Synthesis of the fluorine derivatives of 3,4,5-Trimethoxytropoloisoquinoline

박권주 서울대학교 대학원 2020 국내석사

As the anticancer effects of Tropoloisoquinoline alkaloids have proven, the synthesis of their cytotoxic derivatives has been gained great interest in total synthesis. In parallel, also in pharmaceutical chemistry, research on fluorine substitutes, which are biologically active derivatives of original compounds, draws attention. Due to its large electronegativity and small size as similar to a hydrogen atom, it has a unique characteristic of forming a strong carbon-fluoride bond. For this reason, the aim of this study is finding efficient route to synthesize fluorine derivatives of tropoloisoquinoline. With their fluorine derivatives, Structure-activity relationship (SAR) of tropone families also can be conducted. The key step of this research is to synthesize a tropone ring by using the Kende coupling reaction. Phenol precursor, which is key intermediate for Kende’s protocol, was obtained through Suzuki coupling reaction and Reissert-type addition of nitro methyl group to isoquinoline. The isoquinoline skeleton was synthesized by using the PomerantzFritsch reaction stated from commercially available benzyl alcohol. 트로폴로아이소퀴놀린 알칼로이드의 항암 효과가 입증됨에 따라, 그들의 세포 독성 유도체의 전합성은 큰 관심을 끌고있다. 동시에, 제약 화학에서도 기존 화합물의 생물학적 활성 유도체인 불소 치환체에 대한 연구가 주목을 받고있다. 불소원자는 수소 원자와 유사한 큰 전기 음성도 및 작은 크기로 인해 강한 불화 탄소 결합을 형성하는 독특한 특성을 가지고 있다. 이러한 이유로, 본 연구의 목적은 3,4,5-트라이 메톡시 트로폴로아이소퀴놀린의 불소 유도체를 합성하는 효율적인 경로를 찾는 것이다. 이러한 불소 유도체는 트로폰 계열의 구조-활성 관계 연구에도 이용될 수 있다. 이 연구의 핵심 단계는 켄디 짝지음 반응을 사용하여 트로폰 고리를 합성하는 것이다. 켄디 프로토콜을 적용하기 위한 핵심 중간체인 페놀 전구체는 스즈키 짝지음 반응과 아이소퀴놀린에 니트로 메틸 그룹의 레이서트 유형 첨가를 통해 얻었다. 아이소 퀴놀린 골격은 시판되는 벤질 알코올로부터 언급된 포메란츠 프리쉬 반응을 사용하여 합성되었다.

방송종사자의 근로가치관과 조직성과에 관한 실증적 연구

박권주 경남대학교 경영대학원 1999 국내석사

빅데이터를 활용한 소설 지도 방안

박권주 경상대학교 교육대학원 2019 국내석사

Text mining techniques are a typical method of using big data, and this study aims to develop a method that can be applied to novel education. Until now, education for literature has been based on close reading. In the fourth industrial era, we cannot read all the information, so we need a way to look at the text from a macro perspective. among literature, novels are a genre that is easy to apply big data. We wanted to apply analysis techniques to the novel and see if reading, apart from asking, would give us a new perspective on the novel. The way to visualize text was to use a WordNetwork. It was applied to Lee, Kwang-soo's ‘Moojeong’ and Park, Tae-won's ‘The Day of the novelist Gubo’ It confirmed that big data analysis techniques can be applied to novels and short stories. As a result of the text analysis, “Moojeong approached the confrontation between "Life" and "Foreignity," while ‘The Day of the novelist Gubo’ approached "Women" and "to not know" The method of class was to apply questions, distance reading, and new story making according to the text analysis process. At this time, it was induced to organize knowledge through collective intelligence by utilizing cooperative learning, and to secure a diverse perspective of interpretation. There is a limit that could not be used in actual classes.

공간 중심 소설교육 방안 연구

박권주 경상국립대학교 대학원 2023 국내박사

The purpose of this study is to emphasize the significance of space-focused novel education and expand the scope of novel interpretation education, considering the high status of space in understanding modern society. Furthermore, it is intended to show that the space in the novel can provide an opportunity for learning readers to think about the real space. If learning readers can raise objections to the order of space in reality through the space embodied in novels, then the space where learning readers read and write novels can be reborn as a heterotopia. Even if it is a conventional wisdom in literature education that the space of a novel is closely related to the subject of a novel, there are not many related studies. There are also rare on-site novel classes that attempt to interpret a novel centered on space and then move on to thinking about the problem of real space. Accordingly, in the process of deriving the meaning of the novel space, it was theoretically considered that the external context could be used as a resource for interpreting the meaning of the space of the novel. Furthermore, based on the theory, the contents and methods of education that can be used in class were derived. It is not that there is no research on literature education that pays attention to the space of novels. However, the external discourse that is mainly used to deepen the interpretation of space in the novel is 'place and placeless', which is the result of humanistic geography. In order to expand the related discussion, the novel was interpreted using intertextual discourses such as 'non-place', 'heterotopia', and 'biopolitic', and then the actual contents of the class were constructed. These space-related discourses clearly show that the order of modern society is also established through space. Based on these discussions, the process and results of space-oriented novel education were presented, and its validity and necessity were emphasized. In order to re-emphasize the importance of space-focused novel education, which allows us to think about real space through the space in novels, and to prepare related educational plans, related theories were reviewed in Chapter Ⅱ. First of all, by examining the narrative theory of structuralism, the concepts needed to reconstruct the meaning of space based on the discourse of the novel were accepted and utilized in deriving educational plans. The narrative theorist paid attention to in Chapter Ⅱ is S. Rimmon-Kenan. referring to the 'process of reconstructing the meaning' of a character suggested by Rimmon-Kenan, it was used as a basis for deriving the characteristics and meaning of 'story-space'. Based on the spatial information presented in the text, moving to the semantic layer allows us to utilize the external context to interpret the space of the novel. If we accept Patrick O'Neill's discussion here, we can prepare the basis for expanding and deepening the discussion on the space of the novel. O'Neill divided the discourse of the text into an intratextual discourse and an extratextual discourse and regarded this as the basis for deriving the story. O'Neill's theory provides a theoretical foundation to accommodate various spatial discourses such as geography and anthropology to the interpretation of the meaning of space in the novel. This becomes the basis for broadening the horizon of space-oriented novel education. On the other hand, after segmenting the novel centered on space, a unit of re-segment was prepared to grasp the meaning of space. If knowledge of external context is provided as schema when deriving the meaning of space using a summarizing rule at the re-segment of text, it is possible to materialize a way to deepen interpretation education centered on space. In addition, in order to check the validity of the theory and broaden the horizon of space-focused novel education, an attempt was made to interpret the novel based on 'non-place', 'heterotopia', and 'biopolitics'. Ha, Geun-chan's 'the sufferings of the Father and the Son' and Jang, Eun-jin's 'A Remote Place' emphasized the process of deriving the space of the story layer centering on the internal discourse of the text. At this time, through the space of 'the sufferings of the Father and the Son', the relationship between the topographical factors of the space and the psychology of the characters was discussed. And Through the space of 'A Remote Place' , it was discussed that the geographical factors of space and the social meaning of space are related. The spatial meaning of 'McDonald Melancolia' by 'Jeon Kyung-rin' and 'Axis of the Day' by 'Kim Ae-ran' was considered in relation to Marc Auge's concept of 'non-place'. Kim, Ae-ran's 'Paper Fish' and Jeong, Se-rang's 'See You on the Rooftop' examine the aspect of raising objections to the hopeless space of the city through the concept of 'heterotopia'. Through Yeom, Sang-seop’s 'Mansejeon' and Jo, Nam-ju’s 'Saha Mansion', the theory of social evolution and the power to manage life were embodied in the space of the story-world. In Chapter Ⅲ, based on the theoretical considerations in Chapter Ⅱ, the contents and methods of space-focused novel education were derived. The educational content is summarized as deriving the meaning of space in the novel through the text's internal discourse and external context, and examining the real space order in which the learning reader lives. The specific contents of education are ″① Understand how the space of a novel interacts with characters and events. ② Based on the contents of the work, the characteristics and meaning of the space of the novel are grasped. ③ Understand and interpret the novel space based on the external context. ④ Based on the understanding of space in the novel, reflect on the status of space in life and promote spatial practice.″ In Chapter Ⅲ, the educational method was set in a direction that could cover all educational contents. The educational method is in the order of ″reading the text → segmenting based on space → re-segmenting based on narration method → confirming topographical space and interpreting spatial meaning → making connections with the subject → writing to restore the otherness of space.″ After reading the text, the text is first segmented based on the space scattered After reading the text, segment the text based on the space presented in the novel. Then, the text is re-segmented based on narration methods such as narrative, argumentation, explanation, description, dialogue. The contents of the re-segmented text were summarized and configured to interpret the topographical space and spatial meaning. At this time, the meaning of space can be constructed in consideration of concepts such as non-place. After that, I conceived an activity that connects the meaning of space and the theme of the novel. Furthermore, writing was conducted to examine the order of the actual space of learning readers, and activities to re-recognize the order of space were prepared. At the same time, an interpretive community was established so that learners could share background knowledge with each other, and learners could check their interpretations, so that interpretation communication could take place. Interpretive communication refers to an activity in which readers share their interpretation of the text with the members of the community and deepen their interpretation through competition, negotiation, and coordination with others' interpretations to broaden the horizons of the interpretive community. In Chapter Ⅳ, the process and results of the actual class were presented. The actual class was centered around the 'Axis of the Day', and the process of reading and interpreting the novel was done through individual and group activities. The learning activities were conducted in the order of the education method presented in Ⅲ. Through the analysis of the results of learning readers' activities, it was confirmed that the understanding of the space and the characters existing in it deepened when approaching the situation of the character through the concept of 'non-place'. Furthermore, it was confirmed that there was also a result of raising questions about the order of real space by clearly verbalizing that the order of real space is related to non-place. On the other hand, it was confirmed that the communication of the interpretive community prepared for the interpretation of the novel results in checking and supplementing errors in interpretation and broadening the horizon of discussion.

중년기 교회 여성의 우울증에 대한 기독교 교육적 접근에 관한 연구

박권주 장로회신학대학교 2010 국내석사

우울증은 정서장애 현상이며 이는 어떤 특정한 시기에 나타나는 현상이 아니다. 인생을 살면서 어느 시기나 어떤 단계에서도 나타날 수 있는 보편적인 장애 현상이다. 사람들은 중년기를 거치면서 그 시기에서만 경험할 수 있는 독특한 현상들을 경험하게 된다. 그런데 이러한 독특한 현상들 자체가 우울증이라는 장애를 일으킬 수도 있고, 또는 과거에 가지고 있던 우울의 경향과 합쳐져서 우울증을 경험할 수도 있다. 따라서 중년기 우울증이란 우선 중년의 시기를 거치면서 발생되는 정서장애 현상이라고 정의할 수 있으며, 특히 중년 여성의 우울증은 중년 여성들이 중년기에 발생되는 여러 가지 독특한 현상들을 경험하면서 겪게 되는 정서장애라고 할 수 있다. 중년 여성들은 몸과 폐경이라는 두 가지 신체적 사실들은 여성들의 자신의 신체에 대한 상에 부정적 영향을 주게 되며, 남편과 자녀, 집안의 관계 형태가 변화됨으로 말미암아 우울증의 원인이 되기도 하며, 그 동안 여성들은 자신이 하고 싶은 일을 하며 살아오기보다는 남편의 일을 보조하고 돕는 입장에서 살아오다 자신이 하고 싶은 일에 대한 욕구와 현실상황의 부조화로 인한 갈등에서 유발되며, 마지막으로 시간의 제한에 대한 인식은 중년 여성들을 초조하게 만드는 주요 원인이 되기도 한다. 이처럼 중년 여성들은 자기가 가지고 있는 것을 잃어버렸다는 생각, 새로운 상황에 적응해야 한다는 생각, 미래에 새롭게 할 일들에 대한 생각들에 대한 복잡한 생각들이 얽혀 우울증의 늪에 빠지고 마는 것이다. 이러한 우울증을 겪고 혼자서 고민하며 괴로워하는 성도들을 교회는 이제 수수방관만 할 것이 아니라 좀 더 적극적인 대안들을 모색해야 할 것으로 본다. 아름다운 신체, 젊음의 시간들, 아이들과 남편과의 관계, 독립적인 아이들과 돌봐야할 부모님, 나머지 인생에 대한 일에 대한 욕구, 변화된 자신의 모습 등 이런 것들에 잘 적응할 수 있도록 중년 여성들에 대한 목회적 돌봄이 필요한 상황이다. 돌이킬 수 없는 사실들에 대해 수용하고 인정하도록 도와야 하고, 생각의 전환과 적극적인 자세를 통하여 새로운 상황에 적응하도록 돕고, 중년 여성들이 할 수 있는 구체적인 일들을 찾아주는 것이다. 과거의 정리를 통한 긍정적 평가와 미래에 대한 희망적 생각을 갖도록 하는 일이 매우 중요하다고 본다. 따라서 필자는 우울증에 대한 일반적인 치료 방법들을 ‘아래로부터의 방법’이며, 이런 방법은 우울증의 원인을 가진 인간 자체와 그가 속한 환경 속에서 찾고 있다. 이런 아래로부터의 방법은 우울증을 전인적인 개념이 아닌 부분적인 개념에서 이해하게 된다. 부분적으로 이해한다는 말은 인간이 분석하고 이해할 수 없는 무의식의 세계나 영적인 세계가 결핍될 수밖에 없다는 것이다. 단순히 육체적이거나 심리적인 치료의 대상에서 머무는 것이 아니라 보다 더 근원적인 신앙의 차원에서 숙고되어야 한다는 것이 필자의 생각이다. 우울증을 신체나 마음과 같은 인간의 한 부분에서의 문제로 볼 것이 아니라, 인본주의가 놓치고 있는 영적이고 신앙적인 차원을 포괄하는 전인적인 차원에서 보아야 한다는 것이다. 한마디로 통합적이고 통전적인 접근이 이루어져야 한다. 따라서 필자는 ‘위로부터의 방법’곧 우울증에 대한 신학적인 이해를 가지고 이를 기독교 교육적인 방법으로 접근을 시도하였다. 현재 우울증에 노출되어있는 중년기의 여성들은 대부분 일반적인 접근 방법은 선호하거나 자기가 우울증이라는 사실을 인정하지 않는 것이 커다란 문제이다. 필자는 이런 고민을 끌어안고 기독교교육적인 접근을 통하여 자연스러운 치유와, 예방적인 목회적 돌봄을 충분히 감당할 수 있다는 확신 가운데 기독교 교육적인 프로그램을 통하여 시도하였다.

한국 예술경영교육의 현황 연구

박권주 단국대학교 산업경영대학원 2003 국내석사

최근에 문화행정이 예술활동에 새로운 기능과 역할을 부여한다는 인식이 커짐에 따라 예술경영의 중요성이 부각되고 있으며 그런 사회적 요구에 따라 문화예술분야에 종사하고 있거나, 이 분야에 종사하게 될 예술경영 전문인력을 양성하기 위한 예술경영 교육 기관들이 생겨나기 시작하였다. 우리나라에서는 1989년 단국대학교를 시작으로 최근 2~3년 사이에 무려 20여 개 이상의 대학에서 예술경영 관련 학과들이 개설되었고, 현직 종사자들의 재교육을 위한 예술경영 교육프로그램이 확산되고 있다. 따라서, 본 연구에서는 최근 급속히 증가되고 있는 우리나라 예술경영교육의 현황을 진단하고 우리 실정에 맞는 교육환경 개선을 위한 방안을 제시하는데 그 목적이 있다. 이를 위하여 이 논문은 예술경영분야에서의 대학 정규 프로그램이 과거 40년간에 걸쳐 증가하면서, 전수할 만한 일정한 기술이 있다는 것이 분명해졌다고 생각하여 미국과 영국의 예술경영교육 사례를 들었다. 그리고 국내의 예술경영교육을 대학과 대학 밖에서 이뤄지고 있는 정규교육과 비정규 교육으로 나누어 현황을 살펴보았다. 현재 진행되고 있는 국내의 예술경영교육 프로그램을 살펴본 결과 우리나라의 예술경영교육의 문제는 무엇이며, 그 문제점들을 위해 앞으로 개선해야 할 것들은 무엇이 있는지를 도출하였다. 문제점들을 살펴보면, 첫째, 비정규 교육프로그램은 그 교육프로그램이 일회성으로 그쳐 문화예술 종사자들이 실제로 겪고 있는 문제점의 해결을 위한 교육효과가 지속적이지 못했고, 문화예술기관 및 단체의 종사자들의 재교육을 위한 지속적인 교육 프로그램 역시 부재했으며, 기존에 교육되어지고 있는 연수 프로그램은 문화예술 전문가를 양성하기에 부족했다. 둘째, 대학에서의 예술경영교육은 수적으로는 증가했으나 질적인 면에서 여러 가지 문제점들이 노출되었다. 먼저, 교육환경이 부실했으며, 커리큘럼의 불안정성, 낮은 이수학점으로 인해 학습량 부족, 전문 교,강사들의 부족, 학교와 현장간의 연계 부족들이 지적되었다. 이런 문제점들을 보안해 나갈 개선 방안으로 첫째, 실무자들의 효과적인 재교육을 위한 지속적인 연수 프로그램의 강화와 문화예술기관 및 단체의 성격에 따라 요구되어지는 교육프로그램을 위탁하여 교육하는 방식의 맞춤식 위탁교육이 활성화 되어야 한다. 둘째, 학문적 체계 정립의 필요성과 현장과 이론이 함께 소통 될 수 있는 장으로 정기적인 학술회의, 세미나, 심포지엄, 워크샵 등을 개최하는 학회의 활발한 활동이 요구 된다. 셋째, 예술경영 교육의 현장과의 연계를 위한 인턴십 시스템 구축의 필요성과 팀 프로젝트가 활성화 되어야 한다. 인턴십은 대학의 예술경영교과과정의 필수과목으로 개설되어야 하며, 인턴십 제도의 시스템 구축을 위해서는 교육기관과 문화예술기관 및 단체와의 인턴약정이 체결되어야 하며 인턴십 기관과 훈련 프로그램 사이에 실제적인 커뮤니케이션을 위한 인턴십 제도의 담당 코디네이터도 함께 창설되어야 한다. 다음으로 현장실습을 확대할 수 있고 이론과 실제를 파악함과 동시에 사례연구를 위한 팀 프로젝트가 활성화 되어야 한다. 예술경영에 대한 연구는 우리나라뿐만 아니라 세계적으로 그 역사가 짧으며, 앞서 살펴본 외국의 예술경영교육의 사례에서도 많은 국가들이 아직까지 예술경영분야의 교육 시스템에 있어 하나의 통일된 기준을 마련하지 못하고 있다. 현재 우리나라의 예술경영교육은 질적인 면보다 양적으로만 팽창하였고 아직은 형성기에 있는 과정이지만 앞으로 끊임없는 교육환경의 개선과 우리의 특수성을 바탕으로 행해진 연구들을 통해 우리의 현실에 적합한 예술경영교육체계를 구축해 나간다면 우리나라의 예술경영교육의 미래도 밝을 것이라 본다. As more and more people acknowledge that cultural administration may give new functions and roles to art activities, the importance of arts management becomes highlighted. In accordance with those social demands, a variety of institutions for arts management education begin to appear, which aim to instruct or train technical personnel specializing in arts management, whether they work actually in culture and art fields or they will do so later. In Korea, departments related to arts management have been opened up in about 20 campuses during recent 2∼3 years, since the first department was established in Dankook University(1989). Also, arts management education programs become rapidly popularized for the re-education of current personnel in arts management. Therefore, this study intends to diagnose the practices of arts management education as booming recently in Korea, and present reasonable policies to improve educational environment in compliance with domestic circumstances. For these purposes, considering that there are a series of techniques to hand over to follow-up scholars in the course of growing regular education programs in domestic campuses over last four decades, this study showed some examples of arts management education in USA and United Kingdom. Moreover, it classified domestic arts management education into regular and irregular education available within or outside campus to examine the educational practices. By looking into domestic arts management education programs in progress, this study indicated what are the questions of arts management education in Korea and which of the questions is to improve in the future. The questions in domestic art management education can be outlined as follows: First, irregular educational programs have been mostly discontinued, so their educational effects have been too temporary to solve the questions personnel in culture and art often face actually. Besides, there was not any continuous education program for re-education of personnel in culture and art institutions or organizations. And conventional orientation or workshop programs have been considered insufficient to train technical personnel specializing in culture and art. Secondly, arts management education in campus has increased in the level of quantity, but exposed different problems in the level of quality. Above all, many employees in culture and art often pointed out weak educational environment, unstable curriculum, lack of learning or knowledge due to low credits insufficient to complete regular course, lack of specialized lecturers and poor connection between school and art/cultural fields. Remedial solutions to complement these questions can be summarized as follows: First, it is required to facilitate orientation or workshop programs without a hitch for effective re-education of working-level personnel, while promoting customized education by commissioning various educational programs to duly qualified institutions, depending upon the characteristics of culture and art institutions and organizations. Secondly, art management and the science of arts management have been still unfamiliar in Korea, and have been not much acknowledged as one of technical jobs. Majority of domestic campuses have not yet implemented intensive and formulated education to train and foster the future arts management personnel. In particular, the operation of domestic cultural institutions still stays in the level of customary mannerism. In terms of methodology, domestic art management has been very underdeveloped as compared with other fields. That is why we should build up arts management in the level of academic system. It is also required to encourage related societies to promote activities such as academic meeting, seminar, symposium and workshop on a regular basis, which may provide a ground to communicate theories(campus) and practices(field). Thirdly, it is necessary to build up a formulated internship system for interactive connection between arts management education and fields, while facilitating a series of team projects. It is recommended that internship courses should be opened up as required ones in the campus curriculum of arts management. For building up an internship system, internship agreements must be concluded with educational and art & cultural institutions or organizations. And it is also necessary to set up qualified coordinators in the internship system to facilitate practical communications between internship institution and training programs, while facilitating team projects to expand field practices and identify both theory and practice along with case study. The history of study on arts management has been still short around the globe, as well as in Korea. As shown in the above examples of arts management education around foreign countries, many countries have not yet developed a single and unified criterion for their education system in arts management. Currently, arts management educations in Korea have been expanded in the level of quantity, rather than in the level of quality. Besides, it still goes through beginning level. However, if we try to build up a system of arts management education as compatible in Korea through ceaseless improving educational environment along with follow-up studies based on Korea's own circumstances, it is expected that the future of arts management in Korea will be brighter than now.