化學工場 廢水의 生物學的 處理에 관한 硏究 : 화학공장 폐수의 생물학적 처리에 관한 연구

김인수 釜山大學校 工科大學 1986 工科大學 硏究 報告 Vol.31 No.-

Erikson, Piaget, Sears의 發達理論에 있어 基本假說上의 類似點과 差異點의 比較

金仁洙 釜山敎育大學 1977 부산교육대학 논문집 Vol.13 No.2

In the foregoing discussion of similarities and differences inherent in the three theories, one point emerges as particularly significant. As Stock and Thelen conculded in a different context, logical rather than empirical means promise the greatest opportunity for reconciling differences. To review these differences, then: basic assumption and opinion for development. A comparison of Similarities and Differences on basic Assumption In addition to reconciling sementic differences, it is important to inspect and to compare each theory's foundation of basic premises. In this discussion, the selected theorise are reviewed together in terms of their basic construction and in light of the assumptions they make concerning the nature of human life. the etiology of human behavior, the core of human behavior, and the environmental factors which in fluence development. Comparison of Theory Construction and Methodology gean Piaget strives to establish a universal system of individual development which is consistent with the collective intellectual development of mankind. Erik H. Erikson by contrust, endearvors to understand aech individual in his uniquely complex situation in life. Sears contributes furthere to his understanding through his study of man within his social learning martrix. In their approaches to the formulation of theory, Piaget and Erikson operate deductively, Sears inductively, Piaget first constructs his theoretical model, then proceeds to test each of it's parts. Erikson relies upon the psychoanalyic model with specific emphasis upon sociol cultural factors as codeterminants. Sears adheres primarily to the edict of Clark L. Hull. Although all agree that the natural environment provides the most favorable laboratory conditions for measuring personality development, each differs with respect to methodlogy of investigation and to the developmental aspect to be investigated. Piaget structures his research in order to isolate variables of thought processes, aiming to learn precisely how one in dividual thinks about and ore problem. Yet despite these markedly different research proedures, the finding of each theorist are strikingly noncontradictory, and they become remarkably complementary when superimposed upon one another. In the nature of human life, all three theorists believe in the reqularity of human growth and development as wellas in the partial predictability of human behavior. Each ventures to investigate for himself and his contemporaries those facets of human life experience which are of particular interest to him. In Etiology of hum behavior, they all build upon an evolutionary view of the development of human behavior, but in dissimilar ways. Sears considers human behavior to be the product of stimulus-response learning. Piaget and Sears might take issue with Erikson's psychoanalytic assumption that human behavior results from needs and motivation cosistently internally nurtured. In the core determinant of human behavior, Each of the theorists depends upon a different assumption in his defenition of the determanants of humand behavior. Piaget emphasis uopn congnitive comprehension as the decisine factor. in all human behavior. Erikson consider that affective(emotional)processes furnish the basic motivations for all human behavior. Sears suggests that a person's behavior is in itself of overiding importance, past experience being the foundation for new behavior. In environmental influences, Erikson bases his trust in the adaptive power and creative capacity of both the individual and the social environment. This adaptive potential in each human being is rooted for Erikson in each individal's emotional makeup. He is willing to concede that intellectual potential does help, while for Piaget, it determines man's course. Sears sees man as the creator and the recipient of his own environment. He would be likely to include all imaginable environmental factors-includingthose outside the range of direct influence upon the child-maintaining that all have relevance to the emotional development of the chield.

Lewin의 位相心理學의 特徵, 影響, 批判 및 功獻點

金仁洙 釜山敎育大學 1978 부산교육대학 논문집 Vol.14 No.1

The purpose of this study is to investigate information on the trait, the influence, evaluation and contribution. First, the approach examine the historical back ground of Lewin's topological psychology: the great three current of the modern psychology. Second, that inquiry the trait of Lewin's psychology, his career, the positions of his theory, his characte sistic consepts, and his characteristic research method. Third, this study analyze the infeluence of his psychology. Forth, that cliscribe the eveleluation afout his psychology. Fifth, this sutdy describe the contribution of his psychology. At last, the principal characteristics of Lewin's field theory may be summarized as follow; (1) behavior is a function of the field which exists at the time the behavior occurs, (2) analysis begins with the situation as a whold from wich are differentiated the componant parts, and (3) the concrete person in a concrete situation can be represented mathematically. Lewin also emphasizes underlying forces as determiners of behavior and expresses a preference for psychological as opposed to physical or physiological clescriptions of the field. A field is defined as "the totality of coexisting facts which are conceived of as mutually interdopendent" (Lewin, 1951, p. 240). The concepts of field theory have been applied by Lewin to a wide variety of psychological and sociological phenomena including infant and child behavior(Lewin, 1951, Chapter X), adolescence(1951, Chapter Vl), feeblemindedness (1935 a, Chapter vll), minority group problems(1935 b, 1946), national character differences(1936b), and group dynamics (Lewin, 1948). Lewin, like so many other personality theoists, was not an ivorytower thinker who turned aside from the problems of the world. A person of broad humanitarian sympathies and democratic values, he attempted rather direstly to ameliorate some of the problems facing mankind by undertaking the type of investigation which is kown as action research.

學校經營과 實際的 敎育目標

金忍秀 청주대학교 교육문제연구소 1987 교육과학연구 Vol.1 No.-

한반도 및 동아시아의 지질구조 발달과 板구조이론(Ⅰ) : 동아시아의 지체구조와 단층계 Tectonic Structures and Fault Patterns of East Asia

김인수 부산대학교 1985 자연과학논문집 Vol.40 No.-

The east asiatic continent is composed of at least ten tectonic blocks or microplates by ophiolites, ultramafics, flysch deposits, subduction zonemelanges, high pressure metamorphic rocks, island arc volcanics and thrust belts. Palaeomagnetic data available from several of these blocks show that they moved independently in the course of geologic time from precambrian and welded together by the end of cretaceous except the kamchatka block which seems to have been welded slightly later to the continent complex. The age constraints from the palaeomagnetic and geochronological studies of the suture zone rocks provide the scene which is different from miyashiro's view that asiatic continent has been stabilized and grown systematically from the north to the south. This paper synthesizes and summarizes the complex collsion history of each tectonic block. This would be prerequisite to the understanding of the tectonic evolution of the Korean peninsula because it is claimed that the sino-korea block and the Yangtze block of china might be correlated to the kyonggi and ryongnam massifs of Korea respectively. The major fault patterns revealed from the ERTS imagery and traditional field work show that they can be categorized into three groups: those of the continental interior, of the eastern continental margin, and of the isaland arc. The faults in the continental interior were either the reactivated sutures between tectonic blocks or newly generated ones: in both cases through the collision and continual pushing of the indian plate against the asiatic complex. In addition, the collision of india caused also extension structures such as the baikal rift system and the east sea (sea of Japan). Most faults in the continental margin were generated originally by the rapid spreading at the kula-pacific ridge and the oblique subduction of the kula plate in the late cretaceous (110-85Ma)time. However, some younger ones such as the amur fault in sikhote alin is originated or at least reactivated by an absolute rotational motion of the asiatic continent toward the souch as substantiated by hot spot theory. The effect of this motion is concentrated especially at the continental margin rather than at the internal part. The faults in the Japanse isaland arc were formed by the variety of tectonic circumstances such as absolute rotational motion of the asiatic continent, northward pushing of the kula plate aginst the arc, and subduction of transform faults and seamounts. Some of these faults have intimate genetic connection with the east sea (sea of Japan). It has been demonstrated above that the theory of plate tectonics is a helpful implement to explain the tectonic evolution of east asia. For more detailed explanation of tectonic structures, we need, however, some modifications of the basic assumption of the theory which postulates perfectly rigid plates: on collision of two plates they do not behave so. The plate which has been welded together from several blocks will be reactivated along the old suture. This explains partially why orogenic activities activities occur repeatedly along the same line. In addition, a plate with large dimension experiences a tensional force in the remote region from the collision zone acting parallel to this suture trend. This is the cause of the opening of the baikal rifts and the east sea (sea of Japan). For further understanding of every aspects of tectonics of east asia, we need to consider the absolute motion of the plate also, as this should provide mechanism of marginal sea opening and the fault generation along the continental margins.

해양오염제거용 천연분말상 유흉착재의 흡착 특성에 관한 연구

김인수,이진석,김동근,고성정 해양환경안전학회 2001 海洋環境安全學會誌 Vol.7 No.1

The amount of petroleum consumption has been Increased according to the industrialization and It leads to the increase of the possibility of marine oil pollution. In Korea, some countermeasures including oil skimmer, gelling agent and herding agent of oil have been used for the remediation of the pollution. However, most of them have lets of shortcomings in the application under in-situ condition, because they are sensitive to the situation such as geographical feature, the wind and the tide. In reported literature, the natural powdered oil absorbent which is made of peat moss is an effective mean to clean spilled oil from lake or coast. However, the peat moss is a natural resource which is only Produced from a specific cold weather are like Canada. This indicates that the alternative materials which is readily obtained from everywhere are needed for powdered oil absorbent. Therefore. in the study, same natural materials including pine leaves and straw are tested as the alternative materials for the absorbent. The raw materials were dried and treated by heat at various temperature during several Periods and then. shattered by a grain cracking machine. The oil sorption capacity of the prepared materials was compared according to the methods of heat treatment and their sizes. The proportion of hydrogen cyanide to combustion of the absorbents was measured to confirm their final disposal methods. The biodegradability test of the absorbents was carried our to evaluate possibility of a side pollution in the coast. In was found that the heat treatment of pine leaves enhanced the capacity of oil sorption and decreased the water sorption. The maximum oil sorption was observed for the material treated at 18$0^{\circ}C$for 60 min. The amount of hydrogen cyanide from the combustion were 0.09ml/g, 0.07ml/g for pine leaves and straw respectively meaning that the final disposal by combustion might be feasible. The amount or organic carbon extracted from pine leaves during 7 days was up to 0.015g organic carbon from one gram of pine leaves. but the degradation was as fast as for glucose. It is concluded that the pine leaves can be served as a good raw material for the powdered oil absorbent like peat moss.

지반탐사 레이더를 이용한 포장두께 측정

김인수,이경하,Kim, In-Su,Lee, Gyeong-Ha 한국도로학회 2001 도로포장공학회지 Vol.3 No.2

Counseling에 있어서 相談面接過程의 主要問題

金忍秀 청주대학교 학생생활연구소 1987 學生生活硏究 Vol.9 No.-

成功的 敎師養成에 도움을 줄 情意的 側面의 標準的 資質尺度 開發硏究

金仁洙 釜山敎育大學 1981 부산교육대학 논문집 Vol.17 No.1

Subject: This stu요 has dealt with a standard theacher's quality criterion development of emotional aspect for the successgul education of teacher's training. Procedures: First, this stydy has refored to syndry records that make up an ideology to be the developing nation, an image of the great leader, an image of the competent people and animage of the successful teachers. Second, it has researched on the Teacher's Training. It has refored that the more desirable education for students of Teacher's Collage. In there very important program is the application of a modeling for the preceptual development of Teacher's Collage student. The modeling of the perceptual organism and the perceptual development of Combs. Third, this stydy established a standard Teacher's quality criterion of emotional aspect throughout the before theoretical investigation. Than those are as next. 1. on ideologies of developmental nation. 2. on an image of the great able leaders. 3. on an image of the good peoples. 4. on the sense of duty. 5. on an image of the desirable reachers. 6. on the force of imfluence. 7. on the historical conciousness. 8. on the teaching and learning process by essential schooling. 9. on the peak learning experience. 10. on professional ability. Each subjects writing above composed from the more 10 items those maintence the desirable qualities of emotional aspect. For instance only one about "on professional ability" of the 10th. Teaching is inseparable from learning, If a girl chooses to teach French, she should not memorize the book and then forget about the subject. She should devote part of her life to the great literature of France, to French art, history and civilization. To become a good French teacher she will collect a library of books. She will cisit France and study in French at the university. Certainly she eill see French films and perhaps listen to popular singers on records. By living in France she will learn many aspects of French life, and as a result, be a better teacher when she returns to her classroom. You may ask a teacher must have such a thorough knowledge of his subject. The mind has great capacity to take in new knowledge. We know the amount of food a chid can eat. But no one knows how much a child can learm. Therefore, it is useless to teach a child the elements of a subject without being prepared to answer his questions about all aspects of it. if a teacher does not know his subject thoroughly, he can not interest a pupil and inspire him to learn the elements of a subject and the complex aspects of it. Conclusions: It us possible to form the 10 propositions with the successful teacher's qualities criterion through the theoretical investigation. But it can not predict to be possible or impossible the criterion to form the desirable teacher. Then it propose the next tack. It must be examine the researched criterion for the Teacher's Collage stydebts throughout schooling life. It will testify the effects.

創意性開發에 對한 一硏究와 自我槪念과의 相關

金仁洙 釜山敎育大學 學生指導硏究所 1980 學生指導硏究 Vol.3 No.-