대장암에서 Glucose Transporter Gene의 발현

이석환,박재훈,김윤화,오수명,윤충,주흥재,이기형 대한대장항문학회 2000 Annals of Coloproctolgy Vol.16 No.2

한국인 6-17세 아동의 성장과 발육에 관한 준종단적 연구 : 제 1 세부과제: 치열궁의 성장 변화 Part Ⅰ: Growth and Development of Arch Form

손병화,김형순,이정구,김석현 대한치과교정학회 1996 대한치과교정학회지 Vol.26 No.3

본 연구는 한국인 남,녀 6세에서 17세 사이의 악안면 성장과 발육에 관한 준종단적 연구의 일부로 시행되었으며 3년간에 걸쳐 남,녀 아동 736명을 대상으로 치열궁의 성장변화를 관찰하고자 치아의 근원심 폭경, 견치간 폭경, 구치간 폭경, 견치 치열궁 장경, 구치 치열궁 장경 그리고 치열궁 주위경을 측정하여 연령별, 성별 평균과 표준편차를 구하고 도표로 표시하여 다음과 같은 결론을 얻었다. 결론 1. 치아의 근원심 폭경 측정에서 상악은 중절치, 제2대구차, 하악은 견치, 제2대구치에서 남,녀 성차이를 인정 할 수 있었다. 2. 견치간 폭경은 11세까지 완만히 증가하는 양상을 보였다. 3. 구치간 폭경은 상악에서는 지속적으로 증가하는 양상을 보이며 그 양상은 9세에서 14세사이에서 가장 두드러지게 나타났다. 하악에서는 9세까지는 다양한 변화를 보이며 이후 14세까지 다소 증가하는 경향을 보였다. 4. 견치 치열궁 장경은 상악에서는 13세까지, 하악에서는 11세까지 증가하는 양상을 보였다. 5. 구치 이열궁 장경은 남자에서는 10세, 여자에서는 9세까지 증가하는 경향을 보이며, 이러한 변화는 상악에서 더 뚜렷하게 나타났다. 이후 상하악 모두에서 감소하는 경향을 보이며 이는 상악에서는 15세, 하악에서는 12세 사이에서 두드러졌다. 6. 치열궁 주위경은 상,하악 모두 10세까지 증가하는 경향을 보이며 그 양상은 상악에서 더 크게 나타났다. 반면에 10세와 14세 사이에서는 감소하는 경향을 보이며 그 양상은 하악에서 더 크게 나타났다. This study was carried out as a part of the semi-longitudinal study on growth and development of Korean children with purpose of observing the growth change in arch form, 736 pairs of study models were taken for 3 years, Mesio-distal diameter of each tooth, intercanine width, intermolar width, canine arch depth, molar arch depth and arch perimeters were measured. Afterwards, mean value and each standard deviation of each age group and each gender were obtained, and corresponding graphs were drawn. The following conclusions were obtained: 1. Mesio-distal diameters of maxillary central incisor, maxillary 2nd molar, mandibular canine, and mandibular 2nd molar showed statistical differences between boys and girls. 2. Intercanine width shows a gradual increase until age of 11. 3. Intermolar width in maxilla shows continuous increase, and the tendency of increase is more apparent between age of 9 and 14, In mandible, various pattern was shown until age of 9,and after, a slight increase. 4. Canine arch depth shows the increasing tendency until age of 13 in maxilla and 11 in mandible. 5. Molar arch depth shows the pattern of increase until age of 10 in male and 9 in female, which is more apparent in maxilla. After age of 9 or 10, dereasing pattrn was significantly shown until age of 15 in maxilla and age of 12 in mandible. 6. Arch perimeters in maxilla and mandible showed gradual increase until age of 10, and the tendency of increase was more apparent in maxilla; however, between the age of 10 and 14, arch perimeters of maxilla and mandible showed gradual decrease which was more apparent in mandible.

청소년을 위한 무용교육, 무엇을 가르칠 것인가?

김화숙 韓國舞踊敎育學會 1997 韓國舞踊敎育學會誌 Vol.8 No.-

3-Tier System을 적용한 인터넷 쇼핑몰 구축방안

문석환,이성화 제주한라대학 2000 論文集 Vol.24 No.-

This study suggests the internet shopping mall based on 3-tier system which was the weak point of the overload of the client & server system and constructs the middle ware system applied to the platform of the electronic commerce. The main kernel theory of this suggestion was applied by gearing with WEB and RDBMS, appling active X server component, 3-tier system using MTS, and statistics agent. After that, the life period of application was extened, and component was distinguished by object-oriented concept, and logical capsulizing data structure was possessed.

쌓기 활동에서 유아들의 친 사회적 행동 출현에 대한 맥락적 이해

박화윤,마지순,최재숙 한국영유아보육학회 2002 한국영유아보육학 Vol.0 No.31

The purpose of this ethnographic study is to explore the emergent context of prosocial behavior and to find the children's character promoting of prosocial that within the area of block. The result are as follows: 1) It appeared that emergent context of prosocial; behavior is completion of structures, participation of symbolic play using them and clean-up. 2) It appeared that children's character promoting prosocial behavior that appearence of altruism by children's perspective-taking, exchage of idea and problem-solving.

고등무용교육의 개혁방안

金和淑 韓國舞踊敎育學會 1997 韓國舞踊敎育學會誌 Vol.7 No.-

The purpose of this study is to realize some crises in the higher dance education and to present reform plans for it. For its desirable reformation, recognition of scholars engaged in the higher dance education must be preceded above all things. Because reformation is the educators' prior task. to solve problems more effectively, I think some educational conditions should be necessarily recommendations as follows: 1) Department of dance education needs more concrete classification and names. - department of Dance focusing on practical technique. - department of Choreography focusing on the process of creation and actual performance. - department of Dance Theories - department of Dance Education - department of Social Dance for ordinary people 2) Present curricula require re-evaluation and daring amendment 3) Studies of dance need reinforcement to introduce new academic fields of dance such as dance science, dance medical, somatics and dance wellness etc. 4) For the normalization of dance education, proper dance programs in accordance with the students' ages from the kindergarten to the high school must be established in the national standard(e.g. K-12 program in the U.S.A.) 5) Programs for connecting dance with health and various kinds of dance such as ballrooms for connecting dance with health and various kinds of dance such as ballroom dance, jazz dance, tap dance, aerobic dance and so on need to be included in the present curricula. 6) To diffuse special dance programs in the Liberal arts education, educators should be their best to make the university and persons concerned understand them. 7) Establishment of qualification system in urgent. - certificate of qualification for child dance education - certificate of qualification for elementary dance education - certificate of qualification for middle school dance education ("dance major" should be marked on the present certificates of physical educators) - certificate of qualification for social dance instruction - certificate of qualification for professional dance instruction (such as given to the instructors and managers of dance institutes) 8) The graduate school curricula must be classified into those for master's degree of dance and doctorate of dance science focused on the dance theories, and those for M.D. of dance art focused on practical dance techniques. And the curricula of the graduate school of dance education should include educational programs for cultivating dance educators. 9) Resolute improvement of the existing entrance examination is demanded. Through the establishment of certain organizations like "technical examination committee"(tentative name), the examination system must be analyzed in depth and jointly studied. 10) Dance library and dance information center should be employed, and relevant research institute should be established inside the university. 11) Materials for audio-visual education need development - spread of dance repertoire - making videos for dance education 12) By establishing some organizations like "Dance Education Development Committee"(tentative name) composed of educational public service employees, dance teachers and university professors of dance, a momentum to set up proper educational operations and strategies should be provided.

에폭시 수지를 혼합한 아스팔트 방식재의 특성

홍석표,최상구,강석근,이화우 全北大學校 1995 論文集 Vol.39 No.-

Epoxy resins were mixed with asphalt solution in the range of 0 - 60phr for the total components. The blending properties, curing properties, and surface properties for mixtures were investigated experimentally. Compatability of epoxy resins with asphalt were relatively good over mixture temperature 50℃. Interpenetrated polymer networks(IPNs) were partially formed between epoxy resins and asphalt. Increase of hardness was depended on the crosslinking density of epoxy resins and oxidation of asphalt. Defects of coated surface including crater, pinhole, and crack could be improved by adding epoxy resins 20 phr.

대학 무용(학)과의 체제분석

김화숙 韓國舞踊敎育學會 1992 韓國舞踊敎育學會誌 Vol.2 No.-

On the assumption that the establishment of the National Art University and other ballet troupes should be done professionally out�d present university/college systems, this study tries to analysis the academic course, the situation of the faculty, and the enterance examination system, especially of dance department and curricula from existent 24 schools which may or may not be included in their universities or colleges. The finding of the study are as follows: (1) Their curricula largely consist of 43% of Technique class and 57% of theoretical studies, though the efficiency of the latter is dubious. (2) The contents of Technique class are mostly allocated for the Korean Dance, Modem Dance, and Ballet(equivalent to 77% of the lessons). (3) The subjects of theoretical studies are theoretical foundation(fine arts, history, introduction), stage formation, dance composition, dance education, dancing science, dancing psychology, music for dance, physical education, folklore, and so forth . It is discovered necessary, however, to define well the terms of subjects which are not used differently and variously too much. (4) For the situation of the faculty, the fact that professors who teach theories of any kind only make up 7% of the whole faculty analyzed indicates the critical shortage of theory-oriented professors. Additionally, the analysis shows that the number of full-time professor per Univ is 3.5, indicating an immidiate necessity of recruiting professors majoring in the dancing. (5) As for the entrnace examination systems, most of them consist of examinations for practices both in a major field and in a sub-major field, most of whose contents are classified into only three parts, Koran Dance, Modern Dance, and Ballet even at the time of entrance. Discussion (1) The study suggests that the dance department should be further classified into three types, e.g.dept. of performing Art in Dance, dept. of theory in Dance and dept. of Dance Education that objects of their establishment should be made clearly, and that new, bold curricula suitable for them should be reorganized and operated. (2) The dept. of Dance Education cancelled since 1984 should be restarted at the Korea National University of Teachers' Education, and graduate schools of Dance Education should be established more to educate dancing directors. (3) The notable, common problem facing the dance department among the entrance systems, curricula, and the situation of the faculty is that Korean Dance, Modern Dance, and Balltet are too much weighted. Suggestively, the range of majors in the dance department should be subdivided far away from the rigid 3-way categories. (4) Finally, the entrance examination system should be explored and discussed continuously, especially in terms of : ·The establishment of contents and standards fo examining elementary talents, ·The methodologies and estimation of testing creativeness capability, and ·The objective standard tables or bases for grading.

創作舞踊의 段階別 指導內容에 對한 硏究 : 中ㆍ高等學生을 中心으로

金和淑 圓光大學校 1982 論文集 Vol.16 No.2

This thesis aims to consider the syllubus of the creative dancing. to, illustrate its importance in the point of the college education of dancing, and to try to find the effective method to teach the creative dancing. The conclusions this study arrived at are following; 1. The crux of dancing in college education lies in the courses of the creative dancing. 2. Thus we have to put much emphasis on the creative dancing. 3. The syllubus of the creative dancing has to be carried out to the following steps; (A) body design, (B) expression by the contrast themes, (C) application of movement, (D) improvisation, (E) creation by themes. 4. The teacher's role is very important in carrying out the syllubus. The teacher has to help students to express their creative dancing and to connect their knowlege with the creativity. 5. The teacher has to consider the student's ages, educational surroundings, and individual differences when he applies the syllubus of the creative dancing to each class flexibly. 6. The teacher has to develop and apply the concrete syllubus suitable to the students' abilities and ages.

브레인댄스(BrainDance)의 교육적 의미에 관한 연구

김화숙,신용숙 韓國舞踊敎育學會 2006 韓國舞踊敎育學會誌 Vol.17 No.2

This study analyzes the principles and processes of BrainDance education developed by Anne Green Gilbert. The goal of the study is to discover the educational potentialities of the BrainDance and provide the basic materials necessary for developing BrainDance educational programs. The BrainDance is based on the fundamental movement patterns that babies discover in their first year. These movement patterns wire the central nervous system to maximally utilize the potentialities of the brain. There are eight movement patterns in the BrainDance: 1. Breath, 2. Tactile, 3. Core-Distal, 4. Head-Tail, 5. Upper-Lower, 6. Body-Side, 7. Cross-Lateral, and 8. Vestibular. The BrainDance is composed of the holistic and sequential movement patterns. Each pattern provides the foundation for the next. In addition, the patterns can be modified according to the students' ages and levels. The BrainDance integrates the body and the mind effectively, and lessens tension. It also allows freedom to the performers. The benefits of the BrainDance presented by Gilbert are summarized as follows: (1)The BrainDance develops sensory integration and proprioception(knowing where the body is in space) by breath and tactile. (2)The BrainDance encourages awareness between the performer and the environment. (3)The BrainDance develops self-control by encouraging physical and emotional stability. (4)The BrainDance develops horizontal and vertical eye tracking necessary for reading. (5)The BrainDance strengthens balance and coordination. The characteristics of the educational relationship between the BrainDance educator and the students are summarized as follows: (1)The students take charge of learning by being the center of learning environment. (2)The students experience the physical, emotional, and mental integration. (3)The students experience the physical and emotional happiness through the connection of emotion - reasoning - learning. (4)The students experience social interaction. (5)The students can develop themselves. In conclusion, the educational possibilities of the BrainDance are that the learners are in control of educational activities, the BrainDance encourages the integration of body, emotion, and mind, it pursues the unity between knowledge and behavior by integrating learning and practice, it improves relationships through interaction, and it encourages self-development.