197 research outputs found
κ΅λ΄ μ μ²μ§μ Mo μ€μΉ΄λ₯Έ κ΄μ μΌλμ μμ§κ΅¬νννμ¬ μ μ© μ°κ΅¬
νμλ
Όλ¬Έ (μμ¬)-- μμΈλνκ΅ λνμ : μλμ§μμ€ν
곡νλΆ, 2012. 8. μ ν¨ν.μ°κ΅¬μ§μμΈ NMC Moland κ΄μ°μ νμ ꡬμμ μΆ©μ²λΆλ μ μ²μ κΈμ±λ©΄μ μμΉνκ³ μλ μ€μΉ΄λ₯Έ νμ
κ΄μμΌλ‘ νμμ°μκ³Ό κ°μ Mo κ΄λ¬Όμ΄ μ°μΆλλ€. μ£Όμ μ§μ§μ μ μ²νκ°μμ΄λΌκ³ λΆλ¦¬λ μ₯¬λΌκΈ°μ νκ°νΈλ§μμ΄ κ΄μ
ν μ€μ€λλΉμ€κΈ°μ λ°±μ΄μ, μνμ, μνκ·μ°μΌμλ€λ‘ ꡬμ±λμ΄μλ€. μ€μΉ΄λ₯Έμ νκ°μκ³Ό μνμμ κ²½κ³λ©΄μ λΆμ‘΄νκ³ μμΌλ©° μ€μΉ΄λ₯Έ λ΄ νμλμμ Moμ΄ νμ, μ°μ μμΌλ‘ λ°°νλμ΄ μλ€. μ£Όμ κ΄λ¬Όμ νμμ°μ, νμ€μ, λ°©μ°μ, ν©λκ΄ λ±μ΄ μλ€. λμ‘°μ§μμΌλ‘ μ μ λ κ³³μ μμΈλνκ΅ λ³Έ μΊ νΌμ€κ° μμΉνκ³ μλ κ΄μ
μ°μ΄λ©° μ§μ§μ μ£Όλ‘ μ₯¬λΌκΈ°μ νκ°μμΌλ‘ μ΄λ£¨μ΄μ Έμλ€. μλ£λ 2011λ
5μκ³Ό 6μ μ¬μ΄μ μμ, ν μ λ° μλ¬Όμ λμμΌλ‘ μ±μ·¨νμμΌλ©°, μλ¬Όμ μ°μΈμ’
μΈ λ‘κ°λ무(Quercus dentata, daimyo oak)μ μκ³Ό κ°μ§, μ°λ²λ무(Prunus sargentii REHDER, Sargent Cherry)μ μμ μ±μ·¨νμλ€. μ±μ·¨ν μλ£λ€μ ICP-MSμΌλ‘ Mo, Cu, Pb, Zn, Cd, As, Mn λ±μ μμλ₯Ό λμμΌλ‘ λΆμνμλ€. μ°κ΅¬μ§μμ μλ£μ±μ·¨μ μ κ° κ΄μ²΄λ₯Ό μμ§μΌλ‘ μ§λλλ‘ λ¨λΆλ°©ν₯μΌλ‘ μ΄ 3κ°λ₯Ό μ‘μμΌλ©° κ° μλ£μ±μ·¨μ μμ 30 m κ°κ²©μΌλ‘ μ΄ μμ 5κ°(μμμ μ§μ ), ν μ 36κ° μλ¬Ό 108κ°μ μλ£λ₯Ό μ±μ·¨νμλ€. λμ‘°μ§μμμλ μμλ‘ 10κ°μ μλ£μ±μ·¨μ μ μ ννμ¬ ν μ 10κ°, μλ¬Ό 30κ°μ μλ£λ₯Ό μ±μ·¨νμλ€.
μ°κ΅¬μ§μμ μμ, ν μ, μλ¬Όμλ£ λ΄ Mo, Cu, Pb, Zn, Cd, As, Mnμ λμμΌλ‘ λΆμν΄λ³Έ κ²°κ³Ό, μμμλ£μ κ²½μ° μ°κ΅¬μ§μμ μλ£μμ νΉλ³ν λμ λλ μ§κ΅¬ννμ νΉμ§μ 보μ΄μ§ μμλ€. ν μμλ£λ μ°κ΅¬μ§μμμ Moμ ν¨λ(0.1~38.7 ppm)μ΄ λμ‘°μ§μμμμ Moμ ν¨λ(0.1~3.2 ppm) λ³΄λ€ λμλ€. μ°κ΅¬μ§μμ μλ¬Ό μλ£ λ΄ μ‘΄μ¬νλ Moμ νκ· ν¨λμ λ‘κ°λ무 μ(0.86 ppm0.14~4.91 ppm), μ°λ²λ무 μ(0.83 ppm0.15~6.56 ppm), λ‘κ°λ무 κ°μ§(0.53 ppm0.01~3.19 ppm)μ μμλ‘ κ·Έ ν¨λμ΄ λμλ€. μ΄ κ°μ λμ‘°μ§μμμμ λ‘κ°λ무 μ(0.18 ppm0.08~0.47 ppm), μ°λ²λ무 μ(0.23 ppm0.14~0.42 ppm), λ‘κ°λ무 κ°μ§(0.07 ppm0.02~0.26 ppm)μ λΉνμ¬ 4λ°°μμ 8λ°° κ°λ λμ μμΉμλ€. μλ¬Όνμ ν‘μκ³μ(BAC)μ κ²°κ³Όλ Moμ κ²½μ° λ‘κ°λ무 μμμ 1.4, κ°μ§μμ 0.4, μ°λ²λ무 μμμ 1.2μ μμΉλ₯Ό λ³΄μ¬ μΈ μλ¬Ό, νΉν λ‘κ°λ무 μκ³Ό μ°λ²λ무 μμ΄ λμ BAC κ°μ λνλλ€. λν Mo μμλ ν μκ³Ό μλ¬Ό μ¬μ΄μ μκ΄μ±μ΄ λ€λ₯Έ μμμ λΉνμ¬ λ§€μ° λμ κ²μΌλ‘ λ°νμ‘λ€. λλΆμ΄ 곡κ°μ μΈ λΆν¬(spatial distribution)μ μ§κ΅¬ννμ λ³λ(geochemical variation)μΌλ‘λΆν° ν μκ³Ό μλ¬Όλ΄μ Moμ ν¨λμ λ³νλ Mo μ΄μλλ₯Ό μ λ°μνκ³ μμμ μ μ μμλ€.
κ²°κ³Όλ₯Ό μ’
ν©νμ¬ λ³΄μμ λ Mo μμλ μλ¬Όμ μν΄ μ ν‘μλ μ μλ ννλ‘ μ‘΄μ¬ν κ°λ₯μ±μ΄ λμΌλ©°, κΈ°κ΄λ΄μ μμ ν¨λμ΄ ν μ λ΄μ μμ ν λμ μ λ°μνλ μ§μμλ¬ΌμΈ indicatorλ‘μ Moμ λμμΌλ‘ μμ§κ΅¬νννμ¬μμ νμ©λ κ°λ₯μ±μ΄ μλ€.A biogeochemical orientation survey was conducted in the vicinity of Mo skarn deposits in Jecheon district in Korea. The main geology of the study area is Ordovician dolostone, limestone and limeslicate rocks intruded by Jurassic biotite granite so called Jecheon granite. The skarn zones occur at the contacts of granite and limestone. Molybdenum occurs in fracture zones in skarn within the screen and in disseminated form. The skarn ore minerals are mainly of molybdenite, scheelite, galena and chalcopyrite. The control area is Gwanak mountain where the Seoul National University is located. This area mainly consists of Jurassic granite. The total samples of rocks, soils and two plant species (daimyo oak leaves/branches - Q. dentata, and sargent cherry leaves - P. sargentii) were collected from the target area and barren control area in May and June 2011, and analyzed for the analysis of Mo, Cu, Pb, Zn, Cd, As, Mn, etc. by ICP-MS. Each of three sampling lines was designed to cross over the each orebody at 30 m spacing intervals in the study area and 10 sampling points are chosen randomly in the control area. The soil samples (n=36/10, target/control) collected from the target area show higher values of Mo (<0.1~38.7 ppm) than those from the control area (<0.1~3.2 ppm Mo). The concentration level of Mo in plants (n=108/30, target/control) from the target area (0.14~4.91 ppm in Q. dentata leaves, 0.01~3.19 ppm in Q. dentata branches and 0.15~6.56 ppm in P. sargentii leaves) is 4~8 times higher than that from the control area (0.08~0.47 ppm in Q. dentata leaves, 0.02~0.26 ppm in Q. dentata branches and 0.14~0.42 ppm in P. sargentii leaves). The biological absorption coefficient (BAC) of Mo is generally high (Q. dentata leaves = 1.4, Q. dentata branches = 0.4 and P. sargentii leaves = 1.2) and Mo content in soils and plants is strongly correlated. The geochemical variation patterns of Mo in plants are similar to those in soils, which suggest a corresponding Mo anomaly and enhanced contrast near the Mo orebodies. The three plant organs (Q. dentata leaves, branches and P. sargentii leaves) have high possibilities to be used as indicators for the biogeochemical prospecting of Mo.1. Introduction 1
2. Theoretical Background 4
3. Sampling and Analysis 13
3.1 Study area 13
3.1.1 Site description 13
3.1.2 Geological setting 15
3.2 Control area 16
3.3 Sampling and chemical analysis 17
4. Results and Discussion 23
4.1 Univariate statistics 23
4.1.1 Rock samples 23
4.1.2 Soil samples 25
4.1.3 Plant samples 28
4.2 Relationship between soil and plant 35
4.3 Bivariate analysis 36
4.4 Spatial distribution of elements 40
4.5 Geochemical variation 42
5. Conclusions 49
References 51
Abstract 54Maste
κ°μν μ¬νμ μκ°κ²½νμ λν μ°κ΅¬
νμλ
Όλ¬Έ (λ°μ¬)-- μμΈλνκ΅ λνμ : μΈλ‘ μ 보νκ³Ό, 2013. 2. λ°λͺ
μ§.μ΄ λ
Όλ¬Έμ κ°μν μ¬νλ₯Ό μ΄μκ°λ μ΄λ€μ μκ°κ²½νμ΄ νμ±λλ μμμ κ³ μ°°ν κ²μ΄λ€. 2000λ
λλ₯Ό μ΄μκ°λ νκ΅μΈλ€μ΄ μ μ λ λ°μκ² λλΌκ³ , μκ°μ΄ λΆμ‘±νλ€κ³ λλΌλ νμμ μ€μ²΄κ° 무μμΈμ§λ₯Ό, κ³ λμ λ°μ¨μ λλΌλ μ νμ μΈ μ¬λ‘λ€μ λμμΌλ‘ νꡬν΄λ³΄κ³ μ νλ€. μ΄λ₯Ό μν΄ λ³Έ μ°κ΅¬μμλ κ³ λμ λ°μ¨κ³Ό μκ°λΆμ‘±κ°μ κ²ͺκ³ μλ μ§λ¨μΌλ‘ λ°νμ§ 30λ κ³ νλ ₯ μ λ¬Έβ€μ¬λ¬΄μ§ κΈ°νΌμ¬μ±λ€μ μκ°κ²½νμ λΆμνλ€. κ·Έ κ²°κ³Ό μΌμμνμ μλκ° λΉ¨λΌμ§λ νμ, λ°μ¨μ κ°μ , μκ°μ μ«κΈ°λ λλ λ± κ°μν μ¬νμ νΉμ§μΌλ‘ μ¬κ²¨μ§λ μκ°κ²½νλ€μ΄ μ μμ μ£Όμμ κΈ°μ
κ° μ μ κ³Ό μ΄λ₯Ό ν λλ‘ κ°μ²ν΄ λκ° μμ κ³Όμ κ³Ό κ΄λ ¨μ΄ μλ€λ κ²μ λ°νλλ€.
λ³Έ μ°κ΅¬λ μκ°κ²½νμ΄ μκ°λμ κ΄μ μμλ§ μ°κ΅¬λλ κΈ°μ‘΄ μ°κ΅¬μ μ§νμ λ¬Έμ λ₯Ό μ κΈ°νκ³ , μκ°κ²½νμ μΌμμ μκ°κ²½ν, μμ μκ° κ²½ν, μ 보ν
ν¬λλ‘μ§κ° μμ±ν μκ°μ λν κ²½νμ μ°¨μμμ μ κ·Όν¨μΌλ‘μ¨, μκ°κ²½νμ λ€μ°¨μμ±μ μ‘°λ§ν΄λ³΄κ³ μ νλ€. μ΄λ₯Ό μν΄ μκ°μΌμ§ μλ£, μννΈμ¨μ΄κ° μλμμ±ν μ€μκ° μ»΄ν¨ν° μ¬μ©λ΄μ μλ£, μ¬μΈ΅λ©΄μ μ ν΅ν΄ μμ§ν μΌμμνμ λν μ§μ μλ£μ μμ λ΄λ¬ν°λΈ μλ£λ₯Ό μμ§β€λΆμνλ€. λ€μ°¨μμ μκ°κ²½νκ³Ό μ 체μ±μ μ‘°λ§νκΈ° μν μ΄λ‘ μ μμμΌλ‘λ μμ¬μ μκ°κ³Ό ν΄λΉ μ¬νμ 보νΈμ μκ°μ²΄κ³μ λν μΈμμ΄ κ°μΈμ λ―Έλλ₯Ό ν₯ν νμλ€μ μν₯μ λ―ΈμΉλ€λ μμΈ μ μ΄λ‘ , ν΄λΉ μ₯(field)μ κ²μμ κ·μΉμ λν κ°κ°μ λ°λΌ μμμ λ―Έλμ λν κ΄κ³κ° λ¬λΌμ§λ€κ³ 보μλ λΆλ₯΄λμΈμ μ΄λ‘ , μ 체μ±κ³Ό μκ°κ²½νμ΄ μνΈλ°°νμ μ΄λΌκ³ 보μλ μ ν¨μ€μ λ
Όμ, λ΄λ¬ν°λΈλ₯Ό ν΅ν΄ μκ°μ νλ¦ μμμ λ³ννλ μ 체μ±μ ꡬμ±ν μ μλ€κ³ λ³Έ 리쾨λ₯΄μ λ΄λ¬ν°λΈ μ μ²΄μ± κ°λ
μ κΈ°λμλ€. μ μμ μ£Όμ μ¬νμ κΆλ ₯μ΄ μκ°κ²½ν νμ±μ λ―ΈμΉλ μν₯μ 보기 μν΄μλ νΈμ½μ ν΅μΉμ±(governmentality), μ₯μΉ(apparatus), μκΈ°μ ν
ν¬λλ‘μ§, μκ°λ²€μ μ μ±λͺ¨λ
(profanation) κ°λ
μ νμ©νμλ€.
첫째, μ°Έμ¬μλ€μ μμ μκ°(life time) κ²½νμ μμ보기 μν΄μλ λ΄λ¬ν°λΈ μ μ²΄μ± λΆμκ³Ό μκ°μ λ§(time perspective) λΆμμ μ€μνλ€. μ΄λ€μ΄ μμ¬μ μκ°μ νλ¦ μμμ μ 체μ±μ ꡬμ±νκ³ , μκ°μ λ§μ μ¬μ λΉν΄ λκ°λ μμμ μ΄ν΄λ³΄κ³ , κ·Έ μ¬νβ€λ¬Ένμ μλ―Έλ 무μμΈμ§ μμ보μλ€. λμκ°, μκ°μ νλ¦ μμμ μμμ λ―Έλλ₯Ό λ§λ€μ΄κ°λ κ³Όμ μ΄ μκ°μ λ§μ λ°λΌ λ¬λΌμ§λ€λ μκ°μμ, μμ λ΄λ¬ν°λΈ μλ£λ₯Ό ν λλ‘ μ°Έμ¬μλ€μ μκ°μ λ§(time perspective)μ λΆμνλ€. λμ§Έ, μΌμμ μκ°(everyday time) κ²½νμ μμ보기 μν΄μλ μκ°μ²΄κ³(temporal regime) λΆμμ μ€μνλ€. μΌμμ μκ°κ²½νμ΄ λ€μν μκ°μ²΄κ³λ€, μ¦ λ€μν μΆμ μμμ μ§λ°°νλ μλ‘ λ€λ₯Έ μκ°μ¬μ© κ·μΉλ€μ 볡ν©μ μν₯μ λ°μ νμ±λλ€κ³ λ³΄κ³ , κ³ νλ ₯ μ λ¬Έβ€μ¬λ¬΄μ§ μ¬μ±λ€μ μΌμμ μκ°κ²½νμ΄ μ΄λ ν μκ°μ²΄κ³ λ€λ‘ μ΄λ£¨μ΄μ Έ μλμ§, μκ°μ²΄κ³λ€ κ°μ μ€μ²©μ μ λμ μμμ μ΄λ νμ§, μκ°μ²΄κ³λ€μ΄ μΆ©λνλ μν©μμ μ°Έμ¬μλ€μ΄ μ΄λ ν μκ°μ λ΅μ ν΅ν΄ λμν΄ λκ°λμ§λ₯Ό μ΄ν΄λ³΄μλ€. λμκ°, μ΄λ€μ΄ λ°μ¨μ κ°μ μ λλΌλ μμκ³Ό κ·Έ μμΈμ μμ보μλ€. μ
μ§Έ, μ 보ν
ν¬λλ‘μ§κ° μμ±ν μκ°(ICT time)μ λν κ²½νμ μμ보기 μν΄μ μ°Έμ¬μλ€μ μ 보ν
ν¬λλ‘μ§ μ¬μ©μ΄ μκ°μ¬μ© νμλ₯Ό μ΄λ»κ² λ€λ₯΄κ² νλμ§, μ΄λ ν μκ°μ²΄κ³λ€κ³Ό μ ν©λλ©΄μ μκ°κ²½νμ μ±κ²©μ λ€λ₯΄κ² νλμ§λ₯Ό μ΄ν΄λ³΄μλ€. μ΄λ¬ν μμ
λ€μ ν΅ν΄, λ°μ¨κ³Ό μκ°λΆμ‘±κ°μ΄ μ¬νμ μΌλ‘ νμ°λλ νκ΅ μ¬νλ₯Ό μ§λ°°νλ μκ°μ λ§λΈλ¦¬λΌλ 무μμ΄λ©°, κ·Έκ²μ΄ 곡μ λκ³ μλ μ§νμ μ΄λ νμ§, κ·Έ μ¬νβ€λ¬Ένμ μμΈκ³Ό μλ―Έλ 무μμΈμ§ μμ보μλ€.
λΆμ κ²°κ³Ό, 첫째 κ³ νλ ₯ μ λ¬Έβ€μ¬λ¬΄μ§ μ¬μ±λ€μ μμ μκ° κ²½νμ IMF κ²½μ μκΈ° μ ν νκ΅ μ¬νκ° μ μμ μ£Όμλ‘ μ΄νν΄κ°λ μκΈ°μ νκ΅μ¬νμ μμ¬μ μκ°κ³Ό μ°Έμ¬μ κ°μΈμ μμ μκ°μ λμν(synchronization)ν μμμ λ°λΌ λ€λ₯΄κ² λνλκ³ μμλ€. λν, λμνμ μμ μκ° κ²½νμ μ΄λ€μ΄ μ 체μ±μ μ¬μ λΉνκ³ μΌνλ 주체λ‘μ λ―Έλλ₯Ό κ°μ²ν΄λκ°λ μμ, κ²½μμ¬νμ μκ°μ²΄κ³μμ κ΄κ³λ₯Ό μ€μ νλ μμ, κ³κΈμμΉ μμ§, κΈ°μ
κ° μ μ μ λ°νν΄κ°λ μμμ λ€λ₯΄κ² λ§λ€κ³ μμλ€. μ΄λ₯Ό λ³Έ μ°κ΅¬μμλ μ μμ μ£Όμμ ν΅μΉμ±μ μμ©νλ μμμΌλ‘ 보μκ³ , κ·Έ μμμ΄ λ
Έλμ νΉμ±, μ§μ
μ’
μ¬μμ μ§μ, κ³κΈνλ μ λμμμ λ°λΌ λ€λ₯΄κ² λνλλ μμμ 보μ¬μ£Όμλ€. νΉν, μ μμ μ£Όμ ν΅μΉμ±μ λ΄λ©΄ννλ κ³Όμ μμ μ€μ°μΈ΅μ κΈ°νλ κΈ°μ
κ°μ μμλ‘μμ λ©΄λͺ¨λ₯Ό μ§μμ μΌλ‘ μ μ§ν΄κ° μ μλλ‘ νλ μ€μν μν μ νκ³ μμλ€. μ€μ°μΈ΅μ κΈ°νλ₯Ό λμν΄μ νμ¬λ³΄λ€ λ λμ μμ€μ λΌμ΄νμ€νμΌκ³Ό μΆμ μ§μ μΌμ’
μ μ΄μν₯μΌλ‘μ μ§μμ μΌλ‘ μ¬μ€μ ν¨μΌλ‘μ¨, κ³ νλ ₯ μ λ¬Έβ€μ¬λ¬΄μ§ μ¬μ±λ€μ μμ μ νμ¬μ μνλ₯Ό λΆμ‘±ν κ²μΌλ‘μ μλ―Έμ§μ νκ³ , κΈ°μ
κ°μ μμλ‘μ λμμμ΄ λ λμ λ―Έλλ₯Ό ν₯ν΄ μκΈ°κ³λ°β€μκΈ°λ³νν΄ λκ°κ³ μμλ€.
λμ§Έ, μ΄λ€μ μΌμμ μκ°κ²½νμ μ μμ μ£Όμμ ν΅μΉμ±μ λ΄λ©΄νν μ΄λ€μΌμλ‘ λ³΄λ€ λ λ§μ μκ°μ²΄κ³, λ³΄λ€ λ κ³ λνλ μκ°μ²΄κ³μ μν₯ νμ νμ±λκ³ μμλ€. κ³ λνλ μκ°μ²΄κ³λ€μ΄ μλ‘ μ€μ²©λλ©΄μ μΌμμ μκ°κ²½νμ λ³΄λ€ λ€μ€μ μΈ μ±κ²©μ λ κ² λμκ³ , μ΄λ λ°μ¨μ μμΈμ΄ λκ³ μμλ€. κ³ νλ ₯ μ λ¬Έβ€μ¬λ¬΄μ§ μ¬μ±λ€μ μκ°κ²½νμ μ κΈλ
Έλμ μκ°μ²΄κ³, μ€μ°μΈ΅ κ°μ‘±μνμ μκ°μ²΄κ³, μΆμ μ§μ μ€μνλ μ¬κ°β€μλΉμ μκ°μ²΄κ³, μ λνλ μκ°μ²΄κ³, κ²½μμ¬νμ μκ°μ²΄κ³λ‘ ꡬμ±λμ΄ μμκ³ , μ΄μ€ κ°μ‘±μνμ μκ°μ²΄κ³μ μ¬κ°β€μλΉμ μκ°μ²΄κ³κ° λ€μν μκ°λ€μ΄ 볡ν©μ μΌλ‘ μ½νλ κ²½νμ μΌκΈ°νλ©΄μ κ³ λμ λ°μ¨μ μΌκΈ°νλ μ£ΌμμΈμ΄ λκ³ μμλ€. μ΄λ¬ν κ³ λμ λ°μ¨κ³Ό λ€μν μκ°μ²΄κ³λ€μ΄ μ€μ²©λλ κ²½νμ κ°μ₯ μ§μ½μ μΌλ‘ νλ μ΄λ€μ 컀리μ΄, κ°μ‘±μν, μ¬μ±μΌλ‘μμ μλ¦λ€μ κ°κΎΈκΈ° λ± λ€μν μΆμ μμμμ μμ μ λ₯λ ₯μ λ°ννκ³ μ νλ λ€μ€μ μ 체μ±μ κ°μ§ νλ°©λ―ΈμΈν λ₯λ ₯μλ€μ΄μλ€. μ΄λ€μ μ€μ¬μΌλ‘ μκ°μ¬μ©μ ν¨μ©μ κ·Ήλννκ³ , μΆμ μ§μ λμ΄λ λ° κΈ°μ¬ν μ μλ μλ―Έμ§μ½μ μΈ νλλ€μ μ΅λννκ³ μ νλ μλ―Έν¨μ¨μ μκ°κ΄λ¦¬ λ¬Ένκ° κ³΅μ λκ³ μμμΌλ©°, μ΄λ₯Ό 곡μ νλ κ²μ΄ μΈλ ¨λ μ€μ°μΈ΅μΌλ‘μμ μ 체μ±μ μμ§νλ κ²μΌλ‘ μ¬κ²¨μ§κ³ μμλ€.
λ§μ§λ§μΌλ‘, μ 보ν
ν¬λλ‘μ§ μ¬μ©μ μ κΈλ
Έλμ μκ°μ²΄κ³μ μλΉβ€μ¬κ°μνμ μκ°μ²΄κ³λ₯Ό κ³ λννλ λ° μ£Όλ‘ μ¬μ©λκ³ μμμΌλ©°, κΈ°μ
κ°λ‘μμ μΆμ κ²½μβ€κ΄λ¦¬ν΄ λκ°λ κ³Όμ μμ μκ°κ²½νμ λ³΄λ€ μ¬νβ€μ¦νμν€κ³ μμλ€. κ·Έ μμμ μ κΈλ
Έλμ μκ°μ²΄κ³μ μ ν©λλ©΄μ μ
무μ μλλ₯Ό λΉ λ₯΄κ² λ§λ€κ±°λ, μ€μ°μΈ΅μ λΌμ΄νμ€νμΌμ μΆκ΅¬νκ³ μ νλ μλ§μ ν΅ν΄ κ³ λνλ μ¬κ°β€μλΉμ μκ°μ²΄κ³λ₯Ό λ³΄λ€ λ μ¬νμν€λ νμλ€λ‘ λνλκ³ μμλ€. μ 보ν
ν¬λλ‘μ§ μ¬μ©μ ν΅ν΄ μ κΈλ
Έλμ μκ°μ²΄κ³κ° κ³ λνλλ νμμ μλκ΄λ ¨ λ
Έλ κ·λ²μ κΈ°μ
κ° μ μ μ κ°μ§ μμ¨μ λ
Έλμλ‘μμ μ 체μ±μΌλ‘ λ΄λ©΄ννλ κ²½μ°μ λνλκ³ μμμΌλ©°, μ¬κ°β€μλΉμ μκ°μ²΄κ³κ° μ¬νλλ μμμ μΆμ μ§μ κ³ μμν€κ³ μ νλ κ°ν μ€μ°μΈ΅μ λΌμ΄νμ€νμΌμ λν μλ§μ μ§λ μ΄λ€μ μ€μ¬μΌλ‘ λνλκ³ μμλ€. λν, μ 보ν
ν¬λλ‘μ§ μ¬μ©μ΄ μκ°κ²½νμ μ¬νμν€λ μμμ λ€μν μΆμ μμμμ κΈ°μ
κ° μ μ μ λ°ννκ³ μ νλ μ΄λ€, μκ°μ²΄κ³λ€ κ°μ κ°λ±κ³Ό λ°μ¨μ κ²ͺλ μ΄λ€μ΄λΌλ κ²μ μ μ μμλ€.
λ³Έ λ
Όλ¬Έμ κ³ νλ ₯ μ λ¬Έβ€μ¬λ¬΄μ§ μ¬μ±λ€μ λ€μ°¨μμ μκ°κ²½νμ΄ νμ±λλ μμμ μ νλ³λ‘ λλμ΄ μ΄ν΄λ³΄μκ³ , κ°μν μ¬νμ μκ°κ²½νμ΄ νμ±λλ μμμ λͺ¨λΈλ‘ μ μνλ€. λ³Έ λ
Όλ¬Έμ κ°μν μ¬νμμμ μΌμμ μκ°κ²½νμ΄ νκ΅ μ¬νκ° μ μμ μ£Όμ μ¬νλ‘ μ§μ
νλ©΄μ μννμ κ°μΈν λ
Όλ¦¬κ° κΈκ²©ν νμ°λλ μκΈ°μ νκ΅μ¬νμ μμ¬μ μκ°κ³Ό μμ μκ°μ λμννλμ§ μ¬λΆμ λ°λΌ λ€λ₯΄κ² λνλλ©°, λμνμ κ²½νμ λ°λ₯Έ μ 체μ±κ³Ό μκ°μ λ§μ μ¬μ λΉ μμμ΄ μ΄ν μ μμ μ£Όμ μκ°μ₯μΉμ 주체νλλ μ λμ μν₯μ λ―ΈμΉλ€κ³ μ£Όμ₯νλ€. μ μμ μ£Όμ μκ°μ₯μΉκ° μκ°μ¬μ©μ μλ―Έν¨μ¨μ±μ λμ΄λ μκ°μ¬μ© λ°©μκ³Ό μνμ μ§μ ν₯μμν€κΈ° μν΄ νλμ μΈλ°νβ€κ³ λνν κ²μ κΆμ νλ κ°μ΄λ°, κ·Έ μν₯ νμ νμ±λ μΌμμ μκ°κ²½νμ λ³΄λ€ λ€μ€μ β€κ³ λ°λμΈ μ±κ²©μ λ λ©΄μ λ°μ¨μ λλ°νκ³ μμλ€. κ·Έ κ³Όμ μμ μ 보ν
ν¬λλ‘μ§λ λ€μ€μ β€κ³ λ°λμ μκ°κ²½νμ λ³΄λ€ μ¬νμν€λ©΄μ μ μμ μ£Όμ μκ°μ₯μΉμ ν μμλ‘ μλνλ μΈ‘λ©΄κ³Ό μ₯μΉμ λν ν주체νμ μ μ±λͺ¨λ
μ κΈ°νλ₯Ό μ 곡νλ μΈ‘λ©΄μ λͺ¨λ 보μ΄κ³ μμλ€. λν, λ³Έ μ°κ΅¬μμλ μ±μ₯κ³Όμ μμ κ°μ‘±μ΄λΌλ μ¬νμ μ₯(champ)μμ 체λν λ
립μ 주체μ΄μ, κ·Όλνλ κ°λ³μλ‘μμ κ°μΈμμμ΄ μ μμ μ£Όμ μ¬νμ μννβ€κ°μΈν λ
Όλ¦¬μ λ³΄λ€ μ½κ² μ μν μ μκ² ν΄μ£Όλ μλ³Έμ΄ λμμμ 보μ¬μ£Όμλ€.Time Experiences in Acceleration Society
- women professionals' experiences on life-time, everyday time, and ICT time
This study examines the ways in which women professionals experience different aspects of time: life-time, everyday time and ICT time. This dissertation develops its argument on the basis that time is complex and multiple, implicated in every aspect of human lives. In order to capture the complexity of time, this study re-conceptualized time experiences as having three different meanings: first, everyday time experiences as time usage and feelings about time as resources such as busyness, feeling of time shortage, time pressure, and time harriednesssecond, life-time experiences as relationships between historical time and an individual's life-timethird, information and communication technology(ICT) time as generated by using ICT. The study analyzed time diary data, auto-tracked data of computer usage, and qualitative data from in-depth interviews to see how women professionals experience time at three different levels.
The results show that women professionals' experiences of everyday time differ depending on their life-time experiences especially when they entered labor market. The participants, in their 30s now, began their careers in the late 1990s and the early 2000s, when Korean society was going through tremendous social and economic changes to incorporate neo-liberalism into new socio-economic formations. The ways that the participants synchronized their life-time to the historical time of Korean society influenced their life-time strategies and identity from then on. Those who failed to adjust to the changed social and economic environments have worked as temporary workers, whose employment is insecure and thus future cannot be planned. Those who made it for a stable position in the labor market by synchronizing historical time and life-time need to become entrepreneurs of their own life to accommodate to the constantly changing markets with ever higher standards for workers.
Women professionals were also under the influences of the neo-liberal discourses that interpellate them to become CEO mothers, who manage their family members' every aspect of lives to maximize productivity with given time, perfect women who construct their looks to middle-class feminine ideals, and to be leisure-seeking enthusiasts with preferences for "quality time". All these ideal images of women are neo-liberal in terms that they ask for individual freedom, free choice, and individual responsibility for their own lives. These ideals, all time-consuming, require more activities and more time, and for that, affect women professionals' everyday time experiences.
The study showed women professionals who construct their identity under the high influences of the ideals of workers, mothers, women, and life-style seeker experience more time shortage and busyness. These, so-called "
well-rounded women"'s having-it-all spirits , with the influences of the neo-liberal ideals result in constant desires for more quality time, for the higher standard for life-style, for more intense mothering roles, the more accomplishments and competency as workers, all heightened the complexity of their everyday time experiences. The desire to maximize meaningful activities with given time and to increase efficiencies of time use led to highly rationalized time strategies and time squeeze. In the end, these "well-rounded women" are those who experiences high level of busyness and time shortages, and these result from their constant desire to be entrepreneurs to attain the ideals of successful professionals with middle-class life
styles.
A key finding of the study is these neo-liberal ideals inducing the multiplicity and complexity of everyday time experiences happens only with those whose life-time experiences are formed on automatic synchronizations between life-time and historical time in neo-liberal historical transitions. The result of the study shows those "well-rounded women", who synchronized their life-time to the drastically changing social and historical time with no strenuous efforts, are more inclined to identify with the neo-liberal ideals of entrepreneurs and thus to make their everyday time experiences more multiple and complex. Based on these findings, this dissertation makes an argument different life-time experiences in the historically transitions toward neo-liberal social and economical formations in the late 90s and the early 2000s in Korea led to differences in everyday time experiences now.1μ₯. μλ‘ 1
1μ . λ¬Έμ μ κΈ° 1
2μ . μ°κ΅¬μ μκ° λ° μ£Όμ κ°λ
μ μ 6
3μ . κΈμ κ΅¬μ± 7
2μ₯. μ νμ°κ΅¬ λ° μ΄λ‘ μ κ²ν 10
1μ . κ°μν νμκ³Ό μκ°κ²½ν 11
1. κ°μν μ¬ν μ΄λ‘ 12
1) μ 보ν
ν¬λλ‘μ§ λ°μ κ³Ό κ°μν 12
2) μ¬νλ³ν κ°μνμ κ²½νμ μ²λ: μΌ․κ°μ‘± 체μ μ λ³ν 14
2. κ°μν μ¬νμ μΌμμ μκ°κ²½ν 16
1) μκ°λΆμ‘±κ°(time scarcity)κ³Ό λ°μ¨ 17
2) μ¬νλ³νμ κ°μνμ λ°λ₯Έ λ―Έλμ λν λΆνμ€μ± 20
2μ . κ°μν μ¬νμ μΌνλ κΈ°νΌμ¬μ±λ€μ μκ°κ²½ν 23
1. μΌνλ κΈ°νΌμ¬μ±λ€μ μκ°λΆμ‘±κ°κ³Ό μΌμμ μκ°μ λ΅λ€ 23
2. μΌνλ κΈ°νΌμ¬μ±λ€μ μμ μκ° μ λ΅ 27
3. μ¬μ±λ€μ μκ°κ²½ν: μλ¬Όνμ μ±μ μκ°, μ λνλ μκ° 29
3μ . μκ°κ²½νκ³Ό μ μ²΄μ± 32
1. μκ°κ²½νκ³Ό μ 체μ±μ μνΈλ°°νμ± 32
2. μκ°κ²½νκ³Ό μμΈ , λΆλ₯΄λμΈμ νμνμ ․μ¬ννμλ‘ μ μκ°λ‘ 34
3. μκ°μ νλ¦κ³Ό 리쾨λ₯΄μ λ΄λ¬ν°λΈ μ μ²΄μ± 37
4μ . μ¬νμ μκ°λ€κ³Ό λ€μ€μ ․볡ν©μ μκ°κ²½ν 39
1. μ¬νμ μκ°κ³Ό μκ°μ λ§λΈλ¦¬λΌ 39
2. μΌμμνμ κ΅μ°¨νλ λ€μν μκ° μ²΄κ³λ€(temporal regimes) 42
1) μκ°μ²΄κ³λ€ κ°μ κ°λ±κ³Ό νν 42
2) μ 보ν
ν¬λλ‘μ§ μ¬μ©κ³Ό μκ°μ²΄κ³λ€μ μ€μ²©․μ‘°μ¨ 46
3. μλ‘μ΄ μκ°μ²΄κ³μ λ±μ₯, μκ°μ²΄κ³μ κ³ λν 51
1) μμ§μ μ¬κ°λ₯Ό μ€μνλ μκ°μ²΄κ³μ λ±μ₯ 51
2) μ¬μ±μΌλ‘μμ μΈλͺ¨κ΄λ¦¬μ μκ°μ²΄κ³ 52
3) λ
Έλμλ‘μμ μκΈ°κ³λ°μ κ΄μ₯νλ μκ°μ²΄κ³ 53
4) μλΉμ μ΄λ§μ κ°μννλ μλΉμ μκ°μ²΄κ³ 54
5μ . μ μμ μ£Όμ μ¬νμ κΈ°μ
κ° μ μ μ νμ° 56
1. λ―Έλμ λν λΆνμ€μ±κ³Ό κΈ°μ
κ°λ‘μμ λ
Έλμ 56
2. κ΄λ¦¬μ․κ²½μμ μ΄λ¨Έλ μμ λ±μ₯κ³Ό κ°μ‘±μνμ κ³ λν 60
6μ . μ μμ μ£Όμ ν΅μΉμ±κ³Ό μκΈ°μ λν μ€λ¦¬ 63
1. μ μμ μ£Όμ ν΅μΉμ±κ³Ό μ₯μΉ(dispositif) 63
2. 주체ν κΆλ ₯μ κ· μ΄ λ§λ€κΈ°: μκΈ°μ ν
ν¬λλ‘μ§μ μ μ±λͺ¨λ
66
7μ . μκ²° 71
1. μ ν μ°κ΅¬μ μ΄λ‘ μ ․λ°©λ²λ‘ μ νκ³ 71
2. λ³Έ μ°κ΅¬μ μ΄λ‘ μ ν 75
1) μκ°κ²½νμ κ°λ
ν 75
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1μ . μ°κ΅¬λ¬Έμ 81
2μ . μ°κ΅¬ μ°Έμ¬μ μ μ κ³Ό μλ£μμ§ 84
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λ₯ 89
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2) μ¬μΈ΅ μΈν°λ·° μλ£ 90
3μ . μλ£μ λΆμ 93
1. μΌμμ μκ°(everyday time) λΆμ 93
1) μκ° μ¬μ©λ λΆμ 93
2) μκ° μ²΄κ³ λΆμ 95
2. μ 보ν
ν¬λλ‘μ§ μ¬μ©μμκ³Ό κ·Έ μλ―Έμ λν λΆμ 96
3. μμ μκ°(life time) λΆμ: λ΄λ¬ν°λΈ μ 체μ±κ³Ό μκ°μ λ§λΆμ 98
1) μ‘΄μ¬λ‘ μ μμ(idem) λΆμ 99
2) λ΄λ¬ν°λΈ μ 체μ±(ipse) λΆμ 100
3) μκ°μ λ§(time perspective) λΆμ 101
4μ₯. μμ μκ°(life time) κ²½νκ³Ό μ μ²΄μ± 102
1μ . κ³ νλ ₯ μ λ¬Έ․μ¬λ¬΄μ§ μ¬μ±λ€μ μμ¬μ μκ°․μμ μκ°μ λμνμμ 102
2μ . κ³ νλ ₯ μ λ¬Έ․μ¬λ¬΄μ§ μ¬μ±λ€μ λ΄λ¬ν°λΈμ 체μ±κ³Ό μκ°μ λ§ 111
1. λ¨μμ¬λ¬΄μ§ μ’
μ¬μ: κΈ°μ‘΄ μ§μ μμ£Όμ μ 체μ±κ³Ό 짧μ μκ°μ λ§ 113
1) μ§μ
μ μ²΄μ± μ‘°μ κ³Ό μκ°μ λ§μ μΆμ 113
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2. ITμ
μ’
μ¬μ: μ¬λ―ΈμΆκ΅¬ν λ³νμ μμ μ 체μ±κ³Ό 짧μ μκ°μ λ§ 120
1) μΈν°λ· μΌμ νλ μ΄λ‘μμ μ μ²΄μ± 121
2) λ―Έλμ λΆνμ€μ±μ λμ²νλ λ΄λ¬ν°λΈ μ λ΅λ€ 126
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4. μ°κ΅¬μ§․μ¬λ¬΄μ§ μ’
μ¬μ: νλ°©λ―ΈμΈν λ₯λ ₯μ μ 체μ±κ³Ό κΈ΄ μκ°μ λ§ 135
5. λ₯λ ₯μλ€μ κΈ΄ μκ°μ λ§κ³Ό κ°μ λ² μμ μμ(if only self) 139
3μ . μκ²° 144
5μ₯. μΌμμ μκ°(everyday time) κ²½ν 151
1μ . κ³ νλ ₯ μ λ¬Έ․μ¬λ¬΄μ§ μ¬μ±λ€μ μνμκ° ν¨ν΄κ³Ό κ·Έ νΉμ§ 152
2μ . λ€μν μκ°μ²΄κ³λ€ κ°μ μΆ©λ λ° νν μμ 159
1. μ€μ°μΈ΅ κ°μ‘±μνμ μκ°μ²΄κ³μ λν κ²½ν 159
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2. μ¬κ°․μλΉμ μκ°μ²΄κ³λ€μ λν κ²½ν 167
1) μ¬λ―ΈμΆκ΅¬ν λ³νμ μμ: μ¬κ°μνμ μκ°μ²΄κ³ vs. λλ΄μ μκ°μ²΄κ³ 168
2) μ¬λ―ΈμΆκ΅¬ν λ³νμ μμ: μ¬κ°μνμ μκ°μ²΄κ³ vs. κ°μ¬λ
Έλμ μκ°μ²΄κ³ 170
3) νλ°©λ―ΈμΈν λ₯λ ₯μ: κ³ λνλ μκ°μ²΄κ³λ€μ μΆ©λκ³Ό μκ°μμ°© μ λ΅ 172
3. μλ―Έν¨μ¨μ μκ°κ΄λ¦¬ λ¬Ένμ λ°μ¨μ μ¬ν․λ¬Ένμ μλ―Έ 177
1) μλ―Έν¨μ¨μ μκ°κ΄λ¦¬ λ¬Ένμ νλ°©λ―ΈμΈν λ₯λ ₯μ μ 체μ±μ ꡬν 177
2) μΈλ ¨λ μ€μ°μΈ΅ μλ¦¬νΈ νμμΌλ‘μμ λ°μ¨ 178
3μ . μ μ²΄μ± μ λ΅μ ν΅ν μκ°μ²΄κ³λ€ κ°μ μΆ©λ λ°°μ 181
1. 컀리μ΄μΆκ΅¬ν λ₯λ ₯μ: μ§μ
μ 체μ±κ³Ό 컀리μ΄λ°μ μ μκ°μ²΄κ³ μ€μ¬μ κ²½ν 182
2. κΈ°μ‘΄ μ§μ μμ£Όμ: μ΄λ¨Έλμ 체μ±κ³Ό κ°μ‘±μνμ μκ°μ²΄κ³ μ€μ¬μ κ²½ν 184
4μ . κ²½μμ¬νμ μκ°μ²΄κ³μ λν μΈμκ³Ό μκ°μλ°κ° 185
1. κ²½μμ¬νμ μκ°μ²΄κ³μ λ΄λ©΄ν, νΉμ μ μ±λͺ¨λ
186
2. μλ
κ΅μ‘ κ²½μμ μκ°μ²΄κ³λ₯Ό λ°λ₯΄κΈ° μν κ°μ‘±κ΄λ¦¬ λ
Έλ 191
5μ . μ λνλ μκ°μ²΄κ³λ‘ μΈν μκ°κ°λ±κ³Ό κ·Έ ννμ λ΅ 194
1. ν΄κ·Όμκ°μ μλ°κ³Ό μ
무μκ°μ λ°λ λμ΄κΈ° 195
2. μ‘μμ λ¦¬λ¬ vs. μ κΈλ
Έλμ μκ°μ²΄κ³μ μΆ©λ 197
3. κ²½μ νλμ μλ³Ένμ κ°μ‘±λ€μ μκ° λΉλ € μ°κΈ° 200
6μ . μκ²° 207
6μ₯. μ 보ν
ν¬λλ‘μ§ μ¬μ©κ³Ό μΌμμ μκ°κ²½ν 213
1μ . μ 보ν
ν¬λλ‘μ§ μ¬μ©κ³Ό μκ°μ²΄κ³μ μ ν©μμ 215
1. μ 보ν
ν¬λλ‘μ§ μ¬μ©κ³Ό μκ°μ²΄κ³μ μ ν©μμμ λ°λ₯Έ μ°Έμ¬μ λΆλ₯ 215
2. μκ°κ΄λ¦¬μ λ°©ν΄μλ‘ κ°μ μμ λ°°μ λλ μ 보ν
ν¬λλ‘μ§ 221
2μ . μ¬λ―ΈμΆκ΅¬ν λ³νμ μμμ μ 보ν
ν¬λλ‘μ§ μ¬μ©κ³Ό μκ°κ²½ν 227
1. μ 보ν
ν¬λλ‘μ§ μ¬μ©κ³Ό μ κΈλ
Έλμ μκ°μ²΄κ³μ κ°ν 227
1) μλμ κ²½ν 227
2) λΉ λ₯Έ νκΈ°(session) μ νκ³Ό μκ°μ ννΈν 232
2. μ 보ν
ν¬λλ‘μ§μ μ κΈλ
Έλμ μκ°μ²΄κ³μ κ²°ν©κ³Ό μκ°μ₯μΉμ μλ 235
3. μ 보ν
ν¬λλ‘μ§ μ¬μ©κ³Ό μλμ μ΄λ©΄: μμ μ§μ€κ³Ό μ£Όμμ λΆμ° 239
4. μκ° μ₯μΉμ κ· μ΄κ³Ό μ¬ν¬μ: μ¬κ°ν․λ―Έλμ΄νλ μλΉ 242
3μ . νλ°©λ―ΈμΈν λ₯λ ₯μμ μ 보ν
ν¬λλ‘μ§ μ¬μ©κ³Ό μκ°κ²½ν 248
1. μ 보ν
ν¬λλ‘μ§ μ¬μ©κ³Ό λ€μν μκ°μ²΄κ³λ€ κ°μ μ ν 248
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Έλκ³Ό μλΉμ μκ°μ²΄κ³μ κ°ν․κ³ λν 253
3. μλΉμ μκ°μ²΄κ³μ λν μ±μ°°κ³Ό μ 보ν
ν¬λλ‘μ§ μ¬μ©μ λν κ·μ¨ 257
4μ . κΈ°μ‘΄ μ§μ μμ£Όμμ μ 보ν
ν¬λλ‘μ§ μ¬μ©κ³Ό μκ°κ²½ν 259
1. μ 보ν
ν¬λλ‘μ§ μ¬μ©μ΄ μμ±νλ ν« μ€νκ³Ό λΆκ·μΉν λ
Έλλ¦¬λ¬ 260
2. μ 보ν
ν¬λλ‘μ§ μ¬μ©κ³Ό λμ¨ν μ¬κ°μ μκ°μ²΄κ³μ κ²½ν 263
5μ . μκ²° 268
7μ₯. λ€μ°¨μμ μκ°κ²½νμ νμ±κ³Όμ κ³Ό κ·Έ μ ν 274
1μ . λ€μ°¨μμ μκ°κ²½νκ³Ό μ μμ μ£Όμ μκ°μ₯μΉμ μλμμ 274
1. κΈ°μ‘΄ μ§μ μμ£Όμ: μ λνλ κ°μ‘±μ£Όμ μλΉν¬μ€μ λμ¨ν μκ°κ²½ν 278
2. 컀리μ΄μΆκ΅¬ν λ₯λ ₯μ: λ
립λ 주체μμκ³Ό μ μμ μ£Όμ μκ°μ₯μΉμ λν μ΄μ€μ κ΄κ³ 285
3. νλ°©λ―ΈμΈν λ₯λ ₯μ: ν΅μΉμ± μΉνμ μλΉν¬μ€μ μ₯μΉμ μν 주체ν 290
4. μ¬λ―ΈμΆκ΅¬μ λ³νμ μμ: μμ μ£Όμμ μλΉν¬μ€μ κΈ°μ
κ° μ μ μ λ°ν 296
2μ . μκ²° 301
8μ₯. κ²°λ‘ 308
1μ . μ°κ΅¬κ²°κ³Όμ μμ½ 308
2μ . μ°κ΅¬κ²°κ³Όμ λ
Όμ 311
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ν¬λλ‘μ§μ κ·Έ μλ 322
3μ . μ°κ΅¬μ νκ³ λ° νμ μ°κ΅¬λ₯Ό μν μ μΈ 324
9μ₯. μ°Έκ³ λ¬Έν 327
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Όλ³μ κ²μ¦νκ³ νκ°νκ² ν λ°νλ€μ μμ§λ¨ κ° λ
Όλ³μ μ°¨μ΄λ₯Ό λͺ
νν λλ¬λ΄κ² νμ¬ μμ§λ¨ κ° κ²μ¦κ³Ό λ°λ°μ μ΄λμκ³ , μλ‘ λ€λ₯Έ μ£Όμ₯μ λ΄μ λ
Όλ³ κ°μ μ°κ²°μ μ§μμ μΌλ‘ μ§μνλ©° λνμ μνΈμμ©μ μ΄μ§νμλ€. μ΄λ¬ν κ²°κ³Όλ₯Ό λ°νμΌλ‘ λ
Όλ³ νλμμ κ΅μ¬μ λ°μμ κ΅μ μ€νμ μν κ΅μ μ λ΅μ μ μΈνμλ€.μ 1 μ₯ μλ‘ 1
1. μ°κ΅¬μ νμμ± 1
2. μ°κ΅¬ λͺ©μ λ° μ°κ΅¬ λ¬Έμ 5
μ 2 μ₯ μ΄λ‘ μ λ°°κ²½ 6
1. κ³Όν κ΅μ‘κ³Ό λ
Όλ³ νλ 6
1.1 κ³Όν λ
Όλ³ νλ 6
1.2 λ
Όλ³ νλμ μ§μνλ κ΅μ¬μ μν 7
2. λ°μμ κ΅μ 9
2.1 λ°μμ κ΅μμ νμμ± 9
2.2 λ°μμ κ΅μμ κ΄λ ¨λ μ°κ΅¬μ νλ¦ 10
μ 3 μ₯ μ°κ΅¬ λ°©λ² λ° μ μ°¨ 14
1. μ°κ΅¬ μ°Έμ¬μ 14
2. μμ
κ³Όμ 15
3. μλ£μ μμ§ 17
4. μλ£μ λΆμ 17
μ 4 μ₯ μ°κ΅¬ κ²°κ³Ό λ° λ
Όμ 24
1. λ
Όλ³μ ꡬ쑰μ λνμ μΈ‘λ©΄μ λν λ κ΅μ¬μ λ°μμ±μ νΉμ§ 24
2. λ
Όλ³μ ꡬ쑰μ μΈ‘λ©΄μ λν λ°μμ± 29
2.1 κ΅μ¬μ λ°μμ λ°νκ° λ
Όλ³μ μμ€μ λμΈ μ¬λ‘ 29
2.2 κ΅μ¬μ λ°μμ λ°νκ° μΆλ‘ μ κ³Όμ μ μ€λ¨μν¨ μ¬λ‘ 34
3. λ
Όλ³μ λνμ μΈ‘λ©΄μ λν λ°μμ± 38
3.1 κ΅μ¬μ λ°μμ λ°νκ° νμ κ° λνμ μνΈμμ©μ μ΄μ§μν¨ μ¬λ‘ 38
3.2 κ΅μ¬μ λ°μμ λ°νκ° νμ κ° λνμ μνΈμμ©μ μ€λ¨μν¨ μ¬λ‘ 46
4. 5μ°¨μ μ 체 λ
Όμμμ λνμ μνΈμμ©μ μ΄μ§ λ§₯λ½ λΆμ 50
μ 5 μ₯ κ²°λ‘ λ° μ μΈ 53
μ°Έκ³ λ¬Έν 57
λΆλ‘ 63
Abstract 68Maste
The Effects of the Sentence-writing Task on English Vocabulary Learning of Korean High School Students
νμλ
Όλ¬Έ (μμ¬)-- μμΈλνκ΅ λνμ : μΈκ΅μ΄κ΅μ‘κ³Ό μμ΄κ΅μ‘ μ 곡, 2016. 2. μ€μ μ.This study was conducted to investigate the effects of the sentence-writing task on English vocabulary learning of Korean high school students. The effectiveness of the sentence-writing task can be explained based on the Involvement Load Hypothesis (Laufer & Hulstijn, 2001) in that the tasks inducing higher involvement load yield better results in vocabulary learning. A number of studies have been conducted to confirm the Involvement Load Hypothesisyet, there has been no consistency in their results. The inconsistency mainly appeared in the comparison between the sentence-writing task and the gap-filling task. Some studies have shown the results that there was no significant difference between the effects of the sentence-writing task inducing higher involvement load and those of the gap-filling task inducing lower involvement load. Thus, in the present study, the effects of the sentence-writing task on vocabulary learning were re-examined in comparison with the gap-filling task. In addition, since there have been no studies that addressed the effects of autobiographical elaboration (relating the meaning of a certain word to ones own experience) on vocabulary learning, the current study compared the effects of the autobiographical sentence-writing task and those of the imaginary sentence-writing task. Additionally, considering that there has been a lack of attention to the differences between the sentences written by the learners who achieved higher vocabulary retention and the sentences written by those who showed less vocabulary gains, the current study compared the quality of the sentences written by the learners whose vocabulary test scores were different.
In the present study, 40 high proficiency learners and 40 low proficiency learners in one high school located in Gyeonggi province were selected as the participants and randomly assigned either of the sentence-writing task or the gap-filling task. As for the sentence-writing task, the task was divided into the autobiographical sentence-writing task and the imaginary sentence-writing task. In order to assist the students in brainstorming the content of the sentences, some short guidelines were provided in Korean. For example, in the case of the word surly, a guideline such as Write about your own experience where you saw a surly person. Please describe how the person behaved in the surly way and towards whom. was provided in Korean.
A set of two-way ANOVAs conducted between the sentence-writing group and the gap-filling group demonstrated the results consistent with the Involvement Load Hypothesis. That is, the sentence-writing task was found to be more effective in vocabulary learning than the gap-filling task, regardless of the learners proficiency levels. This result seems to be attributed to the content guidelines provided for the sentence-writing group, which may have enabled the learners to extend the length of their sentences. However, no significant difference was found between the effects of the autobiographical sentence-writing task and those of the imaginary sentence-writing task. This implies that whether the sentence is written based on learners past experience does not affect vocabulary learning. Lastly, the sentences written by the high and the low post-test score groups were analyzed using Coh-Metrix 3.0. and compared through T-tests. The T-test results revealed significant differences between the two score groups in the length of context, lexical diversity, and the frequencies of adverbs, causal connectives, and negation markers. This finding sheds some light on the possibility that these properties of the sentences may affect vocabulary learning. Based on the results, the pedagogical implications were discussed in the conclusion chapter.CHAPTER 1. INTRODUCTION 1
1.1 The Purpose for the Study 1
1.2 Research Questions 6
1.3 Organization of the Thesis 7
CHAPTER 2. LITERATURE REVIEW 8
2.1 Overview of General Concepts of Vocabulary Learning 8
2.2 The Involvement Load Hypothesis and Its Theoretical Background 11
2.2.1 The Depth of Processing Hypothesis 12
2.2.2 The Involvement Load Hypothesis 15
2.3 Autobiographical Elaboration 17
CHAPTER 3. METHODOLOGY 22
3.1 Participants 22
3.2 Instruments 24
3.2.1 Target Words 24
3.2.2 Tasks 26
3.3 Assessment 28
3.3.1 Active Word Learning Test 28
3.3.2 Passive Word Learning Test 30
3.4 Procedure 31
3.4.1 Pilot Study 32
3.4.2 Main Study 33
3.5 Data Analysis 35
CHAPTER 4. RESULTS AND DISCUSSION 40
4.1 The Effects of Involvement Load on Vocabulary Learning 40
4.2 The Effects of Autobiographical Elaboration on Vocabulary Learning 45
4.3 Sentence Analysis 51
4.3.1 Length 53
4.3.2 Lexical Properties 54
4.3.3 Syntactic Properties 61
CHAPTER 5. CONCLUSION 64
5.1 Major Findings 64
5.2 Pedagogical Implications 68
5.3 Limitations and Suggestions for Further Research 70
REFERENCES 73
APPENDICES 84
Appendix 1 Gap-filling Task 84
Appendix 2 Autobiographical Sentence-writing Task 86
Appendix 3 Imaginary Sentence-writing Task 88
Appendix 4 Immediate Active Test 90
Appendix 5 Immediate Passive Test 91
Appendix 6 Delayed Active Test 92
Appendix 7 Delayed Passive Test 93
ABSTRACT IN KOREAN 94Maste
μ§λ°©μλΉμμ§μνμ μ νμ±νμ κ΄ν μ°κ΅¬ : λ―Όκ°μλΉμλ¨μ²΄μμ μν λΆλ΄μ μ€μ¬μΌλ‘
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Όλ¬Έ(μμ¬)--μμΈλνκ΅ λνμ :μλΉμνκ³Ό,2002.Maste
Association of polymorphisms of the TNF-Ξ± and TGF-Ξ²1 genes with renal allograft dysfunction
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Όλ¬Έ(λ°μ¬)--μμΈλνκ΅ λνμ :μνκ³Ό μμλ³λ¦¬ν μ 곡,2001.Docto
μ§μκ°λ₯ν 곡κΈμ¬μ¬ ꡬμΆμ μν λͺ¨κΈ°μ κ³Ό νλ ₯κΈ°μ μ 곡κΈλ§ νκ²½κ²½μ μ λ΅
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Όλ¬Έ (λ°μ¬)-- μμΈλνκ΅ λνμ : κ²½μνκ³Ό, 2012. 8. κΉμμ±.곡κΈλ§ νκ²½κ²½μκ³Ό κ΄λ ¨λ κΈ°μ‘΄μ λ§μ μ°κ΅¬λ€μ νκ²½κ²½μμ κ°λ
κ³Ό μ μ λ° μ΄λ‘ μ μΈ‘λ©΄μ μ€μ¬μΌλ‘ μ§νλμ΄ μκ³ , λͺ¨λΈλ§ κΈ°λ²(Modeling Technique)μ ν΅ν΄ μ΅μ μ(Optimal) νκ²½κ²½μ μ루μ
(Environmental Management Solution)μ μ°Ύκ³ μ νλ Operation Research κΈ°λ°μ μ κ·Ό(OR based approach)λ ν μμμ μ°¨μ§νκ³ μλ€. λν, νμμ μ°κ΅¬(Exploratory Research)λ₯Ό κ·Όκ±°λ‘ νμ¬ μ€μ¦λΆμ(Empirical Research)μ ν΅ν΄ νκ²½κ²½μμ΄ μ±κ³Όμ λ―ΈμΉλ μν₯λ ₯μ νμ
νκ³ μ νλ μ°κ΅¬ λν λ§μ μ°κ΅¬μμ κ΄μ¬μ λ°μ λ€μν νκ²½κ²½μ νλμ λ
립λ³μλ‘, νκ²½μ±κ³Ό, μ¬λ¬΄μ±κ³Ό λ± μ±κ³Όλ³μλ₯Ό μ’
μλ³μλ‘ νλ μΈκ³Όκ΄κ³(Causal Relationship) κ·λͺ
μ°¨μμ μ°κ΅¬κ° μμμ΄ λ°νλκ³ μλ€. μ§κΈκΉμ§μ μ°κ΅¬λ₯Ό μ’
ν©μ μΌλ‘ κ²ν ν΄ λ³΄λ©΄ νκ²½κ²½μμ μννλ κΈ°μ
λ€μ΄ μ°μν μ±κ³Όλ₯Ό κ±°λμ΄ κΈ°μ
κ°μΉλ₯Ό ν₯μμν€λμ§μ λν μμμ€κ±°λ‘ μ κ΄μ (Resource Based View, RBV)μμμ μ°κ΅¬λ‘ μ±κ³Όμ λ―ΈμΉλ μν₯λ ₯μ κΈμ μ , λΆμ μ μΌλ‘ νΌμ¬ν΄ μλ€. κ·Έ μ΄μ λ μ΄ λΆμΌμ μ°κ΅¬κ° μμλ¨κ³μ λΆκ³Όν΄ κΈ°μ
λ€μ΄ μννλ νκ²½κ²½μμ μμ€μ΄ λμμ§λ€λ©΄ 보νΈμ μΈ μ΄λ‘ (General Theory)κ³Ό κ²°λ‘ μ μ΄λ₯΄λ¬ μ΄λ‘ μ μ 립(Theory Build-up)ν μ μλ€.
λ³Έ μ°κ΅¬λ μ§κΈκΉμ§ λ°νλ GSCM μ°κ΅¬κ° κΈ°μ
μ νκ²½κ²½μ μνμ΄ κΈ°μ
μ μ±κ³Ό ν₯μμ μ΄λ ν μν₯λ ₯μ λ°νν μ μλμ§ λ΄λΆμ λ³ν체κ³λ₯Ό μ 곡νλλ° λΆμ‘±νλ€λ λΉνμ μκ°μμ μμλλ€. μ΄λ¬ν λ¬Έμ λ₯Ό 극볡νκΈ° μν΄ λ³Έ μ°κ΅¬μμλ λ¬Ένμ°κ΅¬(Literature Review)μ μ€μ¦λΆμ(Empirical Analysis)μ΄ ν¨κ» μνλμλ€. 첫째, μ§μκ°λ₯κ²½μμμ νκ²½κ²½μμ΄ μ°¨μ§νλ μμμ μ΄ν΄νκΈ° μν΄ μ§μκ°λ₯κ²½μμ μ£Όμ λ‘ κ΅λ΄μΈ νΈμ°¬λ λͺ¨λ νμ μ§ λ° νμλ
Όλ¬Έ λ±μ μ°κ΅¬νμλ€. μ΄μ λλΆμ΄ 곡κΈμ¬μ¬μμ νκ²½κ²½μμ κ΄ν κΈ°μ‘΄ μ°κ΅¬λ₯Ό λΆμνκΈ° μν΄ κ΄λ ¨λ μ°κ΅¬ μ€ μ£Όμν μ°κ΅¬λ€μ μμ§ μ 리νμλ€. λμ§Έ, μ‘°μ¬λ λ
Όλ¬Έμλ£λ€μ λμμΌλ‘ κΈ°μ‘΄ μ°κ΅¬μ νκ³μ μ λΆμνμ¬ μ΄λ₯Ό μ€μ¬μ λκ³ μ²΄κ³νλκ³ ν΅ν©μ μΈ μ°κ΅¬λͺ¨νμ μ μνμλ€.
ν΅ν©λ μ°κ΅¬λͺ¨νμ νκ²½κ²½μμ μΆμ§νκ³ μ νλ λκΈ°(Motivation), μΈνλΌ(Infrastructure), νλ‘μΈμ€(Process) λ° νκ²½μ±κ³Ό(Environmental Performance)λΌλ μμμ°¨μκ³Ό κ°κ°μ μ°¨μμ μκ³μ ꡬμ±μμλ€μ κ°μ§κ³ μ΄λ€μ μΈκ³Όκ΄κ³λ₯Ό λ°νλ λͺ¨νμΌλ‘ κ°λ
μ μΌλ‘ λν μ€μ¦λΆμμ μν΄ μΈκ³Όμ κ΄κ³κ° μ μλμλ€.
μ
μ§Έ, μ°κ΅¬λͺ¨νμ ν λλ‘ κ°μ€μ μλ¦½ν΄ κ΅¬μ‘°νλ μ€λ¬Έμ§λ₯Ό μμ±νμλ€. κ΅λ΄ μ μ‘°κΈ°μ
μ λμμΌλ‘ 157κ°μ νλ³Έμ΄ μμ§λμμΌλ©° λΆμμ λ¨μλ‘ μλ΅μ μλ£ν κ°λ³κΈ°μ
μ μ€λ¬Έμ§κ° μ μ λμμΌλ©° μ€μ¦μ°κ΅¬λ SPSS 20.0κ³Ό AMOS 20.0μ νμ©ν΄ μ΄λ£¨μ΄μ‘λ€. μΈ‘μ λͺ¨νκ³Ό μ΄λ‘ λͺ¨νμ ν΅ν΄μ λͺ¨ν κ°μ μΈκ³Όκ΄κ³λ₯Ό νμ
νλ λ°©μ μμΈ κ΅¬μ‘°λ°©μ μ λͺ¨ν λΆμμ ν΅ν΄ μΈ‘μ μ€μ°¨κ° μλ μ μ¬μμΈμ λ°κ²¬νκ³ νκ·λΆμμΌλ‘ μ μ¬μμΈλ€μ μ°κ²°νκ³ μ νμλ€. λν νκ²½κ²½μμ μν κΈ°μ
μ λκΈ°κ° μΈνλΌ, νλ‘μΈμ€ λ° νκ²½μ±κ³Όμ λ―ΈμΉλ μν₯λ ₯μ΄ κ΅¬λ§€μ-곡κΈμμ κ΄κ³μ μν΄ μ‘°μ λλμ§ μ¬λΆλ₯Ό λ°ν 곡κΈμ¬μ¬μμμ μ€λ μ£Όμ μλ ꡬ맀μ-곡κΈμ κ΄κ³(Buyer-supplier relationship)κ° ν΅ν©μ μΈ νκ²½κ²½μ μΆμ§μ λ―ΈμΉλ μν μ νμ
ν΄ λ³΄κ³ μ νλ€. μ΄μ λλΆμ΄ 곡κΈμ¬μ¬μμ νκ²½κ²½μμ μΆμ§νλ λ€μ―κ°μ§ λμΈ(Motivation)μ΄ κ³Όμ° κ³΅κΈλ§μμ νκ²½κ²½μμ μΆμ§νμ λ νκ²½μ±κ³Όμ λ―ΈμΉλ μν₯λ ₯μ λ¬λ¦¬ν κ²μΈμ§μ λν΄ νμ
ν¨μΌλ‘μ¨, ν₯ν μ΄λ€ κΈ°μ
μ΄ μ΄λ ν μλλ‘ νκ²½κ²½μμ μΆμ§νμ λ κ·Έ κ²°κ³Όκ° κ°μ₯ λ°λμ§ν λͺ¨μ΅μΌλ‘ λνλ μ μμμ§ μμΈ‘ν μ μλ κ·Όκ±°λ‘ μΌκ³ μ νμλ€.
λ·μ§Έ, μ΄ λ°μλ νμμ λΆμ(Exploratory Analysis)μ μΆκ°λ‘ μνν΄ GSCMμ λκΈ°μ μΈνλΌ, μΈνλΌμ νλ‘μΈμ€ λ° νλ‘μΈμ€μ νκ²½μ±κ³Όκ°μ μ νμ μΈ μΈκ³Όκ΄κ³λ₯Ό λ°νμΌλ‘μ¨ μ΄λ₯Ό ν΅ν΄ 곡κΈλ§ νκ²½κ²½μμ μννλλ° μμ΄μ μ£Όμνκ² λ€λ£¨μ΄μ§ μ μλ λ³μλ₯Ό νμ
νμ¬ λͺ¨κΈ°μ
κ³Ό νλ ₯κΈ°μ
μ΄ κ³΅κΈλ§μμ νκ²½κ²½μμ μΆμ§νλλ° μμ΄ μ΄λ ν μ λ΅μ 보μ ν΄μΌ ν κ²μΈμ§μ λν μμ¬μ μ λμΆνκ³ μ νμλ€. λν, ꡬ맀μ-곡κΈμ κ΄κ³μ, ννΈλμ μμ€μ λ°λΌ κΈ°μ
μ κ΅°μ§νμ¬ GSCM λκΈ° - μΈνλΌ - νλ‘μΈμ€ - νκ²½μ±κ³Όκ° μ§λ¨κ° νκ· μ°¨μ΄κ° μ‘΄μ¬νλμ§ λΆμ°λΆμ(ANOVA)μ μ€μνκ³ κ²½μμμ¬κ²°μ μμμ μ μ©ν μμ¬μ (Useful Managerial Implication)μ λμΆνκ³ μ νμλ€.
λ³Έ μ°κ΅¬λ₯Ό ν΅ν΄ λ°νμ§ μ°κ΅¬κ²°κ³Όλ μλμ κ°λ€. μ°κ΅¬μ κ°λ
μ λͺ¨νμΈ GSCM λκΈ°, μΈνλΌ, νλ‘μΈμ€, νκ²½μ±κ³Όμ κ²½λ‘ κ΅¬μ‘°μ λν μ°κ΅¬κ²°κ³Όλ₯Ό λ¨Όμ μ΄ν΄λ³Έλ€.
β GSCMμ λκΈ°μμ€μ GSCM μΈνλΌ μμ€μ ν₯μμν€λλ°
μ μλ―Έν μ (+)μ μν₯μ λ―ΈμΉλ€.
β GSCMμ λκΈ°μμ€μ μ§μ μ μΌλ‘ GSCM νλ‘μΈμ€ μμ€μ
ν₯μμν€λλ° μλ¬΄λ° μν₯μ λ―ΈμΉμ§ λͺ»νλ€.
β GSCMμ μΈνλΌ μμ€μ GSCMμ νλ‘μΈμ€ μμ€μ ν₯μμ
ν€λλ° μ μλ―Έν μ (+)μ μν₯μ λ―ΈμΉλ€.
β GSCMμ νλ‘μΈμ€ μμ€μ GSCMμ νκ²½μ±κ³Όλ₯Ό ν₯μμν€λ
λ° μ μλ―Έν μ (+)μ μν₯μ λ―ΈμΉλ€.
β GSCM λκΈ° - GSCM μΈνλΌ - GSCM νλ‘μΈμ€ - νκ²½μ±
κ³Όμ μ΄λ₯΄λ κ²½λ‘(Path)λ μ μλ―Έν κ²μΌλ‘ νμΈλμλ€.
β GSCM μΈνλΌ μμ€μ΄ GSCMμ νκ²½μ±κ³Όμ λ―ΈμΉλ μ§μ μ
μΈ μν₯λ ₯μ μ€μ¦μ κ·Όκ±°λ₯Ό λ°κ²¬νμ§ λͺ»νμλ€.
μ΄λ νκ²½κ²½μ νλμ GSCM μΈνλΌμ GSCM νλ‘μΈμ€λ‘ ꡬλΆνλ λ³Έ μ°κ΅¬μ κ°λ
μ λͺ¨νμ΄ μ€μ¦λΆμκ³Ό μμ¬μ λμΆμ μμ΄μ κΈ°μ‘΄μ μ°κ΅¬μ λΉν΄ λ³΄λ€ νμ€μ μΈ ν΄μμ μ 곡ν μ μμμ λ§νλ€. λν, GSCM μΈνλΌμ νλ‘μΈμ€, νκ²½μ±κ³Ό μ¬μ΄μμ GSCM νλ‘μΈμ€κ° GSCM μΈνλΌμ νκ²½μ±κ³Όμ 맀κ°λ³μ(Mediating variable, Mediator) μν μ νκ³ μμμ μ¦λͺ
ν μ μλ€. μ΄ν λ³Έ μ°κ΅¬λ μ‘°μ λ³μ(Moderating variable, Moderator)λ₯Ό νμ©ν΄ μ‘°μ λλ λ°©ν₯μ νμλ€. μ£Όμ κ²°κ³Όλ₯Ό μ 리νλ©΄ μλμ κ°λ€.
β GSCM λκΈ° μ€ λΉμ©μ κ°κ³Ό μ΄λ―Έμ§κ°μ μ GSCM μΈνλΌμ
GSCM νλ‘μΈμ€μ κ²½λ‘λ₯Ό μμ λ°©ν₯μΌλ‘ μ‘°μ νλ€. λ°λ©΄,
μ λΆκ·μ μ νλ ₯κ°νλ GSCM μΈνλΌμ GSCM νλ‘μΈμ€μ
κ²½λ‘λ₯Ό μμ λ°©ν₯μΌλ‘ μ‘°μ νλ€.
β ꡬ맀μ-곡κΈμ κ΄κ³ μ€ μ λ΅μ μ ν΄νκ³Ό μμ₯κ±°λνμ λΉκ΅
ν κ²°κ³Ό GSCM μΈνλΌ - GSCM νλ‘μΈμ€ κ²½λ‘μμ μ°¨μ΄κ°
μ‘΄μ¬ν¨μ λ°κ²¬ν μ μλ€. λν, μ λ΅μ μ ν΄νκ³Ό ꡬ맀μμ£Όλ
νμ λΉκ΅ν κ²°κ³Όλ λ§μ°¬κ°μ§λ‘ GSCM μΈνλΌ - GSCM ν
λ‘μΈμ€ κ²½λ‘μμ μ°¨μ΄κ° μ‘΄μ¬νλ€.
β GSCM ννΈλμ μμ€μ GSCM μΈνλΌ - GSCM νλ‘μΈμ€
- νκ²½μ±κ³Ό κ²½λ‘κ° μμ λ°©ν₯μΌλ‘ μ‘°μ νλ€.
β κΈ°μ
μ ν¬κΈ°(Size)μ λ°λΌ κ²½λ‘μ λν μ‘°μ ν¨κ³Όλ₯Ό λΆμνλ€
λ©΄, λκΈ°μ
κ³Ό μ€μκΈ°μ
μ€ λκΈ°μ
μ΄ GSCM μΈνλΌ - GSCM
νλ‘μΈμ€ - νκ²½μ±κ³Ό κ²½λ‘λ₯Ό μμ λ°©ν₯μΌλ‘ μ‘°μ νλ©°, μ€μ
κΈ°μ
μ κ²½λ‘μ‘°μ ν¨κ³Όλ λ―ΈλΉνμλ€.
β κΈ°μ
μ μ
μ’
μ λ°λ₯Έ GSCM μΈνλΌ - GSCM νλ‘μΈμ€ κ²½λ‘
μ μ‘°μ ν¨κ³Όλ₯Ό μ΄ν΄λ³΄λ©΄, μ μκ΄λ ¨μ°μ
μ GSCM μΈνλΌ -
GSCM νλ‘μΈμ€ κ²½λ‘λ₯Ό μμ λ°©ν₯μΌλ‘ μ‘°μ νλ λ°λ©΄, λΉμ
μκ΄λ ¨μ°μ
μ GSCM μΈνλΌ - GSCM νλ‘μΈμ€ κ²½λ‘λ₯Ό μ
μλ―Ένκ² μ‘°μ νμ§ λͺ»νλ κ²μΌλ‘ λλ¬λ¬λ€.λͺ© μ°¨
μ΄λ‘ β
°
μ 1 μ₯ μ λ‘ 1
μ 1 μ μ°κ΅¬λ°°κ²½ λ° μ°κ΅¬λͺ©μ 1
1. μ°κ΅¬λ°°κ²½ 1
2. μ°κ΅¬λͺ©μ 6
μ 2 μ μ°κ΅¬λ°©λ²κ³Ό ꡬμ±μ²΄κ³ 12
1. μ°κ΅¬λ°©λ² 12
2. μ°κ΅¬λμ 13
3. μ°κ΅¬μ ꡬμ±μ²΄κ³ 14
μ 2 μ₯ μ§μκ°λ₯ν 곡κΈμ¬μ¬κ΄λ¦¬ 17
μ 1 μ μ§μκ°λ₯μ± 17
1. μ§μκ°λ₯μ±μ μ μ 17
2. μ§μκ°λ₯μ±μ ꡬμ±μμ 19
μ 2 μ μ§μκ°λ₯ν 곡κΈμ¬μ¬κ΄λ¦¬ 20
1. κ²½μ μ μΈ‘λ©΄μ 곡κΈμ¬μ¬κ΄λ¦¬ 20
2. νκ²½μ μΈ‘λ©΄μ 곡κΈμ¬μ¬κ΄λ¦¬ 25
3. μ¬νμ μ±
μ μΈ‘λ©΄μ 곡κΈμ¬μ¬κ΄λ¦¬ 27
μ 3 μ₯ 곡κΈλ§ νκ²½κ²½μ(GSCM) 30
μ 1 μ 곡κΈλ§ νκ²½κ²½μμ΄λ 30
1. GSCMμ μ μ 30
2. GSCMμ νμμ± 35
3. GSCMμ λμΈ 37
μ 2 μ 곡κΈλ§ νκ²½κ²½μ νλ 39
1. GSCM μΈνλΌ 39
2. GSCM νλ‘μΈμ€ 40
μ 3 μ 곡κΈλ§ νκ²½κ²½μ μ±κ³Ό 44
1. νκ²½μ μ±κ³Όμ μ¬λ¬΄μ±κ³Ό 44
2. μ¬νμ μ±κ³Όμ μ¬λ¬΄μ±κ³Ό 47
μ 4 μ₯ 곡κΈλ§ νκ²½κ²½μκ³Ό ννΈλμ 49
μ 1 μ 곡κΈλ§ ννΈλμ 49
1. ννΈλμμ μ μ 49
2. 곡κΈλ§ ννΈλμ 51
μ 2 μ ꡬ맀μ-곡κΈμ κ΄κ³ 53
1. ꡬ맀μ-곡κΈμ κ΄κ³ 53
2. λβ§μ€μ μμνλ ₯κ³Ό λλ°μ±μ₯ 55
μ 5 μ₯ μ°κ΅¬λͺ¨ν λ° κ°μ€μ€μ 58
μ 1 μ κ°λ
μ μ°κ΅¬λͺ¨ν 58
μ 2 μ κ°μ€ μ€μ 59
1. GSCM λκΈ°, μΈνλΌ, νλ‘μΈμ€, νκ²½μ±κ³Ό κ²½λ‘μ ꡬ쑰 59
2. GSCM λκΈ°μ λ°λ₯Έ κ²½λ‘λͺ¨ν μ‘°μ ν¨κ³Ό 66
3. ꡬ맀μ-곡κΈμ κ΄κ³μ λ°λ₯Έ κ²½λ‘λͺ¨ν μ‘°μ ν¨κ³Ό 69
4. ννΈλμ μμ€κ³Ό κΈ°μ
κ·λͺ¨ λ° μ
μ’
μ λ°λ₯Έ μ‘°μ ν¨κ³Ό 71
μ 3 μ κ΅¬μ± κ°λ
μ μ‘°μμ μ μ λ° μΈ‘μ 76
1. GSCM λκΈ° 76
2. GSCM μΈνλΌ 78
3. GSCM νλ‘μΈμ€ 81
4. GSCM μ±κ³Ό(νκ²½μ±κ³Ό) 83
μ 6 μ₯ μ°κ΅¬λͺ¨νμ μ€μ¦λΆμ 84
μ 1 μ μλ£μ μμ§ 84
1. μ‘°μ¬λμ 84
2. μ‘°μ¬λ°©λ² λ° νλ³Έμ νΉμ± 84
μ 2 μ λΆμ λ°©λ² 86
1. ꡬ쑰방μ μ λΆμλ°©λ² 86
2. μ‘°μ ν¨κ³Ό λΆμλ°©λ² 87
3. κΈ°ν νμ©ν λΆμλ°©λ² 88
μ 3 μ μΈ‘μ λͺ¨νμ νκ° 89
1. νλΉλ νκ° 89
2. μ λ’°λ νκ° 101
μ 4 μ μ°κ΅¬κ°μ€μ κ²μ 103
1. GSCM λκΈ°, μΈνλΌ, νλ‘μΈμ€, νκ²½μ±κ³Ό κ²½λ‘μ ꡬ쑰 103
2. GSCM λκΈ°μ λ°λ₯Έ κ²½λ‘λͺ¨ν μ‘°μ ν¨κ³Ό 107
3. ꡬ맀μ-곡κΈμ κ΄κ³μ λ°λ₯Έ κ²½λ‘λͺ¨ν μ‘°μ ν¨κ³Ό 110
μ 5 μ GSCM λκΈ°, μΈνλΌ, νλ‘μΈμ€, νκ²½μ±κ³Όμ κ΄κ³
μ λν νμμ λΆμ 115
1. GSCM λκΈ° - μΈνλΌ κ΅¬μ±μμκ°μ μΈκ³Όκ΄κ³ 115
2. GSCM μΈνλΌ - νλ‘μΈμ€ ꡬμ±μμκ°μ μΈκ³Όκ΄κ³ 116
3. GSCM νλ‘μΈμ€ - νκ²½μ±κ³Όκ°μ μΈκ³Όκ΄κ³ 117
4. ꡬ맀μ - 곡κΈμ κ΄κ³ κ΅°μ§λ³ GSCM λκΈ°, μΈνλΌ, νλ‘μΈ
μ€ λ° νκ²½μ±κ³Ό λΉκ΅ 118
5. ννΈλμ μμ€μ κ΅°μ§λ³ GSCM λκΈ°, μΈνλΌ, νλ‘μΈμ€ λ°
νκ²½μ±κ³Ό λΉκ΅ 121
μ 7 μ₯ κ²° λ‘ 124
μ 1 μ μ°κ΅¬μ μμ½ λ° κ²°κ³Ό 126
1. κ°μ€μ λν κ²μ 126
2. μ‘°μ λ³μμ λν κ²μ 134
3. μΆκ° ν΅κ³μ κ²μ 135
μ 2 μ μ°κ΅¬μ μμ¬μ 138
1. μ°κ΅¬μ μ΄λ‘ μ μμ¬μ 138
2. μ°κ΅¬μ μ€λ¬΄μ μμ¬μ 141
μ 3 μ μ°κ΅¬μ μμ λ° ν₯ν μ°κ΅¬κ³Όμ 144
1. μ°κ΅¬μ μμ 144
2. μ°κ΅¬μ νκ³ 145
3. ν₯ν μ°κ΅¬κ³Όμ 146
μ°Έκ³ λ¬Έν 148
Abstract 162
μ²¨λΆ : μ€λ¬Έμ§ 170Docto
Static and Genetic Analysis in Husserls Theory of Evidence
νμ€μ μ΄μλ‘ μ νμνμ μ μ νμνκ³Ό λ°μμ νμνμ΄λΌλ
λ μΌκ΅΄μ κ°κ³ μλ€. μ΄κ²μ νμ€μ λͺ
μ¦μ΄λ‘ μμλ μμΈκ° μλλ€. μ΄μ
λ‘ μ νμνμ νμμ μ μ λΆμμμλ νλΉν μΈμμ κΆκ·Ήμ κ·Όμμ μ°Ύμ
λ€μ΄κ°λ €λ λ°μΉ΄λ₯΄νΈμ κΈΈμ ν΅ν μ΄μλ‘ μ νμνμ νμμ λͺ¨μ΅μΌλ‘ λ
νλκ³ , λ°μμ λΆμμμλ μΈμμ λ°μμ κΆκ·Ήμ κ·Όμμ μ°Ύμλ€μ΄κ°λ €λ
μνμΈκ³μ κΈΈμ ν΅ν μ΄μλ‘ μ νμνμ νμμ λͺ¨μ΅μΌλ‘ λνλλ€. λͺ
μ¦
μ μ§ν₯-μΆ©μ‘±μ ꡬ쑰μ λν μ μ λΆμμ νλΉν μΈμμ΄ μ΄λ»κ² κ°λ₯νμ§
λ₯Ό 보μ¬μ£Όκ³ μμΌλ©° λ°μμ λΆμμ λͺ
μ¦μ΄ μ΄λ»κ² λ°μμ μΌλ‘ ꡬμ±λλμ§
λ₯Ό 보μ¬μ£Όκ³ μλ€. νμ€μκ² μμ΄μ λͺ
μ¦μ λ€μν μ νκ³Ό λ¨κ³λ₯Ό κ°μ§λ©°,
μ΄κ²λ€ μ¬μ΄μλ νλΉμ± μ μ΄κ΄κ³μ λ°μμ μ μ΄κ΄κ³κ° μ μ©λ μ μλ€.
λ΄μ¬μ μ§κ°μ μΆ©μ μ±κ³Ό νμ¦μ±μ λ¬Έμ μ λν μ μ λΆμκ³Ό λ°μμ λΆμμ
μμ΄ν κ²°λ‘ μ λμΆνμ§λ§, μ΄κ²μ μ μ λΆμκ³Ό λ°μμ λΆμμ κ΄μ¬μ£Όμ μ
μ°¨μ΄ λλ¬Έμ΄λ€. μ΄λ¬ν μ¬μ€λ€μ νμ€μ λͺ
μ¦μ΄λ‘ μ μ μ λΆμμ μΈμμ
νλΉμ±μ ν΄λͺ
μ, λ°μμ λΆμμ μΈμμ λ°μμ ν΄λͺ
μ λͺ©νλ‘ νκ³ μλ€
λ μ¬μ€μ νμ¦ν΄μ£Όκ³ μλ€. Husserls transcendental phenomenology has two faces: static
phenomenology and genetic phenomenology. The same goes for
Husserl's theory of evidence. In static analysis, transcendental
phenomenological reduction focuses on the ultimate origin of valid
knowledge traced through the Cartesian way; in genetic analysis, it
focuses on the ultimate origin of the genesis of knowledge traced
through the way of the life- world. Static analysis of the
intention-fulfillment structure of evidence shows how valid
knowledge can be obtained, while genetic analysis shows how
evidence is constituted. According to Husserl, there are various
types and grades of evidence; they can be related to each other,
based on validity-foundation or genetic foundation. As for the
question of inner perceptions adequacy and apodicticity, static
analysis and genetic analysis yield different conclusions, but that is
only because they differ in their major concerns. The abovementioned
points confirm that in Husserl's theory of evidence, static analysis is
intended for the elucidation of the validity of knowledge, while
genetic analysis is intended for the elucidation of the genesis of
knowledge
Studies on the development of antimicrobial compounds from Penicillium chrysogenum MF23002
νμλ
Όλ¬Έ (μμ¬)-- μμΈλνκ΅ λνμ : λμλͺ
곡νλΆ μμ©μλͺ
ννμ 곡, 2011.8. μ€κΈ°λ΄.Maste
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