged and have shown the revival of classical forms of culture and thought. Humanism first appeared outside the universities, and a new generations it was assimilated by the main centre of society. Elite education in scientific and scholarly subjects had its completement in the efforts of the humainst to work out a pattern of seondary education as a preparation for study at the university as well as for political leadership and economic enterprise.

맥베스의 비극성에 관한 연구

류승희 대불대학교 1998 論文集 Vol.4 No.1

Most critics focusing their criticism mainly on the heroes's character insist that the heroes' actions come from their characters. However, their criticisms are not completely reasonable statements of the cause of which Shakespeare's tragic heroes result in their tragic ends. That's why their tragedies would not happen if they were not in their particular reality--tragic reality. Their characters of the flaws of their characters can not be their entire causes, but just a part of them. Therefore, their tragic reality should also be examined as a cause of their tragic ends. From this point of view which their tragedies are resulted from the interaction of their characters and their tragic reality, Macbeth's tragedy is analyzed in this paper. In Macbeth, Macbeth has deep and strong ambition for kingship and powerful imagination. He is Duncan's cousin, a prominent general who has conquered rebels, so that he gets to subconsciously have ambition for kingship. He has powerful imagination unlike a warlike general. This characteristic plays and important role in leading him to tragic end. He has hallucinations before and after murdering Duncan and is led much more deeply into the evil world by his rich imagination although he knows the nature of his crime and its end. there are three witches and lady Macbeth in Macbeth's reality. The witches that symbolize disorder and evil externalize Macbeth's ambition latent in his inner mind by prophesying of his past, present, and futures. His ambition overpowers his reason, so his mental order gets destroyed rapidly. Bdsides, Lady Macbeth with strong evil-passion instigates Macbeth insistently and prudently, so he gets succumbed to murder Duncan. But they cause him to be a tyrant who dares to murder continually without any more hesitation in order to reduce his fear and terror. Finally he loses everything which had attained before murdering Duncan. He is entirely isolated from his world and even Lady Macbeth. Everything is meaningless to him. this is his tragic end. In conclusion, Macbeth meets his tragic end in his inner and outer conflicts caused by the interaction between his tragic reality and his character or his tragic flaws.

초등교실에서 놀이수업의 접근 방안

유승희 한국초등교육학회 2002 초등교육연구 Vol.15 No.2

본 연구는 놀이의 교육적 의미를 고찰하고 놀이가 교수-학습 과정에서 하나의 매체가 됨을 탐색하여, 초등교실에 적용할 수 있는 놀이적 접근방안을 6영역으로 제시함으로써 초등학교에서 놀이 수업의 접근방안을 개발하였다. 초등학교에서 놀이수업의 6접근 영역을 살펴보면 다음과 같다. 접근 1은 비놀이 접근으로 지식중심의 암기가 목표이고 놀이는 때대로 삼으로 주어진다. 접근 2는 자유놀이 접근으로 놀이 자체가 목적이며 정신건강 증진 등이 목표이다. 접근 3은 작은놀이 접근으로 주의집중과 동기유발을 목표로한다. 접근 4는 교과목표놀이 접근으로 본시 수업 목표 달성을 위해 매체를 활용한다. 접근 5는 발달적 놀이 접근으로 목표는 지적, 정서적 , 사회성, 도덕성 발달 등의 개발이다. 접근 6은 통합적 성장 놀이 접근으로, 그 목표는 통합적, 전인적 인간성장발달에 두고 있다. The purpose of this study is to inquire into a educational meaning of play, explore a possibilities of play appliable to teaching-learning methods, and develop a play approach model for elementary school instruction by presenting six domains of play approach applicable to elementary school classroom. The followings are important elements of educational meaning of play. First, play enables children to make sense of their world. Second, play develops social and cultural understandings. Third, play allows children to express their thoughts and feelings. Forth, play fosters flexible and divergent thinking. Fifth, play provides opportunities to meet and solve real problems. Sixth, play develops language and literacy skills and concepts. The followings are six domains of play approach in elementary school. Approach 1 aims memory knowledge with non-play approach based on behaviorism. Approach 2 aims stable emotion, happiness, and play therapy with free-play approach based on psychoanalysis. Approach 3 aims a attention during class and motivation with small-play approach based on child-centered education. Approach 4 utilize play medium with play approach for subject matter based on constructivism and multiple intelligence theory. Approach 5 aims the advancement of human knowledge, sociality, cooperative spirit, thinking power, and human relationship skill with development play approach based on humanism and DAP. Approach 6 aims development of integrated whole human with integrated growth play approach based on hollistic education, DAP, humanistic education, constructivism, and multiple intelligence theory.

김치식이가 흰쥐의 항산화시스템에 미치는 영향

류승희,권명자,송영옥,송영선,문갑순 인제대학교 2003 仁濟論叢 Vol.18 No.1

김치는 배추를 주재료로 하여 마늘, 고추, 생강 등의 양념류를 포함하는 여러 재료들로 만들어지며 이들 재료 중에는 항산화효과를 가진 것으로 알려진 성분들이 많이 함유되어 있어 김치도 항산화효과를 나타낼 것으로 여겨진다. In vitro 실험계 및 세포 모델계에서 김치 재료 및 김치의 항산화효과는 확인된바 있으나 In vivo 시스템에서의 김치의 항산화효과에 관한 자료는 부족하다. 따라서 본 실험에서는 김치 섭취의 생체 내 항산화효과를 규명하기 위하여 흰쥐에게 동결건조한 김치 3, 5, 10% 첨가 식이를 6주간 섭취시키면서 간조직의 산화와 항산화효소계의 활성을 측정하였다. 간의 MDA 함량은 대조군에 비해 김치 투여군에서 낮았고 특히 5% 김치섭취군에서 현저히 낮은 값을 나타내었다. 단백질 산화를 나타내는 카르보닐 함량도 대조군에 비해 김치섭취군에서 낮아 생체 내에서 김치식이가 과산화물 생성 억제효과를 나타내었다. 항산화 효소계의 활성을 측정한 결과 SOD 활성은 대조군에 비해 김치섭취군에서 현저하게 높았고 김치첨가 함량이 증가할수록 SOD 활성이 유의적으로 높아져 10% 김치섭취군에서는 대조군에 비해 70% 이상 높은 활성을 나타내었다. Catalase 활성은 각 군에서 유의적인 차이가 나타나지 않았으나 GSH-px의 활성은 김치 섭취가 높을수록 상대적으로 높은 증가율을 나타내어 SOD 활성과 동일한 경향을 나타내었다. 따라서 김치식이는 생체 내에서 치질 및 단백질 과산화를 현저하게 억제하였고 항산화효소계인 SOD와 GSH-px의 활성을 농도의존적으로 증진시켜 김치식이가 체내의 산화적 스트레스를 효과적으로 억제하는데 기여함을 알 수 있었다. Kimchi is a Kruean traditional fermented food containing various ingredients such as Chinese cabbage, garlic, ginger, red pepper and fish sauce. Some of their components were known as its antioxidative activities and antioxidative effects of kimchi have been studied using in vitro and cell model system. To investigate the antioxidative effect of dietary kimchi, 4 groups of male S.D. rats (n=36) were fed 0, 3%, 5%, and 10% freeze-dried kimchi for 6 weeks and hepatic lipid peroxidation, protein oxidation and the activities of antioxidative enzymes were measured. Hepatic MDA content fed kimchi diet was lower than control diet. Protein carbonyl values were decreased in kimchi diet group, but not significant. SOD activities were significantly increased in kimchi added groups at dose-dependent manner. At 10% kimchi added group, SOD activity increased by 70% compared with control diet group. Catalase activities were not different between experimental groups and control group, whereas GSH-px activities were significantly increased in kimchi added group. As a result kimchi diet inhibited lipid and protein oxidation and induced antioxidative enzymes, SOD and GSH-px in rat hepatic tissue. It suggests that dietary kimchi is expected to prevent the oxidative stress in animal and human.

『드넓은 사가소바다』 (Wide Sargasso Sea)에 나타난 탈식민주의 페미니즘 : "뿌리 없는 정체성" 탐구를 중심으로 Focusing on "rootless identity"

류승희 건국대학교 2000 대학원 학술논문집 Vol.51 No.-

Jean Rhys was born between a Creole mother and a Welsh-born doctor father in Dominica. With this ancestry, Rhys lived in a multicultural setting and was likely sensitive to the differences of people of various cultures. As a girl in a white predominantly black community, Rhys felt socially and intellectually isolated. Being Creole, she could provide us with a perspective stands out conspicuously in Wide Sargasso Sea. Reading Charotte Bront e¨'s Jane Eyre , she was disturbed with the characterization of Bertha, the Creole wife of Rochester. To Rhys, she was an "impossible character" representing only the British side of thing, therefore a character to be rebuilt and rewrote the cannon in the point of view Postcolonial Feminism. Rhys brought Bertha out from behind the stage of Jane Eyre and gave her voice to tell us her story. Rhys not only rebuilt the character of Bertha but also did other necessary changes in her novel. In a sense, she created a totally subversive discourse, giving voice to the "muted" and marginalized group in Jane Eyre. Also Rhys focuses on the differences of sexual, political, cultural and racial. She writes of near impossibility of understanding another culture or another sex. The symbolism of the title suggests the barriers, such as bodies of water, that separate people. Wide Sargasso Sea is not only a brilliant deconstruction of Bront e¨'s legacy but is also a damning history of the colonialism in the West Indian. The story is set just after the emancipation of the slaves, in that uneasy time when racial relations in the Caribbean were their most strained. Antoinette Cosway, knew in Jane Eyre as Bertha, is descended from the plantation owners. She can be accepted neither by the negro community nor by the representatives of the colonial centre. As a female white creole, Antoinette is also firmly aware of her limitations belong to "white cockroach" and female in the white-patriarchal world. The taint of racial impurity coupled with the suspicion that she is mentally unbalanced bring about her inevitable downfall. Rhys showed up the meaning of Antoinette's insane. In the end, Rhys created a complex and multidimensional novel. Rhys allows us to interpret the fate of Antoinette differently by having the ending open. Antoinette, as Bertha, tries somewhat to assert herself and hard to create her own story. Antoinette dreams the fire and leap to her death. She finally realizes to "what I am to do." through the "red sky" of her life. but the novel ends with her resolution to act rather than a description of her death or an exact repetition of Bront e¨'s words. Thus the possibility of a different fate for Rhys's character, Antoinette Cosway, is left intact. In short, The meaning of Sargasso Sea is the impossible of understanding one another due to their opposing upbringing and culture. Jean Rhys recreated Wide Sargasso Sea of Postcolonial Feminism out of Jean Eyre of Victorian Romanticism.

Lady Macbeth의 양성적 특성

류승희 대불대학교 1999 論文集 Vol.5 No.1

This paper aims mainly to examine the masculinity of Lady Macbeth and its destructive influence upon Macbeth's tragic end, although she has both masculinity and feminity. Masculinity means such qualitied found in Elizabethan literature as ambition for power, aggression, boldness, and prowess. But Lady Macbeth demands brutal masculinity of Macbeth. She scolds him for his mildness and urges him to murder Duncan. She also exercises this kind of masculinity herself to accomplish her strong ambition for power, thus leading and mastering him. From an Elizabethan patriarchal point of view such strong, aggressive and domineering women as Lady Macbeth were the opposite of ideal women, because the most important feminine quality in those days was submissiveness. She is such an unusual woman as Elizabeth 1 and the female ones who are shrewd, astute and intelligent in Shakespearean plays. Her masculinity appears in two ways. She manipulates Macbeth, demands of him brutal masculinity and thus leads him to the murder of Duncan. She also exercises cruel masculinity herself and thoroughly supervises the process of Duncan's murder. Macbeth's first crime, the murder of Duncan, leads to his ensuing crimes, beginning with killing two chamberlains first and then Banquo, and finally brings about his own tragic end. And the murder of Duncan results from Lady Macbeth's instigating Macbeth to do. So Macbeth's destruction results from Lady Macbeth's manipulation and especially from the influence of her masculinity. Lady Macbeth leads Macbeth to tragic end by her brutal masculinity, which is not the only one but one of its causes.

Hamlet에 나타난 유령과 극중극의 극적 효과에 대하여

류승희 대불대학교 2001 論文集 Vol.7 No.1

This paper is designed to examine the dramatic effect of the Ghost and the play-within-the play in Hamlet. At first, the roles of the ghosts in Seneca's revenge tragedies, the Elizabethan and some Shakespearean plays were surveyed briefly in order to inquire out the definite differences between the king Hamlet's Ghost and them. The appearance of the King Hamlet's Ghost in Act I as a prologue-ghost is similar to them, but the Ghost plays and important role as a character in Hamlet while they are just a secondary element in their plays. The Ghost is not a piece of perfunctory stage machinery, but and essential character who sheds at once a supernatural grandeur in this play, and exposes a secret of foul and unnatural murder by Claudius. It seems evident that there have been attempts to clarify whether the Ghost is a Catholic ghost, a paganeque one, or a devil. The ghost in Hamlet is and ambiguous being. This ambiguity arises because Shakespeare used it for its artistic purpose rather than theological one. He leaves the Ghost ambiguous to heighten the dramatic tension of Hamlet. The Ghost, from the beginning, provides the dramatic mood and situation for the work. the doubtful message of the ghost is the most important element in this paper. It takes not only the role of revealing murder and commanding revenge, but the role of suggesting the way to and ultimate recognition. The play-within-the play is the climax of Hamlet. It is designed by Hamlet to clarify the identity of the Ghost and to convict Claudius of murder. It is to put the Ghost's information on a test, along with his substance and to give light to the change in Hamlet and its result. In conclusion, the Ghost and the play-within-the play designed and presented by Hamlet play very important roles to heighten the dramatic effect of Hamlet.