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Objectives : The purpose of this study was to investigate the effect of Ganjeonggyeok and eye exercise therapy in primary school students who have myopia. Methods : 76 primary school students were divided into 2 groups. Experimental group was treated with eye exercise therapy along side with Ganjeonggyeok, while control group was treated with only eye exercise therapy. We compared and analyzed the rate of recovery of eyesight after 3 months. Results & Conclusions : 1. Right eyesight of the experimental group was improved from .59±.41 to .70±.48 and it was statis- tically significant. Left eyesight was improved from .63±.40 to .66±.45, but it was not statistically signif- icant. In case of control group, right eyesight was improved from .98±.33 to .99±.34, and left eyesight, from .66±.34 to 1.04±.44. In both cases, the variation was not statistically significant. 2. We compared VFQ scores of each group before and after the treatment. In experimental group, the score changed from 61.54±6.8 to 61.83±6.3, and in control group, the score changed from 61.74±4.0 to 60.50±.11.9. However, there were no statistical significance in both cases. 3. Eye exercise therapy alone can help recovering eyesight. However, Ganjeonggyeok in parallel with eye exercise showed significant recovery of myopia. Objectives : The purpose of this study was to investigate the effect of Ganjeonggyeok and eye exercise therapy in primary school students who have myopia. Methods : 76 primary school students were divided into 2 groups. Experimental group was treated with eye exercise therapy along side with Ganjeonggyeok, while control group was treated with only eye exercise therapy. We compared and analyzed the rate of recovery of eyesight after 3 months. Results & Conclusions : 1. Right eyesight of the experimental group was improved from .59±.41 to .70±.48 and it was statis- tically significant. Left eyesight was improved from .63±.40 to .66±.45, but it was not statistically signif- icant. In case of control group, right eyesight was improved from .98±.33 to .99±.34, and left eyesight, from .66±.34 to 1.04±.44. In both cases, the variation was not statistically significant. 2. We compared VFQ scores of each group before and after the treatment. In experimental group, the score changed from 61.54±6.8 to 61.83±6.3, and in control group, the score changed from 61.74±4.0 to 60.50±.11.9. However, there were no statistical significance in both cases. 3. Eye exercise therapy alone can help recovering eyesight. However, Ganjeonggyeok in parallel with eye exercise showed significant recovery of myopia.
Objective&Methods The purpose of this study is to observe the effects of HK-1001 Pharmacopuncture at GB34(Yangleungchean) on hyperlipidemia in rats. The author performed several experimental items to analyze the levels of various components and enzymes in serum, urine and liver, as well as the histological changes of liver and aorta. Results 1. HK-1001 Pharmacopuncture infusion solution increased the cell viability rate, DPPH radical scavenging activity and HMG-CoA reductase inhibition rate in rat liver cells. 2. The levels of total cholesterol, free cholesterol, LDL-cholesterol, phospholipid in serum and AI(atherogenic index) were decreased, and the ratio of HDL to TCL(HDL/TCL) and the level of TG in serum were increased as compared with those of the control group. 3. In the HK-1001 group, serum GOT was significantly lower than those of the HG group and the saline group, and serum ALP was significantly higher than that of the HG group. 4. Hepatic GSH and catalase activities were significantly increased as compared with those of the saline group. Conclusion From the above results, it is suggested that HK-1001 Pharmacopuncture at GB34 has a therapeutic effect on hyperlipidemia.
Frontal sinus fractures, particularly anterior sinus fractures, are relatively common facial fractures. Many agree on the general principles of frontal fracture management; however, the optimal methods of reduction are controversial. The subbrow approach enables accurate reduction and internal fixation of the fractures in the anterior table of the frontal sinus by allowing direct visualization of the fracture. Given the surgical success in reduction and rigid fixation, patient satisfaction, and aesthetic benefits, the transcutaneous approach through a subbrow incision is superior to other reduction techniques used in the management of an anterior table frontal sinus fracture.
Purpose: The congenital epulis is a rare, benign tumor. It can protrude out of the newborn’s mouth to prevent normal closure of the mouth and it can interfere with respiration or feeding. Methods: An 11-day old female neonate presented with a 1.5×1.5×2.3cm sized mass in the gingival and anterior alveolar ridge of the mandible. We performed a simple excision. Results: In our case, histologically, there was no pseudoepitheliomatous hyperplasia. The staining for S-100 protein, and actin was negative. After 8 months, the patient had normal teeth eruption and no recurrence of the tumor. Conclusion: With early detection and appropriate treatment, we were able to help the baby avoid developing any dyspnea. Nursing was possible after the mass had been removed. (J Korean Cleft Palate Craniofac Assoc 12: 121, 2011)
We have conducted standard penetration tests and static cone penetration tests that are widely used the land base examination on the soft ground subsurface of Yongdong area, and examined the correlation between them. We have also made a comparative analysis of the correlation between the indoor tests on the materials collected on the site and on-the-spot penetration tests. The results are as follows : The relationship between Standard Penetration Test N-value and Dutch Cone Tset show 1.93N+0.29 for organic soil, 2.19N+0.20 for clay, 2.34N+1.06 for silt, 3.02N+0.54 for silty sand, and 3.47N +0.46 for sand. In this case of sand/N increases when the soil particles are larger. The relationship between standard penetration test N-value and Unconfined Compression Strength show = 0.11N+0.03 for organic soil, = 0.11N+0.25 for clay, and = 0.18N-0.03 for silt. 현장 지반조사시 널리 사용되고 있는 표준관입시험과 정적콘관입시험을 행하여 상관관계를 구하고 현장에서 채취한 시료를 실내시험을 행하여 현장관입시험과의 상관성에 관하여 비교 분석한 결과 다음과 같은 결론을 얻었다. 표준관입시험의 N값과 Dutch Cone Test의 의 관계는 유기질토 지반에서는=1.93N+0.29, 점토지반은 =2.19N+0.20, 실트지반은 =2.34N+1.06으로 나타났고, 사질토층의 경우 실트질모래지반은 =3.02N+0.54, 모래지반은 =3.47N+0.46 으로 나타났으며, 입자가 큰 토층일수록 /N값이 증가하였다. 표준관입시험의 N값과 일축압축강도 의 관계는 유기질토는= 0.11N+0.03, 점토는 = 0.11N +0.25, 실트는 = 0.18N-0.03으로 나타났다.
이 연구의 목적은 문학교육에서 빈번하게 사용되는 `생각`과 `느낌`에 대한 비판적 시각을 제시하는 데 있다. `생각`과 `느낌`은 문학교육을 포함한 초등학교 국어과 교육과정 및 국어 교과서에 폭넓게 사용되어 왔으나 사용상에 일정한 문제점을 내포하고 있었다. 해당 용어에 대한 설명이 없는 점, 사용상의 준칙이 부재한 듯한 양상 등이 그러하다. 또한 의미의 포함관계가 모호하게 처리되거나 광범위한 의미역으로 사용된 것 등도 문제점으로 지적되었다. 문학교육에서 체험의 해석 및 표현은 참된 이해를 위하여 정당한 활동에 속한다. 교수·학습의 상황에서 이것이 성취되려면 이를 위한 학습용어의 정제가 필요하다. 이것은 사고교육 뿐만 아니라 정서교육으로서 문학교육의 위상과 기능을 제고하기 위한 기초작업에 해당된다. 이를 위하여 본고에서는 그간에 사용된 `생각`과 `느낌`이라는 학습용어의 문제점을 살펴보고 그에 대한 개선방안을 간단하게나마 제시하고자 하였다. This study was conducted to critically examine the learning terms `thinking` and `feelings` used in literature education. A learning term is a term that is used in teaching and learning situations. In particular, proper learning terminology should be used in order to realize the subjectivity of the learner toward literature education. For the purpose of research, I have critically examined the terms of `thinking` and `feeling` in current Korean language curriculum and Korean textbooks. For this study, 2011 revised and 2015 revised Korean language education curriculum, and Korean language textbooks of all elementary schools were analyzed. The possible problems were identified with the use of the terms. The results of the study are as follows. First, there is no explanation for the terms. Since the learning terms are used in teaching and learning situations, they should be clearly identified for proper communication. However, it is not desirable to use it without the explanation it. So, there was a problem that was using the terms in overly broad sense. In addition, it was pointed out that the use of terms without certain principles was also a problem. In literature education, literature experience should lead to expression and understanding through it. To achieve this in teaching and learning situations, appropriate learning terminology is needed. We need to find terms that more accurately reveal the meaning of `thinking` or `feelings`. In addition, learning terminology should be used according to certain principles.
본고는 한국문학교육학회의 정기 학술지인 『문학교육학』1호(1997)~46호(2015) 중 매년 1권씩 18권을 무작위 선택하여, 거기에 실린 논문 230편을 대상으로 문학교육 연구의 주제와 방법을 분석하였다. 먼저 주제 분석을 위해 연구의 목적과 내용에 나타난 문학 요소와 교육 요소를 중심으로 논문들을 <문학 원론, 장르, 문학사, 작가ㆍ작품, 수용ㆍ생산>과 <문학교육 원론, 교육과정, 교재, 교수ㆍ학습(자), 평가>를 축으로 한 분석 틀에 분류, 배치하였다. 그리고 방법 분석을 위해 문학ㆍ텍스트 지향 방법론과 교육ㆍ활동 지향 방법론, 종합적 방법론을 대범주로, <구조론적 접근, 수용ㆍ생산론적 접근, 반영론적 접근>과 <이론 연구, 모형 연구, 실행ㆍ실험 연구>를 소범주로 한 분석 틀을 만들고 거기에 논문들을 분류, 배치하였다. 이 결과를 활용하여 논문들의 주제와 방법을 분석하여 문학교육 연구 전반의 특징과 성과, 한계를 살펴본 것이 본고의 내용이다.『문학교육학』발표 논문을 중심으로 문학교육 연구의 성과를 살펴본 결과 문학 비평의 이론을 교육적으로 전화(轉化), 적용하는 데에는 많은 성취와 진보가 있었음을 알 수 있었다. 아울러, 학회의 기획 주제를 통해 문학교육에 대한 관심이 ‘문학’에서 ‘인간’으로 변해 온 과정도 알 수 있었다. 그럼에도 불구하고 문학교육의 중요한 변인인 인간(주체) 요인을 다룬 연구가 적고, 사회과학적 방법론에 입각한 연구, 특히 실행ㆍ실험 연구가 소략하다는 특징도 발견되었다. 이러한 경향성은 선행 연구 등을 통해 충분히 예측되었던 바, 본고는 예측의 단순 확인을 넘어 그 세부의 내용적ㆍ방법적 체계를 정밀하게 분석함으로써 보다 실증적이고 비판적인 논의까지 밀고 나간 의의를 지닌다. 아울러, 이를 통하여 문학교육 연구의 방향에 대한 숙고도 이루어질 수 있다. This paper focuses on analyzing the trends and features of research on Korean literature education through surveying results from the first publication of Journal of Korean Literature Education Research until now, and then inducing further research issues and goals. 586 papers have been published after the first publication of JKLE that has latest version of the 46th publication in 2015. It has big contributions to establish an academic identity of Korean literature education. The specialization field in literature education has been searched not under the premise of simple summation of literature and education but under various aspects and practical levels. It bring to needs for further literature education developments with analysis and evaluation of these research achievements. We classified and analyzed randomly selected 230 papers published in JKLE and those selected papers are evenly distributed through the years. Analysis of the results found that academic achievements in Korean literature education. However, we found out that researches on human factor, main subject in literature education, is relatively less. It means that the topics and methods of research on Korean literature education is affected more literature theory than educational theory, and research strategy for searching its own special area is focused on literary contents. In this paper, we have a contribution to suggest the development direction of research on Korean literature education based on surveying achievement of accumulated researches. It support this paper critical meta-data analysis of research on Korean literature education because it is acquired from empirical reviews.