Study of the relationship between variants near CCNL1/LEKR1 and in ADCY5 with low birth weight in a Chinese population

Xuejin Fan,Qi Peng,Yanhua Chen,Zeke Ma,Xiaoguang He,Biying Deng,Hui Huang,Juan Zeng,Chuyun Cheng,Shaoji Liu,Xiaomei Lu 한국유전학회 2015 Genes & Genomics Vol.37 No.12

The aim of this study was to test the impact of variants rs900400 (located near LEKR1 and CCNL1) and rs9883204 (located in ADCY5) on birth weight in a Chinese population. We conducted a case–control study including 156 low-birth- weight infants as the case group and 100 normal-birth-weight infants as the control group. The rs900400 and rs9883204 variants were analyzed by gene sequencing in all the participants. Our results revealed a significant difference in the genotype distribution (v2 = 10.449, p = 0.005) and allele distribution (v2 = 9.277, p = 0.002) of rs900400 between the case group and the control group. The C allele of rs900400 was associated with lower birth weight (OR 1.771 [95 % CI 1.237–2.535]) in the Chinese population. However, the rs9883204 polymorphism was not informative in the Chinese population. Our study shows that the ‘‘birth weightlowering’’ variant rs900400 located near LEKR1 and CCNL1, which is strongly associated with birth weight in European cohorts, appears to have a similar association in Chinese cohorts. However, the rs9883204 variant located in ADCY5 does not appear to be correlated with low birth weight in the same population. Moreover, we found that the variant rs900400 may also be associated with premature birth, thereby supporting the need for further research in this area.

A Study on the Psychological Construction of Brand Marketing

Hu Xuejin,Zuo Lingling 한국전산회계학회 2014 電算會計硏究 Vol.12 No.1

브랜드의 심리적 구축은 브랜드 활동 도중에 발생한다. 또한 이러한 브랜드의 심리적 구축은 고유 브랜드의 상징 인식에서부터 현재 시사융합소통까지를 포괄한다. 서양학자들은 이를 브랜드의 전체적인 관점에서 제시하였다. 즉, 새로운 이론적 관점과 브랜드의 심리적 구축에 대한 연구방향을 제시한 것이다. 마케팅 프로세스에 의하면, 브랜드의 심리학은 생산에서부터 서비스에 이르기까지의 전체를 포함하는 것이다. 소비자 입장에서는 브랜드의 심리학은 상식적인 면과 논리적인 면의 조화이다. 따라서 브랜드의 구축에서는 소비자의 심리적 욕구를 출발점으로 잡고 소비자의 심리적 정체성을 결과물로 인식하여야 한다.

중국 영화 『소년시절의 너(少年的你)』(2019)의 통과의례 연구

강설금(Jiang, Xuejin) 한국중어중문학회 2022 中語中文學 Vol.- No.87

중국 영화 『소년시절의 너』(2019)는 청소년 성장 드라마에 속한다. 본고는 빅터 터너의 탈구조공동체·반구조 개념과 엘리아데의 성현·상징 등의 개념을 활용하여 두 주인공의 성장 서사구조를 살펴보고자 한다. 영화 속 두 주인공인 첸과 샤오베이가 보여준 성장 서사와 협력 방식은 빅터 터너와 엘리아데의 통과의례 이론을 통해 심도 있고 풍부하게 이해할 수 있었다. 두 주인공 모두 어른이 되는 과정에서 일련의 시련을 겪으면서 통과의례의 다양한 모습을 보여준다. 두 사람은 주류 사회의 주변부에 처한 약자라는 공통점을 가지고 있으며, 우연한 사건을 계기로 가오카오까지 43일간 동거하며 탈구조공동체를 형성했다. 주인공은 가족과 사회의 보호막이 부재한 가운데 일반적인 상황에서는 이해하기 어려운 애매성과 침묵을 보이기도 하고, 공동체를 형성한 이후에는 특별한 의지와 힘을 보여주었다. 수련자들은 상징을 매개로 속세에서 성의 세계로 진입한다. 속세에 머물면서 성의 세계를 갈구하는 것은 종교적 인간의 본질이다. 성은 다양한 사물이나 현상으로 인간에게 자신의 모습을 드러내며, 그 순간 인간에게 이것은 상징으로 발견된다. 영화는 삭발, 모자, 파란색 외투 등의 상징체계를 통해 속세에 머무는 주인공들이 자신과 타인에 대한 구원의지를 발휘하며 성의 세계로 진입하는 모습을 보여주었다. The Chinese movie 『Better Days』(2019) belongs to a youth growth drama. This paper aims to examine the growth narrative structure of the two main characters by utilizing Victor Turner"s concept of de-structural community and antistructure and Eliade"s concept of the sanctity and symbol. The growth narrative and cooperation method shown by Chennian and Xiaobei, the two main characters in the movie, could be understood in depth and abundantly through Victor Turner and Eliade"s theory of rite of passage. Both protagonists show various aspects of the rite of passage through a series of trials in the process of becoming an adult. The two have something in common that they are the weak in the periphery of mainstream society, and in the wake of an accident, they lived in Gaokao for 43 days to form a de-structural community. The protagonist showed ambiguity and silence, which were difficult to understand in general situations, and showed special will and power after forming a community. Trainees enter the holy world from the world through symbols. It is the essence of religious human beings to stay in the world and crave for the holy world. The sanctity reveal themselves to humans with various objects or phenomena, and at that moment, it is found as a symbol to humans. The film showed the main characters staying in the world are entering the holy world, showing their willingness to save themselves and others through symbolic systems such as shaving their heads, hats, and blue coats.

중국 근대 국어 교과서에 나타난 재난 인식과 대응 ―위생과 방역을 중심으로

강설금 ( Jiang Xuejin ) 한국중국어문학회 2022 中國文學 Vol.112 No.-

본고는 중국 근대 국어 교과서에 나타난 재난관의 변천 과정을 고찰하는 데에 목적이 있다. 1900~30년대 국어 교과서의 재난관은 3단계로 나누어서 고찰할 수 있다. 이 시기에 천인감응의 재이관은 과학적 재난관으로 발전하였으며, 재난에 대한 대응책도 개인 방역에서 민간 공동 구제로 바뀌는 양상을 보였다. 1900년대의 《신정몽학과본》(1901)은 천인감응의 재이관을 비판하였다. 대중들의 무지에 대해 경계하고, 인재론 등을 대안으로 제시하였다. 1910년대에 진입하면서 여러 사상가, 지질학자, 진보 성향의 저널에서 모두 과학적 재난관을 주장하였으며 교재에도 영향을 미쳤다. 《신국문》(1912)에는 전염병의 발병 이유, 전파과정, 방역 방식 등을 자세하게 소개하는 글이 다수 등장한다. 그리고 방역도 개인 방역을 넘어 가족 방역과 가정 위생의 단계에까지 승격시킴으로써 전염병에 대한 진일보한 인식을 보여준다. 1920년대까지 국어 교과서는 재난에 대한 과학적 지식과 기술을 소개하는 데에 주력하였다. 이에 비해 1930년대의 국어 교과서는 전염병과 재난에 대한 체계적인 대응과 민간 중심의 공동 구제 방법을 강조하였다. 《개명국어과본》(1932)에서는 학교의 학생들이 주축이 되어 적극적인 구제 활동과 위생 운동을 전개하는 모습을 전면에 내세웠다. The purpose of this paper is to examine the process of changing the view of disaster in modern Chinese language textbooks. The view of disaster in Chinese language textbooks in the 1900s and 1930s can be considered in three stages. During this period, the relocation of ‘the theory of sensation between heaven and man’ developed into a scientific disaster view, and countermeasures against disasters also changed from personal quarantine to private common relief. In the 1900s, “Xindingmengxuekeben” (1901) criticized ‘the theory of sensation between heaven and man’. It was wary of the public's ignorance and suggested talent theory as an alternative. Entering the 1910s, several thinkers, geologists, and progressive journals all argued for a scientific view of disaster and influenced textbooks. In “Xinguowen” (1912), there are a number of articles that introduce in detail the reason for the outbreak of infectious diseases, the process of transmission, and the method of quarantine. In addition, quarantine also shows a further perception of infectious diseases by promoting it beyond personal quarantine to the stage of family quarantine and home hygiene. Until the 1920s, textbooks focused on introducing scientific knowledge and technology about disasters. On the other hand, textbooks in the 1930s emphasized systematic responses to infectious diseases and disasters and joint remedies centered on the private sector. “Kaimingguoyukeben”(1932) put forward the active relief activities and hygiene movements led by the students of the school.

중국 근현대 교과서 심사제도의 변천 ― 국어 교과서를 중심으로

강설금 ( Jiang Xuejin ) 한국중국현대문학학회 2021 中國現代文學 Vol.- No.98

This paper considers the transformation of China's modern and contemporary Chinese textbook review system. The purpose of the research is to consider the development of China's screening system and Chinese textbooks under the system since the beginning of modern education. The beginning of modern education in China was led by the private sector at the end of the Qing Dynasty. Intellectuals, businessmen, and bureaucrats, who realized the need for modern education, set up their own modern academies and compiled textbooks to educate students. Thus, the first textbooks were free-issued by schools and private publishers. The Qing government hoped for a textbook national system, but the national power was not supported. Therefore, while the qualification system gained the upper hand, the national system and the qualification system were combined. After the Xinhai Revolution, the contents of Chinese textbooks changed from monarchy to republican. However, the textbook screening system was similar to the late Qing Dynasty, so the system of accreditation and state administration was combined. The reason is that we could not afford to work on the education system because of the domestic war. For a while after the establishment of the New China, textbooks from the People's Party and the Communist Party-controlled regions were mixed. Since then, the government of New China has stabilized and the state-run system has been fully implemented. Since then, China's reform and opening policy has changed its textbook review again. In 1986, compulsory nine-year education began, and the certification system was implemented in full-scale. Again, the Chinese Ministry of Education announced that under the ideology of national power in the compilation of textbooks, elementary and middle school chapters (Moral and Rule of Law, Chinese Language, and History) will use the national textbook from the fall of 2019.

1900∼1930년대 중국 초등소학 국어 교과서의 영웅관 고찰

강설금 ( Jiang Xuejin ) 한국중국어문학회 2022 中國文學 Vol.110 No.-

본고는 조셉 캠벨, 로버트 토런스, 양계초 등 동서양 대표적인 영웅 이론가들의 담론을 원용하여 1900~1930년대 중국 초등소학 국어 교과서에 나타난 영웅관의 변천과정을 살펴보는데에 목적이 있다. 그 결과 다음과 같은 결론을 얻게 되었다. 첫째, 중국 근대 교과서에 나타난 영웅관의 변화는 1900년대, 1910~20년대, 1930년대 3단계로 나누어 볼 수 있다. 둘째, 중국 근대 교과서의 영웅관의 변천과정은 조셉 캠벨 등이 제시한 서양의 영웅 이론과 일치하는 양상을 보인다. 이는 영웅의 유형과 영웅에 대한 서사구조 두 측면 모두 적용된다. 구체적으로 각 시기별 영웅의 유형은 ‘완전무결한 영웅(1900년대)→비자발적 영웅(1910~1920년대)→영웅의 전성시대(1930년대)’로 변화하는 양상을 보인다. 영웅에 대한 서사구조 역시 캠벨 등의 이론에 부합하는 모습을 보인다. 《신정몽학과본》(1901)에서 영웅의 서사구조는 간단한 무갈등 형태이다. 《신국문》(1912), 《초급국어독본》(1924)에 이르러 조력자, 현자를 개입시켜 스토리를 더욱 풍부하게 하는 구조를 보였다. 《개명국어과본》(1934)에 이르러서는 전형적인 통과의례식 서사구조인 ‘출발→입문→귀환’의 형태가 나타난다. 셋째, 중국 근대 교과서의 영웅관은 양계초가 주장한 국민관과 그 맥을 같이한다. 특히 그의 전근대 부민과 근대 국민에 대한 이해, 사덕과 공덕의 구별은 근대 교과서 속 영웅 담론에 그대로 드러난다. The purpose of this paper is to study the process of changing perspectives on heroes in Chinese elementary school Chinese textbooks in the 1900s-1930s, citing discourses from representative hero theorists from East and West, including Joseph Campbell, Robert Torrance, and Liang Qichao. As a result, the following conclusions were obtained. First, the changes in the view of heroes in modern Chinese textbooks can be divided into three stages: the 1900s, 1910s~1920s, and 1930s. Second, the transformation process of the hero view of modern Chinese textbooks is consistent with the Western hero theory suggested by Joseph Campbell and others. This applies to both the type of hero and the narrative structure of the hero. Third, the hero view of modern Chinese textbooks is in line with the view of the people claimed by Liang Qichao. In particular, the understanding pre-modern tribe people and modern people, distinction between personal virtues and public virtues presented by Liang qi-chao, are well represented in the discourse of heroes in modern textbooks.

중국의학생교육‘부담감소(減負)’ 정책에대한연구 ― 1950∼60년대와 시진핑 시기의 비교를 중심으로

강설금(Jiang, Xuejin) 한국중어중문학회 2023 中語中文學 Vol.- No.91

본고는 1950~60년대와 시진핑 시기에 나타난 학생 교육의 부담감소 정책을 비교하였다. 1950~60년대의 중국은 초기 사회주의 국가를 건설하는 시기이다. 정부는 사회의 전 분야를 사회주의 체제로 전환하기 위해 총력을 다했고, 교육의 목표는 사회주의 인재를 양성하는 것이었다. 학생들은 이런 소양을 키우기 위해 생산노동과 활동에 참여할 의무가 있었다. 이로 인해 과도한 부담에 시달리자, 정부는 학생들이 본분에 충실할 수 있는 경감책을 내놓았다. 1980년대의 개혁개방은 국가의 전략을 부강과 사회주의 현대화에 두었다. 이 시기 경제의 급격한 성장은 사회 제반 분야에서의 격차를 가져왔으며 교육도 역시 그랬다. 가오카오로 상징되는 응시 경쟁이 가속화되기 시작했고, 경제가 성장할수록 지역 간, 계층 간 격차는 더욱 벌어졌다. 여기에 인구 감소, 경제 성장 속도의 둔화 등 국가 체질의 변화를 암시하는 징후들은 정부로 하여금 교육에 있어서 새로운 부담감소 대책을 내놓도록 강제하였다. 마오쩌둥과 시진핑 두 시기의 부담감소 정책은 중국 정부의 교육관을 잘 드러낸다. 고대로부터 중국인들은 공을 가장 중요한 가치로 인정하는 태도를 보였다. 그리고 최근에도 교육에서 공적 가치를 강조함으로써 오래된 공의 전통을 유지했다. 두 시기의 부담감소 정책은 균형•평등•동질 등을 핵심적인 가치로 간주하는 중국 정부가 교육 분야에서 보다 강하게 공적 가치를 적용하려는 의지를 가지고 있음을 보여준다. This paper compared the policy of reducing the burden of student education during the 1950s and 1960s and Xi Jinping period. China in the 1950s and 1960s was the time to build an early socialist state. The government made all-out efforts to transform all areas of society into a socialist system, and the goal of education was to cultivate socialist talent. Students were obligated to participate in production labor and activities to develop this literacy. As this caused students to suffer from excessive burdens, the government has come up with mitigation measures to help them fulfill their duties. The reform and opening up of the 1980s put the nations strategy on the modernization of wealth and socialism. The rapid growth of the economy during this period led to gaps in all areas of society, and so did education. Competition for the examination, symbolized by Gaokao, began to accelerate, and as the economy grew, the gap between regions and classes widened. On top of that, signs suggesting changes in the national constitution, such as population decline and slowing economic growth, forced the government to come up with new measures to reduce the burden on education. The burden reduction policies of the two periods, Mao Zedong and Xi Jinping, clearly reveal the Chinese governments view of education. Since ancient times, the Chinese have shown an attitude of recognizing the ball as the most important value. And even recently, by emphasizing public values in education, it has maintained an old tradition of merit. The burden reduction policies of the two periods show that the Chinese government, which considers balance, equality, and homogeneity as core values, is more willing to apply public values in the field of education.

중국 드라마 『랑야방(琅琊榜)』(2015)에 나타난 희생양 메커니즘 연구

강설금(Jiang, Xuejin) 한국중어중문학회 2023 中語中文學 Vol.- No.93

근대 초기 국어 교과서의 中西倂用的 양상 - 淸末民初 初等小學 국어 교과서를 중심으로

강설금(Jiang, Xuejin) 한국중어중문학회 2019 中語中文學 Vol.- No.77

The purpose of this paper is to examine the ‘Zhongxibingyong(中西倂用)’ - Equal Importance between China and the West - aspects of early modern chinese textbooks. Generally “Yang-wu” group officials are considered ‘Zhongtixiyong(中體西用)’ - Chinese Substance and Western Function - and the "Wei-xin" group has a ‘Zhongxibingyong(中西倂用)’ mindset. Textbook writers created modern textbooks by using ‘Zhongxibingyong(中西倂用)’ in a timely manner. Chinese-language textbooks fully accepted the English classifications law. Chinese characters were divided into nine parts. It also imitated Western text. Each section is composed of the form "core plus body". In the 1920s, the Chinese phonetic symbol "Zhuyinfuhao(注音符號)" was invented and used. It shows that the elements of heavy study and literature are converging evenly. In terms of content, Chinese studies in Chinese textbooks are focused on ethics and morality all the time. Western studies stayed in science, technology and military history from 1897-1911. It has expanded to a political system since 1912. The launch of the Republic of China is a crucial opportunity. Beginning in 1917, coeducational school was emphasized in earnest. Western studies have expanded to include educational ideas. In short, Chinese-language textbooks started with the ‘Zhongtixiyong(中體西用)’ attitude in 1897, and have changed to the ‘Zhongxibingyong(中西倂用)’ attitude since the inauguration of the Republic of China in 1912. The goal of modern education was to foster a modern people with patriotism. What modern textbook publishers want from their students was clear. It is for students to learn the traditional culture and history of China to establish their identity as Chinese, learn new culture and play their role as modern people. It was emphasized that jobs must be acquired in order to become a self-reliant modern people. The textbook writers" efforts were successful. Schools and students grew at a rapid pace. At the same pace, textbooks containing modern and new knowledge spread throughout China. And the way of ‘Zhongxibingyong(中西倂用)’ thinking has made a decisive contribution to the development of textbooks.

중국 드라마 <소환희(小歡喜)>(2019)의 성장 서사 연구 - 리미널리티와 커뮤니타스 개념을 중심으로

강설금 ( Jiang Xuejin ) 한국외국어대학교 중국연구소 2021 中國硏究 Vol.86 No.-

This paper utilizes Victor Turner's concept of social drama to examine the growth of adolescents and family harmony in the Chinese drama 「A Little Reunion」 (2019). Victor Turner used the concepts of liminality and communitas to enrich Van Geneb's rites of transition. The liminality in the drama shows various forms and characteristics depending on the criteria such as who forms it, who is planning or accidental, who is participating, and what you experience. Ji Yang-yang, who lived separately from his parents, created the liminality at the hotel. The liminality of the participation of Chiao Yingzi, the child of the divorced family, was accidentally formed by the situation. Lin Lei’er, who lost his mother, enters the liminality by participating with his aunt in the school's 'wish-talking activities.' The communitas shown in this drama may be established as theatrical, resistance, and ritual depending on the mutual relationship of the trainees, the progression and purpose of the story. I linked and named the story of each family to the a child left behind-theatrical communitas, the divorce family-resistance communitas, and the bereavement family-ritual communitas. This work confirms that social drama theory is useful for a rich understanding of the social phenomena and family integration associated with adolescent growth pains.