유기 태양전지의 최근 기술 개발 동향

박혜정,신경식,김상우,Park, Hye-Jeong,Sin, Gyeong-Sik,Kim, Sang-U 한국전기전자재료학회 2011 전기전자재료 Vol.24 No.3

$MEDI_{CHECK}^{\surd}$ Zone_최신 의학정보 - 체력 떨어지는 여름 대상포진을 경계하라

박혜정,Park, Hye-Jeong 한국건강관리협회 2012 건강소식 Vol.36 No.7

편측성 불완전 소구순열의 치료

박혜정,정휘동,정영수,Park, Hye Jeong,Jung, Hwi-Dong,Mulliken, John Butler,Jung, Young-Soo 대한악안면성형재건외과학회 2013 Maxillofacial Plastic Reconstructive Surgery Vol.35 No.3

Cleft lip arises from congenital underdevelopment with various degrees and patterns. Mulliken named a unilateral incomplete cleft lip with no severe cleft as a lesser-form cleft lip and categorized it into three subgroups. Anatomically categorized subgroups are minor-form, microform, and mini-microform cleft by the extent of vermilion-cutaneous dysjuntion. The vermillion cutaneous notch is more than 3 mm from the regular Cupid's bow peak for minor-form, less than 3 mm for microform, and almost no gap with discontinuity on the vermillion cutaneous border for mini-microform. The treatments are rotational advancement flap for minor-form, double unillimb Z-plasty for microform, and vertical lenticular excision for mini-microform, respectively. This article aims to present the literature review about the incomplete lesser form cleft lip classified by Mulliken and to report our experiences.

자색고구마 습관성캘러스로부터 안토시아닌 고생합성 세포주 선발

박혜정,김윤실,박현용,Park, Hye-Jeong,Kim, Yoon-Sil,Park, Hyeon-Yong 한국식물생명공학회 2007 식물생명공학회지 Vol.34 No.1

자색고구마 (Ipomoea batatas cv. Jami) 잎 조직배양으로 유도된 캘러스는 계대배양시 생장량이 감소하였다. 빠르고 간편하게 생장하는 습관성캘러스를 $1{\mu}M\;2,4-D$ 첨가된 MSBM에서 계대배양 없이 6개월간 지속배양하여 선발하였다. 습관성캘러스는 생장조절제가 첨가되지 않는 MSBM의 고체, 액체 배지에서 계대배양 횟수의 제한 없이 빠르게 지속생장이 가능하였다. 암조건의 액체배양 6 개월 후에는 자색생합성 부위가 생겼으며, 이를 2년 여간 분리하여 자색습관성세포괴를 선발하였다. 안토시아닌 함량은 자미의 괴근에서 추출되는 1.5 mg/ml에 근접한 1.0 mg/ml으로 나타났다. 자색습관성 세포괴는 안토시아닌 기내대량에 효과적 세포주로 사용 될 수 있을 것으로 기대한다. Callus induction using leaf of purple sweetpotato (PSP) was decreased when subcultured. So we selected habituated callus in MS medium supplemented with $1{\mu}M\;2,4-D$ (2,4-dichlorophenoxyacetic acid) after 6 months of cultures (without subculture). It grew faster and easier than any other callus. It was able to proliferate in MS hormone free solid and liquid medium without any growth regulators and subculture limits. During subculture in liquid medium, a purple mottled spot formed in one of habituated cell aggregates without any treatment. This purple cell aggregates were carefully separated from habituated cell aggregates, and then subcultured by selecting purple cell aggregates for more than 2 years to be isolated. The color value of the pigment extracted of culture was 1.0 mg/mL, which was close to that of a pigment extracted from storage root, which was 1.5 mg/mL. This purple cell aggregates could therefore be used for the industrial mass production of anthocyanin.

일반논문 : 하나의 동질적 유럽사에서 유럽의 얽힌 역사로 -독일의 유럽사 서술 방법론 논의를 중심으로-

박혜정 ( Hye Jeong Park ) 한국서양사학회 2013 西洋史論 Vol.0 No.118

With the European Union expanded throughout Eastern Europe, European history is currently experiencing a Renaissance. This is especially true in Germany, where EU-friendly policies have always been important. Active discussions about European history during the last 20 years have hatched various experiments about narrative strategy. Recent discussions show that it all comes down to the concept of Europe itself. Unlike in East Asian history, the question of Eurocentrism has strongly intervened in European history due to the global hegemony of Europe. Therefore, writing European history is especially challenging. The concept of “Europe” is the most significant impediment in writing a non-Eurocentric European history. Since this is the core issue in reconstructing European history, I will devote the first chapter to reviewing the historical formation of this problematic concept. In the following chapters, I will critically discuss about two competing models of European history. The first model is the “new European history” committed to writing a homogeneous and unitary history of Europe, reproducing an essentialist picture of Europe. The second model is the “entangled history of Europe” which ambitiously takes on reconstructing the concept of Europe itself with a postcolonialist twist. The central question of this paper is whether these models provide enough dynamics to respond to the special challenges European history is now facing. In conclusion, I will draw comparative lessons for developing a more open and transcultural model of East Asian history which is under similar scrutiny. (Kyonggi University / heyjourneypark@gmail.com <mailto:heyjourneypark@gmail.com>)

전후 독일직업교육제의 재건에 미친 1950년대 청소년 실업난의 영향

朴慧井(Park Hye-Jeong) 역사교육연구회 2003 歷史敎育 Vol.86 No.-

The dual system of German vocational training is one of the key-institutions of the German social system of production, which is oriented to a corporative and coordinated market economy and this system has been praised for the efficient education of skilled workers. On the other hand, German VET has been suffering from its biggest structural problem, i. e. its strong dependence on the interests of the employer, because the largest part of the VET takes place in the factory, not in the school. This structure of VET causes a severe unbalance between the need and supply on the market of apprenticeship, compared to the general labor market. This chronic problem comes to light more apparently than ever on the backdrop of the unprecedented scale of current unemployment in Germany. This article deals with the unemployment of the youth early in the 1950s, which was perceived above all as a crisis of the state"s foundation and made big headlines in the press and its political chance for releasing a structural reform of VET. Especially under the ambitious re-education project of the allies, the German school-reform movement triggered by Allied re-education project, and the reform movement of the trade union for the industry and commerce chambers, the high unemployment of young people and the widespread consensus about strong intervention of state power offered a certain opportunity, to convert this social crisis into a political issue, to strengthen the state influence on the system of VET, and even to give an incentive to structurally reform the dual system of VET. But the state policies against the unemployment of the youth (e. g. the intervention of employment offices(Arbeitsamter), the federal plan for the youth and the introduction of the ninth year into the folk school(Volksschule)) have shown that these were not oriented to correcting the structure of VET and to expanding the state power, which traditionally used to be restricted to legislation and supervision, into this sphere. On the contrary, the employment offices have served as selecting instruments according to the market principle, instead of intervening into the system of VET, as it did under the NS-regime. The federal plan for the youth was carried out under a close cooperation with the employment offices and under a strict selective principle. In result, most of the financial resources flew into the industrial belt, instead of the regions of high unemployment rate. The ninth school year has been already discussed as an explosive issue among the school reformers in terms of extension of the school portion in the VET since the Weimar era. Under immense pressure from the employer, it ended up as a temporary measure against the unemployment of the youth. Both the state and the trade union relied only on the recovering power of the economy, diagnosing the unemployment of the youth not as a structural problem of the VET but as a problem of the economic situation or as a special problem of the postwar-youth. Overall, the state countermeasures have contributed to extend further the pressure of the labor market into the sphere of VET and to reorganize the market of apprenticeship in the more profitability-oriented form.

미국 세계사 교육 속의 지구사

朴慧井(Park Hye-jeong) 역사학회 2009 역사학보 Vol.0 No.201

Rapidly increasing globalization gave a rise to global history as a new historical research field. Like its forerunner, i. e. world history, global history also pursues universal history which tries to discover macroscopic and general patterns explicable of global dynamic changes. In order to achieve the truly impartial, objective, universal narrative, however, global history sharply departed from world history and aims at shaking the last vestiges of Eurocentrism and Western ethnocentrism away. Especially in the USA, the efforts to transport this new historical paradigm into classroom has never been so active as now. Across the country, four didactic patterns of teaching world history in schools are competing for the attention of educators and the public, i. e. the Western heritage model, social studies world history, multicultural model, and global world history. The state standards of the four biggest states(California, Texas, Florida, New York), which have national influence on curriculum of class and on the content of textbooks, are analyzed to provide a concrete picture of how world history is taught in American schools and what degree of global historical transformation is taking place. The result of analysis shows that the conventional Western heritage pattern is still didactically dominant, but the case of New York presents a strong case for the good chance of proliferation of global history as a didactic paradigm. Especially the recent reform of standards in Florida is a visible evidence that global history paradigm is a desideratum in improving world history class. In contrast, the conservative and old fashioned concept of Texas standards rouses a warning that the influential Texas standards could hamper further global historical reforms.

서양음악의 전래와 수용

박혜정(Park Hye-Jeong) 한국국악교육학회 2005 국악교육 Vol.23 No.-

The period from the beginning of 1800 to 1910 of Korea and Japanese Annexation is called as an enlightenment era conceived as an idea of modernization or independence. This thesis is to study the introduction to a western music, the course of an acceptance, the substance, and culture transformation caused by entity under a traditional music as a popular music through the music chronology of an enlightenment era. The initial time of introduction to a western music from several foreign countries goes back to the period of the Three Kingdoms. However, it was since Min Young Hwan visited various advanced nations that Jo Sun Dynasty actively received the western music to elevate the morale of the military through setting up a military band. It is a target period of this study. His proposal was enacted by the government and the Imperial Household in 1900 concerning an establishment of a military band of a western music. In the course of these efforts the government formally invited a foreign musician, Franz Eckert(1852~1916), to foster a military band of a western music. Through a military band the education of a western music was given by a government. He was a predecessor in globalizing our traditional music because he was based on our traditional music in writing music and arranging that in trying to accept a western music. Needless to say, a western music settled in Korea well partly because the Western culture and institutions were enormously introduced since the opening of a port of 1876 and partly because the church music took part in settling a wester music derived from the Christianity missionaries' works. But because this opening of a port was conducted by the one-sided forces of foreign nations and Japanese and the Christianity missionaries' introduction to Hymnal Book was focused not on a music education but on preaching gospel, the subjects of a western music education of this period are not including the above ingredients. To be sure, it needs to be reviewed in the aspect of a society education that the above ingredients played a vital role in initiating a western music education. A western music education was subsequently conducted in the public education institution of a christian school founded by foreign missionaries. Pai Chai Institution established by Henry G.Appenzella (l859~1916) an American missionary was among the christian schools and he conducted the first public education of a western music in the subject called coral. Also the special institutions of a music education were initiated this time not in the form of a formal school but in the form of an informal school. For example, there were Jo-Yang Cub set up in 1909, Jo Sun Court Music Training Center founded in 1911, and of I-Wha Women School. These informal schools also educated our traditional music and the practice and theory of a western music which included all subjects taught in the curricula of nowaday's formal music colleges. Finally, this thesis is to study several predecessors of a western music serving as a musician of a western music as an educator during this period. There are several musicians majoring in a western music and acting as this kind of musician who are called as Keem In Seek(1885~1963) being proficient in writing music and a conductor, Lee Sang Joon(l884~1948) translating a traditional music into the five staffs of a music paper first, Keem Young Hwan(1893~1978). regarded as a development history of a western music, and Hong Nan Pha(1897~1941) thought of as Mozart of Korea writing the famous song 'Bong Sun Hwa'. Through a study of these musicians, this thesis is to study an education method of a western music and the method of writing music. Let’s simplify these studies concerning a western music based on an enlightenment movement as follows through the following diagram. establishment of a signal system of a western music, foundation of a traditional music band → foundation of a military b

유럽을 위한 유럽에 의한 유럽의 역사 독일의 역사교과서 5종을 통해 본 유럽사 패러다임

박혜정(Hye Jeong Park) 한국독일사학회 2018 독일연구 Vol.- No.38

마스트리히트 조약과 아울러 회원국의 중요한 권한들이 유럽연합으로 이전되기 시작하면서 동질적인 유럽적 정체성 함양에 대한 교육적 압박도 함께 커져왔다. 본고는 독일 역사교육에 사용되는 5종의 김나지움용 교과서를 활용하여, 그간 역사교육 교수계획안과 교과서에서 지배적인 서사 틀로 자리 잡은 유럽사 패러다임을 분석했다. 분석 범주로는 기독교 서구적 유럽, 서유럽중심주의, 비유럽적 연계성을 선택했다. 분석 결과, 본고는 거의 모든 분석 대상 교과서에서 통일적인 유럽의 상이 여전히 지배적이라는 결론에 도달했다. 기독교 서구로서의 문화적 통일성 대신에 동서 간극을 유럽사 발전의 주된 설명 요인으로 삼은 바덴 뷔르템베르크의 부교재 Europa만이 예외였다. 나머지 교과서들과 달리 Europa와 Anno는 동유럽과 동독의 역사에 상당한 주의를 기울였지만, 서유럽의 발전에 우위를 부여하는 시각으로부터 자유롭지는 못했다. 마지막으로 모든 교과서가 세계사적 시각을 결여하고 있었는데, 이로 인해 이들 교과서는 변화된 세계사적 맥락 속에서 유럽의 보편적 주장을 상대화해 볼 수 있는 아무런 기회도 학생들에게 제공해주지 못함으로써 세계정치적 갈등과 패권에 관해 극히 제한적인 논의를 전개할 수밖에 없었다. 그러나 지구화의 물결이 거세지는 작금의 세계는 그 어느 때보다도 더 개방적이고 분화적인 유럽사 패러다임을 요청하고 있다. Since the Treaty of Masstricht along with the increasing delegation of the member states’ power to the EU, the political pressure of the EU for building a homogeneous European identity has been growing. Using five different kinds of history textbooks for German Gymnasium, this paper analyzes the European history paradigm which has risen, in meanwhile, as a dominant narrative framework in history education standards and textbooks. As the analytical category, I selected Europe as so called a Christian ‘Abendland,’ Western-Europe centrism, non-European connectedness. As a result of the analysis, this paper came to the conclusion that a unitary image of Europe is still dominant in almost all of the history textbooks examined. The supplementary textbook of Baden-Württemberg, Europa, which took the East-West discrepancy as the main explicator of European historical development, instead of the cultural unity as a Christian Abendland, is the only exception. Differently from the rest of the textbooks, Europa and Anno paid significant attention to the history of Eastern Germany and Eastern Europe, even if even these two textbooks were not free from assigning superiority to Western European development. Lastly, all the textbooks lack the world-historical perspective, which led to a limited discussion about the international political conflicts and hegemony, because they failed to provide any opportunity to the students to relativize the European claim to universal credit in the changed world-historical context. However, the globalizing world requests a opener and more divergent European history paradigm more than ever.

대학 세계사 교양교육을 위한 세 가지 교수 모델 - 세계문명사, 빅히스토리, 사료와 이미지 비판 -

박혜정 ( Park Hye-jeong ) 역사교육학회 2017 역사교육논집 Vol.64 No.-

Teaching World History for a general education audience has recently gained significant importance globally. In order to promote world history classes as a part of general education at Korean colleges, I suggested and discussed three didactic models, i. e. a World Civilization model, a Big History model and a teaching model using primary documents & images. These three didactic models could be used to inspire further didactic innovation and experiments which is very much needed for Korean college education. All these three didactic models are not about how much to teach, but about how to teach students to historically think and critically analyse on their own.