노장의 도와 심미의식

김종미 중국어문학회 1995 中國語文學誌 Vol.2 No.-

생명과학기술의 사회적수용 결정요인

김종미 한국미래행정학회 2014 한국미래행정학회보 Vol.3 No.2

본 연구의 목적은 GM농산물의 사회적 수용결정요인을 도출하는 것이다. 분석결 과 첫째, 객관적이고 전문적 지식이 높을수록 수용성이 높고, 스스로 판단하는 반면 에 지식이 부족할수록 신뢰하는 외부기관의 정보에 의존하는 것으로 나타났다. 응답 자의 지식수준은 전반적으로 낮은 편이며 편차가 적고, 75-80%이상이 TV와 인터넷 을 선호 및 신뢰하며, 두 매체의 정보성향은 부정적인 정보가 긍정적인 정보보다 3 배 정도 높은 것으로 나타났다. 둘째, GM의 필요성과 수용성의 관계는 상관계수가 0.628로 매우 높게 나타났다. 셋째, 비용/편익에 따라 개인 및 집단의 수용성이 결정 되는 것으로 나타났다. 지난 4년간 수용성이 지속적으로 낮아지고 있는 실정이다. 그 이유는 집단 간 편 익/위험 입장의 차이로 갈등이 심화되고 집단 간의 정보 공유가 거의 이루어지지 않 고 있다는 것과 일반인은 대중매체의 부정적인 정보성향을 신뢰하는 반면에 전문적 이고 객관적 지식과 정보의 수집부족과 정부 및 전문기관의 적극적이고 지속적인 정보제공 및 홍보가 부족하기 때문이라고 판단된다. The purpose of this study is to ascertain the determinant of social acceptance of GM agricultural products. In result of the analysis on survey of 1000 people, first, the more objective and professional knowledge one has, the less likely one accepts an external information. However, the more deficient knowledge they have, the more dependent and reliant on external information they are. Second, There is a correlation coefficient between Necessity and acceptance of GM, 0.628, indicating substantial positive correlation. Third, Individual and group of social acceptability is determined by cost-benefit.

한비자의 법가사상에 대한 정치 행정적 함의

김종미 한국행정학회 1999 韓國行政學報 Vol.33 No.3

오늘날 우리 나라의 정치와 행정은 여전히 바람직한 정치와 행정의 모습을 벗어나 부정부패의 온상으로 지적되고 있다. 이러한 현상을 결과한 데는 여러가지 원인이 있겠으나, 그 중의 하나는 법치가 제대로 행해지지 않고 있다는 점을 지적할 수 있다. 따라서 본 논문은 한비자의 법가사상을 일별해 보고 그의 통치사상에 담긴 정치 행정적 합의를 통해 오늘 우리 사회의 정치와 행정질서를 회복하는데 적용해 볼 수 있는 가능성을 시론적으로 논의하였다. 현재 우리가 당면한 과제의 해결을 위한 정치 행정의 제반에 법가의 핵심내용을 유효하게 적용할 수 있음을 알 수 있었다. 특히 민주주의와 통치술, 법치에 의한 부국강병의 실현, 한비자의 법치사상과 근대법치주의와의 관계, 한비자의 조직관, 조직 리더가 갖추어야 할 용인술, 진보적 역사관과 개혁, 국가발전 단계에 있어서 법가의 위치 등을 통해서 단순한 경장의 차원을 넘어선 창업기의 특징이 있는 우리의 현실에 법가사상이 통치에 관하여 요소 요소에 시사하는 바가 매우 크다. 이는 여러 상황의 차이에도 불구하고 현재 우리가 앓고 있는 복병을 치유하는데 상당히 기여할 것을 기대하게 한다.

음성사전의 언어학적 표상

김종미 한국음운론학회 2003 음성·음운·형태론 연구 Vol.9 No.1

Kim, Jong-mi. 2003. Linguistic representations in sound dictionaries. Studies in Phonetics. Phonology and Morphology 9.1. 75-92. The paper reviews various types of linguistic representations adopted in contemporary sound dictionaries. The representations explored are the widely-accepted phonetic transcription conventions such as the International Phonetic Alphabet (IPA), the Speech Assessment Methods Phonetic Alphabet (SAMPA), the American-English transcription system in the TIMIT database (TIMITBET), the of?ial Korean Romanization (KOR0M), and the TOnes and Break Indices (ToBI). These annotation conventions are dealt with Korean, English, and Korean-accented English. The paper demonstrates the merits and disadvantages of each transcription convention based on its purpose; that is, to display or to keyboard-input, segmental or prosodic, word-level or utterance-level transcriptions of, monolingual or multilingual, native or non-native speech. In conclusion, the paper defines the extent to which a given transcription can exclusively be recommended and to which different conventions must collectively be used. The collective use is illustrated by transcribing the speech of Koreans learning English: IPA for displaying the phonetic quality to learners, SAMPA for keyboard-inputting the phonetic quality in the computer, ToBI for keyboard-inputting the tones and breaks, and a time-aligned error annotation convention as in Kim(2002a) for keyboard-inputting the morphological, segmental, and prosodic errors of learners in the database. Such integrated linguistic representations can be implemented in a pronunciation dictionary for English learners and provide audible references as well as interactive lessons. (Kangwon National University)

윤이상의 <Interludium A für Klavier>에 나타난 ‘주요음기법’(Haupttontechnik)

김종미 칼빈대학교 2013 칼빈論壇 Vol.- No.33

손이 작은 피아니스트를 위한 연주법

김종미 칼빈대학교 2019 칼빈論壇 Vol.- No.39

장욱진, 그 붓 위의 노닒

김종미 동아시아문화포럼 2000 동아시아 문화와 사상 Vol.4 No.-

코플랜드 (Aaron Copland)의 <피아노 변주곡>에 관한 분석 연구

김종미 칼빈대학교 2010 칼빈論壇 Vol.- No.30

創意性 開發을 위한 幼稚園의 環境 造成

金鍾美 진주여자전문대학 1980 論文集 Vol.2 No.-

Creativity not only affords children pleasure and satisfaction, but has a marked effect upon their personality as well. Furthermore, we can not but recognize the importance of developing creativities, in view of the fact that It is with this creativity that our cultural life began All the organs of education, therefore, ought to form desirable environments for developing creativities The purpose of this study is to investigate about the effective environments of Kindergarten which is in charge of the education of children in the light of the theory that creativity dawns from the cradle In this study, the environments of Kindergarten for developing creativities were investigated, divided by psychological environment and physical environment, and the results summarized are as follows: 1. Psychological environments for developing creativities are (1) Atmosphere for creativities, accommodation and understanding (2) Teachers intellectual curiosities (3) Voluntary learning (4) Positive self -concept (5) Removal of obstacles having a demoralizing influence upon emotion (6) Reperception of individuality (7) formation of groups (8) Co-operative system of guidance etc 2. Physical environment for developing creativities When the structure of Kindergarten-buildings, gardens, playgrounds and teaching-materials are so planned that diversified observations by recognizable elements can be made, according to the age, interest and desire of infants, desirable environments for action and development will be made available, and in consequence of it, and the operation of thinking for developing creativity will be made active.

피아노 교수법의 역사적 탐구와 피아노 연주 교육의 현황

김종미 칼빈大學校 2005 칼빈論壇 Vol.2005 No.-

Since the beginning stage of composing music for the piano in the 1700's, there has been an increasing interest in keyboard instruction. The increasing musical complexity of piano literature, changes in musical style, modifications in the instrument and the influence of piano teachers and artists all have had an effect on the development of keyboard study. Piano instructions during the first hundred years were dominated by direct imitation and finger development by means of mechanical gymnastics. During the last half of 19th century the modern era of piano pedagogy has begun the school of relaxation and the school of weight playing. Early twentieth-century piano pedagogy focused on the deveopment of musical intelligence and an interrelationship among the aural, rhythmic, and technical aspect of piano playing. As blind acceptance of nineteenth-century teaching approaches began to lessen, new ideas that was including vital mind and ear play in the physical realization of music. Since 1940 most of piano pedagogy fostered the development of musical understanding, aural control (critical self-listening), rhythmic control, and technical control. In order to convey a composer's idea, the performer must be in full rhythmic control, including rhythmic structure. Since about 1980 the medium of videotape has become the significant arena of piano pedagogy. Piano pedagogy has been evolved with a common goal to raise student's ability and talent. Developing musical intelligence requires understanding of basic principles of melody, harmony, rhythm, and form. The imitative approach to piano study can never fully develop a student's musical independence and decision making. Piano pedagogy is advisable to be focused on the integration of both musical and technical aspects of piano playing: musical understanding, critical self-listening, understanding the rhythm, and the ability to be able to make musical judgments. In conclusion the ideal piano pedagogy requires the unification of physical and musical training.