24 research outputs found
A thermodynamic study of mesophilic, thermophilic, and hyperthermophilic L-arabinose isomerases: the effects of divalent metal ions on protein stability at elevated temperatures
To gain insight into the structural stability of homologous homo-tetrameric l-arabinose isomerases (AI), we have examined the isothermal guanidine hydrochloride (GdnHCl)-induced unfolding of AIs from mesophilic Bacillus halodurans (BHAI), thermophilic Geobacillus stearothermophilus (GSAI), and hyperthermophilic Thermotoga maritima (TMAI) using circular dichroism spectroscopy. The GdnHCl-induced unfolding of the AIs can be well described by a two-state reaction between native tetramers and unfolded monomers, which directly confirms the validity of the linear extrapolation method to obtain the intrinsic stabilities of these proteins. The resulting unfolding free energy (ΞGU) values of the AIs as a function of temperature were fit to the GibbsβHelmholtz equation to determine their thermodynamic parameters based on a two-state mechanism. Compared with the stability curves of BHAI in the presence and absence of Mn2+, those of holo GSAI and TMAI were more broadened than those of the apo enzymes at all temperatures, indicating increased melting temperatures (Tm) due to decreased heat capacity (ΞCp). Moreover, the extent of difference in ΞCp between the apo and holo thermophilic AIs is larger than that of BHAI. From these studies, we suggest that the metal dependence of the thermophilic AIs, resulting in the reduced ΞCp, may play a significant role in structural stability compared to their mesophilic analogues, and that the extent of metal dependence of AI stability seems to be highly correlated to oligomerization.ope
Hidden Markov λͺ¨λΈμ μ΄μ©ν Gλ¨λ°±μ§κ²°ν©μμ©μ²΄μ Gλ¨λ°±μ§μ κ²°ν© νΉμ΄μ± μμΈ‘μΉμ λΉκ΅ μ°κ΅¬: Gλ¨λ°±κ²°ν©μμ©μ²΄μ λ€μν μμ΄μ λν μμΈ‘μΉ λΉκ΅
νμλ
Όλ¬Έ (μμ¬)-- μμΈλνκ΅ λνμ : μΉμνκ³Ό, 2011.2. μ΄μ§.Maste
ν¬λμκ΅¬κ· μ λμ LacD λ¨λ°±μ§κ³Ό νλμ±μ°μμκ΅¬κ· μ λμ LacD.1 λ¨λ°±μ§μ ꡬ쑰 μ°κ΅¬ : κΈ°μ§ νΉμ΄μ± λ° λ³μμ± μ μ μ λ°ν μ‘°μ μ λν μ°κ΅¬
νμλ
Όλ¬Έ (λ°μ¬)-- μμΈλνκ΅ λνμ : ννλΆ, 2011.8. μμΈμ.Docto
A Study on Grammar Education Utilizing Colloquial Expressions Found in Written Text
νμλ
Όλ¬Έ(μμ¬) -- μμΈλνκ΅λνμ : μ¬λ²λν κ΅μ΄κ΅μ‘κ³Ό(κ΅μ΄κ΅μ‘μ 곡), 2023. 2. ꡬ본κ΄.λ³Έ μ°κ΅¬λ μμ± κΈ°λ° μμ¬μν΅μ λ³Έμ§μ μμ±μΈ ꡬμ΄μ±μ μ£Όλͺ©νμ¬, νμ΅μκ° λ¬Έμ΄ ν
μ€νΈλ₯Ό μμ°νλ κ³Όμ μμ λ€μν μ νμ ꡬμ΄μ²΄ ννμ ν¨κ³Όμ μΌλ‘ νμ©ν μ μλ λ₯λ ₯μ κΈΈλ¬μ£ΌκΈ° μν κ΅μ‘ λ°©μμ 체κ³ννλ κ²μ λͺ©μ μΌλ‘ νλ€. μ΄λ ꡬμ΄μ±μ λν μΈμκ³Ό ꡬμ΄μ²΄ ννμ νμ© μ¬μ΄μ μ μ ꡬ쑰μ μμ©μ λν λ³Έμ§μ λ¬Όμμ ν°νκ³ μμΌλ©°, μΈκ°μ μ¬κ³ (ζθ)μ μΈμ΄μ ννμ κΈ΄λ°ν μνΈ μμ© κ΄κ³λ₯Ό νꡬν¨μΌλ‘μ¨ κ΅¬μ²΄νλλ€.
ꡬμ΄κ° λ§μ리λΌλ νν λ§€μ²΄λ‘ μ€νλλ μΈμ΄λ‘μ μλ£μ²΄ μΈ΅μμ κ°λ
μ΄λΌλ©΄ ꡬμ΄μ²΄λ λ¬Έμ΄ ν
μ€νΈμμ νμμ μν΄ μλμ μΌλ‘ μ νλ 문체μ μ±κ²©μ μ§λ
μ νμ±μ λ κ² λλ€. μ°λ¦¬λ νΉν μΈκ°μ μ¬κ³ κ° μλνλ κ΄λ
μΈ΅μμ κ°λ
μΌλ‘μ ꡬμ΄μ±μ μ£Όλͺ©ν νμκ° μλ€. ꡬμ΄μ±μ ꡬμ΄μ ꡬμ΄μ²΄μ ꡬμ΄μ μΈ νν νΉμ±μ λΆμ¬νλ κ·Όμμ μμ§μ΄κΈ° λλ¬Έμ΄λ€.
λ¬Έμ΄ ν
μ€νΈμμμ ꡬμ΄μ²΄ ννμ λ³Έμ§μ μμ±μΌλ‘μμ ꡬμ΄μ± μΈλΆ μμ§μ κΈ°μ€μΌλ‘ λ³΄λ€ μμΈνλ μ μλ€. μ΄λ€μ νμμ κ΄λ
μΈ΅μμμ μμ©ν¨μΌλ‘μ¨ λ¬Έμ΄ ν
μ€νΈμ λνμ μμ±μ λΆμ¬νλ©΄μ ꡬμ΄μ²΄ ννμ μ€ννλ€. 1) λ§₯λ½μμ‘΄μ±μ μλ΅ ννκ³Ό μΈμ© ννμ ꡬμ±νλ λ° μμ©νλ€. 2) μ μ‘°μ±μ λ³λ ¬ ννκ³Ό μμ μ νν, 3) μ€μκ°μ±μ μ²¨κ° ννκ³Ό λ°λ³΅ ννμ νμ©κ³Ό κ΄λ ¨λλ€. 4) μνΈμμ©μ±μ μλ¬Έν, λͺ
λ Ήν, μ²μ ν, κ°νν ννμ΄λ λΉκ²©μμ ννμ νμ© κΈ°λ°μ λ§λ ¨ν΄μ€λ€.
λ¬Έμ΄ ν
μ€νΈμμλ λ€μν ꡬμ΄μ²΄ ννμ΄ νμ©λ¨μΌλ‘μ¨ λ€μ±λ‘μ΄ νν ν¨κ³Όλ₯Ό μ λ°νκΈ°λ νλ€. λΆλλ¬μμ΄λ μΉκ·Όκ°κ³Ό κ°μ μ μμ ν¨κ³Όλ₯Ό λΆμ¬νκ±°λ, λ
μμμ μ κ·Ήμ μΈ μνΈ μμ©μ μ΄μ§νλκ° νλ©΄, νμμ μ£Όκ΄μ μΈ μκ°Β·κ΄μ Β·κ°μ± λ±μΌλ‘ λλ³λλ λͺ©μ리(voice)λ₯Ό μμνκ² λλ¬λμΌλ‘μ¨ μ€λλ ₯ μλ κΈμ°κΈ°λ₯Ό κ°λ₯νκ² νλ€. μ΄λ ꡬμ΄μ²΄ ννμ ν¨κ³Όλ₯Ό κ°ννκΈ° μν΄μλ λ¬Έμ΄ ν
μ€νΈλ₯Ό μμ°νλ κ³Όμ μμ μ°κΈ° λ§₯λ½μ΄λ μΈμ΄ κ·λ² κ°μ λ¬Έμ΄μ± μμΈκ³Όμ 볡ν©μ μΈ μνΈ μμ©μ νμμ μΌλ‘ κ³ λ €ν΄μΌ νλ€.
ννΈ νμ΅μμ λ¬Έμ΄ ν
μ€νΈμμμ ꡬμ΄μ²΄ νν νμ© μμμ μ€μ²΄μ μΌλ‘ ν¬μ°©νμ¬ λΆμνκΈ° μν΄ κ³ λ±νκ΅ νμ΅μ 32λͺ
μ λμμΌλ‘ νλ κ³Όμ λ₯Ό μννμλ€. κ·Έ κ²°κ³Ό ꡬμ΄μ±μ λν μΈμ μΈ΅μλ₯Ό κΈ°μ€μΌλ‘ νμΈ΅μ /μ¬μΈ΅μ μΈμ μμμ νμΈνμμΌλ©°, ꡬμ΄μ²΄ ννμ νμ© μμ€μ κΈ°μ€μΌλ‘ λ¨μν/μ κ΅ν νμ© μμμ λμΆνμλ€. ν΄λΉ κΈ°μ€μ μ μ©ν λ, νμ΅μ μ νμ ν¬κ² μ¬μ― κ°μ§λ‘ λ²μ£Όνλλ€. μ νμ μΈμν(μ ν 1)μ΄λ λ¬Έμ΄μ²΄ νμ©ν(μ ν 2)μ λ¬Έμ΄ ν
μ€νΈμμμ ꡬμ΄μ²΄ ννμ ν¨κ³Όλ₯Ό κΈ°λνκΈ° μ΄λ €μ΄ κ²½μ°μ ν΄λΉνλ€. νμ μ ꡬμ΄μ²΄ νμ©ν(μ ν 3)μ΄λ λΆλΆμ ꡬμ΄μ²΄ νμ©ν(μ ν 4)μ ꡬμ΄μ²΄ ννμ ν¨κ³Όκ° μ½ν κ²½μ°μ΄λ€. μ μ¬μ ꡬμ΄μ²΄ νμ©ν(μ ν 5)κ³Ό ν¨κ³Όμ ꡬμ΄μ²΄ νμ©ν(μ ν 6)μ ꡬμ΄μ²΄ ννμ ν¨κ³Όκ° κ°ν κ²½μ°μ ν¬ν¨λλ€.
ꡬμ΄μ±κ³Ό ꡬμ΄μ²΄κ° λ§Ίλ κ΄κ³λ‘λΆν° λμΆλλ μ¬κ³ μ ννμ ν₯ν λ³Έμ§μ λ¬Όμμ νμ΅μμ μμμ μ΄ν΄λ₯Ό μΆλνκΈ° μν λ°±μλ μ€κ³ λͺ¨νμ ν΅ν΄ ꡬλνλμλ€. λ¨Όμ λ¬Έμ΄ ν
μ€νΈμμμ λ€μν ꡬμ΄μ²΄ ννμ μ κ΅νκ² μΈμνκ³ , λ₯λμ μΌλ‘ νꡬνλ©°, μ κ·Ήμ μΌλ‘ νμ©ν μ μλ μλ ν¨μμ λͺ©νλ‘ μ μνμλ€. λ€μμΌλ‘ ν¨κ³Όμ μΈ κ΅¬μ΄μ²΄ νν νμ©μ μν νκ° κ³Όμ μ μ΄μ λ°λ₯Έ μ±μ 루λΈλ¦μ μ€κ³νμλ€. λμΌλ‘λ κ΅μΒ·νμ΅ κ΅λ©΄μμ μ€ν κ°λ₯ν νμ΅ κ²½ν λ° νλμ μ€λ‘(ε―¦δΎ)λ₯Ό λ§λ ¨νμλ€.
λ³Έ μ°κ΅¬λ μΈκ°μ κ΄λ
μΈ΅μμμ μμ©νλ ꡬμ΄μ±μ νμ₯μ μΌλ‘ μ¬μ‘°λͺ
νκ³ , μΈκ°μ μ¬κ³ μ μΈμ΄μ νν μ¬μ΄μ κ΄κ³μ λν λ³Έμ§μ λ¬Όμμ ν λλ‘ νμ΅μμ μμμ μΈ μΈμ΄ μΈμμ μΆλν μ μλλ‘ μλ΄νλ κ΅μ‘ λ°©μμ 체κ³ννλ€λ μ μμ μμκ° μλ€. λλΆμ΄ ν¨κ³Όμ μΈ ννμ μν μΈμ΄μ μμμ μ¦λν¨μΌλ‘μ¨ νμ΅μκ° λ¬Έμ΄ ν
μ€νΈλ₯Ό μμ°νλ κ³Όμ μμ λ€μν ꡬμ΄μ²΄ ννμ λ₯μνκ² λΆλ € μΈ μ μλλ‘ λλ νν λ₯λ ₯μ μ μ₯νλ λ° κΈ°μ¬ν μ μλ€λ μ μΌλ‘λΆν° κ΅μ‘μ μμ¬μ μ μ μν μ μλ€.The purpose of this study is to design educational methods to develop learners ability to effectively utilize various types of colloquial expressions in the process of producing written text, focusing on orality, an essential attribute of voice-based communication. This is based on the essential question of the psychodynamics between the perception of orality and the use of colloquial expressions, and is embodied by exploring the close interaction between human thought and language.
Spoken language is a concept based on medium of speech at the medial aspects, and Colloquial style has the character of a style intentionally selected by the writer in the written text and therefore is considered marked. In particular, we need to pay attention to orality as a concept at the conceptual aspects in which human thought process functions. This is because orality is a fundamental feature that gives colloquial expression characteristics to colloquial style and spoken language.
The Colloquial expression in the written text can be more detailed based on the features of orality as an essential attribute. They realize colloquial expression by giving dialogic attributes to written text by acting on the writers conceptual aspects. 1) Context dependency works to construct ellipsis expressionsand quotation expressions. 2) Linearity is related to the use of parataxis expression and verbal expression, and 3) real-time is related to the use of additive expression and repetitive expression. 4) Interactivity provides the basis for the use of interrogative, imperative, propositive, exclamative expression or informal expression.
In written text, various colloquial expressions can cause various rhetorical effects. It allows writing with power by giving affective effects such as tenderness or familiarity, promoting active interaction with audience, and vividly revealing the voice represented by writers subjective thoughts, perspectives, and individuality. At this time, in order to strengthen the effect of colloquial expression, complex interactions with literary factors such as writing customs and language code must be considered in the production of written text.
Meanwhile, this study was carried out on 32 high school learners to analyze and describe learners use of colloquial expressions in written text. The result showed that it was divided into surface/deep perception according to the level of perception of orality, and it also could be divided into simple/refined use according to the level of use of colloquial expression. When applying the criteria, the learner types are categorized into six categories. 1) limited recognition type, and 2) literacy utilization type. In these case, it is difficult to expect the effect of colloquial expression in written text. 3) limited orality utilization type, and 4) partial orality utilization type. In these case, the effect of colloquial expression on written text is weak. 5) potential orality utilization type, and 6) effective orality utilization type. In these case, the effect of colloquial expression in written text is strong enough.
The essential questions pertaining to the relationship between thought and language, like the one between orality and colloquial expressions, are structured through a backward design model to drive learners enduring understanding. First, the goal of Grammar Education Utilizing Colloquial Expressions Found in Written Text is to cultivate the ability to finely recognize, actively explore, and actively utilize various colloquial expressions in written texts. Second, the assessment task and rubric are planned for effective use of colloquial expression. Third, authentic examples of practical learning experiences and activities in the teaching and learning are designed by a researcher.
The importance of this study lies in that it designs an educational method that extensively re-examines orality working on the human conceptual aspects and guides learners to drive enduring language awareness based on essential questions about the relationship between human thought and language. In addition, educational implications can be found in that by increasing linguistic resources for effective expression, it can contribute to enhancing expression skills that help learners use various colloquial expressions in the process of producing written text.I. μ λ‘ 1
1. μ°κ΅¬μ νμμ± λ° λͺ©μ 1
2. μ°κ΅¬μ¬ 9
2.1. ꡬμ΄μ²΄μ μ΄ν΄μ λν μ°κ΅¬ 10
2.2. ꡬμ΄μ²΄μ νμ©μ λν μ°κ΅¬ 18
3. μ°κ΅¬ λ°©λ² λ° μλ£ 21
3.1. μ°κ΅¬ λ°©λ² 21
3.2. μ°κ΅¬ μλ£ μμ§ κ³Όμ κ³Ό λ΄μ© 25
II. λ¬Έμ΄ ν
μ€νΈμμμ ꡬμ΄μ²΄ νν νμ© κ΅μ‘μ μν λ
Όμμ ν λ 32
1. ꡬμ΄μ²΄ ννμ νμ₯μ κ°λ
μ 립 32
1.1. ꡬμ΄μ²΄ κ΄λ ¨ κ°λ
κ³Ό ꡬμ΄μ²΄ νν 32
1.2. ꡬμ΄μ± μΈλΆ μμ§κ³Ό ꡬμ΄μ²΄ νν 42
2. ꡬμ΄μ²΄ ννμ μ νκ³Ό νΉμ± 54
2.1. λ§₯λ½μμ‘΄μ±μ λ°λ₯Έ ꡬμ΄μ²΄ νν 57
1) μλ΅ νν 57
2) μΈμ© νν 61
2.2. μ μ‘°μ±μ λ°λ₯Έ ꡬμ΄μ²΄ νν 64
1) λ³λ ¬ νν 65
2) μμ μ νν 67
2.3. μ€μκ°μ±μ λ°λ₯Έ ꡬμ΄μ²΄ νν 69
1) μ²¨κ° νν 70
2) λ°λ³΅ νν 72
2.4. μνΈμμ©μ±μ λ°λ₯Έ ꡬμ΄μ²΄ νν 74
1) μλ¬Έν, λͺ
λ Ήν, μ²μ ν, κ°νν νν 75
2) λΉκ²©μμ νν 78
3. λ¬Έμ΄ ν
μ€νΈμμμ ꡬμ΄μ²΄ ννμ νμ© 83
3.1. λ¬Έμ΄ ν
μ€νΈμμμ ꡬμ΄μ²΄ ννμ κ΅¬μ± 83
1) ꡬμ΄μ±κ³Ό λ¬Έμ΄μ±μ 볡ν©μ μνΈ μμ© 83
2) λ§νλ―μ΄ μ°κΈ°μ ꡬμ΄μ²΄ νν 86
3.2. λ¬Έμ΄ ν
μ€νΈμμμ ꡬμ΄μ²΄ ννμ ν¨κ³Ό 90
1) νμ μΈ‘λ©΄ 90
2) λ
μ μΈ‘λ©΄ 91
3) ν
μ€νΈ μΈ‘λ©΄ 93
4. λ¬Έμ΄ ν
μ€νΈμμμ ꡬμ΄μ²΄ νν νμ© κ΅μ‘μ κ΅μ΄κ΅μ‘μ μμ 95
4.1. ꡬμ΄μ²΄ νν νμ© κ΄λ ¨ κΈ°μ‘΄ κ΅μ‘μ λ°μ±μ κ²ν 95
1) κ΅μ‘κ³Όμ λ° κ΅κ³Όμ μ°¨μ 95
(1) κ΅μ‘κ³Όμ μ°¨μ 96
(2) κ΅κ³Όμ μ°¨μ 105
2) νμ΅μ κ²½ν λ° μΈμ μ°¨μ 111
(1) ꡬμ΄λ¬Έμ΄μ νΉμ±μ λν κ΅μ‘ κ²½ν 111
(2) ꡬμ΄μ²΄ νν νμ©μ λν νΌλλ°± κ²½ν 113
(3) ꡬμ΄μ²΄λ¬Έμ΄μ²΄μ κ΄κ³μ λν μΈμ 114
4.2. λ¬Έμ΄ ν
μ€νΈμμμ ꡬμ΄μ²΄ νν νμ© κ΅μ‘μ μμ 117
1) ꡬμ΄μ±μ ν볡μ ν΅ν μΈμ΄ μΈμ νμ₯ 117
2) ν¨κ³Όμ μΈ ννμ μν μΈμ΄μ μμ μ¦λ 119
III. νμ΅μμ λ¬Έμ΄ ν
μ€νΈμμμ ꡬμ΄μ²΄ νν νμ© μμ λΆμ 122
1. μλ£ μμ§ λ° λΆμ λ°©λ² 122
1.1. κ³Όμ μ€κ³ λ° λ΄μ© 122
1) μλ£ μμ§ λμ 123
2) μ μλ¬Έ μ μ 125
3) κ³Όμ μν λ¨κ³ 130
1.2. μλ£ λΆμ κΈ°μ€ λ° λ°©λ² 134
1) μλ£ λΆμ κΈ°μ€ 134
2) μλ£ λΆμ λ°©λ² 142
2. νμ΅μμ λ¬Έμ΄ ν
μ€νΈμμμ ꡬμ΄μ²΄ νν νμ© μμ λΆμ 144
2.1. ꡬμ΄μ²΄ ννμ ν¨κ³Όλ₯Ό κΈ°λνκΈ° μ΄λ €μ΄ κ²½μ° 145
1) μ ν 1: μ νμ μΈμν 145
2) μ ν 2: λ¬Έμ΄μ²΄ νμ©ν 147
2.2. ꡬμ΄μ²΄ ννμ ν¨κ³Όκ° μ½ν κ²½μ° 153
1) μ ν 3: νμ μ ꡬμ΄μ²΄ νμ©ν 153
2) μ ν 4: λΆλΆμ ꡬμ΄μ²΄ νμ©ν 156
2.3. ꡬμ΄μ²΄ ννμ ν¨κ³Όκ° κ°ν κ²½μ° 158
1) μ ν 5: μ μ¬μ ꡬμ΄μ²΄ νμ©ν 158
2) μ ν 6: ν¨κ³Όμ ꡬμ΄μ²΄ νμ©ν 160
3. νμ΅μμ λ¬Έμ΄ ν
μ€νΈμμμ ꡬμ΄μ²΄ νν νμ© μμ λΆμμ μμ¬μ 164
3.1. ꡬμ΄μ±μ λν μΈμ μ¬ννμ₯μ νμμ± 164
3.2. ꡬμ΄μ²΄ νν κ΅¬μ± λ° νμ© λ₯λ ₯ μ κ΅νμ νμμ± 168
IV. λ¬Έμ΄ ν
μ€νΈμμμ ꡬμ΄μ²΄ νν νμ© κ΅μ‘μ μ€μ 173
1. λ¬Έμ΄ ν
μ€νΈμμμ ꡬμ΄μ²΄ νν νμ© κ΅μ‘ μ€κ³μ ꡬλν 173
1.1. λ°±μλ μ€κ³ λͺ¨νμ ν΅ν κ΅μ‘ λ°©μ μ€κ³ κ³Όμ 173
1.2. λ¬Έμ΄ ν
μ€νΈμμμ ꡬμ΄μ²΄ νν νμ© κ΅μ‘μ μν μ²΄κ³ ν 177
2. λ¬Έμ΄ ν
μ€νΈμμμ ꡬμ΄μ²΄ νν νμ© κ΅μ‘μ λͺ©ν 181
2.1. λ¬Έμ΄ ν
μ€νΈμμμ ꡬμ΄μ²΄ νν νμ© κ΅μ‘μ λͺ©ν 181
2.2. μμμ μ΄ν΄λ₯Ό μν κ΅μ‘ λͺ©νμ μ¬κ΅¬μ± 185
2.3. λ¬Έμ΄ ν
μ€νΈμμμ ꡬμ΄μ²΄ νν νμ© κ΅μ‘μ μν κΈ°λ³Έ μ리 187
3. λ¬Έμ΄ ν
μ€νΈμμμ ꡬμ΄μ²΄ νν νμ© κ΅μ‘μ νκ° κ³ν 189
3.1. λ¬Έμ΄ ν
μ€νΈμμμ ꡬμ΄μ²΄ νν νμ© κ΅μ‘μ μνκ³Όμ 190
3.2. λ¬Έμ΄ ν
μ€νΈμμμ ꡬμ΄μ²΄ νν νμ© κ΅μ‘μ μ±μ 루λΈλ¦ 193
4. λ¬Έμ΄ ν
μ€νΈμμμ ꡬμ΄μ²΄ νν νμ© κ΅μ‘μ μ€μ 196
4.1. λ¬Έμ΄ ν
μ€νΈμμμ ꡬμ΄μ²΄ νν νμ© κ΅μ‘μ μν κ΅μνμ΅ λͺ¨ν 196
4.2. λ¬Έμ΄ ν
μ€νΈμμμ ꡬμ΄μ²΄ νν νμ© κ΅μ‘μ νμ΅ κ²½νκ³Ό μμ
κ³ν 201
4.3. λ¬Έμ΄ ν
μ€νΈμμμ ꡬμ΄μ²΄ νν νμ© κ΅μ‘μ μμ 204
V. κ²° λ‘ 216
μ°Έ κ³ λ¬Έ ν 221
λΆ λ‘ 236
Abstract 242μ
Origins of the structure and strategy of reconstituting scholarly articles in Hanseongsunbo
νμλ
Όλ¬Έ (μμ¬)-- μμΈλνκ΅ λνμ μΈλ¬Έλν κ΅μ¬νκ³Ό, 2017. 8. λ¬Έμ€μ.λ³Έ λ
Όλ¬Έμ μ‘°μ μ΅μ΄μ κ·Όλμ μ λ¬ΈμΌλ‘ μλ €μ§ γζΌ’εζ¬ε ±γμ μ§μ±μ¬μ μλ―Έλ₯Ό κ³ μ°°νμλ€. γζΌ’εζ¬ε ±γλ 1883λ
10μλΆν° κ°μ μ λ³μ μ¬νλ‘ νκ°λκΈ°κΉμ§ μ½ 1λ
λμ μ‘°μ μ λΆκ° λ°κ°ν 맀체λ‘, κ°ν ν θ¬εε
¬ζ³μΌλ‘ νμλλ μλ‘μ΄ κ΅μ μ§μμ μ μνκΈ° μν μ‘°μ μ μ μ±
μ μ°λ¬Όμ΄μλ€. μ΄μ γζΌ’εζ¬ε ±γ μ§λ©΄μ λλΆλΆμ κΈλ³νλ κ΅μ μ μΈ λ³΄λ κΈ°μ¬μ μμ μ§μμ μκ°νλ νμ κΈ°μ¬λ‘ μ±μμ Έ μλ€.
γζΌ’εζ¬ε ±γμ νμ§μ μ°½κ°μ¬λ₯Ό ν΅ν΄ μλ‘μ΄ μ§μκ³Ό μ 보λ€μ λν ν¬ν(θ€θ²Ά)κ³Ό κΆμ§(εΈζ²)μ λ»μ λ΄κ³ μ νλ€. λ€μ λ§ν΄ κ·Έλ€μ, μλ‘μ΄ μ§μμ λν λλμ , νλ¬Έμ κΈ°μ€μ μ 곡νκ² λ€λ λ»μ λΆλͺ
ν νμλ€. μ΄λ¬ν νμ§μ μ·¨μ§κ° κ°μ₯ μ λ°μλ κ²μ μμ μ§μμ μκ°νκΈ° μν νμ κΈ°μ¬μ΄λ€. μ΄λ€ νμ κΈ°μ¬λ γζΌ’εζ¬ε ±γ νμ§λ€μ΄ λΉλ λμμμμμ ν΅μ©λλ λ€μν μνμμ μ‘μ§λ€λ‘λΆν° κ΄λ ¨ μ§μμ μ λ³νκ³ μ¬κ΅¬μ±ν κ²μ΄μλ€. λ°λ‘ κ·Έμ κ°μ μμ±μ γζΌ’εζ¬ε ±γμ λν μ°κ΅¬κ° μΈλ‘ μ¬μ μμμ λͺ»μ§μκ² μ§μ±μ¬μ λ§₯λ½μΌλ‘ νμ₯λκ³ μ¬νλμ΄μΌ ν νμλ₯Ό μ
λ³νλ€.
λ³Έ λ
Όλ¬Έμ λ¨Όμ μ§μ ꡬμ±λ¬Όλ‘μμ γζΌ’εζ¬ε ±γκ° κ°μ§ ꡬμ±μ νΉμ§μ μ°μμ μΆμ νμλ€. μΈκ΅κΈ°μ¬μ νΈμ€λ νΈμ§μ γζΌ’εζ¬ε ±γ μ°½κ° μ€λΉλ₯Ό μ£Όλν μ κΈΈμ€μ μ§λ¨λλ‘ λνλ κ΅ν΅κ³Ό μ¬μ€μ 보λμ λν κ±°λΆκ°μΌλ‘ μΈν΄ 1880λ
λ μ‘°μ μ νμ€ μμμλ μ°¨λΌλ¦¬ κ°μλ μ νμ κ°κΉμ λ€. κ·Έμ λΉν΄ κ΅μ μ μΈμ μμ μ§μμ μκ°νλ μΈκ΅κΈ°μ¬λ€μ μ‘°μ μ λΆκ° μ μ±
μ μΌλ‘ μμ§ν ζεμμ λ€κ³Ό μΈκ΅μ μ κΈ°κ°νλ¬Όλ€μ λ΄κΈ΄ λ€μν λΆμΌμ μ 보λ€μ νμ©ν μ μμλ€. γζΌ’εζ¬ε ±γμ μΈλΆμ μΈ μ§λ©΄ ꡬμ±μ νμΏ μμ μ ν€μΉ(η¦ζΎ€θ«ε)κ° μ°½κ°ν μΌλ³Έμ γζδΊζ°ε ±γλ‘λΆν° μν₯μ λ°μμ κ²μ΄λΌλ ν΅λ
κ³Ό λ¬λ¦¬, 19μΈκΈ° μ€κ΅μμ νλν κ°μ κ΅ μ κ΅μ¬λ€μ΄ μ§μ μ κ΅μ λͺ©μ μΌλ‘ λ°κ°ν μ‘μ§ν μ κΈ°κ°νλ¬Όλ€κ³Ό λ§€μ° ν‘μ¬νμλ€. νΉν γζΌ’εζ¬ε ±γλ 1874λ
λΆν° μν΄μμ λ°κ°λ γθ¬εε
¬ε ±γμ 체μ¬μ μμ λ₯Ό μλΉλΆλΆ 곡μ νκ³ μμλ κ²μΌλ‘ νλ¨λλ€.
γζΌ’εζ¬ε ±γμ μ§μ±μ¬μ μμλ κ·Έ ꡬμ±μ μ°μμ λ¬Όλ‘ ν¨κ» μ 체 νμ κΈ°μ¬μ λΆμΌμ μΆμ²μ μ£Όμ λ΄μ©μ λν λΆμμ νμλ‘ νλ€. νμ κΈ°μ¬λ λΉλ μ‘°μ μ λΆμ μμ μμ§μ ν΅ν΄ μΆμ λ μ§μ μμΉ΄μ΄λΈλ₯Ό κΈ°λ°μΌλ‘ ν κΈλ€μ΄λ―λ‘, μμ§λ μμ μ κ²½ν₯μ±μ 곧 νμ κΈ°μ¬μ κ·Έλλ‘ λ°μλμλ€. μΆμ²λ₯Ό μ μνκ³ μμ§ μμ λλΆλΆ νμ κΈ°μ¬λ€μ νμ© μΆμ²λ κΈ°μ‘΄μ μλ €μ§ κ²λ³΄λ€ ν¨μ¬ λ λ€μνλ€. νμμνμμ μ²μ μ§μ μ‘μ§λ€μ λ¬Όλ‘ μΌλΆ μΌμμνμλ νμ©ν κ²μΌλ‘ νμΈλμλ€. λν κΈ°μ¬μ μΆμ²κ° κ·λͺ
λ¨μ λ°λΌ λΉλ‘μ κΈ°μ¬ λ΄μ νΌμ¬λμ΄ μλ μ§μ μ 보μ κ·Έμ λν νμ§μ ν΄μμ ꡬλ³ν μ μκ² λμμΌλ©°, νμ§λ€μ μ§μ μ¬κ΅¬μ± μμμ΄ λλ¬λκ² λμλ€. νμ§λ€μ μλ‘μ΄ μ§μμ λν μ¬κ²¬μ λ§λΆμ΄κΈ°λ νμκ³ , νμμ λ°λΌ 볡μμ μΆμ²λ‘λΆν° μ§μμ λͺ¨μ μλ‘κ² κΈ°μ¬λ₯Ό ꡬμ±νκΈ°λ νλ€. κ·Έ κ³Όμ μμ μμ μ§μμ λν μ€κ΅μ λ²μκ³Ό μΌλ³Έμ λ²μμ΄ ν κΈ°μ¬ λ΄μμ 곡쑴νκ² λλ κ²½μ°λ μμλ€. μμμ λͺ¨λ°©ν λ©μ΄μ§ μΌλ³Έμ μ λμ λν κ΄μ¬μ μΌλ³ΈμΌλ‘λΆν° μμ§ν μμ μ μ’
λ₯λ λ¬Όλ‘ , μμμ μ λλ₯Ό μκ°νλ νμ κΈ°μ¬λ€μ μμ¬ κ΅¬μ‘°μλ μ§λν μν₯μ λ―Έμ³€λ€. μ΄λ κ² γζΌ’εζ¬ε ±γμ νμ κΈ°μ¬λ€μ μ§μμ μ λ³μ΄λΌλ μλ―Έλ λ¬Όλ‘ μ§μ μ체μ μ¬κ΅¬μ±μ΄λΌλ μΈ‘λ©΄μμλ μκΈ°μ μ±κ³Όλ₯Ό κ±°λμλ€. κ·Έλ¬λ μ‘°μ μμ¬μ μ΅μ΄μ μλμλ μ κΈ°κ°νλ¬Όμ ν΅ν μμ μ§μμ μ¬κ΅¬μ±μ μ±κ³Όλ μ νμ μΌ μλ°μ μμμΌλ©°, λΆκ³Ό 1λ
μ κ·ΈμΉ λ°κ° κΈ°κ°μ κ·Έ νκ³λ₯Ό 극볡νκΈ°μ λ무 짧μ μκ°μ΄μλ€.λ¨Έλ¦¬λ§ 1
δΈ. γζΌ’εζ¬ε ±γμ ꡬμ±μ νΉμ§κ³Ό κ·Έ μ°μ 9
1.γζΌ’εζ¬ε ±γμ μΈκ΅κΈ°μ¬ νΈμ€μ±κ³Ό κ΅λ΄μ λ°°κ²½ 9
2. 19μΈκΈ° μ€κ΅ μ κΈ°κ°νλ¬Όμ μν₯ 10
δΊ .γζΌ’εζ¬ε ±γμ νμ κΈ°μ¬ μ¬κ΅¬μ± μμ 26
1. μλ‘μ΄ μ§μμ μΆμ κ³Ό κ·Έ κ²½ν₯ 28
2. μΆμ λ μ§μμ μ¬κ΅¬μ± 37
λ§Ίμλ§ 54
λΆν 1 56
εθζη» 71
Abstract 75Maste
Nylon6PP blendμμ κ²°μ νλ λ° κ΅¬μ ν¬κΈ°κ° λΈλ λμ erulite size on the impact strength of nylon6
Maste
(第19欑 εζΈι€¨Β·ζ ε ±εΈ εΈθ‘μΈλ―Έλ) λ¨νλ³Έ μμ§μ 무 μ λ¬Ένμ λ¬Έμ
μΆ©λ¨ μΈκΆ μ¬ν¬μ§μ(λ¬Έκ²½λ,μ΄μμ¬,μ΄μμ² ,λ°μ§)
β μΌ μ: 2014. 12. 16(ν) 14:00~17:00
β μ₯ μ: λμ°μ€νμΊμ¬
β μ£Ό μ : μΈκΆμ μλ‘μ΄ λμ -μ§μμ¬νμ μΈκΆ
β ν μ: μΈκΆ νμ λν(μ¬ν¬μ§μ)+ν ν¬μΌ
β μ£Ό μ΅: μΆ©μ²λ¨λ, μΆ©μ²λ¨λ λλ―ΌμΈκΆμ¦μ§μμν, μΆ©λ¨λ°μ μ°κ΅¬μ
β μ£Ό κ΄: μΆ©μ²λ¨λ, μΆ©λ¨λ°μ μ°κ΅¬μ1. μμΈμ μΈκΆμ μ±
μ μλ―Έ
λ¬Έκ²½λμμΈμ μΈκΆμμμ₯
2. μ§μμμ μΈκΆμ μλ―Έ
μ΄μμ¬λμ μΆ©λ¨μΈκΆμ°λ μ¬λ¬΄κ΅μ₯
3. μΆ©λ¨μ μΈκΆμ μ±
κΈ°λ³Έκ³νμ μλ―Έμ κ³Όμ
μ΄μμ² μΆ©λ¨λ°μ μ°κ΅¬μ μ±
μμ°κ΅¬μ
4. κΈ°μ΄μ§μ체μ μΈκΆμ¦μ§ μ¬λ‘: μμμ
λ° μ§λ€μ°μΈκΆμΌν° μμνλ