문학에 담긴 러시아의 격변기를 만난 여행

황영미 한국작가교수회 2017 소설시대 Vol.20 No.-

소뇌에서 Protein Carboxyl Methyltransferase Isoenzymes 의 분리 및 특성에 관한 연구

황영미,전길자 ( Young Mi Wang,Gil Ja Jhon ) 생화학분자생물학회 1988 BMB Reports Vol.21 No.3

Protein carboxyl methyltransferase(S-adenosylmethionine: protein carboxyl O-methyltransferase, EC 2.1.1.77) of which methyl esterified L-isoaspartyl residues of protein substrate using S-adenosyl-L-methionine as a methyl donor has been purified from bovine brain approximately 1,000-fold with a yield of 25%. The enzymes were purified by following steps: 70% ammonium sulfate fractionation, DEAE-cellulose chromatography and SAH-sepharose 4B affinity chromatography. High performance liquid chromatography with anion-exchange column was utilized for the separation of protein carboxyl methyltransferase isoenzymes, and these enzymes were found to exist as three isoenzymes. The pI values of its isoenzymes were 6.25, 6.20, 5.80 respectively and the molecular weights of all isoenzymes were 28,000 by two-dimensional electrophoresis.

진정한 사랑의 힘 - 아이 엠 샘 -

황영미 본질과 현상사 2006 본질과 현상 Vol.3 No.-

공학도를 위한 ‘비판적 사고와 토론’ 수업 모델 연구- 영화 <엑스 마키나>를 활용하여

황영미 한국공학교육학회 2020 공학교육연구 Vol.23 No.3

In light of the 4th industrial revolution, this research identifies critical thinking education as the key component of cultivating a newpool of integrative talents. It seeks to find ways to incorporate artificial intelligence, one of the biggest upcoming innovations, intocritical thinking education. This paper aims to propose an education model that raises awareness on related issues of AI and set ahealthy direction for its development through debates on topics raised by the film, Ex Machina, which depicts the dangerous implicationsof AI technology.

사랑의 위대한 힘을 구현하는 우주체험 영화의 마스터피스 - <인터스텔라>

황영미 한국영화평론가협회 2015 映畵 評論 Vol.27 No.-

공학도를 위한 비판적 사고 교육 연구 - 영화 활용 교육을 중심으로

황영미 한국공학교육학회 2018 공학교육연구 Vol.21 No.4

This paper explores the educational method of using films as a means to cultivate critical thinking abilities for engineering students. It provides a practical educational model that elaborates on how films could be used as case studies to draw relevant questions, and in the process of answering them, develop students’ ability to think critically. The educational model proposes a learning method of enhancing critical thinking abilities through debates and essay writing on issues raised in films. Furthermore, the paper entails concrete learning objectives on critical thinking education, and standards to evaluate levels of enhancement. Through raising the critical thinking abilities of engineering students, this paper will contribute to the utilization of creative ideas in the process of engineering research. Furthermore, the concept of utilizing films as a model for education used in this study could be adapted for fields other than that of engineering.

작품성과 흥행 : 2008 상반기 흥행작 <추격자>와 <우리 생애 최고의 순간>을 중심으로

황영미 한국영화평론가협회 2008 映畵 評論 Vol.20 No.-

스마트 기기를 활용한 공학에세이 쓰기 교육 모델

황영미,윤정안 한국교양교육학회 2017 교양교육연구 Vol.11 No.3

This paper begins under the premise that a new method of education is deemed necesary at the dawn of the 4th industrial revolution. Following this change, it is necessary to contemplate and research on the use of smart devices in the course of writing education. Among the various existing writing courses of various fields, this paper focuses on the case study of engineering students. The presented case is a part of a training course for engineering students, one in which students learn the skill of delivering the professional knowledge that they have learned to the public in a manner easy to comprehend. The study proposes an education model in this essay writing course. Through the writing course, engineering students develop their ability to write logical and persuasive essays. In addition, the advantage of smart devices is that it allows the student and teacher to interact without the boundaries of time and location. Furthermore, by proceeding group projects in on and off line cooperative learning, engineering students learn to overcome the common fear of writing. The class initiates with a brainstorming session, which is overseen and given feed back from the professor using Kakao Talk. The following steps, such as the selection of theme and abstract development is also supervised and responded through Kakao Talk. In the course of writing, data is collected through real time access to social media such as Facebook, and the writing is done together through Google Document. A revision and discussion session is continued after the presentation of the essays through LMS. Finally, the course is complete after revision of the manuscript and submssion. This paper aims to contribute to the cultivation of communication skills in the 4th industrial revolution by introducing the use of smart devices to the education method of cooperative engineering writing. 이 논문은 제4차 산업혁명 시대가 도래함에 따라 교육 방식에도 혁신적인 변화가 필요하다는 전제에서 출발한다. 이에 글쓰기 교육에서도 스마트 기기를 활용하여 어떻게 교육할 것인가를 고민하고 연구해야 하는 것은 필수적이다. 이 논문은 계열별 글쓰기 중 공대생을 위한 글쓰기 교육을 사례로 제시한다. 이는 자신의 전문지식을 대중에게 전달하는 훈련의 하나로, 자신이 배우고 있는 전문적인 공학 지식을 대중들에게 쉽게 전달하는 공학에세이를 통해 하는 글쓰기 교육모델을 제시한다. 공학에세이를 쓰는 과정에서 공학도들은 논증적이고 설득력이 있는 글을 쓸 수 있는 능력을 키울 수 있게 된다. 또한 이 과정에서 활용되는 스마트 기기 활용의 장점은 시간과 공간의 제약을 넘어서 교수자와 학생을 만나게 해준다. 또한 온오프라인에서의 협력학습을 통해 조별과제를 진행함으로써 글쓰기에 두려움을 지니는 공대생들은 이를 극복하는 데 도움이 된다. 수업과정에서는 먼저 브레인스토밍 과정에서부터 카카오톡을 통한 교수자의 피드백이 진행된다. 다음으로 주제 설정 및 개요 짜기에서도 교수자의 카카오톡을 통해 실시간 피드백이 진행된다. 집필과정에서는 페이스북과 같은 소셜 미디어를 통해 불특정 다수가 제공하는 자료를 실시간으로 수집하고, 구글 문서를 통해 공동집필을 하며, 집필결과를 발표한 후에도 LMS를 활용한 조별 첨삭 및 토론이 진행된다. 마지막으로 원고 수정과 제출을 통해 공학에세이 쓰기 수업은 완성된다. 이 논문은 공학에세이라는 새로운 형식을 스마트 기기를 활용하여 협동학습으로 교육함으로써 제4차 산업혁명 시대의 의사소통능력을 키우는 데 기여할 것으로 본다.

봉준호 감독론 -부조리한 사회에 대한 패자들의 유쾌한 반란

황영미 한국영화평론가협회 2006 映畵 評論 Vol.18 No.-

영화에 나타난 한국전쟁기 미군과 민간인의 관계-<작은 연못>, <웰컴 투 동막골>, <아름다운 시절>을 중심으로-

황영미 한양대학교 현대영화연구소 2014 현대영화연구 Vol.10 No.2

This paper examines the aspects of an otherized civilian population depicted in movies based on the Korean War from the viewpoint of the subject (in this case the U.S. military) and the other (Korean civilians). This paper starts by considering the awareness of Korean civilians that they were being treated as outsiders (the other) by U.S. soldiers during the Korean War. During this time, Korean civilians were often living as the other in the way that they were victims of U.S. bombings, exploited sexually, and made economically dependent on American charity. In the ethics of Immanuel Levinas, Conscience is the mind of devoting oneself to the other, as the subject is built by the other. Although the U.S. military did not intend to kill Korean civilians but to aid them, in the view of Levinas’s Conscience, they should be criticized for not being entirely devoted to help the Korean civilians. The U.S. military were standing in the place of the colonial subject, inflicting violence on Korean civilians by indiscriminate bombing, for instance. This paper will investigate how the relationship between the subject and the other appears in three Korean War films showing diverging aspects of the relationship between U.S. soldiers and Korean civilians. This paper notes that the image of the U.S. military differs in terms of its public and private relationship with Korean citizens, and this dual viewpoint is represented differently in the three films – ‘Spring in My Hometown’ (1998), ‘Welcome to Dongmakgol’ (2005), and ‘A Little Pond’ (2010). The U.S. military seems to be regarded in two very different ways by Korean citizens from these films. The first view is that the American armed forces in Korea were a companion while the second viewpoint regards them as perpetrators of violence and oppression. In ‘A Little Pond’, the U.S military came to Korea to help them as an ally at first, though finally they became a group guilty of indiscriminate violence and massacres to keep Korean civilians from crossing the tactical wartime border. This movie portrays U.S. troops as aggressors in the war and the Nogunri villagers as being otherized and victimized - unable to resist at all. In ‘Welcome to Dongmakgol’, Smith crashes into Dongmakgol and becomes friendly with the village people. In contrast, the larger U.S.-led military force is portrayed as ruthless invaders who attacked and threatened the villagers – even bombing the village on one occasion. In reaction to this aggression, Smith and some Korean deserters join the People’s Army to resist the U.S.-led air force bombings of Dongmakgol, revealing the duality of the subject and the other. In addition, in ‘Spring in My Town’, the U.S. military does something good for the Korean civilian population by giving out chocolate to children and providing civilians with delivery jobs. However, they commit acts of sexual violence, traffic women, abuse children for digging through the trash, and stigmatize Sungmin’s father for siphoning off military equipment by spraying them with red paint. So, at first the U.S. military helps Koreans financially, but becomes the devil incarnate; exercising omnipotent power by raping and committing acts of violence. It leads Changhee to fire at watermill and kill an American soldier. Here, the relationship between the U.S. military and Korean civilians is expressed as a personal and emotional relationship. The present study first considers the differing aspects in each of the three films–‘A Little Pond’, ‘Welcome to Dongmakgol’, and ‘Spring in My Hometown’. The U.S. soldiers captured on camera show the diverging perceptions of the U.S. military at the time - allies and companions to Korean civilians, but also perpetrators of violence and oppression. In conclusion, the relationship between the U.S. army and Korean civilians isanother tragedy of the Korean War. It shows how the America-led forces initially came to Korea...