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Sin, Chae-Ho who wrote the novel and studied the Korean old history in the early 20th century had always paid attention to the problems of making strong national people through his writing and studying about Korean national history under the premise that the history of mankind is the struggle for 'I' against 'Non-I'. So, he took the Korean old historical heros and recreated them in his stories the characters who have modern and national spirit to fight against foreigners who had been eager to invade Korea and to fight against the native intelligentsia who had been in the pitfalls of imperialism and colonialism. He wanted to recover all the foreign ideologies produced from Confucianism, Buddhism, and Christianity, especially the modern ideologies prevailed in western society. But he did not make such characters to simple hero who were in a historical view of heroism asked by ruler class in a feudal society. Many characters of his stories lived in and with the people, and their acts and thoughts were practical also in such states. This process which restructured from old history to modern meaning resulted in the Mugunghwa(the rose of Sharon) thoughts, the breaking of class structure, the consciousness of anti-Japanese, the criticism of religion and rationalism and imperialism, and the revolution of violence. These concepts are the modern meanings presented in Sin's stories, and are the results of the Sin's excellent vision of world history.
The purpose of this stud was to analyze the Korean traditional housing open-space planning relative to Daechung, especially Numaru, according to area. The Korean house is composed with Chae-it is the unit house which have its own use- and each chae(채) is composed with Chan(間) which is basic unit in house planning. The principle of composition of these Chan and Chae is characterized by regional feature. Using the sample which is selected in each area, check the planning method of open-space according to development of house and assume the process of development of open-space, especially Numaru and daechung.
<P>Membrane protein manipulation is a challenging task owing to limited tertiary and quaternary structural stability once the protein has been removed from a lipid bilayer. Such instability can be overcome by embedding membrane proteins in detergent micelles formed from amphiphiles with carefully tuned properties. This study introduces a class of easy-to-synthesize amphiphiles, which are designated CGT (Chae's Glyco-Triton) detergents. Some of the agents are well suited for membrane protein solubilization and stabilization.</P> <P>Graphic Abstract</P><P>This study introduces a class of easy-to-synthesize amphiphiles that display favorable behaviour for membrane protein solubilization and stabilization. <IMG SRC='http://pubs.rsc.org/services/images/RSCpubs.ePlatform.Service.FreeContent.ImageService.svc/ImageService/image/GA?id=c3mb25584k'> </P>
Maxillary anterior teeth were intruded and lingually root torqued with two maxillary anterior microimplants between the lateral incisors and canines. Overerupted maxillary canines were intruded with two other microimplants between the maxillary canines and first premolars. Maxillary posterior teeth and canines were distalized, then the maxillary incisors were retracted with two maxillary posterior microimplants between the first and second molars. The mandibular anterior teeth were intruded and the mandibular posterior teeth were extruded with conventional method such as anterior bite plane, intrustion arch and Class Ⅱ elastics. The mandible moved slightly forward after the correction of deep bite and retroclination of the upper incisors. Consequently, microimplant anchorage (MIA) provided absolute anchorage for simultaneous correction of Class Ⅱ canine and molar relationships and deep overbite. 상악 측절치와 견치의 치근 사이에 식립한 microimplant를 이용하여 상악 전치의 함입과 설측으로의 치근 이동을 얻을 수가 있었으며, 상악 견치와 제1소구치의 치근 사이에 식립한 microimplant를 이용하여 과맹출된 상악 견치를 함입시켰다. 또한 상악 제1,2대구치의 치근 사이에 식립한 microimplant를 이용하여 상악 견치 및 구치의 후방 이동 및 상악 전치의 후방 견인을 시행하였다. Anterior bite plane과 intrusion arch, 그리고 Ⅱ급 고무 등과 같은 전통적인 방법을 사용하여 하악 전치의 함입 및 구치부의 정출을 얻얼 수가 잇었으며, 과개 교합 및 상악 전치의 설측 경사가 해소 되면서 하악골이 전방으로 약간 이동하였다. 이와 같이 MIA는 Ⅱ급 2류 부정교합 환자에 있어서 Ⅱ급 견치 및 구치 관계 그리고 과개교합을 동시에 해소 하는데 절대적인 고정원을 제공하였다.
Recently a big progress has been made on the measurements of magnetic helicity of solar active regions based on photospheric magnetograms . In this paper, we present the details of Chae's method of determining the rate of helicity transfer using line-of-sight magnetograms such as taken by SORO /MDI. The method is specifically applied to full-disk magnetograms that are routinely taken at 96-minute cadence.
Since Sujech'o˘n 壽齊天, literally meaning "Long Life Everlasting as the Sky," is the most well known orchestral piece in the hyangak 鄕樂 repertoire, the piece has been studies by such musicologists as Lee Hye-ku 李惠求 [Yi Hye-gu], Cho Chae-so˘n 趙在善, Yi Hae-sik 李海植, Ch'oe chae-ryun 崔在倫, and Yu Kyo˘ng-mi 劉京美. This highly valued piece by wind ensemble is characterized by 'aftertones' at the ends of phrases, where the bowed strings haegu˘m 奚琴 and agaeng 牙箏 continued and decorate the final phrase pitch while the leading melodic instrument called hyangp'iri ??? rests. In order to find out the musical characteristic of Sujech'o˘n, this paper aims at investigating the p'iri 피리 ornamentations known as sigimsae 시김새 including such performing techniques as yoso˘ng 搖聲, nongu˘m 弄音, cho˘nso˘ng 轉聲, t'oeso˘ng 退聲, and ch'uso˘ng 推聲. In viewing of examination, it is concluded that the main melody by p'iri and taegu˘m 大芩 is reinforced by 'aftertones' performed by the haegu˘m and ajaeng.
Yim Chae-Hun. 2000. Antonymy and Sentence Meaning Formation. Korean Semantics, 30. The purpose of this paper is to inspect the function of lexical semantic relation at the level of sentence meaning. That is, lexical semantic relations not only represent relations between words in lexicon, but act as mechanism of sentence meaning formation. I inspected only the role of antonymy among another lexical semantic relation. Because antonymy is one of most principles governing the meaning of language. For this, I investigated corpus that a pair of antonyms co-occurred. Consequently, it is turned out that antonymy have the following functions. 1) the dividing and the generic, 2) the same meaning, 3) the contrast, 4) the concessive 5) the transition, 6) the expatiation.
본 연구의 목적은 특수체육지도자들의 스페셜올림픽 참여경험이 교육신념에 영향을 미치는지를 규명하는데 있다. 특수학급 교사, 사회복지기관의 특수체육 담당교사와 지도자 300명을 대상으로 설문 중 참여자 108부, 비참여자 111부, 총 219부 설문지를 분석하여 자료처리 하였다. 본 연구에서 사용된 조사도구는 Spodek(1985)의 신념분류기준과 Peters 등(1985)이 제시한 신념측정도구(Beliefs Test Inventory)와 최선미(2001)와 임종미(2005)의 교육신념에 관한 연구에서 사용된 설문지를 중심으로 본 연구의 목적에 알맞게 수정, 보완하여 사용하였다. 자료 분석 방법으로 수집된 자료의 통계처리는 SPSS 12.0 Version을 활용하여 빈도분석, 독립표본 t-test, 일원변량분석을 실시하였다. 연구결과는 다음과 같다. 첫째, 특수체육지도자의 스페셜올림픽 참여에 따른 교육신념은 스페셜올림픽에 참여한 집단이 비참여 집단에 비해 교육신념이 높게 나타났고, 하위요인은 성숙, 행동, 상호작용 순으로 높게 나타났다(p<.001). 둘째, 스페셜올림픽에 참여한 특수체육지도자의 일반적 특성에 따른 교육신념을 살펴보면, 성별에 따른 교육신념은 남자가 여자에 비해 높게 나타났고, 하위요인 중 행동주의에서만 유의한 차이가 나타났다(p<.05). 특수체육 전공유무에 따른 교육신념은 특수체육 전공한 지도자가 비전공자에 비해 높게 나타났고, 하위요인 중 상호작용에서만 유의한 차이가 나타났다(p<.01). 지도경력에 따라서는 3년 이하-5년 이하의 경우 교육신념의 정도가 높게 나타났으나 5년 이상에서 낮아졌다. 근무시설에 따른 교육신념에서는 특수학교가 사회복지시설, 일반학교 특수학급에 비해 높은 교육신념을 나타냈다(p<.05).셋째, 특수체육지도자의 스페셜올림픽 참여횟수가 많을수록 교육신념이 높은 것을 알 수 있었으며(p<.05), 하위요인별로는 성숙과 행동주의적 교육신념에서 6회 이상 참여한 특수체육지도자의 교육신념이 가장 높게 나타났다(p<.01). 또한 스페셜올림픽에 참여한 특수체육지도자의 대회규모에 따른 교육신념에서는 국내, 국제대회에 모두 참여한 특수체육지도자들의 교육신념이 가장 높게 나타났고, 교육신념의 하위요인별로는 성숙과 행동주의적 교육신념에서 또한 국내, 국제대회에 모두 참여한 특수체육지도자들의 교육신념이 높게 나타났다(p<.01). The purposes of this study was to investigate how adapted physical education teachers and instructors` participation in Special Olympics influences their educational faith. The subjects of this study were 219 adapted physical education teachers and instructors of special school, special class and welfare center, including 108 who participated in special olympics and 111 who did not. The research tools employed by this study include Spodek(1985)`s categorization of beliefs, the Beliefs Test Inventory by Peters(1985), and the questionnaire used in Choi Seon-mi`s 2001 study, modified from the original questionnaire used in some past studies on educational faith (Oh Chae-seon, 1990; Han Ji-hye, 1992; Heo Hye-gyeong, 1994; etc.) to suit adapted physical education instructors. For statistical analysis of the collected data, the SPSS 12.0 statistical package was used for frequency analysis, independent sample t-test and one-way ANOVA. The results of the analysis were as follows; First, those who had participated in Special Olympics showed a higher level of educational faith than those who had not. Among the sub-factors of educational faith, maturity, behavior, and interaction were found to be relevant, with a statistically significant difference (p<.001). Second, no significant differences were observed among the Special Olympics-experienced adapted physical education instructors with respect to age. As for the college major of the participant, those who majored in adapted physical education exhibited a higher level of educational faith, but the difference was not statistically significant. Among the sub-factors of the educational faith, only interaction was found to be statistically significant (p<.01). With respect to the length of experience, the participants with 1 to 5 year experience showed an increase in their educational faith, but the level of faith was found to decrease after 5 years. In regard to the facility type, those working at special schools showed a higher level of educational faith than those working at welfare facilities or those teaching special classes within regular schools, with a statistically significant difference (p<.05). Third, the analysis revealed a statistically significant increase (p<.05) in educational faith proportional to the number of times each instructor had participated in Special Olympics. As for the sub-factors of educational faith, a significant difference was observed in maturity and behavior of those who had participated in Special Olympics 6 times or more (p<.01). There was no significant difference in interaction. As for the size of the event, those who had participated in both domestic and international events demonstrated a higher level of educational faith while those who had participated only in international events were found to have the lowest level of educational faith (p<.01). The instructors with both domestic and international Special Olympics experiences were also found to be higher in educational faith in terms of maturity and behavior (p<.01) while no significant difference was found in terms of interaction.