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장미정,김희두 숙명여자대학교 약학연구소 2004 약학논문집-숙명여자대학교 Vol.20 No.-
N-(4-{l-[3-(4-tert-butylphenyl)ureido]-l-methylethyl}phenyl)methanesulfonamide (6) was designed, synthesized and evaluated as a vanilloid receptor antagonist. Compound 6 showed the moderate antagonist activity with IC_(50) value of 2.5 μM.
The East Asian Influence in Ezra Pound’s Pre-Cathay Poetry
장미정 서울대학교 미국학연구소 2011 미국학 Vol.34 No.1
Since early in the twentieth century American poetry has exhibited an East Asian orientalism as an essential part of its makeup. This essay traces the East Asian influence on Ezra Pound’s poetry before the publication of Cathay in 1914. Ezra Pound began learning about Japanese and Chinese poetry even before his acquisition of the Ernest Fenollosa notebooks in 1913and made attempts to incorporate their themes, forms, and perspectives into his own poetry. As early as 1912, Ezra Pound discerned a “form of super-position” in Japanese haiku and tried to adopt this form in his own English-language poetry. He also picked up Chinese themes from pre-exiting translations of Chinese literature, such as those done by Herbert Allen Giles,and tried to incorporate them into his poetry. He even attempted to apply the Japanese-inspired form to Chinese-inspired subject matter in three out of the four Chinese adaptations and imitations he wrote in this period (“After Ch’u Yuan,” “Liu Ch’e,” “Fan Piece for Her Imperial Lord,” and “Ts’ai Chi’h”). These efforts contributed to an enhancement of the intensity,precision, and suggestiveness of his poetry and an improvement in the objectivity and impersonality of its mode of presentation. In this way Ezra Pound’s pre-Cathay poetry paved a way for American poets afterwards to naturalize themes, subject matters, techniques, and perspectives of East Asian origin into their poetry.
장미정,유정현,정정화,김희두 숙명여자대학교 약학연구소 2003 약학논문집-숙명여자대학교 Vol.19 No.-
(R) & (S)-form of N-(4-{3-[l-(4-tert-Butylphenyl)ethyl]thioureidomethyl} phenyl)methanesulfonamide was designed, synthesized and evaluated as a vanilloid receptor antagonist.
외국인 유학생 대상 e-PBL 대학 글쓰기 수업 사례 연구
장미정,유민애,오선경,이아름,박정은 국제한국어교육학회 2021 한국어 교육 Vol.32 No.3
The purpose of this study is to present examples of e-PBL application in liberal arts writing courses for foreign undergraduates. We presented how writing classes at universities applying e-PBL were conducted for foreign students attending K University. Based on the results of the learners calculated at each stage of e-PBL, it was revealed that e-PBL lessons were feasible for foreign students. Furthermore, we were able to derive their characteristics. According to a survey of students’ satisfaction, foreign students were satisfied with e-PBL. However, e-PBL confirmed that there are space-time constraints and that it is difficult to solve the problem of reducing the satisfaction of learners such as free riders. This paper presents the direction of the course that aim to solve these problems.
장미정,황정현,김혜령,오현화 민족어문학회 2020 어문논집 Vol.- No.88
This study aims to introduce the curriculum development process of Korea University’s common liberal arts subject College Writing and to discuss the contents of education and curriculum operation method. Until 2017, Korea University’s common writing education subject was Thinking and Writing I․II, but it has been recently necessary for the university to revamp the writing curriculum while the university has been placing importance on improving writing skills in writing education. For this reason, the Institute for General Education of Korea University has conducted a research on the development of the writing subject curriculum. The institute surveyed the needs of students in Thinking and Writing II in the second semester of 2017 and developed the training content and operation method of College Writing by combining the main content of college writing education and the survey results. College Writing, which has been operated from the first semester of 2018, aims to foster academic writing skills and to train students how to write college reports through process-based writing. The 16-week curriculum consists of the theory of writing, problem solving activities, writing feedback, and workshops. This curriculum actively reflects the needs of the students, allowing them to practice various writing styles, including but not limited to writing college reports, essays or reviews. Moreover, students have been able to get more strengthened feedback on their writings from the professors. All the students can get the same quality of education since all professors teaching this subject use the same materials and teaching plans. 본 연구는 고려대학교 공통교양 <글쓰기>의 교육과정 개발 과정을 소개하고, 교육 내용과 교육 운영 방식을 논의하는 것을 목적으로 한다. 2017년까지 고려대학교의 글쓰기 공통교양 교과목은 <사고와표현Ⅰ,Ⅱ>로 운영되었으나, 최근 글쓰기 교육에서 쓰기 능력 향상을 중요하게 여기는 경향이 나타남에 따라 교과목 개편의 필요성이 대두되었다. 이에 고려대학교 교양교육원에서는 글쓰기 교과목 개편을 목표로 교육과정 개발 연구를 진행하였다. 2017년 2학기 <사고와표현Ⅱ> 수강생을 대상으로 요구 조사를 실시하였고, 대학 글쓰기 교육의 주요 내용과 요구 조사 결과를 종합하여 고려대학교 <글쓰기> 교과목의 교육 내용과 운영 방식을 개발하였다. 2018년 1학기부터 개설·운영된 <글쓰기>는 학문적 글쓰기 능력 함양을 목표로, 대학보고서 작성을 위한 실습 중심의 과정별 글쓰기 교육을 지향하고 있다. 16주 교육과정은 글쓰기의 이론, 문제해결활동, 첨삭지도, 워크숍으로 구성된다. 학습자 요구를 적극적으로 반영하여 대학보고서 외에도 에세이, 비평문 등 다양한 글쓰기를 경험할 수 있도록 하였으며, 첨삭지도가 강화되었다. 또한 교수자에게 통일된 교안과 교육 자료를 제공하여 <글쓰기>를 수강하는 학생들이 균질한 교육을 받을 수 있도록 하였다.