一然과 三國遺事의 撰述

兪塋淑 한성사학회 1988 한성사학 Vol.5 No.-

대전지역의 미세먼지 고농도 사례 연구

유영숙,이민희,황태경,이상욱,최원준,박미경,이영재,홍유덕,한진석 한국대기환경학회 2014 한국대기환경학회 학술대회논문집 Vol.2014 No.10

승용차의 이산화탄소 (CO2) 배출특성에 관한 연구

유영숙,류정호,전민선,김대욱,정성운,김선문,엄명도,김종춘 한국대기환경학회 2006 한국대기환경학회지 Vol.22 No.4

Automotive exhaust is suspected to be one of the major reasons of the rapid increase in greenhouse effect gasesin ambient air. As the concerns regarding global worming were increased, the pressure on mobile sourcegreenhouse gas(GHG) emission were also increased. Carbon Dioxides contribute over 90% of total GHG emissionand the mobile source occupies about 20% of this CO2 emission. In this study, in order to investigate CO2 emissioncharacteristics from gasoline and LPG passenger cars (PC), which is the most dominant vehicle type in Korea, 53vehicles were tested on the chassis dynamometer. CO2 emissions and fuel consumption efciency were measured.The emission characteristics by fuel type, model year, mileage, vehicle speed and transmission type were also-75 mode, which have been used fordeveloping emission factors and testing new vehicles respectively. The results of this study showed that the mainfactors which have significant influences on the CO2 emissions are fuel type, transmission type, displacement ofvehicle and mileage. The correlation between CO2 2emission and fuel consumption efficiency. The overall results of this study will greatly contribute to domesticgreenhouse gas emissions calculation and designing national strategies for climate change.

고등학생이 지각한 부모의 자녀 행동 통제와 자기통제의 관계에서 공감의 매개효과

유영숙,하창순 한국상담학회 2016 상담학연구 Vol.17 No.2

The present study investigated the mediating effects of empathy on the relationship between parents’ behavioral control and self-control in high school students, The data was collected from 254 male and 300 female students in three different high schools located in Daejeon and a survey was conducted by using the scales of the parents’ behavioral control, self-control and empathy. Through the research, the following conclusions were obtained. The empathy was indicated to have a partially mediating effect in the relationship between the parents’ behavioral control and self control. This shows the possibility that the self control caused by the parents’ behavioral control as an environmental variables can be mediated its influence by the empathy as an intrapersonal variables. In addition, cognitive empathy mediated the relationships of the parents’ behavioral control and self control, but emotional empathy had no significant mediating effects on relationships of the parents’ control and self control. Thus, it is suggested that to make an intervention with counseling and programs efficiently for the students of having terrible problem of the self control, a method of using effectively cognitive empathy is necessary. Lastly, the results were discussed, and the limitations of this study were suggested. 본 연구에서는 고등학생이 지각하는 부모의 자녀행동 통제와 자기통제력의 관계에서 공감의 매개효과를 검증하는 것이다. 연구 대상은 대전에 소재한 3개 고등학교에 재학 중인 남학생 254명, 여학생 300명을 대상으로 부모의 자녀행동통제, 자기통제, 공감척도를 측정하였다. 연구를 통해 다음과 같은 결과를 얻었다. 부모의 자녀행동통제와 자기통제간의 관계에서 공감능력이 부분매개효과를 가지는 것으로 나타났다. 이는 환경적 변인인 부모의 통제가 자기통제에 직접적으로 영향을 미칠 뿐만 아니라 개인 내적 변인인 공감능력을 통해서 자기통제에 영향을 미칠 수 있음을 보여주고 있다. 공감의 하위변인인 인지적 공감은 부모의 자녀행동통제와 자기통제 관계에서 매개역할을 하는 반면에, 정서적 공감은 매개역할을 하지 못하였다. 따라서 부모의 부정적인 행동통제를 경험한 고등학생들에게 효율적으로 상담과 프로그램 개입을 하기 위해서는 인지적 공감을 효과적으로 활용하는 방법이 필요함을 시사한다. 또한 실천적 차원에서 청소년 지도와 상담 및 부모 교육에 필요한 유용한 정보를 제공할 수 있을 것이다. 마지막으로 본 연구에 대한 논의와 제한점을 제시하였다

긍정적인 자아개념 형성을 위한 교육적 방략

柳泳淑 한국교육학회 대구·경북지회 1993 교육학논총 Vol.12 No.-

Each human's behavior is determined by his or her self-concept. A point of learning, all students should have a positive and active self-concept to enhance effective learning. The purpose of this article is to discuss various elements which have an important influence on the formation of the student's self-concepts and help students to form the positive self-concept. The concrete educational strategies for forming a positive self-concept in the students are as follows: 1. Teachers should complement themselves. 2. Teachers should help students to evaluate themselves realistically. 3. Teachers should guide students in establishing realistic goals. 4. Teachers should encourage students to praise themselves. 5. Teachers should teach students to praise others. 6. Teachers should not put concern on one side in any form and should not compare each other. 7. Teachers should not ignore or threaten students, but encourage them on teaching and guiding. The above strategies are focused on enhancing student adequent language for self-reinforcement and self-encouragement in the student's life. These strategies are based on the idea that students can learn from imitation as well as from direct teaching and emphasize the reasonable aims and evaluation, preventing student from developing the ego-centricity. Parents and teachers who have tremendous influence on the formation of the students' self-concept should guide and help students to be more successful both in school and in society.

Von Neuman Regular 環에서의 性質

柳英淑 서울대학교 사범대학 1980 서울大學校 師範大學 附屬學校 敎育論文集 Vol.1 No.-

조선시대 향촌사회의 질서변동과 성황사

유영숙 강원향토문화연구회 2002 강원문화사연구 Vol.7 No.-

朝鮮時代 鄕土社會의 秩序變動과 城隍祠

유영숙 강원향토문화연구회 2002 강원문화사연구 Vol.7 No.-

Lexical Profiles of Korean EFL Summary Writing From Online Spoken Texts

유영숙 현대영어교육학회 2016 현대영어교육 Vol.17 No.3

This study explores Korean university students’ vocabulary use in summary writing from three different spoken texts. One hundred and thirty eight summary writing samples from 46 first-year university students were analyzed using VocabProfile to see whether the three spoken texts lead to different lexical profiles according to source texts and English language proficiency levels (vocabulary and reading scores on TOEIC). VocabProfile is an online program that classifies words in texts into first (K1) and second thousand (K2) levels, academic words (AWL), and the remainder or off-list words (OLW) based on word frequency lists. The data analysis revealed that students’ lexical profiles in summary writing from three source texts were significantly different from each other with respect to all words except for AWL. Especially, the lexical distribution patterns in the summary writing samples were very similar to those in the three source texts. In terms of English proficiency levels in reading and vocabulary, no significant difference in lexical profiles was found according to students’ reading scores, while students’ vocabulary scores yielded significant differences in CW and OLW of the third source text, with no differences in the other two written summaries from the rest of the source texts. These findings suggest that, in comparison to reading and vocabulary proficiency, source text has a greater influence on Korean EFL learners’ vocabulary use in summary writing. Also, vocabulary scores are more predictive of Korean EFL learners’ vocabulary use in their summary writing than reading scores.

Korean EFL Learners’ Vocabulary Use in Writing According to the Cloze Scoring Methods and Item Types

유영숙 팬코리아영어교육학회 2013 영어교육연구 Vol.25 No.4

The present study explores whether Korean EFL learners’ vocabulary in writing differs according to cloze scoring methods and test item types. Two cloze tests (C1 and C2) were administered to the students to provide different proportions of function word items. Cl contains 23 function words out of 30 test items, whereas C2 consists of 12 function words out of 25 test items. The scoring methods used in the study were the exact-word method and the acceptable-word method. Korean college students (n=114) were asked to write an English composition after they read an English book. The students were assigned to a high and low proficiency group in accordance with their scores on the two cloze tests. The students’vocabulary profiles were produced by VocabProfile, which provides four lexical frequency lists:the first 1000 frequent words including function words and content words, the second 1000frequent words, academic word list, and off the list words. The results indicated that cloze scores of C1 did not differentiate the students’ vocabulary use in writing across proficiency groups regardless of scoring methods, showing significant differences in K1, FW, and OLW. On the other hand, those of C2 demonstrated significantly different word token percentages in K1 and K2 under the exact-method and K1, FW, and K2 under the acceptable-word method. Findings and implications are discussed in more detail. The present study explores whether Korean EFL learners’ vocabulary in writing differs according to cloze scoring methods and test item types. Two cloze tests (C1 and C2) were administered to the students to provide different proportions of function word items. Cl contains 23 function words out of 30 test items, whereas C2 consists of 12 function words out of 25 test items. The scoring methods used in the study were the exact-word method and the acceptable-word method. Korean college students (n=114) were asked to write an English composition after they read an English book. The students were assigned to a high and low proficiency group in accordance with their scores on the two cloze tests. The students’vocabulary profiles were produced by VocabProfile, which provides four lexical frequency lists:the first 1000 frequent words including function words and content words, the second 1000frequent words, academic word list, and off the list words. The results indicated that cloze scores of C1 did not differentiate the students’ vocabulary use in writing across proficiency groups regardless of scoring methods, showing significant differences in K1, FW, and OLW. On the other hand, those of C2 demonstrated significantly different word token percentages in K1 and K2 under the exact-method and K1, FW, and K2 under the acceptable-word method. Findings and implications are discussed in more detail.