• 디자인학연구
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• 제19권1호
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• pp.181-190
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• 2006

연구의 목적은 미술관, 박물관의 사회적, 경제적, 과학기술적 변화에 따른 전시디자인의 역할과 기능의 변화에 따라 그 대안적 형태로 소개되고 있는 가상전시공간 디자인을 주제로 하여 관람객의 선호도에 대한 흥미로운 결과와 더불어 대체실내공간으로서의 가상공간(Virtual Space) 의 가능성 조망하고자 하였습니다. 본 연구는 크게 두 가지 범위에서 조사되었습니다. 첫 번째로 어떤 요소가 가상전시공간 디자인을 하는데 있어서 큰 역할을 하는가 이고, 두 번째는 어떻게 미술관, 박물관 가상전시가 관람객의 미술관경험에 대한 의견 및 태도를 포함한 그들의 반응을 변화시키고 있는가 입니다. 연구의 방법으로는 현장관찰, 설문조사와 인터뷰 등의 다각적 접근방법으로 진행되었으며, 대상은 미국 남부지 역에 위치한 대학교의 미술관련 학생 25명을 목적적 선택방법으로 선정하였습니다. 대상자들은 온라인(on-line)상의 미술관, 박물관 가상전시를 보기 전에 그들의 가상전시에 대한사전지식과 기존의 미술관경험과 관련된 테스트를 하게 되고, 관람 후 그들의 다양한 반응을 묻는 질문에 답하게 됩니다. 대상자들 가운데 다섯 명은 가상전시와 그 공간디자인에 대한 의 견을 묻는 인터뷰조사를 통하여 심도 있는 데이터를 얻고자 하였습니다. 수집 된 데이터들은 SAS 통계처리방법으로 분석되었고, 그 결과는 다음과 같습니다. 첫째로 가상전시에 대한 관람객의 반응은 테스트 전에 가상전시 관람여부에 따라 크게 영향을 미쳤습니다. 흥미로운 결과는 처음 가상전시를 관람한 대상자가 테스트 전 한번이라도 가상전시를 본 대상자보다 더 긍정 적 인 반응을 보였습니다. 한편 대상자가 가상전시관람 후 물리적 전시에 대한 태도가 변화되었는데, 이는 가상전시가 미술관, 박물관의 방문동기를 부여할 뿐 아니라 그 경험을 증폭시킬 수 있음을 의미합니다. 이러한 결과는 앞으로의 이 분야에 대한 긍정 적 인 방향을 제시하고 있습니다.

• 인간행동과 음악연구
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• 제1권1호
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• pp.33-46
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• 2004

정신지체 아동은 타인과의 제한되고 미분화된 의사소통으로 인해 실패감을 느끼고 상대방에게도 좌절감을 갖게한다. 의사표현이 부족한 정신지체 아동은 언어습득과 의사소통 활동의 측면에서 자발적인 의사소통이 이루어지도록 많은 경험을 우선적으로 해야 한다. 음악은 비언어적 의사소통 수단으로 비위협적이면서 흥미로운 자극을 제공한다. 그래서 정신지체아의 음악적 경험은 말하기와 언어 발달에 긍정적 영향을 미치고 다감각적 경험을 촉진한다. 이에 의사소통 중재로써 여러가지 접근방법 중에서 노래를 중심으로한 음악치료활동은 정신지체 아동에게 더 자연스럽고 즐겁게 언어를 표현함으로 의사소통 기술을 습득하게 한다. 본 연구는 노래를 중심으로 하는 음악치료활동이 정신지체 아동의 의사소통 기술(반응하기, 시도하기)에 미치는 영향에 대해 알아 보았다. 대상은 초등부 저학년 네 명의 정신지체아동으로, 이들은 구어능력을 가졌으나 적절한 표현어휘의 부족으로 자발적인 의사소통 시도와 반응에 어려움을 지녔다. 음악치료활동은 학령기 아동들이기에 실생활에 활용되고 기초적 학습개념의 가사를 지닌 노래를 중심으로 진행하였다. 음악치료활동은 개별아동마다 한 세션에 20분씩 주 2회, 총10주 동안 진행하였다. 전체 활동은 매 세션마다 시작노래, 의사소통 중심의 프로그램으로 이루어진 본 활동, 헤어지는 노래의 형식으로 구성하였다. 본 활동은 5회기 동안 연속적으로 반복하는 형식으로 세션을 실시하였다. 비디오 관찰을 통하여 대상아동의 반응하기와 시도하기에 대한 의사소통 기술에 대해 파악하였다. 또한 각 대상 아동에 대한 사전, 사후의 언어능력을 알아보기 위해 치료활동 전,후에 검사도구인 취학전 아동의 수용언어 및 표현언어 발달 척도(PRES, Preschool Receptive-Expressive Language Scale)를 사용하여 수용언어 및 표현언어를 측정하였다. 본 연구의 결과는 첫째, 노래를 중심으로한 음악치료 활동이 정신지체아동의 의사소통 반응하기와 시도하기 기술을 중심으로 의사소통 행동 발생률을 증가시킴으로 네 아동의 의사소통 기술을 향상시켰다. 둘째, PRES 검사도구를 이용한 사전, 사후 검사 비교를 통하여 노래를 중심으로한 음악치료 활동이 네 아동의 수용 및 표현언어 능력을 향상시켰다.

• 대한간호학회지
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• 제27권2호
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• pp.444-453
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• 1997

The purpose of this study was to construct a grounded theory as the basis for nursing intervention by describing and analysing the holistic lived experiences of clients receiving long-term hemodialysis. The subjects of this study were fifteen persons receiving regular hemodialysis regimen at artificial kindey treatment centers in two different university hospitals, and who were able to participate in conversation and were available for long and dup interviews. Eight of the subjects were male and seven were female and their ages ranged from 30's to 60's. The length of the hemodialysis experience ranged from two months to six years. The collection and analysis of data were done in accordance with the grounded theory methodology of Strauss & Corbin. The method to collect the data mainly depended. on long and deep interviews, participant observation and focused group interviews and the equipment used to collect data were a portable tape recorder and field notes. The study is summarized as follows : 1. The meaning of holistic lived experiences of clients receiving long -term hemodialysis was found to be uncertainty. which was identified as the core category. 2. The main categories following the core category were found to be shock, ambiguity, social support and quality of life. 3. Through the main category the type of behavior newly formed by clients receiving long-term hemodialysis was found to be as follows. That is to say, in the circumstances of shock caused by the identified fact and the ambiguity of hemodilysis they formed a quality of life based on social support, which was found to be a kind of chaotic phenomenon. 4. The lived experiences of clients receiving long-tern hemodialysis was found to include nine categories : emotional shock, feelings of isolation, burden, unclearness, dependency, help from others, coping strategies, maintenance of self-esteem and transitional life. 5. The intervening factors influencing each category are as follows : 1) The factors influencing 'emetional shock' were found to be set age, the level of knowledge received in advance, locus of control, the period of struggle against the disease before hemodialysis and whether any serious illness existed. 2) The factors influencing 'feelings of isolation' were found to be religion and the length of the hemodialysis experience. 3) The factors influencing 'burden' were found to be sex, economic situation, employment status and the length of the hemodialysis experience. 4) The factors influencing 'unclearness' were found to be sex, age, religion. economic situation, the length of the hemodiaysis experience, whether they had had a transfusion and whether there were any complications. 5) The factors influencing 'help from others' were found to be religion. economic situation, past experiences and whether family members lived together. 6) The factors influencing 'coping strategies' were foung to be age, level of education, experiences of illness and locus of control. 7) The factors influeruing 'maintenance of self-esteem' were found to be the length of the hemodialysis experience and self-actualization. 8) The factors influencing 'transitional life' were found to be age, religion, economic situation, employment status. locus of control. past experiences and whether there was a plan for a kidney transplant.

• 한국재료학회지
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• 제11권6호
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• pp.519-526
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• 2001

Al$_2$O$_3$/ZrO$_2$ 비수성 현탁액의 분산과 레올로지에 미치는 methyl isobutyl ketone (MIBK) /ethanol (EtOH) 용매혼합의 영향을 침전밀도, 점도를 측정함으로써 조사하였다. 분산제 'Hypermer' KD-1이 첨가된 다량의 MIBK를 함유하는 용매 ($\geq$60vol%)에서 $Al_2$O$_3$와 ZrO$_2$ 입자의 침전밀도는 증가하였다. 80MIBK/20EtOH(vol%)에서 ball milling한 현탁액이 좁고 unimodal한 입자크기분포를 나타내었다. 모든 현탁액은 의가소성유동을 나타내었으나 shear thinning은 $Al_2$O$_3$/ZrO$_2$의 혼합비, MIBK/EtOH의 혼합비에 따라서 다소 다르게 거동하였다. 순수한 MIBK를 사용한 $Al_2$O$_3$(<300 s$^{-1}$ ) 및 ZrO$_2$(<3000 s$^{-1}$ ) 현탁액은 주어진 전단속도범위내에서 가장 강한 shear thinning을 나타내었다. 동일한 용매 (80MIBK/20EtOH, vol%)를 사용한 경우의 shear thinning은 $Al_2$O$_3$/ZrO$_2$의 혼합비에 거의 의존하지 않았다.

• 식물조직배양학회지
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• 제21권5호
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• pp.253-275
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• 1994

Many flowering plants possess genetically controlled self -incompatibility (SI) system that prevents inbreeding and promotes outcrosses. SI is usually controlled by a single, multiallelic S-locus. In gametophytically controlled system, SI results when the S-allele of the pollen is matched by one of the two S-alleles in the style, while in the sporophytic system self-incompatible reaction occurs by the interaction between the pistil genotype and genotype of, not the pollen, but the pollen parent In the former system the self-incompatible phenotype of pollen is determined by the haploid genome of the pollen itself but in the latter the pollen phenotype is governed by the genotype of the pollen parent along with the occurrence of either to-dominant or dominant/recessive allelic interactions. In the sporophytic type the inhibition reaction occurs within minutes following pollen-stigma contact, the incompatible pollen grains usually failing to germinate, whereas in gametophytic system pollen tube inhibition takes place during growth in the transmitting tissue of the style. Recognition and rejection of self pollen are the result of interaction between the S-locus protein in the pistil and the pollen protein. In the gametophytic SI the S-associated glycoprotein which is similar to the fungal ribonuclease in structure and function are localized at the intercellular matrix in the transmitting tissue of the style, with the highest concentration in the collar of the stigma, while in the sporophytic SI deposit of abundant S-locus specific glycoprotein (SLSG).is detected in the cell wall of stigmatic papillae of the open flowers. In the gametophytic system S-gene is expressed mostly at the stigmatic collar the upper third of the style length and in the pollen after meiosis. On the other hand, in the sporophytic SI S-glycoprotein gene is expressed in the papillar cells of the stigma as well as in e sporophytic tape is cells of anther wall. Recognition and rejection of self pollen in the gametophytic type is the reaction between the ribonuclease in the transmitting tissue of the style and the protein in the cytoplasm of pollen tube, whereas in the sporophytic system the inhibition of selfed pollen is caused by the interaction between the Sycoprotein in the wall of stigmatic papillar cell and the tapetum-origin protein deposited on the outer wall of the pollen grain. The claim that the S-allele-associated proteins are involved in recognition and rejection of self pollen has been made merely based on indirect evidence. Recently it has been verified that inhibition of synthesis of S$_3$ protein in Petunia inflata plants of S$_2$S$_3$ genotype by the antisense S$_3$ gene resulted in failure of the transgenic plant to reject S$_3$ pollen and that expression of the transgenic encoding S$_3$ protein in the S$_1$S$_2$ genotype confers on the transgenic plant the ability to reject S$_3$ pollen. These finding Provide direct evidence that S-proteins control the s elf-incompatibility behavior of the pistil.

• 공업화학
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• 제34권5호
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• pp.522-528
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• 2023

반도체 제조공정인 다이싱 공정용 점착 테이프를 제조하기 위해 다양한 개수의 광 반응기를 갖는 화합물을 합성하였고 아크릴 공중합체에 도입하여 UV 경화형 아크릴 점착제를 제조하였다. 합성된 광반응성 화합물(f = 2 또는 3)의 구조는 NMR을 이용하여 확인하였다. 광반응성 화합물(f = 1~3)은 우레탄 반응을 통해 아크릴 점착제의 곁가지로 도입되었고, FT-IR 측정을 통해 UV 경화형 아크릴 점착제가 성공적으로 합성되었음을 확인하였다. UV 조사 전 후의 박리강도 변화는 실리콘 웨이퍼를 기재로 하여 평가되었으며, UV 조사 전 점착제의 높은 박리강도(~2000 gf/25 mm)가 UV조사 후 크게 감소(~5 gf/25 mm)하였다. 다 관능성 광 반응기가 도입된 점착제의 점착력 감소 효과가 가장 컸으며 FE-SEM을 통한 표면 잔류물 측정 결과, UV 조사 후의 표면 잔류물도 매우 낮은 수준(~0.2%)으로 관찰되었다.

• Clinical and Experimental Pediatrics
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• 제45권9호
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• pp.1114-1119
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• 2002

목 적 : 본 연구는 신경심장실신발작 환자의 일상생활에서의 심박수의 단기 및 장기 프랙탈 상관의 특성을 조사하고자 하였다. 방 법: 최소한 2회 이상의 실신이 있었던 25명의 환자(10-15세, 여 14명, 남 11명)를 대상으로 하였다. 24시간 홀터 테입을 정상재생속도의 230배 고속으로 재회전 시키면서 이를 460 kHz로 디지털 변환시켰다. 변환된 심전도를 1시간 단위로 자른 다음 RR간격을 측정하였다. 1시간의 RR interval(RRI) 자료 중 연속된 20,000개를 추출하여 분석하였다. 프랙털 상관을 정량화하기 위해서 detrended fluctuation analysis를 이용하여 단기간 프랙탈 상관지수($n{\leq}16$, ${\alpha}_1$)와 장기간 프랙탈 상관지수(n>16, ${\alpha}_2$)를 계산했다. 결 과: 대조군과 비교할 때, 실신환자에서 단기간 프랙탈 상관지수인 ${\alpha}_1$는 24시간 평균과 모든 6시간 대에 걸쳐 의미있게 증가되어 있었다. 반면 장기간 프랙탈 상관지수인 ${\alpha}_2$는 24시간 평균과 모든 6시간대에 감소되어 있었으나 통계적 의의는 24시간 평균과 0-6시에서만 있었다. 결 론 : 실신이 있는 소아의 심박수는 단기적 상관은 높고 이것은 일중 전체에 걸쳐 나타난다. 따라서 단기적으로 심박수는 정상소아보다 부드러운 거동을 보인다. 이것은 심박수가 일단 증가하거나 감소하면 단기간에서는 같은 방향으로 지속적 증가 또는 지속적 감소되는 경향이 있음을 나타낸다. 이것은 실신소아에서 실신발작 때 보이는 지속적인 심박수 감소가 일상생활에서의 지속적 심박수 감소와 관련됨을 시사한다.

• 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.

• 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.