공로 및 슬라브온도를 고려한 가열로 스케줄링 방법

김정규(Jungkyu Kim) 한국경영과학회 2021 한국경영과학회 학술대회논문집 Vol.2021 No.6

불안 다루기 통찰대화명상

김정규 ( Jungkyu Kim ),( Gregory Kramer ) 한국게슈탈트상담심리학회 2013 한국게슈탈트상담연구 Vol.3 No.2

우리의 마음에 떠다니는 두려움을 일으키는 생각과의 연관성 속에서 불안의 본질을 분석하였고, 마음챙김명상 특히 그레고리 박사가 개발한 통찰대화명상의 프로명상법 절차를 활용하여 불안을 다루는 방법을 상세히 소개하였다. 독자들로 하여금 프로 명상의 배경에 있는 이론적 근거를 더 잘 이해하도록 돕기 위해 생각의 본질과 마음챙김 명상의 원리를 설명하였다. The nature of anxiety was analyzed in relation with scary thoughts that arise in our minds and the methodology to cope with anxiety problems was elaborated using mindfulness meditation especially PRO-procedure of the Insight Dialogue Meditation developed by Dr. Kramer. The nature of thoughts and principles of the mindfulness meditation was explained to help readers better understand the rationale behind PRO meditation.

보건의료기관 학습공동체 활동의 커뮤니케이션 특성과 조직 업무성과 간의 연관성: K기관 사례를 중심으로

김원령 ( Won Ryeong Kim ),박지연 ( Ji Yeon Park ),정규일 ( Kyu Ill Jong ),김혜경 ( Hye Kyeong Kim ),이은희 ( Eun Hee Lee ),김성대 ( Sung Dae Kim ),조한익 ( Han Ik Cho ) 대한보건협회 2013 대한보건연구 Vol.39 No.2

Objectives: The object of this study was to identify the relationship between communication characteristics of Communities of Practice(CoP) and organizational performance outcomes. Methods: A cross-sectional study was used and targeted 1,133 employees of K public health and medical institution who participated in CoP activities in 2012. Data on individual and communication characteristics of CoP activities, and individual and organizational outcomes were collected through self-administered questionnaires. The collected data were statistically analyzed by SPSS 18.0(K) Program. Results: here were significant differences among 10 communication characteristics of CoP depending on gender, duration of work and study hours(p<.001). Male workers were more likely to show individual and organizational outcomes from CoP than female workers. Both longer duration of work and time for CoP activities were positively related to individual and organizational outcomes. Linear regression analysis to understand the relationship between communication quality of CoP and individual performance, and organizational outcomes showed that ß of communication quality was 0.337(p<.001) and that of individual performances was 0.605(p<.001). Thus it was confirmed that two factors were significant factors on the organizational performance outcomes. The accountability of the regression model was 83.8%. Conclusion: The CoP participation had a positive effect on the communication quality, and individual and organizational performance outcomes. So, CoP could be the key strategy for facilitating evidence-based practice in public health and medical settings.

경찰의 성과지향적 문화가 조직갈등에 미치는 영향

김정규(Kim jung-gyu) 한국콘텐츠학회 2018 한국콘텐츠학회 종합학술대회 논문집 Vol.2018 No.5

Reconstructionism의 교육법론(敎育法論) 연구(硏究)

김정규 ( Jeong Kyu Kim ) 건국대학교 교육연구소 1978 교사와 교육(구 교육논집) Vol.3 No.-

This study has attempted to find out the main concepts and implications of Reconstructionism and it`s educational methodology, in an attempt to find some educational suggestions for Korean education. The results of this study are summarized as follows: The terms that are frequently applied to major views are: ①essentialism, which is the educational philosophy concerned chiefly with the conservation of culture; ②perennialism, which centers its attention in the kind of educational guidance provided by the classical thought of ancient Greece and medieval Europe; ③progressivism, which is the philosophy of liberal, experimental education; ④reconstructionism, which believes that the contemporary crisis can be effectively attacked only by a radical educational policy and program of action. Education as power means education competent and strong enough to enable us, the majority of people, to decide what kind of a world we want and how to achieve that kind of world. It does not mean education so incompetent and so weak as to let minorities with more power than ourselves make this decision for us. Education as means is only strong when education as an end is strong. We need to know what we want, where we want to go, what our objectives are. Here is one of the points at which the reconstructionist modifies the progressivist philosophy. Social-self-realization symbolizes the highest human purpose belief in the capacity of the self to measure up to its fullest, most satisfying powers in cooperative relationship with other selves. One of the most important way, moreover, in which social-self-realization occurs is through creativity. School education, a still largely undeveloped opportunity exist to teach students of widely varying ages how to work cooperatively and collectively in coping with genuine community problems. These problems should enable them to experience real hurdles in the path of community action and thereby to learn how they may grow into citizens who know how to develop and practice strategies for overcoming them. We may evaluate the efficacy of education by asking these questions, and especially by inquiring how successfully it is performing not only its transmitting role but its modifying role as well. Is education helping people to understand the disequilibriums chronic to each of areas? Is it involved in helping pepole, who are after all the real substance of education, both to diagnose these disequilibriums and to search for prognoses of personal and particulary collective action by which new equilibriums may be achieved? Out of the debate of comparison, evidence, criticism, and argument, let students and teachers arrive at their own free agreements or disagreements as to which, if any, major philosophies offers them the most help and the richest promise. In the atmosphere of this kind of free and open learning, perhaps some students and some teachers will arrive at something like the social consensus. We are against indoctrination of all doctrines. Social consensus as process and product of learning is interpreted in four interrelated aspects: (1)1 earning through the direct evidence of one`s own experience or the evidence of others (for example, history, science, art); (2) learning through free, precise communication, both in the classroom and the community; (3) learning through open, majority agreement, which crucially involves the process of minority disagreement; (4) learning as group dynamics. That there are pitfalls and obstacles in the way of practicing this principle does not negate its central importance to the entire theory of reconstructionist education. Method and subject matter, while in actural learning inseparable, may be classified separatly for operational purposes. Problem-solving, particulary, is a basic method; but it is emphasized always in a strongly normative frame work, whether on a simple and concrete level of learning or on higher levels of abstraction and generalization. Subject matters, like wise chosen within this framework, may be classified in four large categories of knowledge-experience: (1) of social reality; (2) of proposals for social reconstruction; (3) of means to achivement; and (4) of goal-seeking interests-the last serving as chief integrator of all four categories. Year one of the secondary curriculum is devoted first to a motivation-orientation period, and then to study of economics-politics area. Year two devotes approximately equal blocks of time to the science and art areas. Year three concentrates upon the areas of education and human relations. Year four concerns itself with methods of attainment and a concluding normative synthesis in which the graduating class revises earlier blueprints, reconsider its value patterns, and reviews its omissions and disagreements. Throughout all four years, various methods of learning are practiced. There is constant give-and-take between the "hub" of general assemblies and the "spoke" discussion groups, as well as between these and content and skill learning. Work experience and community activity are regular producers. Indeed, all of the principles of "learning as goal- seeking" are put into operation, especialy in the secondary school. The entire purpose and process of education should be reconstructed. Time-worn curriculums, traditional teaching and learning practices, indeed much of the inherited structure and function of education, become outmoded, Education has the responsibility and the opportunity to bring to the children and adults of all countries the full import of the fearfull and promising age in which we live.

심포지움 " 환경복원의 기술 및 동향 " / 일반발표논문 / : 부식산의 전하발현 및 카드뮴이온의 부식산 표면흡착에 미치는 전해질농도의 영향

김정규(Jeong Gyu Kim),임수길(Soo Kil Lim),정창윤(Chang Yoon Jeong),옥용식(Yong Sik Ok) 한국환경농학회 1999 1999년도 정기총회 및 제30차 학술발표회 Vol.- No.-

운동 강도에 따른 혈중 세로토닌과 전염증성 사이토카인 변화에 관한 연구

김정규(Kim, Jung-Kyu) 한국사회체육학회 2015 한국사회체육학회지 Vol.0 No.59

The purpose of this study was examine the effects of different exercise intensities on blood serotonin and pro-inflammatory cytokine. There is strong evidence for connection between pro-inflammatory cytokine and depression. Also, imbalance in the production and transmission of serotonin is commonly observed in the central nervous system in major depression. All subjects performed running test at two different kinds of exercise intensities, 50% VO2max and 85% VO2 max, respectively. Blood-sampling was carried out 4 times(rest, end of exercise, 1h post and 4h post exercise) for analysing blood serotonin, TNF-α, IL-1β, and IL-6. The results of study showd that the concentrations of serum serotonin, IL-6 and TNF-α were influenced by exercise intensity. So this study indicated that high intensity exercise than low-intensity exercise maybe has more positive effects on a person with depression and exercise intensity could be major factors of influence turnover rate of serotonin and pro-inflammatory cytokine metabolism. In summary, further studies are required to enable more definitive and scientific conclusions, particularly in patients suffering from depression.

운동으로 유도된 근손상이 안정시 대사량과 혈중 카테콜라민 농도에 미치는 영향

김정규(Kim Jung-Kyu),최용철(Choi, Yong-Chul) 한국체육과학회 2014 한국체육과학회지 Vol.23 No.1

The aim of this study was that effect of exercise-induced muscle damage(EIMD) on resting metabolic rate and blood catecholamines concentration. Eight subjects(age 24.4±2.l0 years, Height 176.4±5.80 ㎝, Weight 73.6±8.80 ㎏, % body fat 23.5±3.55 %, VO₂max 5O.9±4.00 ml/㎏/min) were completed three resting metabolic rate(RMR) measurements, one maximal exercise work load test, and one eccentric exercise(downhill running for 30min at -12% grade of treadmill). The blood was collected for assay the creatine kinase(CK) and catecholamines (epinephrine and norepinephrine).<br/> There were significant differences in RMR which were calculated by day, body weight, fat free mass following the EIMD(p<.05). Also there were significant differences in resting oxygen consumption, RER, muscle soreness scale, and blood creatine kinase activity following the EIMD(p<.05). However, there were no significant differences in blood catecholamines(epinephrine and norepinephrine) concentration following the EIMD(p>.05). In conclusion, this study showed that in the presence of exercise-induced muscle damage energy expenditure, expecially resting metabolic rate(RMR) is increased before having muscle damage. The index of muscle damage(creatine kinase) also have related to the RMR after exercise-induced muscle damage. It was suggested that EIMD may be either metabolic or mechanical, or combination of both, depending upon exercise type, intensity and duration and training status. Also we need to study about the mechanism for the oxygen consumption following EDMI with the resonable research tools, such as, hormonal changes and energy substrate utilization.

학구적(學究的) 학습시간(學習時間)(ATL)에 대한 교사(敎師) 효율성(效率性) 및 학습전략(學習戰略)의 효과(效果) 연구(硏究)

김정규 ( Jeong Kyu Kim ),박인숙 ( In Sook Park ) 건국대학교 교육연구소 1993 교사와 교육(구 교육논집) Vol.17 No.-

1. purpose This study was aimed at analyzing the degree to which teacher effectiveness and learning strategies influences academic learning time for a given subject-matter, and the degree to which academic learning time influences on achievement of the subject-matter. And, the specific objectives of this study are as follows: (1) to analyze the effects which teacher behavior characteristics of(classroom mangement, instruction, classroom climate) teacher effectiveness have on academic learning time for a given subject-matter. (2) to analyze the effects which learning strategies(congnitive strategies, affective strategies) influence on academic learning time for a given subject-matter. (3) to analyze the effects which teacher behavior characteristics about teacher effectiveness have on learning strategies of learner. (4) to analyze the effects which academic learning time for a given subject-matter influence on the subject-matter achievement. 2. Model The logic of this study is as follows. That is, teacher effectiveness influence on cognitive strategies and affective strategies of learner and academic learning time for a given subject-matter. Learning strategies of learner(congnitive strategies, affective strategies) influence on academic learning time for a given subject-matter. Also, academic learning time for a given subject-matter influences on the achievement of the subject-matter. 3. Method Total number of sample are 513 elementary school students sampled optionaly. The instruments used in this study are measures of teacher behavior developed by Virgilio, measure of cognitive learning strategy, measure of affective learning strategy, measure of Academic learning time and interview questionaire to find out responses to Academic learning time. For the statistical analysis, pearson correlation analysis, partial correlation analysis, stepwise multiple regression analysis, and path analysis were performed in order to analyze data. 4. Results The results of the study are as follows ; (1) teacher effectiveness have the positive effects on the academic learning time for a given subject-matter. Also, the largest predictive variable of teacher characteristic which predict academic learning time of learner was shown on instruction variable. (2) cognitive strategies have the positive effects on the academic learning time for a given subject-matter. Also, the largest predictive variable of cognitive strategies which predict academic learning time was an elaboration strategies. (3) affecitive strategies have the positive effects on the academic learning time for a given subject-matter study. Also, the largest predictive variable of affective strategeis which predict academic learning time of learner made an appearance academic self-concept. (4) teacher effectiveness have the positive effects on the learning strategies of learner. In particular, teacher effectiveness has more positive effects on the cognitive strategies. (5) the more level of acdemic learning time is high, the more subject-matter achievement is high.

AI과 In이 도핑된 ZnO 박막 NH₃ 가스센서의 제작과 검지 특성에 대한 연구

김권태(Gwon Tae Kim),김진해(Jin Hae Kim),김정규(Jeong Gyoo Kim),박기철(Ki Cheol Park) 대한전기학회 1999 대한전기학회 학술대회 논문집 Vol.1999 No.7