105 research outputs found
OECD κ΅κ°λ€μ κ²½μ μ±μ₯μ λν κ΅μ‘μ μν₯
νμλ
Όλ¬Έ(μμ¬)--μμΈλνκ΅ λνμ :κ΅μ λνμ κ΅μ νκ³Ό(κ΅μ ν΅μμ 곡),2019. 8. μ ν.Since the early 1980s, there has been a revival of interest in human capital with the development of new growth theory. The concept of human capital led many economists such as Paul Romer and Robert Lucas to question and propose channels through which human capital can promote economic growth and eventually built a widely accepted theoretical understanding of importance of human capital accumulation, which stimulates productivity, improves innovative capacity and facilitates diffusion and adoption of new technologies; hence, promotes growth. Thus, voluminous empirical research has been attempting to investigate growth effects of human capital through quantifying various aspects of human capital.
Among several proxies for human capital, education -average years of schooling has been often placed in the center of attention. In fact, along with a world-wide steady increase in demand for higher education, growing body of growth literature has stressed the role of education as a core driving force of growth. However, majority of the existing studies focus on less-developed countries while little is known about growth effects of education within advanced countries.
Despite the long existence of varying approaches on the role of education in growth literature, the empirical evidence and analysis on full dynamics of education on economic growth of advanced countries remains unclear. In this regard, this paper raises a question whether previous studies results are applicable to advanced countries and aims to validate the relationship between education and growth for sample restricted to OECD countries. The paper provides a cross-country growth regression analysis on effects of education on economic growth for 36 OECD countries with the intervals of 5 years-, 10 years- and 20 years period from 1970 to 2010. Additionally, gender-specific panel growth regressions are also performed to distinguish gender effects of education.
This paper reveals that average years of schooling is statistically insignificant to the growth rate of GDP, which implies that a mere quantitative expansion of education creates trivial or no changes in knowledge and productivity level. Oppose to a general assumption on growth-enhancing effects of education, this result indicates that additional years of education insignificantly contribute to growth rate of GDP; therefore, a weak link to economic growth occurs in case of advanced countries with high initial level of education. Furthermore, female years of schooling appears to have significantly negative effects on growth for all short, mid, and long-term period, reflecting an underutilization of educated female labor.
Overall, this paper highlights a systematic problem in education centered around a quantity expansion and calls for a reassessment of education policies within OECD countries.1980λ
λ μ΄ μ΄ν λ±μ₯ν μ μ±μ₯μ΄λ‘ μ λ°νμΌλ‘ κ΅μ‘μ ν΅ν μΈμ μλ³Έ νμ±μ μ΄μ μ λ§μΆ λ€μν μ°κ΅¬κ° μ΄λ£¨μ΄μ‘λ€. λνμ μΈ μλ‘ ν΄ λ‘λ¨Έ (Paul Romer)μ λ‘λ²νΈ λ£¨μΉ΄μ€ (Robert Lucas) λ±μ λ§μ κ²½μ νμλ€μ μΈμ μλ³Έμ΄ κ²½μ μ±μ₯μ μλλ ₯μΌλ‘μ, κ΅κ°μ μΈμ μλ³Έ μΆμ μ λ
Έλμμ°μ±μ λμ΄λ©°, κΈ°μ νμ λ° μ΅λ λ₯λ ₯μ ν₯μ μμΌ μ§μ μ μΌλ‘ κ²½μ μ±μ₯μ κΈ°μ¬νλ ν¨κ³Όλ₯Ό κ°λλ€κ³ μ£Όμ₯ νλ€. μ΄λ¬ν μΈμ μλ³Έ μ΄λ‘ μ λ°λΌ μΈμ μλ³Έ μΆμ μ΄ κ²½μ μ±μ₯μ λ―ΈμΉλ μν₯μ μ€μ¦μ μΌλ‘ λΆμνκΈ° μν΄ κ΅μ‘, κ²½λ ₯, μκΈ λ± λ
Έλλ ₯μ νΉμ±λ€μ μ΄μ©ν μΈ‘μ λ°©λ²λ€μ΄ κ°λ° λμ΄ μλ€.
μΈμ μλ³Έ μΆμ μ§ν μ€ ν΅μ¬μμλ‘ κΌ½νλ κ΅μ‘μ§ν-νκ· κ΅μ‘λ
μ λ κ΅κ° κ° λΉκ΅ λΆμμ μν μ ν΅μ μΈ λ리(proxy) λ³μλ‘ μ¬μ© λλ€. κ΅μ‘μ§νλ κ²½μ μ±μ₯κ³Ό ν΅κ³μ μΌλ‘ μ μν μμ κ΄κ³λ₯Ό λνλ΄κ³ μ±μ₯λλ ₯μΌλ‘μμ μν μ νλ€κ³ νκ°λλ€. κ·Έλ¬λ, λλ€μμ μ νμ°κ΅¬λ κ°λ°λμκ΅μ μ΄μ μ΄ λ§μΆ°μ Έ μκ³ μ€μ μΈκ³μ κ΅μ‘μ μ±
λ° κ°λ°μ νλ¦μ μ£Όλνκ³ μλ μ μ§κ΅μ κ΅μ‘κ³Ό κ²½μ μ±μ₯ κ°μ κ΄κ³λ λΉκ΅μ μννκ² λ€λ£¨μ΄μ Έ μκΈ°μ κ²°λ‘ μ΄ λμΆλμ§ λͺ»ν μ±λ‘ λ¨μμλ€.
μ΄μ λ³Έ μ°κ΅¬λ OECDκ΅κ°λ€μ κ΅μ‘ λν₯μ λΆμνκ³ νκ· κ΅μ‘λ
μλ₯Ό μ΄μ©ν΄ OECDκ΅κ°λ€μ κ΅μ‘κ³Ό GDP μ±μ₯λ₯ κ°μ κ΄κ³λ₯Ό μ€μ¦μ μΌλ‘ κ·λͺ
νλλ° μ£Όλͺ©μ μ΄ μλ€. 1970λ
λΆν° 2010λ
κΉμ§ μ΄ 40λ
κ°μ ν¨λλ°μ΄ν°λ₯Ό ꡬμΆν ν, 36κ°μ OECD κ΅κ°λ€μ μ€μ¬μΌλ‘ 5λ
, 10λ
λ° 20λ
λ¨μλ‘ κ΅¬λΆνμ¬ κ΅μ‘μ΄ μ€μ₯κΈ° μ±μ₯μ λ―ΈμΉλ μν₯μ ν¨λ νκ·λΆμμ ν΅ν΄ μ΄ν΄λ³΄μλ€. λν μ±λ³μ λ°λ₯Έ κ΅μ‘μμ€μ ν¨κ³Ό λ° κ΅μ‘λΆμΌμ μ λΆμ§μΆμ μν₯λ λΆμνμλ€.
λΆμκ²°κ³Όμ λ°λ₯΄λ©΄ νκ· κ΅μ‘λ
μμ μ¦κ°λ ν΅κ³μ μΌλ‘ κ²½μ μ±μ₯μ λ―ΈμΉλ μν₯μ΄ μ μλ―Ένμ§ μλ κ²μΌλ‘ λλ¬λ¬μΌλ©°, μ΄λ μ μ§κ΅μ κ΅μ‘μ μμ ν½μ°½μ΄ ν¨μ¨μ μΈ μΈμ μλ³Έ μΆμ μΌλ‘ μ΄μ΄μ§μ§ μλλ€κ³ λ³Ό μ μλ€. λν, μΌλ°μ μΌλ‘ κ΅μ‘μ μμ ν½μ°½κ³Ό λμ€νλ κ²½μ μ±μ₯μ κ°μν μν¨λ€κ³ μλ €μ Έ μμ§λ§, μ΄λ―Έ λμ κ΅μ‘μμ€μ λλ¬ν OECDκ΅κ°λ€μ κ²½μ°, κ΅μ‘μ ν¨κ³Όκ° μ₯κΈ°μ κ²½μ μ±μ₯μΌλ‘ μ΄μ΄μ§κΈ° μν΄μ κ΅μ‘μ μμ μ¦κ°λ³΄λ€ λ΄μ λ°μ μ¦ κ΅μ‘μ μ§μ μΈ μΈ‘λ©΄μμμ μ±μ₯μ΄ μ΄λ£¨μ΄μ ΈμΌ νλ€κ³ ν΄μλ μ μλ€. λ§λΆμ¬ OECDκ΅κ°λ€μ μ¬μ± κ΅μ‘ μμ€μ κΎΈμ€ν μ¦κ°νλ λ°λ©΄, μ¬μ±μ κ΅μ‘ ν¨κ³Όλ κ²½μ μ±μ₯κ³Ό μμ μκ΄κ΄κ³λ₯Ό κ°λ κ²μΌλ‘ λνλ¬κ³ , μ΄λ μ μ§κ΅μμ κ³ νλ ₯ μ¬μ± μΈλ ₯ νμ©μ΄ λλ¨ν λΉν¨μ¨μ μμ μλ―Ένλ€.
λ§μ§λ§μΌλ‘, λ³Έ λ
Όλ¬Έμ OECDκ΅κ°λ€μ κ΅μ‘μ μ±μ₯κΈ°μ¬λλ₯Ό μ±μ₯λͺ¨νμΌλ‘ λ°νλ΄κ³ μ νμμΌλ©°, κ΅μ‘μ μμ νλ보λ€λ μ§μ κ°μ μ νμν¨μ μ£Όμ₯νλ€.Abstract i
Table of Contents iii
List of Tables and Figures iv
I. Introduction 1
II. Literature Review 5
2.1 Human Capital, Education and Growth 5
2.2 Education in OECD 8
2.3 Proxy for Education: Quantity vs. Quality Controversy 12
III. Methodology 15
3.1 Framework 15
3.2 Data 22
IV. Empirical Findings and Discussion 23
4.1 Effects of Education on GDP Growth Rate 24
4.2 Effects of Education on Investment 36
V. Conclusion 40
Appendix 43
κ΅λ¬Έ μ΄λ‘ 57Maste
λ¨λΆνλ΄κ³Ό μλ©΄κ²μ μ΄λ‘ -2008~2017λ μ μΉβκ΅°μ¬νλ΄μ μ€μ¬μΌλ‘-
νμλ
Όλ¬Έ (μμ¬)-- μμΈλνκ΅ λνμ : νμ λνμ κΈλ‘λ²νμ μ 곡, 2018. 8. ꡬ민κ΅.This study analyzes political and military Inter-Korean talks between the year of 2008 and 2017. Based on Putnams Two Level game theory, the winsets of each talks were thoroughly examined. According to Putnam, there are three factors that determines winset sizethe distribution of power, preferences, and possible coalitions among Level 2 constituents, Level 2 political institutions, and Level 1 negotiators strategies.
Level 1 refers to negotiation itself and Level 2 is domestic society. In this study, three determinants were modified in the context of reality of Korean peninsula. Level 1 negotiators strategies refer to Level 1 negotiators autonomy, which includes the chief negotiators rank, position, and experience. Level 2 preferences and coalitions were analyzed by specific agendas in each talks. In addition, Level 2 political institutions were set as fixed variable.
In order to do the comprehensive analysis, the graph was introduced putting x-axis as Level 1 autonomy and y-axis as Level 2 preference and coalition. Inter-Korean talks for ten years were located on the graph. This graph shows that Level 1 is more influential than Level 2 in Inter-Korean talks. We also can find that the powerful chief negotiator can enlarge Level 2 winset, so he/she can achieve to make consensus even though when Level 2 winset is very small.Chapter 1. Introduction 1
1.1 Research Background
1.2 The Purpose of Research
Chapter 2. Theoretical Background 4
2.1 Literature Review
2.2 Two-Level game theory by Robert Putnam
Chapter 3. Analytical Framework 11
Chapter 4. Inter-Korean Talks 2008~2017 17
4.1 Inter-Korean Talks Overview
4.1.1 2008~2012: Working level talks on North Korean provocation
4.1.2 2013~2014: High-level talks to restore relationship
4.1.3 2015~2017: Brief success of high-level authoroties meeting
4.2 Winsets Analysis for Each Talks
4.2.1 Level 1: Chief negotiators autonomy
4.2.2 Level 2: preferences and coalitions
4.2.3 Level 2 institutions
Chapter 5. Political and Military Inter-Korean Talks 2008~2017 41
5.1. Analysis on winset in Inter-Korean Talks
5.2. Implications
Chapter 6. Conclusion 54
6.1 Evaluation
6.2 Talks in 2018 and Prospect
6.3 Future Research
Bibliography 59
Abstract in Korean 62Maste
μ±λ₯ κ°μ μ μν μμ μ¬λ£ ꡬλ μ§λ₯ν μ‘°μ’ μ΅μ PI μ μ΄κΈ° μ€κ³ λ° μ보곡λ ₯νμ±ν ν΄μ
νμλ
Όλ¬Έ (μμ¬)-- μμΈλνκ΅ λνμ : κΈ°κ³ν곡곡νλΆ, 2016. 8. μ μμ€.For a lighter aerial vehicle, an actuator made of smart material such as piezoelectric material can be used to operate a control surface. The piezoelectric material in the actuator can adjust the pitch angle of the control surface by being transformed due to voltage difference, and the control surface of such type is called the smart fin. In the present paper, starting from the fundamental structural analysis, the aeroelastic and aeroservoelastic stability, and structural response simulations of the smart fin control system are performed by integration of MSC.NASTRAN, ZAERO and MATLAB/Simulink. In the process, PI controller is designed to ensure the flight stability and to maintain the pitch angles of the smart fin under a specific flight conditions. And then, the complete closed-loop control system of the smart fin is constructed and analyzed in both ZAERO and MATLAB/Simulink. The controllers develop the flight and control performances by increasing the flutter boundary and decreasing settling time of the step responses of the smart fin.I. Introduction 1
1.1 Backgrounds and Motivations 1
1.1.1 Backgrounds of Aeroservoelasticity 1
1.1.2 Backgrounds of Smart Structures 3
1.1.3 Motivations of the Present Thesis 5
1.2 Objectives of the Present Thesis 6
II. Methodology 17
2.1 Descriptions of the Subject of Study 17
2.2 Structural Analysis of Smart Fin 25
2.3 Aeroelastic Analysis of Smart Fin 25
2.4 Aeroservoelastic Modeling of Smart Fin Control System 27
2.5 Theoretical Process of the Aeroservoelastic Analysis by State-Space Approach 27
III. Results 36
3.1 Structural Analysis of Smart Fin 36
3.1.1 Static Structural Analysis 36
3.1.2 Structural Modal Analysis 36
3.2 Aeroelastic Stability Analysis of Smart Fin 42
3.2.1 Aerodynamics of the Smart Fin Using ZAERO 42
3.2.2 Flutter Analysis of the Smart Fin Using ZAERO 42
3.3 Open-Loop Aeroservoelastic Analysis of Smart Fin 48
3.3.1 Open-Loop Aeroservoelastic Analysis in the Frequency Domain 49
3.3.2 Open-Loop Aeroservoelastic Analysis in the Time Domain 53
3.4 Closed-Loop Aeroservoelastic Analysis of Smart Fin 57
3.4.1 Closed-Loop System Built by ZAERO 57
3.4.2 Closed-Loop System Built by MATLAB/Simulink 58
IV. Conclusions 66
V. Future Works 67
Reference 68
κ΅λ¬Έ μ΄λ‘ 71Maste
Blackening of Zn-based alloy plating steel sheet and its corrosion resistance
Recently, demand for surface treated steel having the shape of black appearance is getting increased in the industry where advanced design is highly important. In general, the method to make such surface-treated steel having the shape of black appearance by using black paint or varnish is widely used. However, this method has inherent flaws making the coated surface peeled and scratched frequently. Due to such problem, it was found that competence of corrosion resistance and decorative appearance can be lost. Many studies to find the method how to maintain the coating layer of coated steel black have been actively made and surface treatment method by using wet steam became to be proposed as one of effective solutions from those studies.
In this study, steam treatment was performed on various Zn-based coated steel sheets containing Mg to produce a black coating. The coated steel sheets were treated for 1 h while blowing hot water vapor at a temperature of 150 β in equipment. Blackening was confirmed from the appearance of the steam-treated Zn-based coated steel sheet, and in particular, excellent black appearance was observed on the ZMA32 steel sheet. Thus, the black coating steel sheet was produced by hot-steam and this method proved to be effective alternative to painting.
The morphology of black coating steel sheets was observed by using scanning electron microscope(SEM) and transmission electron microscope (TEM). And the composition of coating was determined by glow discharge optical emission spectrometer(GDOES) and energy dispersive x-ray spectroscopy(EDS). Also phase and crystallinity of the coating steel sheets were analyzed by X-ray diffraction(XRD) and X-ray photoelectron spectroscopy(XPS).
From the experimental results, it was confirmed that the blackening property of the coating was influenced by the presence or absence of Mg and Al, and can have a black appearance by the zinc oxide layer formed thick with these compositions. SEM, EDS and TEM results showed that the compositions present in the coating layer were diffused and distributed over the entire area after steam, and it was confirmed that oxides were formed up to about 5 γ in the depth direction. Thus, the black coating became thicker and had a darker appearance, despite the shorter processing time compared to the black coated steel plate formed by steam previously reported. In addition, X-ray diffraction analysis showed that Mg was present as a MgZn2 intermetallic compounds.
In the corrosion resistance evaluation result, the blackened coated steel sheet did not cause problems such as deterioration in performance compared to the existing high corrosion resistance ZMA32 steel sheet. Due to the thick oxide layer formed by the steam, the corrosion resistance of the film tended to increase in the cyclic corrosion test. As a result, it is confirmed that the main factors for the formation of a high corrosion-resistant black coating by steam treatment, and could provide a basic design guideline for the production of black coated steel sheets.
KEY WORDS : Black coating steel sheet, Zn-Mg based alloy, Steam treatment,
Corrosion resistance, Intermetallic compounds.μ΅κ·Όμλ κ³ κΈ μ€κ³λ₯Ό μꡬνλ μ°μ
λΆμΌμμ νμ μΈκ΄μΌλ‘ νλ©΄μ²λ¦¬λ κ°μ λν μκ΅¬κ° μ¦κ°νκ³ μλ€. νμ¬ νμ μΈκ΄μ νμ±νλ λ°©λ²μ μΌλ°μ μΌλ‘ νμ νμΈνΈ λλ λ°λμ¬λ₯Ό λν¬νμ¬ μ¬μ©λκ³ μλ€. κ·Έλ¬λ κ·Έ μ½ν
νλ©΄μ λ°λ¦¬ λ° κΈνκ³Ό κ°μ μμμ΄ λ°μν κ²½μ°μλ λ΄μμ± λ° μ₯μ μΈκ΄κ³Ό κ°μ μ±λ₯μ΄ μμ€λ μ μλ€. λ°λΌμ λκΈ λλ μ½ν
λ κ°μ λ§μΈ΅ μ체λ₯Ό νν μν€λ λ°©λ²μ΄ μ°κ΅¬λκ³ μκ³ , κ·Έ μ€ νλλ‘μ¨ μ€ν νλ©΄μ²λ¦¬ λ°©λ²μ΄ μ μλμλ€.
λ³Έ μ°κ΅¬μμλ Mgμ ν¨μ ν λ€μν Znκ³ ν©κΈ λκΈ λ° μ¦μ°© μ½ν
κ°μ¬μ λν΄ μ€ν(steam) νλ©΄ μ²λ¦¬λ₯Ό μννμ¬ ννλ λ§μ μ μ‘°νμλ€. μ₯μΉ λ΄μ 150 βμ κ³ μ¨ μ€νμ 곡κΈνλ©΄μ μ½ν
λ κ°μ¬λ₯Ό 1μκ°λμ μ²λ¦¬νμλ€. μ΄μ λ°λΌ μ€ν νλ©΄μ²λ¦¬ λ Znκ³ μ½ν
κ°μ¬μ μΈκ΄μμ ννκ° νμΈλμλ€. νΉν, ZMA32 λκΈ κ°μ¬μμ κ°μ₯ μ°μν νμ μΈκ΄μ΄ κ΄μ°°λμλ€. λ°λΌμ νμ λ§ κ°νμ λμ₯μ λμμΌλ‘μ¨ μ μλ λ°©λ²μΈ μ€ν νλ©΄μ²λ¦¬λ²μ μν΄ μ μ‘° λ μ μμμ΄ νμΈλμλ€.
νμ λ§ λκΈ κ°μ¬μ ννλ μ£Όμ¬ μ μ νλ―Έκ²½(SEM) λ° ν¬κ³Ό μ μ νλ―Έκ²½ (TEM)μ μ¬μ©νμ¬ κ΄μ°°λμλ€. λν μ½ν
λ§μ ννμ μ‘°μ± λΆν¬λ κΈλ‘μ° λ°©μ κ΄λ°©μΆ λΆκ΄κ³(GDOES) λ° μλμ§ λΆμ°ν X-μ λΆκ΄λ²(EDS)μ μν΄ μ‘°μ¬-λΆμλμλ€. μ΄μΈμλ μ½ν
κ°μ¬μ νν©λ¬Ό μ λΆμ λ° κ²°μ ꡬ쑰λ X-μ νμ (XRD) λ° X-μ κ΄μ μ λΆκ΄λ²(XPS)μ μν΄ λΆμλμλ€.
μ΄μμ λΆμ κ²°κ³Όμ μνλ©΄, Mg κ³Ό Alμ΄ ν¬ν¨λ Znκ³ ν©κΈ λκΈμ¬μ κ²½μ°λ Mg λ° Alμ μ‘΄μ¬ μ 무 λ° μ‘°μ±λΉμ λ°λΌ λ§μ νν νΉμ±μ΄ λ¬λΌμ§λ€λ κ²μ μ μ μμλ€. μ¦, μ΄κ²μ μ€ν νλ©΄μ²λ¦¬μ μν΄ νμ±λ μ°νμμ°μΈ΅μ μν΄ νμ μΈκ΄μ λνλΌ μ μλ€λ κ²μ΄ νμΈλμλ€. SEM, EDS λ° TEM κ²°κ³Όμμλ μ€ν νλ©΄μ²λ¦¬ μ΄ν μ½ν
λ§μΈ΅μ μ‘΄μ¬νλ μμμ νμ°μ μν΄ κ²½κ³κ° μ¬λΌμ§λ©° μ½ν
μ μμ κ±Έμ³ Zn, Mg λ° Alμ΄ λΆν¬νκ³ μμμ 보μ¬μ£Όμλ€. λν μ΄κ²μ κΉμ΄ λ°©ν₯μΌλ‘ μ½ 5 γκΉμ§ μ°νλ¬Ό μΈ΅μ΄ νμ±λμμμ΄ νμΈλμλ€. μ¬κΈ°μ νμ±λ νμ λ§μ μ΄μ μ λ³΄κ³ λ κ³ μ¨ μμ¦κΈ°μ μν΄ νμ±λ νμ μ½ν
κ°νμ λΉν΄ μ²λ¦¬ μκ°μ΄ λ 짧μμλ λΆκ΅¬νκ³ , λμ± λκ»κ³ μ΄λμ΄ νν μ½ν
λ§μ νμ±μ΄ κ°λ₯νμλ€.
λ³Έ μ€νμμ μ μλ νμ μ½ν
λ§ κ°μ¬ μ€ μμ©νκ° μ©μ΄ν ZMA32λ₯Ό μ€μ¬μΌλ‘ λ΄μμ±μ νκ°ν κ²°κ³Όμ μνλ©΄ νν μ½ν
λ§ κ°μ¬λ κΈ°μ‘΄μ κ³ λ΄μμ± ZMA32 κ°μ¬μ λΉκ΅νλ©΄ μ±λ₯ μ ν λ±μ λ¬Έμ κ° λνλμ§ μμλ€. μ΄κ²μ μΌμλΆλ¬΄λ λ¬Όλ‘ λ³΅ν©λΆμ μν κ²°κ³Όμμλ μ€ν νλ©΄μ²λ¦¬μ μν΄ νμ±λ λκΊΌμ΄ μ°νμΈ΅μΌλ‘ μΈν΄ νμ λ§μ λ΄μμ±μ μ¦κ°νλ κ²½ν₯μ λνλλ€. μ¬κΈ°μλ κ²°κ³Όμ μΌλ‘ μ€ν νλ©΄μ²λ¦¬λ₯Ό ν΅ν΄ ννλ Znκ³ ν©κΈ μ½ν
λ§μ νμ±μ΄ νμΈλμκ³ ννμ μ£Όμ μμΈμ κ·λͺ
ν μ μμλ€. μ¦, λ³Έ μ°κ΅¬λ₯Ό ν΅ν΄μ μ€ν νλ©΄μ²λ¦¬μ μν΄ μ°μν νμ μΈκ΄μ κ°λ κ³ λ΄μμ± λκΈ κ°μ¬μ μ€κ³κ° κ°λ₯νλ€λ κ²μ μ μνμλ€.
KEY WORDS : νμ μ½ν
κ°ν, Zn-Mgκ³ ν©κΈ μ½ν
, μ€ν μ²λ¦¬, λ΄μμ±, κΈμκ°νν©λ¬Όμ 1 μ₯ μ λ‘
1.1 μ°κ΅¬ λ°°κ²½ λ° λͺ©μ 1
1.2 μ°κ΅¬ λ΄μ© 3
μ 2 μ₯ μ΄λ‘ μ λ°°κ²½
2.1 νλ©΄μ²λ¦¬ νλ‘μΈμ€μ μ’
λ₯ 5
2.2 λ΄μμ± νλ©΄μ²λ¦¬ 8
2.2.1 κΈμμ λΆμ λ° λ΄μμ± νλ©΄μ²λ¦¬ 8
2.2.2 λ΄μμ± νλ©΄μ²λ¦¬μ λΆλ₯ 19
2.3 νμ λκΈκ°ν 21
2.3.1 νμ λκΈκ°νμ μ μ‘° λ° κΈ°μ νν© 21
2.3.2 μ€ν νλ©΄μ²λ¦¬λ² 23
2.3.3 νμ λκΈκ°νμ νΉμ± 24
μ 3 μ₯ μ€ν λ°©λ²
3.1 μ€ν μ₯μΉ λ° λ§ μννΈμ μ μ λ°©λ² 25
3.1.1 μ€ν μ₯μΉ λ° μ리 25
3.1.2 λ§ μννΈμ μ μ 27
3.2 κ°μ’
λκΈ κ°μ¬ μ μ€ν νλ©΄μ²λ¦¬λ λ§μ μ¬λ£ λΆμ 29
3.2.1 λ§μ μΈκ΄-λͺ
λ λΆμ 29
3.2.2 λ§μ νλ©΄ λ° λ¨λ©΄ λͺ¨ν΄λ‘μ§ κ΄μ°° 29
3.2.3 λ§μ μμμ‘°μ± λΆμ 30
3.2.4 λ§μ μ±λΆ μ λ° κ²°μ ꡬ쑰 λΆμ 31
3.3 κ°μ’
λκΈ κ°μ¬ μ μ€ν νλ©΄μ²λ¦¬λ λ§μ λ΄μμ± νκ° 32
3.3.1 λ§μ μΌμλΆλ¬΄μν 32
3.3.2 λ§μ 볡ν©λΆμμν 33
3.3.3 λ§μ μ κΈ°ννμ λΆμμΈ‘μ νκ° 35
μ 4 μ₯ μ€ν κ²°κ³Ό λ° κ³ μ°°
4.1 λκΈ κ°μ¬ μ’
λ₯λ³ μ€ν νλ©΄μ²λ¦¬λ λ§μ μΈκ΄-λͺ
λ λΆμ κ²°κ³Ό 38
4.1.1 κ°μ’
λκΈ κ°μ¬ μ μ²λ¦¬λ λ§μ μΈκ΄-λͺ
λ 38
4.1.2 Mg ν¬ν¨ Znκ³ ν©κΈ λκΈ κ°μ¬ μ μ²λ¦¬λ νμ λ§μ μΈκ΄-λͺ
λ 40
4.2 Znκ³ ν©κΈ λκΈ κ°μ¬ μ μ²λ¦¬λ νμ λ§μ μ¬λ£ λΆμ κ²°κ³Ό 42
4.2.1 λ§μ νλ©΄ λͺ¨ν΄λ‘μ§ λ° μμμ‘°μ± λΆμ 42
4.2.2 λ§μ λ¨λ©΄ λͺ¨ν΄λ‘μ§ λ° μμμ‘°μ± λΆμ 45
4.2.3 λ§μ μ±λΆ μ λ³ν λ° κ²°μ ꡬ쑰 λΆμ 50
4.2.4 Znκ³ ν©κΈ λκΈ κ°μ¬ μ μ²λ¦¬λ νμ λ§μ μ£Όμ νμ± μΈμ 54
4.2.5 Znκ³ ν©κΈ λκΈ κ°μ¬ μ μ²λ¦¬λ νμ λ§μ νμ± λ©μ»€λμ¦ 57
4.3 Znκ³ ν©κΈ λκΈ κ°μ¬ μ μ²λ¦¬λ νμ λ§μ λ΄μμ± νκ° κ²°κ³Ό 60
4.3.1 λ§μ μΌμλΆλ¬΄μν κ²°κ³Ό 60
4.3.2 λ§μ 볡ν©λΆμμν κ²°κ³Ό 62
4.3.3 λ§μ μ κΈ°ννμ λΆμ μΈ‘μ κ²°κ³Ό 64
4.3.4 λ§μ λ΄μμ± νκ° κ²°κ³Ό μ’
ν© κ³ μ°° 68
μ 5 μ₯ κ²° λ‘ 70
μ°Έκ³ λ¬Έν 72
κ°μ¬μ κΈ 77Maste
λμ 곡κ°μ νλ©΄μ μκ°νμ κ΄ν μ°κ΅¬ : λ³ΈμΈμ νν μμ μ μ€μ¬μΌλ‘
νμλ
Όλ¬Έ(μμ¬)--μμΈλνκ΅ λνμ :μμνκ³Ό μμνμ 곡,2004.Maste
μ΄λμ νκΆλ λ³μ²κ³Όμ κ³Ό μ¬μ± νκΆλμ μ±μ₯
νμλ
Όλ¬Έ (μμ¬)-- μμΈλνκ΅ λνμ : μ¬λ²λν 체μ‘κ΅μ‘κ³Ό, 2018. 8. λμμΌ.λ³Έ μ°κ΅¬λ μ±κ³΅μ μΈ νκΆλ ν΄μΈ μ§μΆ μ¬λ‘λ‘ λ³Ό μ μλ μ΄λμ νκΆλ λ³μ² κ³Όμ κ³Ό μ΄λ μ¬μ± νκΆλμ μ±μ₯μ λν κ²μ΄λ€. νμ¬ μ΄λμ νκΆλ μΈκ΅¬κ° μ½ 250λ§ λͺ
μ΄κ³ , μ¬λ¦Όν½μ ν¬ν¨ν κ°μ’
μΈκ³λνμμμ λ°μ΄λ κ²½κΈ°λ ₯μ μ΄λ£¨μμΌλ©°, 4λ
μ νκΆλ λνκ΅μ 건립 λ± νλ°ν νκΆλμ μ±μ₯μ μ΄λ£¨μλ€. κ·Έ λΏλ§ μλλΌ μ§λ 2016 λ¦¬μ° μ¬λ¦Όν½μμλ μ΄λ μμ¬μ 첫 μ¬μ± λ©λ¬λ¦¬μ€νΈκ° νκΆλ μ’
λͺ©μμ νμνμλ€. μ¦, μ΄μ²λΌ νκΆλ ν΄μΈ μ§μΆμ¬λ‘μμ κ°μ₯ μ±κ³΅μ μ΄λΌκ³ ν΄λ κ³ΌμΈμ΄ μλ μ΄λ νκΆλμ λνμ¬ νκΆλκ° μ΄λμΌλ‘ μ§μΆλμλ μκΈ°λΆν° νμ¬κΉμ§μ λ³μ²κ³Όμ μμ λνλλ μ¬μ± νκΆλμ μ±μ₯μ κ΄ν΄ μμ¬μ μΌλ‘ κ³ μ°°νλ κ²μ΄ λ³Έ μ°κ΅¬μ λͺ©μ μ΄λ€.
μ΄λ₯Ό μν΄ νκΆλμ ν΄μΈ μ§μΆμ κ΄ν λ¬Ένμλ£, λννκΆλνν κ³κ°μ§, μ΄λ νκΆλννμ μΈκ³νκΆλμ°λ§Ή λ±μ DBλ₯Ό μμ§νκ³ λΆμνμ¬ μ΄λμ κ΅μ νκΆλ νλ λ° μ μ , μ΄λ κ΅λ΄ νκΆλ μΈμ§λμ λ³ν, μ΄λ μ¬μ±νκΆλμΈμ λ±μ₯ λ± μ£Όμ νΉμ±λ€μ νμ
νμλ€. λν μ΄λμ νκΆλ μ§μΆκ³Ό λ³μ² κ³Όμ μ κ΄λ ¨λ μ£Όμ κ΄κ³μλ€κ³Ό μ¬μ± νκΆλ μ λ¬Έκ°λ€μ λ©΄λ΄μ ν΅νμ¬ 2μ°¨ μλ£λ‘ νμ©νμλ€.
μ°κ΅¬ κ²°κ³Ό, μ΄λμ νκΆλ λ³μ²κ³Όμ μ νΉμ§μ μλμ νλ¦κ³Ό ν¨κ» μ£Όμ μ¬κ±΄μΌλ‘ λλμ΄λ³Ό μ μμλ€. 첫째, μ΄λ νκΆλλ μ΄μ¬λ νλͺ
μ΄μ κ΅°κ΅κ΄λ¨μ ν΅ν λμ
κ³Ό νλͺ
μ΄ν λννκΆλννλ₯Ό ν΅νμ¬ μ§μΆν νκ΅μΈ μ¬λ²μ λμ
μΌλ‘ ꡬλΆν μ μλ€. λμ§Έ, νκΆλμ κ²½κΈ°νμ ν¨κ» μ΄λ 겨루기·νμ κ΅κ°λννμ κ°μ’
κ΅μ 무λ νμ½μ νκΆλμ λν μΈμ§λλ₯Ό νμ°μν€λ©° μ κ°λμλ€. μ
μ§Έ, μ΄λ νκΆλννμ μ κ·Ήμ μΈ νλκ³Ό μ€ν¬μΈ μμ
μ νμμ μ΄λμ νκΆλλ₯Ό μ λ¬Έν, λμ€νμμΌ°μΌλ©°, νμ¬ μ립μ μΈ μ§μ ν₯μμ ν΅ν΄ κΎΈμ€ν λ°μ νκ³ μλ€.
μ΄λμ λ³μ² κ³Όμ μμ νμ¬ λλλ¬μ§λ νμμ λ°λ‘ μ¬μ± νκΆλμ μ±μ₯μ΄λ€. μ΄λμ μ¬μ± νκΆλκ° μ±μ₯ν μ μμλ μμΈμ κ΅λ΄Β·μΈμ νΉμ±μΌλ‘ λλμ΄λ³Ό μ μμλ€. μ΄λμ μ¬μ±λ€μ μ μλΆν° μ±μΈκΉμ§ λ€μν μ 체νλμ μ ν μμ΄ μ¦κΈΈ μ μμΌλ©°, κ°μ‘±λ€μ κΆμ μ νμ‘°λ₯Ό ν΅ν΄ νκΆλμ μ
λ¬Έ λλ μ§μν΄λκ° μ μμλ€. κ·Έλ¦¬κ³ λ¬΄μ¬λ¦Ό μ¬μ± νκΆλ μ μλ€μ κ΅μ λν μ§μΆμ΄ κ°λ₯ν΄μ§λ©° μ΄λ νκΆλννμ 체μ‘νλ λ¨Β·μ¬ μ°¨λ³ μμ΄ μ§μν΄μ€μΌλ‘μ¨ μ¬μ± νκΆλκ° νμ±νλ μ μλλ‘ νμλ€.
μ΄λ μ¬μ± νκΆλ μ λ¬Έκ°λ€μ λ©΄λ΄μ ν΅ν΄ λ€μκ³Ό κ°μ νΉμ±μ λ°κ²¬ν μ μμλ€. 첫째, μ΄λ€μ νκΆλ μλ ¨κ³Ό λν μ°Έκ° λ±μ ν΅ν΄ μΈλΆμ μμ κ³Ό λ¬λ¦¬ νμ‘ μ°©μ©μ λν΄ κΈμ μ μ΄μλ€. νκΆλ κ΅μ λνμμ 무μ¬λ¦Ό μ¬μ±μκ² νμ‘ μ°©μ©μ΄ νμ©λλ©΄μ μ΄λ€μκ² μλ‘μ΄ κΈ°νκ° μκ²Όκ³ , κ°μ’
κ΅μ λνμμ μ±μ μ κ±°λλ©΄μ λ―Όμ‘±μ κ³ μ ν λ¬Ένμ΄μ μ ν΅μ νμΆνλ κΈ°νλ‘ μΌμ μκ΅μ λν μλΆμ¬μΌλ‘ μΈμνμλ€. λμ§Έ, μ΄λ μ¬μ± νκΆλμ λ°μ κ°λ₯μ±κ³Ό κΈμ μ μΈ λ―Έλλ₯Ό κΈ°λνμμΌλ©°, νκΆλλ μ΄λ€μ μμμ€νκ³Ό κΉμ κ΄λ ¨μ΄ μμλ€. μ΄λμ μ΅κ·Ό μ¬μ± μ¬λ¦Όν½ λ©λ¬λ¦¬μ€νΈμ νμ ν¨κ³Όλ‘ μ¬μ± μλ ¨μΈκ΅¬κ° μ¦κ°νμκ³ , μ μλ
λ° μ²μλ
μ λ§μ£Όμ λ°κ΅΄κ³Ό μ±μ₯μ λμμ μ€μ²νκ³ μλ€. λν μ¬μ± νκΆλ μ λ¬Έκ°λ€μκ² νκΆλλ μΆκ³Ό μ§κ²°λ κ²μΌλ‘ κ·Έλ€μ μμμ€νμ μν΄ μ€μν μμμ μ°¨μ§νκ³ μμλ€.
μ’
κ΅κ΅κ°λΌλ κΈ°μ‘΄μ μκ°κ³Όλ λ¬λ¦¬ μ΄λμ νκ΅μ κ΅κΈ°μΈ νκΆλλ₯Ό μμ©νμ¬ λΉ λ₯΄κ² λμ€νμμΌ°λ€. νΉν μ΄μ¬λ λ¬Ένλ‘ μΈν΄ μΌμμν μμμ λ¨λ
μ°¨λ³μ΄ μμμλ λΆκ΅¬νκ³ νκΆλ μλ ¨μ μ¬μ±λ€μκ² λ¨μ±κ³Ό λλ±ν κΈ°νλ₯Ό μ 곡νμκ³ , κ΅κ°μ ννμ μ§μμ ν΅ν΄ μ¬μ± νκΆλκ° νμ±νλ μ μμλ€. μ΄λμ νκΆλ λ³μ²κ³Όμ μμμ λνλλ λ°μ μκ³Ό μ¬μ± νκΆλμ μ±μ₯μ μ΄λμ λν μ μ
견μ μ¬κ³ ν΄λ³Ό νμκ° μμμ μμ¬νλ€. λ³Έ μ°κ΅¬λ₯Ό ν΅ν΄ 무μ¬λ¦Ό κ΅κ° μ΄λμμ λ€λ₯Έ μ’
λͺ©λ€λ³΄λ€λ νκΆλκ° μ 2μ κ΅κΈ° μ€ν¬μΈ λ‘ μ리 μ‘μ μ μμλ κ²μ μμ¬μ μΌλ‘ μ΄ν΄λ³΄μλ€. μμΌλ‘λ νκ΅μ λ¬Ένκ° ν κ΅κ°λ€λ‘ μ§μΆνμ¬ κ° λλΌμ νΉμ±κ³Ό ν¨κ» λνλμ΄ μλ‘κ² λ°μ νλ νμμ μ΄ν΄λ³Ό νμκ° μμ κ²μ΄λ€. κ·Έλ¬ν λ¬Έν κ΅λ₯μ μ€μ¬μ νκΆλκ° μμΌλ©° νκΆλμ λ¬Ένμ κ°μΉμ λν νκ΅¬κ° μ νλμ΄μΌ ν κ²μ΄λ€.This study is about the transformation of Taekwondo in Iran and the growth of Iranian women's Taekwondo, which can be seen as successful examples of Taekwondo overseas advancement. At present, Iran has achieved an impressive growth of Taekwondo, including about 2.5 million Taekwondo population, outstanding performance in various world championships including the Olympics, and the construction of a four-year Taekwondo University. In addition, at the 2016 Rio Olympics, the first female medalist in Iranian history was born in Taekwondo. In other words, the purpose of this study is to historically examine the growth of female Taekwondo in transition process of Taekwondo in Iran.
Β Β Database of Taekwondo's overseas advancement and various associations materials is collected and analyzed to find out characteristics of transition of Taekwondo in Iran. It was also used as a secondary data through interviews with major officials of IRITF(Islamic Republic of Iran Taekwondo Federation) and women's Taekwondo experts in Iran.
Β Β As a result, the process of the change of Taekwondo in Iran can be divided into three main events: 1) Settlement of Korean masters, 2) Independence of IRITF, 3) Advance of women's Taekwondo in Iran. First, the advancement of Korean masters and standardization of Taekwondo technology have created the technology system of Iran Taekwondo. Through the seminar for Taekwondo instructors across the country, Taekwondo was spread nationwide. Second, IRITF was able to achieve independence with excellent performance in various international Taekwondo stages. In particular, Taekwondo became known to the Iranian masses with the national players win. Third, Muslim female athletes were able to take part in international Taekwondo championsihps. As a result, there was a new opportunity for women in Iran and the number of female Taekwondo practitioners has rapidly increased since the 2000s. Taekwondo, which has succeeded in popularization of both men and women, has now increased the youth and youth training level, and is showing a new possibility in international competitions.
Β Β The prominent phenomenon in Iran Taekwondo is the growth of women's Taekwondo. The factors that allowed the growth of women's Taekwondo in Iran could be divided into domestic and foreign characteristics. Women in Iran can enjoy a variety of physical activities, from infants to adults, without limitations. Through the recommendation and cooperation of their families, they were able to enter or keep staying in Taekwondo. Furthermore, Muslim women Taekwondo athletes were able to advance to international competitions. As a result, IRITF and the Sports Council of Iran support women's Taekwondo actively.
Β Β Through interviews with female Taekwondo experts, following characteristics stands. First, they were positive about wearing "hijab" through Taekwondo training and participation in competitions, and they were proud of training Taekwondo in Iran. Because of new opportunities that Muslim women can participate in world championships by allowing them to wear hijab, Iranian women were positive about hijab. And pride in their own country has increased as they have achieved record in various international competitions. Unlike general prejudices about hijab, it was recognized as a culture and tradition inherent in the nation for them. Secondly, Iran women Taekwondo experts regard Taekwondo as potential future of Iranian women Taekwondo and one of the most important factors for their self realization. Iran has recently increased the number of women practitioners due to the birth of women's Olympic medalists, and is pursuing both juvenile and youth prospects. In addition, Taekwondo was deeply related to women Taekwondo experts.
Β Β Contrary to the existing view on religious countries, Iran quickly accepted the Taekwondo, and popularized it. Especially, due to the Islamic culture, despite the gender discrimination in everyday life, it provided women with equal opportunities with men, and women's Taekwondo could be revitalized through the support of the state and the federation. The development of women in Taekwondo and the growth of women's Taekwondo in Iran suggest that there is a need to reconsider prejudice against Iran. This study has historically examined the fact that Taekwondo has become the second national sport in the Muslim countries of Iran. In the future, it will be necessary to examine the phenomenon that Korean culture advances to other countries and develops with the characteristics of each country. There is Taekwondo' at the center of such cultural exchanges and the investigation of the cultural value of Taekwondo should be preceded.β
. μλ‘ 1
1. μ°κ΅¬μ νμμ± 1
2. μ°κ΅¬μ λͺ©μ 6
3. μ νμ°κ΅¬μ κ²ν 7
1) μ¬μ± μ€ν¬μΈ 7
(1) μ¬μ±κ³Ό μ€ν¬μΈ μ°κ΅¬ 7
(2) μ¬μ±κ³Ό νκΆλ μ°κ΅¬ 11
2) μ΄λ μ¬μ±κ³Ό νκΆλ 15
(1) νκΆλ ν΄μΈμ§μΆμ¬ μ°κ΅¬ 15
(2) μ΄λ μ¬μ±κ³Ό νκΆλ μ°κ΅¬ 19
4. μ°κ΅¬μ λ°©λ² 21
1) μλ£μ μμ§ λ° μ²λ¦¬ 21
2) μλ£μ λΆμ λ° ν΄μ 25
3) μ°κ΅¬ μ μ°¨ 29
4) μ°κ΅¬μ μ νμ 32
β
‘. μ΄λ 33
1. μ΄λμ κ°κ΄ 33
1) μ΄λμ μ½μ¬ 34
2) μ΄λκ³Ό νκ΅μ κ΄κ³ 37
2. μ΄λμ μ¬νλ¬Ένμ νΉμ± 39
1) μ΄λμ μ’
κ΅μ μ μΉ 39
2) μ΄λμ κ΅μ‘κ³Ό λ¬Ένκ΅λ₯ 42
3) μ΄λμ μ¬μ± 44
3. μ΄λμ μ€ν¬μΈ 48
1) μ΄λμ μ ν΅μ€ν¬μΈ 48
2) μ΄λμ νλμ€ν¬μΈ 50
β
’. μ΄λμ νκΆλ λ³μ²κ³Όμ 53
1. νκΆλμ λμ
53
1) μ΄λ μ΄μ¬λνλͺ
μ΄μ 53
2) μ΄λ μ΄μ¬λνλͺ
μ΄ν 59
2. νκΆλμ μ κ° 66
1) 겨루기 μ’
λͺ©μ κ΅μ 무λ μ§μΆκ³Ό νμ½ 66
2) νμ μ’
λͺ©μ κ΅μ 무λ μ§μΆκ³Ό νμ½ 74
3. νκΆλμ λ°λ¬ 78
1) νκΆλμ μ λ¬Έν 78
2) νκΆλμ λμ€ν 87
β
£. μ΄λ μ¬μ± νκΆλμ μ±μ₯ 94
1. μ΄λ μ¬μ± νκΆλμ μ±μ₯ μμΈ 94
1) κ΅λ΄ : μ 체νλμ μμ μ κ°μ‘±μ νμ‘° 95
2) κ΅μΈ : ν΄μΈμ§μΆμ νμ©κ³Ό κ΅κ°μ μ§μ 100
2. μ΄λ μ¬μ± νκΆλμ λν μΈμ 105
1) νμ‘μ λν μΈμ 105
2) μ΄λ μ¬μ± νκΆλμ λν μΈμ 109
3. μ΄λ μ¬μ± νκΆλ μ±μ₯μ ν¨κ³Ό 111
1) μ΄λ μ¬μ± νκΆλμ κ°λ₯μ±κ³Ό κΈ°λ 111
2) νκΆλλ₯Ό ν΅ν μμμ€ν 118
β
€. κ²°λ‘ λ° μ μΈ 123
1. μ΄λμ νκΆλ λ³μ²κ³Όμ 124
2. μ΄λ μ¬μ± νκΆλμ μ±μ₯ 126
3. μ μΈ 128
μ°Έκ³ λ¬Έν 131
λΆλ‘ 137
Abstract 139Maste
Korean women`s life experiences and adaptation to old age
νμλ
Όλ¬Έ(λ°μ¬)--μμΈλνκ΅ λνμ :μλΉμμλνκ³Ό,2002.Docto
Growth of Korean Taekwondo Master Education: Exploration of the changing process
νμλ
Όλ¬Έ(λ°μ¬) -- μμΈλνκ΅λνμ : μ¬λ²λν 체μ‘κ΅μ‘κ³Ό, 2023. 2. μ΅μμ°½.The purpose of this study is to understand the changes of each stage and the contents and characteristics of Korean Taekwondo master education(KTME) by exploring the growth step by step. The research questions were set as follows: First, what kind of education was provided for Korean Taekwondo masters at each stage. Second, what characteristics does KTME show step by step? The study was based on literature research. As of right after the liberation of Korea, when Taekwondo masters began to appear, quarterly Taekwondo magazines, books, and academic papers were collected and analyzed as data related to modern Taekwondo history, and four stages were divided. In addition, 13 Korean Taekwondo masters who experienced the period according to each stage were selected as interviewers and used as secondary data. In order to examine in detail the continuously changing of Taekwondo master education in Korea from the 1940s to the present, the age range of interviewers was expanded in various ways from the 1940s to the 1990s. From February 2021 to September 2022, research was conducted in the stages of research design, research progress, and results organization for a total of 19 months. The conclusions from the above process are as follows. First, KTME has grown under the influence of modern Korean history. The stages are showing continuous changes. The classification of each stage was divided based on the main situations of Korean society and the movement of the Korean Taekwondo field, and has changed under the influence of the domestic situation like modern Taekwondo history. KTME1.0 began with liberation. The founders of the 5 Kwans can be seen as the first generation Taekwondo masters, and Taekwondo education took root based on each Kwan to train students. The expansion of Kwans slowed due to the outbreak of the Korean War, but after that, the existing second and third generation disciples continued to dominate the Kwans, and as the importance of national defense increased after the war, Taekwondo education was actively implemented in the military. It is significant in educational history that early masters began to study educational materials by compiling martial arts books and Taekwondo textbooks. KTME2.0 was joined by the inauguration of Kim Un-yong, the 7th president of the Korea Taekwondo Association(KTA), and various Taekwondo promotion projects such as holding competitions. In addition, it was time for South Korea to step up its bid to host the 1986 Seoul Asian Games and the 1988 Seoul Olympics. In 1972, KTA officially conducted the the 1st Taekwondo Master Course" as a course for Taekwondo masters. The establishment of a Taekwondo department in a university has created a new curriculum for Taekwondo masters to cultivate their expertise. With the establishment of such an institutional device, it was possible to operate overseas dispatch projects only after completing the course. In accordance with the rapidly changing Korean society, the number of Taekwondo masters increased rapidly due to the increase in leisure activities and the adoption of Taekwondo's official Olympic sports, and changes occurred in KTME3.0. Due to the increasing number of Taekwondo departments in universities, the demand and supply of Taekwondo education reached its peak. Meanwhile, the Taekwondo Hanmadang Competition was held to change the atmosphere of the time when Taekwondo competition was focused on Kyorugi, raising interest in various skills such as Poomsae and Breaking. And, the existing official Taekwondo master qualification has been subdivided and diversified. KTME4.0 refers to a time when Taekwondo masters continue to demand education for self-development beyond the basic course of being educated to have expertise. They voluntarily visit various seminars to practice re-education on their own. Second, the professionalism of Korean Taekwondo masters is gradually improving through the growth process at each stage. KTME1.0 was a time when Taekwondo was learned through very strict training in a poor environment. Those who served as masters at the time were seniors(Seonbae), teachers(Kyobeom), and instructors(Sabeom) of each Dojangs. It can be seen that the role of Taekwondo masters was naturally born during this period. KTME2.0 was a transitional environment in the process of integrating various aspects after the formation of the association. Even at a time when strict training was still continuing, the black-belts served as masters, and those who completed the Taekwondo master course conducted by the association began to be clearly recognized as Taekwondo masters. As the reorganized skills were learned in master education, awareness of the role of Taekwondo masters began to increase. In KTME3.0, public interest in Taekwondo education was advanced, and Taekwondo education was conducted as part of physical education for children and teenagers in a freer environment than prior training. In accordance with the association's efforts to raise interest in various sports other than competition, various skills such as Poomsae, Breaking, and Self-defense began to be taught evenly at a Dojang. As Taekwondo departments and various qualification systems gradually increased, the role of Taekwondo masters expanded, but on the other hand, it also caused problems of excessive business competition. KTME4.0 shows a new aspect of education, which is challenging to survive in a variety of unpredictable environments such as low birth rates, an aging society, and a pandemic. Korean Taekwondo masters are already investing in various official and informal education beyond the existing master course or major. Masters who try and challenge new methods such as online class management and 1:1 personal training are preparing for the upcoming steps such as KTME4.1 and KTME4.2. Suggestions for KTME are as follows. First, universities and WTA should create an environment in which subsequent generation of Taekwondo can have practical experiences that can develop field experiences. And, it should be educated to have an essential thinking ability to insight into the role and educational value of Taekwondo masters. In addition, it is necessary to open a new class that develops masters education and editing skills in online space. Second, as a person who does Taekwondo education, academic research is needed so that Taekwondo masters can come up with alternatives to realize whole-person education by fusing the rapidly changing future society and Taekwondo's educational values.λ³Έ μ°κ΅¬μ λͺ©μ μ νκ΅ νκΆλμ§λμ κ΅μ‘μ μ±μ₯μ λ¨κ³λ³λ‘ νμν¨μΌλ‘μ¨ μλλ³ λ³ν μμμ μ΄ν΄νκ³ νκ΅ νκΆλμ§λμ κ΅μ‘μ λ΄μ©κ³Ό νΉμ±μ μ΄ν΄νλ λ°μ μλ€. μ΄λ₯Ό μν μ°κ΅¬ λ¬Έμ λ 첫째, νκ΅ νκΆλμ§λμ κ΅μ‘μ κ° λ¨κ³λ³λ‘ μ΄λ ν κ΅μ‘μ΄ μ΄λ£¨μ΄μ‘λκ°?, λμ§Έ, νκ΅ νκΆλμ§λμ κ΅μ‘μ λ¨κ³λ³λ‘ μ΄λ ν νΉμ§μ 보μ΄λκ°? λ‘ μ€μ νμλ€.
μ°κ΅¬λ λ¬Ένμ°κ΅¬λ₯Ό ν λλ‘ μ΄λ£¨μ΄μ‘λ€. νκ΅ νκΆλμ§λμκ° λ±μ₯νκΈ° μμν ν΄λ°© μ§νλ₯Ό κΈ°μ μΌλ‘ νλ νκΆλμ¬ κ΄λ ¨ μλ£λ‘μ¨ γκ³κ° νκΆλθͺγ, λ¨νλ³Έ λ° νμ λ
Όλ¬Έ λ±μ μμ§νμ¬ λΆμνμκ³ , μ΄ 4κ°μ λ¨κ³λ‘ ꡬλΆνμλ€. λν κ° λ¨κ³μ λ°λΌ ν΄λΉ μκΈ°λ₯Ό μμνκ² κ²½νν κ΅λ΄ νκΆλμ§λμλ€μ 13λͺ
λ©΄λ΄μλ‘ μ μ νμ¬ μΈν°λ·°νμ¬ 2μ°¨ μλ£λ‘ νμ©νμλ€. 1940λ
λλΆν° νμ¬κΉμ§ μ§μμ μΌλ‘ λ³ννκ³ μλ νκ΅ νκΆλμ§λμ κ΅μ‘μ μΈλ°νκ² μ΄ν΄λ³΄κΈ° μνμ¬ λ©΄λ΄μμ μ°λ Ήλλ₯Ό 1940λ
λ μλΆν° 1990λ
λ μκΉμ§ λ€μνκ² λνλ€. 2021λ
2μλΆν° 2022λ
9μκΉμ§ μ΄ 19κ°μ κ° μ°κ΅¬ μ€κ³, μ°κ΅¬ μ§ν, κ²°κ³Ό μ 리μ λ¨κ³λ‘ μ°κ΅¬κ° μ΄λ£¨μ΄μ‘λ€.
μ΄μμ κ³Όμ μ ν΅ν΄ λ°ν κ²°λ‘ μ λ€μκ³Ό κ°λ€. 첫째, νκ΅ νκΆλμ§λμ κ΅μ‘μ νκ΅ νλμ¬μ μν₯μ λ°μΌλ©° μ±μ₯νμμΌλ©° κ·Έ λ¨κ³λ ν¬κ² νκ΅ νκΆλμ§λμ κ΅μ‘ 1.0, 2.0, 3.0, 4.0μΌλ‘ μ§μμ μΈ λ³νμμμ 보μ΄κ³ μλ€. κ° λ¨κ³λ³ ꡬλΆμ νκ΅ μ¬νμ μ£Όμ μν©κ³Ό νκΆλκ³μ μμ§μμ λ°νμΌλ‘ λλμκ³ , νλ νκΆλμ¬μ κ°μ΄ κ΅λ΄ μλμ μν©μ μν₯μ λ°μΌλ©° λ³νν΄μλ€. νκ΅ νκΆλμ§λμ κ΅μ‘ 1.0μ ν΄λ°©κ³Ό ν¨κ» μμλμλ€. νκΆλμ§λμλΌλ κ°λ
μ΄ λνλ 5λκ΄ μ°½λ¦½μλ€μ 1μΈλ νκΆλμ§λμλ‘ λ³Ό μ μμΌλ©°, κ° κ΄(逨)μ ν λλ‘ νκΆλ κ΅μ‘μ΄ λΏλ¦¬λ₯Ό νΌμΉλ©° μ μλ₯Ό μμ±νμλ€. νκ΅ μ μ λ°λ°λ‘ κ΄μΈμ νμ₯μ΄ μ£ΌμΆ€νμμΌλ, κ·Έ ν κΈ°μ‘΄μ 2μΈλ, 3μΈλ μ μλ€μ΄ κ΄μ μΈλ ₯μ μ΄μ΄κ°μΌλ©° μ μ μ΄ν κ΅λ°©μ μ€μμ±μ΄ λμμ§λ©΄μ κ΅°(θ»)μμλ νκΆλ κ΅μ‘μ μ κ·Ήμ μΌλ‘ μ€ννμλ€. μ΄μ°½κΈ° μ§λμλ€μ΄ 무μ μμ λ° νκΆλ κ΅λ³Έμ νΈμ°¬νλ©° κ΅μ‘μ© μλ£λ₯Ό μ°κ΅¬νκΈ° μμνμλ€λ μ μ΄ κ΅μ‘μ¬μ μΌλ‘ μμκ° μλ€. νκ΅ νκΆλμ§λμ κ΅μ‘ 2.0μ λννκΆλνν μ 7λ νμ₯ κΉμ΄μ©μ μ·¨μκ³Ό λ€μν νκΆλ λμ€ν λ° κ²½κΈ°ν μΆμ§ μ¬μ
κ³Ό ν¨κ» νμλ€. μ΄μ λλΆμ΄ νκ΅μ 1986λ
μμΈ μμμκ²μκ³Ό 1988λ
μμΈ μ¬λ¦Όν½λν μ μΉ λ±μ λ°μ°¨λ₯Ό κ°ν μκΈ°μλ€. ννλ 1972λ
μ 1κΈ° μ§λμ κ°μ΅νλ₯Ό 곡μμ μΌλ‘ μ€μνλ©° νκΆλμ§λμλ€μ λν μ무 κ³Όμ μ΄ λ§λ€μ΄μ‘λ€. λν λνμ νκΆλνκ³Ό μ μ€λ‘ μΈν΄ νκΆλμ§λμλ€μ΄ μ λ¬Έμ±μ ν¨μν μ μλ μλ‘μ΄ κ΅μ‘ κ³Όμ μ΄ λ§λ€μ΄μ‘λ€. μ΄μ κ°μ μ λμ μ₯μΉκ° λ§λ ¨λ¨μΌλ‘μ¨ μ격 κ³Όμ μ μ΄μν΄μΌ ν΄μΈ ν견 μ¬μ
, νκΆλμ₯ μ΄μ λ±μ΄ κ°λ₯νμλ€. νκ΅ νκΆλμ§λμ κ΅μ‘ 3.0μ κΈλ³νλ νκ΅ μ¬νμ λ°λ§μΆμ΄ μ¬κ°νλ μ¦κ°, νκΆλμ μ¬λ¦Όν½ μ μμ’
λͺ© μ±ν λ±μ λ°λΌ νκΆλ μΈκ΅¬κ° κΈμ¦νμκ³ , νκΆλ κ΅μ‘μ νμ₯μλ λ³νκ° μΌμ΄λ¬λ€. μ μ°¨ λμ΄λλ νκΆλνκ³Όλ‘ μΈν΄ νκΆλ μ 곡μ λ°°μΆλ μ¦κ°νμμΌλ©°, νκΆλ κ΅μ‘μ μμμ 곡κΈμ΄ μ΅κ³ μ‘°μ λ¬νμλ€. ννΈ νκΆλ 겨루기 μ’
λͺ©μ μΉμ€λμλ λΉμμ νν λ₯Ό λ°κΎΈκ³ μ νκΆλ νλ§λΉ λνκ° μ΄λ¦¬λ©° νμ, 격ν λ±μ λ€μν μ’
λͺ©μ λν κ΄μ¬μ΄ λμμ‘λ€. μ΄μ λλΆμ΄ κΈ°μ‘΄μ 곡μμ μΈ νκΆλμ§λμ μ격 κ³Όμ μ΄ μΈλΆνλκ³ μ’
λ₯κ° λ€μνλμλ€. νκ΅ νκΆλμ§λμ κ΅μ‘ 4.0μ νκΆλμ§λμλ€μ΄ μ λ¬Έμ±μ κ°μΆκΈ° μν΄ κ΅μ‘ λ°λ κΈ°λ³Έ μ μ°¨λ₯Ό λμ΄μ μ§μμ μΌλ‘ μκΈ°κ°λ°μ μν΄ κ΅μ‘μ μꡬνλ μκΈ°λ₯Ό μλ―Ένλ€. κ΄κ³κΈ°κ΄μ νκΆλ κ΄λ ¨ κ΅μ‘ νλ‘κ·Έλ¨κ³Ό μ¬μ€ λ¨μ²΄μ κ³΅μΈ νκΆλμ§λμλ€μ΄ μ 곡νλ λ€μν μΈλ―Έλλ₯Ό μλ°μ μΌλ‘ μ°Ύμ λμλ©° μ€μ€λ‘ μ¬κ΅μ‘μ μ€μ²νκ³ μλ€.
λμ§Έ, κ° λ¨κ³λ³ μ±μ₯κ³Όμ μ κ±°μΉλ©° νκ΅ νκΆλμ§λμλ€μ μ λ¬Έμ±μ΄ μ μ°¨ ν₯μλκ³ μλ€. νκ΅ νκΆλμ§λμ κ΅μ‘ 1.0μ μ΄μ
ν νκ²½ μμμ λ§€μ° μ격ν μλ ¨μ ν΅ν΄ νκΆλλ₯Ό λ°°μ΄ μκΈ°λ‘, λΉμμ μ§λμ μν μ ν μ΄λ€μ κ° λμ₯μ μ λ°°μ΄μ κ΅λ², μ¬λ² λ±μ μ§μ±
μ λΆμ¬λ°μ μ λ¨μλ€μ΄μλ€. μ΄ μκΈ°μλ νκΆλμ§λμμ μν μ΄ μμ°μ€λ½κ² νμνμλ€κ³ λ³Ό μ μλ€. νκ΅ νκΆλμ§λμ κ΅μ‘ 2.0μ νν κ²°μ± μ΄ν λ€μν μΈ‘λ©΄μ΄ ν΅ν©λλ κ³Όμ μμ κ³ΌλκΈ°μ νκ²½μ΄μλ€. μ¬μ ν μ격ν μλ ¨μ΄ μ΄μ΄μ Έμλ λΉμμλ μ λ¨μλ€μ΄ μ§λμ μν μ νμμΌλ©°, ννμμ μ€μν νκΆλμ§λμ κ΅μ‘μ μλ£ν μλ€μ΄ νκΆλμ§λμλ‘μ νμ€ν μΈμ λ°κΈ° μμνμλ€. μ¬μ λΉλ κΈ°μ μ μ§λμ κ΅μ‘μμ λ°°μ°λ©° νκΆλμ§λμμ μν μ λν μΈμμ΄ λμμ§κΈ° μμνμλ€. νκ΅ νκΆλμ§λμ κ΅μ‘ 3.0μ νκΆλ κ΅μ‘μ λν λμ€μ κ΄μ¬μ΄ κ³ λνλλ©°, κΈ°μ‘΄μ μμνλ μλ ¨λ³΄λ€ μμ λ‘μ΄ νκ²½ μμμ μ΄λ¦°μ΄ λ° μ²μλ
μ λμμΌλ‘ ν 체μ‘μ μΌνμΌλ‘ νκΆλ κ΅μ‘μ΄ μ΄λ£¨μ΄μ‘λ€. 겨루기 μ΄μΈμ λ€μν μ’
λͺ©μ λν κ΄μ¬μ λμ΄λ €λ ννμ λ
Έλ ₯μ λ°λΌ νκΆλμ₯μμλ νμ, 격ν, νΈμ μ λ± λ€μν μ’
λͺ©μ κ³¨κ³ λ£¨ κ°λ₯΄μΉκΈ° μμνμλ€. μ μ°¨ νκΆλνκ³Όμ κ°μ’
μ격μ λκ° μ¦κ°ν¨μ λ°λΌ νκΆλμ§λμλ€μ΄ κ°μΆ μ μλ μκ²©μ΄ λμ΄λλ©΄μ νκΆλμ§λμμ μν μ΄ νλλμμΌλ ννΈμΌλ‘ κ³Όλν κ²½μꡬλκ° νμ±λλ λ¬Έμ λ₯Ό μΌκΈ°νκΈ°λ νμλ€. νκ΅ νκΆλμ§λμ κ΅μ‘ 4.0μ μ μΆμ°, κ³ λ Ήν μ¬ν, ν¬λ°λ―Ή λ± μμΈ‘ λΆκ°ν λ€μν νκ²½ μμμ μ΄μλ¨κΈ° μν΄ λμ νκ³ μλ νκΆλ κ΅μ‘μ μλ‘μ΄ λͺ¨μ΅μ 보μ¬μ£Όκ³ μλ€. κ΅λ΄ νκΆλμ§λμλ€μ μ΄λ―Έ κΈ°μ‘΄μ μ무μ μΈ μ λ¬Έν κ³Όμ μ λμ΄μ κ°μ’
곡μμ Β·λΉκ³΅μμ νκΆλμ§λμ λμ κ΅μ‘μ ν¬μνλ©° μκΈ°κ°λ°μ νκ³ μλ€. μ¨λΌμΈμ νμ©ν λ€μν μμ
μ΄μ, 1:1 μ§μ€ κ΅μ‘ λ± μλ‘μ΄ λ°©μμ μλνκ³ λμ νλ μ§λμλ€μ λ€κ°μ¬ νκ΅ νκΆλμ§λμ κ΅μ‘ 4.1, 4.2 λ±μ λ¨κ³λ₯Ό λλΉνμ¬ μ€λΉνκ³ μλ€.
νκ΅ νκΆλμ§λμ κ΅μ‘μ λν μ μΈμ λ€μκ³Ό κ°λ€. 첫째, νμ μΈλμ νκΆλμ§λμλ€μ΄ νμ₯ κ²½νμ κΈ°λ₯Ό μ μλ μ€μ§μ κ²½νμ λ€μ±λ‘κ² ν μ μλ νκ²½μ μ‘°μ±ν΄μΌ νλ©°, νκΆλμ§λμμ μν κ³Ό κ΅μ‘μ κ°μΉλ₯Ό ν΅μ°° ν μ μλ λ³Έμ§μ μΈ μ¬μ λ₯λ ₯μ κ°μΆλλ‘ κ΅μ‘ν΄μΌ ν κ²μ΄λ€. λν μμΌλ‘ λ€κ°μ¬ μ¬νμ λλΉνμ¬ μ¨λΌμΈ 곡κ°μ νμ©ν μ μλ κ΅μ‘, νΈμ§ λ₯λ ₯μ κΈ°λ₯Ό μ μλλ‘ νκΆλμ§λμ μ λ¬Έ κ΅μ‘κΈ°κ΄μ μλ‘μ΄ μμ
κ°μ€μ΄ νμνλ€. λμ§Έ, νκΆλμ κ΅μ‘μ μ€μ²νλ 주체μλ‘μ νκΆλμ§λμκ° κΈλ³νλ λ―Έλ μ¬νμ νκΆλμ κ΅μ‘μ κ°μΉλ₯Ό μ΅ν©μμΌ μ μΈ κ΅μ‘μ μ€νν μ μλ λμμ λ§λ ¨ν μ μλλ‘ μ΄μ κ΄λ ¨λ νμ μ μ°κ΅¬κ° νμνλ€.β
. μλ‘ 1
1. μ°κ΅¬μ νμμ± 1
2. μ°κ΅¬ λͺ©μ 6
3. μ°κ΅¬ λ¬Έμ 7
4. μ©μ΄μ μ μ 8
5. μ νμ°κ΅¬ κ²ν 10
1) νκΆλμ§λμ κ΄λ ¨ μ°κ΅¬ 11
2) νκΆλμ§λμ κ΅μ‘ κ΄λ ¨ μ°κ΅¬ 17
3) νκΆλ κ΄λ ¨ λ³μ²κ³Όμ μ°κ΅¬ 25
4) μλΒ·λ¨κ³λ³ λ°μ κ³Όμ κ΄λ ¨ μ°κ΅¬ 30
6. μ°κ΅¬ λ°©λ² 37
1) λ¬Έν μ°κ΅¬ 37
2) μΈν°λ·° 39
3) μ°κ΅¬ μ€κ³ 42
β
‘. νκ΅ νκΆλμ§λμ κ΅μ‘ 1.0 44
1. νκ΅ νκΆλμ§λμ κ΅μ‘μ λ΄μ© 44
1) κ΄(逨)κ³Ό κ΅°(θ»)μ νκΆλ κ΅μ‘ 44
2) λννκΆλννμ νκΆλ κ΅μ‘ 52
2. νκ΅ νκΆλμ§λμ κ΅μ‘μ νΉμ§ 58
1) μ΄μ
ν νκ²½κ³Ό μ격ν μλ ¨ 58
2) μλ ¨μμμ μ λ°°κ° λμ΄κ°λ μ λ¨μ 62
β
’. νκ΅ νκΆλμ§λμ κ΅μ‘ 2.0 65
1. νκ΅ νκΆλμ§λμ κ΅μ‘μ λ΄μ© 65
1) λννκΆλννμ κ΅κΈ°μμ νκΆλμ§λμ κ΅μ‘ 65
2) λνμ νκΆλνκ³Ό μ μ€ 76
2. νκ΅ νκΆλμ§λμ κ΅μ‘μ νΉμ§ 79
1) κ³ΌλκΈ°μ νκ²½κ³Ό μ¬μ ν μ격ν μλ ¨ 79
2) μ λ¬Έμ μΈ μ§λμ κ΅μ‘μ λ°μ μ λ¨μ 83
β
£. νκ΅ νκΆλμ§λμ κ΅μ‘ 3.0 87
1. νκ΅ νκΆλμ§λμ κ΅μ‘μ λ΄μ© 87
1) μ λ¬Έ μ격μΌλ‘ μ리 μ‘μ νκΆλμ§λμ κ΅μ‘ 87
2) λ€μνλ νκΆλμ§λμμ μν 95
2. νκ΅ νκΆλμ§λμ κ΅μ‘μ νΉμ§ 100
1) μμ λ‘μ΄ νκ²½κ³Ό λ€μν νκΆλ μλ ¨ 100
2) μ 곡 μ§μκ³Ό μ λ¬Έ μ격μ κ°μΆ νκΆλμ§λμ 103
β
€. νκ΅ νκΆλμ§λμ κ΅μ‘ 4.0 112
1. νκ΅ νκΆλμ§λμ κ΅μ‘μ λ΄μ© 112
1) νκΆλ κ΄κ³κΈ°κ΄μ μ§λμ κ΅μ‘ μ¬μ
114
2) μ¬μ€ λ¨μ²΄μ νκΆλ κ΅μ‘ μΈλ―Έλ 120
4. νκ΅ νκΆλμ§λμ κ΅μ‘μ νΉμ§ 124
1) μμΈ‘ λΆκ°ν νκ²½κ³Ό μλ‘μ΄ λ°©μμ νκΆλ μλ ¨ 124
2) λμμμ΄ μκΈ°κ°λ° νλ νκΆλμ§λμ 128
β
₯. κ²°λ‘ λ° μ μΈ 135
1. κ²°λ‘ 135
1) νκ΅ νλμ¬μ ν¨κ»ν νκ΅ νκΆλμ§λμ κ΅μ‘ 135
2) μ λ¬Έμ±μ΄ ν₯μλκ³ μλ νκ΅ νκΆλμ§λμ 142
2. μ μΈ 145
1) λ―Έλ μ¬νμ νμν νκ΅ νκΆλμ§λμ κ΅μ‘μ λ°©ν₯ 145
2) νκ΅ νκΆλμ§λμ κ΅μ‘μ κ΄ν νμ μ°κ΅¬μ λ°©ν₯ 148
μ°Έκ³ λ¬Έν 149
λΆ λ‘ 157
Abstract 159λ°
The Change of Quarterly Taekwondo Magazines: From Vol.1 to Vol.99
λ³Έ μ°κ΅¬λ νκΆλθͺκ° κ³κ°μΌλ‘ λ°νλμλ μ 1βΌ99νΈλ₯Ό λΆμνμ¬ κ³κ°μ§μ ꡬμ±κ³Ό λ΄μ©μ νΉμ± λ° λ³νλ₯Ό μ΄ν΄λ³΄μλ€.
κ³κ° νκΆλθͺλ βμΉκ΅β, βμ 보 μ λ¬β, βμ€λβ, βμ μννβμ λ΄μ©μ λ΄κ³ μλ€. λ
μλ€μκ² μ λ¬νκ³ μ νλ νν κ΄κ³μλ€μμμ¬λ κΆλμΈ, μΆμ¬, κ°νμ¬, νΈμ§νκΈ° λ±μ βμΉκ΅βμ κΈμμ, κ΅λ΄β
μΈ νκΆλ μμ λ° νν μ 보, νκΆλμ κ΄λ ¨λ κ°μ’
μλ£λ₯Ό ν΅ν΄ βμ 보 μ λ¬βμ μ 곡νλ€. νκΆλμ κ΄λ ¨λ μ°κ΅¬, λ
Όλ¨μ βμ€λβμΌλ‘, ꡬλ
μλ€μ΄ μ°Έμ¬νλ ν¬κ³ λ βμ μ ννβμ곡κ°μ΄μλ€. μκ°μ νλ¦μ λ°λΌ λ€ κ°μ§ μμμ μΈλΆ λ΄μ©λ€μ μ§μμ μΌλ‘ λ±μ₯νκ±°λ μλ©Έ λλ μλ‘κ² μμ±λλ©° κ³κ°νκΆλθͺμ νΉμ±κ³Ό μν μ 보μ¬μ£Όμλ€. 1970λ
λλ κ΅λ΄μ νκΆλ λ΄μ€μ λ€μ§λ μκΈ°μκ³ , 1980λ
λλ νκΆλ κ²½κΈ°μ κ΅μ νμ μΈκ³νμ μ€μ μ λ μκΈ°μλ€. 1990λ
λλΆν°λ λμ€νλ κ΅λ΄μ νκΆλ νμ₯μ μ΄μ μ λλ©° ꡬλ
μ λν κΈ°μ‘΄μνκΆλ κ΄κ³μλ€μμ μ΄λ¦°μ΄μ κ°μ‘±μΌλ‘ νλλμ΄ μ λ¬Έμ§μ μ±κ²©μ΄ λ³ννμλ€. νκΆλθͺμ ꡬμ±κ³Ό λ΄μ©μ λ³νλ₯Ό ν΅νμ¬μ¬λ¦Όν½νκΆλ μ΄μ μ μμ¬λ₯Ό μ μ‘°λ§ν μ μμλ€.N
μ λ ¬λ λλ Έμ μ λ¨μΌμΈ΅ μμμμ λΈλ‘ 곡μ€ν©μ²΄μ λͺ¨ν΄λ‘μ§μ λν μ°κ΅¬
νμλ
Όλ¬Έ(μμ¬) --μμΈλνκ΅ λνμ :ννμ물곡νλΆ,2007.Maste
- β¦