셰익스피어 국내 아동번안물에 대한 비판적 검토

이미영 ( Mi Young Lee ) 영미문학연구회 2010 안과 밖 Vol.0 No.29

This article is a critical survey of the Shakespearean adaptations in children`s literature in Korea. Adaptations published between 2000 and 2009 have b en researched to define and depict certain trend in publication, the social background related to those trends, and the various problems concerning the publications of the adaptations. The publication of chilclren`s Shakespearean adaptations is found to be closely related to the change of the college entrance system, especially to the essay writing test. Shakespeare has always been an “authority in any culture, but he has become a useful asset to publishers in Korea as a salable commodity for essay writing hanks to his status as the Bard. However, adaptations poured out in this period have some serious problems; many books were found to be guilty of or suspected of plagiarism either of other Korean adaptators or of famous writers like Lamb, and authors were often unnamed or not introduced thereby making authorial responsibility severely compromised. This article particularly analyses the adaptations of The Merchant of Venice and The Taming of the Shrew to see how they ideologically appropriate Shakespeare and make their own Shakespeare, though published in the name of Shakespeare, Many adaptations have eliminated, shortened, added, exaggerated, or created some parts of the original text, thereby oversimplifying and distorting the ambiguity and ambivalence of Shakespearean text. What is important here is not just how they ideologically appropriate Shakespeare`s complex text but also that they do not show any authorial consciousness in doing so. Adaptation by definition includes distortion and creation of its own and is the same historical construct of the given period and place as is Shakespeare`s text itself. To be truly classical as they claim to be, adaptations of Shakespeare in Korea need to show more historical awareness in their works and need toe show more authorial consciousness, pride, and professionalism in doing their job.

경도정신지체 학생의 협동학습 지원을 위한 보조공학 장치의 활용

신진숙 ( Jin Sook Shin ) 한국특수아동학회 2005 특수아동교육연구 Vol.7 No.3

통합된 상황에서 협동학습이 장애 학생과 비장애 학생 모두의 학업 성취와 사회적 상호작용 기술 향상에 효율적인 교수전략임이 많은 연구 결과에서 제시되었다. 그러나 경도정신지체 학생이 협동학습 활동에 참여하기 위해서는 학생이 가진 제한성으로 인해 적극적인 참여가 용이하지 못하다. 이러한 장애물을 극복하기 위해 보조 공학 장치를 포함한 다양한 수업 장치가 필요하다. 본 연구의 목적은 경도정신지체 학생이 협동학습 활동에 필요한 상황적 요구를 충족시키기 위해 협동학습 활동에 보조공학 장치를 활용하는 과정을 논의하고자 하였다. 세 가지 과정 즉, 장치의 선정, 장치 활용의 점검, 그리고 장치 활용의 평가 등으로 나누어 살펴보았고 이에 앞서 협동학습과 협동학습 수행을 방해하는 경도 정신지체 학생의 특성을 알아보았다. 본 연구는 실제 수업 장면에서 보조공학 장치를 활용하여 경도정신지체 학생에게는 개인적인 요구를 충족시키고 교사에게는 실제적인 통합의 여건을 조성해 주는 틀을 제공하여서 통합교육의 질 향상에 도움을 줄 수 있다는 의의를 가진다. Cooperative learning is a common instructional arrangement that is used by classroom teachers to foster academic achievement and social acceptance of students with and without disabilities. Cooperative learning is appealing to classroom teachers because it can provide an opportunity for more instruction and feedback by peers than can be provided by teachers to individual students who require extra assistance. Recent studies suggest that students with mild mental retardation may need adaptations during cooperative learning activities. The use of assistive technology adaptations may be necessary to help some students with mild mental retardation compensate for their specific learning difficulties so that they can engage more readily in cooperative learning. A process for integrating technology adaptations into cooperative learning activities is discussed in terms of three components: selecting adaptations, monitoring the use of the adaptations during cooperative learning activities, and evaluating the adaptations`` effectiveness. Besides, the article concludes with comments regarding barriers to and support systems for technology integration, technology and effective instructional practices, and the need to consider technology adaptations for students who have mild mental retardation.

초등 사회 및 과학과 교수적 수정 적용 연구 분석

박윤정 ( Youn Jung Park ),한경근 ( Kyoung Gun Han ) 한국특수교육문제연구소 2014 특수교육저널 : 이론과 실천 Vol.15 No.2

통합교육 현장에서 장애학생의 교육과정적 통합 및 효과적인 교과학습 촉진을 위한 방법으로 교수적 수정이 활용되고 있다. 이 연구에서는 많은 장애학생들이 통합교육을 받고 있는 초등사회와 과학 교과에서 적용할 수 있는 교수적 수정의 구체적인 방법을 살펴보고자, 초등 통합 학급에서 교수적 수정의 실제를 경험적으로 연구한 국내 학술지에 발표된 논문을 대상으로 5가지 교수적 수정 유형(교수환경, 교수집단, 교수방법, 교수내용, 평가방법)에 따라 적용한 수정 내용을 분석하였다. 분석 결과를 바탕으로 향후 장애학생을 위한 사회 및 과학 교과교육 연구기반 및 실제를 구축하기 위한 교수집단과 교수환경 수정의 관련성, 효과적 학업성취를 위한 교수집단화 활용, 교과 성격 및 내용에 따른 교수방법 수정, 교수목표 및 내용의 수준과범위 확장, 다양한 평가 체계의 활용과 교과학습 평가 방법 및 도구 관련 연구의 필요성 등에대해 논의하였다. Instructional adaptations have been implemented in inclusive classrooms for curricular integration within the general education curriculum and effective content-area learning for students with disabilities. The purpose of this study was to draw more specific methods for how to use and implement instructional adaptations in inclusive elementary social studies and science classes for students with disabilities. Accordingly, empirical studies on implementing instructional adaptations in elementary inclusion classes were selected from peer-reviewed journals and analyzed by the following five components (environment, group, methods (i.e., activities, strategies, and materials), contents (i.e., goals and contents), and assessment) of instructional adaptations. Based on the findings, implications for future research and practice were discussed in terms of associations between instructional environment and group adaptations, use of various instructional groupings for more effective academic achievement, adaptations of instructional methods reflecting the nature of subjects and contents, expansion of difficulty level and scope for instructional goals and contents, and use of various scoring systems and development of methods and tools for assessing content-area learning outcomes of students with disabilities.

통합학급 교사의 교수적 수정의 수행 측정도구 개발을 위한 기초연구

손영화 ( Young Hwa Sohn ),권요한 ( Yo Han Kwon ) 한국특수아동학회 2011 특수아동교육연구 Vol.13 No.3

본 연구는 통합학급 교사의 교수적 수정의 수행을 측정하는 도구를 개발하여 그에 따른 통합학급 교사의 실제 수행정도를 규명해 보고자 하였다. 전국의 345명의 통합학급 교사를 대상으로 설문지를 보내 301부가 회수되었으며 결측값이 있는 14부의 설문지를 제외하고 287부의 설문지가 최종 분석되었다. 수집된 자료는 통합학급 교사의 교수적 수정의 수행 측정도구의 양호도, 신뢰도, 타당도를 검증하기 위해 SPSSWIN(Version 15.0) 프로그램과 AMOS(Version 7.0) 프로그램을 사용하여 처리하였다. 탐색적 요인분석을 통해 고유치가 1이상인 요인이 5개(교수-학습 과정, 평가 방법, 교수 내용, 교수 방법, 교수 환경), 29개 문항으로 나타났고, χ², GFI, AGFI, RMR, RMSEA, TLI 등의 적합도 평가 지수를 통해 확인적 요인분석 실시하였는데 유의미한 결과가 나와 수행 하위요인들의 설정이 잘 되었음을 나타내고 있다. 요인분석을 통해 검증된 교수적 수정 수행의 신뢰도는 .94로 나와 일관성 있는 신뢰할 만한 도구라는 결론에 도달하였다. The study aims at developing the measurement tool for integrated class teachers` instructional adaptations and thus examining the performance capabilities of the teachers. In order to achieve the research objectives, the author raises the research problems as follows. First, how are the question items in the measurement tools for instructional adaptations organized? Second, how are the validity and reliability of the measurement tools for instructional adaptations? Third, what features does the performance of instructional adaptations have according the application of the measurement tools developed? The author undertook a literature review and investigated the previous studies and developed the measurement tool consisting of 37 questions in order to deal with the research problem 1. The measurement tool was ultimately completed with 32 measurement questions, which were filtered and revised among the initial 37 questions while applying the validity tests by a group of experts in the field. The validity of the measurement tool was verified by conducting a preliminary survey for 30 integrated class teachers, and the clarity as well as ease of use in reading and responding were tested, which led to the modification of some of the questions, and finally yielded 32 questions. In case of dealing with the research problem 2, the author sent the questionnaires to 345 integrated class teachers nationwide in Korea, and returned 301 responses from the teachers. Among the 301 responses returned, 14 responses with missing data or missing value were excluded, and thus 287 responses were finally analyzed. The data collected through the questionnaire survey was statistically processed by using SPSSWIN Version 15.0 and AMOS Version 7.0 application packages in order to test for the goodness, reliability, and validity of the measurement tool for assessing the integrated class teachers` performance capabilities. The goodness of question items was examined by calculating the mean and standard deviation values, the item discrimination was assessed by the independent sample t-test with the 25th and 75th, and the item difficulty was investigated by calculating the percentage of performance capabilities factors. The reliability test for the measurement tool developed was made possible by calculating the Cronbach`s coefficient alpha value, which assessed the degree of inter-item consistency, and the Pearson`s product-moment correlation coefficient was yielded to examine the relation among the component factors. In addition, both exploratory factor analysis and confirmatory factor analysis were undertaken in order to extract the component factors of the measurement tool for instructional adaptations performance capabilities and test the construct validity respectively. The exploratory factor analysis revealed that the eigenvalues of 5 factors such as teaching-learning process, assessment method, teaching content, teaching method, and teaching environment in 29 items were estimated to be greater than 1, and confirmatory factor analysis using the fit indices such as χ², GFI, AGFI, RMR, RMSEA, and TLI yielded statistically significant results, which explained that the subcategories for performance capabilities were well defined. And in case of the item difficulty, the percentage values for items were shown to be distributed in an appropriate way, and in case of the item discrimination, the estimation showed that the items were constructed in a way that effectively discriminates between the upper and lower groups. According to the factor analysis, the reliability of instructional adaptations performance capabilities was found to be consistent, so that the author was able to conclude that the measurement tool was reliable, with the reliability coefficient of 0.94. In case of the research problem 3, the author conducted the t-test and F-test as well as applied the measurement tool in practice, which led to the examination of the features of performance capabilities. Female teachers were found to have a higher mean value in such factors as assessment method, teaching method, and teaching environment, but there was no significant difference in teacher`s career history. The integrated class career history had a higher mean value for those teachers with more than three years of teaching experiences in such factors as teaching-learning process, teaching content, and teaching method. In case of the factors such as special education training experience and special education grade year, there was not found any significant difference among groups. The differences in performance capabilities of disabled students by the type of disability were significant among the special education teachers for students with visual or hearing impairments, and the teachers who have a disabled child nearby had a higher mean value relative to those teachers having a disabled child nearby, but the performance capabilities by the degree of disability were not estimated to be significantly different.

대학생의 스트레스, 자아탄력성 및 학교생활적응의 관계

하수경(Su Kyung Ha) 한국복지상담교육학회 2024 복지상담교육연구 Vol.13 No.1

본 연구는 대학생의 지각된 스트레스, 자아탄력성, 학교생활적응의 관계를 검증하기 위하여 K지역의 대학생을 대상으로 설문조사방법으로 수행되었다. 세부적으로는 대학생활 스트레스, 자아탄력성 그리고 학교생활적응 척도를 사용하여 자료를 모았으며 총 350부를 분석하였다. 자료 분석은 먼저, 주요변인들의 평균 및 상관관계를 살펴보았고 대학생의 성별과 학년에 따른 스트레스, 자아탄력성, 학교생활적응의 평균 차이를 비교하였다. 또한, 대학생의 학교생활적응에 미치는 요인이 무엇인지 알아보기 위해 다중회귀분석을 실시하였다. 연구결과는 다음과 같다. 첫째, 대학생의 자아탄력성과 사회적응은 정적으로 유의하였고 대인관계 스트레스와 자아탄력성은 부적으로 유의하였다. 둘째, 대학생활 스트레스, 자아탄력성, 학교생활적응은 성별에 따라 유의한 차이가 있었으나 학년에 따라 유의한 차이는 없었다. 셋째, 학교생활적응에 영향을 미치는 주요변인은 스트레스로, 대인관계 및 당면과제 스트레스 모두 유의하였다. 이상의 결과에서 대학생의 학교생활적응에 스트레스가 영향을 미치고 있으나 자아탄력성은 유의하지 않았다. 따라서 본 연구는 대학생의 지각된 스트레스를 구체적으로 살펴보았다는 점과 학교생활적응에 영향을 미치는 주요변인을 확인했다는 점에서 이론적이고 실천적인 함의가 있다. This study was conducted using a survey method among college students in Region K to verify the relationship between perceived stress, ego-resilience, and school adaptation. Specifically, the data was collected using the university stress, ego-resilience, and school adaptations scale, and a total of 350 copies were analyzed. The data were analyzed using correlational analysis and multiple regression analysis. Results of the study were as follows: First, ego-resilience and social adaptations showed significant positive correlation. but interpersonal relationship stress and ego-resilience showed significant negative correlation. By looking at these results, university students experience more ego-resilience as they have high more social adaptations and more interpersonal relationship stress as they have low ego-resilience. Second, women were showed significant different among stress, ego-resilience and school adaptations of university students Third, as a result of regression analysis on relation of stress, ego-resilience and school adaptations, interpersonal relationship stress and task stress variable were the main predictor and positive effects. Therefore, this study has theoretical and practical implications in that it specifically examined the perceived stress of university students and identified key variables that affect adjustment to school life.

A Mediated Effect of Grit on Relationship between Life Stress and Adaptations to College Life among Male Nursing Students

Geum-Sook Oh,Min-Ja Baek,Hyo-Yeol Jang 중소기업융합학회 2022 융합정보논문지 Vol.12 No.4

본 연구는 간호남학생의 생활스트레스, 그릿, 대학생활적응 정도를 파악하고, 그릿의 매개효과가 생활스트 레스와 대학생활적응의 관계에 미치는 영향을 파악하여 남자간호대학생의 대학생활 적응을 촉진하기 위해 수행되 었다. 연구 대상자는 5개 도시의 간호학과 남자 간호대학생 209명으로 편의표집을 하였다. 수집된 데이터는 SPSS/WIN 25.0으로 분석하였다. 생활스트레스는 대학생활적응과 그릿에 유의한 부적 상관관계를 보였으나 그릿 은 대학생활적응에 정적 상관관계로 나타났다. 매개효과 검증결과 최종모델은 대학생활적응의 43.5%를 설명하였 다. 따라서 남자간호대학생의 대학생활적응을 향상시키기 위해서 생활 스트레스를 낮추고, 그릿과 대학생활 적응수 준을 높일 수 있는 프로그램 개발이 요구된다. This study was conducted to promote male nursing students' adaptation to college life by identifying life stress, grit, and degree of adaptation to college life, and the effect of grit mediating effect on the relationship between life stress and college life adjustment. became The subjects of this study were 209 male nursing college students enrolled in nursing departments in 5 major cities. The collected data were analyzed with SPSS/WIN 25.0. Life stress showed a significant negative correlation with college life adaptation and grit, but grit showed a positive correlation with college life adaptation. As a result of mediating effect verification, the final model explained 43.5% of college life adaptation. Therefore, in order to improve male nursing students' adaptation to college life, it is required to develop a program that can lower life stress and increase grit and college life adaptation level.

초등 사회과 통합학급 수업을 위한 예비 특수교사의 교수적 수정 적용 사례 분석

서효정,박윤정 한국특수교육교과교육학회 2019 특수교육교과교육연구 Vol.12 No.3

The purpose of this study is to enhance instructional competency of pre-service special education teachers for instructional adaptations, improving the access to the general education curriculum and the curriculum integration of students with disabilities. Accordingly, this study aimed to analyze the contents of lesson plans designed by applying the instructional adaptations of pre-service teachers for an elementary student with special needs who was educated in a inclusive social studies class. Also, the changes of teacher efficacy of pre-service teachers were analyzed. As results, first, there were different frequencies of implementations for the five areas of instructional adaptations, but all of the pre-service teachers implemented instructional modifications in the areas of instructional environment, grouping, instructional methods, and instructional contents. Second, the examples of the learning goals, instructional methods, and evaluation methods were provided in their modified lesson plans with the assignment sheets for implementing instructional adaptations. Lastly, the differences between pre- and post- teacher efficacy for both individual and general efficacy domains were statistically significant. Based on study findings, implications for future research were discussed. 본 연구는 장애학생의 일반교육과정접근과 교육내용의 통합을 향상시키기 위해 예비 초등특수교사의 교수 역량 강화를 목적으로 하였다. 이에 초등 특수학급에 배치되어 시간제 통합교육을 받고 있는 특수교육대상학생 1명을 대상으로 17명의 예비 특수교사가 교수적 수정을 적용하여 설계한 사회과 교수학습과정안의 내용을 분석하고, 예비교사들의 교수 효능감 변화를 살펴보았다. 주요 결과 첫째, 교수적 수정 5대 영역별 하위요소에 따라 빈도의 차이가 다소 존재하지만 예비교사 전체가 모두 적용한 교수적 수정의 영역은 교수환경, 교수집단, 교수방법, 교수내용의 수정으로 나타났다. 둘째, 교수적 수정을 적용한 교수학습과정안은 학습목표, 교수·학습 방법, 평가방법 모두 대상 특수교육학생의 교육적 요구에 따라 수정되어 이에 대한 예시를 제공하였다. 마지막으로, 개인적 및 일반적 교수 효능감은 모두 사전-사후의 평균 차이가 유의미하게 있었다. 이러한 연구결과를 바탕으로 논의 및 후속 연구를 위한 제언을 제시하였다.

쇼의 『피그말리온』의 결말부 재검토하기: 원작과 개작들 사이에서

황효식 ( Hwang Hyosik ) 대한영어영문학회 2021 영어영문학연구 Vol.47 No.1

More often than not, the performance history of Bernard Shaw’s Pygmalion has seen the romanticization of Higgins and Eliza’s relationship. Even in the London premiere of the play in 1914, the romanticized ending of the play caused troubles between Shaw and his actors, Herbert Beerbohm Tree and Mrs. Patrick Campbell. Because of this Shaw added the prose sequel to his first printed version of this play (1916) to precisely express his authorial intention to the audience. Despite his efforts, however, the romanticization of the play in performance continued later in the film versions and even in the musical versions of the play. Presumably, the conflicts between romantic and anti-romantic interpretations of the play were already embedded in the play regardless of the author's intention. Also, the dialectical relationship between the original play and the adaptations revitalized the play to live a long afterlife. Fortunately to Shaw, however, in our time when feminism has prevailed, his anti-romantic ending in Pygmalion has been received no longer as unconventional. Rather, it is more relevant to our feminist culture empowering a woman to be a strong individual as much as a man. Against Paul Bauschartz’s term, “uneasy evolution,” which negatively evaluates the history of the romantic receptions of the play up to the 1964 My Fair Lady film, recent anti-romantic receptions of the play show us a new possibility of coevolution between the original play and its adaptations. (Chungbuk National University)

A high-whey-protein diet does not enhance mechanical and structural remodeling of cardiac muscle in response to aerobic exercise in rats

Kevin Boldt,Venus Joumaa,Jeannine Turnbull,Paul W.M. Fedak,Walter Herzog 한국운동영양학회 2022 Physical Activity and Nutrition (Phys Act Nutr) Vol.26 No.1

[Purpose] Aerobic exercise training results in distinct structural and mechanical myocardial adaptations. In skeletal muscle, whey protein supplementation is effective in enhancing muscle adaptation following resistance exercise. However, it is unclear whether cardiac adaptation to aerobic exercise can be enhanced by systematic protein supplementation. [Methods] Twelve-week-old rats were assigned to 12 weeks of either sedentary or aerobic exercise with either a standard (Sed+Standard, Ex+Standard) or high-protein (Sed+Pro, Ex+Pro) diet. Echocardiography was used to measure cardiac structural remodeling and performance. Skinned cardiac fiber bundles were used to determine the active and passive stress properties, maximum shortening velocity, and calcium sensitivity. [Results] Aerobic training was characterized structurally by increases in ventricle volume (Ex+Standard, 19%; Ex+Pro, 29%) and myocardial thickness (Ex+Standard, 26%; Ex+Pro, 12%) compared to that of baseline. Skinned trabecular fiber bundles also had a greater unloaded shortening velocity (Sed+Standard, 1.04±0.05; Sed+Pro, 1.07±0.03; Ex+Standard, 1.16±0.04; Ex+Pro, 1.18±0.05 FL/s) and calcium sensitivity (pCa50: Sed+Standard, 6.04±0.17; Sed+Pro, 6.08±0.19; Ex+Standard, 6.30±0.09; Ex+Pro, 6.36±0.12) in trained hearts compared to that of hearts from sedentary animals. However, the addition of a high-protein diet did not provide additional benefits to either the structural or mechanical adaptations of the myocardium. [Conclusion] Therefore, it seems that a high-whey-protein diet does not significantly enhance adaptations of the heart to aerobic exercise in comparison to that of a standard diet.

Transcending Cultural Boundaries: A Study of the Adaptation of Shakespeare`s Othello by Vishal Bharadwaj

( Iti Roychowdhury ) 경희대학교 비교문화연구소 2012 비교문화연구 Vol.28 No.-

Ever since they were first produced, more than four hundred years ago, Shakespeare`s plays have been reproduced and adapted into countless film and TV productions, into ballets and operas and theatre performances across the globe. The present paper, within a broad conceptual framework, aims to investigate the cross cultural dimension of adaptation of a stage play, written for the Renaissance England, into a 21stcenturyindianfeaturefilm. The paper uses Omkara, an adaptation of Othello by Vishal Bharadwaj, as a case study to:(i.) Explore the use of the idiomatic language of cinema in such an adaptation. (ii.) Posit a re-reading of Shakespeare with the help of local/native signifiers.