49 research outputs found
Improvement of Mechanical property of Air Plasma Sprayed Tungsten film for Plasma-facing components in Nuclear Fusion Reactor using Pulsed direct current treatment
νμλ
Όλ¬Έ (μμ¬)-- μμΈλνκ΅ λνμ : μ¬λ£κ³΅νλΆ, 2015. 2. νν₯λ¨.ν΅μ΅ν© λ°μ μ΄ μΈκ³΅νμμ΄λΌ λΆλ¦¬λ©° λ―Έλμ μλμ§μμΌλ‘ κ°κ΄λ°μμ λ°λΌ κ΅μ μμλ ₯ 기ꡬ(IAEA)μ μ§μ νμ μ λ½μ°ν©(27κ°κ΅), λ―Έκ΅, μΌλ³Έ, μ€κ΅, λ¬μμ, μΈλ μ ν¨κ» μ°λ¦¬λλΌλ ITERλΌ λΆλ¦¬λ κ΅μ μ΄ν΅μ΅ν©μ€νλ‘ κ±΄μ€ μ¬μ
μ μ°Έμ¬κ΅μΌλ‘ ν¬ν¨λμ΄ ν΅μ΅ν© μ°κ΅¬λ₯Ό νλ°νκ² μ§ννκ³ μλ€. λν ITER κ΅μ μ¬μ
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νΌλ§μ λ¬Όμ± κ°μ μ μν΄ λ€μν νμ²λ¦¬ λ°©λ²λ€μ΄ μ°κ΅¬λκ³ μλ€. ν
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λ°λ§ μΈ΅μ λ§μ μ€νλ« λ°μ΄λ리(Splat boundary)λ₯Ό νμ±μν¨λ€. μ€νλ« λ°μ΄λ리λ νΌλ§ λ΄ κΈ°κ³΅λ(porosity)μ λλΆλΆμ μ°¨μ§νλ λΉ κ³΅κ°μΌλ‘μ¨ ν
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λ°λ§μ κΈ°κ³μ λ¬Όμ±μ μ ν΄νλ μ£Όμν μμΈμ΄ λλ€. ν
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νΌλ§μ κΈ°κ³μ λ¬Όμ±μ ν₯μμν€κΈ° μν΄μ μ§κ³΅ μ΄μ²λ¦¬, λΆμκΈ° μ΄μ²λ¦¬, κ°μ μ΄μ²λ¦¬ λ±μ νμ©ν μ¬λ¬ μ°κ΅¬κ° μ§νλμμ§λ§, κ·Έ ν¨κ³Όκ° λ―Έλ―Έν κ²μΌλ‘ λ³΄κ³ λμλ€. μ€μ λ‘ 900βμμ 1μκ° λμ 0.001torr μ§κ³΅μ΄μ²λ¦¬λ₯Ό μ§ννκ³ , λ λμκ° κ°κ° 2kN, 3kNμ νμ κ°νλ κ°μ μ΄μ²λ¦¬(0.1torr Ar κ°μ€ λΆμκΈ°)λ₯Ό ν΅ν νμ²λ¦¬ μμ
ν λ―Έμκ²½λλ₯Ό μΈ‘μ ν΄ λ³Έ κ²°κ³Ό, μ¦μ°© μ§ν μνΈμ 122.04hvμ κ²½λλ₯Ό, μ§κ³΅μ΄μ²λ¦¬ μνΈμ 134.97hv, κ°μ μ§κ³΅μ΄μ²λ¦¬ μνΈμ κ°λ³ μ¨λ, μλ ₯ 쑰건μ λ°λΌ 260~280hv μ λμ κ²½λ κ°μ λνλ΄μλ€.
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νΌλ§ μνΈμ κ΄ννλ―Έκ²½κ³Ό μ£Όμ¬μ μνλ―Έκ²½μΌλ‘ κ΄μ°°ν κ²°κ³Ό, μ€νλ« λ°μ΄λ리μ λΉμ¨μ΄ κ°μν κ²μ νμΈνμκ³ , κ²°μ 립μ λ³ν μ¬λΆλ₯Ό κ΄μ°°νκΈ° μν΄ μ€μν νλ°©μ μμ°λνμ μ€νμ ν΅ν΄ κ·Έ μ€νλ« λ°μ΄λ리μ κ°μ κ²½ν₯μ λ³΄λ€ λλ ·νκ² νμΈν μ μμλ€. λν λ―Έμ κ²½λ μν κ²°κ³Ό, κΈ°μ‘΄ 122.04HVμμ 363HVλ‘, μ½ 240HV μ λμ κ²½λ μ¦κ°λ₯Ό λ³΄μ¬ κΈ°κ³μ λ¬Όμ±μ΄ ν¬κ² μ¦κ°νμμμ νμΈν μ μμλ€.μ΄λ‘----------------------------------β
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2. μ΄λ‘ μ λ°°κ²½ ---------------------------11
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2.1.1 ν΅μ΅ν©λ‘μ κ°λ λͺ¨λΈ: ν μΉ΄λ§------------11
2.1.2 ν μΉ΄λ§ λ΄ λλ©΄μμ¬ -----------------16
2.1.3 λλ©΄μμ¬λ‘μ¨μ ν
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----------------17
2.2 ν
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νΌλ§κ³Ό μμ νλΌμ¦λ§ μ©μ¬λ² ----------18
2.3 λ―Έμ μμ
μνλ²--------------------- 22
2.4 μ μνλ°©μ°λ νμ -------------------- 26
3. μ€ν λ°©λ² --------------------------- 32
3.1 μ€ν μμ------------------------- 32
3.2 μνΈ μ€λΉ λ° νμ²λ¦¬ μμ½---------------- 33
3.3 νμ€ μ§λ₯ μΈκ° νμ²λ¦¬------------------36
3.4 λ―Έμ μμ
μν----------------------38
3.5 μ μ νλ°© μ°λ νμ λΆμ----------------39
4. κ²°κ³Ό λ° κ³ μ°° ------------------------- 40
4.1 κΈ°μ€μνΈ λ―ΈμΈμ‘°μ§ κ΄μ°° λ° κ²½λ μΈ‘μ --------40
4.2 νμ²λ¦¬ 곡μ λ³ λ―ΈμΈμ‘°μ§ λ³ν λΉκ΅----------47
4.3 νμ²λ¦¬ 곡μ λ³ κ²½λ ν₯μ ν λΉκ΅ ----------66
5. κ²°λ‘ ------------------------------72
μ°Έκ³ λ¬Έν ------------------------------74
Abstract ------------------------------77Maste
Peroxisome proliferator-activated receptor gamma/signal transducers and activators of transcription 5A pathway plays a key factor in adipogenesis of human bone marrow-derived stromal cells and 3T3-L1 preadipocytes
Adipogenesis is largely dependent on the signal transducers and activators of transcription (STAT) pathway. However, the molecular mechanism of the STAT pathway in the adipogenesis of human bone marrow-derived stromal cells (hBMSCs) remains not well understood. The purpose of this research was to characterize the transcriptional regulation involved in expression of STAT5A and STAT5B during adipogenesis in hBMSCs and 3T3-L1 cells. The expression of STAT5A and STAT5B increases with the onset of adipogenesis in hBMSCs and 3T3-L1 cells. The PPAR response elements regulatory element of STAT5A exists at a promoter region ranging from -346 to -101, and the CCAAT/enhancer-binding protein (C/EBP) regulatory element is located at -196 to -118 of the STAT5B promoter. C/EBPΞ² and C/EBPΞ± bound to the STAT5B promoter region, whereas peroxisome proliferator-activated receptor Ξ³ (PPARΞ³) bound to STAT5A. RNA interference of STAT5A completely blocked differentiation, whereas the inhibition of STAT5B only partially blocked differentiation. We propose that C/EBPΞ±, C/EBPΞ², and PPARΞ³ control adipogenesis by regulating STAT5B and STAT5A and that STAT5A is necessary, whereas STAT5B plays a supplementary role during adipogenesis. Further, the regulation of PPARΞ³-STAT5 by C/EBPΞ² signaling seems to be the crucial adipogenesis pathway-initiating cascade of the various adipogenic genes.ope
ν΄μΈκ²½νμ 곡κ°μ 격차μ κ΄ν μ°κ΅¬ : μμΈμ νμ κ΅¬λ³ κ³ λ±νκ΅ 1νλ μ μ¬λ‘λ‘
νμλ
Όλ¬Έ(μμ¬) --μμΈλνκ΅ λνμ :μ¬νκ΅μ‘κ³Ό(μ§λ¦¬μ 곡),2008.2Maste
Development of Fashion Flat Sketch Design Software based on Automatic Module Alignment Algorithm
νμλ
Όλ¬Έ (μμ¬) -- μμΈλνκ΅ λνμ : μνκ³Όνλν μλ₯νκ³Ό, 2020. 8. κΉμ±λ―Ό.λ³Έ μ°κ΅¬μμλ μ¬μ ν¨μ
μ°μ
μ μμ°μ± ν₯μμ μν ν¨μ
λμν μννΈμ¨μ΄λ₯Ό κ°λ°νμλ€. μ΄λ₯Ό μν΄, κΈ°μ±λ³΅ λμμΈμ λΆμνμ¬ λμνλ₯Ό λͺ¨λννκ³ λ°μ΄ν°λ² μ΄μ€λ₯Ό ꡬμΆνμλ€. λ°μ΄ν°λ² μ΄μ€λ Bodice, Sleeve, Collar, Cuffs, Pocket λͺ¨λλ‘ κ΅¬μ±λλ©°, λͺ¨λμ μλμΌλ‘ μ λ ¬νλ μκ³ λ¦¬μ¦μ κ°λ°νμ¬ μ¬μ©μκ° λͺ¨λμ μ‘°ν©λ§μΌλ‘ μλ‘μ΄ λμνλ₯Ό μμ±ν μ μκ² νμλ€. μ΄λ¬ν κΈ°λ₯μ κΈ°μ‘΄ μμ© μμ€ν
μλ μλ κΈ°λ₯μΌλ‘, μ΄λ₯Ό ν΅ν΄, ν¨μ
λμμΈ κ΄λ ¨ μ λ¬Έ μ§μμ΄ μλ μ¬μ©μλ μμ½κ² λμνλ₯Ό μ μν μ μκ² λ κ²μ΄λ―λ‘ μ΅κ·Ό κ΄μ¬μ΄ λκ³ μλ μλ₯ λ§€μ€ μ»€μ€ν°λ§μ΄μ μ΄μ
μλμ κ³ κ°μ΄ νλ‘μλ¨Έλ‘μ μλ₯ μ€κ³ λ¨κ³λΆν° μ°Έμ¬νλ κ²μ κ°λ₯νκ² ν κ²μΌλ‘ κΈ°λν μ μλ€. ꡬνλ μμ€ν
μ΄ ν₯ν ν¨ν΄ λ°μ΄ν°λ² μ΄μ€μ μ°λλλ€λ©΄ λμν μμ±κ³Ό ν¨κ» λ΄μ ν¨ν€μ§ μ μμ΄ κ°λ₯ν΄μ Έ μ볡 μμ° μλνλ₯Ό λμ± μλΉκΈΈ μ μμ κ²μ΄λ€.In this study, a fashion flat CAD system was developed to improve the productivity of the textile fashion industry. To carry out this, ready-made clothing designs were analyzed to modularize schematics and databases are built. The database consisted of Bodice, Sleeve, Collar, Cuffs, and Pocket modules. An algorithm was also developed that automatically aligns modules so that users can complete new fashion flat only with a combination of modules. These features are not available in traditional commercial systems, which will make it easy for users without fashion design expertise to produce fashion flats. Therefore, it can be expected to enable customers to participate from the stage of clothing design as prosumers in the era of clothing mass customization, which has recently increased interest. If the implemented system is linked to the clothing pattern database in the future, it will be possible to produce a sewing package with the completion of schematics, which will further speed up automation of clothing production.μ 1 μ₯ μ λ‘ 1
μ 1 μ μ°κ΅¬μ λ°°κ²½κ³Ό λͺ©μ 1
μ 2 μ μ°κ΅¬ λ¬Έμ μ μ°κ΅¬ λ²μ 4
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μ 1 μ λ§€μ€ μ»€μ€ν°λ§μ΄μ μ΄μ
5
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λμν CAD 8
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λͺ¨λν 11
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μ 3 μ₯ μ°κ΅¬λ°©λ² 15
μ 1 μ ν¨μ
λμν CAD μμ€ν
μ€κ³ 15
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1.2 μλ μ λ ¬ μκ³ λ¦¬μ¦ 17
μ 2 μ ν¨μ
λμν λͺ¨λ λ°μ΄ν°λ² μ΄μ€ μ€κ³ 20
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μΈ μ λΈλΌμ°μ€ λμν μ μ 22
2.3 λ°μ΄ν°λ² μ΄μ€λ₯Ό μν ν¨μ
λμν λͺ¨λν 26
μ 4 μ₯ μ°κ΅¬κ²°κ³Ό 33
μ 1 μ Flat Sketch μμ€ν
33
1.1 μννΈμ¨μ΄μ κ΅¬μ± 33
1.2 Flat Sketch Organizer 41
μ 2 μ μμ€ν
νκ° 48
μ 5 μ₯ κ²° λ‘ 50
μ°Έκ³ λ¬Έν 52
Abstract 57Maste
(The) association between obesity in adolescence and intima-media thickness in young adults
보건νκ³Ό/μμ¬[νκΈ]λΉλ§μ μ£½μλλ§₯κ²½νμ¦μ λ³μΈμ μ€μν μν μ νλ κ²μΌλ‘ μλ €μ Έ μλ€. μ΄κΈ° μ£½μλλ§₯κ²½νμ¦μ μμΈ‘ μΈμμΈ κ²½λλ§₯ λ΄μ€λ§ λκ»μ λΉλ§κ³Όμ κ΄λ ¨μ±μ κ΄ν λ¨λ©΄μ μ°κ΅¬λ λ§μ΄ μ§νλκ³ μμ§λ§ μ ν₯μ μ°κ΅¬λ λ§μ§ μμΌλ©° κ΅λ΄μμλ μ 무ν μ€μ μ΄λ€. μ΄μ λ³Έ μ°κ΅¬λ 체μ€, 체μ§λμ§μ, ν리/μλ©μ΄ λλ λΉ, ν리λλ λ±μΌλ‘ λ³Έ μ²μλ
κΈ° λΉλ§κ³Ό μ΄κΈ° μ±μΈκΈ° κ²½λλ§₯ λ΄μ€λ§ λκ»μμ κ΄λ ¨μ±μ μμλ³Έλ€.λ³Έ μ°κ΅¬λ Kangwha Studyμ μΌνμΌλ‘ μνλμλ€. Kangwha Studyλ 1986λ
λΉμ κ²½κΈ°λ κ°νκ΅° κ°νμμ μμ¬ν 4κ° μ΄λ±νκ΅ 1νλ
μ μ μ²΄λ‘ μ½νΈνΈλ₯Ό ꡬμΆνμμΌλ©° 20λ
μ§Έ νμ λ° κ΄λ ¨μμΈμ μΆμ μ‘°μ¬ μ€μ΄λ©°, λ³Έ μ°κ΅¬λ 1996λ
κ³Ό 2005λ
μ μ‘°μ¬λ μλ£λ₯Ό μ΄μ©νμκ³ μ°λ Ήμ κ°κ° 16μΈμ 25μΈλ‘ λμΌνμλ€. μ 체κ³μΈ‘ λ° μμμΈ‘μ κΈ°λ‘μ΄ λͺ¨λ μκ³ , 2005λ
μ κ²½λλ§₯ μ΄μν κ²μ¬ κ²°κ³Όκ° μλ μ΄ 257λͺ
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κΈ° λΉλ§μ§ν μ¬λΆμμ μ¦κ°μ λ°λ₯Έ μ΄κΈ° μ±μΈκΈ° κ²½λλ§₯ λ΄μ€λ§ λκ» μ¦κ°μ μ μμ± κ²μ μ μν΄ νκ·λΆμμ μ€μνμλ€. μ²μλ
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κΈ° μμΆκΈ° νμμ 보μ νμ¬ λΆμνμλ€. μ΄κΈ° μ±μΈκΈ° κ²½λλ§₯ λ΄μ€λ§ λκ»μ λ κ΄λ ¨ μλ λΉλ§μ§νλ₯Ό μ°ΎκΈ° μν΄ receiver operating characteristics (ROC) curveλ₯Ό κ·Έλ € 보μλ€. κ²½λλ§₯ λ΄μ€λ§ λκ»κ° 4μ¬λΆμ μ μ΄μ, λ―Έλ§μΌλ‘ λλμ΄ λΆμμ μ΄μ©νμ¬ area under curve (AUC)λ©΄μ μ κ³μ°νμλ€. λͺ¨λ λΆμμ μ±λ³ μΈ΅ννμ¬ λΆμνμλ€.μ²μλ
κΈ° λ¨μμμ 체μ§λμ§μ, 체μ€, ν리λλ μ¬λΆμμ μ¦κ°μ λ°λ₯Έ μ΄κΈ° μ±μΈκΈ° κ²½λλ§₯ λ΄μ€λ§ λκ»κ° ν΅κ³μ μΌλ‘ μ μνκ² μ¦κ°νμκ³ μ¬μμμλ κ·Έλ¬ν κ²½ν₯μ΄ μμλ€. μ²μλ
κΈ° λΉλ§μ§νμ μ΄κΈ° μ±μΈκΈ° κ²½λλ§₯ λ΄μ€λ§ λκ»μμ κ΄λ ¨μ±μ 보기 μν΄ λ€μ€νκ·λΆμμ μ€μν κ²°κ³Ό, λ¨μμμ 체μ€, 체μ§λμ§μ, ν리/μλ©μ΄ λλ , ν리λλ λͺ¨λ μ΄κΈ° μ±μΈκΈ° κ²½λλ§₯ λ΄μ€λ§ λκ»μ ν΅κ³μ μΌλ‘ μ μν κ΄λ ¨μ±μ 보μλ€. (κ°κ° p-value <0.001, 0.002, <0.001, <0.001) κ·Έλ¬λ μ¬μμμλ μ μν κ΄λ ¨μ±μ λ³Ό μ μμλ€. μ²μλ
κΈ° λ¨λ
λͺ¨λμμ 체μ€, ν리λλ , 체μ§λμ§μ, ν리/μλ©μ΄ λλ λΉ λ±μ μμΌλ‘ μ΄κΈ° μ±μΈκΈ° κ²½λλ§₯ λ΄μ€λ§ λκ»μ μ¦κ°μ κ΄λ ¨ μλ μ§νμμ΄ νμΈ λμλ€.μ²μλ
κΈ°μ λ¨μμμ 체μ§λμ§μ, 체μ€, ν리/μλ©μ΄ λλ λΉ, ν리λλ λ±μ μ΄κΈ° μ±μΈκΈ° κ²½λλ§₯ λ΄μ€λ§ λκ»μ μ μν κ΄λ ¨μ±μ 보μκ³ , μ²μλ
κΈ° 체μ€, ν리λλ λ±μ μ΄κΈ° μ±μΈκΈ° κ²½λλ§₯ λκ»μ μ¦κ°μ λ κ΄λ ¨ μλ μ§νμμ΄ νμΈ λμλ€.λ°λΌμ λ³Έ μ°κ΅¬λ μ²μλ
κΈ° λΉλ§μ΄ μ±μΈκΈ°μ μ£½μλλ§₯κ²½νμ¦μ μνμμΈμ΄ λ μ μμμ μμ¬νκ³ μλ€.
[μλ¬Έ]Obesity is an etiological cause of atherosclerosis. There are many cross-sectional studies about the association between obesity and intima-media thickness, a predictor of preclinical atherosclerosis but little prospective studies. And there is not a prospective study in Korea. The objective of this study is to investigate the association between obesity indices as weight, body mass index, waist hip ratio, waist circumference in adolescence and intima-media thickness in young adults.This study analyzed the data from a population-based prospective cohort study in Korea, known as the Kangwha Study. In this study, children who were in the first grade in 1986 in Kangwha Country, Korea, have been followed to measure their blood pressure annually through 2005. This study analyzed the data in 1996 and 2005 and age of subjects was 16-year old in 1996 and 25-year old in 2005. Subjects of this study were 113 men and 144 women who had the data on anthropometric, biological, and ultrasonic variables. We did trend test to investigate increased mean carotid intima-media thickness in young adults according to the quartiles of obesity indices in adolescence. To investigate the association between obesity indices in adolescence and intima-media thickness in young adults, we did multiple regression test adjusted for systolic blood pressure in adolescence. We analysed receiver operating characteristics curve to find better obesity index. intima-media thickness was categorized two as top quartile and upper 3 quartiles. Area under curve was calculated. All analyses were stratified by sex.Intima-media thickness in young adults was significantly increased according to the quartiles of body mass index, weight, waist circumference in adolescence, only men. But there was not a trend in women. In multiple regression analysis, body mass index, weight, waist hip ratio, and waist circumference in men were significantly associated with intima-media thickness in young adults. (p-value <0.001, 0.002, <0.001, <0.001). But there was not significant association in women. In receiver operating characteristics curve analysis, weight, waist circumference, body mass index, waist hip ratio in adolescence in order were associated with increased intima-media thickness in young adults.Body mass index, weight, waist hip ratio, and waist circumference in men were significantly associated with intima-media thickness in young adults. Weight, waist circumference in adolescence were associated with increased intima-media thickness in young adults. This study suggested that obesity in adolescence could be a risk factor of atherosclerosis in adulthood.ope
(The) prevalence of the metabolic syndrome and analysis on usefulness of the emerging serum markers by using ROC curves
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λ³Έ μ°κ΅¬λ μΌκ° λνλ³μ 건κ°κ²μ§μλ£λ₯Ό μ¬μ©νμ¬ NCEP-ATPβ
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νκ³ , λμ¬μ¦νκ΅° νμ§μμΈ WBC, RBC, hsCRP, AST, ALT, ALK, GGT, Ferritin, Uric acid μ€μμ λμ¬μ¦νκ΅°μ κ°μ₯ μ μμΈ‘ν μ μλ μ΅μ μ serum markerλ₯Ό μ°Ύκ³ μ μ΄ μ°κ΅¬λ₯Ό μννμλ€. Stata 9.0 νλ‘κ·Έλ¨κ³Ό SAS 9.1 λ²μ μ μ΄μ©νμκ³ , t-test, ANOVA, Chi-square, Fisher's exact test, Multiple Logistic Regression Modelμ μ¬μ©νμ¬ ν΅κ³λΆμ νμμΌλ©°, μ°λ Ή, ν‘μ°, μ΄λ, μμ£Όλ₯Ό ν΅μ νμλ€.
μ£Όμ μ°κ΅¬ κ²°κ³Όλ λ€μκ³Ό κ°λ€.
1. μ΄ 1861λͺ
μ λμμ μ€ λ¨μ 1039λͺ
, μ¬μ 822λͺ
μ΄μκ³ νκ· μ°λ Ήμ λ¨μ 45.6Β±10.2μΈ, μ¬μ 45.1Β±10.0μΈμ΄μμΌλ©°, λμ¬μ¦νκ΅°μ μ λ³λ₯ μ λ¨μ±μμ 16.5%, μ¬μ±μμ 14.8%λ‘ λνλ¬λ€. λμ¬μ¦νκ΅° μ λ³λ₯ μ λ¨μ±, μ¬μ± λͺ¨λμμ μ°λ Ήμ λ°λΌ μ μνκ² μ¦κ°νμκ³ , νΉν μ¬μ±μμ 50ο½59μΈμ νμ νκ² μ¦κ°ν¨μ΄ λνλ 30ο½39μΈμ λΉν΄ 50ο½59μΈμ 9.9λ°°, 60ο½69μΈμ 20.3λ°°, 70μΈ μ΄μμμ 24λ°°λ‘ μ°λ Ήμ΄ μ¦κ°ν¨μ λ°λΌ κΈκ²©νκ² ν° νμΌλ‘ μ¦κ°νλ κ²μΌλ‘ λνλ¬λ€. μ°λ Ήμ λ°λ₯Έ λμ¬μ¦νκ΅° μνμμλ³ μ λ³λ₯ μ λ¨μ±, μ¬μ± λͺ¨λμμ κ³ νμ μ λ³λ₯ μ΄ κ°μ₯ λκ² μ¦κ°νκ³ μμμ΄ λνλ¬κ³ , νΉν μ¬μ±μμλ κ³ νμ μ λ³λ₯ κ³Ό 볡λΆλΉλ§ μ λ³λ₯ μ΄ μ°λ Ήμ λ°λΌ κ°μ₯ νμ νκ² λκ² μ¦κ°νλ κ²μΌλ‘ λνλ¬λ€.
2. λ¨μ±, μ¬μ± λͺ¨λμμ λμ¬μ¦νκ΅°μ΄ μλ κ΅°μμ λμ¬μ¦νκ΅°μ΄ μλ κ΅°μ λΉν΄ ν리λλ , 체μ§λμ§μ, 곡볡 μ νλΉ, μ€μ±μ§λ°©, μ΄ μ½λ μ€ν
λ‘€, μμΆκΈ° λ° μ΄μκΈ° νμ λ° 9κ° νμ‘ νμ§μμ μμΉκ° μ λ°μ μΌλ‘ λͺ¨λ μ μνκ² λκ² λνλ¬μΌλ(P<.0001), κ³ λ°λμ§λ¨λ°±μ½λ μ€ν
λ‘€(HDL)μ λμ¬μ¦νκ΅°μ΄ μλ κ΅°μμ μ μνκ² λ λμλ€(P<.0001). λ¨μ±μμλ μ λ°λμ§λ¨λ°±μ½λ μ€ν
λ‘€, μ΄μ½λ μ€ν
λ‘€, Alkaline Phosphatase, Albuminμ΄, μ¬μ±μμλ Albuminμ΄ λμ¬μ¦νκ΅° μ 무μ λ°λΌ μ μν μ°¨μ΄κ° μλ κ²μΌλ‘ λνλ¬λ€.
3. μ°λ Ή, ν‘μ°, μμ£Ό, μ΄λμ ν΅μ ν ν μ¬λΆμλ²μμ λ°λ₯Έ νμ‘ νμ§μλ€κ³Ό λμ¬μ¦νκ΅° μνμμμμ μ°κ΄μ±μ λΆμν κ²°κ³Ό, WBC, ALT, GGT, hsCRP, ALKλ 1μ¬λΆμ λ³΄λ€ 4μ¬λΆμμμ λ¨μ±, μ¬μ± λͺ¨λ 볡λΆλΉλ§μ κ΅μ°¨λΉκ° μ μνκ² λκ² μ¦κ°νμ¬ νμ‘μμΉκ° λμ κ΅°μ΄ λ³΅λΆλΉλ§μ μνμ±μ΄ μ¦κ°νλ κ²μΌλ‘ λνλ¬κ³ , ASTλ λ¨μ±μμλ κ³ μ€μ±μ§λ°©, μ¬μ±μμλ λμ 곡볡 μ νλΉμ κ΅μ°¨λΉκ° 1μ¬λΆμλ³΄λ€ 4μ¬ λΆμμμ μ μνκ² λκ² μ¦κ°νμλ€. RBCλ λ¨μ±μμλ μ κ³ λ°λμ§λ¨λ°±μ½λ μ€ν
λ‘€, μ¬μ±μμλ κ³ νμμ κ΅μ°¨λΉκ° 1μ¬λΆμλ³΄λ€ 4μ¬λΆμμμ μ μνκ² λκ² μ¦κ°νλ κ²μΌλ‘ λνλ¬λ€.
Ferritinμ λ¨μ±μμλ κ³ μ€μ±μ§λ°©μ κ΅μ°¨λΉκ°, μ¬μ±μμλ 볡λΆλΉλ§μ κ΅μ°¨λΉκ° 1μ¬λΆμλ³΄λ€ 4μ¬λΆμμμ μ μνκ² λκ² μ¦κ°νμκ³ , Uric acidλ λ¨μ±, μ¬μ± λͺ¨λμμ κ³ μ€μ±μ§λ°©μ κ΅μ°¨λΉκ° 1μ¬λΆμλ³΄λ€ 4μ¬λΆμμμ μ μνκ² λκ² μ¦κ°νμ¬ νμ‘μμΉκ° λμ κ΅°μμ κ³ μ€μ±μ§λ°©νμ¦μ μνμ±μ΄ μ μνκ² μ¦κ°νλ κ²μΌλ‘ λνλ¬λ€.
4. λμ¬μ¦νκ΅° μ 무μ λ°λ₯Έ μΈκ΅¬ μ¬ννμ & μνμ΅κ΄μμΈκ³Ό λμ¬μ¦νκ΅°κ³Όμ μ°κ΄μ±μ λΆμν κ²°κ³Ό λ¨μ±, μ¬μ± λͺ¨λμμ μΈκ΅¬ μ¬ννμ μμλ μ°λ Ήμ΄ μ¦κ°ν¨μ λ°λΌ λμ¬μ¦νκ΅°μ μνμ±μ΄ μ¦κ°νμκ³ , νΉν μ¬μ±μμ 50ο½59μΈμ κΈκ²©ν λ³νλ₯Ό 보μ΄λ©° μ μνκ² μ¦κ°νκ³ μμμ΄ λνλ¬λ€. λ¨μ±, μ¬μ± λͺ¨λ 60μΈ μ΄μμμ λμ¬μ¦νκ΅°μ μνμ±μ΄ κ°μ₯ λμ κ²μΌλ‘ λνλ¬κ³ μ°λ Ήμ λμ¬μ¦νκ΅° μ γ무μ λ°λΌ ν΅κ³μ μΌλ‘ μ μν μ°¨μ΄κ° λνλ¬λ€(λ¨μ± P=0.0003, μ¬μ± P<.0001). λν, κ΅μ‘μ΄ λμ¬μ¦νκ΅°κ³Ό μ°κ΄μ±μ΄ μλ κ²μΌλ‘ λνλ μ°λ Ήμ ν΅μ νμ§ μμμ λ λ¨μ±, μ¬μ± κ°κ° κ΅μ‘μ λ§μ΄ λ°μ μ(13λ
μ΄μ)μ κ²½μ°μ λΉν΄ ν(10λ
λ―Έλ§)μμ κ΅μ°¨λΉκ° 2.21λ°°(95% CI. 1.28-3.83), 6.88λ°°(95% CI. 3.92-12.1)λ‘ κ΅μ‘μ μ κ² λ°μ κ΅°μμ λμ¬μ¦νκ΅°μ μνμ±μ΄ μ μνκ² λκ² λνλ¬μΌλ©° κ΅μ‘μ λμ¬μ¦νκ΅° μ γ무μ λ°λΌ ν΅κ³μ μΌλ‘ μ μν μ°¨μ΄κ° λνλ¬λ€(λ¨μ± P=0.002, μ¬μ± P<.0001).
μνμ΅κ΄ μμΈ μ€ μμ£Όλ βμ μ μμ£Ό λ§μ λ€βκ° βμ μ μ λ§μ λ€ νΉμ κ±°μ λ§μμ§ μλλ€βμ λΉν΄ λμ¬μ¦νκ΅° μνμ±μ΄ μ°λ Ήμ ν΅μ νμ§ μμμ λ 1.83λ°°, μ°λ Ήν΅μ μ 1.79λ°°(95% CI. 1.14-2.80)λ‘ μ μνκ² μ¦κ°ν¨μ΄ λνλ¬κ³ , ν‘μ°μ μ΄ ν‘μ°κΈ°κ°μ μμ΄μ μ°λ Ήμ ν΅μ νμ§ μμμ λ λ¨μ±μμλ 30λ
μ΄μμ΄ 30.5%λ‘ μ μΌ λ§μκ³ , 1ο½10λ
μ λΉν΄ 20ο½30λ
μ΄ 1.65λ°°, 30λ
μ΄μμ΄ 2.91λ°°λ‘ κ΅μ°¨λΉκ° ν΅κ³μ μΌλ‘ μ μνκ² λκ² λνλ¬μΌλ©°, μ°λ Ήμ ν΅μ νμμ λ λμ¬μ¦νκ΅° μνμ±μ 2.51λ°°(95% CI. 1.41-4.45) λκ² λνλ¬λ€.
5. λμ¬μ¦νκ΅° μ 무μ λ°λ₯Έ λμ¬μ¦νκ΅° νμ§μμ λμ¬μ¦νκ΅°κ³Όμ μ°κ΄μ±μ μ¬μ±μμλ 9κ° λμ¬μ¦νκ΅° νμ§μ λͺ¨λ λμ¬μ¦νκ΅°μ΄ μλ κ΅°μμ 1μ¬λΆμμ λΉν΄ 4μ¬λΆμμμ κ΅μ°¨λΉκ° μμΉνμ¬ μ μν μ°κ΄μ±μ λνλμΌλ(P<.0001), λ¨μ±μμλ ALKμ RBCλ₯Ό μ μΈν λλ¨Έμ§ 7κ°μ§ νμ‘ νμ§μλ€μ΄ λμ¬μ¦νκ΅° μ 무μ λ°λΌ μ μν μ°¨μ΄λ₯Ό λνλλ€.
6. 9κ° λμ¬μ¦νκ΅° νμ§μλ€ μ€μμ λμ¬μ¦νκ΅°μ κ°μ₯ μ μμΈ‘ν μ μλ μ΅μ μ λμ¬μ¦νκ΅° νμ§μλ₯Ό κ²°μ νκΈ° μν΄ ROC(Receiver Operating Characteristic) curveλ₯Ό μ΄μ©νμ¬ λ©΄μ μ ꡬνκ³ μ°λ Ήμ ν΅μ νμ§ μκ³ μ 체μ μΌλ‘ μ΄ν΄λ³΄μμ λ, 9κ° νμ‘ νμ§μ μ€ κ°μ₯ μ°μΈν λμ¬μ¦νκ΅° νμ‘μ§νλ ALTλ‘μ AUCκ° 0.726μΌλ‘ λ€λ₯Έ λμ¬μ¦νκ΅° νμ§μλ€μ λΉν΄ κ°μ₯ ν° λ©΄μ μ 보μ¬μ£Όμ΄ κ°μ₯ μ μ©μ±μ΄ μ’μ νμ§μλ‘ λνλ¬μΌλ©°, GGTλ AUCκ° 0.725λ‘ 0.001μ λ―Έλ―Έν λ©΄μ μ°¨μ΄λ‘ λ λ²μ§Έλ‘ ν° λ©΄μ κ°μ λνλλ€. λ¨μ±μ GGTμ AUCκ° 0.746μΌλ‘ λ€λ₯Έ λμ¬μ¦νκ΅° νμ§μλ€μ λΉν΄ κ°μ₯ ν° λ©΄μ μ λ³΄μ¬ κ°μ₯ μ μ©μ±μ΄ μ’μ νμ§μλ‘ λνλ¬μΌλ©°, ALTλ 0.730μΌλ‘ λ λ²μ§Έλ‘ ν° λ©΄μ κ°μ λνλλ€.
μ¬μ±μ GGTμ AUCκ° 0.785λ‘ λ€λ₯Έ λμ¬μ¦νκ΅° νμ§μλ€μ λΉν΄ κ°μ₯ ν° λ©΄μ μ 보μ¬μ£Όμ΄ κ°μ₯ μ μ©μ±μ΄ μ’μ νμ§μλ‘ λνλ¬μΌλ©°, ALTλ 0.750μΌλ‘ λ λ²μ§Έλ‘ λμ λ©΄μ κ°μ λνλλ€.
μ¦, λ¨μ±, μ¬μ± λͺ¨λμμ μ°λ Ήμ ν΅μ νμ§ μμμ λ GGTκ° κ°μ₯ μ μ©μ±μ΄ ν° νμ§μλ‘ νλͺ
λμλ€.
7. μ°λ Ήμ ν΅μ νμ¬ λ¨μ±μμ 9κ° νμ‘ νμ§μ μ€ κ°μ₯ μ°μΈν λμ¬μ¦νκ΅°νμ§μλ₯Ό μ°Ύμ보μμ λ, ALTμ AUCκ° 0.7398λ‘ λ€λ₯Έ λμ¬μ¦νκ΅° νμ§μλ€μ λΉν΄ κ°μ₯ ν° λ©΄μ μ λ³΄μ¬ κ°μ₯ μ μ©μ±μ΄ μ’μ νμ§μλ‘ λνλ¬κ³ , GGTμ AUCλ 0.7304λ‘ 0.0094μ λ―Έλ―Έν λ©΄μ μ°¨μ΄λ‘ λ λ²μ§Έλ‘ λμ λ©΄μ κ°μ λνλλ€.
μ¬μ±μ GGTμ AUCκ° 0.8680μΌλ‘ κ°μ₯ λμ κ°μ λνλκ³ λ€λ₯Έ λμ¬μ¦νκ΅° νμ§μλ€μ λΉν΄ κ°μ₯ ν° λ©΄μ μ λ³΄μ¬ κ°μ₯ μ’μ νμ§μλ‘ λνλ¬μΌλ©°, ALTμ AUCκ° 0.8461λ‘ λ λ²μ§Έλ‘ λμ λ©΄μ κ°μ λνλλ€.
μ¦, μ°λ Ήμ ν΅μ νμμ λ λ¨μ±μμλ ALTκ°, μ¬μ±μμλ GGTκ° κ° μ₯ μ μ©μ±μ΄ μ’μ νμ§μλ‘ νλͺ
λμλ€.
κ²°λ‘
λ³Έ μ°κ΅¬μ κ²°κ³Όμ λμ¬μ¦νκ΅°μ μ λ³λ₯ μ λ¨μ±μμ 16.5%, μ¬μ±μμ 14.8%λ‘ λνλ¬κ³ , λμ¬μ¦νκ΅° μ λ³λ₯ μ λ¨μ±, μ¬μ± λͺ¨λμμ μ°λ Ήμ λ°λΌ μ μνκ² μ¦κ°νμ¬ 70μΈ μ΄μμμ κ°μ₯ λκ² λνλ¬μΌλ©°, νΉν μ¬μ±μμ νκ²½κΈ° μ νμΈ 50ο½59μΈμ κΈκ²©νκ² ν° νμΌλ‘ μ¦κ°νλ κ²μΌλ‘ λνλ¬λ€. μ±λ³, μ°λ Ήλ³μ λ°λ₯Έ λμ¬μ¦νκ΅° μνμμλ³ μ λ³λ₯ μ λ¨μ±, μ¬μ± λͺ¨λμμ κ³ νμ μ λ³λ₯ μ΄ κ°μ₯ λκ² μ¦κ°νκ³ μμμ΄ λνλ¬κ³ , νΉν μ¬μ±μμ κ³ νμ μ λ³λ₯ κ³Ό 볡λΆλΉλ§ μ λ³λ₯ μ΄ μ°λ Ήμ λ°λΌ κ°μ₯ νμ νκ² λκ² μ¦κ°νλ κ²μΌλ‘ λνλ λμ¬μ¦νκ΅° μ λ³λ₯ κ°μλ₯Ό μν κ³ νμ λ° λ³΅λΆλΉλ§ μλ°© λ° κ΄λ¦¬κ° λ§€μ° μ€μνλ€κ³ μκ°νλ€. λν, λ³Έ μ°κ΅¬μμκ°ν¨μμΈ ALT νΉμ GGTκ° λμ¬μ¦νκ΅° μμΈ‘μ μμ΄ κ°μ₯ κ°λ ₯νκ³ μ μ©μ±μ΄ μ’μ νμ§μλ‘ λνλ¬μΌλ©° ALT, GGTλ λΉμμ½μ±μ§λ°©κ°μΌμ λννμ¬ λνλ΄μ£Όλ νμ‘μ§νμ΄κΈ°λ νμ¬ λΉμμ½μ±μ§λ°©κ°μΌμ΄ λμ¬μ¦νκ΅°κ³Ό λ°μ ν κ΄λ ¨μ΄ μλ κ²μΌλ‘ μ‘°μ¬λμλ€. λΉμμ½μ±μ§λ°©κ°μΌμ΄ λμ¬μ¦νκ΅°μ μνμμλ‘μ λΆκ°λκ³ μλ μ΄ μμ μμ, λ³Έ μ°κ΅¬μμλ λΉμμ½μ±μ§λ°©κ°μΌκ³Ό λ°μ ν κ΄κ³κ° μλ€κ³ λ³΄κ³ λ ALT μ GGT, μ΄ λ κ°μ§ serum markerκ° λμ¬μ¦νκ΅° μμΈ‘μ μμ΄ κ°μ₯ κ°λ ₯νκ³ μ μ©μ±μ΄ μλ κ²μΌλ‘ νλͺ
λμλ€.
μ°λ¦¬λλΌ κ΅λ―Ό μ μ²΄λ‘ νλνμ¬ λΉμμ½μ±μ§λ°©κ°μΌ μ λ³λ₯ μ ꡬνκ³ λ³Έ μ°κ΅¬μ κ²°κ³Όμ λΉκ΅ν΄ 보λ νμμ°κ΅¬κ° νμν κ²μΌλ‘ μκ°νλ©° ALT & GGTμ λΉμμ½μ±μ§λ°©κ°μΌ λ° λμ¬μ¦νκ΅°κ³Όμ μ°κ΄μ±μ λ³΄λ€ λͺ
ννκ² λ°νμ£Όλ μΆν μ°κ΅¬λ€μ΄ νμν κ²μΌλ‘ μκ°νλ€.
ALTμ GGTμ μμΉκ° λμ κ΅°μ λν μ‘°κΈ°μ λ³μ ν΅ν΄ κ΄μλλ§₯μ¬μ₯μ§νμ μνμΈμμΈ λμ¬μ¦νκ΅°μ μ©μ΄νκ² νλ³νκ³ , μνμ΅κ΄ κ΅μ μ ν΅ν΄ 볡λΆλΉλ§ λ° μ²΄μ€μ μ€μ΄κ³ νμ λ° νλΉμ μ‘°μ νμ¬ λμ¬μ¦νκ΅°μ μνμμλ₯Ό μ΅μνμν΄μΌλ‘μ¨ λμ¬μ¦νκ΅°μΌλ‘μ μ§μ μ μλ°©νκ³ κ±΄κ°μ¦μ§μ μ΄λ°μ§ν μ μμ κ²μΌλ‘ μκ°νλ€. λ°λΌμ, κΈκ²©ν μ¦κ°μΆμΈμ μλ λΉμμ½μ±μ§λ°©κ°μΌκ³Ό λ λμκ° λμ¬μ¦νκ΅°μ λ°μμ μ€μΌ μ μμ κ²μΌλ‘ κΈ°λνλ©° κΆκ·Ήμ μΌλ‘λ λλ§₯κ²½νμ±μ¬νκ΄κ³μ§νμΌλ‘ μΈν ν©λ³μ¦κ³Ό μ¬λ§λ₯ μ κ°μμμΌ μλ£λΉμ κ°μΆμ ν μ μμ κ²μΌλ‘ κΈ°λνλ λ°μ΄λ€. μ΄λ₯Ό μν΄μλ λμ± μ²΄κ³μ μΈ λ³΄κ±΄κ΅μ‘μΌλ‘μ¨ μνμ΅κ΄ κ΅μ λ° νκ²½μ‘°μ±μ μ΄μ§μν€κ³ , μ κΈ°κ²μ§ λ° μΆν μ§μμ μΈ κ±΄κ°κ΄λ¦¬ λ± λμ¬μ¦νκ΅° μ‘°κΈ°λ°κ²¬ λ° μλ°©, λμμ κ΄λ¦¬λ₯Ό μν μ μ ν μ‘°μΉκ° λ°λμ νμν κ²μΌλ‘ μ¬λ£λλ€.
[μλ¬Έ]
Background: The Third Report of the Adult Treatment Panel (NCEP-ATPβ
’) has newly introduced the clinical diagnosis guideline of the Metabolic Syndrome which is characterized by clustering of the Coronary Heart Disease risk factors. In case of Metabolic Syndrome, the incidence rate and the death rate in cardiovascular disease come to get notably higher compared to its opposite case, thus its importance can be said to be bigger.
The purpose of this study was to examine the prevalence rate of the metabolic syndrome and to seek for the most powerful serum marker among 9 blood markers whose usefulness is good in predicting Metabolic Syndrome through the overall analysis and evaluation.
Methods: The study Subjects were 1039 men and 822 women aged 20 years or older who visited the Health Promotion Center of DUIH from January 1 to June 30 in 2007. In order to exclude examinees, who have acute hepatitis, a drop in leukocyte, a drop in kidney function, anemia, hepatitis, I excepted subjects who were in WBC10,000 103/γ, Creatinine >1.3 mg/dL, Hemoglobin <10 g/dL, HBsAg (+), HCV ab (+) from 2367 examinees and I also excluded who were less than 20 years old or received health screening more than twice in that period and who were omitted in the preparation of screening test, blood-gathering, and body measurement. Thus, totally 506 subjects were eliminated.
Height, weight, body mass index, waist circumference, blood pressure, serum-lipids fasting and blood glucose were checked. And 9 blood markers such as WBC, RBC, hsCRP, AST, ALT, ALK, GGT, Ferritin, Uric acid were also checked. The prevalence of the metabolic syndrome in Korean Health Screen Examinees was estimated based on WHO Asia-Pacific Criteria of the waist circumference guidelines and National Cholesterol Education Program Adult Treatment Panel β
’(NCEP-ATPβ
’). Smoking, alcohol, age, exercise were controlled. To identify blood markers associated with the Metabolic-Syndrome and its components and to investigate best markers, the multiple logistic regression model was used. ROC analysis was used for analysis on usefulness of Metabolic-Syndrome markers.
Results: The Prevalence rate of the Metabolic Syndrome was 16.5% in men and 14.8% in women and it was increased with growing age in both men and women. Especially in women, that of the features aged 50 to 59 or above was described to be considerably high. The prevalence rates of the metabolic syndrome by cardiovascular risk factors were 46.1%, 42.7%, 23.7%, 12.3% and 8.6% in high blood pressure, high triglyceride, abdominal obesity, high fasting blood glucose and low HDL cholesterol in men, and 31.4%, 26.8%, 19.6%, 15.3% and 8.3% in high blood pressure, abdominal obesity, high triglyceride, low HDL cholesterol, and high fasting blood glucose in women..
The prevalence rate of hypertension was the highest among the 5 risk factors of the metabolic syndrome in both men and women.
When having obtained area by using ROC curves in order to decide on the optimal metabolic-syndrome marker available for the best prediction of metabolic syndrome among 9 metabolic-syndrome markers, ALT (AUC 0.726) showed the statistically significant larger area compared to other metabolic-syndrome markers as a whole when having not controlled age. And, in both men and women, GGT (AUC 0.746 in men, AUC 0.785 in women) showed the statistically significant larger area compared to other metabolic-syndrome markers, thereby having been indicated to be the most powerful and best marker. When having controlled age, ALT in men (AUC 0.7398) and GGT in women (AUC 0.8680) showed the statistically significant larger area compared to other metabolic-syndrome markers, thereby having been indicated to be the most powerful and best marker.
Conclusion: In light of the results in this study, ALT or GGT in both men and women regardless of whether or not controlling age was indicated to have usefulness as the most powerful and best marker. As for this, due to Obesity and Metabolic Syndrome according to a change in the living habits such as the excessive fat intake and the lack of exercise, the incidence of NAFLD(Nonalcoholic Fatty Liver disease) is steeply growing already in the West regardless of taking alcohol, thereby being emerged as a great social problem. The research report, with saying that NAFLD is deeply related to metabolic syndrome, is being actively progressed. And, the attempt is being made that tries to add NAFLD to the metabolic-syndrome risk components in the future. So, at the point of time that NAFLD is being emerged as the metabolic-syndrome risk components, even this study was indicated that both markers, which can be representative of Nonalcoholic Fatty Liver Disease, have usefulness as the most powerful Metabolic-Syndrome marker. Therefore, a future research is thought to be probably needed in order to know the correlation between liver enzyme such as ALT & GGT and the Metabolic Syndrome & NAFLD. And, aiming at health promotion and prevention, through selecting examinees whose figure is high in ALT & GGT, which were clarified through this study, the living habits such as lack of exercise, heavy drinking, smoking, stress and fatty foods are corrected, thereby being expected to be likely to possibly reduce the incidence of Obesity, NAFLD and Metabolic Syndrome. And, a measure for prevention is considered to be probably required as the more systematic health education and future management for health promotion.ope
An Exploration of PE curriculum implementation expertise of High school PE teacher
νμλ
Όλ¬Έ(μμ¬) -- μμΈλνκ΅λνμ : μ¬λ²λν 체μ‘κ΅μ‘κ³Ό, 2023. 2. μ΄μ₯μ .The purpose of this study is to contribute to internalization OF high school PE teachers' curriculum implementation and PE classes by comprehensively analyzing the factors that affect PE curriculum implementation, curriculum implementation types, and curriculum implementation expertise. The specific research questions for this are: First, what is high school PE teachers' PE curriculum implementation process and the state of implementation expertise? Second, what are the factors that influence high school PE teachers' PE curriculum implementation? Third, what are the high school PE teachers' PE curriculum implementation types?
This study utilized a qualitative case study method and was conducted over a total of 17 months from July 2021 to November 2022. The research participants are selected as 12 incumbent high school PE teachers in consideration of the diversity of experiences related to the curriculum. Qualitative data were collected through online questionnaires, in-depth interviews, and on-site documents, and the data were analyzed through the process of description, analysis, and interpretation suggested by Wolcott(1994). In order to secure the authenticity of the research, the triangular verification method, review among members, and consultation among peers were used, and the research was conducted in compliance with research ethics.
The results of the study through the above process are as follows. First, high school PE teachers implemented the PE curriculum according to the stages of understanding, planning, implementing. And the high school PE teachers' curriculum implementation expertise at each stage was analyzed by dividing it into nine aspects. First of all, in the understanding stage, the expertise of knowing the contents of the physical education curriculum, understanding the teacher's role in the curriculum, and critically understanding the curriculum was revealed. Next, in the planning stage, the expertise of communicating with surroundings(fellow teachers, students, etc.), utilizing the materials of the national curriculum(achievement standards, subject goals, etc.), and developing their own curriculum was revealed. Lastly, in the implementation stage, the expertise of connecting curriculum and classes, making efforts to create good physical education classes, and looking back on one's own classes was revealed.
Second, it was found that there are four dimensions of individual, relationship, environment, and subject as factors influencing the implementation of PE curriculum by high school PE teachers. On the individual level, experience factors related to curriculum, such as textbook writing, national curriculum development, and participation in curriculum-related training, and teachers' educational philosophy factors, such as cultivating whole sports peaple, and student-centered classes, were included. The relational dimension included factors of positive/negative relationships with fellow teachers and factors of participation in teacher learning communities within and between subjects. The environmental dimension included physical environmental factors such as sports facilities, teaching aids, and the number of hours of PE classes, as well as social environmental factors such as student tendencies and COVID-19. Curriculum factors included PE curriculum factors, such as the effect of curriculum revision and reflection of field voices, and good or bad factors of high school physical education, such as the obligation for implementing the curriculum and the stepping stones of lifelong physical education.
Third, according to the perception of the PE curriculum and the characteristics of the curriculum implementation, high school PE teachers' physical education implementation types were divided into three types: Curriculum trusting type', 'Curriculum selecting type', and 'Curriculum apathy type'. First, the 'Curriculum trusting type' recognized that the curriculum was the bible of class as a national agreement and the cornerstone of the future learning. Second, the 'Curriculum selecting type' recognizes that although the PE curriculum is a large frame of class, the teacher-level curriculum is more important, and this type of teachers select and utilize the necessary parts of the PE curriculum. Lastly, the Curriculum apathy type recognized that the PE curriculum is a nominal thing and a seperated theory from the field. And this type of teachers had classes free from the curriculum, and sometimes used the curriculum to look back their classes.
As a discussion that integrate these results, first, it was suggested that it is necessary to understand the expertise of PE curriculum implementation as a overall process that includes learning, practicing, developing, and reflecting on the curriculum. Second, according to the factors influencing the implementation of the curriculum, it was suggested that it is necessary to look at not only teachers but also the environment, learners, subjects and curriculum from a wide perspective in order to plan substantial implementation of the curriculum. Third, we compared and analyzed the curriculum implementation perspective proposed by Snyder & Zumwalt(1992) and the curriculum implementation type in this study, and found that the Curriculum apathy type is revealing the negative side of the duality of the curriculum enactment perspective.
Lastly, as for the suggestions for field practice, first, it is necessary to provide various supports at the pre-service teacher education stage and the in-service teacher education stage to develop expertise for the implementation of the curriculum and class quality of high school PE teachers. Second, it is necessary to reduce the gap with the field by paying more attention to the voice of the field in the process of developing the curriculum. Third, it is necessary to critically accept the educational goals and contents presented by the PE curriculum in high school PE classes, and to shed light on the fidelity perspective of the curriculum implementation. Suggestions for follow-up research are: First, it is necessary to research the effects of high school PE teachers' curriculum execution on students. Second, it is necessary to diversify the research subjects, compare the meaning of high school PE curriculum implementation with elementary and middle school levels, and present specific measures.λ³Έ μ°κ΅¬μ λͺ©μ μ κ³ λ±νκ΅ μ²΄μ‘κ΅μ¬μ 체μ‘κ³Ό κ΅μ‘κ³Όμ μ€νμ μν₯μ λ―ΈμΉ μμΈκ³Ό κ΅μ‘κ³Όμ μ€ν μ ν, κ·Έλ¦¬κ³ κ΅μ‘κ³Όμ μ€ν μ λ¬Έμ±μ μ’
ν©μ μΌλ‘ λΆμν¨μΌλ‘μ¨ κ³ λ±νκ΅ μ²΄μ‘κ΅μ¬μ κ΅μ‘κ³Όμ μ€ν λ° μμ
λ΄μ€νμ κΈ°μ¬νλ λ° μλ€. μ΄λ₯Ό μν ꡬ체μ μΈ μ°κ΅¬ λ¬Έμ λ‘λ 첫째, κ³ λ±νκ΅ μ²΄μ‘κ΅μ¬μ 체μ‘κ³Ό κ΅μ‘κ³Όμ μ€ν κ³Όμ κ³Ό μ€ν μ λ¬Έμ±μ λͺ¨μ΅μ μ΄λ νκ°? λμ§Έ, κ³ λ±νκ΅ μ²΄μ‘κ΅μ¬μ 체μ‘κ³Ό κ΅μ‘κ³Όμ μ€νμ μν₯μ λ―ΈμΉλ μμΈμ 무μμΈκ°? μ
μ§Έ, κ³ λ±νκ΅ μ²΄μ‘κ΅μ¬μ 체μ‘κ³Ό κ΅μ‘κ³Όμ μ€ν μ νμ 무μμΈκ°? μ΄λ€.
λ³Έ μ°κ΅¬λ μ§μ μ¬λ‘μ°κ΅¬ λ°©λ²μ νμ©νμμΌλ©°, 2021λ
7μ ~ 2022λ
11μκΉμ§ μ΄ 17κ°μμ κ±Έμ³ μ§νλμλ€. μ°κ΅¬μ°Έμ¬μλ κ΅μ‘κ³Όμ κ΄λ ¨ κ²½νμ λ€μμ±μ κ³ λ €νμ¬ νμ§ κ³ λ±νκ΅ μ²΄μ‘κ΅μ¬ 12λͺ
μ μ μ νμλ€. μ§μ μλ£λ μ¨λΌμΈμΌλ‘ μ΄λ£¨μ΄μ§ μ¬μ μ§λ¬Έμ§μ μ¬μΈ΅ λ©΄λ΄, νμ§ λ¬Έμλ₯Ό ν΅ν΄ μμ§νμμΌλ©°, Wolcott(1994)κ° μ μν κΈ°μ , λΆμ, ν΄μμ κ³Όμ μ κ±°μ³ μλ£λ₯Ό λΆμνμλ€. μ°κ΅¬μ μ§μ€μ±μ ν보νκΈ° μνμ¬ μΌκ°κ²μ¦λ², ꡬμ±μ κ° κ²ν , λλ£ κ° νμλ₯Ό νμ©νμμΌλ©° μ°κ΅¬μ μ€λ¦¬λ₯Ό μ€μνμ¬ μ°κ΅¬λ₯Ό μ€μνμλ€.
μ΄μμ κ³Όμ μ ν΅ν μ°κ΅¬ κ²°κ³Όλ λ€μκ³Ό κ°λ€. 첫째, κ³ λ±νκ΅ μ²΄μ‘κ΅μ¬λ μ΄ν΄, κ³ν, μ€νμ λ¨κ³μ λ°λΌ 체μ‘κ³Ό κ΅μ‘κ³Όμ μ μ€ννκ³ μμμΌλ©°, κ° λ¨κ³μμ λλ¬λλ κ³ λ±νκ΅ μ²΄μ‘κ΅μ¬μ κ΅μ‘κ³Όμ μ€ν μ λ¬Έμ±μ 9κ°μ§μ λͺ¨μ΅μΌλ‘ λλμ΄ λΆμνμλ€. μ°μ , μ΄ν΄ λ¨κ³μμλ 체μ‘κ³Ό κ΅μ‘κ³Όμ μ λ΄μ©μ μκ³ , κ΅μ‘κ³Όμ μ λν κ΅μ¬μ μν μ μ΄ν΄νλ©°, κ΅μ‘κ³Όμ μ λΉνμ μΌλ‘ μ΄ν΄νλ μ λ¬Έμ±μ λͺ¨μ΅μ΄ λλ¬λ¬λ€. λ€μμΌλ‘, κ³ν λ¨κ³μμλ μ£Όλ³(λλ£ κ΅μ¬, νμ λ±)κ³Ό μν΅νκ³ , κ΅μ‘κ³Όμ μ μ¬λ£(μ±μ·¨κΈ°μ€, μμ λ±)λ₯Ό νμ©νλ©°, λλ§μ κ΅μ‘κ³Όμ μ κ°λ°νλ μ λ¬Έμ±μ λͺ¨μ΅μ΄ λλ¬λ¬λ€. λ§μ§λ§μΌλ‘, μ€ν λ¨κ³μμλ 체μ‘κ³Ό κ΅μ‘κ³Όμ κ³Ό μμ
μ μ°κ²°νκ³ , μ’μ 체μ‘μμ
μ λ§λ€κΈ° μν΄ λ
Έλ ₯νκ³ , μμ μ μμ
μ λλμ보λ μ λ¬Έμ±μ λͺ¨μ΅μ΄ λλ¬λ¬λ€.
λμ§Έ, κ³ λ±νκ΅ μ²΄μ‘κ΅μ¬μ 체μ‘κ³Ό κ΅μ‘κ³Όμ μ€νμ μν₯μ λ―ΈμΉλ μμΈμΌλ‘ κ°μΈ, κ΄κ³, νκ²½, κ΅κ³ΌλΌλ λ€ κ°μ§ μ°¨μμ΄ μμμ λ°κ²¬νμλ€. κ°μΈμ μ°¨μμλ κ΅κ³Όμ μ§ν, κ΅μ‘κ³Όμ κ°λ°, κ΅μ‘κ³Όμ κ΄λ ¨ μ°μ μ°Έμ¬ λ± κ΅μ‘κ³Όμ κ΄λ ¨ κ²½ν μμΈκ³Ό μ§μ λ―Έ μ€ν¬μΈ μΈ μμ±, νμ μ€μ¬ μμ
λ± κ΅μ¬μ 체μ‘μμ
μ² ν μμΈμ΄ ν¬ν¨λμλ€. κ΄κ³μ μ°¨μμλ λλ£ κ΅μ¬μμ κΈμ μ Β·λΆμ μ κ΄κ³ μμΈκ³Ό κ΅κ³Ό λ΄Β·κ΅κ³Ό κ° κ΅μ¬νμ΅κ³΅λ체 μ°Έμ¬ μμΈμ΄ ν¬ν¨λμλ€. νκ²½μ μ°¨μμ 체μ‘μμ€, μμ
μ© κ΅κ΅¬, 체μ‘μμ
μμμ κ°μ 물리μ νκ²½ μμΈκ³Ό νμλ€μ μ±ν₯, μ½λ‘λ-19μ κ°μ μ¬νμ νκ²½ μμΈμ΄ ν¬ν¨λμλ€. κ΅κ³Όμ μμΈμ κ΅μ‘κ³Όμ κ°μ μ νκΈλ ₯, νμ₯μ λͺ©μ리 λ°μ λ±μ 체μ‘κ³Ό κ΅μ‘κ³Όμ μμΈκ³Ό κ΅μ‘κ³Όμ μ€ν λΉμμ±κ³Ό νμ 체μ‘μ λλ€λ μν κ³Ό κ°μ μμΈμ΄ ν¬ν¨λμλ€.
μ
μ§Έ, 체μ‘κ³Ό κ΅μ‘κ³Όμ μ λν μΈμ, κ΅μ‘κ³Όμ μ€νμ νΉμ§μ λ°λΌ κ³ λ±νκ΅ μ²΄μ‘κ΅μ¬μ 체μ‘κ³Ό κ΅μ‘κ³Όμ μ€ν μ νμ κ΅μ‘κ³Όμ μ λ’°ν, κ΅μ‘κ³Όμ μ·¨νν, κ΅μ‘κ³Όμ λλ΄νμ μΈ κ°μ§λ‘ λΆλ₯λμλ€. κ΅μ‘κ³Όμ μ λ’°νμ κ΅μ‘κ³Όμ μ΄ μμ
μ 곡ν΅λ ν©μμ μ΄μ λ―Έλμ μ΄μμΌλ‘μ μμ
μ λ°μ΄λΈμ΄λΌκ³ μΈμνμμΌλ©°, μ΄ μ νμ κ΅μ¬λ€μ κ΅κ³Όμλ₯Ό κΈ°λ°μΌλ‘ 체μ‘κ³Ό μμ λ° μ±μ·¨κΈ°μ€μ μ€μνλ©° κ΅μ‘κ³Όμ μ μ€ννλ νΉμ§μ μ§λκ³ μμλ€. κ΅μ‘κ³Όμ μ·¨ννμ 체μ‘κ³Ό κ΅μ‘κ³Όμ μ΄ μμ
μ ν° νμ΄μ§λ§, κ΅μ¬μμ€ κ΅μ‘κ³Όμ μ΄ λμ± μ€μν κ²μ΄λΌκ³ μΈμνμμΌλ©°, μ΄ μ νμ κ΅μ¬λ€μ 체μ‘κ³Ό κ΅μ‘κ³Όμ μ νμν λΆλΆμ μ·¨μ¬μ ν νμ¬ νμ©νκ³ , νμ€κ³Ό νννλ©° κ΅μ‘κ³Όμ μ μ€ννλ νΉμ§μ μ§λκ³ μμλ€. κ΅μ‘κ³Όμ λλ΄νμ 체μ‘κ³Ό κ΅μ‘κ³Όμ μ΄ μ λͺ
무μ€μ κ²μ΄μ νμ₯κ³Ό λ³κ°μ κ²μΌλ‘ μΈμνμμΌλ©°, μ΄ μ νμ κ΅μ¬λ€μ κ΅μ‘κ³Όμ μΌλ‘λΆν° μμ λ‘μ΄ μμ
μ νκ³ , κ΅μ‘κ³Όμ μ κ°λ λλμ보λ μ λλ‘ νμ©νλ νΉμ§μ μ§λκ³ μμλ€.
μ΄λ¬ν κ²°κ³Όλ₯Ό μ’
ν©ν λ
Όμλ‘λ 첫째, 체μ‘κ³Ό κ΅μ‘κ³Όμ μ€ν μ λ¬Έμ±μ κ΅μ‘κ³Όμ μ λν νμ΅, μ€ν, κ°λ°, κ·Έλ¦¬κ³ λ°μ±κΉμ§ ν¬ν¨νλ μ΄μ²΄μ μΈ κ³Όμ μΌλ‘ μ΄ν΄ν νμκ° μμμ μ μνμλ€. λμ§Έ, κ΅μ‘κ³Όμ μ€ν μν₯μμΈμ λ°λ₯΄λ©΄, κ΅μ‘κ³Όμ μ€νμ΄ λ΄μ€νλκΈ° μν΄μλ κ΅μ¬λΏλ§ μλλΌ νκ²½, νμ΅μ, κ΅κ³Ό λ° κ΅μ‘κ³Όμ κΉμ§ λμ μμΌμμ λ°λΌλ³Ό νμκ° μμμ μ μνμλ€. μ
μ§Έ, Snyder & Zumwalt(1992)κ° μ μνλ κ΅μ‘κ³Όμ μ€ν κ΄μ κ³Ό λ³Έ μ°κ΅¬μμ λ°κ²¬ν κ΅μ‘κ³Όμ μ€ν μ νμ λΉκ΅ λ° λΆμνκ³ , κ΅μ‘κ³Όμ λλ΄νμ κ΅μ‘κ³Όμ μμ± κ΄μ μ΄ μ§λ μλ©΄μ± μ€ λΆμ μ μΈ μΈ‘λ©΄μ΄ λλ¬λκ³ μμμ μ μνμλ€.
λ§μ§λ§μΌλ‘ νμ₯ μ€μ²μ μν μ μΈμΌλ‘λ 첫째, κ³ λ±νκ΅ μ²΄μ‘κ΅μ¬μ κ΅μ‘κ³Όμ μ€ν λ° μμ
λ΄μ€νλ₯Ό μν΄ μ λ¬Έμ± ν¨μμ μν΄ μλΉκ΅μ¬κ΅μ‘ λ¨κ³μ νμ§κ΅μ¬κ΅μ‘ λ¨κ³μμ λ€μν μ§μμ΄ μ΄λ£¨μ΄μ ΈμΌ ν νμκ° μλ€. λμ§Έ, κ΅μ‘κ³Όμ κ°λ° κ³Όμ μ μμ΄ νμ₯μ λͺ©μ리μ λμ± κ·λ₯Ό κΈ°μΈμμΌλ‘μ¨ νμ₯κ³Όμ 괴리λ₯Ό μ€μΌ νμκ° μλ€. μ
μ§Έ, κ³ λ±νκ΅ μ²΄μ‘μμ
νμ₯μμ 체μ‘κ³Ό κ΅μ‘κ³Όμ μ΄ μ μνλ κ΅μ‘μ λͺ©νμ λ΄μ©μ λΉνμ μΌλ‘ μμ©νκ³ , κ΅μ‘κ³Όμ μ€νμ μΆ©μ€ κ΄μ μ λν΄ μ¬μ‘°λͺ
ν νμκ° μλ€. νμ μ°κ΅¬λ₯Ό μν μ μΈμΌλ‘λ 첫째, κ³ λ±νκ΅ μ²΄μ‘κ΅μ¬μ κ΅μ‘κ³Όμ μ€νμ΄ νμμ λ―ΈμΉλ μν₯μ νμνκΈ° μν μ°κ΅¬κ° νμνλ€. λμ§Έ, μ°κ΅¬ λμμ λ€κ°ννμ¬ κ³ λ±νκ΅ μ²΄μ‘ κ΅μ‘κ³Όμ μ€νμ΄ μ΄λ ν μλ―Έλ₯Ό μ§λ μ μλμ§ μ΄Β·μ€νκ΅ κΈκ³Ό λΉκ΅νκ³ , ꡬ체μ μΈ λ°©μμ μ μνλ μ°κ΅¬κ° νμνλ€.β
. μλ‘ 1
1. μ°κ΅¬μ νμμ± 1
2. μ°κ΅¬λͺ©μ 6
3. μ°κ΅¬λ¬Έμ 6
4. μ©μ΄μ μ μ 6
5. μ°κ΅¬μ μ νμ 7
β
‘. μ΄λ‘ μ λ°°κ²½ 8
1. κ΅μ‘κ³Όμ μ μμ€κ³Ό μ€ν 8
κ°. κ΅μ‘κ³Όμ μ μμ€ 9
1) κ°λ° 주체μ λ°λ₯Έ κ΅μ‘κ³Όμ μ κ΅¬λΆ 9
2) ꡬν ννμ λ°λ₯Έ κ΅μ‘κ³Όμ μ κ΅¬λΆ 15
λ. κ΅μ‘κ³Όμ μ μ€ν 17
1) κ΅μ‘κ³Όμ μ€νμ κ°λ
κ³Ό κ΄μ 18
2) κ΅μ‘κ³Όμ μ€ν 주체λ‘μ κ΅μ¬ 20
2. κ΅μ‘κ³Όμ μ λ¬Έμ± 21
κ°. κ΅μ¬μ κ΅μ‘κ³Όμ μ λ¬Έμ± 21
λ. 체μ‘κ΅μ¬μ κ΅μ‘κ³Όμ μ λ¬Έμ± 26
3. κ³ λ±νκ΅ μ²΄μ‘κ³Ό μ²΄μ‘ κ΅μ‘κ³Όμ 29
κ°. κ³ λ±νκ΅ μ²΄μ‘ 29
λ. κ³ λ±νκ΅ μ²΄μ‘ κ΅μ‘κ³Όμ κ³Ό κ΅μ¬μ μν λ³ν 32
λ€. κ³ λ±νκ΅ μ²΄μ‘ κ΅μ‘κ³Όμ κ΄λ ¨ μ°κ΅¬ 35
β
’. μ°κ΅¬ λ°©λ² 37
1. μ°κ΅¬ μ€κ³ λ° μ μ°¨ 37
κ°. μ°κ΅¬μ ν¨λ¬λ€μ λ° λ
Όλ¦¬ 37
λ. μ°κ΅¬ μ μ°¨ 38
2. μ°κ΅¬μ°Έμ¬μ 40
3. μλ£ μμ§ 41
κ°. μ¬μ μ€λ¬Έμ§ 41
λ. μ¬μΈ΅ λ©΄λ΄ 41
λ€. νμ§ λ¬Έμ 43
4. μλ£ λΆμ λ° ν΄μ 43
κ°. μλ£μ κΈ°μ 44
λ. μλ£μ λΆμ 44
λ€. μλ£μ ν΄μ 44
5. μ°κ΅¬μ μ§μ€μ± λ° μ€λ¦¬ 45
κ°. μ°κ΅¬μ μ§μ€μ± 45
λ. μ°κ΅¬μ μ€λ¦¬ 46
β
£. μ°κ΅¬ κ²°κ³Ό λ° λ
Όμ 47
1. κ³ λ±νκ΅ μ²΄μ‘κ΅μ¬μ 체μ‘κ³Ό κ΅μ‘κ³Όμ μ€ν κ³Όμ κ³Ό μ λ¬Έμ± 47
κ°. μ΄ν΄ λ¨κ³: "κ΅μ‘κ³Όμ κΏ°λ«μ΄ 보기" 48
1) κ΅μ‘κ³Όμ λ΄μ© μκΈ° 49
2) κ΅μ¬μ μν μ΄ν΄νκΈ° 57
3) κ΅μ‘κ³Όμ λΉνμ μΌλ‘ μκ°ν΄λ³΄κΈ° 63
λ. κ³ν λ¨κ³: "κ΅μ‘κ³Όμ λμμΈνκΈ°" 69
1) μ£Όλ³κ³Ό μν΅νκΈ° 69
2) κ΅μ‘κ³Όμ μ¬λ£ νμ©νκΈ° 74
3) λλ§μ κ΅μ‘κ³Όμ κ°λ°νκΈ° 77
λ€. μ€ν λ¨κ³: "κ΅μ‘κ³Όμ μμ±νκΈ°" 82
1) κ΅μ‘κ³Όμ κ³Ό μμ
μ°κ²°νκΈ° 83
2) μ’μ 체μ‘μμ
μ€μ²νκΈ° 88
3) μμ
λλμ보기 95
2. κ³ λ±νκ΅ μ²΄μ‘κ΅μ¬μ 체μ‘κ³Ό κ΅μ‘κ³Όμ μ€ν μν₯μμΈ 100
κ°. κ°μΈμ μμΈ 100
1) κ΅μ‘κ³Όμ κ΄λ ¨ κ²½ν 100
2) κ΅μ¬μ 체μ‘μμ
μ² ν 107
λ. κ΄κ³μ μμΈ 114
1) λλ£ κ΅μ¬μμ κ΄κ³ 114
2) κ΅μ¬νμ΅κ³΅λ체 μ°Έμ¬ 118
λ€. νκ²½μ μμΈ 122
1) 물리μ νκ²½ 123
2) μ¬νμ νκ²½ 128
λΌ. κ΅κ³Όμ μμΈ 133
1) 체μ‘κ³Ό κ΅μ‘κ³Όμ 134
2) κ³ λ±νκ΅ μ²΄μ‘μ νκ³Ό λ°± 136
3. κ³ λ±νκ΅ μ²΄μ‘κ΅μ¬μ 체μ‘κ³Ό κ΅μ‘κ³Όμ μ€ν μ ν 138
κ°. κ΅μ‘κ³Όμ μ λ’°ν 138
1) κ΅μ‘κ³Όμ μ λν μΈμ: "μμ
μ λ°μ΄λΈ" 139
2) κ΅μ‘κ³Όμ μ€ν νΉμ§ 142
λ. κ΅μ‘κ³Όμ μ·¨νν 146
1) κ΅μ‘κ³Όμ μ λν μΈμ: "μ€μν κ²λ§, μμ" 146
2) κ΅μ‘κ³Όμ μ€ν νΉμ§ 149
λ€. κ΅μ‘κ³Όμ λλ΄ν 153
1) κ΅μ‘κ³Όμ μ λν μΈμ: "μ½νμ§ μλ λ² μ€νΈμ
λ¬" 153
2) κ΅μ‘κ³Όμ μ€ν νΉμ§ 156
4. μ’
ν© κ²°κ³Ό 159
5. μ’
ν© λ
Όμ 161
κ°. 체μ‘κ³Ό κ΅μ‘κ³Όμ μ€ν μ λ¬Έμ±μ λͺ¨μ΅μ κ΄ν λ
Όμ 161
λ. κ΅μ‘κ³Όμ μ€ν μν₯μμΈμ κ΄ν λ
Όμ 163
λ€. μ°λ¦¬λλΌμ κ΅μ‘κ³Όμ μ€ν κ΄μ μ κ΄ν λ
Όμ 165
β
€. κ²°λ‘ λ° μ μΈ 168
1. κ²°λ‘ 168
2. μ μΈ 170
κ°. νμ₯ μ€μ²μ μν μ μΈ 170
λ. νμ μ°κ΅¬λ₯Ό μν μ μΈ 172
μ°Έκ³ λ¬Έν 173μ
MHC II dependent T-T interaction modulates PLZF expression during T cell development
Thesis(doctors) --μμΈλνκ΅ λνμ :μνκ³Ό(λ©΄μνμ 곡),2010.2.Docto
γ벨 μγμ γνΈλ°λ°μ νμκΎΌγμ λνλ μμΈμ μ°μΈμ λ¬Έμ
νμλ
Όλ¬Έ (μμ¬)-- μμΈλνκ΅ λνμ : μΈκ΅μ΄κ΅μ‘κ³Ό(μμ΄μ 곡), 2013. 2. μ λ¬Έμ.μ΄ λ
Όλ¬Έμ λͺ©μ μ μ€λ«λμ μ±μ₯μμ€λ‘μ ν¨κ» λ
Όμλμ΄ μ¨ μ€λΉμ νλΌμ€(Sylvia Plath)μ γ벨 μ The Bell Jarγ(1963)μ μλ¦°μ (J. D. Salinger)μ γνΈλ°λ°μ νμκΎΌ The Catcher in the Ryeγ(1951)μμ μ£ΌμΈκ³΅λ€μ΄ κ²ͺλ μ°μΈμ λ¬Έμ μ μ°μΈμ κ°μ Έμ¨ μμΈμ μμΈλ€μ λν΄ κ³ μ°°νλ κ²μ΄λ€.
λ μνμμ μκ°λ€μ μν μ λ°μ μ£½μμ μ΄λ―Έμ§λ€μ λ°°μΉν¨μΌλ‘μ¨ μ£ΌμΈκ³΅λ€μ μ¬κ°ν μ°μΈ μνμ ν¨κ» μ£½μμ λν μΆ©λ νΉμ μλ§μ νννλ€. γ벨 μγμ κ²½μ°μλ μ€νμ€μμ μ¬μ©λλ 벨 μμ μ΄λ―Έμ§μ μ£½μ νμμ μ΄λ―Έμ§κ° μ€μ¬μ μμΉμ λμΈλ€. 벨 μλ μ§κ³΅μ μ 리κ΄μΌλ‘μ μΈλΆλ‘λΆν°μ 곡기 μ μ
μ΄ μ°¨λ¨λλ μ±μ§λ‘ μΈν΄ κ·Έ μμ κ°ν μλ μ물체λ₯Ό μ§μμν¬ μ μλ 곡κ°μ΄λ€. λν κ·Έκ²μ ν¬λͺ
μ±μ κ·Έ μμ κ°ν μλ μ¬λμΌλ‘ νμ¬κΈ λ°μ λ΄λ€λ³΄λ κ²μ΄ μμ ν κ°λ₯νκ² ν¨κ³Ό λμμ μΈμμ λ°λΌλ³΄κ²λ§ ν λΏ κ·Έκ²μ μ°Έμ¬ν μλ μλλ‘ λ§λ λ€. ννΈ, μ£½μ νμμ μ΄λ―Έμ§λ μ€ν¨ νΉμ λ―Έμμ±κ³Ό κ΄λ ¨μ΄ μλ€. μ ν΄μ§ μ£Όμλ₯Ό μ±μ°μ§ λͺ»νκ³ μ€κ°μ μλͺ
μ΄ λκΈ΄ μκΈ°μ λͺ¨μ΅μ λͺ©νν λ°λ₯Ό μ΄λ£¨μ§ λͺ»ν΄ μ’μ νλ μ£ΌμΈκ³΅μ μμμκ³Ό κ°λ€. μμ€λλ 벨 μμ μ΄λ―Έμ§μ μ£½μ νμμ μ΄λ―Έμ§λ₯Ό κ²°ν©νμ¬ μκΈ° μμ μ 벨 μμ κ°ν μ£½μ μκΈ°λ‘ νννκΈ°λ νλ€.
γνΈλ°λ°μ νμκΎΌγμ λ±μ₯νλ λ§μ μ£½μμ μ΄λ―Έμ§λ€ κ°μ΄λ° μ£Όλͺ©ν λ§ν κ²μ μ£½μ μ¨λ¦¬μ μ΄λ―Έμ§μ΄λ€. νλ μ λμ μ¨λ¦¬μ μ£½μμ λν΄ μ£μ±
κ°κ³Ό λμμ λλ €μμ κ°λλ€. μ¦, κ·Έλ μ¨λ¦¬κ° μΈμ λ μμ μ μ£½μμΌλ‘ μ΄λ μ μλ€λ 곡ν¬λ₯Ό κ°μ§κ³ μλ€. κ·Έλ μ¨λ¦¬μκ² κ³μν΄μ λνλ₯Ό κ±Έλ©° μ¨λ¦¬μ λ§μμ μ¬λ‘μ‘ν λ―ν λͺ¨μ΅μ 보μΈλ€. λν μΌνΈλ΄ νν¬ μ€λ¦¬λ€μ μ΄λ―Έμ§ μμ μ£½μμ λν νλ μ κ°λ°μ λνλΈλ€. νλ μ 겨μΈμ² μ€λ¦¬λ€μ μμμ λν΄ μ§μ°©μ μΌλ‘ νμΈλ€μκ² λ¬ΌμΌλ©° νΈμκ° μΌμ΄ μ€λ¦¬λ€μ΄ λμ¬νκ² λλ κ²μ λν΄ μΌλ €νλ€. μ€λ¦¬λ€μ μ£½μμ λν΄ κ±±μ νλ κ²μ 곧 μκΈ° μμ μ μ£½μμ λν λΆμμ λλ¬λ΄λ κ²μ΄λ€. μ¦, νλ μ νΈμκ° μΌλ©΄ κ° κ³³μ΄ μμ΄μ§λ μ€λ¦¬λ€μ μ²μ§μ, μμμ²λ₯Ό μκ³ μΆμ μμ λ°©ν©νλ μμ μ λͺ¨μ΅μ λμΌμνκ³ μλ€.
μμ€λμ νλ μ΄ κ²½ννλ μ°μΈμ μμΈμ μμΈλ‘ λ³Ό μ μλλ°, κ·Έλ€μ μ¬νλ‘λΆν° κ·Έλ¦¬κ³ μ£Όλ³μ μ¬λλ€λ‘λΆν° μμΈλλ€. κ·Έλ€μ μμΈμλ μ¬νμ μΈ λ§₯λ½κ³Ό κ°μΈμ μΈ κ²½νμ΄ λ³΅ν©μ μΌλ‘ μν₯μ λ―ΈμΉλ€. μ°μ μ¬νμ λ§₯λ½μ μν₯μ μ΄ν΄λ³΄λ©΄, 2μ°¨ μΈκ³λμ μ΄ν λ―Έκ΅μ μ°Ύμμ¨ κ²½μ μ νμλ λ¬Όμ§μ£Όμλ₯Ό λ³μκ³ λ μ£ΌμΈκ³΅μ κ·Έκ²μ μ¦κΈ°λ λ§μ μ¬λλ€κ³Ό λ¬λ¦¬ κ·Έκ²μ λΉννκ³ κ±°λΆνλ€. λν κ²½μ μ νμλ₯Ό λ°νμΌλ‘ ν μ¬νμ μμμ λν μλ° μμ μ£ΌμΈκ³΅λ€μκ² ν° λΆλ΄μΌλ‘ μμ©νλ€. κ°μ μ΄λΌλ μΈν리 μμμ μλ΄μ μ΄λ¨Έλλ‘μμ μν λ§μ κ°μνλ λ¨μ±μ€μ¬μ£Όμλ μμ€λμκ² ν° κ³ λ―Όμ κ°μ Έλ€μ€λ€. λν νλ μ μ¬ν μ£Όλ₯μΈ΅μ μ¬κ³ λ°©μκ³Ό νλμ λΉννλ©° κ·Έλ€μ κ±°μ§λλ€κ³ νκ°νκ³ , λμ νμΈμ μ견μ μκ΄μμ΄ μμ λ€μ μ λ
μ λ°λΌ νλνλ μμμλ€μ λν΄μ λμ κ³Ό μ μ μ νννλ€.
μ΄λ¬ν μ¬νμ λ§₯λ½λΏλ§ μλλΌ κ°μΈμ μΈ κ²½ν μμ λ μ£ΌμΈκ³΅λ€μ μμΈμ μν₯μ μ£Όλλ°, μμ€λμ νλ μ 곡ν΅μ μΌλ‘ μ¬λ¬ μΈκ°κ΄κ³μμ μ€ν¨νλ€. νΉν μ΄ λ μ£ΌμΈκ³΅μ λͺ¨λ μΈκ°κ΄κ³μ κΈ°λ³Έμ΄ λλ λΆλͺ¨μμ κ΄κ³λ₯Ό μμ μ μΌλ‘ νμ±νμ§ λͺ»νλ€. μμ€λλ μ΄λ¦° λμ΄μ μμ μλ²μ§λ₯Ό 그리μνλ ννΈ, μλ²μ§κ° μ£½μ μμΈμ μ΄λ¨Έλμκ²λ‘ λλ¦¬κ³ μ΄λ¨Έλλ₯Ό λ§€μ° μ¦μ€νλ€. μμ€λκ° λΆλͺ¨μ λν΄ κ°λ κ°μ μ λ§€μ° κ°λ ¬ν κ²μΈ λ°λ©΄μ νλ μ΄ λΆλͺ¨μ λν΄ κ°λ κ°μ μ κ±°μ μλ€κ³ ν μ μλ€. μν μμμ νλ μ λΆλͺ¨κ° νλ μκ² λ―ΈμΉλ μν₯μ λ―Έλ―Ένλ©° νλ κ³Ό λΆλͺ¨ μ¬μ΄μ μ λλ λ§€μ° μ½νλ€. λ°μ μλ²μ§μ 건κ°μ΄ μ’μ§ μμ μ΄λ¨Έλλ νλ κ³Ό μ΄λ€ μλ―Έ μλ κ΄κ³λ λ§Ίμ§ λͺ»νλ€.
μμ€λμ νλ μ μμ λ€μ΄ λ§λλ λ§μ μ¬λλ€κ³Ό νΌμμ μΈ μΈκ°κ΄κ³λ§μ λ§Ίλλ€. κ·Έλ€μκ²λ μΉκ΅¬λΌκ³ λΆλ₯Ό λ§ν μ΄κ° μκ³ κ·Έλ€μ΄ λ§λλ μ¬λλ€μ κ·Έμ κ·Έλ€μ μ€μ³μ§λκ° λΏ μ§μ¬μ΄ λ΄κΈ΄ μν΅μ μΌμ΄λμ§ μλλ€. κ·Έλ€μ μμ μ κ³ ν΅μ νΈμ΄λμ μ¬λλ€μ΄ μ£Όλ³μ μ무λ μ‘΄μ¬νμ§ μλλ€.
λ€λ§, νλ μκ²λ μ¬λμ νΌλΉκ° κ·Έλ₯Ό μ°μΈμμ ꡬμΆν΄λΌ μ μΌν κ°λ₯μ±μΌλ‘ μ μλλ€. μ£Όλ³μ λ¬Όμ§μ£Όμμ μ΄κ³ κ±°μ§λ μ¬λλ€κ³Όλ λ¬λ¦¬ νΌλΉλ μμνκ³ νμ μ μΈ μΈλ¬Όλ‘ λ¬μ¬λλ€. λ°λ©΄μ μμ€λμκ²λ νΌλΉμ κ°μ μΈλ¬Όμ΄ μμΌλ―λ‘ κ·Έλ
λ λκΉμ§ μμ μ κ³ ν΅μ νλ‘ κ°λΉνκ² λλ€.This thesis aims to ponder upon the issue of the protagonists' depression and to explore the causes of isolation in The Bell jar(1963) by Sylvia Plath and The Catcher in the Rye(1951) by J. D. Salinger which have been discussed together as Bildungsroman for a long time.
The authors express the protagonists' urge or desire for death along with their severe depression by placing the images of death throughout the entire works. In The Bell Jar, the image of the bell jar in the lab and the image of a dead fetus are central. The bell jar, a vacuous glass tube, is a place where the inflow of the air from outside is blocked and thus the creature in it may be suffocated. Also, although its transparency makes it perfectly possible for a person trapped in it to see outside, it blocks him or her from participating in the outside world. Meanwhile, the image of a dead fetus is connected with 'failure' or 'incompleteness.' The appearance of a baby who lost its life without having reached its final week before birth equals to the self-image of the protagonist who is in despair for she has not accomplished her settled goals. Esther combines the image of the bell jar and the image of the dead fetus, thus expressing herself 'the dead baby in the bell jar.'
Among the many death images in The Catcher in the Rye, the most noteworthy one is the image of 'dead Alley'. Holden feels guilty and fear at the same time toward his brother Alley's death. That is, he is afraid that anytime Alley may bring him to death. He seems haunted by the delusion of Alley, talking ceaselessly to him. Also, the image of ducks in the Central Park represents Holden's obsession for death. Holden compulsively asks others about the safety of the ducks during winter and is deeply concerned that they may become frozen to death. That he worries about the death of the ducks exposes his anxiety about his own death. He identifies himself, wandering in cold weather without any place to rest, with the condition of the ducks which will have no place to go after the lake freezes.
Alienation is the cause of depression Esther and Holden sufferthey are alienated from the society and people around them. Their alienation is complexively affected by the social context and their own personal experience. In terms of the social context, the economic affluence in America after the World War II has brought about materialism, which the two protagonists do not accept. Additionally, the pressure of social conformity based on economic affluence is burdensome for them. The androcentric society which forces a woman to take the role of only wife and mother within the fence of home causes Esther to distress herself. Also, Holden criticizes the way of thinking and behavior of people in the social mainstream and evaluates them as 'phonies.' Instead, he reveals his sympathy and affection toward minorities who act following their own faith regardless of others' ideas.
Not only this social context but also personal experiences affect the alienation of the two protagonistsEsther and Holden in common go through failure in relationships. In the first place, they fail to establish any appropriate relationship with parents, which is supposed to be the basis of all kinds of other relationships. While Esther misses her dead father sho lost at a young age, she attributes the cause of his death to her mother, hating her extremely. Whereas the emotions Esther bears toward her parents are very intense, Holden's emotions for his parents are almost blank. The influence from his parents on him is very little and the bond between Holden and his parents is weak. Holden does not build any meaningful relationship with his busy father and his sick mother.
Esther and Holden relate to many people they meet in only a superficial way. They have no ones they may call 'friends' and the people they meet just slide by without any heartful communication occurring. They find nobody to whom they may confide their own torment.
No one but Holden's younger sister Phoebe is suggested as a sole possibility to save him from his depression. Unlike other materialistic and phony people, Phoebe is described as a pure and devoted one. On the other hand, Esther, who has no one like Phoebe around her, handles her agony alone to the end.I. μλ‘ β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦1
II. γ벨 μγ
1. μ£½μμ μ΄λ―Έμ§β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦15
2. μμΈμ μμΈ
2.1 μ¬νμ μμΈ
2.1.1 λ¬Όμ§μ£Όμ β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦28
2.1.2 νμΌμ£Όμ: μ¬μ± μ΅μ β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦35
2.2 κ°μΈμ μμΈ: μΈκ°κ΄κ³μμμ μ€ν¨ β¦β¦β¦β¦β¦β¦β¦β¦44
III. γνΈλ°λ°μ νμκΎΌγ
1. μ£½μμ μ΄λ―Έμ§ β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦75
2. μμΈμ μμΈ
2.1 μ¬νμ μμΈ
2.1.1 λ¬Όμ§μ£Όμ β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦83
2.1.2 νμΌμ£Όμ: μ£Όλ₯μ κ±°μ§λ¨ β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦89
2.2 κ°μΈμ μμΈ: μΈκ°κ΄κ³μμμ μ€ν¨ β¦β¦β¦β¦β¦β¦β¦β¦103
IV. κ²°λ‘ β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦117
μ°Έκ³ λ¬Έν β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦128
Abstract β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦β¦133Maste