데이터센터에서의 서버 전력 절감을 위한 그린전력관리시스템

정준영(Joon-Young Jung),강동오(Dong-Oh Kang) 한국정보과학회 2012 한국정보과학회 학술발표논문집 Vol.39 No.1A

데이터 센터의 수가 증가하고 대형화됨에 따라 데이터 센터에서의 전력 소비는 급격하게 증가하고 있으며, 이를 해결하기 위해서 전력변환효율을 증대시키거나 소비 전력이 적은 서버를 개발하는 등의 접근이 이루어지고 있다. 본 논문에서는 전력관리를 통해서 소비전력을 줄이기 위한 그린전력관리시스템을 제안한다. 전형적인 서버의 경우에는 Idle 상태에서는 사용 중인 소비 전력의 약 60%정도를 소비하고, 데이터 센터에서는 서버의 응답시간을 줄이기 위해서 약 5~20%을 효율로 서버를 운용하고 있으며, 평균적으로 약 10%의 서버가 사용되지 않고 있다. 이러한 이유로 동적으로 서버를 관리하여 데이터센터에서 낭비되는 서버의 소비 전력을 줄이고자 한다.

코로나 시대 마스크 착용의 정치학 - 팬데믹 초기 국면의 역사화

정준영(Jung, Joon Young) 역사비평사 2021 역사비평 Vol.- No.137

This article tracks the various meanings of mask-wearing amid the global spread of COVID-19 and examines how these meanings are positioned in the context of Korean society. In particular, this article aims to focus on the controversy surrounding face masks at the early stages of the Pandemics, and analyzed the multi-layered political meaning of mask-wearing from the perspective of racism, democracy, and public trust. To historicalize the experiences of the early stages of quarantine will be useful for raising some issues to understand the new social landscape and the changed life world in the new normal era.

대학생의 진로결정수준이 학습만족도에 미치는 영향에서 자기주도학습의 매개효과

정준영(Jung, Joon-Young),송선희(Song, Sun-Hee) 학습자중심교과교육학회 2021 학습자중심교과교육연구 Vol.21 No.8

본 연구에서는 대학생들의 학습에 대한 몰입과 원하는 진로를 선택하는데 필요한 진로 결정수준과 자신의 학습한 내용과 결과에 만족을 하는 학습만족도의 관계를 알아보고자 했다. 추가적으로 진로 결정수준과 학습만족도의 관계를 매개하는 학생들의 자기주도학습과의 관련성도 확인했다. 이를 위해 2019년 11월 8일부터 12월 1일까지 전국 4년제 대학생 398(남:217, 여:181)명을 대상으로 진로 결정수준검사, 자기주도학습 준비도 검사, 학습만족도 검사를 자기 보고식 설문으로 실시해 분석했다. 연구결과 첫째, 진로 결정수준이 학습만족도에 미치는 영향은 유의미하게 나타났다. 둘째, 진로 결정수준이 자기주도학습에 미치는 영향도 유의미하게 나타났다. 셋째, 자기주도학습이 학습만족도에 미치는 영향도 유의미하게 나타났다. 넷째, 진로 결정수준이 자기주도학습을 매개로 학습만족도에 미치는 영향도 유의미하게 나타났다. 본 연구의 결과처럼 학생들이 자신의 학습에 대한 흥미를 갖고, 학습에 만족하게 하기 위해서는 그들의 진로를 결정 할 수 있도록 진로에 대한 다양한 교육이 우선적으로 필요하다. 진로 교육을 통해 자신의 진로 결정수준이 높아진 학생은 진로목표를 달성하기 위해 자기주도적으로 학습을 함으로 학습의 결과도 좋아지고 학생의 학습만족도도 높아질 것이다. The purpose of this study was to examine the relationship between university students’ career decision making which is required to concentrated to learning, and learning satisfaction. In addition, the relationship between students’ self-directed learning, which mediates the relationship between career decision making and leaning satisfaction, was also confirmed. For this study, 398(male : 217, female : 181) university students answered self-report questions about career decision lever test, self-directed learning preparation test and learning satisfaction test. First. there were significant positive effects of career decision making on learning satisfaction. Second. there were significant positive effects of career decision making on self-directed learning. Third, there were significant positive effects of self-directed learning on learning satisfaction. Fourth, career decision making positive effects on learning satisfaction, with self-directed learning as a mediator. As a result of this study, In order for students to be interested in learning and to be satisfied with their learning, It is necessary to educate them about various career for they can decide their career. Students who have high career-decision level through career education will self-directed learning to achieve their goals. And they have learning satisfaction

식민지 의학교육과 헤게모니 경쟁 : 경성제대 의학부의 설립과정과 제도적 특징을 중심으로

정준영(JUNG Joon Young) 한국사회사학회 2010 사회와 역사 Vol.0 No.85

이 글은 경성제대 의학부가 식민지의 의학교육 및 연구에 미친 영향을 검토한다. 경성제대 의학부의 설립과정은 대학 설립을 둘러싸고 식민당국과 제국정부, 서양인선교사들과 조선인들이 벌인 ‘헤게모니 경쟁’과 밀접한 관련이 있다. 특히 세브란스의전을 중심으로 기독교 종합대학을 설립하려 했던 서양인 선교사들의 시도는 경성제대 설립의 직접적인 촉진제의 하나가 되었다. 총독부는 이러한 ‘헤게모니 경쟁’의 주도권을 장악하기 위해서 본토의 제국대학체제를 식민지에 그대로 도입했다. 당시 제국대학은 일본 내에서도 최고학부였기 때문에, 식민당국은 이를 통해 ‘동화’ 정책에 대한 식민당국의 정치적 의지를 과시하고자 했으며, 또한 제국대학은 지식생산에 있어서도 독점적인 기관이었기 때문에, 식민당국은 이를 통해 식민통치에 필요한 지식을 ‘과학적 권위’의 이름으로 축적하여 활용하고자 했던 것이다. 설립 이후, 경성제대 의학부가 한편으로는 식민지의료 및 의육체제의 연속성과 경험을 기반으로 식민지적 이해관계에 충실하면서도, 다른 한편으로 제국의 최고 대학에 걸맞은 교육 및 연구기반을 갖추고, 이를 바탕으로 과학적 권위를 확립하는데 주력했던 것이다. 그리고 이러한 이중적 성격은 의학부 교수진 구성과 강좌구성에서 명확하게 드러난다. 교수진의 구성은 한편으로 ‘식민지의 경험’이 강조되면서도 다른 한편으로는 본토의 제국대학에 뒤지지 않는다는 자신감을 바탕으로 오히려 동경제대 중심의 학벌구조를 타파하고자 하는 ‘실험적’ 성격을 가질 수 있었다. 강좌구성과 학문 활동에서는 실지조사를 통해 확보한 방대한 데이터베이스를 바탕으로 실증 과학적 분석을 강조하는 경향이 강했는데, 이런 방대한 실지조사 자체가 권력의 개입이 없었다면 불가능했었을 것이라는 점에서 식민지적 상황의 산물이다. 결과적으로 경성제대 의학부를 중심으로 이루어진 연구와 교육은 거기에서 파생된 식민주의적의도 · 효과와 결코 명백하게 분리될 수 있는 것은 아니며, 이런 ‘뒤얽힘’이야말로 식민지근대성의 특징적인 양상이라고 할 수 있다. This study aims to inquire into and reveal meanings of the making of KIUMS and its institutional characteristics in colonial korea through analysing hegemony competition concerning medical education. As medical school, KIUMS overwhelmed other medical colleges( Senmongakko, 專門學校) in terms of periods of education, financial assistance, privileges for the graduated, and so on. What is distinct about KIMUS compared to other medical colleges was that this was established as the highest level of Japanese educational system, that is, imperial university(deikoku daigaku, 帝國大學). In Japan, the imperial universities was the privileged state apparatus which was established for the education of 'national elite' and the monopoly of 'modern' knowledge-production for national strength and wealth. As a imperial university, KIUMS was differentiated with other higher educations for the colonized which was founded by the western imperialism, in that the colonial university gained the same status with metropole's universities of the highest level. And then, why did the Japanese colonial power established KIMUS as a imperial university? I argued this can be explained as the result of hegemony competition concerning medical education in the colonial society. While Chosun Government-General(CGG) oppressed higher education for the colonized in the 1910's, American protestant missionary, supported by Koreans, acted for the establishment of a christian college. The both continued competing in building schools of higher education level. Especially in Medical education, what was at issue is whether the medical school was chartered as medical college or university medical school, for the privilege of medical license has been conceded to the graduates of chartered medical schools. And therefore, Severance Union Medical School, founded by foreign protestant missionaries, pushed ahead with building the chartered medical college(醫學專門學校) and even a christian university. In order to seize the initiative of medical education, CGG had no choice but to build the university which overwhelmed this movement. KIMUS, established in 1926, was the outcome of this hegemonic competition. Furthermore, institutional characteristics of KIMUS were reflected in the outcome of such conflicts, too. For solidification of hegemony in colony, CGG built colonial university as a imperial university, which led to the acquisition of elements of the imperial university which the colonial rule did not intend. The vision of university for colonial rule and the universal vision of modern university were inherently conflicting. In the institutional characteristics of KIMUS, many controversial element existed together and exacerbated the disrupture of the university.

적응형 비디오 스트리밍에서 세그먼트 길이에 관한 연구

정준영(Joon-Young Jung),이제원(Je Won Lee),현은희(Eun Hee Hyun) 한국통신학회 2022 한국통신학회 학술대회논문집 Vol.2022 No.6

식민사관의 차질(蹉跌) : -조선사학회와 1920년대 식민사학의 제도화-

정준영(JUNG, Joon-Young) 한국사학사학회 2016 韓國史學史學報 Vol.0 No.34

이 논문은 1923년에 조직되어 대략 1930년대 초반까지 활동했던 조선사학회라는 일본인 단체에 주목하면서, 1910년대 후반 이후 일제의 식민사학이 어떤 딜레마적 상황에 처해있었으며 이에 대한 대응으로 1920년대 들어 어떻게 식민지 관변사학의 제도화를 모색했는지를 검토했다. 1923년 설립되어 1924년에 이르기까지 왕성한 활동을 전개했던 조선사학회는 식민사학의 제도화라는 큰 흐름 속에서 보았듯이 여러모로 전환기적 성격이 강했다. 조선사학회가 설립되었던 것은 1916년 조선총독부가 의욕적으로 출범시켰던 ‘조선반도사’ 편찬사업이 실질적인 성과를 거두지 못한 채 사실상 중단된 이후 1922년 조선사편집위원회가 설치되어 관변 역사편찬의 새로운 전환을 모색했을 무렵이었다. 이런 전환의 시점에서 조선사학회는 1910년대 조선반도사 편찬사업이 가졌던 식민지 통사의 문제의식, 즉 조선이 식민지로 전락할 수밖에 없었던 이유를 역사적 사실에 입각해서 통시대적으로 서술한다는 지향을 계승하면서도, 관변통사 자체가 가지는 자기모순, 즉 역사연찬과 역사보급 사이의 딜레마를 ‘지상강의(紙上講座)’이라는 새로운 형식을 취해서 극복하려 했다. 하지만 이런 조선역사의 보급이 과연 실효를 거두었는가 하는 것은 여전히 문제가 있는 듯이 보인다. 실제 서술에서 조선사강좌가 과연 누구를 독자로 겨냥하고 있었는지가 불분명할 뿐 아니라, 과연 이런 통속강좌로 조선인들에게 의도했던바 의식의 개선이 당시에 이루어 졌는지도 의문의 여지가 많기 때문이다. Chosensigakkai, or The Chosun History Society was established by Oda Shogo(小田省吾), the high-ranking officer of the Chosen Governor-General and the Japanese historians who served for government in Colonial Korea, and was officially accredited as a “academic society in 1923. This association held many academic lectures for a year since its foundation, and published and distributed lecture note, The Lecture of Chosen History(朝鮮史講座) every month. Especially, the publication of this lecture note was closely related to the Chosenhantosi(朝鮮半島史) compilation project that the colonial state had promoted enthusiastically in the 1910s promoted enthusiastically. The purpose of this project was to compile a unique Korean history in perfection from the viewpoint of Japan. But, this project failed and the colonial state changed its direction. In this sense, the activities of Chosensigakkai in the 1920s can be located in the institutionalization of colonial historiography. This study aims to inquire into and reveal meanings of the institutionalization of colonial historiography through analyzing the activities of Chosensigakkai in the 1920s.

식민지 제국대학의 존재방식 ―경성제대와 식민지의 `대학자치론`

정준영 ( Jung Joon Young ) 역사문제연구소 2011 역사문제연구 Vol.15 No.2

In May of 1946, a person named Do Sang-rok/都相祿, professor at Gyeongseong University, was fired for `misappropriation` of public money. The money in question was used by him when he was named as a representative for an organization of university professors who gathered to oppose the Trusteeship. The university authorities believed that he embezzled the money which belonged to the university, for a political demonstration without even reporting that fact to the university. But the professors of the university strongly opposed such decision for immediate dismissal. According to them, Professor Do`s usage of the public money was authorized by the Professor Committee, and dismissing him as a `peculator` was a direct infringement of the principle of `Autonomy in the University.`After the liberation, the issue of `University Autonomy,` in other words,the `autonomous governing of the university performed by its components,` was an important one in terms of high education in Korea. Yet the issue itself was bound to raise another important debate: Whether this new emphasis placed upon the issue of `University Autonomy,` was a really important starting point for an autonomous and democratic education reform, or a mere representation of an exclusive mind determined to protect its privileges and interest. This issue was directly related to the `university image`(大學像), which was established well before the liberation. The idea of `Autonomy in University,` also shared by the professors who were against Gyeongseong University`s firing of Do Sang-rok, was a customary concept that had already been formed and established in the imperial universities of Japanese Empire. During the occupation period, the universities with such internal concepts were always present in the lives of such professors,regardless of their `locations,` either on the `mainland` or in the `colonies.`Could a real `University Autonomy` concept have been brought to reality, inside Keijo Imperial University, which was the sole imperial university of Japan inside the Joseon colonial habitate? And if it was a possibility, what would have been its characteristics then? More importantly, in what kind of fashion Keijo Imperial University as an imperial university established on a colonized land would have existed and operated?From an educational standpoint, Keijo Imperial University was a university meant only for the Japanese. Most of the faculty and over 70%of the students were Japanese. The number of Joseon graduates were below 700. If we were to measure the value of a `colonial university`according to its rate of creating local elites that were `not against` the colonial ruling, we would have to declare Keijo Imperial University as not that much of an efficient educative facility. Yet as a university, Keijo Imperial University was not a mere colonial education institute. It was modeled after the privileged imperial universities inside Japan, and was not that much different in terms of institutions and status, from the universities in the `mainland.` Every privileges enjoyed by the `mainland`imperial universities were shared by the imperial universities in the colonies, at least up until the 1930s. And one of them was the issue of `University Autonomy.` It may seem like a concept that would have conflicted with the overall colonial reality, but even under such circumstances, the members of Keijo Imperial University attempted to bring `University Autonomy` to reality. Examined in this article, is essentially how Keijo Imperial University existed in colonial korea. First examined is how a unique concept of `University Autonomy` established itself as a customary practice in Japanese imperial universities, as they certainly served as a model for the Keijo Imperial University. Then examined is how it existed in the colonized society, and how it was viewed in the eyes of the colonized and the colonizer. And finally examined, is how such experience of the concept of `University Autonomy` was used and applied by the Koreans after the liberation, in discussions for how to proceed with university reforms.

경성제국대학 교수들의 귀환과 전후 일본사회

정준영 ( Joon Young Jung ) 한국사회사학회 2013 사회와 역사 Vol.0 No.99

이 논문은 경성제대 출신의 귀환지식인들 그 중에서도 경성제대 교수들에 초점을 맞추어, 이들에게 전후(戰後)란 과연 무엇이었는지에 대해 질문을 제기하고, 이들이 해방된 조선과 폐전한 일본에서 어떤 활동을 전개해 나갔는지를 검토해 봄으로써 이 질문에 대한 실마리를 찾고자 시도해 본 것이다. 식민지 공간에서 경성제대 교수들은 식민권력에 의해 높은 신분과 지위를 보장받았던 유력자들이었고, 식민지에서 유일했던 대학에서 가르쳤던 교육자들이었으며, 조선에 관한 학지(學知)를 창출했던 연구자들이었다. 패전 이후 경성제대 교수들은 일본인 사회의 지도층으로서 제자들과 더불어 잔류일본인 귀환을 주도했고, 귀환 이후에는 동창회 활동을 중심으로 경성제대 출신자들이 인적 네트워크를 구축하는데 구심적인 역할을 했다. 그리고 냉담한 본토인의 시선 속에서도 ``조선을 잘 아는`` 경성제대 출신자 들이야말로 당시 암울했던 한일관계를 전향적으로 개선하는 데 필요한 존재라는 자기 정체성을 동창회 소식지를 통해 표출하기도 했다. 그런데 경성제대 교수들이 가졌던 귀환지식인으로서의 정체성과는 별개로, 이들 의 일본학계 편입은 매우 순조롭게 이루어졌다. 경성제대의 연고(緣故)와 동경제대 의 학벌(學閥)은 이들이 다시 대학에 자리 잡는데 중요한 역할을 했는데, 여기에 신제대학의 창출 등 일본의 대학부문이 팽창한 것도 유리한 조건이 되었다. 경성제 대의 학문적 전통은 단절된 듯이 평가 받아왔지만, 이러한 학문적 전통을 구현했던 교수들은 일본의 대학사회에 매우 성공적으로 정착하는 양상을 보였던 것이다. The Keijo Imperial University was the only modern university in Korea during the colonial period. While schools built by national elites or missionaries were classified as “colleges” by the Japanese Government General of Korea, the title of “university” was reserved exclusively for Keijo Imperial University. Throughout its short history of 20 years since its founding in 1924, Keijo Imperial University reigned as the highest seat of learning and an unrivaled force in the research and education of modern knowledge. Nevertheless, as important as Keijo Imperial University was in colonial Korea, research on the subject has been relatively slow in progress. This comes not only from the lack of preliminary data, but also the predominant attitude of viewing the University created by the Japanese Empire as an educational institution of “theirs,” not “ours.” What meaning and effects do the colonial legacies of Keijo Imprial University have for ‘ours’ Koreans and ‘theirs’ Japanese? Especially, What is the meaning of the university for the repatriated from colonial Korea? This paper tried to examine how the colonial experiences of the Japanese professors of Keijo Imperial University during the period of Japanese colonial rules, and their colonial consciousness had been reflected onto their activities and thoughts in Postwar japanese society

1910년대 조선총독부의 식민지교육정책과 미션스쿨

정준영 ( Joon Young Jung ) 한국사회사학회 2006 사회와 역사 Vol.0 No.72

This paper examines the formation of colonial education system in Korea, focusing the secondary and higher education policies of Chosun Government-General in 1910s. Especially, it is noteworthy that the relationship of Chosun Government-General and the mission schools was characteristic of colonial education system in 1910s. The colonial education of Chosun Government-General had several critical features: It intended to assimilate the colonized into the colonizer at the level of educational ideal. But, in effect, it was a means of discriminating against the colonized at the level of education policy. What was worse, the colonial power repressed the demands of Koreans for secondary and higher education. By the way, some missionaries attempted a difficult task of making the christian education system which comprised the existing mission schools, which had an elementary course or a secondary course. Some missionaries such as W. Baird or Underwood gave an attempt to found a union christian college at Pyengyang or Seoul, in pursuit of the self-supporting Christian education system. The colonial power understood this action of missionaries and mission schools as the challenge against the colonial education system. A policy line of the colonial power concerning the secondary and higher education since 1915, was a response to the challenges of missionaries and mission schools. The conclusions of this paper are as follows: 1) The colonial education of Chosun Government-General has been challenged by inside and outside of the colonial society. Though the colonial power had a monopoly of the education policies, the mission schools had been beholding the initiative at least until 1910s. 2) But, the mission schools had contradictory characters. Because the christian education at which the missionaries aimed was necessarily not in accord with the modern education, and was not opposite to the colonial education of the colonial power. 3) Another key role in the formation of the colonial education had been played by the colonized. They founded and kept the mission schools with the missionaries or by themselves. Koreans in 1910s disapproved the colonial education, but explored another meaning in the mission schools. This meaning was necessarily not in keeping with the intention that the western missionaries pursued in the mission schools.

`만주 건국대학`이라는 실험과 육당 최남선

정준영 ( Jung Joon Young ) 한국사회사학회 2016 사회와 역사 Vol.0 No.110

1938년 만주국의 최고 엘리트기관으로써 설립된 건국대학은 여러 가지 의미에서 하나의 실험장이었다. 만주국의 설립자들은 만주국의 운영에 필요한 국가엘리트를 길러내는 산실이 되기를 바랐지만, 건국대학의 설립에 참여했던 일본인 학자들은 이것을 `국가의식`을 상실한 일본의 엘리트 양성 시스템, 특히 제국대학 모델에 대한 혁신을 실험하는 무대로 삼으려 했다. 학생으로, 혹은 교수로 참여했던 조선인들은 건국대학이 표방했던 오족협화(五族協和)의 이데올로기에 기대를 걸었다. 이 글에서는 하나의 실험장으로써 만주 건국대학의 설립과 운영이 가지는 의미를, 건국대학 교수로 활동했던 육당 최남선의 행적을 단서로 삼아 검토를 시도한다. Genkoku University (建國大學), founded in 1938 as the elite institution of Manchukuo (滿洲國), was a testing ground in many ways. For military leaders of The Kwantung Army (關東軍) who are the practical founders of Manchukuo, it is expected to become the cradle for the state elite of the new country. For Japanese scholars who participate in the establishment of this university, it means as the alternative university countervailing serious problems, which are brought up in elite training system of Japanese Empire, especially imperial university model. For Korean students and scholars, `concord of nationalities (民族協和)` that is ideal of this university fascinated them as a possibility for escaping colonial discrimination in vain. In this article, multi-layered implications of Genkoku University are analyzed through the case of Choe Nam-seon (崔南善), the only Korean professor of this university.