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밀양표충사소장 사명대사유품-가사와 장삼의 보존처리에 관하여
이태녕,배상경,Lee, Tae-Nyeong,Bae, Sang-Gyeong 국립문화재연구소 1984 保存科學硏究 Vol.5 No.-
본고는 밀양표충사 소장인 사명대사(중종39년-광해군2년) 유품으로 전하는 민속자료 제29호 견직의 금란가사편과 면직 장삼에 대해 과학적 보존처리의 연구의뢰를 밀양군청으로 부터 받아 실시한 내용에 관한 기록이다.
전복(Haliotis discus hannai) 내장에 함유된 지질 단백질 결합 카로티노이드
이태녕,박수남,이대형 한국농화학회 1984 Applied Biological Chemistry (Appl Biol Chem) Vol.27 No.1
The lipoprotein-bound carotenoids occurred in the viscera of abalone (Haliotis discus hannai) were separated and characterized to be the mixture of fatty acid esters of lutein and free lutein. The main fatty acid components of the esters were lauric (68%) and myristic acid (17%), and indicated the characteristic pattern compared with that of triglycerides and cholesterol esters in abalone. Patterns of carotenoids from the lipoproteins were, simple and this suggested selected metabolisms of various feed-originated carotenoids found in the whole acetone extract of abalone.
사회적 유능감 증진 활동이 유아의 사회적 지식과 이해 증진 및 사회적 기술 발달에 미치는 영향
李太寧 배화여자대학 2001 培花論叢 Vol.20 No.-
This study is done as a preparatory work for creating social competence development program suitable for the Korean situation. This is aimed at how the social competence development activities, created by the researcher, when applied in actual kindergarten education, influence children's social knowledge and understanding and their social skills. The subject were 67 five year old children attending B kindergarten located in Chongro-Ku, Seoul. The Social Competency Scales was used to measure their social knowledge and understanding while Development Test for Social Adjustment was used to measure their social skill development. A pre-test was given to the test group and comparison group. Then, the researcher used social competence development activities with the test group 18 times all together : one hour each time, three times a week within regular class periods. After the activities were used, post-test was done using the same instrument as for pre-test. The major results of this study are as follows. First, the children of the test group, who participated in the social competence development activities got higher post-test scores than the comparison group in the aspect of social knowledge and understanding. Thus it can be said that these activities give positive influence on social knowledge and understanding. Second, the children of the test group, who participated in the social competence development activities got higher post-test scores than the comparison group in the aspect of social skills. This shows that these activities contributed to improve children's social skills to a great extent. The conclusions are as follows. As indicated by Katz and McClellan(1997) the ways in which the teachers involved in early childhood education plan their programs and arrange their environment influence children's acquisition of new social knowledge and understanding as well as give them the chance to practice their social skills. Therefore, it is indispensable for the teachers to provide children with the environment where they have the chance to acquire new social knowledge and understanding. At the same time they should be able to improve children's social skills For this goal, the development of social competence development program is more than necessary within the actual kindergartens.