• Journal of Nutrition and Health
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• 제4권1호
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• pp.29-40
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• 1971

For the measurement on the fat content if University Students, an intensive examination was conducted on a total of 3,030 students(male 2,577, female 453), from 16 to 25 years of age. The subjects were all students who had passed the written entrance examination for Seoul National University. Total Body Fat amount was measurement by skin-fold thickness with a skin-fold caliper(Manufactured by Cambridge Scientific Industrial Inc. U.S.A.) at four sites of the body, and it was calculated by Kim's and Lee's regression equation. As a result of this survey, the following conclusions were obtained; 1. Physical Measurements: i) The average of body height by anthropometric was male $167.95{\pm}4.85cm$ and female $156.03{\pm}4.56cm$. ii) The average body weight by anthropometric was male $56.42{\pm}5.65kg$ and female $51.29{\pm}5.34kg$. iii) The average of chest-girth by anthropometric was male $89.95{\pm}5.33cm$ and female $81.36{\pm}4.89cm$. iv) The average of sitting-height by anthropometric was male $91.23{\pm}4.98cm$ and female $86.18{\pm}4.15cm$. v) The average of arm circumference by anthropometric was male $23.76{\pm}2.17cm$ and female $22.39{\pm}1.79cm$. In all cases the male measurements were higher than the female. 2. The mean skin-fold thickness measured with a large skin-fold caliper was; At the sub-scapular: male $11.54{\pm}4.84mm$ and female $14.07{\pm}4.49mm$, Abdominal: male $10.36{\pm}7.09mm$ and female $14.95{\pm}5.47mm$, Lumbar; male $12.55{\pm}6.44mm$ and female $17.02{\pm}6.57mm$, Upper arm: male $6.28{\pm}3.71mm$ and female $11.62{\pm}3.99mm$, Total average: male $10.18{\pm}5.52mm$ and female $14.41{\pm}5.13mm$, in all cases the female measurements were higher than the male. 3. Data on body fat amounts according to body fat weight regression equation were: in male: Fat weight=10.56kg, Fat free weight=45.86kg, Fat weight/Total body mass(%)=18.71%, (Body fat amount %), Fat weight/Fat free weight(%)=23.02%, Fat free weight/Total body mass(%)=81.29%. in female: Fat weight=12.23kg, Fat free weight=39.06kg, Fat weight/Total body mass(%)=23.85%, Fat weight/Fat free weight(%)=31.31%, Fat free weight/Total body mass(%)=76.15%. The females value was higher than the males.

• 디자인학연구
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• 제12권4호
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• pp.211-220
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• 1999

대학 1학년 산업디자인 교과과정 내용에서 기초 표현과정과 표현방법을 실기시간에 효과적으로 표현전개하기 위해 한 학기동안의 강의내용을 기준으로 연구하였다. 신입생들의 실기표현은 대학입학 실기 시험에 대한 개념을 갖고 있으므로 대학 교과과정에서 적응을 위한 수정이 필요하다. 다시 말해, 대학 1학년에서 표현에 관한 과목은 학생들이 입시기간에 장시간 연습해온 표현방식에 젖어 있으므로, 창의적인 아이디어 발상과 전개를 위해서는 새로운 개념의 주입이 필요하다. 이를 바탕으로 이번 연구에서는 학생들의 표현 실기수업의 반응에 따라 실기내용을 일부 수정하였고, 거기에 따른 효과를 설문지로 측정해 보았다. 표현 재료는 4B연필, 마카, 파스텔, 색연필 등을 사용하여 조사하였고, 표현도구에 대해서도 학생들의 반응을 조사하였다. 그리하여 창의적인 발상을 주로 하는 디자인교육에서는 표현실기에서 이미 표현된 내용을 답습하는 것보다는 사물을 보고 표현 하든가 또는 자신이 구상한 Idea를 표현하도록 하는 것이 효과적이며, 표현도구에 대해서는 도구의 사용법에 대한 충분한 이해와 많은 기초 연습과정을 갖도록 하는 것이 바람직하다는 것을 알 수 있었다. 또한 기초과정이지만 Idea의 발상표현을 실기시간에 연습하여 창의적인 발상을 전제로 표현하는 것이, 처음의 효과가 즉시 나타나지 않지만 궁극적으로는 바람직함을 알 수 있었다. 그리고 앞으로는 컴퓨터 통신을 통한 새로운 교육과정이 표현실기부분에서 그 가능성을 제안하였다.

• 대한음성학회:학술대회논문집
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• 대한음성학회 2000년도 7월 학술대회지
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• pp.235-240
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• 2000

In the age of global communication, more human exchange is extended at the grass-roots level. In the old days, language policy and language planning was based on one nation-state with one language. But high waves of globalizaiton have allowed extended human flow of exchange beyond one's national border on a daily basis. Under such circumstances, homogeneity in Japan may not allow Japanese to speak and communicate only in Japanese and only with Japanese people. In Japan, an advisory report was made to the Ministry of Education in June 1996 about what education should be like in the 21st century. In this report, an introduction of English at public elementary schools was for the first time made. A basic policy of English instruction at the elementary school level was revealed. With this concept, English instruction is not required at the elementary school level but each school has their own choice of introducing English as their curriculum starting April 2002. As Baker, Colin (1996) indicates the age of three as being the threshold diving a child becoming bilingual naturally or by formal instruction. Threre is a movement towards making second language acquisition more naturalistic in an educational setting, developing communicative competence in a more or less formal way. From the lesson of the Canadian immersion success, Genesee (1987) stresses the importance of early language instruction. It is clear that from a psycho-linguistic perspective, most children acquire basic communication skills in their first language apparently effortlessly and without systematic and formal instruction during the first six or seven years of life. This innate capacity diminishes with age, thereby making language learning increasingly difficult. The author, being a returnee, experienced considerable difficulty acquiring L2, and especially achieving native-like competence. There will be many hurdles to conquer until Japanese students are able to reach at least a communicative level in English. It has been mentioned that English is not taught to clear the college entrance examination, but to communicate. However, Japanese college entrance examination still makes students focus more on the grammar-translation method. This is expected to shift to a more communication stressed approach. Japan does not have to aim at becoming an official bilingual country, but at least communicative English should be taught at every level in school Mito College is a small two-year co-ed college in Japan. Students at Mito College are basically notgood at English. It has only one department for business and economics, and English is required for all freshmen. It is necessary for me to make my classes enjoyable and attractive so that students can at least get motivated to learn English. My major target is communicative English so that students may be prepared to use English in various business settings. As an experiment to introduce more communicative English, the author has made the following syllabus design. This program aims at training students speak and enjoy English. 90-minute class (only 190-minute session per week is most common in Japanese colleges) is divided into two: The first half is to train students orally using Graded Direct Method. The latter half uses different materials each time so that students can learn and enjoy English culture and language simultaneously. There are no quizes or examinations in my one-academic year program. However, all students are required to make an original English poem by the end of the spring semester. 2-6 students work together in a group on one poem. Students coming to Mito College, Japan have one of the lowest English levels in all of Japan. However, an attached example of one poem made by a group shows that students can improve their creativity as long as they are kept encouraged. At the end of the fall semester, all students are then required individually to make a 3-minute original English speech. An example of that speech contest will be presented at the Convention in Seoul.

• 한국자연치유학회지
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• 제8권1호
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• pp.29-39
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• 2019

목적: 본 연구의 목적은 고등학교 학생 568명을 대상으로 학교 진로교육(진로와 직업, '교과 연계 진로교육', '진로관련특강', '입시설명회', '진로심리검사', '영상미디어(시청각)자료')을 각 활동에 대한 교육 만족도가 학생들의 진로 결정 자기효능감에 미치는 영향을 알아보는 것이다. 진로결정 자기효능감 척도의 하위요인인 '목표선택', '직업정보', '문제해결' 및 '미래계획' 항목으로 나누어서 각 항목별로 만족도에 따라서 3개의 상집단, 중집단 그리고 하집단으로 분류하여 분석하였다. 방법: 대상자에게 설문지로 조사를 하였다. 결과: '진로와 직업', '교과 연계 진로교육', '입시설명회' 교육의 만족도가 진로결정 자기효능감에 미친 '목표선택', '직업정보', '문제해결' 및 '미래계획' 항목에서 모두 상집단이 중집단 및 하집단보다 높게 나타나서 유의한 차이를 나타냈다(p<.001). '진로관련 특강' 교육의 만족도가 진로결정 자기효능감에 미친 영향은 하집단> 상집단> 중집단 순으로 나타났으며, 상·하집단 수치와 중집단의 수치 간에는 유의한 차이를 보였다. '진로심리검사' 교육의 만족도가 진로결정 자기효능감에 미친 영향은 '목표선택' 및 '직업정보'에서는 상집단> 중집단> 하집단 순으로 나타났으며, 상집단 수치와 중·하집단의 수치 간에는 유의한 차이를 보였다. '문제해결' 및 '미래계획' 항에서는 상·중·하집단 수치간의 차이는 있었으나 유의성이 있는 차이는 아니었다. '영상미디어(시청각)자료' 교육의 만족도가 진로결정 자기효능감에 미친 영향에서는 상·중·하집단 간의 수치에 차이는 있었으나 유의한 차이를 보이지 않았다. '영상미디어(시청각) 자료' 교육에 대한 만족도는 낮아서 진로결정 자기효능감에 크게 영향을 미치지 않았다고 평가한다. 결론: 진로교육의 만족도가 높으면 '목표선택', '직업정보', '문제해결' 및 '미래계획'에 대한 진로결정 자기효능감도 높아지는 것으로 나타났다. 본 연구는 진로교육의 방향을 제시하여 주고 있다고 본다.

• 한국실내디자인학회논문집
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• 제25권2호
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• pp.21-29
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• 2016

This study has estimated the traits of conscious eye moving with the objects of the halls of subway stations. For that estimation, the observation data from eye-tracking were matched with the experiment images, while an independent program was produced and utilized for the analysis of the eye moving in the selected sections, which could provide the ground for clarifying the traits of space-users' eye moving. The outcomes can be defines as the followings. First, The application of the independently produced program provides the method for coding the great amount of observation data, which cut down a lot of analysis time for finding out the traits of conscious eye moving. Accordingly, the inclusion of eye's intentionality in the method for extracting the characteristics of eye moving enabled the features of entrance and exit of particular objects with the course of observing time to be organized. Second, The examination of eye moving at each area surrounding the object factors showed that [out]${\rightarrow}$[in], which the line of sight is from the surround area to the objects, characteristically moved from the left-top (Area I) of the selected object to the object while [in]${\rightarrow}$[out], which is from the inside of the object to the outside, also moved to the left-top (Area I). Overall, there were much eye moving from the tops of right and left (Area I, II) to the object, but the eye moving to the outside was found to move to the left-top (Area I), the right-middle (Area IV) and the right-top (Area II). Third, In order to find if there was any intense eye-moving toward a particular factor, the dominant standards were presented for analysis, which showed that there was much eye-moving from the tops (Area I, II) to the sections of 1 and 2. While the eye-moving of [in] was [I $I{\rightarrow}A$](23.0%), [$I{\rightarrow}B$](16.1%) and [$II{\rightarrow}B$](13.8%), that of [out] was [$A{\rightarrow}I$](14.8%), [$B{\rightarrow}I$](13.6%), [$A{\rightarrow}II$](11.4%), [$B{\rightarrow}IV$](11.4%) and [$B{\rightarrow}II$](10.2%). Though the eye-moving toward objects took place in specific directions (areas), that (out) from the objects to the outside was found to be dispersed widely to different areas.

• 대순사상논총
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• 제25_1집
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• pp.25-85
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• 2015

In this study, source criticism (an establishment of authentic text) of the Hyun-Mu Sutra(玄武經) among different editions is studied and an attempt of a new interpretation appropriate to that is attempted. The Hyun-Mu Sutra, a scripture written in 1909, began to communicate with the world through the religions of Jeungsanism. In particular, it was remarkable that The Hyun-Mu Sutra was absorbed as canon textbooks Jeonkyung(典經), the Scriptures of Daesoonjinrihoe, The Fellowship of Daesoon Truth(大巡眞理) from a loner and secret pull-out of heritage traditions. However, this scripture though written in 1909 and more than 100 years has passed, remained in a state unestablished authentic text. The Hyun-Mu Sutra is the scripture consisted of 25 pages by the religions of Jeungsanism[Gang Il-sun 姜一淳(1871~1909)]. 33 page type of Hyun-Mu Sutra has been distributed in the world until now the authentic text of The Hyun-Mu Sutra. However, as a result of the examination, diagnostic scripture(病勢文) was found to have been added by descendants. After a review of authentic text of The Hyun-Mu Sutra, it concluded that there is no diagnostic scripture in primary The Hyun-Mu Sutra. Though The Hyun-Mu Sutra is a booklet of a small amount, the notation and expression is so unique, it has been in secrecy to read its contents. Interpretation way of The Hyun-Mu Sutra up to now can be summarized in two as follows. 1) approaches by I-ching 2) approaches by ten celestrial stemps and twelve earthly branches(10干12支). Approaches by I-ching among this sometimes was supplemented with Buddhist classification methods. Nevertheless, these studies can be evaluated limited because it fails to secure authentic text of The Hyun-Mu Sutra. In this study, the contents of The Hyun-Mu Sutra was examined itemized by focusing on the following four points. 1) The icon of The Hyun-Mu Sutra(玄武經符) is similar as normal talisman(符籍) but it has other features. 2) 'Reverse Fonts'(反書體)[the opposite view of the standard fonts(正書體), reflected in the mirror fonts] and size or location used in text is not in uniform. 3) letters in scripture were pointed and points were stamped in the left and upper and lower characters. 4) "Spiritual poem" (詠歌, the Korean traditional music with a view of elegance as an origin of eco), and the music with the Five-Sounds[宮Gung, 商Sang, 角Gak, 徵Chi, 羽Wu) were related. As a result, content analysis of The Hyun-Mu Sutra is carried out in the next four points. 1) The icon of The Hyun-Mu Sutra (玄武經符) has been primarily developed by Jeungsan. 2) 'Reverse Fonts'(反書體)[the opposite view of the standard fonts(正書體), reflected in the mirror fonts] and reverse location such as '宙宇' [the reverse of '宇宙'] represents based on a new world based on a forward and reverse I-ching(正易). 3) Dot and neighbor points is a symbolic map that guides the position of lateral new world(後天) and era(人尊) 4) Spiritual poem is the entrance to achieve the Realization of Do(道通). The above can be considered as the results of this study.

• 한국학교보건학회지
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• 제13권1호
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• pp.131-145
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• 2000

For the purpose of strengthening Dental Hygiene students' confidence and motivation in the Dental Hygiene Department and helping construct proper professionalism, survey on Dental Hygiene students' consciousness of attitude to and satisfaction of the course, career plan and occupation mind set was carried out. 530 three year students in 8 Dental Hygiene academies in Seoul and Kyonggi province were questioned. The results of the survery are as follows:. 1. Dental Hygiene students' motives consisted primarily of employment and a desire for professionalism 25% of them entered the course after one failure in the entrance examination and 17% had family members engaging in the dentistry field 84%, the largest portion, were from an academic high school. 24% had some knowledge of Dental Hygiene, which they had acquired from seniors, friends, and teachers. 2. Patient care and treatment assistance related matters were not considered important in the course. The weak points of the course turned out to be education in computers and foreign languages, but the weakest was the ability of patient care during clinical training. 53% had experiences had thought of changing their major while in the course because it didn't match their aptitude and interest. 3. As for a career after graduation, 49% worried about it Most students wanted to work at a dental hospital or general hospital, The most favored duty was coordination or reception or oral disease preventive work. They wanted to work untill they had a stable living. 68% answered they would get a job at an oral clinic and 70% said they would continue studying for self-realization. 4. Satisfaction with the major was high in students whose aptitude and interest matched the course, who had background knowledge of the major, and who. didn't think of changing the major but would continue studying resulting in statistically slight difference(p<0.001). As to satisfaction with the faculties, it was high in the students whose aptitude and interest matched the major and who didn't think about a career after graduation showing a slight difference(p<05, p<0l). As for satisfaction with clinical training, students whose aptitude and interest matched the major and who didn't consider changing the major answered positively showing a statistically slight difference(p<.001, p<.01). As to satisfaction with the course, it was high in the students who entered with aptitude and interest, who had preliminary knowledge, who didn't consider changing the major, and who didn't think about a career after graduation showing a statistically slight difference(p<.001, p<.05). 5. Occupation mind-set was positive for students who entered with interest and aptitude, who had preliminary knowledge, and who had not considered changing the major showing a statistically slight difference(P<.001). The higher the satisfaction with the major, faculty and clinical training was, the more positive the occupation mind-set was(p<.001).

• 한국학교수학회논문집
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• 제25권1호
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• pp.61-77
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• 2022

본 연구는 고등학교 기하 교과서에 수록된 이차곡선 성질 관련 세부 학습 내용을 중심으로 교과서별 편차에 대하여 살펴보았다. 고등학교 기하 교과서에서 다루어지고 있는 내용 요소의 다양성에 대하여 비판하고 이에 대한 대안을 제시하고자 하는 것보다 내용 요소의 다양성의 실태분석에 초점을 두었다. 교육과정에서는 이차곡선의 실생활 활용적 측면을 강조하여 그 유용성과 가치를 인식하게 하도록 할 것을 명시하고 있다. 그러나 분석 결과 교육과정의 취지와 교과서의 구성이 다소 부합하지 못하고 있었으며, 교과서별 내용 요소의 편차가 상당히 큼을 확인할 수 있었다. 교수·학습의 다양성을 인정하는 측면에서 이차곡선의 도입 방식과 성질의 교과서별 다양성은 충분히 인정될 수 있는 부분이다. 그러나 대학수학능력시험과 같은 전국단위 평가를 통한 대학입시 체제를 지향하고 있는 우리의 교육 현실에서 그 결과는 사회 전반적으로 매우 민감하기 때문에 수학 교과서의 내용적 다양성은 평가적 측면에서 유불리로 해석되기도 한다. 교과서 교수 학습·내용 요소의 다양성을 인정하는 동시에 평가의 평등성 측면을 반영할 수 있는 교과서 구성에 대하여 재고가 필요한 시점이다.

• 터널과지하공간
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• 제17권4호
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• pp.301-310
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• 2007

심부 탄광 개발의 타당성 검토나 통기계획 수립시 갱내 작업장의 온도를 예측하는 것은 매우 중요하다. 심부의 탄광주변의 암반은 매우 다양하고 여러 암종으로 구성되어 있어 암반의 열 전도율(thermal conductivity)를 구하는 일은 매우 어려운 작업이다. 이에 본 연구에서는 복잡한 갱내여건에 상응한 열전도율을 도출하기 위해 artificial neural network(인공신경망)를 새롭게 도입하여 갱내 기상 예측을 위한 전산 프로그램을 개발하였다. 인공 신경망을 이용한 열전도율 계산 프로그램은 back-propagation algorithm을 사용하였으며 9개의 인자를 받아들이는 input layer와 5개와 3개의 뉴런을 가지는 두 개의 hidden layer로 구성되어져 있다. 개발된 TemPredict를 이용하여 장성광업소의 심부온도를 검증한 결과 장성생산부 -300 ML 하반구 입구의 온도가 $25.65^{\circ}C$로 산출되었고 실제 온도($25.7^{\circ}C$)와 $0.05^{\circ}C$의 차이를 나타냈다. 이는 오차 범위 5% 이내에 포함되는 것으로 검증결과 95% 이상의 높은 신뢰도를 나타냈다. 위의 검증결과를 통해 TemPredict를 이용하여 현재 굴진중인 -425 ML이 관통이 되었을때의 장성생산부 주운반갱도 9X지점의 온도를 예측하였다. 예측 결과 장성생산부 주운반갱도 9X지점의 온도는 $28.2^{\circ}C$로 예측되었다. 향후 TemPredict를 통한 온도예측을 통하여 광산이나 지하구조물의 설계시 통기계획에 많은 도움을 줄 것으로 기대된다.

• 영재교육연구
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• 제14권4호
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• pp.47-70
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• 2004

과학고등학교 선발 과정 중 영재교육원 수료자를 대상으로 하는 정원 외 특별 전형의 타당성을 분석하고 그 개선 방향을 도출하였다. 이를 위해 먼저 수학 및 과학 분야에서 학생들의 성취도를 분석하였다. 성취도 분석은 학생들의 1학기 종합 성적 및 담당 과목 교사와 학급 담임의 학생 개인에 대한 평가 결과를 수합하여 수행하였는데, 분석 결과 영재교육원 수료자 전형으로 선발된 학생들의 수학 ${\cdot}$ 과학 분야의 성취도가 통계적으로 의미 있는 정도는 아니나 다른 전형과정으로 선발된 학생에 비해 다소 낮게 나타났다. 그러나 영재교육원 수료자로 학교장 추천제나 경시대회 수상자, 일반 전형으로 입학한 학생의 성취도는 전체 평균보다 높게 나타났다. 다음으로는 과학에 대한 인식, 흥미 과학적 태도를 판단하는 과학 분야의 정의적 영역 검사를 수행하였는데, 영재교육원 수료자 전형으로 선발된 학생들이 다른 전형과정으로 선발된 학생과 다른 점은 찾기 어려웠다. 또한 영재교육원 수료자가 선호하는 학습 형태나 학습 환경이 다른 학생과 차이가 있는지도 함께 조사하였는데, 영재교육원 수료자 전형으로 선발된 학생은 명료화 요인에 대한 요구가 낮고 허용적인 분위기를 선호하였다. 이러한 분석 결과를 토대로 판단할 때, 영재교육원 수료자 전형의 결과는 만족스러운 것은 아니지만 선발 과정의 다양화를 통해 기회를 갖지 못했던 영재아를 선발할 수 있으므로 그대로 존속시키되, 선발 방법의 혁신이 필요하다는 결론을 얻었다. 즉, 영재교육원에서의 활동에 대한 다면적 근거자료, 수렴적 사고 및 발산적 사고를 묻는 다양한 형태의 문항, 탐구 기능을 포함한 과제 수행 능력의 평가 등 다단계 선발 과정을 통한 입체적 판단 과정이 필수적이다.