벼의 Embryogenic callus誘起 및 植物體 再分化에 미치는 Auxin과 Cytokinin의 影響

지은주 建國大學校 1987 국내석사

아동의 다문화 경험과 문화간 감수성 및 부모 고정관념이 아동의 다문화 고정관념에 미치는 영향

지은주 대구가톨릭대학교 2011 국내석사

The purpose of this study was to investigate the effects of native chilldren's multicultural experiences, intercultural sensitivity and their parents's stereotype on children's stereotype toward multicultural group in Korea. Children's stereotypic perception toward multiculrural family is known to aggravate the condition in which many descendants of multicultural family in our country face adaptive problems. For this study, cross-sectional data collected from 143 male and female children (aged 12-13 years), 116 mothers, and 90 fathers were used to find out the determinants of children's stereotypic perception toward multiculrural group. Information on children's intercultural sensitivity, multicultural experiences, stereotype toward multucultural family, and parents' intercultural sensitivity, stereotype toward multicultural family were collected through self-reported questionnaires. Then, multiple regression analyses were undertaken. According to the results, the most factor which affects native children's stereotype toward multicultural group is child's intercultural sensitivity(B= -.535, p<.05). And indirect media-mediated multicultural experience(B= -.263, p<.05) and the stereotypes of his/her father (B= .202, p<.05) were influential factors. Especially, children's indirect media-mediated multicultural experience was found to have greater influence on children's stereotype than direct multicultural experiences. The correlation between mother's stereotype and father's one is high. The effects of father's stereotype on child's stereotype toward multicultural group had greater than mother's one on that. According to gender, there're no significant differences on child's stereotypes toward multicultural group. The results are discussed in terms of their implications for the multicultural family children's adaptive problems.

어머니의 마음상태 용어와 유아의 마음상태 용어 및 마음이론과의 관련성 연구

지은주 부산대학교 2009 국내박사

The purposes of this study are to investigate what types and tokens of the mental state terms 36 to 70 month old children and their mothers use while they read a wordless picture-book together and to find the relationship between mothers' and children's mental state terms and the theory of mind for children. The research questions were as follows: Question 1. While mothers and children read a picture-book, what and how many mental state terms do mothers and children use? Question 2. Is there any correlation between mothers' mental state terms and those of children's? Question 3. Is there any relationship between children's mental state terms and the theory of mind for children? 3-1. Do the types and the tokens of children's mental state terms correlate with children's false belief or emotion understanding? Do the methods on how children use the mental state terms correlate with children's false belief or emotion understanding? 3-2. How are children's false belief or emotion understanding affected by the types and the tokens of children's mental state terms or by the methods on how children use them? Question 4. Is there any relationship between mothers' mental state terms and the theory of mind for children? 4-1. Is there any correlation between the types or the tokens of mothers' mental state terms and children's false belief and emotion understanding? Do mothers' methods about using the mental state terms correlate with children's false belief and emotion understanding? 4-2. How are children's false belief and emotion understanding affected by the types and the tokens of mothers' mental state terms or by the methods in which mothers use the mental state terms? The data were collected from 76 children and their mothers. These children were 36 to 70 months old and attended two daycare centers located at a middle class living area in Pusan. By means of the five sub-categories of the mental state terms ((1) emotion, (2) thinking and believing, (3) knowing, (4) wishing/wanting and intention, (5) moral evaluation and obligation), the types and the tokens of the mental state terms were studied. Furthermore, EMS(Elaborated Mental State), ENMS(Elaborated Non-Mental State), NEMS(Non-Elaborated Mental State), and NENMS(Non-Elaborated Non-Mental State) were also studied as the methods on how to use the mental state terms. To research the theory of mind for children, several tasks of false belief and emotion understanding were considered. As tests of false belief, 'exchange contents task' and 'unexpected transfer task' were used. For the study of emotion understanding, 'emotion situations task' and 'affective perspective-taking task' were applied. The linguistic ability of the children was measured by using Peabody Picture Vocabulary Test-Revised. According to the characteristics of given research questions, descriptive statistics, correlation analysis, partial correlation analysis, and regression analysis was properly chosen for the statistical treatment of data. The results of this research were obtained as below. First, the types and the tokens of mothers' mental state terms were respectively 13.58% and 34.06% out of the number of total utterances, while they read a picture-book with their children. Considering the types of the mental state terms, the mothers used more sub-categories of the mental state terms in the order of emotion, thinking and believing, wishing/wanting and intention. For the case of the tokens, more sub-categories of the mental state terms were used by the mothers in the order of thinking and believing, wishing/wanting and intention and emotion. The order from the most to the least frequently used method in using the mental state terms was NENMS, NEMS, EMS and ENMS. For children, the types and the tokens of the mental state terms took 9.81% and 17.44% over the number of total utterances, respectively. Thinking and believing, emotion and wishing/wanting and intention was the order of the mental state term sub-categories used by the children from the most to the least frequent when the types were considered. When the tokens were taken into account, the order of the sub-categories from the most to the least was thinking and believing, knowing and wishing/wanting and intention. As the methods on how to use mental state terms were considered, the children used the methods in the order of NENMS, NEMS, ENMS and EMS from the most to the least frequent. Secondly, when the types of the mental state terms were considered, the correlation study on mothers' mental state terms and those of children showed that there were significant positive correlations between mothers' mental state term sub-categories and children's as the following: (1) mothers' emotion versus children's emotion, (2) mothers' thinking and believing versus children's thinking and believing and knowing, and (3) mothers' knowing versus children's thinking and believing and knowing. The result of the partial correlation analysis, while children's age and linguistic ability were controlled, gave that the following mothers' sub-categories and those of children's were significantly correlated: (1) mothers' emotion versus children's emotion, (2) mothers' thinking and believing versus children's thinking and believing and knowing, and (3) mothers' knowing versus children's knowing. When the tokens of the mental state terms were taken into account, (1) mothers' thinking and believing and children's emotion and thinking and believing, and (2) mothers' knowing and children's knowing terms showed significant positive correlations. When a partial correlation analysis was carried out while the age and linguistic ability of the children were controlled, (1) mothers' thinking and believing and children's thinking and believing, (2) mothers' knowing and children's knowing, and (3) mothers' moral evaluation and obligation and children's moral evaluation and obligation were significantly correlated. In the correlation analysis, when the methods on how the mental state terms were used by the mothers and the children were considered, (1) mothers' EMS and children's ENMS, (2) mothers' ENMS and children's EMS, ENMS and NENMS, (3) mothers' NEMS and children's EMS, ENMS, NEMS and NENMS, and (4) mothers' NENMS and children's EMS, ENMS, NEMS and NENMS showed significant positive correlations. While the age and linguistic ability of the children were controlled, the partial correlation analysis gave significant positive correlations in (1) mothers' ENMS and children's EMS, ENMS and NENMS, (2) mothers' NEMS and children's EMS, ENMS, NEMS and NENMS, and (3) mothers' NENMS and children's EMS, ENMS, NEMS and NENMS. Thirdly, when the correlation between children's mental state terms and the theory of mind for children was studied, the results were obtained as followings. When the types of the mental state terms were considered, there were significant positive correlations in (1) the whole mental state terms versus false belief or emotion understanding, (2) emotion terms versus false belief or emotion understanding, (3) thinking and believing terms versus false belief or emotion understanding, (4) knowing terms versus false belief or emotion understanding, (5) wishing/wanting and intention terms versus false belief. When the age and linguistic ability of the children were controlled, no significant positive correlations between the types of children's mental state terms and the theory of mind for children were found in the partial correlation analysis. When the tokens of the mental state terms were considered, the correlation analysis yielded significant positive correlations in (1) the whole mental state terms versus false belief or emotion understanding, (2) knowing terms versus false belief or emotion understanding, and (3) thinking and believing terms versus false belief. A significant positive correlation between knowing terms and emotion understanding was found in the partial correlation analysis while the age and linguistic ability of the children were controlled. In the analysis considering the methods on how to use the mental state terms, (1) EMS and false belief or emotion understanding, (2) ENMS and false belief or emotion understanding, (3) NEMS and false belief or emotion understanding, and (4) NENMS and false belief showed significant positive correlations. However, when children's age and linguistic ability were controlled, the partial correlation analysis gave no significant positive correlations. The regression analysis of the theory of mind for children, which was deduced by children's mental state terms, showed that the types and the tokens of the mental state terms or the methods yielded no effect on false belief. Furthermore, the types of the mental state terms and the method had no effect on emotion understanding, either. Only the tokens of the knowing terms had a significant effect on emotion understanding. Fourthly, the study gave results on how mothers' mental state terms correlated with the theory of mind for children as the followings. When the types of the mental state terms were taken into account, significant positive correlations were found in (1) the whole mental state terms versus false belief or emotion understanding, (2) emotion terms versus false belief or emotion understanding, (3) thinking and believing terms versus false belief or emotion understanding, (4) knowing terms versus emotion understanding, and (5) the wishing/wanting and intention terms versus emotion understanding. The partial correlation analysis, while the age and linguistic ability of the children were controlled, gave significant positive correlations in (1) the whole mental state terms versus false belief or emotion understanding, (2) the emotion terms versus false belief or emotion understanding, (3) the thinking and believing terms versus false belief or emotion understanding, (4) the knowing terms versus emotion understanding, and (5) the wishing/wanting and intention terms versus emotion understanding. When the tokens of the mental state terms were studied, significant positive correlations were found in (1) the whole mental state terms versus false belief or emotion understanding, (2) the emotion terms versus false belief or emotion understanding, and (3) the thinking and believing terms versus false belief or emotion understanding. When children's age and linguistic ability were treated as controlled variables, the partial correlation analysis yielded significant positive correlations in (1) the whole mental state terms versus false belief or emotion understanding, (2) the emotion terms versus false belief or emotion understanding, (3) the thinking and believing terms versus emotion understanding, and (4) the knowing terms versus emotion understanding. When the methods on how to use the mental state terms were taken into account, significant positive correlations were found in (1) EMS versus false belief and emotion understanding, and (2) NEMS versus emotion understanding. Significant positive correlations were found in EMS versus emotion understanding and in NEMS versus emotion understanding in the partial correlation analysis when the age and linguistic ability of the children were controlled. The regression analysis of the theory of mind for children driven by mothers' mental state terms showed that mothers' thinking and believing terms yielded an effect on children's false belief when the types of the mental state terms were considered. When the tokens were considered, mothers' emotion terms had a significant effect on children's false belief. However, mothers' methods on how to use the mental state terms had no effects on children's false belief. The regression analysis of children's emotion understanding gave that mothers' emotion and thinking and believing terms had significant effects on children's emotion understanding when the types of the mental state terms were considered. As the tokens of the mental state terms were taken into account, this analysis showed that mothers' emotion terms gave some significant effects on children's emotion understanding. Furthermore, mothers' EMS also affected significantly children's emotion understanding.

패널식 토론 연극을 활용한 논술 지도 방안 연구 : 구성주의 이론과 보알(Augusto Boal)의 민중연극론을 중심으로

지은주 중앙대학교 교육대학원 2009 국내석사

The education on essay writing has focused on lectures led by teachers. It has been a crash course in which leaners have been taught including interpretation of the existing asked questions and summary of background knowledge. This is a method of education neither for satisfying learners as users of education nor for fulfilling the purposes of essay writing education. According to the directions of Korean language subject in the curriculum in 2007 newly revised by the 7th National Education Curriculum, the teaching methods are centered on learners and production & acceptance capability based on discourse and writing is concentrated. This indicates essay writing is a necessary course in the revised education curriculum and it is significant that forum theater is utilized through the guide. However in actual education, methods of learning are still teacher-centered. Considering that constructivist classes in which learners construct knowledge subjectively rather than classes in which knowledge is delivered to students unilaterally may contribute to the realization of abundant educational values, the author in this study researched a guide in which panel forum theater is used in essay writing education. First, the author performed instructions by using of lectures, discussion activity, and panel forum theater for groups, and the capability of essay writing of the students were verified through the scores of essay writing tests before and after the program. The scores of the group underwent panel forum theater in 'understanding & analysis,' 'reasoning,' 'creativity,' and 'expression' as the sub-factors of essay writing capability evaluated before and after the program rose most. Reasoning, in particular, increased most, which indicates that role transfer in the panel forum theater positively affects the logicality and ability of understanding circumstances of the students. Second, the author asked the students to answer questionnaire on 'the attitude of watching television' after the class in order to identify the results of the study on the ability of understanding themes of the students according to the methods of teaching. After essay writing was taught about the theme of 'television is an idiot box,' whether the students judged and accepted television or media on their subjective position was researched. The results showed that the group performed of forum theater was highest in the score. This indicates that students performed of essay writing class through forum theater were developed of their ability of understanding themes and life adaptability on their subjective position. Third, the responses of the students on forum theater were verified through questionnaire survey. Out of the subjects, 74% were satisfied with the forum theater, and most students were positive in the interest, positiveness, understanding, recommendation, cooperation, favorableness, and self-confidence for the forum theater. The results showed that the forum theater was effective in learner-centered essay writing education. Panel forum theater was sufficiently effective for learners to have an interest in and actively to participate in the class. In particular, it is effective method in that learners as the subject of the class expressed their thoughts freely, that they resolved problems by themselves by active interaction with other learners, and that the purposes of essay writing education were attained on the basis of practical experience. However, this study has limitations as follows. Given the fact that the subjects of this study were students of seven classes in co-ed junior-high schools located in Seoul, the results might be different according to regions or conditions of schools. Also, the quality of the class may be differentiated according to the knowledge and experience of instructors on forum theater. Therefore, it is expected that further studies on forum theater contribute to significant essay writing education in schools. 본 연구는 논술 교육에 있어서 공교육의 역할이 중요함을 밝히고, 학교 현장에서 실제적이면서도 효과적인 논술 지도 방안을 모색하는데 있다. ‘논술 광풍’ 이라 할 만큼 논술의 중요성은 점점 높아지고 있는데 공교육은 변화에 발맞추지 못하고, 그 책임은 사교육이 모두 짊어지고 있다. 그러나 전적으로 사교육에게 논술 교육의 십자가를 전가하는 것은 옳은 일이 아니다. 공교육과 사교육이 논술 교육에 있어 보완의 관계가 된다면 더 없이 좋은 일이지만 현실은 그렇지 못하기 때문에 문제가 되는 것이다. 논술이란 어떤 것에 관하여 자신의 의견을 논리적으로 서술하는 것을 가리킨다. 논술은 필자가 문제라고 여기는 어떤 상황에 대해 논리적이고 종합적인 사고를 함으로써 그 해결방안을 찾아가는 문제 해결 과정이 드러나는 글쓰기이다. 해결 과정은 독자가 수긍할 수 있는 논리적인 주장으로 풀어 써야 하고, 그 근거는 주장을 뒷받침할 수 있는 타당한 예를 들어 써야 한다. 즉 필자는 주어진 문제 상황 속에서 문제를 제대로 인식하고 그에 대한 해결 방안을 합리적으로 검토하며, 최선의 해결 방안을 제시해야 한다. 이 같은 논술의 원리와 방법은 현대 사회를 살아가는 우리에게 시사 하는바가 크다. 현대 사회는 정보와 지식의 폭주로 다양한 가치관이 공존하고 급격한 사회변화로 인해 세대 간 · 계층 간에 갈등이 유발되기도 한다. 다른 생각을 지닌 수많은 사람들이 서로의 생각을 주고받는 가운데서 사회생활이 이루어지고, 그 생각들이 최선의 합의점을 이끌어 낼 때 사회가 발전해 나갈 수 있다는 점에서 논술 능력은 사회인으로서 갖추어야 할 중요한 교양의 하나임에 틀림없다. 그러나 지금까지의 논술 교육은 대개 교사 중심의 강의식 수업이 주를 이루어왔다. 기존의 기출 문제를 풀이하거나 논제에 대한 배경 지식을 요약·정리하여 학습자에게 주입식 교육을 해 온 것이다. 이것은 교육의 수요자인 학습자를 만족시키는 수업 방법이 아닐뿐더러 논술 교육의 목적에 부합하지도 않는 교육 방법이다. 제 7 차 교육 과정을 거쳐 새로이 개정된 2007년 개정 교육과정의 국어과 방향은 학습자 중심의 수업 방법을 지향하고 있으며, 담화와 글 쓰기 중심의 생산 수용 능력을 강조한다고 할 수 있다. 이것은 논술 교육이 개정교육과정에 꼭 필요한 과정이며, 그 지도 방법으로 토론 연극을 활용하는 것이 의의가 있음을 보여준다. 그러나 실제 교육 현장에서는 여전히 교사 중심의 학습 방법에서 벗어나지 못하고 있다. 본 연구자는 학생들에게 일방적으로 지식을 전달하는 수업보다는 학습자가 주체적으로 지식을 구성해 나가는 구성주의 수업 방법이 풍부한 교육적 가치를 실현할 수 있다고 보고, 논술 교육에 있어 패널식 토론 연극을 활용한 지도 방안을 연구해 보았다. 첫째, 강의식 수업과 토론 활동 수업, 패널식 토론 연극 수업을 집단별로 실시한 후, 학생들의 논술 능력을 프로그램 전에 실시한 논술 시험과 후에 실시한 논술 시험의 점수를 비교하여 검증하였다. 이때 논술 수업의 사전·사후에 평가한 논술 능력의 하위 요소인 ‘이해분석력, 논증력, 창의력, 표현력’ 영역에서 패널식 토론 연극 수업을 한 집단의 점수가 가장 크게 향상되었다. 특히 논증력이 가장 큰 폭으로 향상되었는데, 이는 패널식 토론 연극을 통한 역할 이입이 학생들의 논리성과 상황의 정황 파악 능력에 긍정적인 영향을 미친다는 것을 알 수 있다. 둘째, 수업 방식에 따라 학생들의 논제 파악력에 대한 연구 결과를 살펴보기 위해 ‘텔레비전 시청 태도’에 관한 설문지를 수업 후에 실시하였다. “텔레비전은 바보상자이다.”라는 논제로 논술 수업을 하고 나서, 학생들이 주체적인 입장에서 텔레비전이나 미디어를 판단하고 수용하는지를 알아본 연구 결과는 토론 연극 수업을 한 집단의 점수가 가장 높게 나타났다. 이러한 연구 결과는 토론 연극 수업으로 논술 교육을 받은 학생들이 논제에 대한 파악 능력이 계발되고, 주체적인 입장에서 생활적용성이 생겼다고 볼 수 있을 것이다. 셋째, 토론 연극 수업에 대한 학생들의 반응을 설문지 검사를 통해 검증해보았다. 토론 연극에 대한 만족도에서 74%의 만족성을 보였고, 토론 연극에 대한 흥미도, 적극성, 이해도, 권장정도, 협력도, 우호도, 자신감 측면에서 대체로 긍정적인 반응을 보였다. 이를 통해 토론 연극 수업이 학습자 중심의 논술 수업에 효과적임을 확인해 보았다. 패널식 토론 연극은 학습자들로 하여금 수업에 대하여 흥미를 갖게 하며 적극적인 참여를 이끌어 내는 데 매우 유효했다. 특히 학습자 자신이 수업의 주체이며 자신의 생각을 자유롭게 표현할 수 있고, 다른 학습자들과 적극적인 상호작용을 통해 스스로 문제를 해결해 가게 하였고, 실제적인 경험을 바탕으로 하여 논술 교육의 목적을 달성하였다는 점에서 효과적인 방법임을 알 수 있었다.

도심부 가로공간 이용행태분석 : 청주시 성안길을 중심으로

지은주 충북대학교 대학원 2011 국내석사

The streets is the representative outer space among the current urban environment which is complicated and disordered. And it is the community chapter of a graphic. It is representative the playing the microsphere role of the graphic comprising the unique city culture as the formation of the image of city and stage of the life of citizen. It is the space carrying out a role as mobile tool of a vehicle or a walk just. In addition, it is the chapter of the graphic activity in which the various activities occur. The which is limited and to improve the design aspect in which the researches about the existing graphic width consider the safety of a walk from vehicle and street furniture and although a concern and business plan about the pedestrian environment increase in which it becomes the index of the city design study about the user form is a reality to be insufficient. Therefore, in this research, since it looks at as the time that it is 'living space' in which a width has the placeness which besides general citizens share as the dynamics width in which the grade of rank for the vehicle communication is equipped through a walk and the walk space doesn't exist a walk just but the various activity according to the feature of the walk space and the attitudes can show up, use pattern characteristic and spacious characteristic using the same the created existing central commerce width are grasped as the subject area. * A thesis for the degree of Master in February 2011. The 'Seong-an mall' user behavior analysis analyzed the correspondence of the space possession form as observation and investigation and picture materials and activity according to observation and investigation of the use pattern through moving picture photographing and attitude center based on the activity type concept of the ‘Jan Gehl’ according to the frame of the analysis through the generation frequency, the major behavior analysis by a density, and space division by the principal attitude feature and pattern analysis. Consequently, as to the attitude generation frequency of a weekday and weekend, the present state of use of the 'Seong-an mall' could feel a difference. The generation frequency of an attitude was observed on weekend that the sudden raid increased. Particularly, as to attitudes sat with a walk and shopping, the frequency showed up. A weekday and weekend could observe altogether the activity which is more than a forenoon in the afternoon for the frequency of an attitude among the day and the activity which is the most test in particularly, 19:00 o'clock was generated. In addition, the user form through observation and investigation was analyzed for each type. Then, the 'Seong-an mall' had strong the character of the pass on the whole and the frequency of an essential activity showed up high. On the other hand, in the week days, the performance viewing campaign of publicity and social activities like a campaign activity did not occur and were generated weekend in which there are many users. And this shown that an essential activity and selective activity are connected to the social activity. An attitude generated in this activity stopped. The major occurred closely with the physical element and the major attitudes like a walk could know to sit the major found and be generated the inappropriate space suited an attitude. Particularly it sat, a difference showed up conspicuously. Finally, we analyzed even about showing the attitude feature in which users using each subject area width space are and preferring any kind of place and specific location of the width space according to the attitude feature. And the attitude of the pedestrians made in the width space could be changed by the various environment features for comprising walk space. The point that it can accompany an attitude could be known. Generally, the walk space recognized as homogenized one path space could be divided with the outer side space, central void, and inside space and the walk space walked just did not exist but the walk space in which several attitudes were combined and which is not equal and which was big and which is small was formed. The attitude of the various users could be discovered in the width space as a result of integrating the content described in the above. A correspondence with the components of the width space and attitude could be confirmed. As to the space use of the 'Seong-an mall', because various attitudes are generated according to the angular domain, on the whole, the 'Seong-an road' is determined that there is the vigor. In addition, it will be able to be safe and if one zone is formed to the unit and the flow in of the users has been being driven, the effect that the vigor which back is concentrated upon an itself is spreader to a vicinity will be able to expect the inappropriate walk width in the central commerce width. Therefore, the user form analysis of the 'Seong-an road' in Chong-ju City is determined in being the meaningful research.

우엉분말을 활용한 스낵의 품질특성 및 항산화 활성에 관한 연구

지은주 호서대학교 벤처대학원 2018 국내석사

우엉스낵의 기능성을 함유한 가장 적합한 함량의 비율을 찾기 위하여 예비실험을 통하여 0%, 3%, 5%, 8%의 대조군을 만들어 이화학적 성분 분석과 스낵으로서의 품질학적 특성 분석으로 연구를 진행하였다. 우엉분말의 일반적 영양성분은 탄수화물 72.2%, 조단백 13.6%, 조지방 0.27%, 조회분 6.65%로 나타났다. 이화학적 성분 분석 결과로 우엉분말의 polyphenol 함량은 1.26 ± 0.03 mg/g, flavonoid 함량은 0.77 ± 0.02 mg/g 이며 DPPH radical 소거능은 91.72 ± 0.34, ABTS radical 소거능은 13.06 ± 1.07, FRAP 환원능은 45.71 ± 0.19로 나타났다. 우엉 스낵의 일반분석 결과 수분의 양이 우엉분말 첨가량에 따라 줄어들어 우엉분말은 부재료의 영향을 안 받고 함량비율 그대로 적용되어 단단해짐을 볼 수 있었다. 항산화성의 지표를 분석한 결과 우엉스낵의 폴리페놀함량은 4가지 대조군중 5% 첨가스낵에서 가장 높은 0.78±0.01mg/g이 나왔고, 플라보노이드 함량도 0.37 ± 0.01mg/g나왔다. DPPH 소거능은 8% 첨가스낵에서 33.01±0.89으로 유의적으로 증가하는 것을 보였다. ABTS 소거능은 5% 첨가스낵에서 5.98±0.56, 8% 첨가스낵에서는 8.80±1.57로 유의적인 증가하였다. FRAP 환원능을 보면 5% 첨가스낵에서 15.21±1.10, 8% 첨가스낵에서 20.84±0.37로 유의하게 증가하였다. 이상의 분석결과를 보면 우엉분말을 첨가하는 농도에 의존하여 항산화성이 증가함을 보여주었는데 항산화성이 높음을 알 수 있어서 우엉의 기능성식품으로서 활용도를 높일 것으로 사료된다. 스낵의 품질특성을 살펴보면 3% 첨가스낵의 26,150.0±977.2에서 8% 첨가스낵 31,023.8±1,872.8까지 함량에 따라 견고성이 꾸준히 늘어남을 보여주었다. 관능검사에서는 3% 첨가스낵이 색 5.9±1.0, 향 5.0±1.2, 맛 5.7±1.1 질감 5.9±0.9, 전반적 기호도 5.8±1.0 으로 나타나서 전체적으로 품질특성과 관능적인 면에서는 우수하다고 보여져서 상품화 용량에 적용될 수 있다고 사료된다. 결론적으로 3% 우엉분말을 배합한 경우가 품질특성과 관능적인 면에서는 우수했고, 전체적인 항산화성을 보았을 때는 5% 우엉분말이 배합된 경우가 더 우수했다. 상품화에 있어서 기능적인 측면만 고려한다면 5%첨가 스낵이 적합하다고 할 수 있지만, 우엉스낵에 익숙하지 못한 소비자의 최초 접근성을 고려해서는 3%첨가 스낵도 항산화성을 나타내므로 상품개발에 가능하다고 보여진다.

조현병 자녀 어머니의 내면화된 낙인과 정체성

지은주 중앙대학교 대학원 2024 국내석사

본 논문은 조현병 자녀를 둔 어머니 경험을 통해, 조현병 낙인의 구체적인 성격과 어머니의 내면화된 낙인이 어떠한 과정을 거쳐 어머니 정체성이 변형되고 (재)구성되었는지 감정사회학적 관점을 통해 분석한다. 이를 위해 조현병 자녀를 둔 15명의 어머니를 대상으로 심층 면접을 진행했다. 연구 결과는 다음과 같다. 어머니는 자녀가 조현병이라는 의학적 진단을 받기 이전에도 자녀의 ‘비정상적’ 행동으로 인해 애도 과정을 거쳤고, 낯선 자녀의 모습을 통해 ‘보통의 어머니’ 정체성에 혼란을 겪었다. 또한 한국 사회의 조현병 낙인의 성격은 스스로를 통제하지 못하고 타인을 해칠 수 있는 이성이 부재한 ‘무서운 범죄자’의 모습이며 어머니는 이러한 사회적 인식을 부정하는 동시에 약물복용을 중단하거나 돌봄이 부재하다면 언제든지 자녀가 ‘시한폭탄’이 될 수 있다는 두려움을 가졌다. 이때 두려움은 어머니의 정체성을 재구성하는 데 큰 영향을 주었다. 또한 조현병 당사자의 분노가 어머니를 향하기도 하는데, 이는 구조적 차별뿐만 아니라 어머니의 역할부담으로 형성된 당사자 사이의 밀착감에서 기인했다. 어머니는 아버지의 회피적 태도와 의료전문가의 비전문성을 통해 스스로 ‘가정 안 전문가’로 정체화시키며 기민하게 자녀의 약을 관리하고, 자녀의 부작용에 대처하는 역할을 가졌다. ‘가정 안 전문가’의 역할을 위해 어머니는 다니던 직장을 그만두고, 수도권으로의 이주를 택하기도 하는데, 이러한 정체화 과정에서 패싱이 일어나며 어머니의 관계는 기존 어머니의 대인관계보다 ‘조현병 자녀를 둔 어머니’들과의 관계로 채워진다. 이때 어머니는 전문가 담론과 자신과 동류인의 경험을 결합해 ‘집중적인 전문가’가 되었다. ‘집중적인 전문가’는 자녀를 대하는 자신의 태도를 세련되게 만들고, 자기 몸과 정신을 통제하고 관리하는 모습을 보였다. ‘집중적인 전문가’ 정체성은 수도권을 중심으로 한 자조모임과 다양한 활동에서 초발 자녀를 둔 어머니를 돕는 과정과 다른 어머니와의 경험 공유를 통해 강화되었고, 정상성에 대한 문제의식을 강화했으며, 발병 전보다 나은 어머니로 스스로를 재구성하는 데 도움이 되었다. 이후 어머니는 조현병의 특성을 받아들이며 자녀의 취약함을 인정하는 용기를 통해 ‘한계를 인정하는 어머니’로 정체화했다. 이러한 어머니 정체성은 주관적인 계층 수준과 ‘정상 가족’ 유무와 같은 사회인구학적 구조의 영향에 따라 감정과 정체성 형성에 차이가 있을 수 있었다. Through the experiences of mothers with schizophrenic children, this paper analyzes the specific nature of schizophrenia stigma and how mothers' internalized stigma transforms and (re)constructs their maternal identity from an emotional sociological perspective. For this purpose, in-depth interviews were conducted with 15 mothers of children with schizophrenia. The findings are as follows: Even before their children were medically diagnosed with schizophrenia, mothers went through a grieving process due to their children's 'abnormal' behavior, 'normal mother' identity being disrupted. In addition, the stigmatized nature of schizophrenia in Korea is that of a 'potentially dangerous criminal' who is uncontrollable capable of harming others, and mothers denied this social perception and feared that their children could become a 'ticking time bomb' at any time if they stopped taking their medication or lacked care. In addition, the schizophrenic's anger is directed at the mother, which stems not only from structural discrimination but also from the attachment with their mothers that is shaped by the mother’s role. Due to the father's aversive attitude and the unprofessionalism in medical care, the mother identified herself as the ‘expert at home’ and took on the role of managing the child's medication and handling side effects. In order to fulfill the role of ‘expert at home’, sometimes mothers are required to quit their jobs and relocate to the metropolitan area. In this identity transformation, mothers engaged in ‘passing’, where their interactions become dominated by relationship between 'mothers of children with schizophrenia' rather than maintaining previous relationships. Mothers become ‘focused expert’ by combining expert discourse with their own and their peers' experiences. The 'focused expert' refined her attitudes towards her children and demonstrated control and management of her own body and mind. The 'focused expert' identity was reinforced through the process of helping other mothers of first-episode children in self-help groups and activities centered in the capital city, and through the sharing of experiences with other mothers, which strengthened the critical awareness of normativity and helped her to reconstruct herself as a better mother than she had been before the onset of her illness. The mother subsequently identified as a 'mother of limits' through her acceptance of the characteristics of schizophrenia and her courage to acknowledge her child's vulnerability. These maternal identities may have differed in their emotional and identity formation depending on the influence of sociodemographic structures such as subjective class level and the presence of a 'normal family'.

영자 기사에서 한글 단어 탐색을 위한 한글 로마자 패턴 생성에 관한 연구

지은주 경희대학교 교육대학원 2003 국내석사

무료양로시설 입소노인의 생활만족도에 영향을 미치는 요인에 관한 연구

지은주 동국대학교 사회과학대학원 2009 국내석사

As our society is getting aged rapidly, people are interested in the securities for the aged. The satisfaction related to quality of life for the aged equally applies to the people using the welfare institutions. Normally people think different when it comes to living standards and quality of life related to welfare institutions. However, in reality, there is no difference, rather there is a need to do more in case of welfare institutes as more and more facilities are needed to meet the rapidly aging society. These institutions play a very important role not only supporting the aged in terms of number of institutes that are available, but having good facilities to provide good quality of life to the aged. In order to reach the standards of quality, there are several things related to providing efficient services. The purpose for this study is to provide basic data to develop services for those residing in the welfare institutions free of cost. This study reflects how the factors in personal, family, social, and welfare facilities influence on the satisfaction of aged people who stay in the institutions free. This study results from the research conducted from 24th Sept 2008 to 5th Oct 2008 by the 250 aged who live in the 5 free welfare facilities located in Busan, Ulsan, Kyungju in KyungBuk province, and Yangsan in Kyungnam. Out of these only 186 polls were used in the statistics. All collected data was analyzed by SPSS Win 12.0 program with frequency analysis, technical statistics analysis, t-test, one-way ANOVA, scheffe’s multiple range test. To sum the research up, the result is as following. First of all, I analyzed their general traits with all these factors. In the personal factors, by gender, there are more females in the institutions, by age the majority was between 81 and 85 years old, in terms of education, most of them have no school background, and the people who stays in the religious institutions were satisfied with their religions, and in health wise, they don’t think they are in a good health. In the family factors, the majority was separated by their spouse death. In the society factors, the majority don’t maintain contacts with families, relatives, or friends. In case of worries, agonies, they don’t want to talk with the staffs in the institutions; however they have their close friends in the same institutions. The factors related to facilities, they are quite satisfied with external ( location of the institutions, environments around the institutions, reputation of the institution, the view of institution…), internal environments ( facilities, cleaning, design of the institutions, safety facilities, convenient facilities, heating system, conditions of bedroom), services, and staffs ( eventor programs for them, medical service, foods, standard caring, daily schedule, staffs’level in terms of numbers, quality, intimacy with staffs) Secondly, during this research I have found these factors influence on their living satisfaction. This research shows that these factors make their living different, according to their health conditions, gender, age, religions. The result reveal that female, aged and religious and those who think they are healthy tend to be more satisfied with their lives as compared to male, aged, non-religions, and those who think they not healthy. In the family factors, there doesn’t seem to be an influence on the living satisfaction. In the social factors, those who have more contact with families are more satisfied, on the contrary, those who have less contact with friends outside of institutions got more satisfied. However having close friends in the same institutions make them satisfied. In institutions’ conditions factor, I find the highly satisfied in this matter, the higher their living satisfaction is. Third, by this research I find out how these factors influence on the old people’s living satisfaction, the most effective factor in personal factors are age, the second factor is health condition. In the family contact wise, social relation don’t influence on the living satisfaction much. From the facilities aspect, bedclothes influence on their satisfaction much, the next one are heating system, services, and staffs’ hospitalities. As the study above shows us, to improve the aged living conditions, and free institutions’ facilities, the government leads them to modernize andspecialize these institutions by supporting them financially, encourage them to socialize with people like institution’ staffs or friends to achieve these things. Also regularly they need to evaluate them until they are settled down without government control. Additionally we need more facilities to support old people’s health, some better programs suitable for their mental, personal states. 우리 사회의 고령화 현상이 급속도록 전개됨에 따라 최근 노후 생활만족에 관심이 모아지고 있다. 노인 생활에 삶의 질적인 지표로 여겨져 온 생활만족도의 향상은 시설거주노인이라고 다를 수는 없으며 오히려 노인 시설의 필요성과 수요가 증가하고 있는 현 시점에서 시설은 노인 부양의 한 장으로서의 역할을 해야 하며, 시설 서비스를 효과적으로 제공함으로써 입소 노인의 생활만족도를 높이기 위한 활동에 더 힘써야 한다. 따라서 본 연구는 무료양로시설 입소노인의 생활만족도를 파악하기 위해 개인요인, 가족요인, 사회적 관계요인, 시설 관련요인 등이 입소 노인들의 생활만족도에 어떠한 영향을 미치는가를 분석함으로써 무료양로시설 입소노인의 삶의 질 향상을 위한 서비스를 개발하는데 기초자료를 제공하는데 그 목적이 있다. 본 연구는 부산광역시, 울산광역시, 경북 경주시, 경남 양산시 등에 소재하고 있는 무료양로시설 5곳의 노인을 대상으로 2008년 9월 24일부터 10월 5일까지 총 250명에 대해 설문조사를 실시하였으며, 이중 186부가 통계에 사용이 되었다. 수집된 자료는 SPSS Win 12.0 프로그램을 이용하여 빈도분석(Frequency Analysis),기술통계분석, t-test, 일원변량분석(one-way ANOVA), 다중범위 검정(Scheffe's multiple range test)을 실시하여 분석하였다. 본 연구의 결과를 요약하면 다음과 같다. 첫째, 무료양로시설 입소 노인들의 개인요인, 가족요인, 사회적 관계요인, 시설 관련 요인을 중심으로 일반적 특성을 분석한 결과, 먼저 개인요인으로 성별에 있어 남성보다 여성의 비율이 높게 나타났으며, 연령은 81-85세가 가장 많았고, 학력은 무학이 과반수이상으로 나타났다. 종교를 가진 노인들이 대부분 종교에 만족하였으며, 노인들 스스로 느끼는 주관적인 건강상태는 ‘좋지 않다’고 응답하는 노인들이 많았다. 가족요인의 경우 대부분이 배우자와 사별한 것으로 나타났으며, 사회적 관계요인은 가족, 친척, 시설 외부 친구와는 방문빈도와 전화 빈도 모두 대부분 ‘거의 없음’으로 나타났고, 고민이나 걱정거리를 상의하는 직원이나 시설 내 동료에서도 ‘거의 없음’으로 나타났으며, 시설 내 친하게 지내는 친구에는 과반수 이상이 친구가 ‘있음’으로 응답하였다. 시설 관련요인의 경우 외부환경(입지조건, 외부환경조건, 시설에 대한 평판 및 시각에 대한 만족도)과 내부환경(시설만족, 청결, 전반적 구조, 안전시설, 편의시설, 침실난방, 침구류), 그리고 서비스 및 직원(식사, 프로그램, 의료서비스, 일상적 보살핌, 하루일과, 직원들의 수준 및 질, 직원과의 관계)에 대해 모두 긍정적으로 만족하고 있는 것으로 나타났다. 둘째, 무료양로시설 입소 노인들의 개인요인, 가족요인, 사회적 관계요인, 시설 관련요인에 따라 노인들의 생활만족도의 차이를 분석한 결과로 개인요인에서는 성별과 연령, 종교, 건강상태에 따라 유의미한 차이가 나타났으며, 여성노인이 남성노인보다, 종교가 있는 노인이 종교가 없는 노인보다, 주관적으로 건강하게 느끼는 노인이 그렇지 못하다고 느끼는 노인보다 만족도가 높게 나타났다. 가족요인에서는 유의미한 차이가 없는 것으로 나타났으며 사회적 관계요인에서는 가족과의 전화 빈도가 많을수록 만족도가 높게 나타난 반면, 시설 외부 친구와의 전화 빈도는 적을수록 만족도가 높고, 시설 내 친하게 지내는 친구의 수는 많을수록 만족도가 높게 나타났다. 시설 관련요인에서는 외부환경, 내부환경, 서비스 및 직원의 만족도에 따라 유의미한 차이가 나타났으며, 외부환경 및 내부환경, 침실(방)의 난방, 서비스 및 직원의 만족도가 높을수록 생활만족도가 높은 것으로 나타났다. 셋째, 개인요인, 가족요인, 사회적 관계요인, 시설 관련요인에 따라 무료양로시설에 거주하는 노인들의 생활만족도에 어떠한 요인이 영향을 미치는가를 분석한 결과, 개인요인에서 생활만족도에 가장 큰 영향을 미치는 요인은 연령, 그 다음이 건강상태로 나타났다. 가족요인과 사회적 관계 요인은 생활만족도에 미치는 영향요인으로 나타나지 않았으며, 시설 관련요인은 침실(방)의 침구류 만족도가 생활만족도에 가장 큰 영향을 미치는 요인으로 나타났고, 그 다음이 침실(방)의 난방 만족도, 서비스 및 직원의 만족도 순이었다. 이상에서 확인된 결과에서 무료양로시설 입소 노인의 시설 생활의 만족도를 높이고 삶의 질 향상을 위한 대책으로 정부에서의 재정적인 지원과 시설의 현대화와 전문화를 위한 시설지원이 필요하고, 입소 노인을 둘러싸고 있는 사회적 관계에 대한 적극적 활용과 이를 위한 주기적인 재사정과 평가가 이루어지도록 해야 하며, 시설 노인의 건강상태 증진을 위한 시설개선 및 입소 노인의 심리적?성격적 특성에 적합한 프로그램이 개발되어져야 할 것이다.

제7차 교육과정에 의한 중·고등학교 영어 교과서의 쓰기 활동 분석

지은주 연세대학교 교육대학원 2003 국내석사

종래의 영어 교육에서는 입시 위주의 교육 정책으로 인해 읽기 교육이 중시되었고, 의사 소통 중심 교육 과정으로 전환되면서 듣기와 말하기를 강조하였다. 반면에 쓰기는 문자를 통한 의사 소통 능력으로, 의사 소통에 필수적인 기능임에도 불구하고 소홀히 취급되어 왔다. 그러나 제 7차 교육과정에서는 언어 학습 시 유창성과 정확성을 함께 강조하고, 이해 영역과 표현 영역을 듣기, 말하기, 읽기, 쓰기 영역으로 나누어 통합적인 지도를 통한 다양한 학습이 이뤄질 수 있도록 하여 쓰기 교육도 강조하고 있다. 또한 결과 지향적 교수요목 뿐만 아니라 과정 지향적 교수요목도 도입하여, 결과와 과정을 모두 중시하는 틀을 제시하였다. 따라서 본 연구의 목적은 교과서에 나타난 쓰기 활동이 교육 과정의 내용을 제대로 반영하고 있는지를 알아보고, 개선점을 제안하는 데에 있다. 교과서에 제시된 쓰기 활동을 분석하기 위해 3종의 교과서를 통해 국민 공통 기본 교육과정 영어인 중학교 1학년(7단계)에서 고등학교 1학년(10단계), 그리고 고등학교 선택 영어 교과인 영어 I까지의 5단계를 연계를 두어 분석하였다. 교과서의 쓰기 활동의 분석에 기준이 되는 내용은 다음과 같다. 첫째, 각 교과서의 단원 내에 나타난 쓰기 활동을 중심으로 구성체제를 살펴보았고, 둘째, 쓰기 유형을 크게 통제 작문, 유도 작문, 자유 작문으로 분류하고 각 유형 하에 여러 가지 세부 사항을 두어 항목 수를 분석하였다. 셋째, 학년/단계별 쓰기 활동 성취 기준에 부합하도록 쓰기 항목이 구성되었는지 살펴보았고, 마지막으로 쓰기와 타 언어 기능과의 연관성에 관해 분석해 보았다. 분석 결과를 살펴보면 다음과 같다. 우선 교과서의 구성 체제를 보면, 세 교과서 모두 각 단원마다 쓰기를 중점적으로 다루는 부분이 한두 부분이 보이고, 다른 구성 요소에서 쓰기를 약간씩 포함하여 구성하고 있다. 그러므로 단원 내의 여러 구성 부분에서 쓰기를 학습할 수 있다고 볼 수 있다. 한편 구성요소의 제시 순서가 대체로 듣기-말하기-읽기-쓰기 순으로 구성되어 있어서 쓰기가 타 언어 기능에 비해 늦게 학습되고 어려운 영역으로 여겨지고 있는 것으로 간주된다.. 다음으로 통제, 유도, 자유 작문으로 쓰기 유형을 구분하고 세부 유형으로 나누어 항목 수를 조사해보니, 전체 쓰기 항목 수는 단계가 상승할수록 증가하였고, 통제 작문의 비율이 단계별로 약 80% 가량을 차지하며 유도 작문과 자유 작문은 단계가 진행될수록 비율이 낮아지거나 하위 단계와 비슷한 비율을 보였다. 우리나라의 같은 EFL 상황에서는 학습자의 쓰기 발달 단계에 맞춰 통제 작문의 비율을 서서히 줄여가면서 유도 작문과 자유 작문의 비율을 늘려가야 하지만, 이것을 제대로 따르지 못한 것으로 볼 수 있다. 또 각 단계에 제시된 쓰기 활동은 학년/단계별 성취 기준에 대체로 부합하였으나 요구하는 성취 기준과 정확하게 맞지 않거나 제시된 성취 기준에 일치하는 쓰기 항목이 전혀 보이지 않는 경우도 있었다. 그리고 교육 과정에서 성취 기준이 달성되기를 요구하는 단계가 아닌 상위나 하위 단계에서 나타나는 경우도 있어 각 교과서가 성취 기준을 완벽하게 달성했다고는 볼 수 없다. 마지막으로 쓰기와 타 언어 기능이 통합되어 나타난 항목이 전체 쓰기 항목의 절반 가량을 차지하고, 쓰기와 상호 관련이 있는 읽기가 듣기나 말하기에 비해 쓰기와 자주 통합되어 나타났다. 상위 단계로 갈수록 타 언어기능과 연관된 쓰기 활동이 증가하고 있는데, 이는 언어 4기능을 통합적으로 사용할 수 있는 능력을 점진적으로 향상시키도록 한 것으로 볼 수 있다. 이상과 같이 분석 결과를 종합하여 볼 때, 교과서에 쓰기 항목을 구성함에 있어서 몇 가지 제안 사항이 있다. 우선 교과서 제작 이전에 교육과정이 충실하게 마련되어 그 내용이 교과서에 반영될 수 있도록 해야한다. 그리고 교과서에서 언어 기능의 제시 순서를 일률적으로 듣기-말하기-읽기-쓰기 순으로 할 것이 아니라 다양한 방법으로 구성할 필요가 있다. 작문의 비율도 학습 초기에는 통제 작문의 비율을 높게 구성하고 점차적으로 유도 작문과 자유 작문의 구성 비율을 늘리는 것이 학습자의 쓰기 능력 배양에 효과적이다. 한편, 각 단계에서 모든 학생들이 쓰기와 관련된 공통된 과제를 성취하여 이후의 단계에서 다른 교과서로 학습하더라도 학습이 용이하도록 단계별로 제시된 성취 기준이 해당 단계에 나타날 수 있도록 하여야 하겠다. 그리고 교사는 교과서에 제시된 통제, 유도, 자유 작문을 지도하면서 결과 뿐 아니라 과정도 중시하여야 한다. 결과 중심 쓰기 활동을 통해 수사법, 담화 규칙, 내용 구성 방식 등을 학습하고, 과정 중심 쓰기 활동을 통해 작문 과정을 개선해 효과적인 작문을 할 수 있도록 작문 전략과 절차를 익힐 수 있도록 지도해야 한다. 그러므로 학습자가 쓰기 과정을 이해하고, 필요성을 인식하며 글의 내용과 구성을 다듬는 과정을 거쳐 마침내 쓰기의 결과물을 자유롭게 양산해낼 수 있도록 쓰기에 필요한 지식, 여러 절차와 방법을 알려줘야 한다. Writing skills have been neglected compared with listening, speaking and reading skills, even though they are essential for the communication. But these days we think writing skills are as important as the other language skills and can reinforce the others. The 7th national curriculum regards listening, speaking, reading and writing as important skills, and intends to integrate these four skills while teaching language. Besides it introduces not only product-oriented syllabus but also process-oriented syllabus. The purpose of this study is to analyze writing activities of middle school and high school English textbooks which were revised in the 7th national curriculum and to suggest some improvement plans for the next effective writing activities. The criteria of the textbook analysis depends on the following standards. 1. How many sections of each lesson contain writing activities mainly. 2. How the ratio of controlled, guided, free writing and the particular writing activities of them increases as the grade goes up. 3. Do writing activities correspond to the achievement standards of writing activities by grade and stage? 4. How many writing activities are integrated with the other language skills. The results of the textbook analysis are as follows. First, the constituents of the each lesson have one or two sections which contain writing activities mainly, and many sections have writing activities partially. And each lesson has listening-speaking-reading-writing order uniformly, which means that textbook writers regard writing skills as difficult skills to learn and the students can learn lastly compared with the other language skills. Second, the number of total writing activities increases as the grade or stage goes up. But controlled writing takes up about 80% and the ratio of guided and free writing is very low every grade. Though the textbook writers should make controlled writing decrease and guided and free writing increase gradually in EFL situations like Korea, they failed to do that. Third, the writing activities by grade and stage correspond to the achievement standards roughly. But there are some writing activities which are not exactly consistent with achievement standards and are given in the other grade or stage, not in the very stage which they have to be shown. Finally, writing activities which are integrated with the other language skills are approximately 50% of total writing activities. And the ratio of writing activities integrated with reading skills is higher than those integrated with listening and speaking skills. Writing activities integrated with the other language skills are increasing at the higher grade and then the students can enhance communicative competence gradually by integrating four language skills. On the basis of these results, I suggest some ways about construction of writing activities. Textbook writers had better make the ratio of controlled writing high at the beginning stage and increase that of guided and free writing step by step. And the achievement standards had better be shown at the arranged stage in order that the students learn the same types of writing each stage. Also, teachers should account both product and process as important things while teaching writing skills. And so teachers should have their students learn the knowledge, procedure and methods which are needed at writing so that the students can know writing process and embellish their writing and then make their own product freely.