• 컴퓨터교육학회논문지
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• 제10권4호
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• pp.83-92
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• 2007

교육과정은 학교의 정체성을 표현할 수 있는 가장 중요한 수단으로, 특히 대학은 자율적인 교육과정 편성과 운영이라는 권한을 가지고 있다. 따라서 새로운 지식기반사회의 가치 창출 원천이 되는 지식을 생성, 축척, 전달하는 능력을 교육하는 정보소양 교육과정은 대학의 교양교육에서 중요한 비중을 차지한다. 이에 본 연구는 교육과정을 설계 운영 평가할 때 참조할 수 있는 3차원 큐빅 참조 모델을 제안하였다. 이를 위해 국내외 몇 개 대학의 교양교육을 조사하였고, 학생 설문을 통해 정보소양 교육의 만족도 및 앞으로의 방향을 설문하였다. 이를 통해 설계된 참조 모델을 이용하여 정보소양 강좌의 교육과정을 설계하였고, 한 학기동안 운영해 본 결과 수강생들이 높은 만족도를 보였다. 본 모델은 체계적이고 융통성있는 적용이 가능하기 때문에 각 대학의 정보소양 교육과정을 설계 운영 평가하는데 좋은 참조 모델이 될 것이다.

• 한국실천공학교육학회논문지
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• 제2권1호
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• pp.84-88
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• 2010

최근들어 보안이 중요시되는 공간에서 임의의 객체를 추적하고 인식할 수 있는 시스템의 필요성이 점차 중요시 되고 있다. 이에 따라 본 논문에서는 효율적인 영상 처리 교육을 위한 지능형 영상 시스템을 구현하고 제안하고자 한다. 제안된 시스템은 검지 영역내 차량의 진입 및 추적 실험을 하였고, 차량이 검지영역 내에서 정차시 Pan-Tilt-Zoom 카메라를 제어하여 객체의 확대 영상을 취득하도록 하였다. 실험 결과 움직이는 차량의 경우 97.4%, 정차해 있는 차량의 경우 91%의 추적율을 나타내었다. 또한 제안된 시스템은 교육진행시 실시간 영상 데이터 사용 및 카메라 제어를 다수의 학생들이 동시에 할 수 있음으로 효율적인 영상 처리 교육을 진행 할 수 있을 것으로 사료된다.

• 한국사회복지학
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• 제65권2호
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• pp.357-384
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• 2013

이 연구에서는 담론 이론에 기초하여 한국 보수언론의 복지담론 전략과 기술을 분석하였다. 담론의 사회성, 정치성에 천착하여 보수언론이 복지에 관해 어떤 사회적 의미를 형성하고자 하였는지와 이 과정에서 대칭, 재맥락화, 주체화의 담론기술을 어떻게 구사하였는지 살펴보았다. 보수언론의 복지비판 담론은 복지를 이성, 도덕성, 미래, 성장 등에 다양하게 대비시키는 대칭 구조를 기본으로 전개되었다. 대칭을 이루는 복지 담론 요소들은 연관성을 가지고 다양하게 변형되면서 서로를 강화하는 효과를 가졌고, 복지에 대한 새로운 이야기로 재맥락화되었다. 또한 보수언론은 탈정치화와 관리 효율성의 추구라는 담론 요소를 가지고 새로운 이야기를 구성하였다. 주체화(형성) 면에서 보수 언론은 재정 이슈를 통해 독자들을 자산 소유자이자 복지 확대의 피해자로 구성하였고, 국민들을 세대별 계층별로 나누어 호명하는 전략을 구사하였다.

• BMB Reports
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• 제40권6호
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• pp.845-852
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• 2007

The highly evolved flowers of orchids have colorful sepals and fused columns that offer an opportunity to discover new genes involved in floral development in monocotyledon species. In this investigation, we cloned and characterized the homologous PISTALLATA-like (PI-like) gene PhPI15 ($\underline{Ph}alaenopsis$ $\underline{PI}$ STILLATA # $\underline{15}$), from the Phalaenopsis hybrid cultivar. The protein sequence encoded by PhPI15 contains a typical PI-motif. Its sequence also formed a subclade with other monocot PI-type genes in phylogenetic analysis. Southern analysis showed that PhPI15 was present in the Phalaenopsis orchid genome as a single copy. Furthermore, it was expressed in all the whorls of the Phalaenopsis flower, while no expression was detected in vegetative organs. The flowers of transgenic tobacco plants ectopically expressing PhPI15 showed male-sterile phenotypes. Thus, as a Class-B MADS-box gene, PhPI15 specifies floral organ identity in orchids.

• 복식
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• 제61권3호
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• pp.71-82
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• 2011

This study set out to investigate the identity of everyday headgear, which is often found in many paintings of Tongshinsa, Joseon diplomatic missions to Japan, in the 18th century. That resembles Yu-geon儒巾, but on the top of the headgear are lappets like a roof. The study proceeded as follows: 1) The painting of Tongshjnsa parade in 1711 was used to analyze wearers of everyday headgear because titles of position are shown for each one. 2) Personal records of Tongshinsa in the 18th century were analyzed to examine the cases of everyday headgear. 3) Cases of everyday headgear in literature around the 18th century were examined. Those researches revealed three findings: 1) The names of everyday headgear with a roof shaped top are Gohu-gwan高厚冠 and Yeonyeop-gwan蓮葉冠. 2) Among Tongshinsa, wearers of Gohu-gwan or Yeonyeop-gwan are medical staff, interpreters, painters, and secretaries. However, it doesn't seem to have been distinction between the two types according to social class and position. 3) People wore everyday headgear, that resembled the two types in appearance, such as Mjnja-geon民字巾, Sunyang-geon純陽巾, Hwayang-geon華陽巾, Jeon-geon戰巾, or Jang-geon將巾 in China and Joseon around the 18th century. Among them, Sunyang-geon and Hwayang-geon seem to have had the closest relationship with Gohu-gwan and Yeonyeop-gwan in terms of shape and character of wearers. The analysis of the research findings led to the two following conclusions: 1) Gohu-gwan and Yeonyeop-gwan were worn as one of everyday headgear to represent appearances of a scholar. 2) Gohu-gwan and Yeonyeop-gwan could be changed versions of the similar everyday headgear or different names of them.

• 한국의류학회지
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• 제42권1호
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• pp.14-25
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• 2018

This study is to understand subculture as a selective amity or an emotional tribe that includes a life style, hobby and leisure of people and seeing it as the tribal solidarity or emotional alliance. Hence, based on the neo-tribalism by Michel Maffesoli who explains a tribe not composing a social vertical structure represented by class, but is composed a horizontal structure of individuals as a member of a society, this study conducted an empirical analysis on domestic minor fashion communities. Research findings show that they have a unique structure unexplained by Maffesoli. Fashion styles, values shared by domestic minor fashion communities are almost entirely based on individual likes and dislikes, escaping from a symbol of resistance to subordination explained by the existing subculture, play a role in enhancing the solidarity inside the community and confirming its identity outside. However, as for shared values within a community, it reveals a new invisible type of subculture intra-inter domestic minor fashion communities. A community showed a closed mind rather than open mind, disregarding or comparing with other communities and preventing their members from participation. A community had strict fashion rules and obvious classes, leading to participatory restriction. In conclusion, domestic minor fashion communities showed the most significant characteristic of a selective vertical structure by individual and community rather than a vertical structure by a society.

• 한국문헌정보학회지
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• 제23권
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• pp.63-106
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• 1992

The opening period of Korea was the period of modernisation amidst the conflicts between conservative and progressive sections with penetration of Western powers after 1876. With the opening modernisation accompanied modernisation of education. Missionary schools established by protestant missionaries played a crucial role in educational modernisation in the period of opening. In this article, the process of educational modernisation and the ways in which the ideas of democracy and equality were taught in the earliest schools, Paejae, Ewha, Kyoungsin and Chungsin are analysed through the method of bibliographical investigation of the textbooks used by these schools. No textbook prior to 1900 was found and in general there were no textbooks such as we know today. Usually English reading material and the Bible were the main teaching materials. Teachers kept their own copies of hand-written texts which were translated versions of American textbook. Since the same teacher taught in a number of schools, they shared same curriculum. In the early period, English Bible was taught so that English and the Bible lessons were not separated but gradually history and geography were added. Teaching of Hangul, and Korean history were added to encourage the sense of national identity and patriotism. In the case of Chungsin, for biology class, pupils were sent to Che-jung-won to learn human physiology, chemistry and physics, which shows an emphasis on science education. Vocational education was carried out; in the case of Paejae, a printing workshop was set up enabling students to earn some money at the same time as learning. Also in Kyungsin, skills of woodwork and basket weaving were stressed. Ewha also held a bazaar of the work made in sewing classes. Establishment of missionary schools brought about a great contribution in modernising Korean society and the Christian spiritual education of these schools lay the foundation for building democracy in Korea.

• The Korean Journal of Ecology
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• 제19권2호
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• pp.107-123
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• 1996

The position effects on the abortion of flowers, fruits, and ovules were examined in relation to the resource limitation hypothesis using a temperate legume species, Vicia cracca. Fifty plants were randomly sampled from a natural population located at the Belmont Conservation Site in Belmont, MA, USA. Due to indeterminant growth and acropetal flowering of this species, the position of flower or fruit on the plant was able to be coded by the combination of architectural levels such as plant half (lower and upper half) and inflorescence half (lower and upper half) within each plant half. Overall, only 17.3% of the flowers on an inflorescence began to develop into fruits, while overall 36.0% of the fruits initiated failed to mature. Consequently, 11.5% of the flowers successfully matured into fruits. The mean flower number per inflorescence differed significantly among plants as well as between plant halves. Although the probability of fruit initiation was higher in the lower halves of both plant and inflorescence than in the upper halves of the latter, fruit abortion rate differed significantly only between plant halves. The overall mean seed set was 33.6%, implying that about two out of six ovules in a fruit matured into seeds. The seed set was independent of both plant identity and architectural level unlike other reproductive characters examined. When the ovule developmental stage was examined on data pooled over all fruits, the proportion of ovules in varying developmental stages decreased in order of early abortion, seed maturation, late abortion, and seed predation (48.4, 34.9, 12.2, and 4.5%, respectively). A within-fruit ovule position was also used as a class variable for the analysis of position effects on ovule development. All architectural levels considered exerted singificant influence over the ovule development. In particular, ovule development was strongly affected by the within-fruit ovule position. Ovules in both extreme ends within a fruit tended to abort early, while those in the middle position were more likely to mature into seeds. The strong position effects detected from the flowering to seed maturation stage were interpreted as an indication of competitive interaction among reproductive characters which are largely constrained by plant architecture.

• 한국가정과교육학회지
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• 제24권3호
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• pp.35-56
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• 2012

본 연구는 가정과교육의 정체성과 본질을 바탕으로 가정교과에서의 창의 인성 교육의 특징과 요소를 탐색하여 도출하고, 가정교과의 창의 인성 수업 모델을 개발하는데 목적이 있다. 먼저 문헌 고찰을 통해 가정과교육에서의 창의성과 인성 교육의 전제와 특징을 탐색하고, 가정과교육에서의 창의 인성 교육요소를 18개 도출하였다. 이를 바탕으로 가정과교육에서 창의 인성 교육의 전제와 특징, 창의 인성 교육 요소를 발현하기에 적합한 가정과의 창의 인성 수업 모델로서 실천적 문제해결학습 모형, 창의적 문제해결학습 모형, 탐구학습 모형, 역할놀이(체험학습) 모형을 '옷차림과 자기 표현' 단원에서 개발하여 제시하였다. 본 연구는 창의 인성 교육이 가정과교육의 본질과 부합되는 개념임을 확인하고, 가정과에서의 창의 인성 수업의 기초를 마련한데 의의가 있다. 앞으로 가정과에서의 창의 인성 교육에 대한 철학적 논의의 활성화, 가정과교육에서의 창의 인성 교육 요소에 대한 다양한 검증, 다양한 창의 인성 수업모델 제시, 창의 인성 수업 후 학생들의 변화를 살피는 연구가 필요하다.

• 복식
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• 제65권4호
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• pp.76-90
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• 2015

Based on a concept of Nietzschean nihilism, this study aimed at interpreting the nihilism in arts and its expressions, also analyzing the modern fashion collection from the same angle. The research was centered on arts after 1980, when post-modern formal destruction expanded in earnest and on the fashion collection after the 20th century, easily accessible to data. Particularly, it set 1994 nihilism collection by Alexander McQueen, a representative nihilist fashion designer as a starting point. Nietzsche mentioned that true arts may be achieved when Apollonian characteristics including a bodily sensory system and an idealization process and Dionysian characteristics including every human feeling are integrated. Besides, he emphasized the importance of an artist being represented as an image of ${\ddot{U}}bermensch$. The ${\ddot{U}}bermensch$ image, reflected in arts and artistic nihilism, represents themes of violence/death, realistic/unrealistic expressions, human body/inhuman aversion materials and the transmutation of a form. Fashion collection expressions, owing to the special characteristic of the show form unlike other arts, were segmented as a realistic ${\ddot{U}}bermensch$ image using a model in a theme, expression, material and form. The theme of violence/death was divided into the death of human and a society. Human life/death was expressed as destruction of human weakness and self-identity, sexual objectification and violence, and social death as destruction and conflict of a class, nation, culture and nature. As for the expression, it was divided into the realistic expression of the primitive/natural and directing of an unrealistic atmosphere using a show.