추시(秋詩)의 정서와 흰색 물상에 대한 소고(小考) -『흠정사고전서(欽定四庫全書)·영물시(詠物詩)』추류(秋類)를 대상으로

권명숙 ( Myung Sook Kwon ) 한국외국어대학교 중국연구소 2016 中國硏究 Vol.69 No.-

Autumn and white have their respective unique images. Yeossichunchu provides specific descriptions of their connected images. Its descriptions were followed in ideological books during Han Dynasty, which is in the same orbit as the Principle of Five Elements. Autumn is expressed in white, and white corresponds to autumn in the Principle of Five Elements, in which they are symbolized for each other. Their combined images usually represent war and punishment. In the Principle of Five Elements, metal represents autumn and is expressed in cold and brutal images, implying such emotions as solemn, righteous, and angry. The study sorted out the roles of white natural features to emerge with the sense of autumn to classify emotions about autumn poetry and express those emotions as follows: First, they expressed graceful emotions, in which case the poets perceived nature with more leisure from a macroscopic perspective and highlighted the clear, cool, and pleasant weather of autumn. The white natural features found in those emotional expressions include dews, clouds, fogs, rivers, and the fox. Of them, white dews represented the solar term of autumn and held clear and peaceful images like clouds. Fogs and clear rivers also emphasized a romantic atmosphere, and the white fox guided all the poems toward bright and leisurely emotions with fairy tale images. Secondly, they expressed rich emotions, which highlighted autumn as the season of harvest with grain making frequent appearances. The white natural features found in those emotional expressions include white rice flowers, white lotus roots, and white cooked rice along with the healthy wrists of young ladies and the white reed fields. The poets tried to deliver rich and sound romanticism through those natural features. As they added dynamic depictions to their narrations, their poems came to life more lively with their rich emotions and warm passion highlighted clearly. Finally, they expressed sorrowful emotions, in which case the poets put forward the cold autumn weather and used such white natural features as dews, fogs, sandy beaches, walls, and water chestnuts. Trying to express those emotions, the poets highlighted the bleak images of late autumn and the cold, distant, blurry, and delicate nature of white natural features. The white natural features were accompanied by withering flowers and plants, crickets, frosts, sound of winds, wild geese, paper blankets, sound of Japanese floor mats, and dim light. Those audio-visual elements formed an image group with the white natural features, expressing sorrowful emotions.

발달장애인 요리활동 경험에 대한 자문화기술지

권명숙(Myung-Sook Kwon),임진선(Jin-Seon Yim) 한국발달장애학회 2018 발달장애연구 Vol.22 No.2

이 연구의 목적은 발달장애인 요리활동 경험을 심층적으로 탐색하여 그 의미와 가치를 찾는 것이다. 이를 위해서 발달장애인 요리활동에 대한 지난 10년 동안의 실천과정에서 나의 경험과 시행착오, 그리고 연구자의 인식 변화를 알아보고자 한다. 연구자는 2007년부터 2017년 현재까지 장애인과 요리활동을 진행하고 있다. 요리활동을 하게 된 계기는 치료사로 활동하는데 있어 첫째, 다양한 장애를 가진 아동을 대할 때마다 부모와 치료사의 경계를 넘어서지 못하고 있는 나의 내적갈등과 둘째, 치료사로서 같은 시간에 비슷한 수업으로 매일을 맞이하고 보내는 타성에 젖은 나의 모습 때문이었다. 그렇기 때문에 부모의 마음과 치료사의 전문성을 함께 가질 수 있는 재미있는 일을 찾아야 했다. 그것이 바로 ‘요리활동’이었다. 연구자는 발달장애인과의 요리활동이 장애특성과 발달수준에 맞는 적합한 교육과 치료 지원 서비스가 이루어질 수 있도록 일상생활과 평생배움으로 연결하였다. 또한 개인적인 삶에서 긍정적으로 이해할 수 있는 중요한 의미를 찾았다. 이 연구에서는 발달장애인 요리활동의 의미와 가치를 바탕으로 누구나 활용 가능한 실천적 프로그램으로써의 가능성을 찾아 볼 수 있다. The purpose of this study is to explore in depth the experience of cooking activities in individuals with developmental disability and thereby discover its meaning and value. For such purpose, I will examine my experiences and trial and error, as well as the changes in perception of the researcher from the course of implementing cooking activities during the past 10 years for individuals with developmental disability. I have been administering cooking activities with individuals with developmental disability from 2007 to this day in 2017. The motives for starting cooking activities originated from my activity as a therapist; first was the inner conflict in myself from not being able to overcome the boundaries between parents and therapist in facing children with various disabilities, and second was how habitual it was for me as a therapist to spend each day with similar lessons at a similar time. For this reason, I had to find a fun activity that involved both the concerns of the parents and the professionalism of a therapist, which was cooking activity . To ensure that the cooking activity with individuals with developmental disabilities allow appropriate education for the characteristics of the disability as well as for the development stage and provide treatment support service, I enabled connection with daily life and lifelong learning. Additionally, I found significant meaning for optimistic understanding in personal lives. From this study, one may find the potential of an implementable program that can be utilized by anyone, based on the meaning and value of cooking activities with individuals with developmental disability.

발달장애인 평생교육기관 지정 기준 등에 대한 연구

김주영(Kim Joo-young),정연수(Jeong Yeon-soo),권명숙(Kwon Myung-sook) 한국장애인평생교육복지학회 2019 장애인평생교육복지연구 Vol.5 No.1

본 연구는 ｢발달장애인 권리보장 및 지원에 관한 법률｣ 제26조에 따라 교육부장관의 업무로 규정되어 있는 발달장애인 평생교육기관 지정 기준과 절차를 제시하는데 목적이 있다. 이를 위해 본 연구에서는 문헌자료를 검토 분석하고, 포커스 그룹 인터뷰를 실시하였으며, 수차례의 전문가 자문을 받았다. 그 결과 발달장애인 평생교육기관 지정 대상 평생교육기관의 범위와 요건을 제시하였다. 즉, 발달장애인 평생교육기관으로 지정되려면, ｢평생교육법｣ 제2조 제2호의 평생교육기관이어야 하고, 발달장애인 평생교육과정 기준과 교육제공인력, 시설·설비를 갖추어야 한다. 발달장애인 평생교육기관은 교육과정 운영 유형에 따라 전문기관과 통합기관으로 구분하였다. 발달장애인 평생교육기관에서 제공하는 교육과정은 내용에 따라 기본교육과정과 각과교육과정으로 구분하였다. 평생교육제공인력으로는 기관운영자, 교육관리자, 교사, 교육보조인력을 두도록 하였다. 시설·설비는 전문기관과 통합기관으로 구분하여 기준을 정하되, 관리실과 보건위생시설은 기존시설을 공유할 수 있도록 하였다. 아울러 본 연구에서는 발달장애인 평생교육기관 지정 신청 및 교부 절차 등 지정 절차를 제시하였다. The purpose of this study is to present the criteria and procedures for designating lifelong education institutions for people with development disabilities, whose duties are defined by the education minister pursuant to Article 26 of the Protection and Support of Rights of People with Developmental Disabilities Act. For this purpose, we reviewed the literature and analyzed data collected from the review. Also, we interviewed focus groups and consulted with experts in the field of lifelong education institution for people with developmental disabilities several times. As a result, the scope and requirements of the lifelong education institutions for those with developmental disabilities were presented. In other words, in order to be designated as a lifelong education institution for people with development disabilities, it must be a lifelong education institution under Article 2 of the Lifelong Education Act, must be equipped with the criteria for lifelong education curriculum for those with development disabilities, the staff for providing education, and facilities and equipment. Lifelong education institutions for the people with developmental disabilities were divided into specialized and integrated institutions according to the type of curriculum operation. The education curriculum provided by the lifelong education institution of the developmental disability were divided into basic courses and subject courses according to their contents. Those providing lifelong education were required to have institutional operators, education managers, teachers, and education assistance. The criteria were set for facilities and equipments divided into specialized and integrated institutions, while the management office and health and sanitation facilities could share existing facilities. In addition, the procedures for designation of lifelong education institutions for people with development disabilities, such as application and delivery procedures, are presented in this study.

일 노인전문병원에 입원한 노인의 건강상태 평가

이경자,권명숙,김수현 노인간호학회 2004 노인간호학회지 Vol.6 No.2

The purpose of this study was to evaluate the health status of residents in a specialized hospital for elders. The data were collected from September 2002 to March 2003 from 204 elders. The instrument to measure health status was developed by the researchers. The data were analyzed using descriptive analysis, t-test, ANOVA, and Scheffe test. The results of this study were as follows: 1. The mean score for health status was relatively low, 121.77 (range 72-216). In terms of health status, the mean score for the physical domain was 1.78, for the psychological domain, 2.03, for the social domain, 2.17, and for the spiritual domain, 1.80 on a 3 point Likert scale. Thus, the mean score for the social domain was the highest, and that for physical domain was the lowest. 2. Health status was significantly different according to length of hospitalization and the number of group therapies. The mean score for health status for elders hospitalized for less than one year was higher than those hospitalized for over 2 years (F=7.736, p=.001), and the mean score for health status for elders who participated in two or more group therapies was higher than for elders who did not participate in any group therapy (F=4.249, p=.017).

體格과 性格과의 相關關係에 對한 硏究

홍성주,김정태,김은희,권명숙 이화여자대학교 체육대학 1970 梨花體育學會誌 Vol.- No.4

상관계수가 ±0.2~±0.4이면 상관관계가 낮다(조금있다) ±0.4~0.7이면 상관관계가 확실히 있다 ±0.7~0.9이면 상관관계가 높다. 0.9~±0.1이면 상관관계가 극히 높다. 이것으로 보면 우울성(D)과 신장과는 상관관계가 조금 있다고 할 수 있고, 객관성과 협동성은 신장・체중과 상관관계가 확실히 있다고 할 수가 있다. 다시 말하면 키가 크고 몸무게가 많은 사람일수록 모든 사물을 객관적으로 볼려는 경향이 있고 한편 협동심도 강하다는 것이다. 이번 연구는 연구기간이 짧았던 탓과 연구 대상이 너무 적었고, 같은 전공의 학생을 대상으로 하였기 때문에 별로 큰 성과를 거두지 못한 것 같다. 이러한 성격과 체격과의 상관관계에 대한 연구 가까운 일본에서는 많이 연구되어 왔지만 아직 한국에서는 본격적인 연구를 하지 않고 있으므로 앞으로 연구해 볼만한 과제라고 본다.