PURPOSES : This study analyzed the difference in a driver’s workload between using a driving simulator and field driving in tunnel, highway.METHODS: Based on the literature review, it was found that a driver’s workload could be quantified using biosignals. This study analyzed the biosignal data of 30 participants using data collected while they were using a driving simulator and during a field test involving tunnel driving. Relative energy parameter was used for biosignal analysis.RESULTS : The driver’s workload was different between the driving simulator and field driving in tunnels, highway. Compared with the driving simulator test, the driver’s workload exhibited high value in field driving. This result was significant at the 0.05 level. The same result was observed before the tunnel entrance section and 200 m after the entrance section.CONCLUSIONS: This study demonstrates the driving simulator effect that drivers feel safer and more comfortable using a driving simulator than during a field test. Future studies should be designed considering the result of this study, age, type of simulator, study site and so on.

This study was carried out to evaluate the effect of culture methods on development of embryos with each developmental stage after heat shock in bovine oocytes. The results obtained were as fellows. 1. The culture method after heat shock on development of embryos was better drop-culture than co-culture. 2. The medium without amino acids were not effect of heat sock on development of embryos but it was in need of amino acid during formation of blastocyst.

This study was carried out to investigate the effect of biological factors on the in vitro production(IVP) of bovine oocytes for development of simple culture methods and medium. Oocytes from the slaughterhouse ovaries were matured and fertilized using general protocol and this study was examined if there were necessary to co-culture, media change, media type and embryo density. This results were as follows: 1. The development rate according to co-culture with cumulus cells and non co-culture as drop culture was not significantly different in cleavage (68.9 vs 71.7%), 8-cell stage (41.2 vs 44.1%) and blastocyst stage (12.2 vs 13.8%), respectively (p<0.05) 2. The blastocyst development rates in YS and CRIaa were higher than that in TCM199 (12.4, 10.4 vs 3.7%), but the cleavage (69.0, 77.8 and 61.0%) and 8-cell stage (31.7, 37.0 and 35.7%) development accoring to YS, TCM199 and CRIaa ws not significantly different, respectively (p<0.05). 3. There was no significantly different in cleavage (62.6, 59.5 and 61.2%), 8-cell(34.7, 37.9 and 34.0%) and blastocyst (9.5, 11.6 and 12.8%) development among medium change time as control, Group I and Group II, respectively (p<0.05). 4. Blastocyst formation of 8-cell stage according to embryo density was not significantly different in 1, 10 and 25 embryos (27.3, 22.5 and 34.0%), respectively (p<0.05). These results indicated that simple culture system could reduce bovine IVP embryos as drop culture as non co-culture system, high density embryo (25 embryos/50 1 drop). YS defined medium and no medium change for whole culture period, although other biological factors need to examine in order to produce efficient IVP bovine embryos.

이 연구는 문헌연구를 통하여 최근 주목을 받고 있는 문화다양성 교육(cultural diversity education)의 개념적 특질과 이론적 배경을 고찰함으로써 한국의 사회문화적 맥락에 이상적인 문화다양성 교육의 실현 방향을 모색하고자 한다. 구체적인 연구결과 및 결론은 다음과 같다. 첫째, 이 연구는 문화다양성 그 자체의 개념, 문화적 역량, 문화적 정체성이라는 개념적 요소를 추출하여 문화다양성 교육의 개념적 특질을 규명하였다. 둘째, 이 연구는 문화다양성 교육의 이론적 배경으로 볼 수 있는 ‘적극적’ 다문화주의와 간문화주의에 기초하여 문화다양성 교육의 이론적 배경과 그 특징을 고찰하였다. 본 연구의 결과, 일부 국가들과 학자들은 적극적 다문화주의의 핵심적 원리와 가치로서 문화다양성 교육을 강조하였다. 그러나 상대 진영에서는 동화주의와 본질주의로 대변되는 ‘소극적’ 다문화주의를 비판하고, 포용적 사회를 이룩하기 위한 새로운 접근 혹은 패러다임으로서 간문화주의에 기초한 간문화교육과 문화다양성 교육을 강조하였다. 이 연구의 결과는 문화다양성 교육의 개념적 특질과 이론적 배경 및 특징을 천착함으로써 한국의 다문화교육과 문화다양성 교육의 개념적 및 정책적 혼선과 충돌을 방지하고, 아직까지 생소한 문화다양성 교육의 조기정착과 실현을 위한 토대를 제공할 것이다.