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숲의 치유기능을 활용한 미술관의 복합 경영 성공요인에 관한 연구
유영미 ( Yu Young Mi ) 한국동양예술학회 2020 동양예술 Vol.49 No.-
This study examined the common characteristics of the forest healing function and the art therapy function, and verified the success factors of the museum through case analysis of the management of the museum using the forest healing function. To this end, the AHP analysis technique was used to determine the ranking by measuring the relative importance of the success factors of the Soup Museum to art experts. As a result of the verification, it was revealed that in the case of art museums using forests, communication and empathy according to the type of exhibition are most important. In addition, it was found that among the factors of the exhibition form of communication and empathy, empathy through the experience of the viewer was the most important factor. In the program using nature, it was found that the healing program using nature was an important management success factor. These results suggest that the healing function of natural factors such as forests is very important as a successful factor in the complex management of museums. In conclusion, it was found that developing a healing program using the various resources of nature in the forest is the most important success factor for art museums using forests.
유영미 ( Young Mi Yu ),박순길 ( Soon Gi Park ),박미로 ( Mi Ro Park ) 한국초등특수교육학회 2012 초등특수교육연구 Vol.14 No.1
This study elementary school children`s math achievement for the purpose, G City and G gun A, B Elementary School 3rd, total 50, predictors of the relat ionship and to evaluate the descriptive statistics, t test, correlation analysis, re gression analysis was performed, First, children in rural areas than urban areas, and children, speaking, readin g, writing, spelling, math calculations, lower ability. However, mathematics achi evement, attention, and thought there was no difference between groups. Second, the gender difference was the child`s attention from the rural areas. In other words, was lower in rural areas, the third grade of elementary school boys than girls attention, Entire gender and urban areas, the gender of the chil d, however, the difference was not significant. Third, children`s math achievement in urban areas were correlated with atten tion, thinking, reading, math calculations, and rural areas, children`s math achie vement correlated variables of attention, I think, speaking, reading, respectively, However, the spelling of the children in both rural and urban areas, did not ap pear. Fourth, look to know the factors affecting mathematics achievement, mathem atics achievement of children in urban areas predictors rural areas, children`s mathematics achievement in reading and mathematics, was calculated predictors speaking.
유영미 ( Young Mi Yu ),박순길 ( Soon Gil Park ),김혜인 ( Hae In Kim ) 한국초등특수교육학회 2013 초등특수교육연구 Vol.15 No.1
Read this study to improve the reading skills of children with disabilities to seek an effective way to read two times a week, about four weeks, depending on the state of the child controls the degree of difficulty presented by one sentence, two reading training (read aloud, iterative learning to read) Read through the analysis and its effect on read error types were analyzed. As a result of this study, the repeated reading aloud reading children through training analysis results showed overall improvement in reading skills, the child`s reading error types has a positive effect. In particular, the training of a child read aloud, repeated substitution of error for error type was most effective to decrease. Also, read aloud, repeated reading of children through training has improved their confidence and fluency. Before starting the study on children reading by the lack of confidence and fluency to pronounce difficult words in a low voice in the distance or hesitating phenomenon was well. This level is appropriate for the child`s statement presents a step-by-step training conducted by reading aloud the results improve the child`s self-confidence and fluency associated with decreased a lot of hesitation Read this study to improve the reading skills of children with disabilities to seek an effective way to read two times a week, about four weeks, depending on the state of the child controls the degree of difficulty presented by one sentence, two reading training (read aloud, iterative learning to read) Read through the analysis and its effect on read error types were analyzed. As a result of this study, the repeated reading aloud reading children through training analysis results showed overall improvement in reading skills, the child`s reading error types has a positive effect. In particular, the training of a child read aloud, repeated substitution of error for error type was most effective to decrease. Also, read aloud, repeated reading of children through training has improved their confidence and fluency. Before starting the study on children reading by the lack of confidence and fluency to pronounce difficult words in a low voice in the distance or hesitating phenomenon was well. This level is appropriate for the child`s statement presents a step-by-step training conducted by reading aloud the results improve the child`s self-confidence and fluency associated with decreased a lot of hesitation.
유영미 ( Young Mi Yu ),박순길 ( Soong Il Park ),김영숙 ( Young Suk Kim ),서아람 ( A Ram Seo ) 한국특수아동학회 2013 특수아동교육연구 Vol.15 No.3
This study focused on reviewing national literature on learning disabilities in reading, writing, maths, and social skill deficits. 150 theses and 41 journal articles from 2000 to 2012 were included in this study. There were 54 theses on learning difficulties in reading, 65 theses on learning difficulties in writing, and 53 theses on learning difficulties in maths. There were 16 journal articles on social skill deficits. The Results were as follows: First, it was found that amongst the journal articles that focused on learning difficulties in reading, they tended to study strategies for better reading comprehension. Second, the studies on writing-related learning difficulties mainly focused on strategies for the quality enhancement of forming sentences. Third, most of the research on learning disabilities in maths analyzed the ability to use learning strategies. Fourth, most studies on social skill deficits focused on the application of the effective social skill programs. Therefore, it was believed that most Korean research was directed at various areas including reading, writing, and maths. However, the need for more research on social skill deficits should be emphasized.
유영미(Young-Mi Yu),이강우(Kang-Woo Lee),이자경(Ja-Kyeong Lee) 대한해부학회 2006 Anatomy & Cell Biology Vol.39 No.1
c-Jun N-terminal kinase (JNK) 신호전달계는 세포의 다양한 스트레스 반응에서 중요한 역할을 하는 것으로 알려져 있다. 포유류의 경우, 다수의 JNK 아형들이 보고되었으며, 이들은 다양한 자극, 혹은 세포 종류에 따라 선별적 기능을 하는 것이 알려져 있다. 본 연구에서는 신경아세포주인 SK-N-SH의 neuroblastic subclone인 SH-SY5Y 세포주에서의 JNK1과 JNK3가 선별적 기능을 수행함을 보이고 그 조절 기전을 연구하였다. SHSY5Y 세포에 H₂O₂를 처리하거나 UV를 조사하면 JNK1과 JNK3가 활성화된다. 이때, JNK 신호전달계의 조절 단백질인 JIP1의 splicing 변이체 중의 하나인 mJIP1을 과발현시킨 세포주에서는 H₂O₂처리에 의한 JNK1과 JNK3의 활성화가 모두 현저하게 억제된다. 그러나 UV 조사에 의하여 유도되는 JNK1과 JNK3의 활성화의 경우, JNK1의 활성화는 억제되나 JNK3의 활성화는 억제되지 않는다. 또한, SH-SY5Y 세포에 형태원인 retinoic acid (RA) 처리에 의하여 신경세포의 특성을 가지는 세포주로 분화되는 과정에서는 JNK1만 활성화되고 JNK3의 활성은 관찰되지 않았다. 이와 같은 RA 처리에 의한 JNK1의 활성화는 mJIP1을 과발현시킨 세포주에서 크게 억제되었다. 이러한 연구 결과는, JNK1과 JNK3가 SH-SY5Y 세포에서 선별적인 기능을 수행하고 있으며, 각각의 기능을 조절하는 과정에 JIP1이 중요한 역할을 수행할 가능성을 시사하고 있다. Activation of c-Jun N-terminal kinase (JNK) is associated with a wide range of disparate cellular responses to extracellular stimuli. In mammals, three JNK isoforms are known, and their differential regulation occurs in a stimulus- or a cell type-dependent manner. However, the underlying mechanism of this differential regulation has not been clearly elucidated. Here we demonstrated that JNK1 and JNK3 were activated in SH-SY5Y cells after treatment with H₂O₂ or UV. In SH-SY5Y cells overexpressing mJIP1, a splicing variant of a JNK scaffold protein JIP1, the H₂O₂-induced activities of both JNK1 and JNK3 were significantly suppressed. In the same cell line, however, UV-induced JNK1 activity was significantly suppressed, but JNK3 activity was not. During the RA-induced differentiation of SH-SY5Y cells, JNK1 was activated, whereas JNK3 was not, and this JNK1 activation was completely abolished in the cells overexpressing mJIP1. These results suggest that JIP1 plays a role in the regulation of the isoform-specific activation of JNKs in stimulus-dependent manner.