• 대한간호학회지
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• 제4권2호
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• pp.1-16
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• 1974

This Study involved the development of a survey form and the collection of data in an effort-to provide information which can be used in the improvement of nursing curricula. The data examined were the kinds courses currently being taught in the curricula of nursing education institutions throughout Korea, credits required for course completion, and year in-which courses are taken. For the purposes of this study, curricula were classified into college, nursing school and vocational school categories. Courses were directed into the 3 major categories of general education courses, supporting science courses and professional education course, and further subdirector as. follows: 1) General education (following the classification of Philip H. phoenix): a) Symbolics, b) Empirics, c) Aesthetics. 4) Synthetics, e) Ethics, f) Synoptic. 2) Supporting science: a) physical science, b) biological science, c) social science, d) behavioral science, e) Health science, f) Educations 3) Professional Education; a) basic courses, b) courses in each of the respective fields of nursing. Ⅰ. General Education aimed at developing the individual as a person and as a member of society is relatively strong in college curricula compared with the other two. a) Courses included in the category of symbolics included Korean language, English, German. Chines. Mathematics. Statics: Economics and Computer most college curricula included 20 credits. of courses in this sub-category, while nursing schools required 12 credits and vocational school 10 units. English ordinarily receives particularly heavy emphasis. b) Research methodology, Domestic affair and women & courtney was included under the category of empirics in the college curricula, nursing and vocational school do not offer this at all. c) Courses classified under aesthetics were physical education, drill, music, recreation and fine arts. Most college curricula had 4 credits in these areas, nursing school provided for 2 credits, and most vocational schools offered 10 units. d) Synoptic included leadership, interpersonal relationship, and communications, Most schools did not offer courses of this nature. e) The category of ethics included citizenship. 2 credits are provided in college curricula, while vocational schools require 4 units. Nursing schools do not offer these courses. f) Courses included under synoptic were Korean history, cultural history, philosophy, Logics, and religion. Most college curricular 5 credits in these areas, nursing schools 4 credits. and vocational schools 2 units. g) Only physical education was given every Year in college curricula and only English was given in nursing schools and vocational schools in every of the curriculum. Most of the other courses were given during the first year of the curriculum. Ⅱ. Supporting science courses are fundamental to the practice and application of nursing theory. a) Physical science course include physics, chemistry and natural science. most colleges and nursing schools provided for 2 credits of physical science courses in their curricula, while most vocational schools did not offer t me. b) Courses included under biological science were anatomy, physiologic, biology and biochemistry. Most college curricula provided for 15 credits of biological science, nursing schools for the most part provided for 11 credits, and most vocational schools provided for 8 units. c) Courses included under social science were sociology and anthropology. Most colleges provided for 1 credit in courses of this category, which most nursing schools provided for 2 creates Most vocational school did not provide courses of this type. d) Courses included under behavioral science were general and clinical psychology, developmental psychology. mental hygiene and guidance. Most schools did not provide for these courses. e) Courses included under health science included pharmacy and pharmacology, microbiology, pathology, nutrition and dietetics, parasitology, and Chinese medicine. Most college curricula provided for 11 credits, while most nursing schools provide for 12 credits, most part provided 20 units of medical courses. f) Courses included under education included educational psychology, principles of education, philosophy of education, history of education, social education, educational evaluation, educational curricula, class management, guidance techniques and school & community. Host college softer 3 credits in courses in this category, while nursing schools provide 8 credits and vocational schools provide for 6 units, 50% of the colleges prepare these students to qualify as regular teachers of the second level, while 91% of the nursing schools and 60% of the vocational schools prepare their of the vocational schools prepare their students to qualify as school nurse. g) The majority of colleges start supporting science courses in the first year and complete them by the second year. Nursing schools and vocational schools usually complete them in the first year. Ⅲ. Professional Education courses are designed to develop professional nursing knowledge, attitudes and skills in the students. a) Basic courses include social nursing, nursing ethics, history of nursing professional control, nursing administration, social medicine, social welfare, introductory nursing, advanced nursing, medical regulations, efficient nursing, nursing english and basic nursing, College curricula devoted 13 credits to these subjects, nursing schools 14 credits, and vocational schools 26 units indicating a severe difference in the scope of education provided. b) There was noticeable tendency for the colleges to take a unified approach to the branches of nursing. 60% of the schools had courses in public health nursing, 80% in pediatric nursing, 60% in obstetric nursing, 90% in psychiatric nursing and 80% in medical-surgical nursing. The greatest number of schools provided 48 crudites in all of these fields combined. in most of the nursing schools, 52 credits were provided for courses divided according to disease. in the vocational schools, unified courses are provided in public health nursing, child nursing, maternal nursing, psychiatric nursing and adult nursing. In addition, one unit is provided for one hour a week of practice. The total number of units provided in the greatest number of vocational schools is thus Ⅲ units double the number provided in nursing schools and colleges. c) In th leges, the second year is devoted mainly to basic nursing courses, while the third and fourth years are used for advanced nursing courses. In nursing schools and vocational schools, the first year deals primarily with basic nursing and the second and third years are used to cover advanced nursing courses. The study yielded the following conclusions. 1. Instructional goals should be established for each courses in line with the idea of nursing, and curriculum improvements should be made accordingly. 2. Course that fall under the synthetics category should be strengthened and ways should be sought to develop the ability to cooperate with those who work for human welfare and health. 3. The ability to solve problems on the basis of scientific principles and knowledge and understanding of man society should be fostered through a strengthening of courses dealing with physical sciences, social sciences and behavioral sciences and redistribution of courses emphasizing biological and health sciences. 4. There should be more balanced curricula with less emphasis on courses in the major There is a need to establish courses necessary for the individual nurse by doing away with courses centered around specific diseases and combining them in unified courses. In addition it is possible to develop skill in dealing with people by using the social setting in comprehensive training. The most efficient ratio of the study experience should be studied to provide more effective, interesting education Elective course should be initiated to insure a man flexible, responsive educational program. 5. The curriculum stipulated in the education law should be examined.

• 기술혁신연구
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• 제11권1호
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• pp.147-176
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• 2003

This Paper Presents a new measurement technique to derive the level of BSRC (Basic Science and Research Capacity) index by use of the factor analysis which is extended with the assumption of the standard normal probability distribution of the selected explanatory variables. The new measurement method is used to forecast the gap of Korea's BSRC level compared with those of major OECD countries in terms of time lag and to make their international comparison during the time period of 1981∼1999, based on the assumption that the BSRC progress function of each country takes the form of the logistic curve. The US BSRC index is estimated to be 0.9878 in 1981, 0.9996 in 1990 and 0.99991 in 1999, taking the 1st place. The US BSRC level has been consistently the top among the 16 selected variables, followed by Japan, Germany, France and the United Kingdom, in order. Korea's BSRC is estimated to be 0.2293 in 1981, taking the lowest place among the 16 OECD countries. However, Korea's BSRC indices are estimated to have been increased to 0.3216 (in 1990) and 0.44652 (in 1999) respectively, taking 10th place. Meanwhile, Korea's BSRC level in 1999 (0.44652) is estimated to reach those of the US and Japan in 2233 and 2101, respectively. This means that Korea falls 234 years behind USA and 102 years behind Japan, respectively. Korea is also estimated to lag 34 years behind Germany, 16 years behind France and the UK, 15 years behind Sweden, 11 years behind Canada, 7 years behind Finland, and 5 years behind the Netherlands. For the period of 1981∼1999, the BSRC development speed of the US is estimated to be 0.29700. Its rank is the top among the selected OECD countries, followed by Japan (0.12800), Korea (0.04443), and Germany (0.04029). the US BSRC development speed (0.2970) is estimated to be 2.3 times higher than that of Japan (0.1280), and 6.7 times higher than that of Korea. German BSRC development speed (0.04029) is estimated to be fastest in Europe, but it is 7.4 times slower than that of the US. The estimated BSRC development speeds of Belgium, Finland, Italy, Denmark and the UK stand between 0.01 and 0.02, which are very slow. Particularly, the BSRC development speed of Spain is estimated to be minus 0.0065, staying at the almost same level of BSRC over time (1981 ∼ 1999). Since Korea shows BSRC development speed much slower than those of the US and Japan but relative]y faster than those of other countries, the gaps in BSRC level between Korea and the other countries may get considerably narrower or even Korea will surpass possibly several countries in BSRC level, as time goes by. Korea's BSRC level had taken 10th place till 1993. However, it is estimated to be 6th place in 2010 by catching up the UK, Sweden, Finland and Holland, and 4th place in 2020 by catching up France and Canada. The empirical results are consistent with OECD (2001a)'s computation that Korea had the highest R&D expenditures growth during 1991∼1999 among all OECD countries ; and the value-added of ICT industries in total business sectors value added is 12% in Korea, but only 8% in Japan. And OECD (2001b) observed that Korea, together with the US, Sweden, and Finland, are already the four most knowledge-based countries. Hence, the rank of the knowledge-based country was measured by investment in knowledge which is defined as public and private spending on higher education, expenditures on R&D and investment in software.

• 생명과학회지
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• 제25권8호
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• pp.861-869
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• 2015

가축화된 동물종 중 하나인 개는, 다양한 목적을 위해 인간에 의하여 선택적으로 육종되었다. 개는 많은 품종을 갖고 있고, 특정한 행동과 형태를 갖도록 인공적으로 선택되어 왔다. 개들은 그들의 삶을 안내, 구조 혹은 탐지 등의 특수 목적에 대하여 인간에게 헌신하고 있다. 특수 목적견에게 요구되는 좋은 품성, 이를테면 온순함, 강건성, 그리고 인내심과 같은 특성은 그들의 특수 임무를 수행하는 데 필요하다. 많은 연구들이 우수한 특수 목적견의 선정을 위한 유전적 마커를 찾는 데 집중되었다. 본 연구에서는, 뇌에서 발현함으로써 기능하는 것으로 알려진 총 8개의 유전자(ABAT; 4-Aminobutyrate Aminotransferase, PLCB1; Phospholipase C, Beta 1, SLC10A4; Solute Carrier Family 10, Member 4, WNT1; Wingless-Type MMTV Integration Site Family, Member 1, BARX2; BarH-Like Homeobox 2, NEUROD6; Neuronal Differentiation 6, SEPT9; Septin 9 그리고 TBR1; T-Box, Brain, 1)들의 정량적인 발현 양상을 개의 네 품종의 뇌 조직에서 확인하였다. 특히, BARX2, SEPT9, SLC10A4, TBR1 그리고 WNT1 유전자들은 비글과 진돗개에서 많이 발현되는데 반하여, 삽살이와 세퍼드에서는 반대되는 발현 양상을 보여 주었다. 본 연구의 유전자들에 대한 Gene ontology (GO) 결정을 위하여 DAVID (Database for annotation, visualization and integrated discovery) 분석이 수행되었고, 이러한 유전자들이 뇌 발생과 개체의 지능에 중요한 기능을 제공할 것이라고 예상하였다. 결론적으로, 이러한 결과들을 통하여, 뇌에서의 기능과 관련된 인자들과 관련된 바이오마커를 발굴하는 데 중요한 단서를 제공해 줌과 동시에, 우수한 특수 목적견을 선발하는 데 도움을 줄 것이라 기대한다.

• 한국안광학회지
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• 제17권3호
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• pp.311-319
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• 2012

목적: 안경의 조제가공에 있어서 동공중심과 교정렌즈의 광학중심이 일치하지 않으면 안경이 프리즘을 발생시켜 사위가 유발되고 유발된 사위는 안정피로를 일으키는 요인으로 작용한다. 동공의 중심과 교정렌즈 광학중심의 불일치로 인해 발생하는 유발프리즘에 대해 알아보고자 하였다. 방법: 본 연구는 총 103명을 대상으로 착용 안경렌즈의 광학중심과 동공중심의 일치 여부를 수평방향과 수직방향으로 나누어 조사하였고, 그리고 그 결과들을 안경의 구조에 따라 4개의 그룹으로 분류하였다. 프리즘유발에 안경테의 효과를 보기 위해 프리즘의 총량을 비교하였고, 측정된 프리즘 값들은 독일의 RAL-RG 915 규약과 비교하였다. 결과: 수평방향의 경우 10.7%의 실험 대상자에서는 유발프리즘을 관찰할 수 없었고, 73.8%의 실험 대상자들은 유발프리즘에 의해 영향을 받았으나 그 범위는 허용 수준 내에 있었다. 하지만 15.5%의 실험 대상자들은 허용 범위를 초과하여 프리즘에 의해 영향을 받는 것으로 나타났다. 수직방향의 경우, 23.3%의 실험 대상자들은 안경의 초기 착용시 프리즘에 의한 영향이 없었고, 54.4%의 실험 대상자들은 허용 범위 내의 극히 적은 프리즘에 영향을 받았으며, 22.3%의 실험대상자들은 허용 범위를 초과하는 프리즘 영향을 받는 것으로 나타났다. 이러한 결과는 안경조정(fitting)이 가능한 요소가 적은 그룹 A와 B에서 그룹 C와 D에 비해 보다 많은 수평, 수직 방향의 유발프리즘이 발생한 것을 보여준다. 결론: 안경 착용자의 굴절이상도가 높을수록 안경테 전조정(pre-fitting)을 통하여 동공중심과 렌즈의 광학중심점을 일치시킴으로서 수평, 수직방향 유발프리즘을 최소화시켜 안정피로를 줄일 수 있을 것이다. 따라서 시지각력을 향상시키기 위해 단안PD와 단안Oh의 정확한 설계와 적절한 안경테 조정을 통해 정확한 안경의 조제가공이 필요하다고 사료된다.

• 한국작물학회지
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• 제45권3호
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• pp.151-157
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• 2000

옥수수수염에 함유되어 있는 maysin 및 유사 flavonoid 물질의 분리 및 정제법을 확립하여 신품종 육성의 기초적인 자료를 제공하고자 본 시험을 수행하였으며 얻어진 결과를 요약하면 다음과 같다. 1. Preparative $C_{18}$ 컬럼에서 10% MeOH에 용출된 물질은 neochlorogenic acid, chlorogenic acid 및 4-caffeoylquinic acid였으며 30% MeOH로 용출된 물질은 rhamnosyl isoorientin이었고 maysin은 50%의 MeOH에서 용출되었다. 2. Silicic acid 컬럼으로 maysin 조추출물의 1차 정제시 100% ethyl acetate 500$m\ell$로 컬럼에 흡착되어 있는 maysin을 용출시켰으며, 이때 수거된 maysin의 순도는 75% 이상에 해당하였고, $C_{18}$ 컬럼($\frac{1}{2}$$\times$43")으로 maysin의 2차 정제시 maysin의 순도는 95% 이상에 달하였다. 3. FAB-MS에 의한 maysin의 분자량은 577M＋H m/z이고, fragmentation으로 보아 431M＋H m/z은 rhamnose에 해당하였고, $^1$H 및 $^{13}$C NMR에 의한 spectrum을 확인한 결과 분리한 물질이 maysin임을 확인할 수 있었다. 있었다.

• 한국산림과학회지
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• 제35권1호
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• pp.1-8
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• 1977

산림토양(山林土壤)의 비옥도(肥沃度)를 수치분석방법(數値分析方法)으로 평가(評價)하였다. 본연구(本硏究)에서 35개(個) 토양통(土壤統)의 화학분석치(化學分析値)를 인용(引用)하였다. (표(表) 2) 조림수종(造林樹種)이 만족할 생장(生長)을 할 수 있는 최소양료함량(最小養料含量)의 평가(評價)는 표(表) 1과 같이 Wild씨(氏)의 기준치(基準値)에 준(準)했다. 시비요구수준(施肥要求水準)은 식(式)1을 사용(使用)하여 표(表)5와 같이 평가(評價)되었다. 토양통간(土壤統間)의 화학분석(化學成分)의 유사성(類似性)은 식(式)2를 이용(利用)하여 5개특성군(個特性群)으로 구분(區分)하였다. 1. 표토(表土)의 일반적(一般的)인 화학성질(化學性質) 공시통양토중(公試土壤統中) 약(約) 40%가 각각(各各) 유기물함량(有機物含量) 2%이하(以下), 인산함량(燐酸含量) 10ppm이하(以下), 치환성석회(置換性石灰)와 고토함량(苦土含量)이 1.25m.e/l00g 과 0.5m.e/100g 이하(以下)인 토양(土壤)이다. 치환성가리(置換性加里) 함량(含量)의 부족현상(不足現象)은 나타나지 않고 있다. CEC함량(含量)이 10m.e/100g 이하(以下)가 전체(全體)의 2/3가 되며 pH5.5이하(以下)인 강산성토양(强酸性土壤)이 전체(全體)의 4/5가 된다. 2. 각토양통(各土壤統)의 시비요구(施肥要求) 여부는 CEC, OM, MgO의 화학분석치(化學分析値)를 상대치화(相對値化)하여 공식(公式)1을 적용 간접적(間接的)으로 평가(評價)하였다. 35개(個) 토양통중(土壤統中) 8개통(個統)의 화학성분량(化學成分量)이 부족(不足)하여 시비요구(施肥要求)가 높은 것으로 생각되며 13개통(個統)의 화학성분(化學成分)으로 보아 시비(施肥)의 필요성(必要性)이 낮은 것으로 보여진다. 3. 토양통간(土壤統間) 화학성분(化學成分)의 유사성(類似性)을 비교(比較)한 결과(結果) 비옥도(肥沃度)는 다음과 같이 5개군(個群)으로 구분(區分)함이 적합(適合)한 것으로 생각된다. 1. CEC가 낮은 토양(土壤) 1-1 유기물함량(有機物含量)이 2%이라(以下)의 토양(土壤) 1-2 유기물함량(有機物含量)이 4%이라(以下)의 토양(土壤) 2. CEC와 유기물함량(有機物含量)이 높은 토양(土壤) 2-1 고토함량(苦土含量)이 낮은 토양(土壤) 2-2 고토함량(苦土含量)이 높은 토양(土壤) 3. 석회(石灰)와 고토함량(苦土含量) 높은 석회암질토양(石灰岩質土壤).

• 한국산림과학회지
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• 제34권1호
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• pp.21-30
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• 1977

일본잎갈나무는 우리나라의 주요조림수종(主要造林樹種)으로 전국각지(全國各地)에 많은 조림지(造林地)와 임분(林分)이 있다. 이 수종(樹種)의 임분밀도관리(林分密度管理)의 지침(指針)을 마련하여 생산력예측(生產力豫則), 간벌계획(間伐計劃)과 수확량(收穫量) 사정(査定)을 용이하게 하는 일은 임업기술(林業技術)의 계량적(計量的), 생태적(生態的) 및 경제적(經濟的) 관점(觀點)에 대단(大端)이 의의있는 일로 생각 되었다. 이 연구(硏究)를 위해 정상적(正常的)으로 관리(管理)되고 있든 비정상적(非正常的)으로 관리(管理)되고 있든 최근(最近)에 간벌(間伐)한 흔적이 없는 임분(林分)에서 165개(個)의 표본(標本)을 조사(調査)하여 평균수고(平均樹高), 평균직경(平均直徑) 우세목수고(優勢木樹高), ha당(當) 본수(本數)와 1평균목(平均木)의 간재적(幹材積)을 산출(算出) 하였다. 이 연구(硏究)에 특(特)히 세장도이론(細長度理論)을 새로 도입(導入) 하였다. 이 이론(理論)에 대(對)한 실험적(實驗的) 검토(檢討)는 마(馬)와 Wardle, Shantz, Harms & Colline의 밀도시험결과(密度試驗結果)를 인용(引用)하여 증명한 바 있다. 임목(林木)의 상대생장(相對生長)은 일반적(一般的)인 logistic cnrve를 인용(引用)하고 공식(公式)은 모두 $Y=a{\times}b$를 대입(代入) 하였다. 각측정인자간(各測定因子間)의 관계(關係)는 아래와 같았다. 1. 세장도별(細長度別) 수고(樹高)와 밀고(密度)와의 관계(關係)-표(表) 1과 그림2 2. 세장도별(細長度別) 직경(直徑)과 밀도(密度)와의 관계(關係)-표(表) 1과 그림3 3. 세장도별(細長度別) 수고(樹高)와 단목간재적(單木幹材積)과의 관계(關係)-표(表) 3과 그림4 4. $D^2H$와 단목(單木) 간재적(幹材積)-$Log_eV=0.9569\;Log_eD^2H-9.8431$ 5. 밀도(密度)와 간재적(幹材積)-$Log_eV=9.5026-1.6800\;Log_eD$ 6. 밀도(密度)와 간재적(幹材積)-$Log_eV_{ha}=9.4911-0.6784\;Log_eD$ 7. 세장도별(細長度別) 수고계급(首告階級)에 응대(應對)한 간재적(幹材積)-표(表) 5 8. 세장도별(細長度別) 수고계급(首告階級)에 응대(應對)한 Ha당(當) 본수(本數)-표(表) 6 9. 세장도별(細長度別) 수고계급(首告階級)에 응대(應對)한 Ha당(當) 간재적(幹材積)-표(表) 7 이상(以上)의 과정(過程)을 거쳐 일본잎갈나무 임분밀도관리도표(林分密度管理圖表)를 제작(製作)하였다(그림 9). 이 관리표(管理表)의 정확도(正確度)를 검정하기 위하여 실측치(實測値)와 추정치(推定値)와의 관계(關係)를 보니 표(表) 8의 내용과 같이 오차(誤差)가 낮은편이었다. 이 도표(圖表)는 일본잎갈나무 임분(林分)의 밀도관리(密度管理)의 지침(指針)이 되리라 생각 된다.

• 한국환경보건학회지
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• 제43권1호
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• pp.1-22
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• 2017

'The worstest environment disaster', 'World's first biocide massacre', 'Home-based Sewol ferry disaster' are all phrases attached to the recent humidifier disinfectant disaster. In the spring of 2011, four of 8 pregnant women including 1 adult man passed away at a university hospital in Seoul due to breathing failure. Epidemiologic investigation conducted by the Korean CDC soon revealed the inhalation of humidifier disinfectant, which had been widely used in Korea during the winter, to be responsible for the disease. As well as lung fibrosis hardening of the lungs, other diseases including asthma, rhinitis, skin disease, liver disease, fetal disease or cancers have been researched for their relation with exposure to the products. By February 9, 2017, 5,342 cases had registered for health problems and 1,131 of them were already dead (20.8% mortality rate). Based on studies by government agencies and a telephone survey of the general population by Seoul National University and civic groups, around 20% of the general public of Korea has used these products. Since the market release of the first product by SK Chemical in 1994, over 7.1 million items from around 20 brands were sold up to 2011. Most of the products were manufactured by well-known large conglomerates such as SK, Lotte, Samsung, Shinsegye, LG, and GS, as well as some European companies including UK-based Reckitt Benckiser and TESCO, the German firm Henkel, the Danish firm KeTox, and an Irish company. Even though this disaster was unveiled in 2011 by the Korean government, the issue of the victims was neglected for over five years. In 2016, an unexpected but intensive investigation by prosecutors found that Reckitt Benckiser manipulated and concealed animal tests for its own brand and brought several university experts and company employees to court. The matter was an intense social issue in Korea from May to June with a surge in media coverage. The prosecutor's investigation and a nationwide boycott campaign organized by victims and environmental groups against Reckitt Benckiser, whose product had been used by more than 70% of victims, led to the producer's official apology and a compensation scheme. A legislative investigation organized after the April 2016 national election revealed the producers' faults and the government's responsibility, but failed to meet expectations. A special law for the victims passed the National Assembly in January 2017 and a punitive system together with a massive environmental epidemiology investigation are expected to be the only solutions for this tragedy. Sciences of medicine, toxicology and environmental health have provided decisive evidence so far, but for the remaining problems the perspectives of social sciences such as sociology and jurisprudence are highly necessary, similar to with the Minamata disease and Wonjin Rayon events. It may not be easy to follow this issue using unfamiliar terminology from medical and chemical science and the long, complicated history of the event. For these reasons the author has attempted to write this article in a question and answer format to render it easier to follow. The 17 questions are: Q1 What is humidifier disinfectant? Q2 What kind of health problems are caused by humidifier disinfectant? Q3 How many victims are there? Q4 What is the analysis of the 1,112 cases of death? Q5 What is the problem with the government's diagnostic criteria and the solution? Q6 Who made what brands? Q7 Has there been a recall? What is still on sale? Q8 Was safety not checked by any producers? Q9 What are the government's responsibilities? Q10 Is it true that these products were sold only in Korea? Q11 Why and how was it unveiled only in 2011 after 17 years of sales? Q12 What delayed the resolution of the victim issue? Q13 What is the background of the prosecutor's investigation in early 2016? Q14 Is it possible to report new victim cases without evidence of product purchase? Q15 What is happening with the victim issue? Q16 How does it compare with the cases of Minamata disease and Wonjin Rayon? Q17 Are there prevention measures and lessons?

• 조형예술학연구
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• 제7권
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• pp.5-63
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• 2005

Generally, the meanings of destruction are related in the meaning of demolition, breakdown, into fragments ... and so on, and the similar meanings are twist, crush, demolish, split, cut, into pieces , break up ... etc. Further, it has related in the cruelty and destructive heart which are linked with orgy, Sadism, Necrophilia and so on. The meanings are also expressed by the initial , which are deprivation, deface, defame, deform, degrade, delegitimize, denounce , deride, destroy, devalue, as well as debase, debunk, declaim, declassify, decry, delete, denigrate, deprecate, despise or detract ...and so on. Dario Gamboni has discussed the meaning in his book as two categories Iconoclasm and Vandalism. And the similar meanings could be found in the words which has the initial of , like abase, abate, abhor, abjure, abolish, abridge, abuse ...and so on. Even though the distinct meanings of Iconoclasm and Vandalism, it is not easy to distinguish clearly between the differences when the results are accomplished in contemporary paintings because of the similarity of the results. In korean vocabulary there are no similar words to distinguish between the meanings of destruction and deconstruction, and the deconstruction is not recorded in the general dictionaries. However the meaning of is diminishing, separation, contrast and so on. So the unification of the word as do-construction is not construct, minus construction, reverse construction. And Vincent Ditch explained that there are the meaning of destroy the text. From Jacques Derrida, the deconstruction strategy is to criticise the world of traditional metaphysics and logocentrism, and not to reconstruire the philosophical meaning of texts but $d\'{e}construire$ them. And Saussure emphasized that the signifers could have more meaning that there can be more signified in traditional texts in the art. as a result, deconstruction is explained that there are many signified meanings in a signifer. In this thesis , from using the meanings of destruction and deconstruction, to distinguish the expressive skills in contemporary art works are arising. Therefore, special methods which are linked in the destruction styles are selected. As a result, the two different purposes of destruction is arising, one is enmity destruction and the other is self destruction another word, auto destruction or destruction to create The enmity destruction can be distinguished by the two category Iconoclasm and Vandalism. They come from the moment of different historical aspect is arising and want to attack the Icon or masterpiece this concept is from the study of John Philips and especially iconoclasm is linked with religious and artistic heart, but Vandalism is come from the political attack. Sometime, this distinguish is not clearly arising, because the two aspects are co-related in the attack. As a result, firstly, the Iconoclastic controversy had arisen in the methods of Dadaism which has developed by Man Ray, Francis Picabia and Marcel Duchamp. They want to attack the pre-established master-pieces and painting spaces, and they had 'non-artistic attitude' not to be art. Since 1980, the German artist Anselm Kiefer adapted the methods and made them his special skills so he had tried to paint tough brush strokes and draw with hugh pallette image line and fire and water images , they can be the image attack as the Iconoclasm. secondly, the model of vandalism is to be done by hammer, drill, canon and so on. the method is to attack the content of painting. Further, the object of destruction is bound by cords and iron lings to demolish or to declare the authority of pre-statues; it symbolize the pre-authority is gone already. Self-destruction based paintings are clearly different in the purpose of approaching the art work. First of all, they can be auto-destruction, creative destruction and metamorphosis destruction, which is linked with the skill the material aspect and basic stature, and sign destruction or signifier destruction, which is link with the inner meaning destruction that is considered as the Semiotical destruction in post-modern paintings. Since 1960, the auto destruction is based on the method of firing, melting, grinding and similar skills, which is linked with Neo-Dada and reverse-assemblage. Metamorphosis destruction is strongly linked with the basic inner heart price and quality, so it can be resulted in the changedness of expectation and recognition. Tony Cragg has developed the skills to metamorphose the wood as stone or iron as cloth and stone as sponge and rubber and so on. The researcher has developed the same style in the series of since 2003. The other self-destructive methods are found in the skill of sign destruction. In the methods the meaning of the art is not fixed as one or two, but is developed multi-meaning and differ from original starting situation, so Jacques Derrida called the difference meaning in deconstruction. It is the destruction of textes. These methods are accomplished by David Salle, Francesco Clemente, and recently Tracy Emin, who has developed the attacking heart in the spectators' emotion. Sometime in the method of self-destruction, it is based on horror and shock, the method is explored by Demian Hirst and Jakes and Dinos Chapman. Their destructive styles stimulate ambivalent heart and destroy original sign of girl and animals.

• 만화애니메이션 연구
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• 통권49호
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• pp.611-631
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• 2017

우선 실습이 있고 난 다음, 페스티벌과 이론이 뒤따른다. 매체필름 자체보다 오래된 애니메이션 제작과 비교해서 이 영역의 페스티벌과 이론은 늦게 시작되었다. 애니메이션 1940년대 중반부터 시작된 프랑스 칸느와 같은 영화 페스티벌에서 1960년에 애니메이션 프로그램에 선보였고, 몇몇 단편적 이벤트들이 루마니아, 이탈리아 그리고 도쿄에서 이어졌다. 그리고 마침내 1972년 두 번째로 오래된 페스티벌인 자그레브 아니마페스트가 있다. 애니메이션 이론은 1980년대말 '큰누나'격인 필름 학회에 이어 애니메이션학회(the Society for Animation Studies) 같은 백인-미국인 사회와 연관되어 발전했다. 학술영역에 확장이 있어왔다. 프랑스와 독어권 나라들을 위시한 유럽권 애니메이션 연구와, 폴란드 혹은 크로아티아는 최근 이론학회와 출판을 하면서 뒤를 이어오고 있다. 실습과 페스티벌 그리고 이론 사이의 선명한 시너지는 언제나 애니메이션 아트 형식과 문화에 교두보를 정립하는 주요요소였다. 그러나 지난 몇 년 동안 경향은 애니메이션과 이론 사이의 보다 압착된 관계로 나아가고 있는 듯하다. 애니메이션 페스티벌은 이론적이고 과학적인 심포지움이나 컨퍼런스를 주최한다. 이런 컨퍼런스는 작가나 산업종사자들에게 열려있다. 강연 시작에 아니마페스트 스캐너 자체 개념의 짧은 반영은 린츠 에이알에스 일렉트로니카의 확장된 애니메이션 심포지움의 소개를 따른다. 토론은 나중에 ITFS 애니메이티드 필름 페스티벌과 슈투트가르트의 국제 애니메이션, 특수효과, VR, 게임과 트랜스 미디어의 다중 아카데미 심포지움에 초점을 맞춘다. 이러한 상황에 대한 연구는 예술과 과학, 이론과 산업의 허물어진 경계를 아티스트와 실무자, 학자, 큐레이터와 페스티벌 참가자들에게 다른 형식으로 드러낸다.