사상공원 식생의 활력에 미치는 환경영향에 관한 연구

김형석,박승범,김석규 東亞大學校 建設技術硏究所 2001 硏究論文集 Vol.25 No.2

To object of this study was to analyze the effects of air pollution of industrial park to the environmental-ecology characterization in the Sa-Sang Park and the vicinity of South Gate in Mt. Geumjung. 6 transects(each size 400m2 were set up and surveyed each park. The relationships of the distribution of dominant groups for forest vegetation structure and the environmental condition between the Sa-Sang Park and the vicinity of South Gate San-Sung Amusement Park were analyzed by similarity index, frequencies of tree species, importance value, soil pH, SO2ㆍCOㆍNO2 and PM10 density of air and tree vitality. The results obtained were as follows, 1. For analysis of vegetation structure in the Sa-Sang Park, upperstory of forests was mostly consisted of Pinus thunbergii Parl and partly of Alnus japonica Steudel. In midstory, major components were Alnus japonica Steudel and partly of Pinus thunbergii Parl. In lower story Rhus sylvestris S. et Z, which was known to be resistant to air pollution, was found in large number. While the vicinity of South Gate in Mt. Geumjung has various species and stable forest vegetation, upperstory of forests was mostly consisted of Pinus rigida Mill and partly of Pinus densiflora S. et Z. Quercus serrata Thunb. Quercus mogolicα Fischer. Alnus hirsuta Rupr. In midstory, major components were Pinus rigida Mill and Alnus hirsuta Rupr. In lower story Rhododendron yedoense Maximowicz var. poukhanense(Le'v.) Nakai. and Rubus crataegifolius Bunge, Lespedeza bicolor Turcz. Similarity index in the Sa-Sang Park and the vicinity of South Gate in Mt. Geumjung was 42.31%. 2. Frequencies class of tree species were analyzed A(23.53%), B(17.65%),C(11.76%), D(5.88%), E(41.18%) in the Sa-Sang Park and A(29.41%), B(29.41%). C(23.53%), DC5.88%), E(11.77%) the vicinity of South Gate in Mt. Geumjung 3. Soil pH decreased to below pH 0.7 in the Sa~Sang Park as compared to pH 4.9in the vicinity of South Gate in Mt. Geumjung. In addition Water content decreased to below 7.7% in Sa~Sang Park as compared to 9.3% the vicilli앙 of South Gate in Mt. Geumjung. While SO2ㆍCO2 density of air and tree vitality were higher than those in the vicinity of South Gate in Mt. Geumjung. It is concluded that the Sa~Sang Park is only afraided to survive stronge tree species which resist to air pollution and decrease a function of city park in a few years that tree vitality of the Sa~Sang Park is higher than those in the vicinity of the South Gate in Mt. Geumjung. as a result environmental factorsCfor example SO2ㆍCOㆍNO2 and PM10 density of air, Water content, Soil pH and so on).

재발 또는 불응성 비호즈킨 림프종 환자에서 CDME 구제항암화학요법 후 고용량 항암화학요법 및 자가말초혈액 조혈모세포이식의 효과

김세형,한강원,배상병,김찬규,이남수,이규택,박성규,원종호,홍대식,박희숙 순천향의학연구소 2004 Journal of Soonchunhyang Medical Science Vol.10 No.1

Background and objectives : The long-term survival in patients with non-Hodgkin's lymphoma (NHL) after conventional dose chemotherapy is about 35% and the rest of the patients tend to have relapse. So, in relapsed or refractory NHL, we compared the outcome of patients undergoing high-dose chemotherapy with autologous peripheral blood stem cell transplantation(APBSCT) with only salvage chemotherapy of cisplatin, dexamethasone, mitoxantrone, and etoposide(CDME). Materials and methods : From June 1993 to December 1999, 25 patients with relapsed or resistant NHL were treated with CDME regimen as salvage chemotherapy. Twelve patients were received four cycles of CDME chemotherapy, and 13 patients were received high-dose chemotherapy with APBSCT following two cycles of CDME chemotherapy. Results : The median follow-up duration was 12.8 months(range:4-68). The overall response rate was 41.7% (complete response rate 25%, partial response rate 16.7%) in 12 patients with CDME only. Thirteen patients who were treated with high-dose chemotherapy with APBSCT achieved 61.5% complete response rate and 15.4% partial response rate, with an overall response rate of 76.9%. The estimated 3-year progression-free survival rate was significantly higher among patients who received high-dose therapy than patients who received CDME only(41.5% vs 20.0%, p<0.05). And, 3-year overall survival rate was significantly higher among patients who received high-dose therapy(51.3% vs 25.0%, p <0.05). Conclusions : In relapsed or refractory NHL, CDME chemotherapy is an effective salvage chemotherapy and allow peripheral blood stem cell collection. Also, high-dose chemotherapy with APBSCT following CDME is superior to CDME salvage chemotherapy only.

DC Servo Motor를 이용한 초정밀 위치결정기구의 컴퓨터 시뮬레이션 및 제어성능 평가

박기형,김재열,윤성운,이규태,곽이구,송인석,한재호 韓國工作機械學會 2000 한국생산제조학회지 Vol.9 No.6

Recently, High accuracy and precision arc required in various industrial field especially, semiconductor manufacturing apparatus, Ulna precision positioning apparatus, Information field and so on. Positioning technology is a very important one among them. As such technology has been rapidly developed, this field needs the positioning accuracy as high as submicron. It is expected that the accuracy of 10nm and 1nm is required in precision work and ultra precision work field, respectively by the beginning of 2000s. High speed and low vibration arc also needed. This work deals with the design method and control system of Ultra precision positioning apparatus. Control perfor-mance and stability analysis were performed in advance by modeling and designing the controller with Simulink.

E. coli 과량발현을 통한 B형 간염 바이러스 preS1 유도체의 안정한 동위원소 N의 치환

박병관,김세하,한규훈,김선영,홍요정,이시형,한동설,김순종,박진구 木浦大學校基礎科學硏究所 1997 基礎科學硏究誌 Vol.15 No.-

We have used molecular biology technique to label the side chains and backbone of HBV preS1(1-56) with stable isotope (??) during E. coli over-expression and purified the protein to near homogeneity. The expression level of ?? labelled preS1(1-56) seems to be ∼15% of the total protein. to characterize the secondary structure of the labelled protein, circular dichroism was used. In different buffer conditions including pH 3.3 and pH 7.4 the protein seems to be devoid of any stable secondary structure probably suggesting that the N-terminal portion (preS1(1-56)) of HBV preS1 might be unstructured before binding to its target cells.

학교자치와 학교회계

박형규 全州敎育大學校 初等敎育硏究所 2001 初等敎育硏究 Vol.12 No.-

The local system in education(1991), the school governing body system and the accounting system in school have been making an epoch-making stimuli and changes in the school management. The local autonomy system in education consists of the democratizing and professionalizing. The former has two principles: independency(it entails the accountability) and professional management(it entails the efficacy) and the latter has also two principles: decentralizing(it goes with decentralizing duties and powers) and residents autonomy (it goes with the residentas' controlling as well as their controlling) realizing the local autonomy system in education. The practical mechanism of the local autonomy system has been operating in the broad area units(since 1991)(Seoul, broad area and each provinces) and in the school units(since 1996), but not in the basic area units(each city and county units) just as in England. The school accounting system(started in the year of 2001) has accelerated the autonomy system in each school unit, it other words, the school autonomy system in the real, substantial meaning. The two ideologies and four principles of the local autonomy system also goes with the mechanism in each school autonomy. The structure of each school autonomy comprises the principal of each school unit(it entails the school-based management) and the school constituents(the school governing bodies: their activities greatly influence on the school autonomy system through the representatives of the school constituents participating in and controlling all the school affairs). The above mentioned two ideologies(democratizing and professionalizing) originates from the ideologies(democratizing and making independency) in each school of the school autonomy. And also above mentioned four principles(decentralizilg, residents autonomy and independency, professional management) should be or can only be concreted through four principles(①dispersing of each principals powers, ②democratizing the school management(through the school governing bodies decision making and ③automatizing the school management(it entails the accountability), ④professionalizing the school management(it entails efficacy). The four essential factors of the school accounting system in each school; management on the basis of the clarity of the school accounting goes together with those of the school autonomy system on the basis of autonomy leading to the local autonomy system in education. The four essential in the school management are as follows: 1. Decentralizing(powers concerned in the residents' autonomy as well as in the institutional autonomy) 2. Residents controlling(all the school affairs respecting their decision making as well as their situation) 3. Accountability checking(the managing process of each school including the school accounting) 4. Improving efficacy(through up-gracing the professional level of the school constituents)

학교책임 경영제에서의 자율성과 책무성에 관한 연구 : focused on the School Governing Council and School Based Evaluation

박형규,김화자 全州敎育大學校 初等敎育硏究所 1998 初等敎育硏究 Vol.9 No.-

Both systems of the School Governing Council and School Based Evaluation are contributing to enhance the autonomy and accountability in the School Based Management leading to improve the quality of our school education in each unit of the school. Two systems are just like a coin. Sometimes and in some cases it appears that they have different functions in different situations. But, in fact, they have substantially the same functions in our school education as well as in the school management. In the process of all the tasks of the school management to achieve the personality growth and the social growth of each person we should keep in mind the "useful value" and "credible value" in both systems of School Governing Council and school Based Evaluation. The "useful value" includes our thinking and practice for questions as follows: 1. Is it possible for all the persons to achieve self-realization through school education? 2. What are the real meanings of purpose of our school education? 3. What are the essential outcomes(rather than the superficial outcomes through our school education? 4. Only through the institution named a school, can we achieve our purposes in education? 5. Is a school really so useful institution to which we can invest all our time and effort in our school age? 6. Comparing with other educational institutions is a school such an institution as we can get so more effect that we invest to? The "credible value" includes our thinking and practice for questions as follows: 1. Is a school really a credible institution to which we can refer the education of our children? 2. Are the school programs really effective and systematic? 3. Are the teachers really equipped with so much professional knowledge and culture that they can be in charge of our school education? 4. Are their educational methods and activities really professional and educational? 5. Are the facilities and equipments really so proper and enough for our education? 6. Are the school environments really so desirable for the real education? 7. Is a school really and obviously a interesting and pleasant place for our children? In addition, we should keep in mind both positive and negative strategies to make a successful conditions for both systems. The positive strategies implies such strategies as we put so much emphasis on "making necessary situations to make two systems successful". The main strategy is centering on making the sub-structure(infra) to make two systems successful. The negative strategies implies such strategies as we put so much emphasis on "preventing the two systems from such conditions as hinder the success of two systems. The main negative strategy is centering on rooting out the possible, unexpected and unpredicted problems for two systems. After all, both systems of the School Governing Council and the School Based Evaluation goes together toward the autonomy and accountability of the school based management to lead and improve the quality of the school based education.

교과교육의 내용과 방법

박형규 전주교육대학교 1995 論文集 Vol.32 No.-

The contents and method of the subject matter education have some close relationship mutually in achieving the education purposes. There are two opinions in such relationship : one is the opinion that two factors in education "process and result" have some "factual relationship", the other is the opinion that the two have "logical theoretic relationship". The two opinions can be briefly summarized as follows: 1. Dewey, Tyler, etc., insisted that the two are "factually related" 2. Ryle, Oakeshott, etc., insisted that the two are "logically related" In case of "factually related", the two factors are connected with the thinking process of the inner side of the learner and the thinking objects of the out side of the learner, and they are also separated each other into the thinking process and result and they are also connected "before" and "after" in time sequence. The process means the psychological process (knowledge as a process) in the inside of the learner and the result means the products of the thinking process (knowledge as a result) In case of "logically related", the two factors are not connected in time sequence and also they are no longer the thinking process of the inner part of the learner and thinking objects of the outer part of the learner. They are connected in the concrete educational situation in the relationship of "the inside and outside of the educational contents, they are also supposed to exist simultaneously in time sequence. In case of "factually related", the two are a different one each other. Therefore, we can develop some system of the methods to combine the two factors. But in case of "logically related", the system of the methods to combine the two comes to be different because "the process and result" of education exist simultaneously in time sequence and process and result are taught together in the same time. Dewey's opinion is that the "experience" includes the "process and result" of education. In other words, he insists the "process" exists in the contents of education. His opinion is a monism to integrate the contents and method of education. He thinks that the two "process and result" are operating each other in the "factually related state" to achieve the educational purposes and such thinking of his leads to the so called "general method-5 stages of thinking" which urges the systemization of the educational method. Tyler systemized the general procedure of education into a methodology to combine "factually" knowledge as a result (contents) and "psychological process of the inner side of the learner (Behavior) (Tyler, Basic Principles of Curriculum and Instruction, 1949). His methodology means the process to realize "factual combination" of the "contents and behavior" confirming the related factors in education which are connected with the "contents and methods" or the "process and results". Ryle insists that the "prepositional knowledge" and "procedural knowledge" are "logically related" each other and that they are in connection with the "inner side" and "outer side" or "bottom" and "surface" of knowledge. In other words the "process" and "result" of education, or "knowledge as the educational contents" and "thinking method" are also "logically related". According to his opinion, the "prepositional knowledge" and "procedural knowledge" can not be reduced to one because the two are "logically" divided each other. Oakeshott insists that the "technical knowledge" and "practical knowledge" are related each other not "factually" but "conceptually (logically)". The former can be taught by using of books and also can appear as a form of proposition but the latter can not be closed up to a form of proposition. He divided conceptually (not factually) the cultural inheritance into "information and judging". The former can appear as some facts or products of intellectual operation and the latter can not be presented as an item and we can not memorize it. His opinion is that we can teach the information by means of "instructing" and judging by means of "imparting". The "instructing" and "imparting" are also divided not "factually" but "logically" and they always operates themselves not one by one but together.

불안(각성)-경기수행 관계 이론에 대한 비판적 접근

朴亨夏,趙珍奎 釜慶大學校 1996 釜慶大學校 論文集 Vol.1 No.2

Relationship between arousal and athletic performance has been of central importance throughout the history of sportpsychology. Because these variables such as stress, arousal, and anxiety are associated with athletic performance. Therefore, many psychologiests referred to the arousal(anxiety)-performance relationship. Then, since the later 1990s, most sport psychologists have emphasized the nation that an optimal level of arousal is associated with best performance. Accordingly, the drive theory and inverted-U hypothesis have become a stable principle in both the academic and professional sport psychology literature. In recent years, however, most sport psychologists have emphasized the nation that anxiety is associated with best performance. According to the these current research status and directions, purpose of this study was focused on critical understanding and application about the arousal-anxiety-athletic performance relationship theories. Results of this study are as follows : First, many of the earlier theories have examined the arousal construct, whereas more recent theories were developed based on anxiety construct. Two relatively early theories that were proposed and tested in the sport and motor performance context were the drive theory and the inverted-U hypothesis. More recently, however, + additional theories have been advanced. That is, these include Hanins optimal zones of arousal hypothesis, multidimensional theory of anxiety, catastrophe theory,reversal theory, and so forth. Second, terms such as arousal, stress, drive, attention, activation, motivation, alertness, and anxiety have been used interchangebly, although numerous theoretical distinctions have been made among them. Accordingly We must resolve the inconsistent use of these-related terminology. Third, in general, internal reaction phenomena of human such as stress, anxiety, and emotion could be explained by arousal reactation. Becase these reactions are phenomena for maintenance of athletes' internal ho- meostasis. So, these reaction mechanisms must be deemed the same context as a- rousal phenomenon. In the results, we must try to control about athlete's emotional-physiolocal- psychological phenomenon and sports competition conditions in use of these theories.

좌심실 수축기 기능장애를 동반한 양수색전증 1예

박대균,홍경순,두영철,한규록,오동진,유규형,임종윤,고영박,이광학,이영,송원근,김현태 대한순환기학회 1999 Korean Circulation Journal Vol.29 No.8

시대적 변화에 대응하는 학교 경영

朴亨圭 전주교육대학교 1995 論文集 Vol.31 No.-

Types of schools can be classified into 3 type-bureaucratic, communal, political types. But, in reality, the 3 thpes of schools are usually mixed in a school. People concerned in education can be classified into 3 kinds-people planning and managing the education in general(ministry of education, provincial office of education), people teaching students in each level of schools(teachers), people benefited by the edcation (students, parents, inhabitants). Generally speaking, the first group has so called the formal views on it, and the third group has the popular views on it. The current situation of our education in Korea is a confused, unstable situation in which the two educational views (mechanical view, organic view) confronting and conflicting each other and the two educational functions (essential function, instrumental function) confronting and conflicing each other are flowing together in a mixed state. Such situation is influencing each school in which the three kinds of people concerned in our school education insist so strongly their opinions and rights on their own respectively. Such situation requires a multi-dimensional approach in our school management, Such multi-dimensional approach comprises the essential dimension and the instrumental dimensions, and the intrinsic and extrinsic dimensions. Such approach expects in our school educaion l) the cultural relevance 2) the political correspondence 3) the economic efficiency and 4) the educational effectiveness. A school managar in such situation requires l) to establish the self-identity of his own, 2) to exersise the autonomy and control in a reasonable way in his school and 3) to put into practice the essential social behavior norms in the school life. 1) The self-identity can be constructed as such total, comprehensive answers from the following questions. a) Who am I? What am I? b) What am I to do? What am I to be? c) What do they expect me to do? What do they expect me to be? 2) In a school organization, the internal order is the order which the autonomy of its members pursue and the external order is the order which the control of its members pursue. The order which both autonomy and control produce in a school organization is productive in that both contribute to achieving the objectives which the school organization pursue. 3) Whether the situation of a school is bureaucratic, communal or political, the people concerned in the school education have to keep up with such social behavior norms as the following. a) Law-abiding Our democracy is a system based on the "law-abiding." It is the first essential step we all have to take. If we had some unsatisfaction with the current law, first of all, we should try to amend the law, not to violate it. b) Accountability Each of us should discharge one's accountability in a school to which he belongs. First of all, each teacher have to teach his students so sincerely, and each student is required to study as well as he can. c) Dialogue Dialogue means a talking-with each other who has an opponent opinion about a problem. If two persons (groups) have an opponent opinion, they should keep on talking with each other leading to a compromise, harmony and a mutual agreement. Our democracy is based on the mutual agreement. Dialogue makes away with the self-righteousness. d) Open-heartednenss In our democracy we protect one's privacy of an individual from being known. But we hope to make everything public in a public organization. As the proverb goes, "The outside of an absolutism is clean but its inside is unclean. The outside of the democracy is unclean, but its inside is clean." In a public organization, its business including monetary and personnel affairs, has to be open to the public at any time, in any case, if necessary. e) Mutual restraint and cooperation Our democracy never admits one's self-righteousness. The theologian Nieber said, "Democracy is possible because we have the ability to go to the righteousness, and it is necessary because we have the desposition to go to the unrighteousness." Our democracu provides us with the cooperation as well as the check and balance. As we see in the above paragraph, the "law-abiding and accountability" will be more emphatic in a bureaucratic situation of a school, the "dialogue and open-heartedness will be more necessary in a communal situation of a school, and the "mutual restraint and cooperation" will be more requisite in a political situation of a school.