• Asia pacific journal of information systems
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• 제21권2호
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• pp.89-116
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• 2011

In collaborative tagging systems such as Delicious.com and Flickr.com, users assign keywords or tags to their uploaded resources, such as bookmarks and pictures, for their future use or sharing purposes. The collection of resources and tags generated by a user is called a personomy, and the collection of all personomies constitutes the folksonomy. The most significant need of the folksonomy users Is to efficiently find useful resources or experts on specific topics. An excellent ranking algorithm would assign higher ranking to more useful resources or experts. What resources are considered useful In a folksonomic system? Does a standard superior to frequency or freshness exist? The resource recommended by more users with mere expertise should be worthy of attention. This ranking paradigm can be implemented through a graph-based ranking algorithm. Two well-known representatives of such a paradigm are Page Rank by Google and HITS(Hypertext Induced Topic Selection) by Kleinberg. Both Page Rank and HITS assign a higher evaluation score to pages linked to more higher-scored pages. HITS differs from PageRank in that it utilizes two kinds of scores: authority and hub scores. The ranking objects of these pages are limited to Web pages, whereas the ranking objects of a folksonomic system are somewhat heterogeneous(i.e., users, resources, and tags). Therefore, uniform application of the voting notion of PageRank and HITS based on the links to a folksonomy would be unreasonable, In a folksonomic system, each link corresponding to a property can have an opposite direction, depending on whether the property is an active or a passive voice. The current research stems from the Idea that a graph-based ranking algorithm could be applied to the folksonomic system using the concept of mutual Interactions between entitles, rather than the voting notion of PageRank or HITS. The concept of mutual interactions, proposed for ranking the Semantic Web resources, enables the calculation of importance scores of various resources unaffected by link directions. The weights of a property representing the mutual interaction between classes are assigned depending on the relative significance of the property to the resource importance of each class. This class-oriented approach is based on the fact that, in the Semantic Web, there are many heterogeneous classes; thus, applying a different appraisal standard for each class is more reasonable. This is similar to the evaluation method of humans, where different items are assigned specific weights, which are then summed up to determine the weighted average. We can check for missing properties more easily with this approach than with other predicate-oriented approaches. A user of a tagging system usually assigns more than one tags to the same resource, and there can be more than one tags with the same subjectivity and objectivity. In the case that many users assign similar tags to the same resource, grading the users differently depending on the assignment order becomes necessary. This idea comes from the studies in psychology wherein expertise involves the ability to select the most relevant information for achieving a goal. An expert should be someone who not only has a large collection of documents annotated with a particular tag, but also tends to add documents of high quality to his/her collections. Such documents are identified by the number, as well as the expertise, of users who have the same documents in their collections. In other words, there is a relationship of mutual reinforcement between the expertise of a user and the quality of a document. In addition, there is a need to rank entities related more closely to a certain entity. Considering the property of social media that ensures the popularity of a topic is temporary, recent data should have more weight than old data. We propose a comprehensive folksonomy ranking framework in which all these considerations are dealt with and that can be easily customized to each folksonomy site for ranking purposes. To examine the validity of our ranking algorithm and show the mechanism of adjusting property, time, and expertise weights, we first use a dataset designed for analyzing the effect of each ranking factor independently. We then show the ranking results of a real folksonomy site, with the ranking factors combined. Because the ground truth of a given dataset is not known when it comes to ranking, we inject simulated data whose ranking results can be predicted into the real dataset and compare the ranking results of our algorithm with that of a previous HITS-based algorithm. Our semantic ranking algorithm based on the concept of mutual interaction seems to be preferable to the HITS-based algorithm as a flexible folksonomy ranking framework. Some concrete points of difference are as follows. First, with the time concept applied to the property weights, our algorithm shows superior performance in lowering the scores of older data and raising the scores of newer data. Second, applying the time concept to the expertise weights, as well as to the property weights, our algorithm controls the conflicting influence of expertise weights and enhances overall consistency of time-valued ranking. The expertise weights of the previous study can act as an obstacle to the time-valued ranking because the number of followers increases as time goes on. Third, many new properties and classes can be included in our framework. The previous HITS-based algorithm, based on the voting notion, loses ground in the situation where the domain consists of more than two classes, or where other important properties, such as "sent through twitter" or "registered as a friend," are added to the domain. Forth, there is a big difference in the calculation time and memory use between the two kinds of algorithms. While the matrix multiplication of two matrices, has to be executed twice for the previous HITS-based algorithm, this is unnecessary with our algorithm. In our ranking framework, various folksonomy ranking policies can be expressed with the ranking factors combined and our approach can work, even if the folksonomy site is not implemented with Semantic Web languages. Above all, the time weight proposed in this paper will be applicable to various domains, including social media, where time value is considered important.

• 마케팅과학연구
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• 제20권3호
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• pp.231-238
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• 2010

本研究的焦点是品牌的拟人化. 品牌拟人化被定义为将品牌看作是人类. 具体来说, 本研究的目标是理解如何将品牌拟人化的方法. 通过分析消费者对食品包装上的故事的阅读, 我们试图展示行销者和消费者如何将一系列品牌拟人化并创造意义. 我们的研究问题是一个品牌对不同的消费者具有多个或单一意义, 联想, 个性的可能性. 我们首先强调了本研究在理论和实践方面的重要性, 解释了为什么我们关注作为品牌意义传递工具的包装. 然后我们阐述了我们量性研究方法, 讨论了结果. 最后总结了管理方面的启示和对未来研究的建议. 本研究先让消费者直接阅读品牌意义传递的工具然后让这些消费者口头自由表达他们所感受到的意义. 具体来说, 为了获得有关感知意义的数据, 我们要求参与者去阅读选择的品牌食品包装上的非营养的故事. 包装在消费者研究方面还没有得到足够的关注(Hine, 1995). 直到现在, 研究还是仅关注包装的实用功能并形成了探索营养信息的影响的研究主体. (例如Lourei ro, McCluskey and Mittelhammer, 2002; Mazis and Raymond, 1997; Nayga, Lipinski and Savur, 1998; Wansik, 2003). 一个例外是最近的研究, 将注意力转向非营养信息的包装说明, 并视其为文化产品和将品牌神话的工具(Kniazeva and Belk, 2007). 下一步就是探索这些神话活动如何影响品牌个性感知以及这些感知如何与消费者相关. 这些都是本研究所要强调的. 我们用深度访谈来帮助消除量性研究的局限性. 我们的便利样本的构成具有人口统计和消费心态学的多样化以达到获得消费者对包装故事的不同的感知. 我们的参与者是美国的中产居民, 并没有表现出Thompson(2004)所描述的 "文化创造者" 的极端生活方式. 九名参与者被采访关于他们食品消费偏好和行为的问题. 他们被要求看看12个展示的食品产品包装并阅读包装上的文字信息. 之后, 我们继续进行关注消费者对阅读材料的解释的问题. (Scott and Batra, 2003). 平均来看, 每个参与者感知4-5个包装. 我们的深度访谈是一对一的并长达半个小时. 采访内容被录音下来并转录, 最后有140页的文字. 产品赖在位于美国西海岸的当地食品杂货店, 这些产品代表了食品产品类别的基本范围, 包括零食, 罐装食品, 麦片, 婴儿食品和茶. 我们使用Strauss和Corbin (1998)提出的发展扎根理论的步骤来分析数据. 结果表明, 我们的研究不支持先前的研究所假设的一个品牌/一个个性的概念. 因此我们展示了在消费者看来多个品牌个性可以在同一品牌身上很好的共存, 尽管行销者试图创造更多单一的品牌个性. 我们延伸了Fournier's (1998) 的假设, 某人的人生计划可以形成与品牌关系的强度和本质. 我们发现这些人生计划也影响感知的品牌拟人化和意义. Fournier提出了把消费者人生主题(Mick和Buhl, 1992)和拟人化产品的相关作用联系在一起的概念框架. 我们发现消费者人生计划形成了把品牌拟人化和品牌与消费者现有的关注相关联的方式. 我们通过参与者发现了两种品牌拟人化的方法. 第一种, 品牌个性通过感知的人口统计, 消费心态学和社会个性所创造. 第二, 第二, 在我们的研究还涉及到品牌的消费者所存在的问题与消费者的个性被混合, 以连接到他们(品牌为朋友, 家庭成员, 隔壁邻居)或远离自己的品牌个性和疏远他们(品牌作为二手车推销员, "一群高管".) 通过关注食品产品包装, 我们阐明了非常具体的, 被广泛使用, 但很少深入研究的营销传播工具: 品牌故事. 近期的研究已经视包装为神话制造者. 对行销者来说要创作出和产品及消费它们的消费者相连的文字故事的挑战越来越大, 并建议 "为创造需求的消费者神话的构成材料的多样化是后现代消费者可论证的需求"(Kniazeva和Belk, 2007). 作为叙述故事的的工具, 食品包装可以食品包装可以用理性和感性的方式, 为消费者提供无论是 "讲座" 或 "戏剧"(Randazzo, 2006), 神话(Kniazeva and Belk, 2007; Holt, 2004; Thompson, 2004), 或意义(McCracken, 2005) 作为他们拟人化产品的构成材料. 孕育工艺品牌个性掌握在作家/营销人员手中, 在读者/消费者心目中. 这些消费者会赋予品牌有意义的脸谱.

• 지능정보연구
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• 제19권4호
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• pp.39-53
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• 2013

인터넷의 발달과 SNS의 등장으로 정보흐름의 방식이 크게 바뀌었다. 이러한 변화에 따라 소셜 미디어가 급부상하고 있으며 소셜 미디어와 비디오 콘텐츠가 융합된 소셜 TV, 소셜 뉴스의 중요성이 강조되고 있다. 이러한 환경 속에서 사용자들은 단순히 콘텐츠를 탐색만 하는 것이 아니라 같은 콘텐츠를 이용하고 있는 친구들이나 지인들과 콘텐츠에 대한 정보나 경험들을 공유하고 더 나아가 새로운 콘텐츠를 만들어내기도 한다. 하지만 기존의 소셜 뉴스에서는 이러한 사용자들의 특성을 반영해 주지 못하고 있다. 특히 이용자들의 참여성만을 고려하고 있어서 서비스간의 차별화가 어렵고 뉴스 콘텐츠에 대한 정보나 경험 공유 시 컨텍스트 공유가 어렵다는 문제가 있다. 이를 해결하기 위해 본 논문에서는 뉴스를 내용별로 분할하고 분할된 뉴스에서 추출된 시간 종속적인 메타데이터를 제공하는 프레임워크를 제안한다. 제안하는 프레임워크에서는 스토리 분할 방법을 이용하여 뉴스 대본을 내용별로 분할한다. 또한 뉴스 전체내용을 대표하는 태그, 분할된 뉴스를 나타내는 서브 태그, 분할된 뉴스가 비디오에서 시작하는 위치 즉, 시간 종속적인 메타데이터를 제공한다. 소셜 뉴스 이용자들에게 시간 종속적인 메타데이터를 제공한다면 이용자들은 전체의 뉴스 내용 중에 자신이 원하는 부분만을 탐색 할 수 있으며 이 부분에 대한 견해를 남길 수 있다. 그리고 뉴스의 전달이나 의견 공유 시 메타데이터를 함께 전달함으로써 전달하고자 하는 내용에 바로 접근이 가능하며 프레임워크의 성능은 추출된 서브 태그가 뉴스의 실제 내용을 얼마나 잘 나타내 주느냐에 따라 결정된다. 그리고 서브 태그는 스토리 분할의 정확성과 서브 태그를 추출하는 방법에 따라 다르게 추출된다. 이 점을 고려하여 의미적 유사도 기반의 스토리 분할 방법을 프레임워크에 적용하였고 벤치마크 알고리즘과 성능 비교 실험을 수행하였으며 분할된 뉴스에서 추출된 서브 태그들과 실제 뉴스의 내용을 비교하여 서브 태그들의 정확도를 분석하였다. 결과적으로 의미적 유사도를 고려한 스토리 분할 방법이 더 우수한 성능을 보였으며 추출된 서브 태그들도 컨텍스트와 관련된 단어들이 추출 되었다.

• 한국과학교육학회지
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• 제16권4호
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• pp.376-388
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• 1996

The first and the second "Discussion Contest of Scientific Investigation" was evaluated in this study. This contest was a part of 'Korean Youth Science Festival' held in 1993 and 1994. The evaluation was based on the data collected from the middle school students of final teams, their teachers, a large number of middle school students and college students who were audience of the final competition. Questionnaires, interviews, reports of final teams, and video tape of final competition were used to collect data. The study focussed on three research questions. The first was about the preparation and the research process of students of final teams. The second was about the format and the proceeding of the Contest. The third was whether participating the Contest was useful experience for the students and the teachers of the final teams. The first area, the preparation and the research process of students, were investigated in three aspects. One was the level of cooperation, participation, support and the role of teachers. The second was the information search and experiment, and the third was the report writing. The students of the final teams from both years, had positive opinion about the cooperation, students' active involvement, and support from family and school. Students considered their teachers to be a guide or a counsellor, showing their level of active participation. On the other hand, the interview of 1993 participants showed that there were times that teachers took strong leading role. Therefore one can conclude that students took active roles most of the time while the room for improvement still exists. To search the information they need during the period of the preparation, student visited various places such as libraries, bookstores, universities, and research institutes. Their search was not limited to reading the books, although the books were primary source of information. Students also learned how to organize the information they found and considered leaning of organizing skill useful and fun. Variety of experiments was an important part of preparation and students had positive opinion about it. Understanding related theory was considered most difficult and important, while designing and building proper equipments was considered difficult but not important. This reflects the students' school experience where the equipments were all set in advance and students were asked to confirm the theories presented in the previous class hours. About the reports recording the research process, students recognize the importance and the necessity of the report but had difficulty in writing it. Their reports showed tendency to list everything they did without clear connection to the problem to be solved. Most of the reports did not record the references and some of them confused report writing with story telling. Therefore most of them need training in writing the reports. It is also desirable to describe the process of student learning when theory or mathematics that are beyond the level of middle school curriculum were used because it is part of their investigation. The second area of evaluation was about the format and the proceeding of the Contest, the problems given to students, and the process of student discussion. The format of the Contests, which consisted of four parts, presentation, refutation, debate and review, received good evaluation from students because it made students think more and gave more difficult time but was meaningful and helped to remember longer time according to students. On the other hand, students said the time given to each part of the contest was too short. The problems given to students were short and open ended to stimulate students' imagination and to offer various possible routes to the solution. This type of problem was very unfamiliar and gave a lot of difficulty to students. Student had positive opinion about the research process they experienced but did not recognize the fact that such a process was possible because of the oneness of the task. The level of the problems was rated as too difficult by teachers and college students but as appropriate by the middle school students in audience and participating students. This suggests that it is possible for student to convert the problems to be challengeable and intellectually satisfactory appropriate for their level of understanding even when the problems were difficult for middle school students. During the process of student discussion, a few problems were observed. Some problems were related to the technics of the discussion, such as inappropriate behavior for the role he/she was taking, mismatching answers to the questions. Some problems were related to thinking. For example, students thinking was off balanced toward deductive reasoning, and reasoning based on experimental data was weak. The last area of evaluation was the effect of the Contest. It was measured through the change of the attitude toward science and science classes, and willingness to attend the next Contest. According to the result of the questionnaire, no meaningful change in attitude was observed. However, through the interview several students were observed to have significant positive change in attitude while no student with negative change was observed. Most of the students participated in Contest said they would participate again or recommend their friend to participate. Most of the teachers agreed that the Contest should continue and they would recommend their colleagues or students to participate. As described above, the "Discussion Contest of Scientific Investigation", which was developed and tried as a new science contest, had positive response from participating students and teachers, and the audience. Two among the list of results especially demonstrated that the goal of the Contest, "active and cooperative science learning experience", was reached. One is the fact that students recognized the experience of cooperation, discussion, information search, variety of experiments to be fun and valuable. The other is the fact that the students recognized the format of the contest consisting of presentation, refutation, discussion and review, required more thinking and was challenging, but was more meaningful. Despite a few problems such as, unfamiliarity with the technics of discussion, weakness in inductive and/or experiment based reasoning, and difficulty in report writing, The Contest demonstrated the possibility of new science learning environment and science contest by offering the chance to challenge open tasks by utilizing student science knowledge and ability to inquire and to discuss rationally and critically with other students.

• 한국과학예술포럼
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• 제32권
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• pp.319-334
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• 2018

본 연구는 '문학-미술-과학' 융합교육 프로그램의 개발과 적용을 통하여 학습자의 상상력 및 창의력의 향상을 확인하기 위한 사례 연구이다. 그 연구대상은 군산술산초등학교 1-4학년 학생 29명 중 25명이었다. 연구 시기는 2017년 9월부터 12월까지 4개월의 기간이었으며, 장소로는 군산술산초등학교 미술실을 활용했다. 10개 프로그램은 학년별로 매주 월요일부터 금요일까지 오후 1시부터 3시까지 2시간을 1회기로 총 10회기가 진행되었다. 연구자는 본 프로그램 10개 주제를 평면조형 8개와 입체조형 2개로 정하고, 여름방학 동안에 스토리텔링 작업을 완료했다. 그리고 그것들을 저:중:고(3:5:2)의 차별화된 수준으로 조정하였다. 평면조형은 '괴물 고릴라 영화 이야기'(저), '경주 최씨 정신 배우기'(중), '천연재료로 만든 내 친구 이야기'(저), '나의 꿈 해몽하기'(중), '내 스마트폰 속의 사물들을 모아보기'(중), '시집보내기 재판놀이'(중), '내가 좋아하는 동시를 그림 그리기'(고), '내가 좋아하는 동요를 그림 그리기'(고)이며, 입체조형은 '내 마음의 파랑새 찾기'(저), '내가 갖고 싶은 사물 만들기'(중)였다. 연구자는 주제별로 각기 다른 미술표현 기법을 활용했는데, 그것은 순서대로 마블링 기법, 한지공예 기법, 콤바인 페인팅 기법, 콜라주 기법, 촛불 그을림 기법, 콜라주 기법, 상상화 기법, 상상화 기법, 지점토공예 기법, 상상화기법이었다. 그리고 프로그램을 진행하면서 재료들의 생육과정이나 제조과정과 관련된 과학 지식을 전달하였다. 본 프로그램을 진행하기 이전과 진행한 이후에 토란스(Ellis Paul Torrance, 1915-2003)의 TTCT(The Torrance Tests of Creative Thinking) 도형 검사 B형과 A형으로 학습자의 융합적 사고력 및 감성적 체험을 고찰했다. 그리고 그 자료를 토대로 검사결과의 평균 차이의 유의성을 검증하기 위해서 대응 t-검증을 실시하였다. 창의력 요소별 및 평균 창의력 지수별로 분석한 결과 '유창성'에서는 유의한 차이(t=3.47, p<.01)가 나타났으며, '독창성'에서도 유의한 차이(t=3.59, p<.01)가 나타났다. 연구자가 이와 같은 작품의 제작과정, 결과물의 사진 자료 등을 정리, 분석한 결과는 다음과 같다. 첫째, 미술중심 STEAM 수업으로 진행한 본 프로그램으로부터 문학적인 내용을 미술적인 내용으로 전환시키는 학습자의 융합적 사고력에서 종합적인 문제해결 능력이 향상되었다. 둘째, 학습자는 10가지 미술표현 기법을 활용한 미술중심 STEAM 수업을 통하여 학습에 대한 다양한 상상력, 창의성, 감성적 체험을 거두었다. 셋째, 학습자는 문제해결 과정에서 친구들과의 협동심, 의사소통, 배려하는 마음이 성숙해졌다. 넷째, 10가지 미술표현 기법을 진행함에 있어서 도입과 종료 시에 각 기법과 관련된 유명 작가와 작품의 소개를 통하여 학습자의 자기만족감이 고취되었다. 이와 같이 학습자의 융합적 사고력과 감성적 체험의 영역에 대한 통계 수치는 유의성이 있는 것으로 나타나 대부분의 학습자가 본 프로그램을 통하여 자신감 있게 창의적으로 표현해내는 능력의 향상을 가져왔음을 일러준다.

• 한국학교보건학회지
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• 제5권2호
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• pp.42-65
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• 1992

A survey was made of 976 students who were selected among students of 5 middle schools at Taegu so that it could furnish basic knowledge about sex education of adolescents by analyzing students recognition of sex, acquaintance with the opposite-sex, sex-education, The survery took a month from Nov. 1, to Nov 30, 1991. The results of this study are summarized as follows. 1. The general characteristics of the surveyed students. The survey consisted of 332 boys middle school student & 325 girls middle school students, 157 male & 162 female students of coeducational middle schools. 32.9% of them were from the first grade, 33.2% from the second grade & 33.9% from the third grade. 35.7% of them believed in Buddhism, 19% Christianism and the mode of their living standard, 86.7%, fell on 34.7% of their parents engaged in commerce and they were followed by salary man and public officals, 93.1 % of the students, parents were alive. 44.9% of their fathers were graduates of high school and 42.2% of their mothers middle school. 2. Sexual maturity 89.1 % of the surveyed girls had experienced menstruation. The mode of first menstruation, 48.2%, was at the age of 13 and the mean of it was 12.9, 3.7% the surveyed boys had exprienced a wet drem before. The mode of the first wet dream, 40.0%, was at the age of 14 and the mean was 13.4. 21.3% of surveyed students had the experience of masturbation but the number of girls fell far short of that boys. The mode of the first masturbation, 37.0%, was at the age of 14 and the mean was 13.4. 3. The acquaintance and sexual relations with the opposite sex 1) Analyzing the students actual conditions with the opposite, I found out that 52.3% of them wanted to have any kind of relations with the opposite and that 30.25 had already had some kind of relations. 73.2% of the students having relations with the opposite thought the other sex merely as a friend and the number of students who were thinking that way was distributed evenly among schools. 28.8% of the students had got acquainted with the other sex through their frieds and there were not much difference between boys and girls in the method of getting acquainated with the opposite. About 35.2% of the students having relations with the opposite came from the third grade. 47.8% of them answered that the meeting place was not fixed and 26.4% answered that they were meeting their parthers outdoors. 60.7% replyed that they were not disturbed in their studies by the relations with the other sex. 2) Most of the students 79.4%, answered that they had never had sexual relations and 16.3% of the rest said that thery were expressing their feelings by grasping each other's hand. 3) 16.6% of the surveyed students asid that they had the exprience of smoking, 1.1 % of an illusion caused by inhaling chemical addhesives, 44.0% of drinking and 41.4% of warching pornographic films. 4. The knowledge and attitude about the sex 1) The distribution and analysis according to schools and grades : 64.8% of the surveyed students answered correctly to the questions about mensturation, 49.3 % did so about wet dreams, 94.3 % did so about conception, 60.6% did so about child birth, 73.9% did so about AIDS and 50.1 % did so about sexual diseases. Roughly speaking, they had not much knowledge of sexual diseases. 2) The recognition of sex according to schools and grades : 39.0% of the students said that they had worries about sex. 33.1 % of what they worried was concerned with their bodies and 26.8% was about the acqaintance and relationship with the opposite sex. The girls were much more concerned about the former and the boys the latter. 51.1 % of the students asid that they had no specific opinion of masturbation but 19.2% said that's alright if self-restrained. About the sexual intercourse before marriage, 75.7% said negatively. 5. The need for sex education most of the students, 99.4% said they needed sex education and there was not much difference in that thought among schools. And 49.7% answered that schools, families, and societies were equlally important in sex education. About half of the students, exactly 50.2%. considered it as the main reason of sex education to prevent accidents cauesd by ignorance of sex. 81.4% said that they had had some kind of sex education. Most of the educations, 87.0%, had taken place at schools but 5.2% said they were getting most of the knowledge about sex from therir friednds, juniors and seniors. 59.5% of the students who had ever had a sex education said "Just so, so" when asked of the level of their contentment but the number of students who said "satisfied" was only a few, 16.1 %. 20.7% of the survered answered that thery wanted sex education to be made in the course of home life, and 26.6 % of the students most wanted to know about the acquaintance and relationship with the oppostie sex, 29.0% preferred nurse teachers as proper councellors of sex education. The mode of their present councellors, 42.0%, was friends but only 7.6% answered they dicussed with teachers. 6. The correlation analysis between general characteristcs and sexual behaviors of the surveyed students revealed that sex had a signigicant(P<0.001) positive correlation with parents' love toward students(P<0.01), the experience of masturbation, smoking, an illusion caused by inhaling chemical adhesives and the experience of watching pornographic films. And the standard of living had a significant(P<0.01) positive correlation(P<0.01) with grade point average, parents' existence(P<0.01) and parents' love, but a significant(P<0.01) negative correlation with sexual worries. grade point average had a significant(P<0.01)negative correlation with the experience of an illusion caused by chemical adhesives(P<0.01) and smoking. Parents' existence had significant(P<0.01) positive correlations with parents' love and smoking but a significant(P<0.01) negative correlation with the experience of an illusion by chemical adhesives. There was a significant(P<0.01) negative correlations between parents' love and the experience of an illusion by chemical adhesives, and a significant(P<0.001) positive correlation among masturbation and sexual worries, smoking, an illusion by chemical adhesives and the experience of watching pornographic films. There was a significant(P<0.001) positive correlation among acquaintance with the opposite sex, smoking, the experience of an illusion by chemical adhesives and watching pornographic films. Sexual worries had significant(P<0.01) positive correlations with smoking, the experience of an illusion by chemical adhesives and watching pornographic films. smoking had a significant positive correlation with drinking the experirence of, an illusion by chemical adhesives and watching pornographic films. Finally, there was a significant(P<0.01) positive correlation between the drinking experience and the illusion experience by chemical adhesives. According to the results mentioned above, the fact is certain that there is a great need for sex education of adolescents. Therefore, it is desirable that the schools teach sexual physiology and normal positively and that sex education including hygien education be an independant course in the curriculums. Furthermore, it is essential that the schools should have enough nurse teachers to take up sex education, expand training opportunities for them and that they develop educational materials. Considering the unbalance of the level of sex educations between boys and girls, I want to suggest that all boys and girls have sex education evenly and lead happy lives by correction irrational thought about sex, that is to say, sex discrimination, Sex education programs, especially of middle school students, should be reexamined if it is to give the students effective and profitable knowledge about sex. In addition, the government should establish a policy of adolescents' sex education to have healthy opinions of sex settled nationwide.

• 미술자료
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• 제96권
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• pp.89-122
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• 2019

본 논문은 지우재(之又齋) 정수영(鄭遂榮)(1743~1831)의 《한임강유람도권(漢臨江遊覽圖卷)》이 한양 근교 지역의 여러 곳을 선유(船遊)와 유산(遊山) 여행하면서 화가의 주관적인 시각이 잘 담긴 사적인 여행 기록이라는 점을 밝힌 연구이다. 이 작품은 정수영이 1796년 무렵, 각 지역을 여행하고 총 16m 길이의 긴 화권으로 표현한 것이다. 이처럼 독립된 경관으로 나뉜 작품을 긴 두루마리의 형태로 계속 이어 붙인 점은 《한임강유람도권》이 특별한 여행이 아닌 여행에서 마주한 주관적 경험을 담았음을 보여준다. 《한임강유람도권》은 장소에 따라 선유와 유산의 두 가지 여행 형태로 구분된다. 선유 여행 지역은 넓게 한강과 임진강 수계에 포함되며, 유산 여행 장소는 북한산과 관악산 일대, 도봉산 지역이다. 정수영은 넓은 범위의 장소를 한 번이 아닌 여러 번에 걸쳐서 여행했음이 확인된다. 특히 한강 수계의 장소에서 그려진 순서가 실제 위치와 다른 점은 이곳이 다른 시간대에 이루어졌을 것이라는 사실을 뒷받침해준다. 한강변 및 남한강변은 두 차례에 걸쳐 여행한 후, 제14장면까지 그렸다. 이 중 1차 선유 여행은 첫 장면에서 제8장면까지, 2차 선유 여행은 제9장면부터 제14장면까지인 점이 확인된다. 화권의 전체 길이 상 절반을 차지하는 양으로 한양에서 가까운 근교 지역이 많이 남겨진 것을 알 수 있다. 한강 수계의 1차 선유 여행은 잘 알려진 곳보다 자신의 여행 과정에서 눈으로 직접 마주한 풍경을 표현하였다. 용문산이나 청심루, 신륵사와 같이 여주 팔경에 속하는 곳도 그렸으나 흔히 명소를 표현하는 방식이 아닌, 자기의 눈에 들어온 잘 그려지지 않았던 장소를 수평시점으로 묘사하였다. 2차 선유 여행에서는 친구의 별업을 그리고, 친구들과 함께 한 순간을 담았다. 이에 더해 1차 여행에서 그린 청심루와 신륵사를 시점과 구도를 달리해 표현하였다. 정수영은 이미 그린 장소도 다른 시점과 각도에서 그리고자 했다. 한강 수계의 1, 2차 선유 여행은 길을 그대로 표현한 곳이 많아 현장감 있는 표현이 돋보이며, 배에서 경물을 수평적 바라보는 정수영의 시선이 잘 느껴진다. 임진강 수계에서는 영평천과 한탄강의 장소가 먼저 그려지고, 화권의 가장 마지막 부분은 임진강 물길에 있는 곳이 그려졌다. 이곳은 다양한 시점으로 표현되었는데, 여기서만 나타나는 특징적인 점이다. 정수영은 영평천에 있었던 장소에서 이어지는 물길의 흐름을 보여주기 위해 부감시점으로 표현했지만, 백운담에서 수평시점으로 바위의 모습을 나타낸 것은 바위에 대한 관심의 표현으로 보인다. 그가 보여주고자 하는 대상에 따라 자유롭게 시점을 사용했음을 알 수 있다. 한탄강변에 위치한 화적연은 주변의 모습과 바위가 한눈에 들어오도록 부감시점이 사용되었다. 임진강변에서는 우화정 주변의 모습이 부감시점과 파노라마 형식으로 잘 드러나며, 이보다 상류에 위치한 토산의 삼성대와 낙화암은 위로 올려다보는 시점[앙시(仰視)]으로 표현되었다. 유산 여행의 장소에서는 주로 정자와 암자가 그려졌다. 먼저 북한산의 재간정은 한강 수계의 선유 여행 경로와 이어지지 않으며, 다른 유산 여행과도 화권에서 분리되어 있기에 이전까지 정확한 장소가 밝혀지기 어려웠다. 필자는 한양 근교 중 재간정이라는 이름을 찾아 북한산 우이동구곡 중 한 곳과 손가장의 재간정으로 추정해보았다. 몇몇 기록들의 재간정에 대한 묘사가 비슷한 것은 두 곳 모두 북한산의 계곡에 위치했기 때문이다. 관악산 일대는 취향정과 일간정 두 정자와 관악산 줄기인 검지산이 그려졌다. 일간정은 관악산에서 잘 알려진 신위의 정자였으나, 정수영은 신위와 연관시키지 않고 객관적인 지리정보만 표기하였다. 취향정과 검지산에서는 담장이 묘사되어 있다. 정수영은 담장을 그리면서 <취향정>에서는 담장 안을 주제로, <검지산>은 담장 밖을 중심으로 다르게 그렸다. 도봉산에서는 망월암과 옥천암 두 암자를 담았다. 이 부분도 어느 곳을 그린 것인지 알려지지 않았으나 임천상의 『궁오집』을 통해 도봉산을 그린 것임을 확인할 수 있다. 다른 화가들이 그린 도봉산은 도봉서원과 만장봉을 부각시켜 드러낸 것에 반해 정수영은 암자 두 곳을 표현했다. <망월암>에는 영산전과 천봉탑비가 그려지고, <옥천암>에서는 대웅전이 정면으로 배치되었다. 정수영은 화면에 암자 건물과 함께 도봉산의 봉우리 모습을 그렸으나 봉우리의 명칭은 적지 않았다. 이를 통해 도봉산의 봉우리를 배경으로만 나타내고자 했던 것이 간취된다. 《한임강유람도권》은 정수영의 개인적인 시각이 잘 반영되어 있으며, 그가 지나온 여행의 흔적들을 담고 있는 기록이라는 점에서도 중요한 의미를 갖는 작품이다.