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2,3-Alkyl Aziridinecarboximidate류의 합성 및 항암효과 평가
정상헌,안병준 충남대학교 약학대학 의약품개발연구소 1991 藥學論文集 Vol.7 No.-
Seven drivatives of 2,3-alkyl substituted aziridinecarboximidates were prepared from alkyl substituted alkene and cyanamide. Their ED_50 values against L_1210 cell in vitro were evaluated as 1.5 to 4 ㎍/㎖.
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사립유치원 교사의 문제행동 지도와 협력에 대한 인식과 요구
정상헌,이병인,박주연 한국유아특수교육학회 2016 유아특수교육연구 Vol.16 No.1
This study were investigted individual interviews with semi-structured questionnaires, to find out the perception and demands of teachers in private kindergartens on infants’ problem behaviors teaching and cooperation. Interviews using consensual qualitative analysis method were recorded to be transcribed. Rating teams were organized to conclude the results through independent data analysis and consensus. Results of the study are outlined below. First, regarding teachers’ perception on causes of maladaptive behaviors, the study found that maladaptive behaviors are caused in affiliation with household issues and period of children adjusting to kindergartens and that problematic behaviors mostly arise during playtime, mobility and meal time. Types of behaviors recognized as maladaptive behaviors included deviant behaviors from teachers’ instructions, inappropriate behaviors to rules or regulations, aggressive or dangerous behaviors, overreaction, disruptive behaviors, inappropriate behaviors among classmates, depressed or insecure behaviors and tantrums. Difficulties in teaching maladaptive infants were found to be unimproved behaviors of infants, lack of experience, lack of professional expertise, absence of support for teaching problematic infants, hardships in teaching and instruction methods, and child-rearing attitudes of other teachers and parents. Second, warning and punishing with strong tones, warning or admonishing lightly, showing indifference, having conversations with and listening to children on equal levels, providing positive reinforcement (giving stickers or compliments), giving autonomy, utilizing additional resources for selecting teaching methods, receiving help from other teachers, directors or assistant directors of kindergarten schools, counseling with parents and using other media were identified as coping measures for maladaptive children. Third, view of teaching, different perspectives on maladaptive behaviors, difference in teaching methods among teachers, difference in teaching conditions and experiences, lack of time for cooperation, lack of communication among teachers, lack of teaching on collaboration and training for cooperation measures and lack of professional support were indicated as hindrance factors for cooperation among teachers. Finally, communication among teachers, observation and consultation among teachers, regular meetings to form partnerships, support from experts on cooperation measures, sharing and utilization of common teaching methods among teachers, system enhancement, partnership and participation among teachers on equal levels were demanded for further cooperation in teaching children with problem behaviors. Therefore, the result of the following study has significance in enabling provision of basic information and effective cooperation required for further cooperation in teaching younger children with problem behaviors. 본 연구는 현직 사립유치원 교사를 대상으로 유아의 문제행동 지도과 협력에 대한인식과 요구를 알아보기 위해, 반구조화된 질문지를 가지고 개별면담을 하였다. 개별 면담한 자료는 녹음ㆍ전사되고, 평정팀을 구성, 독립적인 자료 분석을 통해 합의과정을 걸치는 합의적 질적 분석 방법을 사용하여 연구결과를 도출하였다. 연구결과는 다음과같다. 첫째, 문제행동은 유치원 적응시기와 가정에서의 원인이 연계되어 발생하며, 놀이상황이나 이동, 급식 시간에 많이 발생하였다. 문제행동으로 인식하는 유아의 문제행동 유형은 공격적이거나 위험한 행동, 과잉반응 행동, 수업방해 행동, 또래관계에서의 부적절한 행동, 떼쓰는 행동, 교사의 지도나 지시와 다른 행동, 질서 및규칙을 지키지 않는 행동, 우울 및 불안 행동이었다. 문제행동 지도의 어려움으로는 개선되지 않는 유아의 문제행동, 경험 부족과 전문적 지식의 부재, 문제행동 지도에 대한지원의 부재, 교사와 다른 부모의 양육 태도로 나타났다. 둘째, 유아 문제행동 지도방법으로는 벌주기 및 강한 어투로 주의주기, 가볍게 말로 경고하거나 주의 주기, 무관심하기, 유아와 동등하게 대화 나누고 들어주기, 긍정적 강화(칭찬, 스티커), 스스로해결하는 자율성 주기, 다른 교사나 원장, 원감에게 도움받기, 부모와의 상담, 기타미디어 매체 활용으로 나타났다. 셋째, 유아 문제행동 지도를 위한 교사 간 협력의 저해 요인으로는 교사의 교직관과 문제행동에 대한 시각의 차이, 교사 간 운영 방법 및 방식의차이, 근무조건과 경력의 차이, 협력시간의 부족, 의사소통기술의 부족, 협력에 대한 교육과 연수의 부족, 전문가의 지원 부족으로 나타났다. 문제행동 지도를 위한 교사 간 협력에 대한 요구로는 교사 간 의사소통, 교사 간 관찰하기 및 자문, 정기적 협력 회의, 협력에 대한 전문가의 지원, 교사 간 공통된 지도법 공유 및 사용, 시스템의 개선, 교사간 동등한 협력 및 참여로 나타났다. 따라서 본 연구 결과는 향후 유아의 문제행동 지도를 위한 교사 간 협력 시 기본적인 정보를 제공하여 효과적인 협력이 이루어질 수있게 한다는데 그 의의가 있다.
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영어-독일어 인표현체계의 구조연구 : 성편견 현상을 중심으로 Mainly on Sexual Prejudice Phenomena
정상헌 명지영어영문학회 1998 명지영어영문학 Vol.3 No.1
The purpose of this study is to analyze comparatively the linguistic person-expression systems of English and German. The analysis is based on the criticism against the sexually prejudiced culture. Language is one of the social activities, and it becomes a means of the social awareness process. And an individual a group can be identified, or rejected, or discriminated, or fabricated, or treated as an equal rightful individual and group through language. These phenomena are comparatively analyzed by using person-expression systems can be studied according to such viewpoints as morphological, demonstrative and semantic ones. This thesis deals with linguistic tools used in designating a male and female in English and German. An apporach the problems of sexual subdivision and abstraction is required. There are grammatical, lexical and word coinage methods in sex subdivision. As a grammatical method of distinguishing sexes, articles are used in German when participles are nominalized. Grammatical distinctions are made in the singulars, but neutralized in the plurals. Here, such extralinguistic factors as class structures and labor division show male or female suitability.This is a problem. A typical example of the lexical method is a group of words belonging to the kindship field. In addition, there is a method in which a personal pronoun is attached, but nowadays this method gets almost out of use. It is found that a patriarchal way of thinking is working in using these words. The word coinage method is applied only to derivative words. Compound words are excluded because they don't function as a contituent on their own.
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