남극 브랜스필드 해협 중앙분지의 지체구조 및 석유부존 가능성 (Tectonic Structures and Hydrocarbon Potential in the Central Bransfield Basin, Antarctica)
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- 한국석유지질학회지
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- 제5권1_2호
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- pp.9-15
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- 1997
남극 브랜스필드 해협 중앙분지에서 획득한 다중채널 탄성파탐사 자료를 중심으로 자료처리를 수행하여 전반적인 해저지형, 지층 및 지체구조를 해석하였다. 브랜스필드 중앙분지는 확장중심축을 경계로 해저지형, 화산분출물 및 단층분포, 기반암의 형태가 크게 달라진다. 급격한 경사를 보이는 북쪽 대륙붕은 낙차가 크고 연속성이 좋은 한 개의 긴 정단층 (북동-남서 방향)으로 구성되는 반면, 완만한 경사의 남쪽 대륙붕은 여러 개의 정단층들이 거의 일정한 간격으로 조밀하게 배열된 분포를 보여, 분지가 북서-남동 방향의 확장성 지구조운동에 의해 형성되었음을 나타낸다. 화산분출물 분포를 보면 확장중심과 그 근처에 선형의 대규모 분출물이 형성되어 있고, 양쪽 대륙붕 상단에는 소규모 분출물들이 존재한다. 이들 단층과 분출물은 지하 깊숙이 존재하는 트랜스퍼 (transfer)단층의 영향을 받아 북서-남동 방향으로 수평이동 되었으며 기반암의 형태 및 퇴적 양상을 변화시키고 있다. 퇴적층은 확장중심축 근처에서는 얇게 피복되어 있으나 분지 중심에서 대륙붕단까지는 쐐기 형태로 두껍게 퇴적되어 있고, 대륙붕에서는 화산분출물이 있는 곳을 제외하고는 대체로 평행하게 퇴적되어 있다. 이와 같이 분지의 형태와 퇴적층의 분포는 밀접한 관련성을 보이며 확장중심축을 경계로 퇴적환경에 커다란 변화가 있었음을 알수 있다. 브랜스필드 분지는 신생대 후기에 형성된 젊은 분지이지만 유기물이 풍부한 지질환경과 활발한 지구조운동에 결부된 높은 지열류량으로 인해 탄화수소를 충분히 성숙시킬 수 있는 조건을 가지고 있을 것으로 사료된다./투스칼루사(Tuscaloosa) 사암층, 테일러(Taylor) 나바로(Navarro) 사암층과 오스틴(Austin) 백악 및 탄산염암층이 있다. 이 저류암층에 탄화수소를 공급했던 근원암층으로는 경사방향 하부의 셰일층이, 그리고 덮개암층은 경사방향 상부의 계일층이 그 역할을 담당했던 것으로 해석된다. 뗘악기 하부와 상부 퇴적층의 주요 트랩(trap)으로는 완만한 기둥형(pillow)으로부터 복잡한 다이아피어(diapir) 형태의 암염층 관련 배사구조와 하단 단층블록위에 놓여 있으며 롤오버(rollover) 배사구조를 갖는 성장단층이 있다. 투수 장애(permeability barrier), 상부 경사방향으로 첨멸하는 사암체(up-dip pinch-out sand body깥 침식부정합면(unconformity truncation)도. 걸프만 석유부존에 중요한 역할을 한 트랩들이다. 백악기의 주요한 저류암층들은 범세계 해수면곡선의 하강시기와 잘 일치하고 있는데 이는 백악기동안 형성된 걸프만의 퇴적층서가 범세계 해수면곡선을 전반적으로 잘 반영하고 있음을 의미한다. 즉 퇴적작용을 주로 지배하는 세 즌요 변수인 지구조적인 분지의 침강운동,퇴적물의 공급,해수면 변동오그÷중에서 해수면 변동요소가 이 시기동안 가장 중요한 역할을 했음을 의미한다.
This study is a descriptive comparative investigated one to analyze nursing education system and curriculum of Korea and China trans-culturally. 1) Education System The basic level of nursing education in Korea consisted of 65 3-year- junior college of nursing (7379 students) and 48 4-year-bachelor of nursing college (2345 students) in 2000 showing more 3-year-junior college of nursing and its students. In China, western nursing as well as Chinese nursing education system were operating. In 2000, 501 western school of middle technical nursing, 29 school of middle technical nursing of middle level education, and 89 3-year western and 24 Chinese junior college of nursing, and 42 4-year western bachelor of nursing college and 10 Chinese of high level education have been established. The presence of Chinese school of middle technical nursing system seemed to be in slower development in nursing than Korea, but that of Chinese nursing education seemed to be advanced with its national identification prior to Korea. Post graduate continuous education for RN-Diploma and RN-BSN program has been opened as in Korea. The Hosa(護士) system in school of middle technical nursing in China reflects lower level of education than Korea. But it can be a merit, other than in Korea, without nurses aids, when they are acting under supervision of nurses and led by them, and there presents a special course for promotion up to high level education. Graduate school in Korea is divided into general type opening a curriculum for MS in 1960 and as of 2000, 21 general types for majoring in nursing. The PhD course in Korea was established in 1978, and after that the PhD courses have been opening in 14 universities at present. China established master degree course in 1991 and as of 7 colleges are ongoing, and the doctoral course is now under planning, resulting slower development than Korea. 2) Education of theory and clinical practice in Korea and Chine (1) Korea's 3-year junior nursing college have 51 subjects, 49 subjects in China, which was not different. China was following education of ideology and medical. 4-year Bachelor of Science College has 92 subjects in Korea with cultural subjects and essential major studies/elective in theory education in Korea, while 63 subjects in China, showed wider selection in Korea's education. (2) Korea's 3-year and 4-year nursing colleges performed clinical practice education parallel with theoretical education for a certain period, block or theory/practice system. While China's 3-year and 4 or 5-year-colleges educated the theory first and then practice for one year in the last grade, integrating each situation of the departments and the theory. (3) Korea's oriental nursing theory in nursing education was performed in 28 colleges of 65 nationwide ones of 3-year junior nursing colleges, but only one school was educating clinical practice. In 4-year bachelor of nursing colleges, the oriental nursing theory was done in 14 among 48 investigated. And 1-4 subjects of them were doing, and 4 schools performed of clinical practice, showing more reinforced than the junior colleges. China's 3-year and 4-5-year western nursing colleges taught two subjects of Chinese medicine nursing. China's 3-year & 4-5-year College of Chinese medicine nursing, theory of Chines medicine nursing education taught eight subjects. (4) 5-year colleges of Chinese medicine western integrated nursing, theory of Chinese medicine nursing education consisted of twelve Chinese medicine nursing subjects and two of Chinese medicine western integrated nursing subjects. China was tempting a new development of a pattern of Chinese medicine nursing subjects reinforced. 3) The verification of Korean and Chinese nurse's license. The verification test of Chinese nurses license is differentiated at the level of education other than in Korea. Expire date is 2 years and a qualified test must be done to a renewal. And the continuing education hours are 72 per year, which is more enforced than Korean nurses (10 hours a year). In accordance with WTO regulations, we should prepare for opening foreign hospital, educating oriental nursing subjects. And on this, it is recommendable to settle a basic frame research to run the oriental nursing practice ongoing. 1. It is desirable to develop the oriental nursing subjects to apply its idea to the western nursing and differentiate Korean nursing. 2. It is desirable to certify oriental nurse's characters, to expand and develop the nursing areas to practice it, and to establish the oriental nursing system. 3. It is expectable to promote Korean nursing specialization to develop the oriental nursing as a professional and to create its demand.
본 연구는 국내외 프랜차이즈의 해외진출에 대한 연구들을 바탕으로 국제프랜차이징연구의 전체적인 연구체계를 세워보고, 연구체계를 형성하고 있는 연구요인들을 확인하여 각 연구요소별로 이루어지는 연구주제와 내용을 살펴보고, 앞으로의 연구주제들을 제안하고자 한다. 주요한 연구요소들은 국제프랜차이징의 동기 및 환경 요소과 진출의사결정, 국제프랜차이징의 진입양식 및 발전전략, 국제프랜차이징의 운영전략 및 국제프랜차이징의 성과이다. 이외에도 국제프랜차이징 연구에 적용할 수 있는 대리인이론, 자원기반이론, 거래비용이론, 조직학습이론 및 해외진출이론들을 설명하였다. 또한 국제프랜차이징연구에서 보다 중점적으로 개발해야 할 질적, 양적 방법론을 소개하였으며, 마지막으로 국내연구의 동향을 정리하여 추후의 연구방향을 종합적으로 정리하였다.
Under the full consideration of the growing need and importance of population education in the field of home economics in Korea, the study was carried out to verify and assess the following facts on the current issues of population education of home economists who are presently engaging in teaching professions as the teachers of middle and high school and professors of college and universities by setting its primary objectives of the study as followings; 1) to assess the degree of general knowledge and attitudes of home economists toward population education in the field of home economics, 2) to verify the problems encountered in implementing population education by home economists in its field, 3) to find an existing status of previous trainings received and other activities of population education of home economists aimed at utilizing these findings as a part of reference materials when the population education is conducted in the field of home economics. In order to attain these objectives described above, the questionnaire was carefully designed to house a total of 40 questions with good combination of multiple-choice and the simple answer questions. The mail questionnaire survey was conducted by establishing teachers of home economics at middle/high schools and college/universities as Senior Home Economists(SHE) who are from public, private liberal arts and vocational schools. The rate of response observed during the survey was 45.6 percent and the findings of the survey research are as follows: 1) Examining the status of the respondents by residence and religion, it was found that 45 percent of middle & high school teachers ar.d 59. 1 percent of college professors are residing in Seoul city area and that the largest percent of them are christian in their religion. Analyzing respondents by their ages, 56 percent of middle/high school teachers are in their 30s, 45 percent of college professors are in their 40s, and 37 percent of college teachers are in their 30s. In addition, 13 percent of the total respondents are found to be unmarried. The study also revealed that 71 percent of the college professors finished Master Degree course and 82 percent of middle/high school teachers are graduated from college level lasting 4 years. Looking over the status cf major fields of respondents, 68.4 percent of middle/high school teachers are specialized in home economic education and the college professors, on the other hand, show relatively even prortion by specializing in the order of food & nutrition science, clothes & textile science and home managerial science. As far as the length of teaching experience is concerned, a relatively longer period of teaching experience is observed in the college professors in comparison with that of middle/high school teachers. In other words, 33.3 percent of middle/high school teachers are experienced in teaching from 6 to 10 years on average while 43.9 percent of college professors show more than 16 years of experience. 2) Examining the status of existing number of children cf the respondents, one boy and one daughter pattern is predominant, showing 28.5 percent in middle/high school teachers and 21.1 percent in college professors. As for the desired number of children of unmarried respondents, it is observed that 43.8 percent of middle/high school teachers desire to have one boy and one girl, and 31.3 percent of college professors want to have one child regardless of the sex. By assessing the degree of awareness of the population education through their students, it is observed that 53 percent of middle/high school teachers and 50 percent of college professors are aware of population education in some extent and that a majority of respondents took the positive attitudes toward an inclusion of family planning components into the formal school education. Another noteworthy to observe is that a total of 84.8 percent out of middle/high school teachers pointed that the population education currently conducted at schools as a part of home economics are less sufficient than it should be. 3) Analyzing the tendency as to whether the respondents were experienced in receiving population education during the time when they were students, 75 percent of college professors and 59 percent of middle/high school teachers responded negative answers in the survey. In the mean time, a total of 50 percent of the respondents replied that they began to acknowledge the importance of population education mainly through the participation of some sort of population-education orientend seminars, experienced by 40 percent of college professors and 80 percent of middle/high school teachers. 4) What it calls attention in this study was to find that 96.5 percent of middle/high school teachers and 72 percent of college professors conduct population education to some extent during their lecture hours and that more than 80 percent of them are never experienced in teaching population and family planning contents in their regular classes. It is, on the other hand, found that no more than once was the response of those who believe themselves that they are experienced in teaching these relevant components to their students. Analyzing the contents of the subjects being taught in the class, a large percent of them are found to be consisted of population and family planning contents. According to this study, the current population education through the formal school is quite inactive. Analyzing the facts, 44.9 percent of the college professors responded that the population and family planning components are quite apart from their specialization which eventually generates lack of interest in the field. 5) It is also noticed through the study that the degree of frequency of commenting on population and family planning contents during the classes was depending significantly on their specializations which means that the degree of frequency varies from a major to another. Those who majored in home managerial science was the first one, as compared to others who majored in different specializations. Glancing over the status of correlations between ages of the respondents and numbers of seminar paticipation, it is quite clear that the aged group participated more than the younger group did, and that the most highest number of participations made by college professors were those who are in 50s. In addition, it is also found that those who are aged 20s and 60s of the respondents were the group who comments least on the contents of population and family planning at their classes. The suggestions and recommendation made through this survey research are as follows. 1) No one denies that the rapid increase of population, as compared to the limited size of land and resources, will certainly affect adversly to an enhancement of individual life quality which will, eventually, bring forth the poverty of the nation. This is the reasson why we are insisting that the world population be controlled up to an optimum level with a matter of global concerns. It is our understading that the primary aim for reducing number of population is believed to be attained only by conducting the systematic and comprehensive population education through the formal schools. Therefore, the role of home economists in the field of population/family planning education is considered very importment due to the fact that an ultimate goal of population education is placed in elevating the quality of family life by having optimum number of children through family planning program. 2) It is quite clear that home economists as teachers of formal school in all level are invited to pay their attention on redefining the ultimate goal of education and that of population education. We also understant that the primary objective of population education is to change the norm and value of the clients by replenishing the students with pertinent knowledge and attitudes on population and its related problems through a sort of education in order to attain the ultimate goal for enhancing the quality of life. There is no exception in the theory of home economics. An altimate goal of home economics is to elevate the general quality of life through an establishment of value existed in daily life. Considering the relations between population education and home economics, it is quite indespensable to bandle population components as an integral part in the field of home economics. We believe, therefore, that the senior home economists positive participation in the effort population control is more needed than it has been. 3) It is also strongly urged that population education should be a part of instructor training course for home economics. In other words, the teacher of home economics should be well aware of population and its problems by teaching interrelationship between population education and home economics, needs, contents and methods of population education during the instructor training courese for home economics. In addition, the senior home economists should be encouraged through positive participation on the short term training by types of domestic and international seminar, workshop, etc. 4) We certainly believe that the population education can not sustain itself without any backing-up of information and findings' of various and comprehensive researches of natural and social sciences. Accordingly, every senior home economist is invited to exert their maximum effort to conduct systematic study with an aim to utilize these findings and information at best in population education in the field of home economics. Therefore, we consider that the development of training material is imminent in order to provide effective and efficient population education through the for training of home economies. It should be noted that these training materials must be carefully designed, tailored and developed to meet the different classes of trainees under the considerations as to whether it is easily adaptable and infusable into the curricula of every field of home economics, and it is acceptable in the degree of difficulty and quality in its contents. 5) It is true that there are many domestic and international research rapers, reports and findings in the field of population education and family planning. However, there is a tendency that the most of research papers are heavily relying on the authors intension and preferences in its expression and publication. Under these circumstances, it is urged that the home economists should aware of the growing need of the technical training in order to keep these available information and research findings reprocessed and redesigned to insure the practical application into the population education in the field of home economics in Korea.