• Journal of the korean veterinary medical association
• /
• v.32 no.5
• /
• pp.317-327
• /
• 1996

소의 해면형 뇌증(Bovine Spongiform Encephalpathy; BSE)은 우리나라에서의 발생보고는 없으나, 우리에게 그리 생소한 질병만은 아니다. 저자중 한사람인 진 영 화 박사는 일찌기 소 해면형 뇌증의 발견 초창기인 1987년도에 UNDP 가축위생강화계획에 의하여 영국 중앙수의연구소(CVL)에 파견되어 소 해면형 뇌증의 진단병리 연구에 참여한 바 있으며, 강 영 배 박사는 전국 각 시도 가축위생시험소장을 인솔하여 영국 중앙수의연구소를 3차례 다녀온 바 있다. 본편에서는, 1991년 해외출장 기간 중 영국정부를 통하여 입수한, 새로운 질병 즉 소의 해면형 뇌증(Bovine Spongiform Encephalpathy)에 대한 Video tape 자료중, 'BSE 이야기 - 모든 합리적인 대책방안(MAFF V710)'과 'BSE 임상증예 5예 보고(MAFF V659)'를 기본으로하여 사진 또는 영문자료와 함께 소개하고자 한다. BSE의 잠복기는 2년 이상으로 매우 길며, 3-5세의 성우에서 다발한다. 주요 임상증상은, 정신상태, 정서 및 운동의 이상으로 특징지어 지는데, 광증과 침울 등 행동이상을 나타내며, 특히 후지파행, 비틀거림, 미끄러짐, 넘어짐 등의 보행이상을 나타낸다. 초기의 관찰사항으로는, 출입구 통과나 착유실 입실을 거부하는 등 불안 상태를 흔히 나타내는 것이다. 건드리거나 소리에 민감하게 반응하는 지각과민증, 경증의 보행실조, 발로차기, 동물이나 관리자에 대한 공격적 자세, 그리고 공포자세가 흔히 수반된다. 임상소견은 발병기간 중 일관되게 유지되며, 개체별로는 수주일부터 수개월간 지속된다. 젖소에서는 산유량이 떨어지며, 6개월내지 1년 정도 경과후 100$\%$ 폐사되는 것이 특징이다. 치료시도는 전혀 효과가 없다.

• Journal of Korea Entertainment Industry Association
• /
• v.15 no.8
• /
• pp.161-180
• /
• 2021

The purpose of this study is to define Juan Mayorga's play Hamelin as a Post-Epic Theatre and to study the practical directing technique for Hamelin as a Post-Epic Theatre. Post-Epic Theatre, which appeared after the Post-drama, has the purpose of presenting social issues, communicating interactively between the actors and the audience, and making the audience think about the issues presented by the techniques of immersion and alienation. To this end, after examining the theoretical background of the Post-Epic Theatre, the characteristics of the Post-Epic Theatre of Hamelin were identified and based on these features, '1. Building a visual image based on a Cubistic multifocal concept' and '2. The concept of directing was derived from reinforcing Meta-drama through role-playing'. Next, the actual directing technique was discussed, focusing on the chain action of immersion and alienation that occurs in the form of communication between actors and audiences. '1. Presenting the characteristics of the work through Post-Epic Theatre scenography', '2. Co-existence of actors and characters', '3. Building and utilizing body-centered gestus' are them. As a result, demanding an active attitude from the audience, various experiences such as critical thinking of the audience, strengthening the characteristics of post-epic dramas, and active meaning creation were made possible.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.21 no.5
• /
• pp.559-564
• /
• 2020

In order to attain the best-educated people in a rapidly changing, modern society with English is an official language, this study applies the problem-based learning (PBL) method to the English Science Class. PBL problems were developed for PBL classes, and their effectiveness has been proven. The focus of this study was five PBL questions posed during the first semester, targeting seven learners in the fourth grade of Elementary School A. The questions were divided into levels aimed at each grade, with the emphasis on specialized English education. Learners wrote journals, peer evaluations, and self-evaluations after finishing their PBL classes. Also, a survey about PBL was conducted after the first semester. The results of the study showed that learners experienced an 86% improvement in presentation skills, an 86% improved interest in learning, 86% better understanding, and 100% improvement in both problem-solving skills and cooperation. On the other hand, learners had difficulty in understanding PBL problems, and with research using the internet. PBL was somewhat unfamiliar to the students, but the survey found that learners are already aware of its effectiveness, and that they are interested in PBL.

• Journal of the Korean Society of Food Science and Nutrition
• /
• v.36 no.4
• /
• pp.488-498
• /
• 2007

The purposes of this study were to: a) provide evidences concerning the effects of emotional leadership b) examine the impacts of emotional leadership on employee-related variables, 'job satisfaction', 'organizational commitment', 'organizational performance' and 'turnover intention', and c) identify a conceptual framework underlying emotional leadership. A survey was conducted from August 23 to November 3, 2005 to collect data from mid-level managers in food service company headquarters (N=219). Statistical analyses were completed using SPSS Win (12.0) for descriptive, reliability, factor and correlation analyses and AMOS (5.0) for confirmatory factor analysis and structural equation modeling. The main results of this study were as follows. First, the managers gave the highest point to their leaders in the emotional leadership competence 'organizational awareness : reading the currents, decision networks, and politics at the organizational level' and gave the lowest point in the emotional leadership competence 'influence: wielding effective tactics for persuasion'. Second, the means of job satisfaction was above the midpoint (3 points). Employees' job satisfaction with 'coworkers' was relatively high. However, the extents of satisfaction with 'payroll' 'promotion', and 'work environment' were relatively low. Third, the organizational commitment was above the midpoint (3 points). In the organizational commitment, 'loyalty' factor was higher than 'commitment' factor. Fourth, the means of organizational performance was above the midpoint. The highest organizational performance variable was 'internal efficiency; trying to reduce cost' and the lowest organizational performance variable was 'internal fairness ; equitable treatment and all are treated with respect with no regard to status and grade'. Fifth, most respondents intended on 'thinking of quitting ; towards turnover process'. Sixth, the test of hypothesis using structural equation modeling found that emotional leadership produced p[Isitive effects on job attitude and job performance. Emotional leadership enhanced job satisfaction and organizational commitment, and in turn, employees' attitude positive effects on organizational performance; emotional leadership also had a direct impact on organizational performance

• Journal of the Korean earth science society
• /
• v.23 no.6
• /
• pp.461-473
• /
• 2002

Concept mapping is a device for representing the conceptual structure of a subject discipline in a two dimensional form which is analogous to a road map. In the teaching and learning of earth science, each concept depends on its relationships to many others for meaning. Using concept mapping in teaching helps teachers and students to be more aware of the key concepts and relationships among them. The purpose of this study is to investigate the effect of the use of concept mapping on science achievement and the scientific attitude in ocean units of earth science. The results of this study are as follows; first, the science achievement of a group of concept mapping teaching is significantly higher than that of the group of traditional teaching. Also, when the achievement levels are compared among different cognitive ability groups, the effect is more significant in mid or lower level student groups than in high level groups. The use of concept mapping is more effective when the concepts have a distinct concept hierarchy. Second, the scores of the test of ‘attitude toward scientific inquiry’ and ‘application of scientific attitude’ of the group of concept mapping teaching are significantly higher than those of the group of traditional teaching, whereas the scores of the test of ‘interest in science learning’ of concept mapping teaching is not different from those of group of traditional teaching. Third, the survey on the use of concept mapping shows a positive response across the tested groups. The use of concept mapping is more beneficial in fostering the comprehension of the topic. A concept map of student's own construction facilitates the assessment of learning, thus promising the usefulness of concept mapping as a means of evaluation. In regard to retention aspect, concept mapping is considered to be more effective in confirming and remembering the topic, while less effective in the aspects of activity and interest. In conclusion, the use of concept maps makes learning an active meaningful process and improves student's academic achievement and scientific attitude. If the concept mapping is more effectively as an active teaching strategy, more meaningful learning will be attained.