• 대중서사연구
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• 제26권3호
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• pp.189-219
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• 2020

이 글은 한돌 이흥건의 타래를 서사와 미학의 측면에서 분석한다. 이 때 등장하는 분석 요소는 자연과 인간, 소외와 관심, 분단과 통일, 디아스포라와 겨레 등 이항 대립의 현상과 본질이다. 1970년대 후반부터 1990년대 초반까지의 타래는 군사 독재 때부터 발생한 산업화와 도시화, 난개발, 서구화, 입시 위주 교육, 빈부 차, 인간 소외, 분단 갈등의 사회 문제를 무저항과 불복종의 정신으로 맞서는 상실과 고통의 체험 서사를 노래하였다. 그리고 창작 의욕이 단절된 공백기를 자기 성찰과 노력으로 극복한 이후의 타래는 '자연의 울림과 자기의 참모습', '디아스포라 의식과 겨레의 얼'을 일체화하는 디아스포라 서사시의 느낌이 두드러진다. <터>에서 시작한 조국과 국토, 겨레에 대한 서사시는 <한뫼줄기>를 전환점으로 뿌리보다 길을 찾는 디아스포라 의식이 선명해진다. 한돌은 음악보다 서사의 원천에서 영감을 얻는다. 그의 타래는 '노랫말을 위해서 리듬이 곁들어지는 것'에 치중한다. 이 때문에 타래가 갖는 기호학적 특성은 내재적 의미(슬픔의 정서)가 오묘해도 외형적 음운이 단순한 것이 한계다. 공감과 더불어 감동까지 끌어내는 데는 내포적(의미론적)인 부분과 외연적(음운론적)인 부분의 조화가 필요하다. 슬픔의 정서를 더 많은 사람이 공유하려면 음운론적 요소를 강화할 필요가 있다. 슬픔에 대한 공감과 감동은 동일한 경험의 이야기보다 비슷한 정서의 분위기에 이끌리는 경우가 더 많다. 타래 속 슬픔의 미학은 유년 시절부터 겪은 상실과 고독, 가난의 맥락에서 표출된 원초적인 체험 서사에서 출발하지만, 긴 공백기를 거치면서 심화한 슬픔의 미학은 타인(실향민, 해외 입양자, 러시아 고려인, 일본군 위안부 피해자 등)의 디아스포라 경험까지 자기화하면서 궁극적인구원 서사를 지향한다. 이로써 타래는 잠재적으로 민족의 한계를 뛰어 넘을 가능성도 지니게 되었다. '이산되는 소리'로서의 타래는 다른 세계 음악과의 접점에서 깊은 슬픔의 호소력으로 유리한 국면을 맞을 수 있다. 반다문화주의가 아닌 상호문화주의의 지향으로 글로벌 디아스포라 담론을 형성할 수도 있다. 한돌의 타래는 디아스포라 음악으로서 지속적으로 공감의 영역을 찾고 인식의 지평을 넓혀나가는 것이 향후 과제요 목표다.

• Journal of Acupuncture Research
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• 제17권1호
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• pp.27-41
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• 2000

The meridian system is the most essential and basic connecting structure that maintains the vital activities of viscera and bowels by connecting them with each part of body's surface. Doctors can understand the healthy condition, and the region and deficiency-excessiveness of disease by observing the condition of Qi flowing. Deficiency and excessiveness could be differentiated by various symptoms expressed in meridian system. Especially there could be several clues like pain, heat-cold, protuberance-depression, change of color and shine in the line of channel leads to the judgment of deficiency-excessiveness The diagnosis of deficiency and excessiveness can be generalized by quantification of elastic status in skin surface along the meridian system. By comparing data from measurement of elastic condition with those from traditional deficiency and excessiveness, it could be utilized for the development of oriental medicine. All biological activities in the human body are based on meridian system according to the oriental medicine. Also the meridian system is viewed as basic and essential structure connecting internal viscera and each part of body. The areas of expressed channel phenomena are muscle to bone, muscle to muscle and bone to bone. These areas are called depression where meridian system is present and any changing state on those points can be measured. It could be difficult in diagnosing the reaction of meridian system because doctor can depend on his own judgment. Therefore, it is necessary to quantify and indexate channel reactions. To quantify the channel reactions, specially manufactured instrument was used to quantify the protuberance and depression to differentiate the deficiency and excessiveness. The results follow as below; 1. The elastic index measurement by the equipment proved a pattern of agreement showing the values that ranged within standard deviation 0.05kgf/cm throughout the experiment except few cases' measurement in CV-17. 2. To evaluate the state of deficiency & excessiveness of elastic index measurements in frontal point, elastic index measurements in the front paint were compared to the elastic index measured surrounding the point within 2.5 cm. Such result of indexing procedure was closely matched to the concept of palpitation. 3. If the elastic index values in the surrounding front point closely located to the elastic index values in the front point, the judgement on the state of deficiency and excessiveness was delayed. Otherwise, it was judged as deficiency or excessiveness. 4. Out of total 12 cases of comparing the elastic index values to the elastic index values in the surrounding front point, Three to nine front points were judged as either in the state of deficiency or excessiveness. 5. Among the nine front points judged as either in the state of deficiency or excessiveness, Four cases were matched to the electric index measured by EAV that evaluating the internal organs by five different phases. If more clinical cases are accumulated, it is expected to systematically theorize and improve the concept of deficiency and excessiveness in the internal organs using the front point.

• 대한간호학회지
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• 제26권4호
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• pp.946-962
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• 1996

The purpose of this study was to contribute to the development of clinical instruction by students' ratings of teaching effectiveness in clinical nursing education. The subjects were comprised of graduating class 618 students from 24 nursing colleges in the nation. The instruments used in this study were "general characteristics & status of clinical nursing education" developed by the researcher and "Instrument to Measure Effectiveness of Clinical Instructors" by Reeve(1994). The 50 questions used in the questionaire were categorized into 13 components subject to factor analysis. The 13 components were interpersonal relationships, communication skills, role model, resource for students, favorable to students, encouraging to think for selves, teaching methods, evaluation, finding assignments for objectives, organization of subject matter, professional competence, knowledge of subject matter & working with agency personnel. The results of this study are as follows 1. Status of clinical nursing educaion : 1) Clinical nursing education were led by nursing professors(44.9%), a team of both nuring professor & head nurse(6.8%), instructors from specific hospital(15.1%), instuctos for a specific subject(14.6%), & head nurse(6.8%). For 3-year program students, 34.6% of the clinical nursing education were led by instructors from specific hospital & 51.4% of the education by nursing professors for Bachelor's program. 2) The contents for clinical education comprised of Conference being the most frequent of 34.5% ; a combination of Nursing skills, Orientation, Conference etc.22.0% : Nursing process 21.7% : Orientation 13.5% : Inspection(making rounds ) 6.4%, & Nursing skills of 2% being the least frequent. 3) Students' preference of clinical teachers from the highest to the lowest were instructors for a specific subject being the most desired (44.9%) followed by nursing professor, head nurse, a team of both nursing professor & head nurse, & instructors from specific hospital being the least desired. 4) Students felt that the qualification for clinical teachers should be at least a master's degree holder and 5 or more years of clinical experience. The reason they felt was because knowledge & experience are imperative for professional education. 2. Clinical teaching effectiveness : The total points for teaching effectiveness was 147.97(mean of 2.95±0.98) where the total score is considered to be an average rating. 3. Teaching effectiveness as status of clinical nursing education : 1) The score ratings for the clinical instructors from the highest to the lowest were as follows : instructors for a specific subject, instructors from specific hospitals, a team of both nursing professors & head nurses, nursing professors, head nurses, which resulted in significunt difference(F=4.53, P<0.001). 2) The rating scores based on the teaching program from the highest to the lowest were as follws ; nursing skills, nursing process, a combination of nursing skills, orientation, conference etc. , conferences, orientation, inspection, which resulted in significunt difference(F=10.97, P<0.001). 4. Based on 13 categorized components from the questionaires, questions related to communication skills scored the highest points of 3.20 where inquiries regarding resource for students scored the lowest points of 2.38. 5. Among the 13 categorial components from the questionaire, Interpersonal relationship, Communication skills, Resource for students, Encouraging to think for selves, Evaluation, Teaching method, Finding assignment for objectives, Organization of subject matter, Professional competence, & Working with agency personnel, instructors for a specific subject scored the highest points and head nurse scored the lowest, which resulted in significant difference. Favorable for students, instructors for a specific subject scored highest points and nursing professor scored the lowest, which resulted in significant deference (F=5.39, P<0.001). Role model & Professional competence, instructors for a specific subject scored the highest points and head nurse scored the lowest, with minimum variation(F=1.29, P>0.05 : F=1.64, P>0.05) 6. Based on 13 categorial components as a whole, the highest points scored among the 5 groups of clinical teachers was instructors for a specific subject and the lowest, by head nurse(F=1.94, P<0. 001). A team of both nursing professor & head nurse attained higher score in clinical education than their independent education.

• 경영과정보연구
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• 제3권
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• pp.287-316
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• 1999

Cyberspace permits us to more beyond traditional face-to-face, mail and telephone surveys, yet still to examine basic issues regarding the quality of data collection: sampling, questionnaire design, survey distribution, means of response, and database creation. This article address each of these issues by contrasting and comparing traditional survey methods(Paper-and-Pencil) with Internet or Personal Computer networks-mediated (Screen-and-Keyboard) survey methods also introduces researchers to this revolutionary and innovative tool and outlines a variety of practical methods for using the Internet or Personal Computer Networks. The revolution in telecommunications technology has fostered the rapid growth of the Internet all over the world. The Internet is a massive global network and comprising many national and international networks of interconnected computers. The Internet or Personal Computer Networks could be the comprehensive interactive tool that will facilitate the development of the skills. The Internet or Personal Computer Networks provides a virtual frontier to expand our access to information and to increase our knowledge and understanding of public opinion, political behavior, social trends and lifestyles through survey research. Comparable to other technological advancements, the Internet or Personal Computer Networks presents opportunities that will impact significantly on the process and quality of survey research now and in the twenty-first century. There are trade-offs between traditional and the Internet or Personal Computer Networks survey. The Internet or Personal Computer Networks is an important channel for obtaining information for target participants. The cost savings in time, efforts, and material were substantial. The use of the Internet or Personal Computer Networks survey tool will increase the quality of research environment. There are several limitations to the Internet or Personal Computer Network survey approach. It requires the researcher to be familiar with Internet navigation and E-mail, it is essential for this process. The use of Listserv and Newsgroup result in a biased sample of the population of corporate trainers. However, it is this group that participates in technology and is in the fore front of shaping the new organizations of interest, and therefore it consists of appropriate participants. If this survey method becomes popular and is too frequently used, potential respondents may become as annoyed with E-mail as the sometimes are with mail survey and junk mail. Being a member of the Listserv of Newsgroup may moderate that reaction. There is a need to determine efficient, effective ways for the researcher to strip identifiers from E-mail, so that respondents remain anonymous, while simultaneously blocking a respondent from responding to a particular survey instrument more than once. The optimum process would be on that is initiated by the researcher : simple, fast and inexpensive to administer and has credibility with respondents. This would protect the legitimacy of the sample and anonymity. Creating attractive Internet or Personal Computer Networks survey formats that build on the strengths of standardized structures but also capitalize on the dynamic and interactive capability of the medium. Without such innovations in survey design, it is difficult to imagine why potential survey respondents would use their time to answer questions. More must be done to create diverse and exciting ways of building an credibility between respondents and researchers on the Internet or Personal Computer Networks. We believe that the future of much exciting research is based in the Electronic survey research. The ability to communicate across distance, time, and national boundaries offers great possibilities for studying the ways in which technology and technological discourse are shaped. used, and disseminated ; the many recent doctoral dissertations that treat some aspect of electronic survey research testify to the increase focus on the Internet or Personal Computer Networks. Thus, scholars should begin a serious conversation about the methodological issues of conducting research In cyberspace. Of all the disciplines, Internet or Personal Computer Networks, emphasis on the relationship between technology and human communication, should take the lead in considering research in the cyberspace.

• 대한간호학회지
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• 제25권1호
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• pp.61-79
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• 1995

When children are admitted to hospital, they have to adapt to new and unfamiliar stimuli. Children may respond with fear to stimuli such as pain or unfamiliar experiences. One goal of nursing is to help hospitalized children to adapt effectively to their hospital experience. Accordingly, nurses need to assess childrens' fears of their hospital experience to contribute to the planning of care to alleviate these fears. The problem addressed by this study was to identify and measure hospital-related fears(hereafter called HRF) in hospitalized school-aged children. The study was conceptualized with Roy's model. A descriptive qualitative approach was used first, followed by a quantitative approach. This study was conducted from November 30, 1989 to January 12, 1991. The sample consisted of 395 hospitalized school-aged children selected through an allocated sampling technique in nine general hospitals. The HRF questionnaire (three point likert scale ) was developed by a delphi technique. The data were analyzed by an SAS program. Factor analysis was used for the examination of component factors. Differences in the HRF related to demographic variables were examined by t-test, analysis of variance and the Scheffe test. The crude scores of the HRF scale were transformed into T- scores to calculate the standard scores. The results included the following : 1. Forty-four items were derived from 188 statements identifying the childrens' hospital-re-lated fears. These items clustered into 14 factors, fear of injections, operations, bodily harm others' pain, medical rounds, physical examinations, medical staff, disease process, blood and X-rays, drugs and cockroaches, tests, harsh discipline from parents or staff, being absent from school, and separation from family. The 14 factors was classified into four categories,'pain','the unfamiliar','the un-known' and 'separation'. 2. The reliability of the HRF instruments was .92(Cronbach's alpha). In the factor analysis, Cronbach's alpha coefficients for the 14 factors ranged from .84 to .86 and Cronbach's alpha coefficients for the four categories ranged from .70 to .84. Pearson correlation coefficient scores for relationships among the 14 factors ranged from ,11 to .50, and among the four categories, from ,44 to ,63, indicating their relative independence. 3. The total group HRF score ranged from 45 to 130 in a possible range of H to 132, with a mean of 74.51. The fears identified by the children were, in order, injections, harsh discipline by parents or staff, bodily harm, operations, medical staff, disease process, and medical rounds ; the least feared was others' pain. The fear item with the highest mean score was surgery and the lowest was examination by a doctor. HRF scores were higher for girls than for boys, and for grade 1 students than for grade 6 students. HRF scores were lower for children whose fathers were over 40 than for those whose fathers were in the 30 to 39 age group, and whose mothers were over 35 than for those whose mothers were in the 20 to 34 age group. HRF scores were lower when the mother rather than any other person stayed with the child. The expressed fear of pain, the unfamiliar, the un-known and of separation directs nurses' concern to the threat felt by hospitalized children to their concept of self. This study contributes to the assessment of fears of hospitalized children and of stimuli impinging on those fears. Accordingly, nursing practice will be directed to the alleviation of pain, pre-admission orientation to the hospital setting and routines, initiation of information about procedures and experiences and arrangments for mothers to stay with their children. Recommendations were made for further research in different settings and for development and testing of the instrument.

• 대한음성학회:학술대회논문집
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• 대한음성학회 1997년도 7월 학술대회지
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• pp.176-178
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• 1997

To make a long story short I made up my mind to experiment with a multimedia approach to my classroom presentations two years ago because my ways of giving instructions bored the pants off me as well as my students. My favorite ways used to be sometimes referred to as classical or traditional ones, heavily dependent on the three elements: teacher's mouth, books, and chalk. Some call it the 'MBC method'. To top it off, I tried audio-visuals such as tape recorders, cassette players, VTR, pictures, and you name it, that could help improve my teaching method. And yet I have been unhappy about the results by a trial and error approach. I was determined to look for a better way that would ensure my satisfaction in the first place. What really turned me on was a multimedia CD ROM title, ELLIS (English Language Learning Instructional Systems) developed by Dr. Frank Otto. This is an integrated system of learning English based on advanced computer technology. Inspired by the utility and potential of such a multimedia system for regular classroom or lab instructions, I designed a simple but practical multimedia language learning laboratory in 1994 for the first time in Korea(perhaps for the first time in the world). It was high time that the conventional type of language laboratory(audio-passive) at Hahnnam be replaced because of wear and tear. Prior to this development, in 1991, I put a first CALL(Computer Assisted Language Learning) laboratory equipped with 35 personal computers(286), where students were encouraged to practise English typing, word processing and study English grammar, English vocabulary, and English composition. The first multimedia language learning laboratory was composed of 1) a multimedia personal computer(486DX2 then, now 586), 2) VGA multipliers that enable simultaneous viewing of the screen at control of the instructor, 3) an amplifIer, 4) loud speakers, 5)student monitors, 6) student tables to seat three students(a monitor for two students is more realistic, though), 7) student chairs, 8) an instructor table, and 9) cables. It was augmented later with an Internet hookup. The beauty of this type of multimedia language learning laboratory is the economy of furnishing and maintaining it. There is no need of darkening the facilities, which is a must when an LCD/beam projector is preferred in the laboratory. It is headset free, which proved to make students exasperated when worn more than- twenty minutes. In the previous semester I taught three different subjects: Freshman English Lab, English Phonetics, and Listening Comprehension Intermediate. I used CD ROM titles like ELLIS, Master Pronunciation, English Tripple Play Plus, English Arcade, Living Books, Q-Steps, English Discoveries, Compton's Encyclopedia. On the other hand, I managed to put all teaching materials into PowerPoint, where letters, photo, graphic, animation, audio, and video files are orderly stored in terms of slides. It takes time for me to prepare my teaching materials via PowerPoint, but it is a wonderful tool for the sake of presentations. And it is worth trying as long as I can entertain my students in such a way. Once everything is put into the computer, I feel relaxed and a bit excited watching my students enjoy my presentations. It appears to be great fun for students because they have never experienced this type of instruction. This is how I freed myself from having to manipulate a cassette tape player, VTR, and write on the board. The student monitors in front of them seem to help them concentrate on what they see, combined with what they hear. All I have to do is to simply click a mouse to give presentations and explanations, when necessary. I use a remote mouse, which prevents me from sitting at the instructor table. Instead, I can walk around in the room and enjoy freer interactions with students. Using this instrument, I can also have my students participate in the presentation. In particular, I invite my students to manipulate the computer using the remote mouse from the student's seat not from the instructor's seat. Every student appears to be fascinated with my multimedia approach to English teaching because of its unique nature as a new teaching tool as we face the 21st century. They all agree that the multimedia way is an interesting and fascinating way of learning to satisfy their needs. Above all, it helps lighten their drudgery in the classroom. They feel other subjects taught by other teachers should be treated in the same fashion. A multimedia approach to education is impossible without the advent of hi-tech computers, of which multi functions are integrated into a unified system, i.e., a personal computer. If you have computer-phobia, make quick friends with it; the sooner, the better. It can be a wonderful assistant to you. It is the Internet that I pay close attention to in conjunction with the multimedia approach to English education. Via e-mail system, I encourage my students to write to me in English. I encourage them to enjoy chatting with people all over the world. I also encourage them to visit the sites where they offer study courses in English conversation, vocabulary, idiomatic expressions, reading, and writing. I help them search any subject they want to via World Wide Web. Some day in the near future it will be the hub of learning for everybody. It will eventually free students from books, teachers, libraries, classrooms, and boredom. I will keep exploring better ways to give satisfying instructions to my students who deserve my entertainment.

• Restorative Dentistry and Endodontics
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• 제34권5호
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• pp.450-459
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• 2009

본 연구의 목적은 새로 개발한 점탄성 측정기를 사용하여 수종의 광중합 복합레진의 초기 동적 점탄성 변화를측정하는 것이다. 본 연구에 사용된 점탄성 측정기는 세 부분으로 구성되었다. 첫째, 시편이 놓여지는 parallel plates; 둘째, DC 모터와 크랭크로 이루어진 회전진동전단변형 (Oscillatory shear strain)을 발생시키는 부분; 셋째, 전자기적 토크센서를 이용한 응력 측정 부분으로 구성되었다. 본 점탄성 측정기는 최대 2 Ncm의 토크를 측정할 수 있으며, 광중합기의 스위치는 컴퓨터와 연동하여 데이터 획득을 시작할 때 동시에 켜지도록 하였다. 본 연구에서는 시판 중인 6종의 광중합 복합레진 [Z-100 (Z1), Z-250 (Z2), Z-350 (Z3), DenFil (DF), Tetric Ceram (TC), Clearfil AP-X (CF)]을 사용하였다. 점탄성 측정기를 사용하여 동적 회전전단실험을 시행하였다. 직경 3 mm인 유리막대로 구성된 parallel plates 사이에 $14.2\;mm^3$의 복합레진을 적용시켰으며, 6 Hz의 진동수와 0.00579 rad의 진폭으로 변형을 가하고 발생된 응력을 측정하였다. 광중합이 시작됨과 동시에 측정이 시작되었으며, 광중합 후 10초 동안 점탄성의 변화를 관찰하였다. 각 복합레진에 대해 5 회 반복하여 측정하였고, 실험은 $25{\pm}0.5^{\circ}C$에서 진행되었다. 측정된 변형-응력 곡선으로부터 복소전단탄성계수 G*, 저장전단탄성 계수 G', 손실전단탄성 계수 G"를 구하였고 G*가 10 MPa에 이르는 시간을 구하였다. 각 재료의 복소전단탄성계수 G*와 10 MPa에 이르는 시간에 대해 일원분산분석 (One-way ANOVA)과 사후검정 (Tukey 검정)을 시행하였다 (${\alpha}$= 0.05). 결과는 다음과 같다. 1.본 연구를 위해 제작한 점탄성 측정기는 광중합 복합레진의 중합 초기 10초 동안의 동적 점탄성 변화를 신뢰성 있게 측정 할 수 있었다. 2. 모든 복합레진은 광조사 개시 후 $1{\sim}2$초의 불응기를 지난 다음 급격한 전단탄성계수의 증가를 보였다. 3. 모든 복합레진은 광중합 10 초간 손실전단탄성계수보다 저장전단탄성계수의 높은 증가를 보였다. 4. 광중합 초기 10초 후 복소전단탄성계수 값은 $150.3{\sim}563.7\;MPa$로, Z-100이 가장 높았고, 그 다음 Clearfil, Z-250, Z-350, Tetric Ceram, DenFil의 순이었다. 5. 복소전단탄성계수가 10 MPa에 이르는 시간은 Z-100이 2.55초로 가장 빨랐고, DenFil이 4.06초로 가장 느렸다.

• 분석과학
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• 제35권3호
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• pp.136-142
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• 2022

안락사 시킨 유기견의 사체를 고온 및 고압 처리하여 가루로 만들고 사료 원료(육골분)로 사용했다는 언론보도에 따라 안락사에 사용된 마취제 케타민과 덱스메데토미딘의 사료 내 잔류가능성이 제기되었다. 이에 신속한 잔류 조사를 위해 QuEChERS 전처리와 질량분석기를 이용한 동시분석법을 개발하였다. 개발된 동시분석법의 직선성은 0.999 이상을 보였다. 선택성은 무처리 시료와 케타민과 덱스메데토미딘이 정량한계수준으로 처리된 시료의 비교를 통해 평가하였고, MRM 크로마토그램을 확인한 결과 각각의 머무름 시간에서 매질의 간섭은 없었다. 검출한계는 0.6 ㎍/L, 정량한계는 2 ㎍/L로 설정하였으며, 분석법의 최종 정량한계는 10 ㎍/kg로 설정하였다. 육골분, 육분, 애완용 배합사료 중 케타민의 회수율 실험 결과, 80.48-98.63 %, 상대표준편차 5.00 % 이하의 결과를 보였으며, 덱스메데토미딘은 회수율 72.75-93.00 %, 상대표준편차 4.83 % 이하의 결과를 보였다. 개발된 분석법을 활용하여 케타민과 덱스메데토미딘의 잔류실태조사를 실시하였다. 해당 원료가 배포된 시기에 제조된 육골분 등의 사료 6 점을 수거하여 분석한 결과, 육골분 시료 한점에서 케타민이 10.8 ㎍/kg이 검출되었고, 덱스메데토미딘은 정량 한계 미만의 농도로 확인되었다. 이에 해당 원료를 사용한 제품은 전량 회수, 폐기되었다. 이후에도 육골분 사료의 안전성 확보를 위해 육골분 및 배합사료 등의 시료 32점을 추가로 수거하여 케타민과 덱스메데토미딘에 대한 잔류 조사를 실시 하였고, 분석결과 두 성분 모두 검출되지 않았다. 하지만 이번 조사를 통해 마취제 같은 의약품들이 고온 및 고압에도 분해되지 않고 잔류할 수 있다는 사실을 확인하였고, 이에 따라 육골분 사료에서 관리하고 있지 않은 다른 잠재적 유해물질들에 대한 조사의 필요성이 제기되었다.

• 항공우주정책ㆍ법학회지
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• 제25권1호
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• pp.205-236
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• 2010

본 연구는 '우주폐기물'(space debris)을 포한한 우주의 환경보호를 위한 국제우주법을 살펴보고자 하는 것인데, 1967년 우주조약을 포함한 1968년 구조협정, 1972년 책임협약, 1975년 등록협약, 1979년 달협정이 국제법상 우주에서의 환경문제를 다루는 조약이지만 이에 관하여 비교적 매우 적게 다루고 있다. 그 이유는 이 협약들이 제정될 당시 국가들은 우주활동의 기본규칙제정에 주로 관심을 쏟았지 우주활동과정에서 파생되는 환경훼손이나 위험요소에 관한 문제는 그리 심각한 문제가 아니었기 때문이다. 특히 1967년 우주조약은 '유해한 오염'(harmful contamination)이나 '유해한 방해'(harmful interference), '환경의 불리한 변화'(adverse changes in the environment)이라는 용어만 사용할 뿐 이것들에 대한 정의가 없으며, 1979년 달협정 역시 우주조약과 마찬가지로 '유해한 오염', '불리한 변화', '환경의 방해'(disruption of the environment), '유해한 영향'(harmfully affecting) 등과 같은 중요한 개념에 대한 정의를 내리지 못하고 있다. 이 두 협약은 구조협정과 등록협약과 함께 모두 '우주폐기물'(space debris)에 관하여 언급 하지 않고 있다. 또한 1972년 책임협약이 배상문제를 다루고 있지만 동 협약에서 규정하고 있는 우주물체(space objects)의 개념에 우주폐기물이 포함되는지의 여부도 Cosmos 954 사건의 선례에도 불구하고 아직 불분명하다. H. A. Baker도 우주환경에 대한 손해(damage to the outer space environment)는 책임협약의 범위를 넘는 것이며 결론적으로 책임협약이 우주폐기물을 다루는 협약인지는 불분명하다고 한 바 있다. 이러한 면에서 우주폐기물을 포함한 환경보호문제를 위하여 기존협약들을 수정 보완하는 별도의 추가의정서를 채택하거나 또는 별도의 조약을 제정하자는 필요성이 제기되는 것이다. 한편 COPUOS의 우주폐기물 경감에 관한 가이드라인이나 NPS원칙과 같은 UN 결의나 ILA 협약초안과 같은 협약의 초안들은 엄밀하게 말해서 법적 구속력은 없다. 다시 말해서 이것들은 국가들을 구속하는 법문서는 아니다. 현존하는 우주법에 관한 조약들의 관점에서 볼 때는 일종의 권고의 형태로써 우주관련조약들의 보충적 역할을 할 수 있을 뿐이다. 그럼에도 불구하고 많은 학자들이 이러한 결의 속에 나타난 몇 개의 원칙들은 국제관습법을 표명하고 있다고 주장하기도 한다. 예를 들어 우주에서의 NPS의 통지나 사용, 책임에 관한 규칙들은 법의 일반적 성격에 대한 기초를 형성하는 것으로 간주되는 '근본적으로 규범설적 성격'(a fundamentally norm-creating character)을 지닌 것으로 볼 수 있는데, 국가관행이 이를 더욱 증명해주고 있다. 이러한 결의들을 연성법(soft law)이라고 하는데 연성법은 경성법(hard law)인 조약의 부족한 부분을 보충해주고 있으며, 조약으로 발전하기도 한다. 또한 연성법은 국가들이 점차 수용할 때 그것은 국제관습법이 될 수 있으며 국제관습법은 모든 국가를 구속한다는 점에서 그 의의를 찾을 수 있다.

• 한국해안·해양공학회논문집
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• 제32권2호
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• pp.135-145
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• 2020

해양에서의 파랑관측은 부이나 압력계 등을 이용하여 수면변위를 관측하는 직접관측방법과 Radar를 이용하여 관측하는 원격관측방법으로 구분된다. 직접관측방법은 정확도가 높지만, 악기상 시 파손 및 유실 위험이 크며 외해 설치 시 많은 유지 보수비용이 필요하다는 단점을 가지고 있다. 반면 Radar와 같은 원격관측방법은 장비를 육지에 계류하여 유지관리가 용이하지만 직접관측방법과 비교하면 정확도가 다소 낮은 단점이 있다. 본 연구에서는 원격파랑관측자료의 품질을 개선하기 위해 독도에 설치되어 운영 중인 MIROS Wave and Current Radar(MWR) 관측자료의 수집 및 분석을 하였으며, 이를 기상청에서 운영 중인 해양파고부이(CWB)의 관측자료와 비교하였다. 그리고 MWR 관측자료의 품질을 개선하기 위해 1) MIROS사에서 개발한 필터(Reduce Noise Frequency, Phillips Check, Energy Level Check)의 복합적인 사용(최적필터; Optimal Filter), 2) OOI(Ocean Observatories Initiative)에서 개발한 Spike Test 알고리즘(Spike Test) 그리고 3) 유의파고-주기 관계식을 이용한 새로운 필터(H-Ts QC)를 사용하여 신뢰도가 낮은 이상자료(Noise; 시계열 자료 중 급격하게 자료가 발산하여 정상자료가 아닌 것으로 판단되는 자료)의 제거 및 보정을 수행하였다. 결과적으로 3가지의 품질관리기법을 적용한 MWR의 파랑관측자료는 유의파고에 대해서는 일정 부분 신뢰도를 가지지만 유의파주기에서는 여전히 오차가 존재하며 이에 대한 개선이 요구된다. 또한, MWR의 파랑관측자료는 3 m 이상의 고파랑에서는 CWB와 다소 양상이 달라지는 한계가 발생하므로 이를 위한 장기간의 원격파랑관측 자료의 수집과 분석, 그리고 필터 개발 등에 관한 지속적인 연구가 필요하다.