프란체스코 보로미니의 산 티보 알라 사피엔차 성당 : 상징과 의미체계

김정락 한국미술이론학회 2016 미술이론과 현장 Vol.0 No.21

17세기 로마의 전성기 바로크에서 활동했던 프란체스코 보로미니의 건축은 정교하고 복잡한, 하지만 탈 고전주의적인 기하학적 구성으로 잘 알려져 있다. 본 연구는 이 성당의 공사과정상의 문제들을 당대의 정치적 변화와 연동지음으로써 산 티보 성당의 정치적 상징체계의 변화와 그 양상을 제시하려고 하였다. 1642년에 착공되어 1660년에 봉헌된 이 성당은, 그 규모를 고려할 때, 상당한 공사기간을 가졌다. 이것은 건축을 위한 물리적인 시간의 지연이 아니라, 정치적 역학에 따른 지연이었다. 건축공간과 구조 속에 투영된 기하학적 그리고 문장학적 요소들은 선행연구들이 인식했던 ‘지혜의 상징’을 넘어서 ‘권력의 상징’이 되었고, 실내와 외부에 추가된 장식물들 또한 이러한 정치적인 의미를담고 있다. The architecture of Francesco Borromini, who lived and worked during the High Baroque era in 17th-century Rome, was well-known for its elaborate and complex, but non-classical, geometrical structure. This study examines the various aspects and changes of political symbolism found in the Sant'Ivo church by linking issues of the construction process to political changes that took place at the time. Considering the scale of the cathedral, which began construction in 1643 and was consecrated in 1660, underwent a long period of construction. The delay, however, was not due to physical time required for the building, but due to political dynamics. The geometrical and heraldic elements projected in the architectural space and structure were not merely "symbols of wisdom," as perceived by earlier studies, but "symbols of political power," and such political significance was also evident in the ornaments added to the interior and exterior of the church.

골프 클럽 브랜드 자산의 소비자-브랜드 관계 연구

김정락,임정일 한국스포츠리서치 2006 한국 스포츠 리서치 Vol.17 No.6

日帝侵略과 韓國의 主權喪失에 關한 考察

金町洛 대구보건대학 1988 대구보건대학 論文集 Vol.11 No.-

In the latter part of the 19th centry the most significant and historical challenge that our country was facing had the following two sides. One was the challenge from the foreign powers of industrially advanced capitalist countries, and the other was the strong need of the domectic social reform. Japan was the exemplary case of the former. The Un-yang Trouble was caused by Japan in 1875 and she forced Korea to enter into the so-called Byong-ja Treaty of Amity. Consequently, Korea not only opened the harbors but also gave a footing to the Japenese invasion of Korea. The latter was represented by the Dong-hak Revolution and it led to the Chino-Japanese War and the Kabo Political Reform in 1894. These two events not only brought about the foundation of the Japanese invasion of Korea but also yielded the fact that Korea became the powers' struggle for concessions. Through the Chino-Japanese war, Japan succeeded in securing an advanced base of colonization of Korea by the Eul-sa Treaty of Protection and deprived Korea of her administration power by means of disorganizing them military forces and the so-called "a deputy secretary administration system" based on the Jyong-mi Seven Artcles Treaty in 1907. The judicial power and the prison affairs were lost by the Ki-yoo Memorandum in 1909. Thus, Japan conlcluded the annexation of Korea on the 22nd of August, 1910, due to which Korea lost her sovereignty for 36 years. To put it shortly, Korea lost her sovereignty through the confrontation and confusion with the troubles internal and external. Consequently we are still suffering from the pains of the divided nation. This lesson should be kept in mind and our all-out efforts should be concentrated to make our country unified, stable, and advanced.

Multiplex PCR Assay from Colon Biopsy Specimens in Acute Infectious Colitis Patients

김정락,김명신 대한의생명과학회 2006 Biomedical Science Letters Vol.12 No.4

民族文化 繼承 發展에 關한 一考

金町洛 대구보건대학 1994 대구보건대학 論文集 Vol.14 No.-

라오콘 논쟁과 에티엔 모리스 팔코네의 <크로토나의 밀로>

김정락,Kim, Jung-Rak 한국미술이론학회 2003 미술이론과 현장 Vol.1 No.-

Im 18. Jahrhundert stritt man urn allgemeing$\"{u}$ltige Kriterien f$\"{u}$r die Kunstkritik, welche ebenda aufzubl$\"{u}$hen begann. Im Zentrum dieser Auseinandersetzung, die uns als "Laokoon-streit" bekannt ist, befanden sich Johann Joachim Winckelmann einerseits und ein franz$\"{o}$sischer Bildhauer Etienne-Maurice Falconet(1716-1791) andererseits. Die beiden waren von ganz unterschiedlichen Kunstideen $\"{u}$berzeugt. Obwohl sie niemals zusammentraf, fielen sie in eine heftige schriftliche Diskussion. Wie bekannt, vertrat Winckelmann den aufkommenden Klassizismus. Er setzte die griechische Kunst auf die h$\"{o}$chste Rangstufe auf und bezeichnet sie als Tr$\"{a}$ger der sogenannten "edlen Einfalt und stillen Gr$\"{o}{\beta}$e, die sonst in der Natur verborgen bleibe. Nach Winckelmann sollte der K$\"{u}$nstler die griechischen Vorbilder wie Apollo von Belvedere und Laokoon nachahmen, um das wesentlich Sch$\"{o}$ne zu erlernen. Falconet $\"{u}$bte eine scharfe Kritik gegen die Meinung Winckelmanns und die Diletantismus in der Kunstkritik aus. Selbst als Theoretiker warf er vor, dass die Klassizisten um ihr dogmatisch struktuiertes Lehrgeb$\"{a}$ude willen alle andere Eigenschaften der Kunst sowie Kunstwerke $\"{u}$bersahen und ihre Apotheose der klassischen Kunst auf die Entwicklung der Kunst eher als Hindernis wirkte. Im besonderen Hinblick auf den Ausdruck der menschlichen Leidenschaft distanzierte Falconet sich von der Lehrmeinung des Klassizismus, n$\"{a}$mlich Zur$\"{u}$ckhaltung derselben Leidenschaft wegen der idealen Sch$\"{o}$nheit. Vor dem Laokoon teilten Falconet und die Klassizisten ihre Meinung un$\"{u}$berbr$\"{u}$ckbar voneinander. F$\"{u}$r diese war der Laokoon die Repr$\"{a}$sentation des erhabenen Menschen, der leidet, ohne seinen Affekt zu enth$\"{u}$llen. Im Gegensatz sah Falconet in demselben Werk einen erlungenen Ausdruck des menschlichen Gef$\"{u}$hls. Sein Deb$\"{u}$twerk <Milon von Croton> ist also die Visualisierung seiner Kunstauffassung. Unter Einfluss Pierre Pugets sowie seines Lehrers Jean-Baptiste Lemoyne bem$\"{u}$ht er sich darum, den Ausdruck der menschlichen Leidenschaft durch kunsttechnische Leistung und wissenschaftliche Forschung zu erstarken. Daraus ergab sich die expressive Ausdrucksform des Affekts. In diesem Fall verband sich Falconet mit der Tradition des barocken Kunstwollens, aber er ging einen Schritt weiter, indem er die Ausdrucksweise noch realistischer und lebendiger zu machen vermag. Faconet war vielleicht der einzige K$\"{u}$nstler, der Vorteile det barocken Kunst ausnut zen konnte, ohne dabei die klassische und realistische Formensprache zu verlieren. Dutch sein Werk und seine theoretischen Schriften er$\"{o}$ffnete er neue Prinzipien sowohl f$\"{u}$r die Kunstpraxis als auch f$\"{u}$r die Kunstkritik, deren wesentliche Sinn jedoch erst in der Romantik anerkannt wurde.

배양 근 세포의 분화 Tunicamycin과 o-Phenanthroline의 효과

김정락 인제대학교 1987 仁濟論叢 Vol.3 No.2

The effect of tunicamycin(50ng/ml) and o-phenanthrolin(5㎍/ml) as fusion inhibitor on the myoblast in culture was investigated. Confluent myoblast exposed to tunicamycin, an inhibitor of dolichol-phosphate-mediated glycosylation of proteins at asparagine-linked site, or to o-phenanthrolin, a chelator of divalent metal cations, did not fuse or express creatine phosphokinase, acetylcholin receptor, myosin heavy chain, or α -actin. o-Phenanthrolin did not perturb myoblast adhesion but rather blocked the fusion of aggregated cells. By contrast, tunicamycin blocked elongation step.

배양 근 세포에서의 Ca²□-ATPase의 합성

김정락 인제대학교 1985 仁濟論叢 Vol.1 No.2

The effects of butyric acid(3 mM) and DMSO(4%) as fusion inhibitors or MCM(muscle-conditioned medium) as a fusion promoter on the Ca2+-ATPase synthesis of myoblast were examined in culture. 1.Under appropriate condition, the Ca2+-ATPase synthesis occured significantly before the fusion, reduced during the fusion and increased again after the fusion. 2.Butyric acid and DMSO inhibited the Ca2+-ATPase synthesis respectively. 3.MCM moved up the synthesis pattern of Ca2+-ATPase In the course of culture.

敎師의 態度가 敎育效果에 미치는 影響 : 大邱市 敎師와 高校生을 中心으로

金町洛 대구보건대학 1981 대구보건대학 論文集 Vol.5 No.-

This study is intended to establish a category of desirable attitudes teachers toward their students in classroom. For this purpose various views of education experts of Korea, Japan, and the United States of America were compared. Also a total of 528 highschool teachers and students were questionaired, the results of which are summarized as follows: 1. The factors on which the experts put stress for teachers to be equipped with are : (1) Consciousnses of teaching profession (2) Resposibilities for obligations (3) Considerateness for students (4) Trustworthiness (5) Variety of interests (6) Fairness and honesty (7) Effective preplanning and readiness for classroom work (8) Regard for student's personality (9) Self-respect (10) No prejudice 2. The attitudes desired by experts differ from those desired by teachers. The former group's viewpoint is of educational philosophy while the latter argues mainly on problem- solving activities in teacher student reations. 3. Under the item of "Regard for Student's Personality", there appears a grea difference in response between teachers and students. This shows that a practical measure for Both teachers and students to adapt in a changeable society should be taken in view of the character-building operation of education. 4. Opinions also differ according to teacher's age. The group below 35 are unfavorable against 'the teacher of monologuetype' while the one above 35are of less interest in it, and vice versa in the matter of the 'unfaithful teachers'. 5. The superior students show more acute response to the unprepared teachers while the average students are against the teachers who disregard students' porsonality. This shows that the superior have more interest in school-work, but the average students wants to be taught with the guidance added. 6. The response to teachers attitudes does not vary among the superior students while it does among the average ones.

“Architecture terrible”과 “Gothic Revival” : 건축에 대한 문학과 심리학적 감수성

김정락 한국미술사교육학회 2006 美術史學 Vol.20 No.-