• 복식문화학회:학술대회논문집
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• 복식문화학회 2000년도 International Costume Culture Conference
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• pp.71-71
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• 2000

• 한국과학교육학회지
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• 제8권2호
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• pp.53-56
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• 1988

The Korean Federation of Education Association has published "Vacation Life" to promote self-teaching of middle school students during the summer and winter vacation of middle school students every year. The book include whole subjecy offered in the middle school. However subject of science(Physics, chemistry, biology and earth science) is more emphasized. This article described brief summary of the contents of biology branch published in winter "Vacation Life", 1980 and summer "Vacation Life" 1981.

• 대한통합의학회지
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• 제8권4호
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• pp.143-154
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• 2020

Purpose : This study aims to investigate the effect of instrument-activities daily living training through client-centered home visitation on the cognitive functions, occupational performance, and instrument-activities daily living of elderly at the cognitive support grade(Grade6). Methods : The subject of this study was a 66-year-old woman living in G Metropolitan City, who has been diagnosed with Alzheimer's and mild dementia. The study period was from March 17, 2020 through June 12, 2020, and the A-B-A' design, among the individual case experiments, was adopted as the study design. For the data analysis, descriptive statistic and visual analysis using graph were used for the change of cognitive functions, occupational performance, and instrument-activities daily living. Results : The instrument-activities daily living provided through client-centered home visitation improved the subject's cognitive functions, occupational performance(performance, satisfaction) and instrument-activities daily living. Conclusion : This study showed that daily life training through client-centered home visitation can help elderly people at the cognitive support grade select for themselves the problems of daily life caused by cognitive decline and practice specific action plans, thereby enabling them to maintain and improve the cognitive functions necessary for the performance of activities, such as comprehension, memory, and thinking skills. In addition, it is thought that the activities based on the subject's preferences, performance, and sense of importance assured the subject of feelings of motivation and the possibility of participation, and had a positive effect on the subject's performance speed and rate. With the above in mind, Instrument-activities daily living client-centered home visitation is proposed as a potential practical intervention program for individuals. It can help elderly people at cognitive support grade to maintain and improve their functions, thereby delaying the progress of their condition to severe dementia.

• 한국환경교육학회지:환경교육
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• 제12권1호
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• pp.19-39
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• 1999

Firstly, the goals and the domains of contents of environmental education was classified in order to systematize the contents of environmental education which would be taught in each subject. According to these goals and domains of contents, the contents of 10 subjects (Korean Language, Ethics, Social Studies, Mathematics, Science, Music, Arts, Physical Practicum(Technology and Heme Economics), English were analyzed. The norms in the analysis of the goals of environmental education by each subject were 4 domains: information and knowledge, skills, value & attitudes, & action and participation. The norms in the analysis of the contents of environmental education by each subject were 11 domains: natural environment, artificial environment, population, industrialization/urbanization, resources, environmental pollution, environmental preservation and measures, environmental sanitation, environmental ethics, environmentally sound and sustainable development(ESSD), and sound consumption life. As a result, it was found that all the 4 domains of goals in environmental education could come true. Furthermore, the goals of environmental education were found to be reached in the subjects of Korean Language, Music, Arts, Physical Education, Mathematics, English, etc., which had been thought to have nothing to do with environmental education. It was also found that the contents of each subject could deal with its own unique environmental contents. The result of this study can keep all subjects from overlapping in environmental contents, and can make the most of each subject's characteristics. Also, the result of this study will be referenced in developing the teaching and learning materials for environmental education according to each subject.

• 한국문헌정보학회지
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• 제50권1호
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• pp.101-132
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• 2016

이 연구는 장애인을 포함하여 조력자 및 연구자 등을 위한 효과적이고 체계적인 주제가이드 및 서비스 모델을 개발하고자 하였다. 이를 위해 문헌연구를 통한 이론적 검토와 국내 외 사례조사를 통해 주제가이드 및 서비스 모델구축 방안을 모색하였다. 이 연구는 주제가이드 및 서비스 모델에 대한 자료유형 도출, 각 자료유형에 대한 메타필드 항목 및 표준화된 포맷 개발, 이용자 맞춤형 서비스를 위해 장애유형별, 서비스대상별, 생애주기별, 매체형태별, 기관유형별 주제가이드 서비스 모델을 제시하였다.

• 미국학
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• 제34권1호
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• pp.181-202
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• 2011

The purpose of this paper is to examine Paul Auster's Leviathan according to Slavoj Žižek's theory. Analyzing the characters in Leviathan, this paper chiefly discusses the postmodern subject's anxiety and obsessive repetition that the lack of the big Other led to. Section II explains the disintegration of the big Other and the subject's anxiety and obsessive repetition by the interpretation of the characters: Peter Aaron, Maria Turner, and Benjamin Sachs. Aaron wants to write on Sachs's life to overcome his uneasy subject's condition, and to establish the consistent and whole world. But his writing fails to meet his desire, owing to uncertainty of his understanding, and the incompleteness of his writing. In case of Maria, her uneasy subject's condition led to her obsessively repetitive picture-shooting herself and others, which proved to be a meaningless struggle for filling the void of the big Other and herself. Although Sachs already knows the lack and inconsistency of the big Other, he also repetitively tries to establish the consistent and whole Other. In Section III, this paper examines Sachs's terror as he struggles for the preservation of the big Other. His extreme striving also fails to reestablish the big Other as it loses its symbolic effectiveness in the postmodern era because he does not grasp the big Other as an empty Symbolic order, and rejects the premise of the big Other itself.

• 한국학교수학회논문집
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• 제11권1호
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• pp.117-132
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• 2008

본 논문은 제7차 교육과정에서의 8-가 부등식 단원의 문장제 문제를 다음의 관점에서 분석하였다. 첫째, 7차 교육과정 교과서별 부등식 단원의 문장제 문제들은 소재별로 어떠한 분포를 보이며 어떠한 부분이 부족한가? 둘째, 실생활과 연계된 소재의 문제는 얼마나 되며 어떠한 실생활 상황과 연계되어 있는가? 셋째, 타교과와 연계된 소재의 문제는 얼마나 되며 어떠한 교과와 연계되어 있는가? 이와 같은 관점에서 현재 16종 교과서에 수록된 내용을 소재별로 분석하였고, 실생활 관련, 타교과 연계에 대해서 집중적으로 분석하였다. 이상에서 연구한 결과, 다양한 소재를 포함하지 못하고, 다양한 타교과와 연계되지 못한 교과서가 많다는 것을 발견하였다. 학생들의 창의성을 증진시키고 수학을 실용성을 이해시키기 위해 다양한 실생활 소재와 타교과 연계가 필요하다.

• 조형예술학연구
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• 제4권
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• pp.123-146
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• 2002

[ $\lceil$ ]The Life of Pigeons$\rfloor$ consists of seven different canvases without a leading image It contains fragments of disassociated ordinary subjects from a capitalistic and consuming society. In this respect, the text itself attains multiple meanings throughout with inner disharmony, disassociation and relationships of differences. The divided seven images look as if they are connected as one and are connected events that are happening at the same time and in similar places. A liberal interpretation of this work is given to viewers when the seven canvases have both relations and gaps at the same time. $\lceil$The Life of Pigeons$\rfloor$ attempts the viewer's disruption through its middle stratum of meaning structure, which is a device for viewers to rearrange and deeply analyze the seven images. As a result, the artist allows the viewers to get lost in self-contradiction. A fundamental formal structure adopting post-modernism and abandoning modernism is what we can detect with detailed analysis of the work. For instance, changing surface style appears by dividing or putting images in obliquely, furthermore it clearly shows that the main subject is divided in form such as the subject's division into seven spaces. There are three major characteristics. First, the form of the images is divided and composed through oblique and overlapped images. Second, the main content of the subject tends to be scattered. Third, the subjects are interpreted in multiple meanings due to their allegory and symbolism. The inquiry of $\lceil$The Life of Pigeons$\rfloor$ proves that it takes a post artistic spirituality as its basis and its subjects are divided by the differences and surrounding relationships.

• 대한가정학회지
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• 제31권2호
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• pp.1-14
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• 1993

The purpose of this study is to find the differences between home economics before and after korean Independence of the dominance of Japanes Empire. The specific aimes are to compare the subject organization, educational purpose and subject contents etc. of home economics in korean school before with after the Korean Independence of the dominance of Japanes Empire. The methods to study were to analyze some documents(laws or regulations)and textbooks etc. at that time. The result of this study is summerized as follow. 1. The subject of home economics in primary school were‘Jaibong(sewing)’,‘Kasa(household affairs)’just before Korean Independence of Japan in 1945. But the subject of home economics changed to‘Yori(cooking)’,‘Jaibong’after Korean Independence in 1945. In 1946,‘Yori’and Jaibong were integrated in‘Kasa’. In 1954, ‘Kasa’changed to ‘Silkwa(Practical Course)’. The subject of home economics in middle or high girl school were‘Kajeong(home)’, ‘Yuga(nursing)’,‘Bogeon(preservation of health)’,‘Pibok(clothing)’just before Korean Independence in 1945. But the 4 subjects changed to‘Kasa’,‘Jaibong’,‘Suye(embroidery)’and the 3 subjects changed‘Sileop and Kajeong(home affairs)’again. 2. The hours per week assigned to home economics education were higher in high school years than in low school years both in primary schools and middle or high schools. 3. Among various home economics subjects, the hours assigned to‘Jaibong’were higher than any other home economics subjects. But The hours assigned to the‘Kasa’tended to increase in high school years. 4. The purpose of home economics education in schools before Korean Independence of Japan focused of fostering korean's loyalty to Japan Empire in the end and on cultivating womanly virtue etc. This tendency was more prominant in middle or high school than primary school. 5. Korean home economics education during about 10 years generally followed the home economics education of Japanes Empire. 6. The home economics education in primary school for school boys was practised after 1955(The period of 1th curriculum). Before that time was practised home economics education for school girls. 7. Generally home economics education in Korean schools was weakened after Korea became Independant of Japanes Empire in 1945. 8. The contents of home economics education after Korean Independence tended to follow those of Japan. Among domains of the home economics the rate of contents of‘siksainghwall(life of foods)’tended to be largest, the rate of‘Jusainghwal(life of house)’lowest in primary, while the contents of‘oeusainghwal(life of clothing)’tended to be largest, the rate of‘Jusainghwal(life of house)’lowest in middle education.

• 디지털융복합연구
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• 제14권4호
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• pp.437-448
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• 2016

본 연구는 대학에서 학생들에게 입학과 함께 전문지식과 덕성을 갖출 수 있도록 관리 지원하는 프로그램(K-Leader마일리지)을 통해 대학생의 핵심역량 데이터를 입학전형 유형별로 나누어 그 차이를 비교 분석하였다. 분석결과는 리더십과 인간관계 영역을 제외하고 나머지 영역은 상대적으로 활동인원이 많이 부족한 것으로 나타났다. 리더십과 인간관계는 수능위주(수능) > 학생부위주(교과), 학생부위주(종합) 학생부위주(교과) 수능위주(수능) > 수능위주(수능+학생부), 글로벌 영역은 수능위주(수능+학생부) 수능위주(수능) > 학생부위주(종합), 수능위주(수능+학생부) 수능위주(수능) > 학생부위주(교과), 진로 및 취업활동은 학생부위주(종합) 학생부위주(교과) > 수능위주(수능+학생부), 마일리지점수 합계는 수능위주(수능) > 학생부위주(교과) 수능위주(수능)의 결과로 나타났다. 이러한 결과로 볼 때, 리더십과 인간관계의 항목인 공동체 참여의 활동만으로 보면 기존 연구와 같이 학생부위주(종합)전형의 학생이 학교생활을 잘한다는 연구 결과와 같다. 그러나 본 논문에서의 K-Leader 마일리지 분석결과는 수능위주(수능)전형이 대학생활을 잘 한다는 결과를 얻을 수 있었다.