Monotone l^(p) Shift의 性質에 관한 硏究

강주호,조영수 대구대학교 부설 과학교육연구소 1991 과학교육 Vol.4 No.-

Kim,Seong-soo : Possiblity of Low Salting Process in Gae-Woo Jeot(Salted and Fermented Gastrophoda) and Changes in Fatty Acid Composition during Fermntation 低鹽化 可能性 檢討 및 熱成중 脂肪酸 組成의 變化

姜永周,河璡桓,金永東,宋大鎭,金洙賢,金成洙 제주대학교 1990 논문집 Vol.30 No.-

To establish the way of processing of Gae-Woo jeot which used abalone intestine that has not been systematically used compare to its characteristic taste and fame as main ingredient and to develop as a local tourist good, the change of constituents the quality of salted fish products suring Gae-Woo jeot fermentation were examined. The results are as follows. 1. In the organoleptic test, Gae-Woo jeot which fermented through 65 days were dominant and the group of 105 salkt concentration were better than that of 20%. It was the best of 10% salted products to add small abalone. Both law salted(10%) and high salted (20%) Gae-Woo jeot were similar in general constityents, nutrients and texture. 2. Compositions of highly unsaturated acid were farely high to 45.6% and 46.1% in small abalone added froup and top sheel added group respectively. during 3 months fermentation low decreasing rate of 3~4% was shown. EPA(eicosapentaenoic acid) was approximately 7~8% and DHA(docosahexaenoic acid) was extremely low to be less than 0.3%. 3. In the changes General composition and pH, pH was within range of 4~5.5, 9~12% in protein, 3~5% in total sugar, 0.5~1% in lipid and approximately 1% in ash. 4. Gae-Woo jeot can be made with 10% low salting method, and 10% group gets all the better for taste, small abalone adding is recommended. 5. When low salt fermented fish of 10% is processed, it is highly recommended to put sorbitol, ethyl alcohol, lactic acid or other humectant for better taste and longer storage and good quality food additives must be developed for tourist and presently applied mil ordering transportation must be sought.

시민참여와 정부신뢰

정수현,강한솔,황은진,이정주,노승용 서울여자대학교 사회과학연구소 2012 사회과학논총 Vol.19 No.-

이 연구는 시민참여와 정부신뢰와의 관계를 분석하는데 그 목적이 있다. 이를 위하여, 이 연구에서는 시민참여를 전통적인 오프라인 시민참여와 디지털 방식인 온라인 시민참여로 그 유형을 분류하고, 오프라인 시민참여와 온라인 시민참여의 경험이 정부신뢰와 어떤 관계가 있는지를 분석하였다. 2차 자료를 활용하여 빈도분석, 교차분석, t-test, 분산분석, 회귀분석 등을 실시한 결과 먼저, 우리나라 시민참여 경험자는 약 22% 정도이며, 오프라인 시민참여 경험자는 약 12%, 온라인 시민참여 경험자는 약 15%, 그리고 온라인과 오프라인 시민참여를 모두 경험한 시민은 약 5% 정도인 것으로 나타났다. 또한, 시민참여와 정부신뢰와는 관계를 분석한 결과 통계적으로 유의미한 관계가 없는 것으로 나타났다. 오히려, t-test 및 분산분석 결과 오프라인 및 온라인 시민참여 경험자에 비하여 무경험자의 정부신뢰 수준이 상대적으로 약간 더 높은 것으로 나타났다. 시민참여의 경험 유무 만으로 정부신뢰를 설명하는데는 한계가 있음을 보여 주는 결과일 뿐만 아니라 시민참여를 제도적으로 보장하는 것에서 나아가서 시민참여가 실질적 효과를 높일 수 있도록 시민참여과정에서 정부와 시민의 보다 적극적인 노력이 필요함을 보여주는 결과라 하겠다. Trust in government adds legitimacy to political system, provides social stability, and helps government to work effectively. In addition it increases cooperation between governments and citizens, and improves effectiveness of government affairs. However, citizens' trust in government has been quite low sine 1990s. In Korea, citizens' trust in government dropped after financial crisis in late 1990s. Various literatures indicated that citizen participation is one of the best ways to increase citizens' trust in governments. Especially as information technology increases, it is expected that citizens acquire information about different policy areas, and actively participate in surveys, discussion, and policy evaluation through internet. This research attempts to prove the relationship between citizen participation and trust in government by comparing online and offline citizen participation. The research utilized 2nd dataset from 'the influence of information on citizens' participation in policy-making.' With various statistical techniques such as frequency analysis, cross tabulation, ANOVA, and regression analysis, the characteristics of offline and online policy participants are examined. The results showed that citizens, who participate in policy-making processes more actively both online and offline, trust in government less. Comparing online and offline participation, online participants distrusted government more than offline participants. Such variables as policy competitiveness, democracy in government, quality of government, and transparency in government have direct influences on trust in government. However, citizen participation is not statistically significant. Key Words:Citizen Participation, Traditional Citizen Pariticipation, Digital Citizen Participation, Trust in Government.

세 학교의 통합교육 운영 사례

강경숙,권택환,김수연,김은주 국립특수교육원 2000 통합교육 시범학교 운영사례집 Vol.2000 No.-

통합교육은 특수교육의 중요한 철학이자 목표일뿐만 아니라 교육현장에서, 매일의 수업 및 생활장면에서 장애아동이 일반학급의 한 구성원으로 또래와 함께 적극적인 참여자가 되기 위한 지원을 제공하는 노력의 과정 그 자체라고 할 수 있다. 지금까지 우리나라의 실정에 적합한 통합교육의 이론이나 모형 개발, 혹은 구체적인 교수방법에 대해서 적지 않은 연구가 이루어졌으나 학교 현장에서 이루어지고 있는 통합교육의 실제를 통해 성공과 실패 요인들을 분석해내는 연구는 부족하다. 이에 본 연구는 선진 외국의 사례나 이론에 맞추어서 바람직한 통합교육의 모습을 알리고 실행방법을 보급하는 것이 목적이 아니라 우리 나라 상황에서 실제적으로 이루어지고 있는 통합교육 현장의 실제를 깊이 있게 분석하고자 하였다. 일반학교에서 이루어지고 있는 매일의 수업과 생활장면에서 통합교육이 어떻게 이루어지고 있는지 살펴보고, 이를 통해 바람직한 사례를 확산시키고, 제대로 이루어지지 않는 사례에 대해서는 그 이유와 원인을 분석하여 제언하고자 하였다. 본 연구의 대상은 서울의 공립초등학교 2개교와 경기도의 공립초등학교 1개교로 모두 세 학교의 통합교육 사례를 연구하였다. 한 명의 장애아동을 중심으로 통합학급과 특수학급을 오가면서 세 명의 연구자가 수업을 참여관찰하고 교사 및 아동들과 면담을 실시하였다. 참여관찰 기간은 2000년 4월 10일부터 9월 9일까지로 일주일에 1회, 총 12회 이상 방문하였다. 연구대상 학교의 모든 일반교사와 일반아동, 일반아동의 학부모, 장애아동의 학부모를 대상으로 깊이 있는 면담을 실시할 수는 없었으므로 통합교육에 대한 설문조사를 실시하였으며 각종 서류와 문서들을 내용분석하여 자료를 수집하였다. 참여관찰 및 면담, 설문분석과 내용분석을 통해 세 학교에서 얻은 자료를 바탕으로 연구자간 협의를 거쳐 다음의 네 가지 영역으로 연구 결과를 분석 기술하였다: (1) 통합환경에서의 교육과정 운영; (2) 통합환경에서의 사회적 상호작용; (3) 통합교육을 위한 부모 및 가족 지원과 협력관계; (4) 행정적인 지원 및 지역사회의 연계를 비롯한 여건 조성. 본 연구결과를 요약하면 다음과 같다. 첫째, 통합환경에서의 교육과정 운영 면을 살펴보면, 특수학급에서는 특수학급 고유의 교육과정을 운영하고 있었으며, 이 중에는 기능적인 교육과정의 내용이 포함되어 있었다. 특수학급에서의 수업뿐만 아니라 일반학급에서의 수업을 지원하는 것에 대해 특수교사, 일반교사, 부모 모두 관심을 가지고 있었으나 실제로 시행되기에는 어려움이 있었다. 부분적이나마 장애아동이 일반학급에서 받는 수업을 지원하기 위해 크고 작은 시도를 하고 있었는데, 세 학교 모두 특수교사와 일반교사의 협력문제에 대해 어려움을 느끼고 있는 것으로 나타났다. 마지막으로 장애아동이 일반학급에서 받는 수업의 질을 향상하기 위해 요구되는 제도적인 지원들에 대한 논의가 이루어졌다. 둘째, 통합환경에서의 사회적인 상호작용 면을 살펴보면, 통합교육이 비교적 활발히 시행되고 있는 학교를 대상으로 하였으므로 세 학교 모두 장애아동이 일반학급에서 긍정적으로 수용되고 있었으며, 일반교사와 특수교사 모두 장애아동의 사회적인 통합을 위해 다양한 시도를 하고 있었다. 다만 장애아동을 도와주는 친구들은 많이 있으나 동등한 위치의 친구라기보다는 도우미, 혹은 또래 교사로서 도와주는 방법에 더 익숙한 모습을 발견할 수 있었다. 장애아동의 사회적 통합을 촉진하기 위해 이루어지는 교사의 지원과, 또래와의 상호작용을 강화하기 위한 대안들이 제시되었다. 셋째, 부모 및 가족과의 협력관계를 보면, 장애아동의 부모는 통합교육을 간절히 원하고 많은 노력을 기울여 자녀를 통합장면에 배치시키는데 이러한 과정에서 마음의 고충을 많이 겪고 있었다. 장애아동의 부모는 우선적으로 일반아동들과 일반교사들의 장애아동과 통합교육에 대한 인식의 부족이 가장 큰 문제라고 지적하였으며, 일반아동의 부모와 우호적인 관계를 맺기를 원하였다. 장애아동의 부모가 자녀의 통합교육을 위해 적극적으로 활동하는 경우에는 부모들간의 모임을 통해 실패의 경험과 정보를 공유하면서 교사와 협력하여 통합교육의 질을 높이기 위해 노력하는 모습도 볼 수 있었다. 넷째, 행정적 지원 및 전반적인 여건 조성 면에서는 세 학교 중에서 비교적 효율적인 통합교육의 실행에 필요한 행정적인 지원이 제도화되어 있는 한 학교를 중심으로 방법이 설명되었다. 통합교육이 교사 혼자의 의지와 노력에 좌우되는 것이 아니라 행정적으로 지원해줄 수 있는 제도적인 장치의 필요성이 강조되면서 특히 학교장의 역할이 중요한 것으로 제기되었다. 본 연구결과에 의하면 통합교육의 성패에 영향을 미치는 요인에는 여러 가지가 있겠지만 특수 교사와 일반교사의 긴밀한 협력관계가 특히 중요한 것으로 나타났다. 또한 본 연구에서 대상으로 한 세 학교 모두 특수교사나 일반교사가 통합교육의 성공적인 실행을 위해 많은 노력과 다양한 시도를 하고 있기는 하나, 수업 참여를 위한 교수방법이나 또래 교수 혹은 우정을 형성하고 지원하기 위한 전문적인 지식과 프로그램에 대한 자원들이 필요한 것으로 나타났다. 앞으로 본 연구결과를 바탕으로 통합교육의 성공적인 실행을 위한 다양한 지원체계가 갖추어져야 할 것이다. Inclusion is not only the main philosophy and purpose of special education but also the process of supporting full participation of students with disabilities in every aspect of daily and school life. As the number of special classes increased rapidly in late 80s, inclusion became a central topic in research and practice. In late 90s, the discussion was developed into the application of more concrete strategies for successful inclusion. The quality of inclusive education also began to draw attention. However, there has not been enough research about the facilitating factors and impeding factors of inclusive education based on the analyses of the existing practices of inclusive education conducted in real school settings. Therefore, the purpose of this study is to investigate what is really going on in the classes and schools where children with special needs are included. Rather than aiming to disseminate the desirable aspects of inclusive education in developed countries, this study was designed to analyze the current practices of inclusive education in Korea, address the facilitators of inclusion based on exemplary cases, and make suggestions to remove impeding factors. Two public elementary schools in Seoul and one public elementary school in Kyunggi-do are the main sites of the study. Over a period of time between April 10th and September 9th, the three researchers observed a student with disabilities in each site both in his or her self-contained and integrated settings. For the data collection, the researchers visited the sites once a week, at least 12 times for each school. Since it was unrealistic to interview all the general education teachers, the students without disabilities and their parents, and parents of the students with disabilities in the three schools, a questionnaire survey was conducted to investigate their perceptions of inclusive education and the students with disabilities. Also, content analysis was conducted on the documents gathered to examine overall state of managing inclusive education. Findings are organized into four themes that emerged from the analysis of the data from participant observation, interviews, a survey, and document reviews: (a) curriculum management in inclusive settings; (b) social interactions in inclusive settings; (c) collaboration with or supports from parents and families; and (d) administrative support and connection with communities as a foundation of inclusion. First, regarding curriculum management, the study found that special education classes had unique curricula of their own which included functional curriculum. The general education teachers, special education teachers, and parents of students with disabilities in the study expressed their needs for supports both in self-contained and integrated educational settings. The special and general teachers in the study made their own efforts to facilitate inclusion, but they indicated that collaboration between special and general education teachers was not easy. The supports at the system level to promote the quality of education that students with disabilities receive in inclusive settings are also discussed. Second, regarding social interactions, the study found that students with disabilities were accepted positively in inclusive settings. Both special and general education teachers made a variety of efforts to promote social integration of the students with disabilities, though it was partly because the three sites for the study were the schools where inclusive education had been administered quite actively. On the other hand, the study found that many students without disabilities were accustomed to helping the students with disabilities as a helper or a peer-tutor, rather than as a true friend. In this section, implications for teachers are provided regarding how to facilitate peer interactions between students with and without disabilities. Third, regarding the collaborative relationships with parents and families, the study found that the parents of the students with disabilities eagerly wanted their children to be included in the general classes and experienced emotional difficulties in the process of trying to make the inclusion work. The parents indicated that the level of acceptance by general education teachers and students without disabilities had been the biggest issue in inclusive education. The parents also expressed their desire to establish collaborative relationships with parents of students without disabilities. Especially, those parents who actively participated in the process of inclusion supported other parents of children with disabilities by sharing information, concerns, and experiences through parent group meetings. Fourth, in terms of administrative supports and overall foundations for inclusion, findings are described based on the one school where the level of the administrative supports was exemplary. Since successful inclusion cannot be achieved by the willingness and efforts of a single teacher, the roles of principals were emphasized. Though there would be so many factors that are influential in determining the success of inclusive education, the study found that collaboration between special education teachers and general education teachers was the most essential factor. These stakeholders should work in partnership through active communication, information exchange, and mutual supports in order to enhance the quality of education and social interactions that the students with disabilities experience in inclusive settings. Though various efforts have been made to realize successful inclusive education in the three schools, there was a need for (a) more information regarding instructional strategies, peer tutoring methods, and facilitation of friendships, and (b) resources to develop programs in these areas. Based on the findings of the study, more comprehensive systems of support should be established.

어떤 작용소의 단세포성에 관한연구

강주호,조영수 대구대학교 부설 과학교육연구소 1992 과학교육 Vol.5 No.-

우리나라 여성의 삶의 질에 관한 연구

강한솔,정수현,황은진,이정주,노승용 서울여자대학교 여성연구소 2011 여성연구논총 Vol.26 No.-

People are getting more interested in their “quality of life” as they achieved certain level of economic development. Governments pay great attention on well-being and happiness of people as well and try to find the best way to improve citizens' quality of life. However, South Korea is still on 27th out of 39 OECD and G20 countries in quality of life index, which means that there are great needs to improve Koreans' quality of life. Moreover, it is expected that Korean women's quality of life might be worse than this in its patriarchal environments. In fact, there are few research regarding Korean women's quality of life and it is unknown what personal and social factors affect Korean women's quality of life and how we can improve it. This research attempts to find out factors related to Korean women's quality of life through the surveys of 536 Korean women. The results show that quality of life is most influenced by factors such as self-fulfillment, socio-economic independence, satisfaction with the residence, and satisfaction with cultural activities. In addition, happiness of Korean womem is greatly affected by various factors such as mental health, interpersonal relationship, self-respect, self-fulfillment, socio-economic independence, satisfaction with the residence, and satisfaction with cultural activities. Among various factors related to quality of life and happiness of Korean women, scores of self-respect, self-fulfillment, and interpersonal relationship are high, while scores regarding income are relatively low. Key words:Quality of Life, Happiness, Maslow

Consumer Recognition Survey for Establishing the Reasonable Expiration Dates of Health Functional Foods

( Soo Jin Youn ),( Joo Youn Park ),( Hee Su Kim ),( Eun Jin Kang ),( Kil Jin Kang1 ),( Hye Kyung Park ),( Gun Hee Kim ) 한국식생활문화학회 2009 Food Quality and Culture Vol.3 No.2

This study investigated consumers` recognition on shelf life of health functional foods to set up their rational expiration date. For this study 107 male and female adults aged 20 to 59 years were randomly selected as major consumers of health functional foods. And their data were analyzed with SPSS 17.0. The questionnaire included questions asking a consumer`s recognition on the shelf life of health functional foods and how to treat health function food passing its shelf life. In this study, the consumers were found to pay attentions considerably to the shelf life. But most of them did not know an accurate meaning of the shelf life of health functional food and mistook it for expiry date. In addition, the consumers doubted safety of health functional foods passing the shelf life. Therefore, education for consumers about an accurate meaning of the shelf life was needed. The results of this study were considered to be helpful to set up a reasonable expiration date for health functional food.

흰쥐 뇌에서 전기경련 충격에 의한 CREB 인산화의 발달단계에 따른 변화

강웅구,정희연,안용민,정선주,전송희,박주배,조수철,김용식 大韓神經精神醫學會 1999 신경정신의학 Vol.38 No.3

연구목적 : 이 논문에서는 뇌에서 전기경련 충격(Electroconvulsive shock. ECS)에 의한 전사인자 CREB의 인산화를 발달단계에 따라 알아봄으로써 정신장애의 신경발달학적 이해를 위한 생물학적 기반지식을 얻고자 하였다. 방 법 : 생후 7. 14. 21일 및 성년 흰쥐에 ECS를 가하고 시간별로 해마 및 소뇌 조직을 얻어 CREB의 인산화를 알아보기 위해 특이 항체로 면역블롯을 실시하였다. 결 과 : 발달단계에 따라 해마에서는 CREB이 감소한 반면 소뇌에서는 CREB이 증가하였다. 기저상태의 CREB 인산화는 해마와 소뇌에서 생후 7일에 비해 14일 이후 증가하였는데, 소뇌의 경우 CREB의 양증가와 비례하였다. ECS 후 CREB인산화 증가는 해마에서는 생후 21일 이후에 나타났으나, 소뇌에서는 생후 7일은 물론 성년에서도 나타나지 않았다. 결 론 : CREB 매개 신호전달은 발달단계별 및 조직별 활성의 차이를 나타내었으며 해마에서는 생후 21일 이후 ECS에 의해 활성화되었지만, 소뇌에서는 그렇지 않았다. 해마에서 ECS에 의한 CREB 인산화 증가는 c-fos 유전자의 발현과 관계있으리라고 생각되지만, CREB의 Ser-133 인산화 만으로는 발달단계 및 조직에 따른 c-fos 발현의 특이성을 설명할 수 없었다. Objectives : In order to understand the biological basis of neurodevelopmental perspectives of mental disorders, the authors investigated the developmental and regional changes in the phosphorylation of the transcription factor CREB following the electroconvulsive shock(ECS) in rat brain. Methods : Rats of various age groups(7, 14, 21 days postnatal and adults) were given ECS and their hippocampi and cerebella were dissected at specified time points. The content of CREB and phosphorylated CREB were measured by immunoblot analysis. Results : The amount of CREB increased in the hippocampus and decreased in the cerebellum according to the age. Baseline levels of CREB phosphorylation in both tissues were increased from postnatal 14 days, and it was proportional to the amount of CREB protein in the cerebellum. In the hippocampus, ECS increased the phosphorylation of CREB at postnatal 21 days, but in the cerebellum, ECS did not increased the phosphorylation of CREB in any age group. Conclusion : CREB mediated signal transduction pathways showed developmental and tissue-specific changes. ECS increased the phosphorylation of CREB in the hippocampus by postnatal 21 days, but not in the cerebellum. CREB activation is supposed to be related with the induction of c-fos after ECS in the hippocampus. However, the Ser-133 phosphorylation of CREB could not completely explain the developmental and tissue specificity of c-fos induction.

Urban Entertainment Center 사업과 지역경제의 파급효과 분석

주수현,허정옥,진금옥,강상주 동의대학교 경제경영전략연구소 2006 經濟經營硏究 Vol.4 No.1

This research is designed for conducing spreading effects of regional economy by analyzing Input-Output Model(i.e. production model, employment model, value model, and income model). These measures of spreading effects in regional economy were determined by precise analyses of feasibility and demands of public businesses. That would be effective and confident polices and supportive for long time in the regional ecinimy. One of the most effectibe analysis on the spreading effects of regional economy is draw up Input-Output Model(IOM). This article, based on 2000 IOM of Busan Area, is focused that how the turbulence level of final demands affected spreading effects of regional economy, such as industrial production, value added, employment, incom etc. Also there were included the analysis of economic analyses of spreading effects on the UEC in the Centum City businesses.

퍼즐 게임 제작 사례로 본 Applet 분석

강주성, 박동원, 안성옥, 김수균 배재대학교 공학연구소 2013 공학논문집 Vol.15 No.1

Using features in the Java Applet game is played on the screen, and web production. Linked using Applet to Database, and will save the record. It also makes the stored data with Statistics screen. What is the problem with him, looking to find ways to solve. For alternative methods are discussed.