Methylmethacrylate Monomer의 흰쥐 기관 평할근 이완 효과

길현주 충남대학교 대학원 2006 국내박사

Methylmethacrylate bone cement is commonly employed in orthopedic procedures, particularly total hip and knee replacement, to anchor prosthetic devices to bone. The acrylic cement, supplied as a powdered partial polymer and a liquid monomer, is mixed just before injection into the bone shaft, where it polymerizes and hardens. Numerous cardiopulmonary complications can occur just after injection of methylmethacrylate, including systemic hypotension, bradycardia, hypoxemia, pulmonary hypertension, and noncardiogenic pulmonary edema. The systemic hypotension may be severe and can progress to cardiovascular collapse. Methylmethacrylate produces direct relaxation of vascular smooth muscle in vitro. The purpose of this in vitro study was to determine if methylmethacrylate monomer could produce relaxation of tracheal smooth muscle and weather this effects is related with tracheal epithelium, Nitric Oxide, muscarinic receptor, adrenaline receptor, guanilate cyclase or cyclooxygenase pathway. And to study the effects of methymethacrylate on cyclic GMP, cellular Ca++ and K+ migration in rat tracheal preparations. Each ring of rat trachea was suspended on wire supports in a 20 ml tissue bath under 2 g of resting tension. All tissues were bathed in Tris Tyrode solution at 37°C and 100 % oxygen was supplied. The results obtained from the study were as follows, 1. Methylmethacrylate significantly(p<0.05) inhibited Ach induced contractions of tracheal rings dose-dependently. 2. Methylmethacrylate significantly(p<0.05) inhibited Cch induced contractions of tracheal rings dose-dependently. 3. Relaxation effect of methylmethacrylate was not recovered in denuded tracheal rings significantly. 4. Relaxation effect of methylmethacrylate in tracheal rings was not recovered with L-NAME pretreatment. 5. Relaxation effect of methylmethacrylate in tracheal rings was not recovered with propranolol pretreatment. 6. Relaxation effect of methylmethacrylate in tracheal rings was not recovered with atropine pretreatment. 7. Relaxation effect of methylmethacrylate in tracheal rings was not recovered with methylene blue pretreatment. 8. Relaxation effect of methylmethacrylate in tracheal rings was not enhanced with indomethacin. 9. Methylmethacrylate inhibited both the influx of extracellular Ca++ and intracellular Ca++ release. And SQ22536 had no effect on methylmethacrylate induced relaxation. 10. Relaxation of tracheal rings with methylmethacrylate was not recovered with tetraethylammonium. From the results obtained with this experiments, it is concluded that the relaxation effects of methylmethacrylate in rat tracheal rings are not related with epithelium, Nitric Oxide, muscarinic receptor, beta-adrenergic receptor or guanylate cyclase or cyclooxygenase. Methylmethacrylate inhibits both intracellular calcium release and extracelluar calcium influx. Both adenylcyclase inhibitor and potassium channel are not related with this relaxation effect.

중고등학생의 관용성 분석과 관용교육 개선에 관한 연구

길현주 서울대학교 2007 국내박사

'친구 사귀기 프로그램'이 유아의 친구관계개념 발달 및 친사회적 행동에 미치는 영향

길현주 경희대학교 교육대학원 2002 국내석사

In modern society, with the importance of preschool education, the downward tendency of educational age, and the increase of dual-income family, many infants came to spend their day ours in the preschool education institution. And naturally parents and teachers began to recognize the importance of friendship in infants' social lives. However, compared with this importance of friendship, there are few studies of program, sense of friendship, or pro-sociality, which can help infants' friendship. Therefore, this study was aimed at the examination of the influence of the 'Making Friends Program' on the experimental group's sense of friendship development pro-social behavior. And I intended to investigate how the 'Making Friends Program' would affect infants' sense of friendship development and pro-social behavior when this program is applied to the preschool education institution. Also it will offer a desirable teaching plan for helping infant to develop their sense of friendship and pro-sociality. Objects of this research were separated with the experimental group, 17 infants of preschool class in 'A' kid house and the control group, 17 infants of preschool class in 'B' kid house. These kid houses are located in Kimpo City, Kyonggi Do. This 'Making Friends Program' constructed by this researcher with references from the area of 'Making Friends' among activities of 'Good Friends, We Together(1999. Cho Bok Hee, etc.)' and 5 life areas(healthy life, social life, representative life, linguistic life, and exploring life) of 'Me and Kindergarten'; the preschool educational activities teaching material book for the 6th preschool education curricular. As research tools, in oder to measure the sense of friendship, modified tool(Park Hee Suk(1984), Yi Sun Hee(1985), Han Young Hee(1987) of Furman and Bierman's(1983) research tool was used. This remodified by this researcher. And in order to measure the pro-social behavior, Hwang Sun Hee(1994)'s questions for test of pro-social behavior, which was based on Barrett and Yarrow(1977)'s research, Kearney(1986)'s research, and Robertson(1981) research, was used as research tool. In the statistical analysis for examination of this research subject, SPSSWIN statistic program was used. This study's results are like followings. First, in the investigation of how the 'Making Friends Program' affects sub-variables of infants' sense of friendship, such as affection, support, general behavior, proximity, and physical concept, infants of experimental group who participated in the 'Making Friends Program' did not show any statistically meaningful point in items of affection, support, general behavior, proximity, and physical concept which are sub-variables of experimental infants' sense of friendship. It seems to be a result of short-term research, this research was set for just 5 weeks. Second, in the investigation of how the 'Making Friends Program' affect sub-variables of infants' pro-social behavior, such as sharing, contact, and helping, infants of experimental group who participated in the Making Friends Program' showed some statistically meaningful points in items of sharing, contact, helping which are sub-variables of the pro-social behavior. It shows that the 'Making Friends Program' has meaningful influence on infants' pro-social behavior. Therefore, it is though that this 'Making Friends Program' can be useful to enhance infants pro-social behavior in preschool education institutions. Also, by investigating infants' sense of friendship and pro-social behavior through applying the 'Making Friends Program' to real field, it can be said that there are certain practical volition and educational volition in this study.

유아 교사의 회복탄력성에 영향을 미치는 변인 분석 및 사회적 지지의 매개 효과

길현주 대구가톨릭대학교 2015 국내박사

This study was to find out what variables affect early childhood teachers' resilience, directly or indirectly. Two kinds of variables were examined, personal and social. Personal variables include emotional intelligence and psychological well-beings, and social variable includes social supports. The purpose of this study was to provide ways of improving resilience of early childhood teachers and to point out the directions of how to build a better educational environment of enhancing the quality of early childhood education environment and boosting teachers' resilience. The study questions were followed. 1. What are the relationships among resilience, emotional intelligence, psychological well-beings, and social supports of early childhood teachers? 1-1. How is the correlation among resilience, emotional intelligence, psychological well-beings, and social supports? 1-2. Would emotional intelligence, psychological well-beings, and social supports influence resilience of teachers? 2. Would social supports mediate the relationship between resilience, and emotional intelligence and psychological well-beings? 2-1. Would social supports mediate the relationship between resilience and emotional intelligence? 2-2. Would social supports mediate the relationship between resilience and psychological well-beings? The subjects of this study were 315 of early childhood personnels from K Province in Korea. They include directors, vice-directors, teachers, teacher aids, extra-curricular teachers in kindergartens and child care centers. Survey data were collected. The data were analyzed by SPSS, AMOS, and Sobel test. To investigate the first studying question, first, latent variables were categorized in emotional intelligence, psychological well-beings, social supports, and resilience, and analyzed individually to test the casuality among themselves. Then by SPSS 19.0, a correlation coefficient, an average, and a standard deviation were calculated. Additionally, skewness and kurtosis were used to confirm multivariate normal distribution. AMOS 19.0 was used to measure goodness of fit between the study models and data collected, and analysis of causal relationships to check a parameter. To study the second studying question, Sobel test was employed to test whether there is a statistical significance between emotional intelligence and resilience, and between psychological well-beings and resilience of early childhood teachers with mediating effects of social supports. The results were summarized as follows. Firstly, all four variables, emotional intelligence, psychological well-beings, social supports, and resilience, have some degrees of positive relationships among themselves. Between personal and social variables also have a positive relationship. These personal and social variables had a direct influence on resilience of teachers. Personal variables influence social supports. Psychological well-beings have the most impact on resilience, and then emotional intelligence and social supports, respectively, have an influence on it. Secondly, it was found that social supports mediate the relationship between personal variables and resilience. In other words, the higher emotional intelligence and psychological well-beings early childhood teachers had, the more positively they recognize other's social support which are meaningful to them. When social supports were identified more, it means that teachers' resilience was improved. Thus, in order to enhance their resilience, emotional intelligence, psychological well-beings, and social supports were necessary and important. Only with personal variables, social supports could be identified more. Through the findings, it is understood that psychological well-beings of early childhood educators influence resilience mostly. Thus, it could be concluded that early childhood teachers' resilience would be enhanced when there are educational contents, methods, and psychological atmosphere that can booster teachers' psychological well-beings. It was found that social supports play a positive role in mediating the relationship between personal variables and resilience. It means that promoting resilience needs all three variables, emotional intelligence, psychological well-beings, and social supports. Thus, when an educational program is developed for teachers' resilience, it may be necessary to bring out ways to improve teacher's emotional intelligence and psychological well-beings in details and to make better working environment in order to feel social supports. Finally, for future studies, it is necessary to consider limitations of this study. The subjects of this study is very narrow so that future studiers should expand the range of subjects, such as samples from more than one local area or nation wide sampling. In addition, for collecting data, only survey methodology was employed, but it might be helpful to employe various methods for credibility. The number of questions in surveys was too many to get responses from subjects easily and future studies might need to reduce the number of them. Lastly, because there are lack of experimental researches in resilience of early childhood teachers, these kinds of studies might be required in future based on the findings of this study.

ARCS 모형이 사회과 동기 유발에 미치는 효과 연구

길현주 서울대학교 대학원 2001 국내석사

18세기 말~19세기 초 줄풍류 전문음악가 연구 : 유춘오악회와 북학파 풍류방을 중심으로

길현주 전남대학교 2023 국내석사

유춘오악회는 홍대용의 집 유춘오에서 열렸던 음악 모임이다. 이 악회는 현재까지 전승되는 줄풍류의 초기 형태로 여겨지며, 신분을 초월한 모임으로 많은 이들에게 영감을 주었다. 여기 참여한 문인 비전문가들은 문집을 통해 자신 및 서로에 대한 기록을 풍부하게 남겼지만 전문음악가들에 대한 기록은 드물다. 또한 줄풍류가 문인음악 혹은 중인음악의 관점에서 주로 파악되다보니 상대적으로 전문음악가들의 존재는 간과되었다. 본 논문은 문집‧저술물‧고악보 등의 민간 문헌, 실록‧선생안‧의궤 등의 공적 문헌, 학계의 선행연구 등을 종합하여 유춘오악회 및 북학파 풍류방을 중심으로 활동한 전문음악가들의 행적을 규명하고 이들이 어떻게 주체적으로 또 전략적으로 활동했는지를 추적하고자 했다. 유춘오악회 및 북학파 풍류방과 인연을 맺었던 전문음악가들은 연익성, 박보완, 문명신 같은 장악원 음악가들이다. 연익성은 홍대용의 10대에서 40대까지를 함께 했던 금사(琴師)였다. 홍대용과 연익성은 충청도 관찰사를 역임한 집안의 자제와 충청도 지역의 악공으로서 충청도 수촌에서 처음 조우했다. 이후 연익성이 장악원에 들어가고 홍대용도 상경하며 이들의 인연은 30년간 이어진다. 그들은 신분 차이에도 불구하고 장기적이고 평등한 ‘우정’을 나누었던 사이였다. 이후에 활동했던 박보완은 연익성과는 달리 대금과 생황 등 관악기에 능한 음악가였다. 그는 활발한 민간 활동의 자취를 남겼고 공적으로도 50년 이상 궁중의 각종 연향에서 (가)전악으로 활약했다. 박보완은 유춘오에서 양금을 접하고 그 유행 가능성을 내다보았으며, 중국 사행(使行) 때는 생황과 함께 양금의 연주법을 배워와서 민간 풍류방에 확산시킨 인물이기도 하다. 그는 향악 전공 우방 악공 출신으로 민간에서 생황과 양금의 유행을 주도하였다. 박보완 이후에 활동한 생황 전문가 문명신 역시 양금으로 관심영역을 넓혔으며 『구라철사금자보』의 저본이 되는 최초의 양금자보인 『문명신양금자보』를 제작하였다. 그는 당악 전공 우방 악공 출신으로, 유춘오악회 이후 북학파 풍류방에서 활동한 인물로 보인다. 연익성, 박보완, 문명신의 행적은 조선후기 악회에서 활동하던 장악원 전문음악가들의 전략 양상을 압축적으로 보여준다. 전 시대인 17세기 말~18세기 초에 활동했던 김성기와 한립은 거문고 전문가로서 문인 비전문가들의 미감에 맞춘 신성(新聲)을 짓고 악보를 만들어 가르쳤다. 18세기 후반 유춘오악회의 연익성 역시 이러한 전략의 연장선상에서 활동한 음악가였다. 그런데 18세기 말이 되면 청(淸) 문물의 활발한 유입을 배경으로 전문음악가들이 새로운 악기를 수용하는 과정에서 적극적 역할을 수행한다. 생황 전문가 박보완은 민간 풍류방을 통해 양금을 접하고 청에서 연주법을 익혀와 우리 곡조에 맞추었으며, 문명신은 최초의 양금자보를 만들었다. 1828년에는 이들 가계에 의해 궁중에서 처음으로 양금이 연행된다. 장악원에는 이처럼 자신들의 전공 영역에 안주하지 않고 새로운 영역으로 진출하고자 했던 우방 소속의 진취적 음악가 가계들이 있었으며, 이들의 관심사는 대체로 대금->생황->양금 순으로 움직인 것이 확인된다. 그러나 양금은 민간의 인기에도 불구하고 궁중 도입까지 상당한 시간이 걸렸다. 이는 양금이 1801년 신유사옥 때 풍속을 교란하는 사특한 악기로 여겨졌던 것과 관련된다. 유춘오악회와 북학파 풍류방에서 활동했던 전문음악가들은 변화하는 시장의 수요에 맞추어 기존 악기에서 생황과 양금 등의 새로운 악기로 역량을 키우면서 그 유행을 선도하였고, 연주법과 악보 보급 등 비전문가들의 필요와 어려움을 해결하였다. 또한 이들은 유춘오악회와 북학파 풍류방의 악풍을 다른 민간 풍류방에 전파하는 한편, 궁중으로 새로운 악기인 양금을 들여오는 매개자로 활약했다.

헤테로고리 화합물과 NAD^( ) 유사체와의 수소음이온 이동반응에 대한 반응속도론적 연구

길현주 강원대학교 대학원 2007 국내석사

2-[2'-And 3'-furyl and thienyl]-3-methylbenzothiazolium ion have been prepared in order to measure the rate of reduction of these compounds by 10-substitutedbenzylacridan. The reaction were monitored spectrophotometrically in a solvent consisting of four parts of 2-propanol and one part of water at 25 ℃. The reactivities of the five-membered heterocycles fail to correlate with the acid dissociation constant, pK_(a), of the corresponding heteroaromatic carboxylic acids. The variation in k₂ appear to depend more heavily on resonance involving the heteroatoms while the pKa seems to depend mainly on the inductive effect of the heteroatoms. Rate and equilibrium constants for hydride transfer from series of 1-substituted benzyl-3-cyanoquinolinium bromide to a 10-benzylacridan have been measured in the same condition described above. The Brfnsted plot for this system gave a linearity with the slope of 0.47 which is α. This value was compared with the one calculated from Marcus theory which is based on the model of one-step mechanism. The calculated value was 0.41, which is in fairly good agreement with the experimental value. Benzothiazole 화합물의 2번 탄소위치에 5각형의 헤테로고리가 붙어있는 3-methyl-2-(2′-thienyl)benzothiazolium perchlorate (1a), 2-(2′-furyl)-3- methylbenzothiazolium perchlorate(2a), 3-methyl-2-(3′-thienyl)benzothiazo-lium perchlorate(1b), 2-(3′-furyl)-3-methylbenzothiazolium perchlorate(2b)를 합성하였다. 이 화합물들을 수소음이온 받개로 사용하고 10-substituted benzylacridan (p-CH₃, H, p-F, p-Br, m-F, m-Br, p-CN)을 수소음이온 주개로 하는 수소음이온 이동반응에서 치환기 변화에 따른 반응속도상수(k)를 측정하였다. 용매는 2-propanol과 물의 부피비가 4:1인 혼합용매를 사용하였고 반응속도는 25 ± 0.1 ℃에서 분광학적인 방법을 이용하여 측정하였다. 5각형의 헤테로고리가 붙은 benzothiazole 고리의 반응성은 헤테로고리 변화에 따른 반응속도상수들로부터 고찰하였고, 헤테로원자에 의한 유발효과보다는 공명효과가 더 크게 기여하는 것으로 나타났다. 일련의 치환기를 가진 1-substituted benzyl-3-cyanoquinolinium bromide(4) 화합물을 수소음이온 받개로, 10-benzylacridan(3Hb)을 수소음이온 주개로 사용하여 정반응의 반응속도상수와 평형상수를 측정하였다. 이 반응계에서의 Brønsted α는 0.47로 나타났다. 한단계 반응을 모델로한Marcus 이론을 이용하여 이론적인 Brønsted α값을 계산하였을 때 이론치는 0.41을 나타내었다. 이것으로 반응계의 경향이 Marcus 모델과 일치함을 알 수 있었다. 이와 같은 결과로부터 이 반응계가 높은 에너지를 가진 중간체를 형성하지 않고, 직접 수소음이온이 이동하는 한단계 메카니즘을 통해 진행되는 것으로 결론지을 수 있다.

신명기의 교육신학적 구조에 관한 연구 : 신명기 6:4-9을 중심으로

길현주 총신대학 1985 국내석사

안지오텐신 변화효소 저해제의 합성과 작용평가(Ⅴ)

길현주 덕성여자대학 1986 국내석사

'이야기판 체험'을 통한 설화 교육 방안 연구

길현주 仁川大學校 2012 국내석사

The key argument of the study is that oral tradition folk tales need to be studied again focusing on the experience of storytelling performance arena. In order to teach orality of folk tales to learners who became accustomed to documentary literature, it was adjudged that education methods using the storytelling performance arena would be appropriate. The study has been conducted with the purpose to contrive educational measures that enable learners to discover orality of oral tradition folk tales and characteristics of oral culture by participating in the storytelling performance arena and improve the learner’s in-depth understanding towards orality. By composing a dynamic performance arena of storytelling for learners, measures that can materialize orality of folk tales were studied and analyzed. At the beginning of the discussion, five characteristics of folk tales were researched to confirm the ultimate attribute of folk tales is originated from ‘orality.’ In order to deeply understand orality of folk tales, the part “characteristics of thinking and expressions of oral culture” in a book[Orality and Literacy] written by Walter J. Ong was studied. To conduct the education of folk tales using the scene of storytelling, the definition of the storytelling performance arena, composing factors of the storytelling performance arena, and how those factors work at the scene were studied. At the storytelling performance arena, a static story is changed in various ways according to the storyteller, listeners, or situations; the story is continued in the course of interactions at the scene. In addition, it was also analyzed that continual communication and interaction between a storyteller and listeners determine dynamicity of the storytelling performance arena. Starting from raising issues on the education of folk tales that it has been conducted without offering opportunities to experience their orality, the conclusion has been made that the storytelling performance arena should be brought to classroom to improve the sense of realism of oral literature. Detailed education measures using the storytelling performance arena include ‘delivering stories.’ ‘narrating stories,’ and ‘recording stories.’ At the stage of ‘delivering stories,’ the process and reasons of making a different version of story was found by discovering some parts that stories are changed as they are delivered. In addition, by analyzing activities of learners, orality of folk tales and characteristics of oral culture were figured along with understanding the effects of communication between a storyteller and listeners to the flow of stories. The stage of ‘narrating stories,’ allowed learners to experience a dynamic storytelling performance arena and discover that folk tales are the literature composed of speech, the literature narrated, and the literature of joint work. After those activities, narrating materials of the learners were used as texts of class for them to figure out characteristics of oral culture, and that the scene of storytelling is dynamically operated through communication and interaction between a storyteller and listeners. Finally, at the stage of ‘recording stories,’ learners were told to record narrated stories and find the part that orality of folk tales is immersed in their records. It was an activity to figure out orality of folk tales by analyzing pronouns, recurrences, saying in other words, and sentence endings(the tones of speaking to listeners) and think about what meanings those features of speech have at the storytelling performance arena. Through evaluating and analyzing the results of the actually conducted classes on folk tales with the participation in the storytelling performance arena, it was concluded that the education is appropriate to illustrate orality of folk tales to learners. 이 글의 핵심적인 문제의식은 이야기판 체험을 중심으로 하여 구비설화를 다시 보자는 것이다. 기록문학에 익숙해진 학습자에게 설화의 구술성을 교육하기 위해서는 이야기가 연행되는 이야기판을 활용한 교육방법이 적합하다고 판단하였다. 본 연구는 학습자들이 이야기판 체험을 통해 구비설화의 구술성과 구술문화의 특징을 직접 깨닫고, 구술성에 대한 보다 심층적이고 체감 높은 이해를 돕는 설화 교육의 방안을 구안하는 목적으로 수행되었다. 학습자들을 상대로 역동적인 이야기판을 구성하여 어떻게 하면 설화의 구술성을 실증할 수 있는지 그 방안을 제시하였다. 논의의 처음은 설화의 본질적 특성이 ‘구술성’에 있음을 확인하기 위하여 설화의 다섯 가지 특징을 살펴보았고, 설화의 구술성을 심도 있게 이해하기 위해 월터 J. 옹의 구술문화의 사고와 표현의 특징들을 알아보았다. 이후의 논의는 이야기판을 활용한 설화 교육을 하기 위해서 이야기판이 무엇인지, 이야기판을 구성하는 요소에는 무엇이 있는지, 또 그 요소들이 어떤 특징을 갖고 이야기판에서 작용하는지를 살펴보았다. 이야기판에서는 정적인 이야기가 화자, 청자, 상황에 의해 다양하게 변용되며 이야기판의 상호작용 속에서 이야기가 연행됨을 알 수 있었다. 또한, 화·청자 간의 지속적인 의사소통 및 상호교감에 따라 이야기판의 역동성 구현 여부가 결정됨을 확인하였다. 다음으로 이야기판 체험을 통한 설화 교육 지도 방안을 소개하기에 앞서 그동안의 설화 교육이 설화의 구술성을 체험할 수 없게 진행됐다는 문제 제기로부터 시작하여, 구비문학의 현장성을 살리기 위해서는 이야기판을 교실 내로 끌어와야 한다는 결론에 다다랐다. 이야기판 체험을 통한 설화 교육의 구체적인 지도 방안으로는 ‘이야기 전달하기’, ‘구연하기’, ‘구술연행 채록하기’ 활동을 제시하였다. ‘이야기 전달하기’에서는 이야기가 전달될수록 변개가 이루어지는 지점을 확인하여 설화의 이본 생성 과정 및 이유를 알 수 있었다. 또한, 학습자들의 활동 내용 분석을 통하여 구술성 및 구술문화의 특징을 파악하고, 이야기판에서의 화·청자의 소통과 그들이 이야기 흐름에 미치는 영향을 이해할 수 있었다. ‘구연하기’에서는 설화가 ‘말로 된 문학’, ‘구연되는 문학’, 함께 향유하며 누리는 ‘공동작의 문학’임을 알게 하는 것과 동시에 역동적인 이야기판을 체험하도록 하였다. 활동 후 학습자들의 구연 자료를 수업의 텍스트로 삼아 구술문화의 특징을 파악하고, 화·청자의 의사소통 및 상호교감을 통해 이야기판이 역동적으로 운용됨을 알게 하였다. 마지막으로 ‘구술연행 채록하기’에서는 구술연행을 채록하고, 채록물에서 구술성이 녹아 들어간 부분을 찾도록 하였다. 대용형(대명사), 회기, 환언, 종결사(말 건넴의 어투)를 분석하여 설화의 구술성을 파악함과 동시에 이러한 구두 발화의 양상들이 이야기판에서 갖는 의미가 무엇인지 생각해 보는 활동이었다. ‘이야기판 체험을 통한 설화 교육’의 실제와 결과 분석 및 평가로 이 설화 교육 방안이 학습자들에게 설화의 구술성을 실증할 수 있는 적합한 교육 방안이 될 수 있음을 확인하였다.