Earticle

Abusive Language is the negative language expressions used when insulting or cursing persons. This is one of the forms of frustration aggression. It might be said that the linguistic offensive act of bursting out occurs when people are ignored or some desires collapsed. A human being has personality and morality as the lord of all creatures, and therefore if they reveal their animal instinct to others or break the moral standards, they would be condemned. The rate of this phenomenon appears remarkably in the countries based on Confucian culture. The ratio of abusive language related to sex and animals shows very highly in Korea and China. Both countries have a similar cultural background, specifically that of Confucian culture. Therefore, they have very similar moral sense and ethical consciousness. The abusive language through an insult or debasement of someone or something directly referring undesirable appearance, moral imperfection, low social position, physical or mental disability, undesirable family line, excrement and excretion and immoral sexual relationship has many similarities in countries with Confucian culture. The ones related to animals and punishment have many differences relatively because of the differences of metaphorical expressions and the means for punishment. Accordingly they have differences in the midst of similarities. There are remarkable differences in not only the content but the frequency in both countries’ abusive language culture. Chinese abusive language related to physical and mental disabilities and a talkative behavior among behaviors show very high frequency. Also, the rate of abusive language related to the extinction of one’s family line among ones related to the preservation of lineage appears highly. On the contrary, in Korean abusive language, the ones related to disease, death, excrement and excretion appear frequently. Hence Korean ones have more abstraction compared with Chinese ones. In indirect abusive language, there is the difference in content and frequency. In ones related to a punishment, there is difference in the content. The rate of frequency of what is higher in Korea. In ones related to animals, “rabbit, turtle and pig” are used in the ones related to sex and “cow, bear, pig and donkey” are used in ones related to intelligent ability in China. This is the typical tendency in Chinese abusive language. Also, a high frequency of them appear. The culture of abusive language has many differences in indirect expressions especially between Korean and Chinese ones, even though they have many similarities. Therefore, as mentioned before, it could be concluded that between Chinese abusive language and Korean ones many differences and similarities show at the same time.

This paper reviews the grammar-translation method and the communicative approach, which are representative methods for teaching Korean as a second language. Also, it suggests a constructive way of grammar teaching from the perspectives of both text and teaching method. The following five items are mentioned as important teaching methods. ① The goal of teaching is to improve communicative competence. ② Deductive/Inductive teaching and evincive/allusive teaching should be used selectively. ③ Efficiency and suitability should be equally recognized. ④ The PPP model and TTT model should be used as basic models for the class. ⑤ An appropriate teaching method, such as the consequence-centered, process-centered, or function-centered methods should be selected based on teaching goals and progress levels.

This article is designed to consider the current situation in Korean education for overseas Korean and to seek a way of promoting Korean Language Education in general. I firstly present the aims of Korean education for overseas Korean and then deal with the general matters such as its curriculum, teaching and learning materials, teaching methodologies, evaluation, and teachers. Afterwards, I consider the current situation and issues according to nations dividing into the US, China, CIS, and Japan. Finally, based on the previous discussion, I present possible improvement plans for Korean language education for overseas Korean as follows: ① The aims of Korean education as a heritage language have to be clarified. ② Supporting Policies have to be ready. ③ Text books have to be developed to be suitable to the actual places. ④ Korean teachers have to be actively fostered. ⑤ Enticement plans for Koran Language learning have to be prepared. ⑥ Long distance education has to be maximally adopted. ⑦ Language rules have to be unified. ⑧ Dormitories have to be available. (Seoul National University)

본 연구에서는 갈락토오즈의 현장검사(point-of-care testing, POCT)를 위한 일회용 갈락토오즈 바이오센서 개발에 관해 논하고자 한다. Galactose oxidase(GAO)와 horseradish peroxidase(HRP) 두 효소를 0.05 M phosphate 완충용액에 용해시킨 후 스크린 프린팅(screen printing) 방법으로 제작한 전극위에 고정화하여 센서를 제작하였다. 이렇게 제작된 센서를 이용하여 $100{\mu}L$ 이하의 시료를 이용하여 갈락토오즈를 90초 이내에 측정하였다. 전극에서의 반응을 최적화하기 위하여 GAO 효소가 가장 우수한 활성을 나타내는 pH 7.0 완충용액을 이용하여 GAO와 HRP 효소를 1:1로 고정화하고, 1mM 1,1'-ferrocene-dimethanol 전자전달매개체를 도입하여 센서를 제작하였다. 유리 탄소전극의 경우 100 mV (vs Ag/AgCl), 스크린 프린트된 전극의 경우 -100 mV(vs Ag/AgCl)의 인가전압을 적용하였다. 본 연구에 의해 개발된 센서는 $0{\sim}400{\mu}M$의 갈락토오즈 농도에 대하여 우수한 직선성($r^2$ = 0.997, S/N = 3)을 나타내었고 낮은 인가전압을 적용하여 갈락토오즈를 측정하므로, ascorbic acid, uric acid 그리고 acetaminophen과 같은 방해물질의 영향을 최소화 할 수 있었다. 또한 갈락토오즈 표준 용액에 대하여 만족할 만한 재현성을 나타내었다(CV = 5%).

In principle, the blood galactose level may be determined conveniently with a strip-type biosensor similar to that for glucose. In this study, we describe the development of a disposable galactose biosensor strip for point-of-care testing. The sensor strip is constructed with screen-printed carbon paste electrode (SPCE) and sample amount (< $100{\mu}L$). The developed strip the galactose level in less than 90 s using bienzymatic system of galactose oxidase (GAO) and horseradish peroxidase (HRP). The effects of pH, mediator (1,1-ferrocenedimethanol) concentration, ratio of enzymes, and applied potential were determined preliminarily with glassy carbon electrodes, and optimized further with the strip-type electrodes. The sensor exhibits linear response in the range of $0{\sim}400{\mu}M$ ($r^2$ = 0.997, S/N = 3). Since a low working potential, in principle, the fabricated disposable galactose biosensor has -100 mV (vs. Ag/AgCl), it is applied for the detection of galactose, interfering responses from common interferents such as ascorbic acid, uric acid and acetaminophen could be minimized. The sensor has been used to determine the total galactose level in standard samples with satisfactory reproducibility (CV = 5 %).

최근에 들어와 언제, 어디서나, 무엇이든, 누구라도 하나의 단말로 연결되는 유비쿼터스 시대가 본격적으로 도래하고 있다. 유비쿼터스 시대의 개막은 교육 환경에서도 적용되는데 언제 어디서나 수월성, 보편성, 보충 교육 등 다양한 학습 서비스를 학습자 스스로 선택해 참여함으로써 교육 부문의 유비쿼터스 서비스 모델을 도출하고 극복해야 할 과제를 분석하여 유비쿼터스 시대의 교육환경에서의 바람직한 대응방안을 제시하고자 한다.

우리들은 독일이나 예멘의 통일보다 더욱 모범적으로 통일을 성취할수 있도록 조용하게 통일의지를 다지면서 안보의 질을 내실있게 높여나가 북한 스스로가 분쟁과 갈등의 평화적 해결을 위해 앞장서 노력하도록 국력과 통일역량을 신장시키는데 가일층 노력하여야 할 것이다

이 글은 국어교육의 지난날을 돌아보고, 오늘을 반성하며 내일의 발전을 모색한 것이다. 국어교육은 갑오경장 이후 비로소 학교교육에서 실시되었다. 그리고 해방 이후 본격적으로 수행되었다. 이는 미군정 하의 교수요목 시대를 거쳐, 대한민국 수립 이후 7ㆍ8차의 교육과정의 개정을 거치며 행해졌다. 이러한 국어교육은 세계적 교육사조를 반영하고, 한국적 여건을 감안한 정책 아래 변화ㆍ발전하였다. 오늘날 국어교육은 정상궤도에 올라섰다. 그러나 발전의 여지는 여전히 존재하는 것이며, 반성할 면도 없지 않을 수 없다. 이에 이 글에서는 몇 가지 국어교육의 문제점을 지적하고 개선의 방향을 모색해 보았다. 논의의 중요 사항은 다음과 같은 9가지이다. 1. 국어교육의 목표 재검 및 조정이 필요하다. 2. 언어의 기능 확인 및 국어교육의 위상 강화가 필요하다. 3. 국어교육 내용체계의 영역에 대한 재검이 필요하다. 4. 국어교육에 언어문화교육의 강화가 필요하다. 5. 사고력을 배양하는 교육의 강화가 필요하다. 6. 지식교육이 생활언어 위주의 교육으로 바뀌어야 한다. 7. 국어교육에서 한자교육이 행해져야 한다. 8. 사실에 대한 설명이 없는, 용어만의 교육을 지양해야 한다. 9. 외국어로서의 한국어 교육을 포섭해야 한다.

I recollect past time, reflect present time, and research tomorrow's development of korean language education in this paper. Had begun at school education since the Gabo Reform of 1984, the Korean language education was performed systematically with Korea's liberation from Japan. It has been performed through 7, 8th reformation of curriculum age, after it went through the period of syllabus. That curriculum reflected global educational trend and especial korean circumstances at the same time. Korean language education of present day entered in the right track. But it's development must be continued. Therefore I pointed out some problems of Korean language education and some method of improvement of it. Items of argument are following eight points. 1. Reexamination and mediation of Korean language education's aims at. 2. Confirmation of language's function and enforcement of Korean language education's phase. 3. Reexamination of Korean language education's genre. 4. Enforcement of language-culture education in Korean language education. 5. Need of education to increase thinking power of learners. 6. Change from knowledge oriented education to the ordinary language oriented education. 7. Enforcement of Chinese character education in Korean language education. 8. Aufheben of terminology education without explaining about concrete fact. 9. Korean language education must hold Korean language education for foreigner in it's arms.

The development for main system of urban rail and for localizing components adequately copes with the rapidly changing environment of the railway also through a long-term plan to prepare from major part discontinued, we promote improving railway skills and continual parts supply. In this paper, since Busan Subway Line 2 opened, we constantly maintained onboard signaling device and localized the device that is a problem in the operation, and through the fault cause analysis, solved problem, performed self-research and development. it described signal stability system based on own research conducted. and we go ahead with conditional purchase of specific parts to prepare in case of components discontinued. The onboard signaling device of Busan Subway Line 2 is a system that is a distance calculation method supplied by Bombarrdier in Sweden in 1997 and is applied the ATP system. Because it performs a continuous train supervision and a control in order that trains do not face a dangerous situation,

The purpose of this study was to research for the etymology of Korean words in terms of ideation. The etymology of Korean words has never been properly studied till today, due to the scarce historical materials and the insufficient researches. This study has been executed with a main focus on the etymology of middle term, rather than the original etymology. Ideation is made mainly through 5 organs of sense. Naming and word-formation in the vocabulary of Korean language, especially the substantive of original Korean, are made most frequently by the ideation through the sense of sight; and less frequently through the auditory sense; but very rare through the other sense. For ideation and naming through the sense of sight, predominating is the sense of shape, over the others such as the color sense and the optic sense. Naming through the sense of shape may have 2 different categories such as shape and condition; or 10 different ones such as [1]distinctive characteristic, [2]place of residence, [3]direction, [4]material, [5]habit, [6]usage, [7]growth, [8]season and [10]sex. For sense other than sight, this study found some onomatopoeias and their derivatives, both through auditory sense; some adjectives, developed through the sense of taste; and few complex words are typically found using “~nae(~내) as like a suffix. For the sense of touch, the main stream is adjectives, through the sense of pressure.