無意識의 象徵的 表現에 관한 硏究 : 本人 作品 中心으로

임윤경 誠信女子大學校 1998 국내석사

한국인 구강에서 분리된 Capnocytophaga ochracea와 Selenomonas sputigena의 동정 및 특성화

임윤경 조선대학교 대학원 2023 국내박사

Background and objectives: Three strains (KCOM 2191, KCOM 2668, and KCOM 2812) of Capnocytophaga ochracea and two strains (KCOM 1787 and KCOM 2046) of Selenomonas sputigena were isolated from a Korean population and deposited to the Korean Collection for Oral Microbiology. These strains were classified at the species level by comparing their 16S ribosomal RNA gene (16S rDNA) sequences. Considering that the gold standards for bacterial classification at the species level are 16S rDNA sequencing and digitalized DNA-DNA hybridization, average nucleotide identity (ANI) and genome-to-genome distance (GGD) analysis, based on whole genome sequence (WGS), it is not enough to classify them as C. ochracea or S. sputigena at the species-level. Therefore, the purpose of this study was to classify these strains at the species-level based on WGS and additionally investigate their morphological, biochemical, and chemotaxonomical characteristics. Methods: WGSs of five strains were determined using PacBio RSII and/or Illumina platform. ANI and GGD analysis were used to classify them at the species-level. Cellular fatty acid (CFA) compositions of the five strains were determined using MIDI/Hewlett Packard Microbial Identification System. Their polar lipids were analyzed using thin-layer chromatography. Their quinones were determined using high-performance liquid chromatography. Results: As a result of determining WGSs of the five strains, all were determined as one contig. As a result of ANI analysis, KCOM 2191, KCOM 2668, and KCOM 2812 strains had ANI values above 96.3% with C. ochracea DSM 7271T, and KCOM 1787 and KCOM 2046 strains showed ANI values above 95.3% with S. sputigena ATCC 35185T. As a result of analysis of CFAs, KCOM 2191, KCOM 2668, and KCOM 2812 strains had the highest amount of iso-C15:0 at 57.9%, 67.2%, and 64.9%, respectively. This result was similar to that of the C. ochracea DSM 7271T (51.5%). Major CFAs of KCOM 1787 and KCOM 2046 were C14:0 DMA, C16:1 cis-7, C18:1 at 17.254, C17:1 cis-9/C17:2, and C15:2/UN 14.762 C15:2, which accounted for approximately 10 %. Major CFAs of S. sputigena ATCC 35185T were C14:0 DMA (35.6%), C15:0 (11.1%), and C11:0 (10.9%), different from the two strains used in this study. As a result of morphological characteristics, biochemical tests, and quinone analysis, it was found that the five strains used in this study had characteristics similar to those of each type strain. Conclusion: Results indicate that KCOM 2191, KCOM 2668, and KCOM 2812 strains belong to C. ochracea, and KCOM 1787 and KCOM 2046 strains belong to S. sputigena. These strains could be used to study the pathogenesis of oral as well as systemic diseases dependent on C. ochracea and S. sputigena.

행위주체성이 교육과정 실행에 주는 시사점 탐색 : 듀이의 경험이론을 중심으로

임윤경 한국교원대학교 대학원 2025 국내석사

본 연구의 목적은 최근 교육학 분야에서 활발하게 논의되고 있는 ‘학생 행위주체성’(Student agency) 개념의 의미와 행위주체성이 교육과정 실행 에 주는 시사점을 탐색하는 데에 있다. 주지하다시피, 학생 행위주체성은 OECD Education 2030 프로젝트의 핵심 개념에 해당한다. 이 프로젝트 는 학생들이 자신의 삶을 형성하고 타인의 삶에 기여할 수 있는 역량을 갖추도록 하는 것을 목표로 하고, 미래 교육의 초점으로 행위주체성의 중 요성을 강조하며, 이를 통해 책임 있는 행위자를 양성할 필요가 있다고 본 다. 한편, 2022 개정 교육과정 문서에서는 학생 행위주체성, 변혁적 역량, 세계시민 역량 등이 글로벌 교육 동향으로 설명된다. 다른 한편, 국내의 선행연구는 행위주체성의 의미와 구성요인, 행위주체성의 신장 방안을 탐 구하였으며, 초등교육과 교과교육의 맥락에서 연구가 이루어졌다. 특히, 국어, 과학, 역사 등의 과목에서 행위주체성 함양을 위한 수업사례를 소개 하는 등 교과 수업과 관련지어 실행된 연구는 현장의 교사에게 긍정적으 로 평가될 것이다. 그러나 학생 행위주체성이 교과 수업을 통해 자연스럽 게 함양될 수 있어야 함을 이론적으로 설명하고, 모든 학교급별, 학년급 별, 과목별로 적용할 수 있는 연구는 충분히 이루어지고 있지 않았다고 보 인다. 행위주체성 개념은 학습나침반 2030의 한 요소인 AAR(예견-행위- 반성) 주기와 연관되어, 학생이 사고를 지속해서 개선하고 책임감 있게 행 동하며 장기적인 목표를 향하는 반복적인 학습 과정이다. 이를 이론적으로 뒷받침할 수 있는 것은 듀이의 경험이론이라고 볼 수 있다. 듀이는 반성적 사고가 일상의 경험에 즉각적으로 활용될 수 있도록 학생들을 교육해야 한다고 보며, 특히 반성적 사고의 습관화를 강조한다. 또한, 듀이의 교과 관에 따라 교육과정 실행은 학생들이 의미 있는 성장과 경험을 할 수 있 도록 아동에 대한 ‘심리화’를 거친 교과를 사용하는 방식을 포함해야 하 며, 이는 '행위주체성'을 신장시키는 데 중요한 요소라고 볼 수 있다. 이를 위해 교사의 교육과정 재구성이 함께 이루어져야 하며, 학생 행위주체성은 학교 내 교육적 개입과 외부 정책적 지원의 결합을 통해 변화를 이끌어야 한다. 또한, 교사는 학생의 행위주체성을 개인의 특질이 아니라 특정 상황 에서 발현될 수 있도록 상황을 만들어주는 데 기여하고, 학생의 다양한 수 준을 고려하여 정치적 역학관계에 개입함으로써 모든 학생의 행위주체성 발현을 도와야 한다.

玄胡索, 乳香, 沒藥 複合劑 藥鍼 刺戟의 鎭痛效果에 對한 硏究

임윤경 경희대학교 대학원 1997 국내석사

학령기 경직형 뇌성마비아동 치조마찰음의 음향적 특성 분석

임윤경 충남대학교 대학원 2009 국내석사

In this study, the acoustic data on the alveolar fricatives are investigated, which are pronounced by children diagnosed as spastic cerebral palsy. Korean alveolar fricatives /ㅅ, ㅆ/ from school aged children with normal and spastic cerebral palsy are analyzed for the acoustic parameters such as 1) center of gravity 2) skewness 3) duration of frication in such fricatives. Totally twelve types of syllables consisted of fricatives /ㅅ, ㅆ/ with Korean vowels /아, 우, 이/ in different environment in the word are examined. Seven children with spastic cerebral palsy and seven normal children are participated as subjects, who are aged from 7 through 11 living in Daejeon. The subjects are all boys. The experiments and the results are as follows; First, acoustic parameters of word initial fricatives and word medial fricatives between groups of normal and CP children are examined in order to get if there is any significant differences on center of gravity and skewness. The center of gravity of lenis fricative /ㅅ/ between two groups is statistically significant in different environment in the word. Yet the center of gravity of tensed /ㅆ/ between word initial fricative and word medial fricative in two groups is not statistically significant. Besides it is found that there are no meaningful differences between word initial fricatives and word medial fricatives on the result of skewness of the lenis and fortis fricatives between two groups. Second, the acoustic analysis is examined on the center of gravity and skewness of fricatives depending on the following vowels to know whether there is meaningful significance between normal and CP children or not. In terms of the center of gravity from lenis /ㅅ/ depending on the following vowels , the result shows that there is no significant differences between two groups. In case of tensed /ㅆ/, the result is statistically significant between two groups. In respect of the skewness from not only lenis but fortis, it is not statistically significant on the results depending on the following vowels between two groups. The center of gravity and the skewness of lenis /ㅅ/ and tensed /ㅆ/ depending on following vowels are significantly different within normal children. The center of gravity and the skewness of lenis /ㅅ/ and tensed /ㅆ/ depending on following vowels are not significant within CP children. Third, the center of gravity and skewness from lenis /ㅅ/ and tensed /ㅆ/ are examined between normal and CP children. In the result, the value of center of gravity from /ㅅ/, /ㅆ/ before vowel /이/ is statistically significant and that before vowel /아/ and /우/ is not. In terms of skewness of tensed and lenis it is not statistically significant on /사/ and /싸/, /수/ and /쑤/ and /시/ and /씨/ between groups. In the result of differences within each group, the center of gravity from lenis and tensed before vowels /아/ and /이/ is significant, but before /우/ is not. The skewness from fricatives before vowel /아/ is significant, on the other hand those before /우/ and /이/ are not. The center of gravity and skewness on lenis and tensed before vowels /아/, /우/, /이/ are not significant within CP children. Forth, the duration of fricative noise of /ㅅ/, /ㅆ/ is examined between the normal and CP children groups. The duration of fricative noise in lenis is not statistically significant between groups. On the other hand, in terms of tensed it is significant between groups.

영어 사교육 경험이 중학생의 영어 문법 학습전략 및 영어 학습 성취도에 미치는 영향

임윤경 중앙대학교 교육대학원 2018 국내석사

본 연구는 영어 사교육 경험에 따른 중학교 학생들의 영어 문법 학습전략 및 영어 학습 성취도의 차이를 밝히는 데 있다. 본 연구의 연구문제는 첫째, 중학교 학생들의 사교육 경험이 영어 문법 학습전략에 영향을 미치는가? 둘째, 중학교 학생들의 사교육 경험이 영어 학습 성취도에 영향을 미치는가? 셋째, 중학교 학생들의 영어 문법 학습전략과 영어 학습 성취도는 관계가 있는가? 이다. 위와 같은 연구문제를 해결하기 위하여 서울 지역에 소재하고 있는 중학교 학생 262명을 대상으로 설문조사를 시행하여 유효한 설문지 228장을 분석하였다. 사교육 경험 검사는 권미나(2007)가 사용한 자료를 바탕으로 하였다. 영어 문법 학습전략을 묻는 문항은 유자은(2015)의 설문항목을 일부 수정하여 사용하였다. 영어 학습 성취도에 관한 검사는 1학기 성적을 바탕으로 하였다. 본 연구의 결과는 다음과 같다. 첫째, 사교육을 받지 않은 학생들이 사교육을 받은 학생들보다 모든 영역의 전략을 더 많이 사용하였다. 둘째, 영어 사교육 경험의 유·무는 성취도에 영향을 주지 않았다. 셋째, 영어 문법 학습전략을 빈번히 사용하면 학습 성취도가 높았다. 특히 기억 전략은 학교 학습 성취도에 가장 긍정적인 영향을 미쳤다. 위와 같은 결과를 바탕으로, 영어 사교육 경험은 중학교 학생들의 영어 문법 학습전략 및 영어 학습 성취도에 별다른 영향을 미치지 못한다는 것을 알 수 있다. 따라서 학생들의 적절한 문법 학습전략 사용과 영어 학습 성취도를 높이기 위해 사교육이 아닌 학교 교육에서 효율적인 수업을 할 필요가 있다. The purpose of this research is to investigate the differences of middle school students' English grammar learning strategies and academic achievement according to their private English education experience. The research questions of this study were as follows: First, Does private English education experience affect English grammar learning strategies of middle school students? Secondly, Does private English education experience influence English academic achievement of middle school students? Thirdly, is there a correlation between English grammar learning strategies and academic achievement of middle school students? To gather the results of the research questions, a survey was carried out targeting 262 students attending middle school in Seoul and 228 questionnaires were analysed. The measurement for private English education experience and its effects was based on Mi na Kwon(2007). The questionnaire was developed by Jaun Yu(2015) and was revised to measure the use of strategies of them. The questionnaire for English achievement also utilized exam scores taken from the first semester in 2017. The research results of this study were as follows: First, the students who had never had private English education appear to use more of the strategies than those who had been receiving private English education. Secondly, private English education experiences do not affect English academic achievements of the students. Lastly, the more frequent use of learning strategies was correlated with higher performance. Especially, memory strategies were found to influence English academic achievement the most. Judging from the above results, middle school students' private English education experience seems to have little affect on their English grammar learning strategies and academic achievement. Therefore, I believe that the public school education system needs to provide students with a more effective education to promote the use of strategies and improve academic performance.

보육교사의 공감능력과 정서표현성이 교사와 영유아 간 상호작용에 미치는 영향

임윤경 대진대학교 2019 국내석사

본 연구의 목적은 보육교사의 공감능력과 정서표현성이 교사와 영유아 간 상호작용에 미치는 영향을 알아보는데 목적이 있었다. 연구의 대상은 경기 북부에 소재하고 있는 어린이집에서 재직 중인 보육교사 270명이다. 보육교사의 공감능력은 전병성(2003)이 사용한 도구를 사용하였다. 보육교사의 정서표현성을 측정하기 위해 박수영(2010)이 사용한 설문지의 문항의 일부 표현을 수정하고 적합하지 않다고 생각되는 문항은 지도교수와 의논하여 제외하고 나머지 문항을 사용하였다. 교사와 영유아 간 상호작용을 측정하기 위해서 최선희(2009)가 사용한 도구를 사용하였다. 수집된 자료는 SPSS 18.0을 활용하여 분석하였다. 전체 경향을 알아보기 위하여 평균, 표준편차를 구하고, 집단별 차이 검증을 하기 위하여 분산분석(ANOVA)을 하였고 관계를 알아보기 위하여 적률상관계수와 중다회귀분석을 하였다. 가설 검증의 유의수준은 .05로 설정하였다. 본 연구의 결과는 다음과 같다. 첫째, 보육교사의 영유아에 대한 공감능력은 5점 만점에 3.63점으로 비교적 높은 것으로 나타났다. 둘째, 보육교사의 영유아에 대한 정서표현성은 5점 만점에 3.70점으로 비교적 높은 것으로 나타났다. 하위요인은 친밀한 정서표현이 가장 높았고, 다음으로 긍정적 정서표현, 부정적 정서표현 순으로 나타났다. 셋째, 보육교사와 영유아 상호작용은 5점 만점에 평균이 3.99점으로 높은 것으로 나타났다. 넷째, 보육교사의 공감능력과 영유아 간의 상호작용 점수 간의 상관계수는 r=.520의 정적 상관이 있으며 모든 하위 요인 간에도 최하 r=.329에서 최고 r=.538의 정적 상관을 보여 공감능력이 높을수록 교사와 영유아 간 상호작용이 높게 나타났다. 다섯째, 보육교사의 정서표현성과 영유아 간의 상호작용 점수 간의 상관계수는 r=.388의 정적 상관이 있고, 모든 하위 요인 간에도 최하 r=.217에서 최고 r=.494의 정적 상관을 보여, 정서표현성이 높을수록 교사와 영유아 간 상호작용이 높게 나타났다. The purpose of this study was to investigate the effect of empathy ability and emotional expressiveness on the interaction between teacher and infant. The subjects of the study were 270 nursery teachers who were working in a nursery in North Gyeonggi Province. The empathy ability of the nursery teacher was the tool used by Chun Byeong-Seong (2003). In order to measure the emotional expressiveness of the childcare teachers, some expressions of the questionnaire used by Park, Soo-young (2010) were modified, and the items that were deemed inappropriate were excluded from the consulting professor. We used the tools used by Choi, Sun-Hee (2009) to measure the interactions between teachers and infants and toddlers. The collected data were analyzed using SPSS 18.0. To determine the overall trends, mean and standard deviation were calculated. ANOVA was used to examine differences among groups, and multiple correlation and multiple regression analyzes were performed to examine the relationship. The significance level of the hypothesis test was set to .05. The results of this study are as follows. First, the empathy ability of daycare teachers to infants and toddlers was relatively high at 3.63 points out of 5 points. Second, the emotional expressiveness of daycare teachers for infants and children was relatively high at 3.70 points out of 5 points. The sub - factors showed the most intimate emotional expression, followed by the positive emotional expression and the negative emotional expression. Third, the interaction between daycare teachers and infants and toddlers was 3.99 out of 5 points. Fourth, the correlation coefficient between the empathic ability of the child caregiver and the interaction score between infants and child caregiver was r = .520, and between all the sub-factors, there was a positive correlation with the lowest r = .329 and highest r = .494.

『普賢行願品疏』에 나타난 普賢行願 硏究

임윤경 東國大學校 2012 국내석사

청교도적 관점에서 본 주일성수

임윤경 계약신학대학원대학교 2012 국내석사

均如의 普賢行願 硏究

임윤경 東國大學校 2019 국내박사

Gyunyeo (均如, 923-973) was a Buddhist monk during the reign of King Gwangjong of the Goryeo Dynasty. This paper explores the ‘Bohyeon Haeng-won (普賢行願),’ or the vows of practice of Samanta- bhadra, through his life and writings, many of which are devoted to explaining the Hwa-eom. Of all his writings, it is known that 65 books in 10 editions were on the Hwa-eom. Those that are still extant are the Beopgyedo-wontong-gi (法界圖圓通記), the Sipgujang-wontong-gi (十句章圓通記), the Gyobun-gi-wontongcho (敎分記圓通抄), the Jigwijang-wontong- cho (旨歸章圓通抄), and the Bohyeon-sip-won-ga (普賢十願歌). Gyunyeo took the vows of practice of Samantabhadra from the Hwa-eom sutra, which encompasses the ways of the bodhisattvas, as the basis of missionary work. He refers to the world of dharma nature as ‘Mumyeong Jinwon (無名眞源)’, that is, returning to the true origin that cannot be named. This implies transcendence of an antithetical nature between ‘Jin (眞, Truth)’ and ‘Sok 俗, Convention),’ as well as between ‘Yeom (染, Impurity)’ and ‘Jeong (淨, Purity)’ by being in ‘Wonyung (圓融),’ the perfectly interfused world. Regarding the ‘domain of conditioned arising,’ which takes on the ‘domain of realization’ as its means, Gyunyeo believed that from the perspective of ‘Muju Beopseong Jungdo (無住法性中道),’ the ‘domain of conditioned arising’ and the domain of realization are not differentiated. At the same time, he regarded the relationship between the ten buddhas and Samantabhadra as the ‘Muju Beopseong Jungdo’. That is, if ‘Muju Beopseong’ aligns with the ten buddhas, it is inward enlightenment; whereas when it aligns with Samantabhadra, it is outward enlightenment. He did not differentiate between inward enlightenment and outward enlightenment on the middle path. Also, as the ten buddhas and Samantabhadra form the relationship of host and guest by subsuming each other, they are themselves ‘Muju Beopseong Jungdo’. This Middle Way can also be described using ‘mutual identity’ and ‘mutual interfusion’ of the ‘conditioned arising of the dharma realm’. Gyunyeo refers to Uisang’s explanation of the dharma realm as the dharma realm of lateral exhaustion and Fazang’s explanation of the dharma realm as the dharma realm of perpendicular exhaustion. Gyunyeo subsequently integrates these two views to establish the theory ‘dharma realm of circular sides’. This is Gyunyeo’s unique insight that emphasizes the ‘perfect teaching’ from the ‘perfect interfusion’. The theory amalgamates the dharma realm of lateral exhaustion and the perpendicular exhaustion, and at the same time explains the principle of unhindered interfusion between the ‘Ten Directions and Three Time periods’ and the ‘Three Time Periods’. ‘Bohyeon Haeng-won (普賢行願),’ the vow of practice of Samanta- bhadra that Gyunyeo describes is also manifested via ‘Muju Beopseong Jungdo’. ‘Muju Beopseong Jungdo’ refers to carrying out actions irrespective to antithetic nature of the true and the worldly, cause and effect, the one vehicles and three vehicles, enlightened and unenlightened, the ten buddhas and Samantabhadra. The Bohyeon-sip-won-ga (普賢十願歌) exhibits Gyunyeo’s view on the vows of practice of Samantabhadra the most clearly. His Bohyeon-sip-won-ga (普賢十願歌) is as follows: ① “Yegyeong-jebul-ga (禮敬諸佛歌)” : I pray to the Buddhas that they will foretell the world until they save it all. ② “Chingchan-yeorae-ga (稱讚如來歌)” : I pray for the unremitting admiration of Buddhas’ virtues. ③ “Gwangsu-gongyang-ga (廣修供養歌)” : I pray to the Buddhas that they may serve with my outstanding truth. ④ “Chamhoi-eopjang-ga (懺悔業障歌)” : I pray for keeping a clean set of rules and repent for them forever. ⑤ “Suhui-gongdeok-ga (隨喜功德歌)” : I pray that whenever something good happens to the world, I will rejoice with them. ⑥ “Cheong-jeonbeplyun-ga (請轉法輪歌)” : I pray that Buddha will rain the rain of truth. ⑦ “Cheong-buljuse-ga (請佛住世歌)” : I pray that all the Buddhas will stay in the world to clear our minds. ⑧ “Sangsu-bulhak-ga (常隨佛學歌)” : I pray that I will learn all the vows of Buddhas. ⑨ “Hang-sun-jungsaeng-ga (恒順衆生歌)” : I pray for always being gentle and respectful to everyone. ⑩ “Bo-gaehoihyang-ga (普皆廻向歌)” : I pray for the formation of the sea of Buddha by turning all the virtues I have done will go back to the world. ⑪ “Chonggyeol-mujin-ga (總結無盡歌)” : I pray to abandon other tasks and only do the ‘Bohyeon Haeng-won (普賢行願),’ or the vows of practice of Samantabhadra, until the world is finished. In the non-duality between the enlightened and unenlightened, and “I” and others, the Bohyeon-sip-won-ga expresses Gyunyeo’s Middle Way; that is, to carry out action by bringing out compassion. His vows of practice of Samantabhadra can be regarded as the suggestion towards us on how to live the lives of Buddha. The Bohyeon-sip-won-ga is another vow of Gyunyeo that is self-made, as a practitioner of Hwa-eom. Gyunyeo’s vows of practice of Samantabhadra emphasize ‘Muju Beopseong Jungdo’. The domain of teaching and the domain of realization, inner realization, and outer expression are non-abiding and therefore are the Middle Way from non-discrimination. Through carrying out actions, he shows the advent of Sakyamuni. The vows of practice of Samantabhadra are not simply an interpretation of doctrine but emphasis on action. This is the manifestation of the Hwa-eom world of Gyunyeo.