언어,교육 : 한국어에 나타나는 "진실" 표현 어휘의 담화표지 기능 연구

김태호 ( Tae Ho Kim ),정선영 ( Seon Yeong Jeong ) 경희대학교 비교문화연구소 2012 비교문화연구 Vol.29 No.-

A Corpus-based Study of the Truth-related Words in Korean Used as Discourse Markers. Kim, Taeho & Jeong, Seon-yeong . 2012. Studies in Cross-cultural studies. This study investigates how the truth-related words in Korean, which were originally noun or adverb with ``truth`` related meaning, can be used as discourse markers with the functions such as ``emphatic marker``, ``attention getter``, or ``hesitation marker``, and it argues that such functions of the discourse markers are the result of grammaticalization process. That is to say that the truth-related words have acquired new functions as discourse markers from their corresponding lexical items as a noun or an adverb through grammaticalization process. In this study, we demonstrate that the truth-related words tend to appear sentence-initially or sentence-medially when they are used as discourse markers. We also show that they are most likely to be used as emphatic marker because of the lexical meaning of the truth-related words. Finally, we state that truth-related words differ from one another in where they appear and what function they are used with.

Design of T-S(Takagi-Sugeno) Fuzzy Control Systems Under the Bound on the Output Energy

Kim, Kwang-Tae,Joh, Joog-Seon,Kwon, Woo-Hyen Institute of Control 1999 Transaction on control, automation and systems eng Vol.1 No.1

This paper presents a new T-S(Tae-Sugeno) fuzzy controller design method satisfying the output energy bound. Maximum output energy via a quadratic Lyapunov function to obtain the bound on output energy is derived. LMI(Linear Matrix Inequality) problems which satisfy an output energy bound for both of the continuous-time and discrete-time T-S fuzzy control system are also derived. Solving these LMIs simultaneously, we find a common symmetric positive definite matrix P which guarantees the global asymptotic stability of the system and stable feedback gains K's satisfying the output energy bound. A simple example demonstrates validity of the proposed design method.

腰痛症의 鍼灸療法에 關한 文獻的 考察

崔翊善,崔容泰 慶熙大學校韓醫科大學韓醫學硏究所 1978 慶熙韓醫大論文集 Vol.1 No.-

만성정신질환자의 직업재활 사례

황태연,한은선,이영문,강순정,정경선 용인정신의학연구소 1995 용인정신의학보 Vol.2 No.1

뇌실외 배액술을 시행한 뇌실내 출혈환자의 예후 분석

김선환,송시헌,염진영,김관대,김윤 대한신경외과학회 1996 Journal of Korean neurosurgical society Vol.25 No.2

The author analyzed retrospectively 94 cases of spontaneous intraventricular hemorrhage(IVH) which were treated with external ventricular drainage(EVD) at the Department of Neurosurgery. Chungnam National University Hospital from January 1990 to June 1994. In all cases, infusion of urokinase was attempted for effective drainage. The peak age group of IVH patients were those in their sixth decade, but in primary IVH, younger patients were more frequently affected. The order of causes of primary IVH are hypertension, arteriovenous malformation. Moyamoya disease and cerebral aneurysm, however, secondary IVH are mostly associated with hypertension and aneurysm. The overall mortality rate was 38%. A low initial Glasgow coma scale(under 5)(p<0.001), a high Graeb score(over 10)(p=0.001), fourth ventricular ventricular hemorrhagic dilation(p=0.001), secondary IVH(p=0.009), unilateral or bilateral pupil fixation at the preoperative stage(p<0.001) and long duration of EVD(p=0.045) are all poor prognostic factors associated with higher mortality.

진행 위암환자에서 Lymphokine-Activated Killer (LAK) 활성의 저하

홍원선,김영환,송재관,강윤구,이진오,강태웅,김정룡 대한내과학회 1990 대한내과학회지 Vol.38 No.3

Natural killer(NK) and lymphokine-activated killer(LAK) activities were determined in 31 patients with unresectable stomach cancer before and immediately after chemotherapy with 5-fluorouracil, adriamycin and mitomycin C(FAM) and 31 healthy volunteers. The major purposes of the study were focused on whether peripheral blood lymphocytes(PBL) in stomach cancer patients had a similar ability in the generation of LAK activity to those in healthy volunteers and what the effect was of chemotherapy with FAM on the generation of LAK activity. LAK cells were generated in vitro by culturing human PBL with 100 U/㎖ of recombinant human interleukin-2(rH-IL-2) for 72 hours. K562(human myelogenous leukemia cell line) and MKN-45(human stomach adenocarcinoma cell line) were used as target cells for NK and LAK activities. NK activity against K562, a sensitive line, was significantly depressed in patients with stomach cancer compared with that in healthy volunteers(p<0.01). However, LAK activity against K562 was similar to that of the controls. Age, sex and performance status(ECOG 0-2 and 3-4) did not have an influence on both NK and LAK activities. LAK activity was significantly higher than NK activity, either against K562 or MKN-45, in both healthy volunteers and patients with stomach cancer(p<0.001). NK and LAK activities against MKN-45, a NK-resistant line, in patients with stomach cancer showed significantly lower levels than those in healthy volunteers. We also analyzed the effect of chemotherapy with FAM on NK and LAK activities, with no suppression of NK and LAK activities being observed. In this study, we have demonstrated that PBL of stomach cancer have a reduced ability to generate LAK activity in response to rH-IL-2. However, LAK activity generated from PBL receiving chemotherapy with FAM was similar to that of PBL without chemotherapy.

근대계몽기의 번역론과 번역의 사상

정선태 배달말학회 2003 배달말 Vol.33 No.-

Translation takes a key role in influx of foreign civilization and culture. In enlightenment era korean intellectuals considered translation as a important way of importing modern civilization. In this essay I focused on the thoughts related to translation of newspapers issued in enlightenment era, especially 77k Korean Daily News(대한매일신보). The morern media such as newspapers and journals pay much attention to korean language. The discovery of nation language has relation to modem nation-building project and to educating people. And the use of nation language meant growth of nation-independent spirit. Intellectuals thought that the translation of the books in foreign language is more important than any another things in the era full of crises. Though the study on translation in enlightenment era is very important, it is not easy to see writings about the thoughts related to translation in this era. Accordingly I using positive method tried to show the facts concretely about translation and translation-theory in this era.

복강경 불임시술 후 발생한 자궁외 임신에 관한 임상적 고찰

권선호,김성민,노흥태 충남대학교 의과대학 지역사회의학연구소 1986 충남의대잡지 Vol.13 No.1

This study is a clinico-statistical analysis of 19 cases of ectopic pregnancy which developed after laparoscopic tubal sterilization during the period from January 1983 to December 1985 in Chungnam National University Hospital. The results were as follows : 1. Among the 140 cases of ectopic pregnancy during the period, 19 cases(13.6%) were disclosed to occur after laparoscopic tubal sterilization. 2. The most frequent age group was in 26 to 30 years and the mean age was 31.2 years. 3. The average gravidity and number of living children were 4.1 and 2.6, respectively. 4. All patients were easily diagnosed preoperatively by culdocentesis, pregnancy test, diagnostic laparoscopy and sonography. 5. About 74% of the total patients presented themselves within 3 years after tubal sterilization, with shortest interval being 4 months, the longest 12 years, and mean 2 year 5 months. 6. The methods of sterilization was mostly electrocauterization (73.9%) and the rest was silastic band application (26.3%). 7. The average duration from last menstrual period of patients to the diagnosis of ectopic pregnancy was 6.2 weeks. 8. The majority of the patients presented with lower abdominal pain, nausea & vomiting, and bearing down sensation. 9. The most implantation site of ectopic pregnancy was fallopian tube(94.8%). 63.2% of the ectopic gestation was located in the distal of fimbrial segment and 31.6% in the proximal segment. 10. The average amount of intraperitoneal blood loss was 1190ml. 11. 89.6% of total cases was treated by unilateral salpingectomy or unilateral salpingooophorectomy.

폐주불사를 혼입한 콘크리트의 내구성에 관한 연구

김태경,박정호,이정호,이주형,박제선,김연경,윤경구 강원대학교 석재복합신소재제품연구센터 1998 석재연 논문집 Vol.3 No.-

콘크리트 구조물은 자연적인 혹은 인위적인 온도의 상승, 강하로 인하여 동결-융해 작용을 받게 되어 구조물의 성능저하를 야기시킨다. 현대에 들어서면서 콘크리트의 내구특성을 파악하기 위한 연구적 요구가 증가되고 있다. 따라서 폐주물사 콘크리트를 실제 구조물에 적용하기 위해서는 내구특성에 대한 연구가 반드시 이루어져야 한다. 폐주물사를 혼입한 콘크리트의 내구특성을 파악하기 위한 동결-융해 실험은 폐주물사의 잔골재 치환율, 물-시멘트비, AE제 사용 여부를 주요 변수로 하여 실시하였다. 원형공시체를 제작하여, 동결-융해 시험기에 넣어 -18∼4℃로 급속 동결-융해를 진행시키면서 매 23싸이클마다 동탄성계수를 측정하였다. 실험결과 AE제를 첨가했을 때 물-시멘트비가 적을수록, 폐주물사의 치환율이 클수록 전반적으로 강도가 증가하는 것으로 나타났으며, 물-시멘트비가 증가함에 따라, AE제를 사용한 콘크리트가 동결-융해 저항성이 증가하는 것으로 나타났다. 특히 폐주물사 치환율이 50%일 때가 동결-융해 저항성이 가장 좋은 것으로 나타났으며 그 다음으로 25, 0% 순으로 저항성이 좋은 것으로 나타났다. 따라서 폐주물사 콘크리트가 내구성이 우수한 것으로 나타나 폐주물사를 콘크리트에 재활용 할 수 있는 것으로 나타났다. Concrete structures has been deteriorated by the freezing and thawing due to temperature gap. This study was conducted to evaluate durability of concrete which are increasingly demanded recently. Therefore the research of durability must be executed for application of waste foundry sand concrete real structures. Concrete durability properties incorporating waste foundry sand was performed with the variable of W/C ratio, Sand/Waste foundry sand ratio and Air entrainment-Non air entrainment. Cylinder specimens were made and subjected to freezing and thawing cycle at -18℃ and 4℃. Dynamic modulus of elasticity were evaluated as F/T cycle increase. The results show that strength of concrete is increased the W/C ratio decrease, the Sand/Waste foundry sand ratio increase when the concrete contains AE agent and decreasing W/C ratio and AE concrete makes improved resistance of freezing and thawing improved. Especially, resistance of freezing and thawing is improved by Fine aggregate/Waste foundry sand ratio which is 50%, 25%, 0% in a row. Therefore it is turn out the waste foundry sand could be applied to concrete from the experiment.

특수교육지원센터 운영 방안 연구

이미선,김태준,이유훈,조광순 국립특수교육원 2005 연구보고서 Vol.- No.7

우리 나라 교육인적자원부에서 2001년부터 설치 · 운영하기 시작한 지역 중심의 지원체제인 특수교육지원센터의 대부분은 아직까지 실질적으로 제 기능을 수행하지 못하고 있는 것으로 보고되고 있다. 이에 본 연구에서는 특수교육지원센터의 운영을 활성화할 수 있는 정책 방안을 모색함으로써 향후 지역 중심의 특수교육 지원체제 구축과 관련된 정책 수립의 기초 자료를 제공하고자 하였다. 위와 같은 목적을 달성하기 위해 본 연구에서는 주요 OECD 국가의 특수교육지원센터 관련 법규, 정책 및 운영 실태에 관한 문헌을 분석하였다. 또한, 우리 나라 특수교육지원센터 관련 법규와 정책에 관한 문헌을 분석하였으며, 특수교육지원센터의 운영 책임을 맡고 있는 교육청의 특수교육 담당 장학사의 특수교육지원센터의 전담 혹은 지원교사 전수를 대상으로 설문조사를 실시하였다. 이 외에도 본 연구에서는 문서자료 분석을 실시하였고, 연구자 협의회를 개최하였다. 본 연구는 문헌연구, 설문조사, 문서자료 분석 및 연구자 협의회 결과를 모두 종합하여 다음과 같은 특수교육지원센터 운영의 기본 방향과 구체적인 운영 방안을 제시하였다. 첫째, 우리 나라 특수교육지원센터이라는 기관의 성격을 특수교육 대상학생에게 적절한 교육을 제공하고, 특수교육 대상학생의 긍정적 결과에 도움이 되는 활동을 지원하며, 이들에게 제공되는 교육 서비스의 질적 수준을 향상시킬 수 있도록 하는 '지역 중심의 지원기관'으로 규정하고자 한다. 둘째, 위에서 언급한 지원기관으로의 역할을 수행할 수 있도록 특수교육지원센터 운영은 다음과 같은 방향으로 운영되도록 한다. 즉, (1) 개인적 차원의 지역사회에 기초하여 운영되어야 하며, (2) 지역 내 관련기관 및 단체와의 연계 · 협력을 통해 효율적으로 운영될 수 있도록 하고, (3) 정상화 원리에 기초하여 운영되어야 하며, (4) 학교 차원에서 특수교육 대상학생에게 지원을 제공할 수 있도록 하고, 학교 차원에서 지원을 제공할 수 없는 경우 지원기관인 특수교육지원센터에서 지원을 제공하는 단계적 지원 모형을 적용하도록 하며, (5) 특수교육 대상학생의 전 생애 주기에 걸쳐 알맞은 지원을 제공하도록 하며, (6) 특수교육 대상학생 뿐 아니라 교사, 학교, 가족, 교육청 특수교육 담당 장학사 및 기타 관련기관의 전문가들까지 지원 대상으로 포함시켜 이들에게 기술적 도움과 지원을 제공하는 방향으로 운영되도록 한다. 셋째, 특수교육지원센터의 설치 장소는 해당 지역의 지원센터에서 계획한 다양한 지원 기능을 수행하는데 충분한 공간이 확보되면서 수요자들에게 접근이 용이한 장소를 지역 실정에 맞게 지역교육청 뿐 아니라 특수학급, 특수학교, 대학, 장애인복지관 혹은 별도의 독립된 공간 등에 융통성있게 설치할 수 있도록 행정 지침을 제시하도록 한다. 넷째, 특수교육지원센터의 지원 기능은 우선적으로 지역 내 특수교육 지원에 대한 요구 조사 결과에 기초하여 지역 실정에 맞게 융통성있게 계획하여 시행하도록 하되, 가능한 다음과 같은 지원 기능을 포함하도록 한다. 즉, (1) 특수교육 관련 정보 제공, (2) 가족지원 활동, (3) 다양한 지원 및 서비스의 연계 · 조정 · 통합, (4) 조기발견 활동, (5) 특수교육 대상학생의 진단, 적격성 판정 및 배치 지원, (6) 특수교육 · 통합교육 · 치료교육에 대한 기술적 도움, (7) 특수교육 · 치료교육 서비스의 제공, (8) 진로, 전환 및 직업 교육 지원, (8) 장애인의 평생교육 지원, (10) 특수교육 관련 연수의 제공과 지원, (11) 기타 특수교육 관련 자료, 기자재 및 공학기구의 대여 활동. 또한, 이러한 특수교육지원센터의 지원 기능과 관련하여 전문가들에게 기술적 지원과 도움을 제공하도록 한다. 다섯째, 위에서 언급한 특수교육지원센터의 지원 기능을 수행하기 위해 특수교육지원센터에는 치료교육 교사, 특수교육 교사, 직업교육 교사, 심리진단 전문가(혹은 교육심리학자), 행동지원 전문가, 상담 전문가, 사회복지사, 가족지원 전문가, 특수교육 관련분야의 연구원, 보조공학 전문가, 사무직 등 최소한 11명의 전담인력을 배치하되, 장기적으로 치료교육 교사는 치료교육 전문 분야별로, 특수교육 교사는 교육 단계별로 세분화하여 배치하도록 한다. 한편, 특수교육지원센터에 필요한 전담인력 분야인 서비스 조정자는 특수교육 교사, 사회복지사, 가족지원 전문가들이 이러한 업무를 담당하도록 하며, 의사는 지역사회 내 의사를 특수교육지원센터 협력 인력으로 지정하여 지원을 받도록 한다. 그러나, 위와 같은 특수교육지원센터 전담인력은 해당 지역의 특수교육지원센터 지원 기능을 효율적으로 수행할 수 있도록 지역 실정에 맞게 융통성있게 배치하도록 한다. 한편, 특수교육지원센터에 배치할 다양한 분야의 전담인력 배치 순서는 특수교육지원센터의 지원 기능 중 가장 시급하게 활성화되어야 하는 지원 기능으로 나타난, '통합학급과 특수학급에 대한 특수교육 및 다양한 치료교육 서비스 제공이나 지원' 기능을 수행하는데 필요한 전문인력인 특수교육 교사 1명 및 치료교육 교사 1명을 우선적으로 배치하도록 한다. 또한, 현행 법규 조항 하에서 교사 자격증이 없는 전문가의 경우 특수교육지원센터로의 배치가 어려움을 고려하여 향후 특수교육진흥법의 개정을 통해 특수교육지원센터를 교육청 산하 특수교육기관으로 규정함으로써 특수교육지원센터에 다양한 분야의 전문인력이 배치될 수 있도록 한다. 여섯째, 향후 특수교육지원센터는 교육청의 특수교육운영위원회와 역할을 구분하여 특수교육 대상학생의 진단을 실시하고, 진단 결과에 기초하여 진단 보고서(판정 가능한 장애 범주, 아동에게 필요한 서비스, 적절한 교육환경 결정 및 IEP 개발에 도움이 되는 내용 포함)를 작성하여 특수교육운영위원회에 제시함으로써 특수교육운영위원회에서 특수교육 대상학생을 판정하고, 배치 환경을 심사하는데 도움을 주도록 한다. 일곱째, 특수교육지원센터 다양한 지원 기능을 활성화하기 위해서는 (1) 특수교육지원센터의 구체적인 법적 근거 마련, (2) 특수교육지원센터 운영을 위한 충분한 예산 확보, (3) 단계적 지원 모형의 도입을 위해 학교에 충분한 특수교육 전문가 배치 및 학교와 교사에 대한 기술적 도움과 지원의 제공, (4) 교육청에 특수교육 전담 장학사의 배치 및 이들에 대한 기술적 도움과 지원의 제공, (5) 지역 차원 뿐 아니라 시 · 도 혹은 중앙정부 차원의 특수교육지원센터 운영, (6) 관련 기관간 연계 · 협력체계 구축을 위한 제도적 지원, (7) 특수교육지원센터 시범사업 실시, (8) 특수교육지원센터에 대한 홍보 강화, (9) 특수교육지원센터 전담 혹은 지원교사에 대한 우대책 제공이나 불이익 배제, (10) 특수교육지원센터 관련 전문가에 대한 운영 지침 및 연수 제공과 같은 행정적 지원이 이루어지도록 한다. It has been reported that the majority of special education support centers, which are locally-based support systems, that have been established and managed locally since 2001 have not been able to do fulfill its purpose. In this respect, this study aimed to provide basic data for relevant policy development for the construction of locally-based support systems by searching for strategies to activate the management of local special educaton support centers. In order to achieve the aforementioned purpose, this study analyzed documents related to the legislation, policies, and management status of the special education support centers of OECD member countries including U.S.A, United Kingdom, Germany, and Japan. In addition, this study analyzed documents related to the laws and policies of Korea's local special education support centers, and surveyed the school inspectors of the offices of education in charge of the management of local special education support centers as well as specialized or support teachers of the special education support centers as well as specialized or support teachers of the special education support centers. In addition, this study adopted a methodology of the review of documents and held researcher conferences. The finding of this study presents guidelines and detailed strategies for management of local special education support centers as follows: First, Korea's local special education support centers need to aim at locally-based support organizations which provide appropriate education for students with disabilities, support activities that assist in the positive outcome of students with disabilities, and play roles in improving the quality of education services for these students. Second, in order for special education support centers to play their role mentioned above, speical education support centers should be managed under the following guidelines. They should (1) be managed based on a individually based-community, (2) be managed effectively throug the nexus and cooperaion of relevant institutions and organizations in community, (3) be managed based on the principle of normalization, (4) adopt a phase-by-phase support model in which support is given by schools to students with disabilities, and in cases where schools are unable to provide support, outside support institutions such as special education support centers provide support, (5) provide appropriate support throughout the lifetime of student with disabilities, (6) be managed so that support is given not only to students with disabilities, but so that technical support is also given to teachers, schools, families, school inspectors in charge of special education at the office of education, and professionals of relevant institutions. Third, present administrative guidelines in order for special education support centers to be established with adaptability not only at offices of education but also at special classes, special schools, universities, welfare institutions for individuals with disabilities, or other independent spaces at easily accessible locations where sufficient areas are secured in order to conduct the various functions that have been planned by special education support centers. Fourth, the support functions of the special education support centers should be planned flexibly, first based on the survey results on the needs of special education support in community, but also include the following support functions. That is, they should (1) provide information related to special education, (2) support the families of students with disabilities, (3) link, coordinate, and combine several support and services, (4) engage in early identification activities, (5) support the evaluation, eligibility determination, and placement of students with disabilities, (6) provide technical support related to special education, inclusive education, and therapeutic education, (7) provide special education and therapeutic education services, (8) support career, transition and vocational education, (9) support lifelong education for individuals with disabilities, (10) provide and support in-service training under collaboration with relevant institutions, and (11) engage in lending materials, aid and equipment related to special education. In addition, provide technical assistance to professionals about the above-mentioned supports. Fifth, in order to conduct the support functions of special education support centers mentioned above, special education support centers should station at least eleven specialists including a therapeutic education teacher, special education teacher, vocational training teacher, psychological diagnosis professional (or educational psychologist), behavioral support professional, counseling professional, social worker, family support professional, researcher in the field of special education, assistive technology specialist, and administrators, and in the long-term, placements should be subdivided so that therapeutic education teachers are available by fields of therapeutic education, and special education teachers by educational levels. Meanwhile, the special education teacher, social worker, or family support specialist of special education support centers can take a responsibility for service coordination necessary for special education supports. Medical services also necessary for special education support need to be provided by medical doctors in community who agree with collaboration with special education support centers. However, the specialists of special education support centers mentioned above should be placed flexibly according to the needs of community so that special education support centers can act effectively. In addition, regarding the order of placement of specialists in various fields of special education support centers, priority posting should be given to one special eduation teacher and one therapeutic education teacher, who can perform support activities from the most urgent field. Also, considering that it is difficult for specialists without teacher's licenses to be placed in special education support centers under current legislation, the amendment of the Special Education Promotion Act is needed to stipulate that special education support centers are subsidiaries of the offices of education, so that professionals from various fields can be placed in special education support centers. Sixth, the role of special education support centers should be distinguished from that of special education management committees fo the offices of education. Therefore, special education support centers should carry out the evaluation of students with disabilities and completion of evalution report (including information that may help determine an eligibilty for special education services, identify services needed for student with disabilities, develop IEPs, and decide appropriate educational environments) based on the evaluation results so that the special education management committees can make an eligibility for special education services and determine educational environments appropriately. Seventh, in order to activate the various support functions of special education support centers, we should (1) provide a specific legal basis for special education support centers, (2) secure a sufficient budget for the management of special education centers, (3) arrange sufficient special education professionals at schools and provide support and technical assistance for the introduction of a phased support model, (4) place school inspectors who undertake only the supervision of special education to the offices of education and provide sufficient support and technical assistance for them, (5) manage special education support centers at the local, provincial, or central government level, (6) provide institutional support to establish a nexus and cooperation system among relevant institutions, (7) enforce a model project of special education support centers, (8) strengthen publicity about special education support centers, (9) give preferential treatment or remove disadvantages for special education support center specialists or support teachers, and (10) ensure administrative support for professionals associated with special education support centers, such as providing management guidelines and in-service training.