7 research outputs found
The correlation between clinical career, communication skills and self-leadership of hospital nurses
κ°νΈκ΄λ¦¬μ κ΅μ‘μ 곡/μμ¬λ³Έ μ°κ΅¬λ λ³μμ 근무νλ κ°νΈμ¬λ₯Ό λμμΌλ‘ μμκ²½λ ₯, μμ¬μν΅ λ₯λ ₯, μ
ν리λμ μ λλ₯Ό μμλ³΄κ³ μμκ²½λ ₯, μμ¬μν΅ λ₯λ ₯, μ
ν리λμκ³Όμ κ΄κ³λ₯Ό νμΈνκ³ μ μνλ μμ μ μκ΄κ΄κ³ μ°κ΅¬μ΄λ€. μ°κ΅¬μ λμμλ κ²½κΈ°λμ μμ¬ν 2κ°μ μλ£κΈ°κ΄μ μΌλ°λ³λκ³Ό νΉμλΆμμ 근무νλ 205λͺ
μ κ°νΈμ¬λ₯Ό λμμΌλ‘ μ₯κΈμ±(2000)μ 4λ¨κ³ μμκ²½λ ₯λ¨κ³λ₯Ό λ°νμΌλ‘ μμκ²½λ ₯μ μ
μ¬ ν 12κ°μκΉμ§, 13κ°μο½36κ°μ, 37κ°μο½72κ°μ, 73κ°μ μ΄μμΌλ‘ λλμ΄ ν λΉ νλ³Έ μΆμΆνμλ€. μλ£ μμ§μ μκ° λ³΄κ³ μ μ€λ¬Έμ§λ₯Ό μ΄μ©νμ¬ 2013λ
4μ 16μΌλΆν° 4μ 30μΌκΉμ§ μ€μνμλ€. μ°κ΅¬λꡬλ μμ¬μν΅ λ₯λ ₯μ μΈ‘μ νκΈ° μν΄ Rubin λ±(1991)μ΄ μ μν κ°λ
μ νκ²½νΈ(2003)κ° μΆκ°νμ¬ κ°λ°ν λꡬμ, μ
ν리λμμ μΈ‘μ νκΈ° μν΄ Houghtonκ³Ό Neck(2002)μ RSLQ (Revised Self-Leadership Questionnaire)λ₯Ό νμ볡(2007)μ΄ λ²μν λꡬλ₯Ό μ°κ΅¬μκ° μμ β€λ³΄μνμ¬ μ¬μ©νμλ€. μμ§λ μλ£λ SPSS WIN 20.0 νλ‘κ·Έλ¨μ νμ©νμ¬ μμ μ ν΅κ³, t-test, ANOVA, Scheffe''s test, Pearson''s correlation Coefficientλ₯Ό μννμλ€. λ³Έ μ°κ΅¬μ κ²°κ³Όλ λ€μκ³Ό κ°λ€.1. λμμμ μμκ²½λ ₯μ 13κ°μο½36κ°μ, 73κ°μ μ΄μμ΄ 26.3%, 37κ°μο½72κ°μμ΄ 24.9%, μ
μ¬ ν 12κ°μκΉμ§κ° 22.4% μμΌλ‘ λ§μλ€.2. λμμμ μμ¬μν΅ λ₯λ ₯μ 5μ λ§μ μ νκ· νμ 3.56μ μΌλ‘ λνλ¬λ€. κ²°νΌ μν(t=2.218, p=0.028)μμ ν΅κ³μ μΌλ‘ μ μν μ°¨μ΄κ° μμ΄ κΈ°νΌμ΄ λ―ΈνΌμ λΉν΄ μμ¬μν΅ λ₯λ ₯μ΄ λμ κ²μΌλ‘ λνλ¬λ€. 3. λμμμ μ
ν리λμμ 5μ λ§μ μ νκ· νμ 3.41μ μΌλ‘ λνλ¬λ€. μ
ν리λμ νμμμλ³λ‘ μ΄ν΄λ³΄λ©΄ 건μ€μ μ¬κ³ μ λ΅μ΄ 3.55μ , μμ°μ 보μ μ λ΅μ΄ 3.54μ , νλ μ€μ¬μ μ λ΅μ΄ 3.30μ μμΌλ‘ λνλ¬λ€. μ°λ Ή(t=-2.103, p=0.037), μ§μ(t=-2.796, p=0.006)κ° ν΅κ³μ μΌλ‘ μ μν μ°¨μ΄κ° μμ΄ 31μΈ μ΄μ, μ±
μ κ°νΈμ¬μμ μ
ν리λμμ΄ λκ² λνλ¬λ€.4. λμμμ μμκ²½λ ₯μ λ°λ₯Έ μμ¬μν΅ λ₯λ ₯μμ 73κ°μ μ΄μμμ μμ¬μν΅ λ₯λ ₯μ΄ κ°μ₯ λμκ³ 37κ°μο½72κ°μ, 13κ°μο½36κ°μ, μ
μ¬ ν 12κ°μκΉμ§ μμΌλ‘ λκ² λνλ¬μΌλ ν΅κ³μ μΌλ‘ μ μν μ°¨μ΄λ μμλ€. μμκ²½λ ₯μ λ°λ₯Έ μ
ν리λμμμλ 73κ°μ μ΄μμμ κ°μ₯ λμκ³ 37κ°μο½72κ°μ, 13κ°μο½36κ°μ, μ
μ¬ ν 12κ°μκΉμ§ μμΌλ‘ λκ² λνλ¬μΌλ ν΅κ³μ μΌλ‘ μ μν μ°¨μ΄λ μμλ€.5. λμμμ μμκ²½λ ₯μ μ
ν리λμκ³Ό μ μν μ(+)μ μκ΄κ΄κ³κ° μμ΄ μμκ²½λ ₯μ΄ λ§μμλ‘ μ
ν리λμμ λμ κ²μΌλ‘ λνλ¬λ€(r=0.170, p=0.015). μμ¬μν΅ λ₯λ ₯κ³Ό μ
ν리λμμ μ μν μ(+)μ μκ΄κ΄κ³κ° μμ΄ μμ¬μν΅ λ₯λ ₯μ΄ λμμλ‘ μ
ν리λμμ΄ λμ κ²μΌλ‘ λνλ¬λ€(r=0.527, p=0.000). κ·Έλ¬λ μμκ²½λ ₯μ μμ¬μν΅ λ₯λ ₯κ³Όλ μ μν μκ΄κ΄κ³κ° μμλ€(r=0.115, p=0.101). κ²°λ‘ μ μΌλ‘ κ°νΈμ¬μ μμ¬μν΅ λ₯λ ₯κ³Ό μ
ν리λμ κ°μλ μ μν μκ΄κ΄κ³κ° μλ κ²μΌλ‘ λνλ¬λ€. λ°λΌμ κ°νΈμ¬ μ§λ¬΄κ΅μ‘ κ³Όμ μ μμ¬μν΅μ λν λ΄μ©μ λ°μν¨μΌλ‘μ¨ κ°νΈμ¬λ€μ μμ¬μν΅ λ₯λ ₯μ ν₯μμν€κ³ μμ¬μν΅ λ₯λ ₯ ν₯μμ ν΅ν μ
ν리λμμ μ¦μ§μμΌ μ§λ¬΄λ§μ‘±, μ‘°μ§λͺ°μ
μ¦κ°, κ°νΈμμ°μ± ν₯μ, κ°νΈμ
무μ±κ³Ό ν₯μ λ±μΌλ‘ μ΄μ΄μ§ μ μλλ‘ λ³μ λ° κ°νΈμ‘°μ§μμλ κ΄μ¬μ κ°μ§κ³ κ΅μ‘νλ‘κ·Έλ¨μ κ°λ° λ° μ μ©ν νμκ° μλ€.restrictio
λ€μ±λ μ¬μλμ κΈ°κ³νμ΅ λΆμμ ν΅ν λΉμΉ¨μ΅μ μ λ°©μ μ§λ¨μ κ΄ν μ°κ΅¬
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Όλ¬Έ (μμ¬) -- μμΈλνκ΅ λνμ : 곡과λν νλκ³Όμ λ°μ΄μ€μμ§λμ΄λ§μ 곡, 2021. 2. κΉν¬μ°¬.Breast cancer is a major disease in developing countries, with the importance of early diagnosis and treatment being emphasized day by day. To date, the diagnostic method of breast cancer implemented in clinical trials is dependent on medical imaging techniques such as mammography and ultrasonic magnetic resonance imaging. Accordingly, patients have to visit the hospital, which is certainly a disadvantage because such visits are not only inconvenient but also time-consuming and costly. Moreover, although studies on non-invasive self-diagnosis methods, which are mainly based on force sensors, have also been reported, these techniques are not widely used thus far. In this work, a basic study of noninvasive breast cancer diagnosis method using multichannel phonocardiography was performed. A one-channel digital stethoscope was initially developed using a microcontroller unit (MCU, STMF103RCT6) and I2S Output Digital Microphone (SPH0645LM4H-8). An eight-channel digital stethoscope was also fabricated using the same MCU and eight microphones. Data were recorded and graphically presented in real time when the user selects the corresponding button according to the measurement position. All data were stored in a six second durations and evaluated by machine learning. The performance evaluation of using the self-produced multichannel stethoscope and breast phantoms confirms the potential of the proposed technique for future clinical application. More specifically, in the phantom study, the accuracy, precision. And recall of distinguishing normal from abnormal breast phantom were 0.8785, 0.8764, and 0.8813, respectively. Moreover, the clinical studies conducted on 23 breast cancer patients for distinguishing cancerous breast from normal breast yielded 0.894, 0.901, and 0.885 for accuracy, precision, and recall respectively. Based on the results of this study, the future development of a new breast cancer diagnostic device that can facilitate breast cancer diagnosis unconstrained by time and location is anticipated.μ λ°©μμ κ°λ°λμκ΅μ μ£Όμ μμΌλ‘ μ‘°κΈ° μ§λ¨κ³Ό μΉλ£μ μ€μμ±μ΄λ λ‘ κ°μ‘°λκ³ μλ€. κ·Έλμ μ λ°©μμ μ§λ¨νλ λ°©λ²μλ μ λ°© μ‘°μμ , μ΄μν MR λ± μλ£μμ κΈ°λ²μ μμ‘΄ν΄ μκΈ° λλ¬Έμ λ°λμ λ³μμ μ°ΎμμΌ νκ³ λΉμ©μ΄ λ§μ΄ λλ λ¨μ μ΄ μλ€. μ£Όλ‘ ν μΌμλ₯Ό κΈ°λ°μΌλ‘ ν λΉμΉ¨μ΅μ μκ° μ§λ¨λ²μ λν μ°κ΅¬λ λ³΄κ³ λμμ§λ§ μμ§ λ리 μ°μ΄μ§λ μμλ€. λ§μΌ μ¬μμ μ΄μ©νμ¬ μ λ°©μ λ°μν μ λ°© νΉμ μ λ³ν μ μλ€λ©΄ νμλ€μ λ§μ μκ°κ³Ό λΉμ©μ μ€μΌ μ μκ² λ κ²μ΄λ€. λ³Έ μ°κ΅¬μμλ λ€μ±λ PCGλ₯Ό κΈ°λ°μΌλ‘ λΉμΉ¨μ΅μ μ λ°©μ μ§λ¨λ²μ λν κΈ°μ΄ μ°κ΅¬κ° μ€μλμλ€. 1 μ±λ μ μμ²μ§κΈ°λ STMF103RCT6 MCUμ I2S Output Digital Microphone (SPH0645LM4H-8)λ₯Ό μ¬μ©νμ¬ μ μλμλ€. 8 μ±λ μ μμ²μ§κΈ°λ λμΌν MCUμ 8κ°μ λ§μ΄ν¬λ₯Ό μ¬μ©νμ¬ λ§λ€μ΄μ‘λ€. μ¬μ©μκ° μΈ‘μ μμΉμ λ°λΌ λ²νΌμ μ ννλ©΄ λ°μ΄ν°κ° μ€μκ°μΌλ‘ κΈ°λ‘λκ³ κ·Έλνμ νμλλ€. λͺ¨λ λ°μ΄ν°λ 6μ΄ κΈΈμ΄λ‘ μ μ₯λκ³ κΈ°κ³νμ΅μΌλ‘ νκ°λλ€. μ체 μ μν λ€μ±λ μ μ μ²μ§κΈ°μ μ λ°© ν¬ν
μ μ΄μ©ν μ±λ₯ νκ°μμ ν₯ν μμ μ μ© κ°λ₯μ±μ΄ νμΈλμλ€. ꡬ체μ μΌλ‘λ ν¬ν
μ°κ΅¬μμ μ μκ³Ό μ΄μμ ꡬλΆνλ μ νλλ 0.8785, μ λ°λλ 0.8764, νμμ¨μ 0.8813μ΄μλ€. λν, 23λͺ
μ μ λ°©μ νμμ λνμ¬ μνν μμ μ°κ΅¬μμλ μ’
μμ΄ μλ μ λ°©κ³Ό μ μ μ λ°©μ ꡬλΆνλ λΆλ₯κΈ°μ μ±λ₯μ΄ μ νλ 0.894, μ λ°λ 0.901, νμμ¨ 0.885λ‘ λ μ°μνκ² λμλ€. λ³Έ μ°κ΅¬ κ²°κ³Όμ κΈ°λ°νμ¬ ν₯ν μκ°κ³Ό μ₯μμ μ νλμ§ μκ³ λ³ΈμΈ μ€μ€λ‘ μμ½κ² μ λ°©μμ μ‘°κΈ° μ§λ¨ν μ μλ μλ‘μ΄ μ λ°©μ μ§λ¨ κΈ°κΈ°κ° κ°λ°λ μ μμ κ²μΌλ‘ κΈ°λλλ€.Contents
Abstract
Contents
List of Tables
List of Figures
1. Introduction
1.1. Diagnostic methods for breast cancer
1.2. Benefits of breast cancer diagnosis using phonocardiogram
1.3. Phonocardiogram
2. Method
2.1 Analytical method of tissue characterization using sound wave
2.2 Hardware
2.2.1 Early model with stethoscope head
2.2.2 Small stethoscope head for specific breast spots.
2.2.3 One channel digital stethoscope using STMF103
2.2.4 Eight-channel digital stethoscope
2.3. Software
2.3.1 Arduino
2.3.2 IAR
2.3.3 User Interface with MATLAB
2.4 Breast phantom
2.5 Enrollment of subjects
2.5.1 Subjects
2.5.2 Informed consent
3. Result
3.1 Validity check with digital stethoscope
3.2 Result of phantom study
3.3 Result of clinical trial
4. Discussion
5. Conclusion
6. Acknowledgments
7. ReferencesMaste
Pre-service Teachersβ Development of Science Teacher Identity via Planning, Enacting and Reflecting Inquiry-based Biology Instruction
νμλ
Όλ¬Έ(μμ¬) -- μμΈλνκ΅λνμ : μ¬λ²λν κ³Όνκ΅μ‘κ³Ό(μλ¬Όμ 곡), 2022.2. κΉν¬λ°±.λ³Έ μ°κ΅¬μμλ μ€λ± μλΉκ³Όνκ΅μ¬λ€μ΄ μμ
μμ° κ°μ’μ μ°Έμ¬νλ©΄μ μ΄λ ν μ 체μ±μ λλ¬λ΄λμ§ νμνκ³ μ νμλ€. μ°κ΅¬ λμμ μμΈ μμ¬ μ¬λ²λνμ βνꡬνμ΅κ³Ό μλͺ
κ³Όνμ€ν μ§λβ κ°μ’λ₯Ό μκ°νλ μλΉκ³Όνκ΅μ¬ 22λͺ
μ΄λ€. μ°κ΅¬λ₯Ό μνμ¬ μλΉκ΅μ¬λ€μ νꡬ μμ
μ€κ³ λ° μμ° κ³Όμ μμ λ§λ€μ΄μ§ λͺ¨λ μλ£λ₯Ό μμ§νμκ³ , μμ
μμ° λ° λ°μ± μ₯λ©΄μ λ
Ήν λ° μ μ¬νμλ€. λν, μμ
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μ μλΉκ΅μ¬λ₯Ό λμμΌλ‘ λ°κ΅¬μ‘°νλ λ©΄λ΄μ μ€μνκ³ λ
Ήμ λ° μ μ¬νμλ€. μ°κ΅¬ κ²°κ³Ό, κ°μ’ μ΄λ°μλ κ³Όν κ΅μ¬ μ 체μ±μ΄ μ λλ¬λμ§ μμλ€. μλΉκ΅μ¬λ€μ μ΄κΈ° ꡬλ λ°μ±μμλ κΆμμ λ΄νκ° λνλ¬μΌλ©°, μ΄λ μλΉκ΅μ¬λ€μ΄ ꡬλ λ°μ± νλμ βμμ°λ μμ
μ λν νκ° νλβμΌλ‘ μΈμνκ³ μμμ 보μ¬μ€λ€. μ΄λ¬ν μΈμμ μλΉκ΅μ¬λ€μ΄ λνκ΅μ μ¬ννλ νμμΌλ‘μ κ³Όμ λ₯Ό μννκ³ κ΅μμμκ² νκ°λ₯Ό λ°λ μ
μ₯μΌλ‘ μμ
μμ° κ°μ’μ μ°Έμ¬ν¨μ 보μ¬μ€λ€. κ°μ’ μ€λ°λΆ μ΄ν, μλΉκ΅μ¬λ€μ κ³Όν κ΅μ¬ μ 체μ±μ 보μ¬μ£Όλ λ΄νκ° κ΄μ°°λμλ€. μ€λ°λΆ μ΄ν ꡬλ λ°μ±μμλ μ’
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λνμ λ΄νκ° μ΄λ£¨μ΄μ‘μΌλ©°, μ΄λ μλΉκ΅μ¬λ€μ΄ ꡬλ λ°μ± νλμ βμ λ¬Έμ± μ μ₯μ μν λ°°μ νλβμΌλ‘ μΈμν¨μ 보μ¬μ€λ€. λν νλ°λΆμλ μμ μ κ²½νμ κ΅μ¬μ νλκ³Ό μ°κ²° μ§κ³ ν΄μνλ λ΄νκ° λνλ¬λ€. μ΄λ μλΉκ΅μ¬λ€μ΄ μ΄ μκ° μκΈ° μμ μ κ΅μ¬λ‘μ μΈμν¨μ 보μ¬μ€λ€. λν κ°μ’λ₯Ό ν΅ν΄ μ€ν μμ
μ λν μΈμμ΄ νμ₯λμλ€. κ°μ’ λ΄μμ μ°Έμ¬μλ€μ κΆμλ₯Ό νλ±ννκ³ , λ°μ±μ μν λͺ¨λΈμ μ 곡νμμΌλ©°, μμ
μ λλ¬μΌ λ€μν μ
μ₯μ κ²½νν΄λ³΄λ μ°μ΅μ΄ μ΄λ£¨μ΄μ‘λ κ²μ΄ μλΉκ΅μ¬μ κ³Όν κ΅μ¬ μ μ²΄μ± νμ±μ κΈμ μ μΈ μν₯μ λ―Έμ³€λ€. λ³Έ μ°κ΅¬λ μλΉκ΅μ¬μ κ³Όν κ΅μ¬ μ μ²΄μ± νμ±μ μν κ΅μ¬ μμ± κ³Όμ μ κ΄ν μμ¬μ μ μ 곡νλ€.This study investigates the science teacher identity of pre-service science teachers (PSTs) in the context of a teaching practice course. Twenty-two PSTs who took the 'Biological Science Lab. for Inquiry Learning' course at the College of Education participated in this study. Artifacts created during the course were collected, and the teaching practices and reflections were recorded and transcribed. In addition, semi-structured interviews were conducted with nine PSTs, recorded, and transcribed. We found the science teacher identity was not well revealed at the beginning of the course. Authoritative discourse appeared in the early oral reflections of PSTs, indicating that the PSTs perceived oral reflection activities as βevaluation activities for teaching practiceβ. This perception shows that pre-service teachers participate in teaching practice courses as students attending a university, performing tasks and receiving evaluations from instructors. After the middle of the course, discourses showing the science teacher identity of the PSTs were observed. In the oral reflection after the middle part, dialogic discourses often arose, showing that the PSTs perceive the oral reflection activities as a 'learning activity for professional development'. In addition, in the second half, discourse appeared to connect and interpret one's experience with the teacher's activity, indicating that the PSTs perceive themselves as teachers at this stage. In addition, the perception of experimental classes was expanded through the course. During the course, the practice of equalizing the authority of the participants, providing a role model for reflection, and experiencing various positions from multiple viewpoints in the class had a positive effect on the formation and continuation of the teacher identity. This study provides implications on the teacher education process for teacher identity formation in PSTs.μ 1 μ₯ μλ‘ 1
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3. μ°κ΅¬μ μ νμ 4
μ 2 μ₯ μ΄λ‘ μ λ°°κ²½ 5
1. μ 체μ±κ³Ό κ³Όν κ΅μ¬ μ μ²΄μ± 5
2. κ³Όν κ΅μ¬ μ μ²΄μ± νμ±κ³Ό μμ
μμ° κ°μ’ 10
μ 3 μ₯ μ°κ΅¬ λ°©λ² λ° μ μ°¨ 13
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1. μλΉκ΅μ¬λ€μ κ³Όν κ΅μ¬ μ μ²΄μ± νμ± 19
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1.2. κ³Όν κ΅μ¬ μ μ²΄μ± νμ± : ꡬλ λ°μ± νλμ λν μΈμ λ³ν 22
1.3. κ³Όν κ΅μ¬ μ μ²΄μ± νμ± : κ²½νμ μ¬ν΄μμ ν΅ν ν¬κ΄μ λ°μ± 26
1.4. κ³Όν κ΅μ¬ μ μ²΄μ± νμ± : μ€ν μμ
μ λν μΈμ λ³ν 30
2. κ³Όν κ΅μ¬ μ μ²΄μ± νμ±μ μν₯μ λ―ΈμΉ μμΈ 33
2.1. μ°Έμ¬μλ€μ κΆμ νλ±ν 33
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Abstract 50μ
κΈμ°κΈ°λ₯Ό νμ©ν νκ²½λ―Έμ κ°μμμ μ΄ μ΄λ±νμμ νκ²½νλμ λ―ΈμΉλ μν₯
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Όλ¬Έ (μμ¬)-- μμΈλνκ΅ λνμ : νλκ³Όμ νκ²½κ΅μ‘μ 곡, 2012. 8. λ₯μ¬λͺ
.λ°λμ§ν νκ²½νλλ₯Ό ν¨μνκΈ° μν κ΅μ‘μ λ€μν κ΅κ³Όλ₯Ό ν΅ν΄ μ§μμ μΌλ‘ μ΄λ£¨μ΄μ§ λ ν¨κ³Όμ μΌ μ μλ€. λ νκ²½μ λν μ§μκ³Ό κ°μΉ μ¬μ΄μλ νΉμ ν κ΄κ³κ° μ‘΄μ¬νμ§ μμΌλ―λ‘(Iozzi, 1989), μ μμ μμμ μ΄μ μ λ§μΆ λ³λμ κ΅μ‘ λ°©λ²μ νμ©ν νμκ° μλ€. μ΄μ, λ³Έ μ°κ΅¬μμλ λ―Έμ κ΅κ³Όμμ νκ²½νλλ₯Ό ν¨μν μ μλ νκ²½κ΅μ‘ λ°©λ²μ λ§λ ¨νκ³ μ, 'νκ²½λ―Έμ κ°μμμ
'μ κΈ°ννκ³ , 'κΈμ°κΈ°' νλμ μ£Όμ κ°μ λ°©λ²μΌλ‘ μ€μ νμ¬, ꡬ체μ μΈ κΈμ°κΈ° λ°©λ²μ λ§λ ¨νμλ€.
λ³Έ μ°κ΅¬μ λͺ©μ μ νκ²½λ―Έμ κ°μμμ
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μ νκ²½ κ΅μ‘μ ν¨κ³Όλ₯Ό νμΈνκ³ , κ°μμμ
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μ μ€κ³β€μ€νν ν, νκ²½νλ κ²μ¬μ μκΈ° κΈ°μ
μ μ€λ¬Έμ‘°μ¬λ₯Ό μ€μνμ¬ κ·Έ κ²°κ³Όλ₯Ό ν΄μνμλ€.
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λͺ¨νμ λ°λ₯Έ νλ λ° λ°λ¬Έμ μΈ μ§λ¨μ λμΌνκ² μ μ©νλ, μ€νμ§λ¨μ 'κΈ°μ΅μ λ μ¬λ¦¬κΈ°'μ λ΅μ λ°λΌ μ±μ°°μ κΈμ°κΈ°λ₯Ό, λΉκ΅μ§λ¨1μ 'λΉνκ° λμ΄λ³΄κΈ°'μ λ΅μ λ°λΌ λΉνμ κΈμ°κΈ°λ₯Ό νμμΌλ©° λΉκ΅μ§λ¨2λ κΈμ°κΈ°λ₯Ό νμ§ μμλ€. 'λΉνμ κΈμ°κΈ°'λ 'νκ²½λ―Έμ μνμ νμκ³Ό λ΄μ©μ μ΄ν΄νκ³ , μ΄λ₯Ό λ°νμΌλ‘ μνμ μ’μ μ κ³Ό κ°μΉλ₯Ό νκ°νλλ‘ νλ κΈμ°κΈ°'μ΄λ©°, 'μ±μ°°μ κΈμ°κΈ°'λ 'νκ²½λ―Έμ μνμ κ°μνκ³ , μ΄λ₯Ό μκΈ° μ±μ°°μ 맀κ°μ²΄λ‘ μΌμ, νκ²½μ λν μμ μ νλλ₯Ό μ΄ν΄νκ³ λμκ° λ°λμ§ν λ³νλ₯Ό λλͺ¨νκΈ° μν κΈμ°κΈ°'μ΄λ€. νκ²½λ―Έμ κ°μμμ
μ νκ²½ κ΅μ‘μ ν¨κ³Όλ₯Ό λμ΄κΈ° μν΄μλ κΈ°μ‘΄μ λ―Έμ κ°μμμ
κ³Όλ λ€λ₯Έ μλ‘μ΄ λ°©λ²μ΄ νμνλ€κ³ μΈμνκ³ , νκ²½λ―Έμ μνμ ν΅ν΄ κ°μμμ νκ²½νλμ λν 'μ±μ°°'μ΄ μ΄λ£¨μ΄μ§λλ‘ λμΈ μ μλ 'μ±μ°°μ κΈμ°κΈ°'λ₯Ό λ§λ ¨νμ¬, λ―Έμ κ΅μ‘μ μν κΈμ°κΈ°λ‘μ 'λΉνμ κΈμ°κΈ°'μ λΉκ΅νμ¬ κ·Έ ν¨κ³Όλ₯Ό λ°νκ³ μ ν κ²μ΄λ€.
κ°μμμ
μ΄ λλκ³ 1μ£ΌμΌ ν μ€μν νκ²½νλ κ²μ¬ κ²°κ³Ό, μ€νμ§λ¨μ νκ²½νλμ μ¬μ -μ¬ν κ²μ¬ μ μκ° μ μλ―Έν μ°¨μ΄λ₯Ό λνλμΌλ, λΉκ΅μ§λ¨1κ³Ό λΉκ΅μ§λ¨2λ μ μλ―Έν μ°¨μ΄λ₯Ό λνλ΄μ§ μμλ€. κ·Έλ¦¬κ³ μΈ μ§λ¨ κ° μ¬ν κ²μ¬ μ μμ μ°¨μ΄λ₯Ό λΆμν κ²°κ³Ό, μ€νμ§λ¨μ μ μμ λ€λ₯Έ λ μ§λ¨ κ°μ μ μμ μ°¨μ΄κ° μ μνμλ€. μκΈ° κΈ°μ
μ μ€λ¬Έ μ‘°μ¬μμλ μ€νμ§λ¨μ νμλ€μ΄ λΉκ΅μ§λ¨1,2μ νμλ€λ³΄λ€ νκ²½νλμ λ³νμ λν μλ΅μ λ λ§μ΄ ν¨μΌλ‘μ¨ νκ²½νλ κ²μ¬ κ²°κ³Όλ₯Ό λ·λ°μΉ¨νμλ€.
μ΄μμ κ²μ¬ λ° μ€λ¬Έμ‘°μ¬ κ²°κ³Όλ₯Ό ν΅ν΄ λ³Έ μ°κ΅¬μ κ²°κ³Όλ₯Ό λ€μκ³Ό κ°μ΄ μμ½ν μ μλ€. 첫째, κΈμ°κΈ°λ₯Ό νμ©νμ§ μμ νκ²½λ―Έμ κ°μμμ
μ μ΄λ±νμμ νκ²½νλλ₯Ό ν₯μμν€λ λ° μν₯μ λ―ΈμΉμ§ μλλ€. λμ§Έ, νκ²½λ―Έμ κ°μμμ
μμ κΈμ°κΈ° νλ μμ²΄κ° μ΄λ±νμμ νκ²½νλλ₯Ό ν₯μμν€λ λ° μν₯μ λ―ΈμΉλ κ²μ μλλ€. μ
μ§Έ, νκ²½λ―Έμ κ°μμμ
μμ μ±μ°°μ κΈμ°κΈ°λ μ΄λ±νμμ νκ²½νλλ₯Ό ν₯μμν€λ λ° μν₯μ λ―ΈμΉλ, λΉνμ κΈμ°κΈ°λ μν₯μ λ―ΈμΉμ§ μλλ€.
μ΄μμμ, νκ²½λ―Έμ κ°μμμ
μ κ·Έ μ체λ‘λ νκ²½ κ΅μ‘μ ν¨κ³Όλ₯Ό κ°μ§ μμ§λ§, 'κΈ°μ΅μ λ μ¬λ¦¬κΈ°' μ λ΅μ λ°λ₯Έ μ±μ°°μ κΈμ°κΈ°λ₯Ό νμ©ν νκ²½λ―Έμ κ°μμμ
μ μ΄λ±νμλ€μ νκ²½νλλ₯Ό ν₯μμν¬ μ μλ ν¨κ³Όμ μΈ νκ²½κ΅μ‘ λ°©λ²μ΄λΌκ³ λ³Έ μ°κ΅¬μ κ²°λ‘ μ λ΄λ¦΄ μ μλ€. νμλ€μ κΈμ ν΅ν΄, 'κΈ°μ΅μ λ μ¬λ¦¬κΈ°' μ λ΅μ λ°λ₯Έ μ±μ°°μ κΈμ°κΈ°λ νμλ€μ νκ²½νλ λ° νλμ λν μ±μ°°μ μ΄λμ΄ λμΌλ‘μ¨, λ μλ―Έ μλ μΆμ κ²½νμ νμ© λ° μκΈ°νκ²½ν μ λ΅μΌλ‘ μμ©ν¨μΌλ‘μ¨ νμλ€μ νκ²½νλλ₯Ό ν₯μμν€λ λ° μν₯μ λ―Έμ³€μ κ²μ΄λΌκ³ μΆλ‘ νμλ€.
λ³Έ μ°κ΅¬λ νκ²½λ―Έμ μ λν κ°μνλλ μ μ ν λ°©λ²μ νμ©νλ€λ©΄ νκ²½ κ΅μ‘μ μΌλ‘ ν¨κ³Όμ μΌ μ μμμ μ€νμ μΌλ‘ μ¦λͺ
ν¨μΌλ‘μ¨, νκ²½κ΅μ‘ λ°©λ²μ λ³΄λ€ λ€μν νμλ€λ λ° μμκ° μλ€. λ 보νΈμ μΈ κ΅μ‘ λ°©λ²μΈ 'κΈμ°κΈ°'λ₯Ό νμ©νμ¬ κ·Έ ꡬ체μ μΈ μ λ΅μ λ§λ ¨ν¨μΌλ‘μ¨, κ΅μ‘ νμ₯μμ νκ²½λ―Έμ κ°μμμ
μ΄ λ³΄λ€ μ½κ³ ν¨κ³Όμ μΌλ‘ μ΄λ£¨μ΄ μ§ μ μλλ‘ νλ λ° κΈ°μ¬νμλ€. κ·Έλ¬λ μ κΈ°μ μΈ μ°κ΅¬(biograghical research)κ° μ΄λ£¨μ΄μ§μ§ λͺ»νμμΌλ©°, μ§μ λΆμμ΄ λ―Έν‘νμ¬ νκ²½νλμ λ³ν κ³Όμ λ±μ λν΄μλ ꡬ체μ μΌλ‘ λ°νμ§ λͺ»νμλ€. μμΌλ‘ μ΄λ¬ν μ μ 보μνκ³ , νκ²½κ΅μ‘μμ νκ²½λ―Έμ λ° κ°μμμ
μ λ³΄λ€ ν¨κ³Όμ μΌλ‘ νμ©ν μ μλ λ°©λ²μ λν λ
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1. μ°κ΅¬μ λ°°κ²½ λ° λͺ©μ
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1.1. μ¬μ κ²μ¬
1.2. μ¬μ -μ¬ν κ²μ¬ λΉκ΅
1.3. μΈ μ§λ¨ κ° μ¬ν κ²μ¬ λΉκ΅
2. μκΈ° κΈ°μ
μ μ€λ¬Έμ‘°μ¬ κ²°κ³Ό
2.1. νκ²½λ―Έμ κ°μμμ
μ λν μλ΅
2.2. κΈμ°κΈ° νλμ λν μλ΅
2.3. νκ²½νλ λ° νκ²½νλμ λ³νμ λν μλ΅
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