베트남 유학생의 변혁적 리더십, 자기효능감 대학생활적응 및 대학생활만족도에 미치는 영향에 관한 연구 : A Study on the Effects of Transformational Leadership and Self-efficacy on College Life Adjustment and College Life Satisfaction of Vietnamese International

박정철 중부대학교 2023 국내박사

國內 音響器機 業界의 Marketing에 關한 硏究 : 特히 電蓄購買者의 消費者 行動 分析을 重[실제는 中]心으로

박정철 嶺南大學校 1992 국내박사

포스트모던 이후의 삼위일체적 관계신학방법론 연구

박정철 성결대학교 일반대학원 2019 국내박사

ABSTRACT A study on the methodology of Trinitarian relational theology after post-modern era {The word “after” in the title of the thesis “after post-modern era” is not used to coincide with the word “post” in postmodern. The researcher used the word “after” to mean that the postmodern era had already begun from a certain point. Thus, the word does not entail the meanings of “post post-modernism” or “later than postmodern era”, as such.} Park. Jung Chul Graduate School of SungKyul University, Anyang, Korea Advisor; Prof. Today is a postmodern era, dominated by the world view of diversity. In the contemporary postmodern era, the absolute value of Christianity conflicts with the world view of diversity. Conflicting with the world view means inability to communicate with the rest of the world. If communication with the world view is not possible, Christianity cannot answer the various questions of the world. If it cannot respond to the numerous questions that newly arise in the modern era, such as artificial intelligence, embryo cloning, ecological issues, post-human, virtual reality, and so on, Christianity will ultimately lose its function as a religion. An approach to this issue is not easy because many efforts of Christianity to communicate with the world view of diversity, arising from such anxieties and consciousness of crisis, engenders self-contradiction of two incompatible values, that is, “absolute value” and “diversity”. If so, is it possible for Christianity’s “absolute value” and “diversity” communicate? In Christianity, the concept of “absolute value” is unconditional. At the same time, Christianity is a religion that should communicate with the world. However, diversity rejects “absolute value”. “Absolute value” is merely one of so many concepts in diversity. Nevertheless, Christianity must communicate with the world. This study begins here. In the era of diversity, how can Christianity preserve its absolute value, whilst communicating it with the world? What is the theological methodology that will allow for the communication with the world view of diversity? This study considers two points in researching the new theological methodology. First, one should not be too obsessed with the subject of communication with the world view of diversity, and forcefully pursue the theological methodology within the contextual framework of diversity. Second, all theological methodologies raised from the Christian point of view are one of many diversities, albeit rejected or accepted in the world view of diversity. As a result of these concerns, this study has focused on “anarchism”, which is the aporia of diversity, and taking it as a “point of contact” between Christianity and diversity, this study will suggest that the “absolute value” of Christianity is being demanded by the world view of diversity, and thus, begin its research thereon. If Christianity stubbornly insists the deterministic world view within the current world view of diversity, it cannot communicate with the world. For a smooth communication, it requires a world wide interpretation of diversity. However, if the world view has been changed and the interpretation of the world view has been forcibly adapted to the changed world view, this would be a situational theology. Therefore, Christianity must find the basis of its interpretation in absolute value. The world view changed from a continuity to a discontinuity view, that is, a world view of diversity. The world view of continuity is a flow, that is, an integrated structure, a system, and universality, all connected together. However, the discontinuity world view refers to the independence, separation, and difference of each system. This is diversity. If so, what connects an individual’s independence, separation, and difference? This questions is the anarchism of diversity, and diversity of aporia to be resolved by the world view of diversity. Diversity suggests an “order of relationships” to solve this problem. Diversity, on its own, asking for “order of relationship” in diversity. This study suggests God, the absolute value of Christianity, as the “order of relationship”, which is requested by diversity itself, and uses it as a “point of contact” between Christianity and diversity. To summarize the arguments and developments of this study, it will first show the process of transition from the deterministic world view to the postmodern world view, and suggest for the “relationship” throughout the world views. Second, it will examine the fact that the requests made by the world view of diversity itself is the “order of relationships” through the aporia of diversity and its overcoming method, and present it as a point of contact with Christianity. Third, it will suggest “God”, the absolute value of Christianity, as the “order of relationships”, suggested to be a point of contact between Christianity and diversity. Fourth, it will consider the Trinity, focusing on the Trinity as the present form of God, and suggest that it is the “human existence form” in the world view of diversity. Fifth, it will examine core keyword, “relationship”, in both world view of diversity and Trinitarian existence form. Sixth, and last, this study warns for the panentheism of social trinitarianism in evangelicalism, and suggest a Trinitarian relationship theological methodology that clarifies its distinction. According to this flow, this research will be based on the world view, diversity, the Trinity, and relationship. In particular, this study will focus on the previous world view of Newton, a deterministic world view, Einstein’s special, general relativity theory, which served as a driver of the world view of diversity, Heisenberg’s principle of uncertainty, and Godel’sincompleteness theorem. This is to observe what drives have acted to bring about the transformation of world views of diversity, and to draw attention to the “relationship” that encompasses the beginning and the end of this research. There is an aporia in this diversity that is difficult to overcome, an issue of “anarchism”. Nietzsche and Lyotard agonize to solve this problem. The reason why this study is able to develop its thesis through the requests from the world view of diversity, rather than suggesting the new Christianity based theological methodology to the world view is dedicated to the various aporia developed by Nietzsche and Lyotard. This is due to their point of contact with the “order of relationship”, which is suggested as a method to overcome the aporia of diversity. The two theorists, who are prominent representatives of postmodern era, request for “order of relationship” as a way of overcoming them, and this study will substitute the requested “order of relationship” with God, the absolute value of Christianity. In order to solve the diversity aporia, “order of relationship” is required. The theological methodology in this study suggests “God” of Christianity as its “order of relationship”. Here, the “Trinitized existence form” of God appears as communication form already given. This is similar in content to the modern social Trinity, but fundamentally different. If the Trinity is interpreted and presented in the context of the situation faced by the modern social Trinity, the Trinity in this study is interpreted and presented as the existence form of the “order of relationship” that the situations demand. Further, through this Trinitarian existential style, the methodology of the Trinitarian relation theology is presented as a new theological methodology in the contemporary era of diversity. 국문초록 포스트모던 이후의 삼위일체적 관계신학방법론 연구 (논문 제목 “포스트모던 이후의”의 ‘이후의’의 의미는 포스트모던의 ‘포스트’의 의미로 사용한 것이 아님을 밝힌다. 연구자는 ‘이후의’의 의미를 포스트모던 시대가 어느 기점으로부터 이미 시작되었다는 의미로 사용하였다. 따라서 ‘탈포스트’, ‘후기포스트’의 의미는 이 용어에 포함되지 않는다.) 현대는 다양성의 세계관이 지배하는 포스트모던 시대이다. 포스트모던 시대에서 기독교의 절대가치는 다양성의 세계관과 충돌한다. 세계관과 충돌한다는 의미는 세계와 소통할 수 없다는 의미이다. 세계관과 소통할 수 없다면 기독교는 세계의 다양한 질문에 응답할 수 없다. 인공지능, 배아복제, 생태환경의 문제, 포스트휴먼, 가상현실 등 새롭게 대두되는 현대의 다양한 질문에 응답할 수 없다면, 기독교는 종교로서의 기능을 상실할 것이다. 이런 고민과 위기의식에 따라 다양성의 세계관과 소통하고자 하는 기독교의 많은 노력들은 태생적으로 ‘절대가치’와 ‘다양성’이라는 양립할 수 없는 가치의 소통이라는 자기모순을 품고 있기 때문에 그 접근이 쉽지 않다. 그렇다면 기독교의 ‘절대가치’와 ‘다양성’은 소통할 수 없는 것인가? 기독교에 있어서 ‘절대가치’는 절대적이다. 또한 기독교는 세상과 소통해야만 하는 종교이다. 그러나 다양성은 ‘절대가치’를 거부한다. 다양성 속에서 ‘절대가치’는 단지 하나의 다양성일 뿐이다. 그럼에도 기독교는 세상과 소통해야 한다. 여기에서 본 연구는 시작한다. 다양성의 시대 속에서 기독교의 절대가치를 보존하며 나아가 이 절대가치를 전하며 세상과 소통할 수 있는 방법은 무엇인가? 다양성의 세계관과 소통할 수 있는 신학방법론은 무엇인가? 본 연구는 새로운 신학방법론을 연구함에 있어서 두 가지를 고민하였는데 그것은 첫째, 다양성의 세계관과의 소통이라는 주제에 너무 집착해서 다양성이라는 상황적 틀 속에 억지로 신학방법론을 맞추는 것이 되어서는 안된다는 것과 둘째, 따라서 기독교의 입장에서 제기되는 모든 신학방법론은 다양성의 세계관에서 볼 때 거부되거나, 수용된다 해도 많은 다양성 중의 하나가 될 뿐이라는 것이다. 이런 고민의 결과 본 연구는 다양성의 아포리아(aporia)인 ‘아나키즘’ (anar- chism)에 주목하게 되었고, 이를 기독교와 다양성의 ‘접촉점’으로 삼아 다양성의 세계관으로부터 기독교의 ‘절대가치’가 요청되고 있음을 제시하면서 새로운 신학방법론에의 연구를 시작한다. 따라서 본 연구는 ‘세계관’에서부터 연구를 시작한다. 다양성의 세계관 속에서 기독교가 지금까지의 결정론적 세계관을 고집한다면 세계관과 소통할 수 없다. 소통을 위해서는 다양성의 세계관적 해석이 필요하다. 그러나 세계관이 바뀌었다고 그 해석을 바뀐 세계관에 억지로 맞춘다면 이는 상황신학이 될 뿐이다. 따라서 기독교는 절대가치 안에서 그 해석의 근거를 찾아야 한다. 세계관은 연속성의 세계관에서 비연속성의 세계관, 즉 다양성의 세계관으로 바뀌었다. 연속성의 세계관은 하나의 흐름, 즉 모든 것이 서로 연결된 통합된 구조, 체계, 보편을 말한다. 그러나 비연속성의 세계관은 각 체계의 독립, 분리, 차이를 말한다. 이것이 다양성이다. 그렇다면 각 개체의 독립, 분리, 차이를 연결하는 것은 무엇인가? 이 질문이 다양성의 아나키즘으로서 다양성의 세계관이 해결해야 할 다양성의 아포리아이다. 다양성은 이 문제의 해결을 위해 “관계의 질서”를 제시한다. 다양성 스스로 다양성 속에서의 “관계의 질서”를 요청하는 것이다. 본 연구는 다양성 스스로 요청한 이 “관계의 질서”를 기독교와 다양성의 ‘접촉점’으로 삼아 기독교의 절대가치인 하나님을 이 “관계의 질서”로 제시한다. 연구의 논지와 전개를 요약하면 첫째, 결정론적 세계관에서 포스트모던 세계관으로의 이행과정과 그 동인을 통해 세계관을 관통하는 ‘관계’를 제시한다. 둘째, 다양성의 아포리아와 그 극복방법을 통해 다양성의 세계관 스스로 요청하는 것이 “관계의 질서”임을 살펴보고 이를 기독교와의 접촉점으로 제시한다. 셋째, 기독교와 다양성의 접촉점으로 제시한 “관계의 질서”를 기독교의 절대가치인 ‘하나님’으로 제시한다. 넷째, 제시된 하나님의 존재양식으로서의 삼위일체에 주목하여 삼위일체적 존재양식을 고찰하고, 이를 다양성의 세계관에 있어서의 “인간의 존재양식”으로 제시한다. 다섯째, 다양성의 세계관과 삼위일체적 존재양식의 핵심 키워드인 ‘관계’를 살펴보고 여섯째, 복음주의에 있어서 사회적 삼위일체론이 갖는 만유재신론을 경계하며 그 구분을 명확히 한 삼위일체적 관계신학방법론을 제시한다. 이런 흐름에 따라 연구는 세계관, 다양성, 삼위일체, 관계를 중심으로 진행된다. 본 연구에서는 특히 세계관의 부분을 이전의 세계관인 뉴턴의 결정론적 세계관과 다양성의 세계관의 동인으로 작용한 아인슈타인의 특수, 일반 상대성이론, 하이젠베르크의 불확정정의 원리, 수학자 괴델의 불완전성 정리를 중심으로 상세하게 다루었다. 이는 세계관의 전환을 불러온 다양한 동인들의 ‘무엇’이 다양성의 세계관으로의 전환을 불러왔는가를 살피기 위한 것으로 이는 본 연구의 시작과 끝을 아우르는 ‘관계’에 논지를 주목시키기 위함이다. 결정론적 세계관은 ‘차이’를 무시하는 연속성의 세계관이다. 결정론적 세계관이 무시하는 이 ‘차이’를 포스트모던의 시각과 같이 본 연구에서는 ‘관계’로 규정한다. 이 ‘차이’, 즉 ‘관계’가 다양성의 세계관의 핵심이다. 차이와 관계에 주목하는 포스트모던은 다양성을 추구한다. 차이는 다양성이다. 따라서 다양성은 차이가 핵심이다. 차이를 핵심으로 하는 다양성의 세계관 속에서의 ‘상보성’의 의미는 “서로 보충하는 관계에 있는 성질”이라는 일반적이 해석과는 그 의미가 다르다. 다양성의 세계에 있어서 ‘상보성’은 그 차이와 대립에 먼저 주목한다. 그래서 리오타르는 “토론은 합의가 아니라 불일치” J. F. Lyotard, La Condition Postmoderne (Minuit, 1979), 102, 135. 라고 말한다. 이런 다양성에는 극복하기 어려운 하나의 아포리아가 있다. 그것은 ‘아나키즘’의 문제이다. 니체와 리오타르는 이 문제의 해결을 위해 고민한다. 본 연구가 새로운 신학방법론은 기독교로부터 세계관에 제시하는 방법이 아닌, 다양성의 세계관으로부터의 요청을 통해 전개할 수 있었던 이유는 바로 니체와 리오타르가 고민한 다양성의 아포리아의 극복방법에 있다. 이는 그들이 다양성의 아포리아의 극복방법으로 제시한 “관계의 질서”와의 접촉점에 의한 것이다. 포스트모던의 대표적인 이들 두 사상가는 그 극복방법으로 ‘관계의 질서“을 요청하는데, 본 연구는 그들이 요청한 ”관계의 질서“에 기독교의 절대가치인 하나님을 대입하는 것이다. 다양성의 아포리아를 해결하기 위해서는 “관계의 질서”가 필요하다. 본 연구의 신학방법론은 그 “관계의 질서”로 기독교의 ‘하나님’을 제시한다. 여기에서 하나님의 존재양식인 ”삼위일체적 존재양식”이 이미 주어진 소통양식으로 등장한다. 이것은 현대 사회적 삼위일체와 내용은 유사하나, 그 토대가 근본적으로 다르다. 현대 사회적 삼위일체가 직면한 상황에 주목하여 상황 속에서 삼위일체를 해석하여 제시한 것이라면, 본 연구의 삼위일체는 상황이 요청한 ‘관계의 질서’의 존재양식을 해석하여 제시한 것이다. 그리고 이 삼위일체적 존재양식을 통해 다양성 시대의 새로운 신학방법론으로써 삼위일체적 관계신학방법론이 제시되는 것이다.

원죄 전가와 의의 전가 교리 연구 : 개혁 신학적 관점에서

朴正徹 총신대학교 일반대학원 2020 국내석사

내러티브를 활용한 음악과 PCK 모형 개발

박정철 경북대학교 대학원 2014 국내박사

The Development of PCK Model in Music Curriculum Using the Narrative A thesis submitted to the Council of the Graduate School of Kyungpook National University in partial fulfillment of the requirements for the degree of Doctor of Education in December 2013. Park, Jung-Chul Department of Education Graduate School, Kyungpook National University Daegu, Korea (Supervised by Professor Kang, Hyeon-Suk) (Abstract) Today, teachers are required to have various levels of expertise. There are often advances in content knowledge, affinity for children, teaching Learning Ability, curriculum reconstruction skills, and teaching skill development. However, the required number of teachers in a professional capacity is just the most important subjects in the curriculum which is based on professional and teaching skills to equip active days. This ability to operate the school's curriculum and teacher training courses, liberalizes the ability to reconstructs more attention to the emphasis in Korea. What is key when looking at the teacher training course that give the skills the necessary to properly train the teacher in the curriculum? Teacher training courses are based on the nature of the subjects they teach and fully understanding of teaching and learning activities they need to teach. In addition to these basic understanding of the teaching activities, teachers need to understand how it can be differently interpreted depending on teachers. Professional teachers of education are also in the process of teaching content and doing various activities according to the educational process. Properly teaching subjects has progressed in terms of subject knowledge and in many studies, teaching subjects has properly progressed in terms of subject knowledge and pedagogical studies that have been characterized gradually. Until recently, the common elements of teacher education and teacher professionalism are what subjects have been discussed in pedagogical knowledge, like PCK( Pedagogical Content Knowledge). PCK is professor of educational content and teaching these courses is a kind of knowledge is being requested. PCK is so called a professor of educational contents and knowledge that is being requested in teaching course. In general, depending on whether you use any classes of PCK successfully or not, teachers can understand the class nature of the curriculum changes. It is the same in music and teaching. In the courses of the class curriculum, teachers have infinite levels of awareness, and attitude. Schools teach students the variety of instructional strategies, techniques, and activities that have been proposed more effective, rather than irrelevant in the curriculum and instruction. Topics based on awareness of the teacher to teach properly are well-known fact. To teach the same content, the same materials though differing levels of expertise from the teacher will result in notable difference in the results. Here is how I teach, how to obtain information and how to deal with the problems that will emerged as important issues. Thus, a good teacher professionalized the curriculum content and teaching methods for ensuring knowledge and the PCK researches rankings is not emphasizing too much. According to several studies related to the PCK curriculum knowledge and knowledge of students, knowledge is integrated into the teaching strategies that appear in PCK. And it can be called music. Depending on how to integrate this knowledge, students are more easily able to understand and have fun with the subject knowledge in its proper requirement. In this process, learning and teaching music in easy and enjoyable and becomes important in the context of the student's life experiences. Recent studies have shown that teaching truly internalized the contents of a plan that can recognized the value of the narrative, a narrative lessons to be utilized in practice. If you take advantage of this class, the interpretation of narrative sense pays attention to the work of implementing. If so, what is the nature of the teaching activities? Teaching activities teach the subject in certain conditions with given content meant to delivers to students a particular context, rather than an objective phenomenon to consider a variety of factors in analytical activities. Teachers themselves are given a variety of teaching and learning activities to create meaningful empirical analysis, which is then implemented. In other words, teachers are aware of the teaching process in the framework of their own experience by reconstructing it. This process, also reconfiguration, utilizes the music and narrative in this process which consists of PCK. In this sense, for music teacher PCK is the must-have knowledge. Thus knowledge is automatically understood and the narrative comprehended. Eventually the knowledge of music within the PCK and narrative explores the relevance of work becomes important. The teacher's knowledge of music and expertise of music education is properly taken into account because it is important knowledge. The reason why PCK is related to music and narrative is the emphasis put on such a point. In this study, knowledge of music, the PCK, and the student's understanding about the knowledge of the curriculum, is about teaching content knowledge for understanding problems related to the development of PCK. In this study, the emphasis continues to recognize the importance of teacher professionalism, the expertise to take advantage of the core of the music, and the narrative focused on the development of PCK model. For this purpose, I constitute three main parts below. First, the core subject of this study with respect to PCK and the narrative, there is a basis to explore the relationship between both. Second, PCK teachers developing a model centered survey and high-quality interviews should conducted consultations with experts. Third, the PCK's relevance of both the narrative and the nature of each investigation and discussion, is led by the Council of results of in-depth development of the PCK model. Especially on the leading center of research and conducting research to reveal differentiation, and a discussion of narrative and narrative PCK want to pay attention to the relevance. This differs from existing research which generally indicates the PCK model, this study can be seen as a feature. The effect of school teachers who work well is the most important thing to teach. The educational experience of the teachers in this study is important to recognize the value and attention to the narrative of this music and the party attempted to combine the development of PCK research. Narrative can be interpretation of human life and experience for events, people, actions, feelings and emotions, intentions and thoughts, and situations and scenes, and the overall integration in the position to give the context of a particular experience is made aware of a framework that from each other in terms of meaning and configuring the instrument that can be experienced as a very important means for organizing the structure. These narratives have the structural properties of music and teaching as a means of leveraging the narrative mouth music and the PCK model proposed. Using narrative to explore music and the PCK model, the mouth is more easy and fun music lessons to students hope to reach those of us has to be taught music by teaching concepts and learning objectives to be able to truly reach would hope. Professor in music class teacher content knowledge (PCK) as a basic literacy classes, and then the narrative would take advantage of the knowledge of the teacher's understanding of narrative is structured to be delivered to the students of the class will be more advanced. Educational curriculum in terms of the music and take advantage of the narrative model PCK learners to make them interesting and interested in teaching as a means of continuing to interact with a variety of knowledge, events, background, story, and an effective tool to understand and communicate in that it is used as a value. Using narrative music and PCK model is currently going on in the classroom model, leaving the music more generally interesting and interested students are easily dissolved in the class, the understanding of the dimensions, it can be seen that higher. Obtained by the process of this study were as follows. First, PCK's meaning and importance of narrative in music is analyzed to explore and take advantages of the educational value of music and the PCK model. Using narrative of music and music education in the existing lack of education as an alternative for solving the narrative in value, so taking advantage of music education requires the introduction of PCK. Second, utilizing the music and PCK narrative meaning and value in the class is important. Third, the narrative utilizing the music and music teaching model, PCK model is typically further than the classroom teachers and students. All have the interest and curiosity due to the structuring of knowledge and understanding. Making ​​more progressive model will be a springboard to understand. Fourth, utilizing the music and narrative PCK model when it applysthe lessons more interesting and motivating students' knowledge of the whole class as well as the ease of understanding of the structure appears to be due.

인덕션 히터를 이용한 냉난방 에어컨의 제상 능력 향상

박정철 경북대학교 대학원 2009 국내석사

This paper presents a induction heating system using the half bridge series resonant inverter which can operate in the frequency range on 22 [kHz]. A Specially designed induction working coil is inserted into the special type vessel. it is attached the accumulator of Air-condition outdoor. it is possible to run the non stop heat mode by the heating accumulator through the working coil inverter control. This paper suggests some fundamental data for designing the main power conversion circuit and working coil resistance. Design technique proposed in this paper can be applied to severe cold area for non stop heat mode.

스트레스대응 네트워크에서의 corynebacterium glutamicum ORF NCgl0328의 역할과 조절

박정철 고려대학교 대학원 2013 국내석사

The WhcA protein plays a negative role in the oxidative stress response and the WhcB and WhcE proteins function as stationary phase-specific regulatory proteins in Corynebacterium glutamicum. Results of 2D gel electrophoresis identified the NCgl0328-encoded protein to be co-regulated by WhcA and WhcB. The NCgl0328 gene has been annotated to encode NADH oxidase (nitroreductase). In an effort to identify the function of NCgl0328, the NCgl0328-deleted mutant strain of C. glutamicum was constructed and analyzed further. While the wild type strain showed a doubling time of 2.3 h, the deletion mutant showed a doubling time of 2.4 h on minimal medium (not on complex medium), suggesting that the gene is needed for ordinary metabolism during growth. In accordance with it, the gene was maximally expressed in the log growth phase as measured by RT-qPCR. In the whcA-deleted mutant strain, the NCgl0328 gene showed increased expression during growth. Accordingly, the expression of the gene was minimal in the strain overexpressing the whcA gene. In contrast, the expression of NCgl0328 in the whcE-deleted mutant strain was opposite to that observed in the whcA mutant strain. Subsequently, to test for the possible involvement of the NCgl0328 gene in stress responses, we challenged cells with various stress-causing agents. The NCgl0328-deleted mutant strain showed increased sensitivity to oxidant diamide, menadione, and hydrogen peroxide, suggesting a role of the gene in oxidative stress responses. In addition, the expression of the trx gene encoding thioredoxin reductase was decreased in the mutant cells. Collectively, these data indicate that the ORF NCgl0328 plays a role in oxidative stress response networks.

고강도 운동 시 근 부상이 인슐린 저항에 미치는 영향

박정철 경북대학교 교육대학원 2008 국내석사

Purpose: The purpose of this study was investigate the effect of insulin resistance on muscle injury due to high-intensity exercise. Subjects: Nine college male students were participated in current study(Age; 24.2 ± 0.6yrs, Height; 180.2 ± 2.2cm, Weight; 72.6 ± 2.2kg). Method: All subjects performed 3 bouts of a 25min uphill(15%) treadmill exercise with a 5 minute resting interval between bouts. Venous blood samples were drawn immediately before and after exercise, and at 24 h, 48 h, and 72 h and 10days after exercise. Plasma Lactate, Creatine Kinase(CK) activity, and insulin, glucose levels were determined. Result: CK levels were significantly increased at 24h(165.5 ± 2.2 IU/L), 48h(216.0 ± 8.1 IU/L) after exercise, as compared with the prior exercise(121.3 ± 9.7 IU/L) (p<0.05). Lactate levels were significantly increased at ex-post(6.6 ± 1.8 mmol/L) than ex-pre(2.6 ± 0.6 mmol/L) (p<0.05). Plasma glucose levels were not a significant difference between groups. But Plasma insulin levels in ex-24h were significantly increased at 60min, 90min than pre and ex-10day during OGTT(p<0.05). Conclusion: We conclude that muscle injury after high-intensity induced insulin resistance.

(성결교회 종말론의 방향성 제시를 위한) 성결교회의 종말론과 세대주의의 연속성에 대한 비판적 연구

박정철 성결대학교 신학전문대학원 2015 국내석사

The research thinks that the academic self-esteem and self-respect lies in their consistent establishment. Talking of the systematic establishment of Yesung theology, the meaning of ‘systematic’ at this point should include the meaning of ‘consistent’ necessarily. This study, the critical study on continuousness of the eschatology and disepensationalsim of holiness church is the very study on the meaning of the ‘consistent’ in other words, the consistency. This study starts with a rather challenging question, ‘is the eschatology of holiness church the dispensational pre 1 thousand theory?’. The various problems that this question contains such as the identity of the eschatology of holiness church in relation with the time-limited eschatology which appears as one shape of extreme disepensationalsim and the theological establishment and responses in the problems in which second advent should have existed already are being proposed as the purpose and necessity of this study. Thus, this study was proceeded by focusing on the question, ‘Is the eschatology of holiness church the dispensational pre 1 thousand theory?’ and approaches the responses to the question through the critical consideration of the historical and theological continuousness of holiness church and disepensationa- lsim. The focus of this study in dealing with the eschatology and disepensationalsim of holiness church is as follows. First, the disepensationalsim is divided into the classical disepensationalsim, modified disepensationalsim and progressive disepensationalsim. Then which disepensationalsim is the disepensationalsim which becomes the object in the ‘continuousness’. In other words, it is specifying the object of continuousness. This task is very important in this study and the reason for it is because the disepensationalsim which has been changed and developed into the classical disepensationalsim, corrective disepensationalsim and progressive disepensationalsim and oddly, that change and development is the process of correcting and deserting the doctrine, ‘two purposes and two people’, the basic doctrine of disepensationalsim. Thus, this study has proposed the reason of specifying the object for continuousness and the fact that the object should become classical disepensationalsim by proposing the ‘two purpose and two people’ doctrine, the doctrine which is the basis of the disepensationalsim through proof and investigating how this doctrine is being negated and deserted in the disepensationalsim through the change and development process of disepensationalsim. Of course that this is a result of assuming the historical continuousness of the eschatology of holiness church and disepensationalsim. Second, it is the consistency in the continuousness and this focuses on the fact that the basic doctrine, ‘two purpose and two people’, the basic doctrine of holiness and disepensationalsim are not being operated organically by each other but that it is disco- nnected mutually. If the holiness church accepts the disepensationalsim based on the doctrine, ‘two purposes and two people’ can be possible when it accepts the doctrine of disepensationalsim, ‘two purpose and two people’. However, the holiness church negates the doctrine of disepensationalsim, ‘two purpose and two people’. The disepensa- tionalsim also does not accept the holiness of holiness church. Their ‘holiness’ is totally different from the holiness of holiness church. Here is the point where the problem of theological continuousness and consistency is raised. In other words, the eschatology of holiness church and the theoretical continuou- sness of the disepensationalsim are disconnected. These results, in other words, the theoretical continuousness negated in the historical continuousness raises new problem, of which the reason is because the eschatology of holiness church has accepted the disepensationalsim of which the theoretical basis is totally different. This study has proposed as the conclusion, the mission work passion and mission work of disepensationalsim through the experimental evangelism of holiness church as the contact point. Although there is difference in terms of the content of the mission work, in terms of the mission work passion for the ambition for the end, the holiness church and the disepensatio- nalsim have worthy contact points. Lastly, not should the disepensational pre one thousand theory negated in the theological continuousness be accepted as the eschatology of holiness church, but the establishment of new eschatology is needed. Also, such establishment should be the eschatology based on the uniqueness of the holiness church, in other words the experimental evangelism, and if it is the eschatology based on the experimental evangelism, it should naturally be a dynamic eschatology which has been made present as ‘here and now’. 연구자는, 학문적 자부심과 자긍심은 그것의 일관된 정립에 있다고 생각한다. 따라서 예성신학의 체계적인 정립을 말한다면, 그 때의 ‘체계적인’의 의미는 반드시 ‘일관된’의 의미를 포함해야 한다. 본 연구 “성결교회의 종말론과 세대주의의 연속성에 대한 비판적 연구”는 바로 이 ‘일관된’의 의미 즉, 일관성에 대한 연구이다. 본 연구는 “성결교회의 종말론은 세대주의적 전천년설인가?”라는 다소 도전적인 질문에서 시작한다. 그리고 이 질문이 함의하고 있는 다양한 문제들 즉, 극단적 세대주의의 한 형태로서 나타난 시한부 종말론과의 관계에 있어서의 성결교회 종말론의 정체성과, 문자주의적 세대구분에 따라 전체를 7세대로 나누고 각 세대를 천년으로 보았을 때 이미 재림이 임했어야 하는 문제들에 있어서의 신학적 정립과 답변을 연구의 목적과 필요성으로 제시한다. 따라서 연구는 “성결교회의 종말론은 세대주의적 전천년설인가?”라는 질문을 중심으로 진행하였고, 성결교회와 세대주의의 역사적, 신학적 연속성의 비판적 고찰을 통하여 질문에의 답변에 접근한다. 성결교회의 종말론과 세대주의와의 연속성을 다룸에 있어서 본 연구가 주목한 것은 첫째, 세대주의는 흔히 고전적 세대주의, 수정세대주의, 점진적 세대주의로 구분되는데 그렇다면 ‘연속성’에 있어서 그 대상이 되는 세대주의는 이 중 어느 세대주의인가? 즉, 연속성의 대상을 특정하는 것이다. 본 연구에 있어서 이 작업은 매우 중요한데 그 이유는 고전적 세대주의, 수정 세대주의, 점진적 세대주의로 변화, 발전한 세대주의는 특이하게도 그 변화와 발전이 세대주의의 기초교리인 ‘두 목적 두 백성’ 교리를 수정하고 버리는 과정이었기 때문이다. 따라서 본 연구는 세대주의의 근간을 이루는 교리로써 ‘두 목적 두 백성’ 교리를 근거를 통하여 제시하고, 이 교리가 세대주의의 변화, 발전과정을 통해 세대주의 내에서 어떻게 부정되고 버려지게 되었는지를 고찰함으로써 연속성의 대상을 특정해야 하는 이유와 그 대상이 고전적 세대주의가 되어야 함을 제시하였다. 물론 이는 성결교회의 종말론과 세대주의의 역사적 연속성을 전제한 결과이다. 두 번째는 ‘연속성’에 있어서의 ‘일관성’인데 이는, 성결교회의 근간이 되는 교리인 ‘성결’과 세대주의의 근본교리인 ‘두 목적 두 백성’ 교리가 상호유기적으로 작용하는 것이 아니라, 상호 단절되어 있다는 사실에 주목한 것이다. ‘성결’을 근간으로 하는 성결교회가 ‘두 목적 두 백성’ 교리를 근간으로 하는 세대주의를 수용한다면 그것은 세대주의의 ‘두 목적 두 백성’ 교리를 수용할 때에 가능한 것이다. 그러나 성결교회는 세대주의의 ‘두 목적 두 백성’ 교리를 부정한다. 반대로 세대주의 역시 성결교회의 ‘성결’을 수용하지 않는다. 그들의 ‘성결’은 성결교회의 성결과 전혀 다르다. 바로 여기에서 신학적 연속성과 일관성의 문제가 제기되는 것이다. 즉, 성결교회의 종말론과 세대주의의 신학적 연속성은 단절되는 것이다. 이러한 결과 즉, 역사적 연속성 속에서 부정되는 신학적 연속성은 새로운 문제를 야기하는데 그것은 신학적 토대가 전혀 다른 세대주의를 성결교회의 종말론이 수용한 이유이다. 본 연구는 이에 대한 결론으로 성결교회의 ‘체험적 복음주의’를 통한 ‘선교열정’과 세대주의의 ‘선교’를 그 접촉점으로 제시하였다. 비록 선교의 내용에 있어서의 차이는 있으나 종말의 대망을 위한 선교열정에 있어서 성결교회와 세대주의는 훌륭한 접촉점을 가지고 있는 것이다. 마지막으로 신학적 연속성이 부정되는 세대주의적 전천년설을 성결교회의 종말론으로 그대로 수용할 것이 아닌, 새로운 종말론의 정립이 필요하다. 그리고 그 정립은 성결교회의 독특성에 기초한 즉, 체험적 복음주의에 기초한 종말론이 되어야 할 것이며, 체험적 복음주의에 기초한 종말론이라면 당연히 “‘지금 여기’로 현재화된 역동적인 종말론”이 되어야 할 것이다.

Silole 또는 anthracene을 가지는 새로운 polyfluorene 유도체의 합성, 전기발광 및 OTFT 특성에 관한 연구

박정철 경상대학교 대학원 2005 국내석사

This article describes the synthesis and Electroluminescent and OTFT characteristics of novel Novel polyfluorene derivatives Containing silole or anthracene unit. The monomers were synthesized by alkylation, Suzuki coupling, bromination, etc. The polymerization of monomers was carried out by Suzuki coupling, and Yamamoto coupling reactions. Monomers and polymers were characterized by the spectroscopic methods such as UV-visible, FT-IR, and ¹H-NMR spectroscopies. The resulting polymers were soluble in common organic solvents such as toluene, THF, chloroform, chlorobenzene, etc. The obtained polymers showed thermal stabilities, which were characterized by TGA and DSC. Optical properties of these polymers were characterized by UV-visible and photoluminescence (PL) spectra, which were measured in chloroform solution and film, respectively. The polymers showed the maximum absorption at 351~400nm for silole homopolymer (PolymerⅠ) and Copolymers Ⅱ~Ⅶ, and at 350~448 nm for poly(fluorene-co-anthracene) derivatives of Polymers Ⅰ~Ⅲ. In the PL spectra, the silole homopolymer (polymerⅠ) and Copolymers Ⅱ~Ⅶ showed maximum peaks at 419nm~511nm and poly(fluorene-co- anthracene) derivatives Ⅰ~Ⅲ showed maximum peaks at 446 nm~511 nm. The HOMOs, LUMOs of silole homopolymer (polymerⅠ) and Copolymers Ⅱ~Ⅶ were 5.61~5.64, 3.0~3.49eV, respectively. and the HOMOs, LUMOs of poly(fluorene-co-anthracene) derivatives of Polymer Ⅰ~Ⅲ were 5.52~5.72, 2.76~2.89eV, respectively. The diodes of ITO/ PEDOT/PolymerⅠ or Copolymers Ⅱ~Ⅸ/LiF/Al exhibited turn-on voltages of 3~11 V.