진동운동이 여성 아마추어 골퍼의 체력, 드라이버 샷에 미치는 영향

권성한,김창욱 한국골프학회 2012 골프연구 Vol.6 No.2

The purpose of this study is to investigate effect of whole body vibration(WBV) on strength and driver shot of female amateur golfer. The subjects are attendee of golf lesson in H golf range whose were divided randomly into two groups. The subjects are training WBV or golf stretching for 12 weeks in 3 times per week. The analysis based basic statics, two-way repeated ANOVA was conducted through PC using SPSS/PC+ version 18.0. A significance level of p<.05 was used for all statistical test. After training for 12 weeks, WBV group was more increaser than stretching group on back strength and ball flight . In case of back strength, There was significant different by group. WBV group was more effect than stretching group on back strength. WBV group and stretching group was increase on golf driving distance but, WBV group was more increaser than stretching group. There was significant different of golf driving distance by test. WBV and stretching of 8 weeks was effect on improvement of driving distance. In case of ball accuracy, WBV group and stretching group was increase by time. There was significant different by test. WBV and stretching of more than 4 weeks was effect on improvement of ball accuracy. As a result, WBV is effective on back strength, driving distance and ball accuracy of female amateur golfer.

MOCVD 법에 의한 Bi-Te계 열전소재 제조 및 박막형 열전소자 제작

권성도,주병권,윤석진,김진상,Kwon, Sung-Do,Ju, Byeong-Kwon,Yoon, Seok-Jin,Kim, Jin-Sang 한국전기전자재료학회 2008 전기전자재료 Vol.21 No.12

Bismuth-telluride based thin film materials are grown by Metal Organic Chemical Vapor Deposition(MOCVD). A planar type thermoelectric device has been fabricated using p-type $Bi_{0.4}Sb_{1.6}Te_3$ and n-type $Bi_2Te_3$ thin films. Firstly, the p-type thermoelectric element was patterned after growth of $4{\mu}m$ thickness of $Bi_{0.4}Sb_{1.6}Te_3$ layer. Again n-type $Bi_2Te_3$ film was grown onto the patterned p-type thermoelectric film and n-type strips are formed by using selective chemical etchant for $Bi_2Te_3$. The top electrical connector was formed by thermally deposited metal film. The generator consists of 20 pairs of p- and n-type legs. We demonstrate complex structures of different conduction types of thermoelectric element on same substrate by two separate runs of MOCVD with etch-stop layer and selective etchant for n-type thermoelectric material. Device performance was evaluated on a number of thermoelectric devices. To demonstrate power generation, one side of the sample was heated by heating block and the voltage output measured. As expected for a thermoelectric generator, the voltage decreases linearly, while the power output rises to a maximum. The highest estimated power of $1.3{\mu}W$ is obtained for the temperature difference of 45 K. we provide a promising procedure for fabricating thin film thermoelectric generators by using MOCVD grown thermoelectric materials which may have nanostructure with high thermoelectric properties.

주광순 박사의 "레비나스를 한 예로 해서 본 기독교와 인권"에 대한 논평

권성아 기독교통일학회 2007 기독교와 통일 Vol.1 No.-

[논단] 홍익인간 이념의 교육적 의의-교육법 제정 50년의 회고와 전망-

권성아 고조선단군학회 1999 고조선단군학 Vol.1 No.-

홍익인간의 이상에서 본 한국교육

권성아 고조선단군학회 2004 고조선단군학 Vol.11 No.-

한국 교육사 속에서의 단군민족주의

권성아(Kwon, Sung-A) 고조선단군학회 2013 고조선단군학 Vol.28 No.-

韓国人日本語学習者のための類義語研究 - 日本語の希望を表す表現を中心に -

권성 한국일본어문학회 2023 日本語文學 Vol.96 No.-

The expressions of hope in Japanese include “tai”, “hoshii/tehoshii”, “temoraitai/teitadakitai”, and “toii/baii/taraii」” Korean Japanese learners have many similar expressions, making it difficult to learn. Therefore, in this study, the frequency of each format used, the format used together, and the function in sentences were specifically considered for Japanese drama scripts. As a result, “tai” and “tehoshii” were used the most, and there were cases where the verb’s ministry type and polite words were used together. In addition, in “tai” and “tehoshii”, there were cases in which “strong request”, “strong argument”, and “criticism or dissatisfaction” functions to the listener, and in “temoraitai/teitadakitai” and “toii/baii/taraii”, the function of “complete request” that acts positively to the listener was also seen. The expression of hope in Japanese was widely used as a function to ask for something from listeners or third parties rather than simply expressing hope, and it is judged that learners need to learn these functions in order to make no mistake or accurately communicate in Japanese conversation.

헌법 개정에 따른 북한의 교육이념 변화 : 국어와 공산주의 도덕 교과서를 중심으로 Focused on the Textbooks of Language & Ethics

권성아 한국교육과정학회 2003 교육과정연구 Vol.21 No.2

특히 국가이념이 비교적 많이 담겨 있는 공산주의 도덕과 국어 교육에 어떠한 변화가 일어났는가 하는 점을 성찰해보고자 한 것이다. 해방 이후 북한은, 1948년 9월 맑스-레닌주의에 입각한 헌법을 제정하여, 정부를 수립한 이래 몇 차례에 걸쳐 헌법을 개정하였다. 1) 1960년대 후반 ‘주체사상’을 확립하면서 이 이념을 첨가하기 위하여 1972년에, 2) 1980년대 후반 ‘조선민족제일주의’와 ‘우리 식 사회주의’를 외친 이후 소련이 붕괴되는 것을 지켜보면서 1992년에, 3) 김일성 사망 이후 ‘붉은기사상’으로 ‘강성대국론’의 입장을 띠면서 ‘유일사상’을 강화하기 위하여 1998년에 이루어졌다. 그 결과, 이들 교과서에서는 소련식 사회주의기에는 ‘프로레타리아 혁명’과 더불어 ‘일제 청산’이, 주체사상기에는 ‘공산주의적 혁명가’가, 민족제일주의기에는 ‘사회주의 · 공산주의 건설자’가, 그리고 강성대국론기에는 ‘주체혁명 위업 완수’가 주된 이념을 이루고 있는 것을 확인할 수 있었다. This study is focused on the changes of the educational ideologies shown in the North Korean textbooks, especially how they have been changed according as the Constitutional law has been revised. The North Korea established the law in 1948, which was based on Marx-hninism. I would like to call it 'the period of Soviet Socialism.' Since then, it has been changed three times. First, it was revised to introduce hnin+Juche Ideology in 1972, which can be called 'the period of Self-reliance Ideology.' Second, it was revised in 1992 and the revision was based on Juche ideology completely. It can be called 'the period of Nations First. 'Third, it was revised to reinforce Juche ideology in 1998. It can be called 'the period of Forceful Nation.' In the first period (1945-), they specified that the most important educational ideologies were 'proletarian revolution' and the 'liquidation of Japanese imperialism' in their constitution. In the second period (1967-), the most important educational ideology was to be a 'communistic revolutionist'. In the third period (1986-), the most important educational ideology was to be the 'socialistic-communistic construhr.' And in the forth period (1994-), the most important educational ideology is to accomplish the 'Juche revolution.' The educational ideologies shown in the North Korean textbooks have been changed according to the revisions of constitution. First, in the period of Soviet Socialism, they were focused on rejecting the Japanese-American imperialism, hostility towards bourgeoisie and beautification of I1 Sung Kim in their ''North Korean" language education. Second, in the period of Self-reliance Ideology, idolization of I1 Sung Kim was reinforced in them. Third, in the period of Nations First, they reinforced rejecting the Japanese-American imperialism and began to make an idol of Jung I1 Kim in them. Forth, after the death of I1 Sung Kim, in the period of Forceful Nation, they have deified I1 Sung Kim and strengthened idolization of Jung I1 Kim. Furthermore, in the education of ethics, most of textbooks begin with indoctrinating the ideas of I1 sung Kim and his son. They were focused on rejecting the Japanese-American imperialism, hostility toward bourgeoisie, and proletarian revolution. This inclination was exactly same as moral education. But their socialism and denunciation of revisionism was reinforced in its textbook, also.

『조선력사』를 통해서 본 북한 이념교육의 변화와 남북통합의 방향

권성아 ( Sung Ah Kwon ) 서울대학교 통일평화연구원 2011 통일과 평화 Vol.3 No.2

북한은 1990년대 단군릉 발굴과 김일성 사망을 계기로 국사교육을 중등학교 전 학년으로 확대·강화시킨 데다가, 2000년대에 들어서서는 ``강성대국 건설``이 민족의 정통성을 이어받은 역사적 과업임을 강조하고 있다. 그러면서 김정은으로의 3대 세습체제에 대한 위협적 요소를 제거하는 작업을 하고 있다. 한편, 북한은 중등학교 마지막 단계에서 미국과 일본 ``제국주의``의 "조선침략의 역사"를 별도의 교과서를 제작하여 가르침으로써, 이들에 의한 ``죄악의 역사``를 ``증오``하게 하고있다. 그러면서 아울러 남한을 ``파쑈독재체제,`` 이들에 의한 ``식민지국가,`` ``사대매국정책``을 그대로 답습하는 국가로 규정하고 있다. 이렇게 북한에서는 역사교육의 근간을 이념교육에 두고, 특히 최근 헌법을 개정하여``군인``을 ``인민대중``에 포함시키는 등 ``선군정치``를 강조하고 있기 때문에, 상생·공영의 통일을 이루는 데 장애가 될 수밖에 없다. 따라서 남북 공동의 역사를 담고 있는 『조선력사』교과서는 이념의 편파성을 극복하여, 민족의 역사적 일체감과 문화적 공동체성을 키워가는 방향으로 전환해야 한다. North Korea strengthened national history education by extending targets to all grades in middle school since the occasion of excavating Dangoon Royal Tomb and the death of Il Sung Kim in 1990`s. They have emphasized that it is the historical task inherited from national legitimacy to construct the ``Great Strong State`` since entering 21st century. And yet they have been removing factors to threaten the ``Third Political Succession.`` On the other hand, they have issued the special edition of national history textbook for ``History to invade Chosun`` by ``imperialists``, USA and Japan and used it to teach the seniors in middle school. It made them hate the ``history of crime.`` It also stipulated South Korea as ``fascio-dictatorship,`` ``colony`` or nation of subserviency which worships powerful USA and Japan. In this way, history education is rooted in ideology in North Korea. It is an obstacle to go to co-prosperity unification as they emphasized ``Army Priority Politics`` by including soldier into ``the mass of public people`` by reforming constitution recently. Therefore, the textbooks of ``Chosun History`` which cover history of all, South and North Korea, should change the direction to cultivate the historical sense of unity and sense of community by overcoming history education biased to ideology education.

고당 조만식 선생의 생애와 통일사상

권성아(Kwon Seong Ah) 한국통일교육학회 2008 통일교육연구 Vol.6 No.1

고당 조만식은 미국과 수호통상조약을 맺은 1882년 음력으로 12월 24일, 즉 크리스마스 이브에 동양의 예루살렘 평양 부근에서 태어나 평생을 미국 선교사 및 기독교와 관련을 맺은 상황에서 일제와 분단이라는 시대를 삶으로써 자연스럽게 ‘기독교적 민족주의’를 형성하였다. 고당은 일제라는 암흑의 시대에 기독교적 박애정신으로 항일구국 투쟁의 기초를 삼았으며, 인도의 간디처럼, 비폭력과 불복종으로 저항하고 항거한 국내에 남아 있는 거의 유일한 민족지도자였다. 그러면서 너무나 민주적이며 자유를 존중하고 평화를 사랑한 스승이었기 때문에 ‘한국의 페스탈로찌’라는 별명을 갖기도 했으며, 기독교정신을 바탕으로 이념에 관계없이 좌ㆍ우익이 협력하여 함께 사회운동을 펼쳤기 때문에 ‘기독교 사회주의자’라고도 불렸다. 이러한 고당의 사상은 해방 이후 ‘통일적 민족주의’로 발전하나, 신탁통치 문제로 인하여 고당을 제외한 대부분의 민족진영 인사들은 반공에 입각한 ‘우파 민족주의’를 형성하면서 월남해 버리고, 공산주의자들은 프롤레타리아 혁명에 입각한 반일ㆍ반제의 ‘좌파 민족주의’를 내세우면서 북쪽 지역을 장악하게 된다. 북쪽에 홀로 남은 고당은 1946년 1월부터 연금 상태에 들어가고 6ㆍ25전쟁이 발발하면서 북한정권에 의해 제거되지만, 그의 사상은 ‘뉴 라이트’ 입장을 내세우는 현 정부에게 적어도 “이념을 민족보다, 종교를 평화보다, 자유를 사랑보다 앞세우지 말 것”을 요구한다. M. S. Cho was born in Christmas Eve of 1882, near at Pyong Yang(named ‘Jerusalem of Asia’). About here, he has lived the periods of Japanese imperialism and the division of the Korean peninsular related with American missionaries and Korean Christians. Thus, all the time in his life, he has been naturally captivated by ‘Christian nationalism.’ He has resisted a Japanese imperialism on the basis of Christian humanitarianism, and like M. K. Gandhi, withstand an attack with the principles of nonviolence and disobedience. Besides, he has been called ‘Pestalozzi of Korea,’ because he respected liberty and loved peace. And he has been a genuine ‘Christian socialism,’ because he always would practice his thoughts with everyone who should co-work regardless of ideology. In the periods of the division of the Korean peninsular, Cho’s thoughts would be developed to a ‘nationalism for unification.’ But as the problem of trusteeship has been broken out, the majority of Christians, except Cho, standpoints a ‘Rightist nationalism.’ And the end, they escaped the North leaving Cho behind alone. Thus the Communist has been held real power of the North, standing a proletarian revolution. Beginning 1946, Cho was placed under the state of arrest and excluded after the Korean War. But his thoughts require present Government “not to give priority to a ideology over a nationality, to a religion over peace, and to freedom over love.