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정헌상,정지희,김요한,권다혜,김봉근,나현빈,이현호 한국바이오칩학회 2018 BioChip Journal Vol.12 No.3
In this study, localized surface plasmon resonance (LSPR) effect was characterized for immuneassay to detect cortisol conjugated nanoparticles (NPs) using a cuvette-compatible Au NPs layered sensor chip. A neuro stress hormone, cortisol, as target molecule was conjugated to 2 nm, 5 nm, 30 nm, and 40 nm Au NPs or 14 nm zinc oxide (ZnO) NPs to enhance the LSPR detection signals as plasmonic coupling elements with respect to cortisol monoclonal antibody (c-Mab) of probe molecule, which was immobilized on the Au NPs layered sensor. The cortisol conjugated 2 nm and 5 nm Au NPs and 14 nm ZnO NPs, which were selectively immune- bound to the c-Mab coated Au NPs sensor, showed LSPR effects to induce absorbance increases under UV-Vis spectroscopy. Also, the cortisol conjugated 2 nm, 5 nm, 30 nm and 40 nm Au NPs could show disparate plasmonic coupling effects to shift maximum absorbance wavelength peaks. Even though the cortisol conjugated 14 nm ZnO NPs could show increased absorbance only, the conjugation of cortisol to both Au and ZnO NPs was proved to enhance direct LSPR detection of the cortisol, which could not be explicitly sensed by itself for direct LSPR signal.
「2019 개정 누리과정」운영에 따른 통합유치원 유아특수교사의 특수교육대상유아 지원 경험과 인식
이소현,윤선아,안의정,허수연,나지희 한국유아특수교육학회 2022 유아특수교육연구 Vol.22 No.1
It is necessary to explore what experiences teachers of children with special needs are experiencing in the early childhood special education(ECSE) since 2019 Revised Nuri Curriculum has been implemented. This study examined the experiences and perceptions of ECSE teachers supporting children with special needs in inclusive preschools implementing revised Nuri Curriculum and their needs for support accordingly. For this study, focus group interviews were conducted with 12 ECSE teachers working in inclusive preschools and the results were analyzed. From the qualitative analysis, 4 main-themes and 10 sub-themes were emerged. Main-themes were (1) revised Nuri Curriculum, the beginning of a change, (2) practice of the revised Nuri Curriculum, (3) effectiveness of the revised Nuri Curriculum, (4) needs for support of ECSE teachers. The sub-themes were ‘child-centered curriculum’, ‘play-based curriculum’, ‘change in teachers’ perception and attitude’, ‘teacher’s worries’, ‘teacher’s efforts’, ‘change of children’ ‘change of children with special needs’, ‘romoting social integration’ ‘improving teacher competency’ and ‘nstitutional support’ Based on the research results, the effectiveness of the revised Nuri Curriculum, the role of ECSE teachers, and the needs for support for successful implementation of the revised Nuri Curriculum were discussed. 「2019 개정 누리과정」시행에 따라 특수교육대상유아를 지원하는 유아특수교육 현장에서도 새로운 교육과정이 적용되고 있다. 이에 본 연구에서는「2019 개정 누리과정」운영에 따른 통합유치원 유아특수교사의 특수교육대상유아 지원 경험과 인식에 대해 살펴봄으로써 이들의 경험을 다각적인 측면에서 분석하고 이에 따른 지원 요구를 알아보고자 하였다. 이를 위해 통합유치원에서 근무하는 유아특수교사 12명을대상으로 포커스 그룹 면담을 실시하였고, 그 내용을 질적으로 분석한 결과 4개의 대주제와 이에 따른10개의 하위주제가 도출되었다. 대주제는 (1) 개정 누리과정, 변화의 시작, (2) 개정 누리과정의 실행, (3) 개정 누리과정의 성과, (4) 유아특수교사의 지원 요구이며, 하위주제는 ‘유아 중심 교육과정’, ‘놀이 중심교육과정’, ‘교사의 인식과 태도 변화’, ‘유아특수교사의 고민’, ‘유아특수교사의 노력’, ‘일반 유아의 변화’, ‘특수교육대상유아의 변화’, ‘사회적 통합 증진’, ‘교사 역량 강화’, ‘제도적 지원’으로 나타났다. 연구결과를 바탕으로「2019 개정 누리과정」의 성과 및 유아특수교사의 역할, 성공적인 실행을 위한 지원 요구 등에 대해 논의하였다.