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    지방쑱 μ•Œλ°νžˆλ“œμ˜ νƒ„μ†Œ 개수λ₯Ό κ°„νŽΈν•˜κ²Œ 1개 늘리고 쀄일 수 μžˆλŠ” 동쑱체화 합성법

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    ν•™μœ„λ…Όλ¬Έ(박사)--μ„œμšΈλŒ€ν•™κ΅ λŒ€ν•™μ› :κ³΅κ³ΌλŒ€ν•™ 화학생물곡학뢀,2020. 2. κΉ€μ˜κ·œ.The one-carbon more and one-carbon less homologation of carbonyl compounds have been highly useful in organic chemistry for a long time because they could increase the synthetic value of the carbonyl compounds. Although various useful one-carbon more homologations and one-carbon less homologations have been respectively reported, they still have some drawbacks. They often require harsh reaction conditions that may be incompatible with several functional groups present in the compounds or suffer from difficulties in handling and the large-scale preparation. First of all, there has been no homologation method to produce both one-carbon more and one-carbon less homologous compounds from the same synthon or the same intermediate. We found that the mild proline-catalyzed reaction of aliphatic aldehydes with phenylsulfonylnitromethane under ultrasound irradiation could afford not Ξ±,Ξ²-unsaturated Ξ±-nitrosulfones but Ξ²,Ξ³-unsaturated Ξ±-nitrosulfones in good yields through mild and tandem addition-elimination-isomerization. We could develop a new concept of the adaptable one-carbon more and one-carbon less homologation of aliphatic aldehydes using Ξ²,Ξ³-unsaturated Ξ±-nitrosulfones as key intermediates. While the ozonolysis of the key intermediates gave one-carbon less carbonyl homologs, the reduction of the double bond in the same key intermediates followed by the ozonolysis of the nitronate provided one-carbon more carbonyl homologs. Previously, one-carbon more homologation and/or one-carbon less homologation were required to be performed separately using different homologation methods. But our homologation method to produce both one-carbon more and one-carbon less homologous compounds from the same intermediate can provide not only the more efficient synthesis but also the option to select a starting material with lower cost or better availability. We have also tried to design the homologation process to be milder and more practical by avoiding the use of strong base or rather reactive intermediates under anhydrous conditions. Moreover, we also prepared complementary one-carbon more homologation for the substrate having a functional group that is incompatible to ozonolysis and designed to obtain various carbonyl homologs such as aldehydes, acetals, carboxylic acids, esters, amides through simple modification of the reactions. The two-way homologation was applied to the synthesis of the two key intermediates for biologically active histone deacetylases inhibitors, which was previously prepared respectively from 5-aminopentanoic acid and 7-aminoheptanoic acid. Both an 5-aminopentanoic acid derivative and an 7-aminoheptanoic acid derivative could be efficiently prepared from readily available 6-aminohexanoic acid via the same intermediate (6 steps, 33-35% yields). Our flexible homologation method could increase the synthetic availability of the carbonyl compounds and greatly diversify the choice of the chemical reactions for the construction of new carbon-carbon bonds.쉽고 효율적인 μž‘μš©κΈ° λ³€ν™˜μ€ μ˜€λž«λ™μ•ˆ 유기 ν™”ν•™μžλ“€μ˜ μ£Όμš” 연ꡬ λΆ„μ•Όμ΄μž λͺ©ν‘œμ˜€μŠ΅λ‹ˆλ‹€. κ·Έ μ€‘μ—μ„œ μΉ΄λ₯΄λ³΄λ‹ ν™”ν•©λ¬Όμ˜ 동쑱체화 합성법은 유기 ν™”ν•™μžλ“€μ΄ μ΄λŸ¬ν•œ λͺ©ν‘œλ₯Ό λ‹¬μ„±ν•˜λŠ” 데 μžˆμ–΄μ„œ λ‹€μ–‘ν•œ μΈ‘λ©΄μ—μ„œ μ ‘ν•˜κ²Œ λ˜λŠ” 어렀움듀 μ€‘μ˜ ν•˜λ‚˜μ˜€μŠ΅λ‹ˆλ‹€. νƒ„μ†Œ 개수λ₯Ό 1개 μ¦κ°€μ‹œν‚€λŠ” 동쑱체화 합성법과 νƒ„μ†Œ 개수λ₯Ό 1개 κ°μ†Œμ‹œν‚€λŠ” 동쑱체화 합성법듀이 λ‹€μ–‘ν•˜κ²Œ λ³΄κ³ λ˜μ—ˆμ§€λ§Œ μ—¬μ „νžˆ λͺ‡ 가지 단점듀을 가지고 μžˆμŠ΅λ‹ˆλ‹€. 보고된 방법듀은 μ’…μ’… 화합물에 μ‘΄μž¬ν•˜λŠ” λ‹€μ–‘ν•œ μž‘μš©κΈ°μ™€ 양립할 수 μ—†λŠ” κ²©λ ¬ν•œ λ°˜μ‘ 쑰건을 μ‚¬μš©ν•˜μ—¬ 적용 κ°€λŠ₯ν•œ 기질이 μ œν•œμ μ΄κ±°λ‚˜, μ·¨κΈ‰ν•˜κΈ° μ–΄λ €μš΄ μ‹œμ•½μ΄λ‚˜ 합성법이 μ‚¬μš©λ˜μ–΄ λ§Žμ€ μ–‘, μ‹¬μ§€μ–΄λŠ” 적은 양을 ν•©μ„±ν•  λ•Œλ„ 어렀움을 κ²ͺλŠ” κ²½μš°κ°€ μžˆμŠ΅λ‹ˆλ‹€. 무엇보닀도 νƒ„μ†Œ 개수λ₯Ό 1개 μ¦κ°€μ‹œν‚€λŠ” 동쑱체화 합성법과 νƒ„μ†Œ 개수λ₯Ό 1개 κ°μ†Œμ‹œν‚€λŠ” 동쑱체화 합성법을 λ™μΌν•œ ν•©μ„± λ‹¨μœ„μ²΄ λ˜λŠ” λ™μΌν•œ 쀑간체λ₯Ό μ‚¬μš©ν•˜μ—¬ λ™μ‹œμ— μˆ˜ν–‰λœ κ²½μš°λŠ” μ—†μ—ˆμŠ΅λ‹ˆλ‹€. μš°λ¦¬λŠ” 지방쑱 μ•Œλ°νžˆλ“œμ™€ νŽ˜λ‹μˆ ν¬λ‹λ‹ˆνŠΈλ‘œλ©”νƒ„μ„ ν”„λ‘€λ¦° 촉맀 쑴재 ν•˜μ—μ„œ λ°˜μ‘μ‹œμΌœ λΆ€κ°€ λ°˜μ‘, 제거 λ°˜μ‘, μ΄μ„±μ§ˆμ²΄ν™”μ˜ 연속적인 λ°˜μ‘μ„ 톡해 Ξ²,Ξ³-λΆˆν¬ν™” Ξ±-λ‹ˆνŠΈλ‘œμˆ ν°μ„ 쒋은 수율둜 얻을 수 μžˆμŒμ„ λ°œκ²¬ν•˜μ˜€κ³ , 이 λ°˜μ‘μ„ ν™œμš©ν•˜μ—¬ Ξ²,Ξ³-λΆˆν¬ν™” Ξ±-λ‹ˆνŠΈλ‘œμˆ ν°μ„ μ€‘κ°„μ²΄λ‘œ μ‚¬μš©ν•˜μ—¬ 지방쑱 μ•Œλ°νžˆλ“œμ˜ νƒ„μ†Œ 개수λ₯Ό 1개 μ¦κ°€μ‹œν‚€λŠ” 동쑱체화와 νƒ„μ†Œ 개수λ₯Ό 1개 κ°μ†Œμ‹œν‚€λŠ” 동쑱체화λ₯Ό λ™μ‹œμ— ν•  수 μžˆλŠ” 합성법을 κ°œλ°œν–ˆμŠ΅λ‹ˆλ‹€. μ˜¨ν™”ν•œ 쑰건 ν•˜μ—μ„œλ„ λ‹€μ–‘ν•œ 지방쑱 μ•Œλ°νžˆλ“œλ‘œλΆ€ν„° νƒ„μ†Œ κ°œμˆ˜κ°€ 1개 μ¦κ°€λ˜κ±°λ‚˜ νƒ„μ†Œ κ°œμˆ˜κ°€ 1개 κ°μ†Œλœ 동쑱 κ³„μ—΄μ˜ μΉ΄λ₯΄λ³΄λ‹ 화합물을 μ–‘ν˜Έν•œ 수율둜 얻을 수 μžˆμ—ˆμŠ΅λ‹ˆλ‹€. 그리고 이 합성법을 ν™œμš©ν•˜μ—¬ νžˆμŠ€ν†€ νƒˆμ•„μ„Έν‹Έν™” νš¨μ†Œ μ €ν•΄μ œ 합성에 ν•„μš”ν•œ 두 개의 쀑간체λ₯Ό 6단계λ₯Ό 거쳐 각각 33%, 35%의 수율둜 효율적으둜 ν•©μ„±ν•  수 μžˆμ—ˆμŠ΅λ‹ˆλ‹€. 더 λ‚˜μ•„κ°€ 이 동쑱체화 합성법을 μ μš©ν•˜κΈ° μ–΄λ €μš΄ μž‘μš©κΈ°λ₯Ό 가지고 μžˆλŠ” κΈ°μ§ˆλ“€μ„ μœ„ν•˜μ—¬ λŒ€μ²΄μ μΈ 동쑱체화 합성법도 λ§ˆλ ¨ν–ˆμŠ΅λ‹ˆλ‹€. μ΄λŸ¬ν•œ 합성법은 상황에 따라 μœ μ—°ν•˜κ²Œ 적용이 κ°€λŠ₯ν•˜μ—¬ μΉ΄λ₯΄λ³΄λ‹ ν™”ν•©λ¬Όμ˜ ν•©μ„± κ°€λŠ₯성을 μ¦κ°€μ‹œν‚€κ³  νƒ„μ†Œ-νƒ„μ†Œ 결합을 ν˜•μ„±μ‹œν‚€λŠ” ν™”ν•™ λ°˜μ‘μ˜ 선택성을 λ‹€μ–‘ν™”ν•  수 μžˆμ„ κ²ƒμœΌλ‘œ μƒκ°λ©λ‹ˆλ‹€.Introduction 1 1. Homologation reaction 1 2. Phenylsulfonylnitromethane 9 3. Our previous study 15 Results and discussion 18 1. Our strategy 18 2. Adaptable one-carbon more and one-carbon less homologation 32 2.1. Process development for the preparation of the one-carbon synthon, phenylsulfonylnitromethane 32 2.2. Mild tandem addition-elimination reaction 37 2.3. Reduction of Ξ²,Ξ³-unsaturated nitrosulfones to saturated nitrosulfones 47 2.4. Transformation to one-carbon more homologous carbonyl compounds 50 2.5. Transformation to one-carbon less homologous carbonyl compounds 53 2.6. The application of our homologation 56 Conclusions 59 Experimental Details 61 REFERENCES 95 APPENDICES 99 ABSTRACT IN KOREAN 220Docto

    The Changing Role(s) of Non-Governmental Organizations in the Korean Policy Processes

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    이 μ—°κ΅¬μ˜ λͺ©μ μ€ ν•œκ΅­μ„ λŒ€μƒμ‚¬λ‘€λ‘œ ν•˜μ—¬οΌŒμ •μ±…κ³Όμ •μ—μ„œ 비정뢀기ꡬ가 μˆ˜ν–‰ν•˜λŠ” 역할이 μ—­μ‚¬μ μœΌλ‘œ μ–΄λ–»κ²Œ λ³€ν™”λ˜μ–΄ μ™”λŠ”μ§€λ₯Ό κ²€ν† ν•˜λŠ” 데 μ—ˆλ‹€. 내렀진 결둠을 μš”μ•½ν•˜λ©΄οΌŒλΉ„μ •λΆ€κΈ°κ΅¬κ°€ μˆ˜μ™€ λ‹€μ–‘μ„± μΈ‘λ©΄μ—μ„œ μ–‘μ μœΌλ‘œ νŒ½μ°½ν•˜κ³  μžˆμœΌλ©°οΌŒμ •μ±…μ˜ κ²°μ •κ³Ό 집행 κ³Όμ •μ—μ„œ λΉ„μ •λΆ€κΈ°κ΅¬μ˜ 참여와 영ν–₯λ ₯이 곡히 ν™•λŒ€λ˜κ³  μžˆλ‹€. μ΄λŸ¬ν•œ 결파 정뢀와 민간이 ν˜‘λ ₯적 λ„€νŠΈμ›Œν¬λ₯Ό κ΅¬μ„±ν•˜μ—¬ 정책을 κ²°μ •ν•˜κ³  μ§‘ν–‰ν•˜λŠ” 사둀가 λŠ˜μ–΄λ‚˜κ³  있으며, κ΅­μ •μš΄μ˜μ˜ νŒ¨λŸ¬λ‹€μž„μ΄ ꡭ가쀑심적인 μ •λΆ€(governmentμ—μ„œ 민·관이 ν˜‘λ ₯ν•˜λŠ” κ±°λ²„λ„ŒμŠ€(governance)둜 λ³€λͺ¨ν•˜κ³  μžˆλ‹€. 더 λ‚˜μ•„κ°€ λΉ„μ •λΆ€κΈ°κ΅¬μ˜ 정책참여와 영ν–₯λ ₯이 ν™•λŒ€λ˜λ©΄μ„œοΌŒμ •λΆ€μ™€ λΉ„μ •λΆ€κΈ°κ΅¬κ°„μ˜ μ „λ°˜μ  관계가 κ°ˆλ“±μ μΈ μ„±κ²©μ—μ„œ ν˜‘λ ₯적인 μ„±κ²©μœΌλ‘œ λ³€λͺ¨ν•˜κ³  μžˆμœΌλ©°οΌŒκ΅­κ°€-μ‚¬νšŒκ°„ 이읡맀개의 양식이 μ‘°ν•©μ£Όμ˜λ‘œλΆ€ν„° μ •μ±…λ„€νŠΈμ›Œν¬λ‘œ μ§„ν™”ν•˜κ³  μžˆλ‹€. ν•˜μ§€λ§Œ λΉ„μ •λΆ€κΈ°κ΅¬μ˜ μ„Έλ ₯ν™” 성곡과 이둜 μΈν•œ 이읡맀개 μ–‘μ‹μ˜ 변화에도 λΆˆκ΅¬ν•˜κ³ οΌŒλΉ„μ •λΆ€κΈ°κ΅¬μ˜ 영ν–₯λ ₯은 μ—¬μ „νžˆ μ œν•œμ μ΄λ©° μ •μ±…λ„€νŠΈμ›Œν¬μ—μ„œ 비정뢀기ꡬ가 μ°¨μ§€ν•˜λŠ” μœ„μƒ λ˜ν•œ 아직은 주변적이닀.이 μ—°κ΅¬λŠ” 2002-2004년도 ν•™μˆ μ§„ν₯μž¬λ‹¨ γ€ˆμ€‘μ μ—°κ΅¬μ†Œμ§€μ›κ³Όμ œγ€‰μ˜ μΌν™˜μœΌλ‘œ μˆ˜ν–‰λ˜μ—ˆλ‹€

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    The Effect of In-Service Education and Training Experience on Job Satisfaction

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    ν•™μœ„λ…Όλ¬Έ (석사)-- μ„œμšΈλŒ€ν•™κ΅ λŒ€ν•™μ› : ν–‰μ •ν•™κ³Ό, 2012. 2. κΈˆν˜„μ„­.κ΅μœ‘ν›ˆλ ¨μ΄ μ§λ¬΄νƒœλ„μ™€ 직무성과에 긍정적인 영ν–₯을 λ―ΈμΉœλ‹€λŠ” μ£Όμž₯이 섀득λ ₯을 μ–»μœΌλ©°, 쑰직의 경쟁λ ₯ κ°•ν™”λ₯Ό μœ„ν•΄ λ―Όκ°„κ³Ό 곡곡쑰직은 κ΅μœ‘ν›ˆλ ¨μ— μ˜ˆμ‚°κ³Ό 인λ ₯을 νˆ¬μž…ν•˜κ³  μžˆλ‹€. μ „λ¬Έμ„± μ‹ μž₯을 μœ„ν•΄μ„œλŠ” 계속적인 ν›ˆλ ¨κ³Ό ꡐ윑이 ν•„μˆ˜μ μΈ ꡐ사듀을 λŒ€μƒμœΌλ‘œ ν•œ ꡐ원 μ—°μˆ˜λ„ 양적 ν™•μž₯을 κ±°λ“­ν•˜κ³  μžˆμœΌλ‚˜ ꡐ원 μ—°μˆ˜μ œλ„μ˜ νš¨κ³Όμ„±μ— λŒ€ν•œ μ—°κ΅¬λŠ” λ―Έν‘ν•œ 싀정이닀. 이에 λ³Έ μ—°κ΅¬λŠ” κ΅μ‚¬μ˜ μ—°μˆ˜ κ²½ν—˜μ΄ μ§λ¬΄λ§Œμ‘±μ— λ―ΈμΉ˜λŠ” 영ν–₯λ ₯에 λŒ€ν•œ 검증을 μ‹œλ„ν•˜μ˜€λ‹€. λ³Έ μ—°κ΅¬μ—μ„œλŠ” μš°λ¦¬λ‚˜λΌ 쀑학ꡐ ꡐ사λ₯Ό λŒ€μƒμœΌλ‘œ ν•˜μ˜€κ³ , κ΅μ‚¬μ˜ μ—°μˆ˜ κ²½ν—˜μ„ μ£Όμš” λ…λ¦½λ³€μˆ˜λ‘œ μ‚¬μš©ν•˜λŠ” ν•œνŽΈ 이λ₯Ό μ—°μˆ˜ μ’…λ₯˜μ˜ λ‹€μ–‘μ„±κ³Ό μ—°μˆ˜ μ΄μˆ˜μ‹œκ°„μœΌλ‘œ μ„ΈλΆ„ν™”ν•˜μ—¬ 각각 영ν–₯λ ₯을 μ‚΄νŽ΄λ³΄μ•˜λ‹€. μ’…μ†λ³€μˆ˜λŠ” 직무만쑱으둜 κ΅μ‚¬μ˜ μ „λ°˜μ μΈ λ§Œμ‘±λ„λ₯Ό μ‚¬μš©ν•˜μ—¬ λΆ„μ„ν•˜μ˜€κ³  곡립과 μ‚¬λ¦½μ΄λΌλŠ” 학ꡐ 섀립 μœ ν˜• λ³€μˆ˜κ°€ μ—°μˆ˜ κ²½ν—˜ κ΄€λ ¨ λ³€μˆ˜μ™€ μ§λ¬΄λ§Œμ‘±λ³€μˆ˜ μ‚¬μ΄μ—μ„œ μ–΄λ– ν•œ 쑰절효과λ₯Ό λ³΄μ΄λŠ”μ§€ κ²€μ¦ν•˜κ³ μž ν•˜μ˜€λ‹€. λ˜ν•œ ꡐ사 μ—°μˆ˜μ™€ 직무만쑱 λ³€μˆ˜ λͺ¨λ‘μ™€ 연관이 μžˆλŠ” κ²ƒμœΌλ‘œ λ°ν˜€μ§„ κ΅μ‚¬νš¨λŠ₯감 λ³€μˆ˜λ₯Ό λͺ¨ν˜•μ— μΆ”κ°€ν•˜μ—¬ 맀개효과λ₯Ό λΆ„μ„ν•˜κ³ μž ν•˜μ˜€λ‹€. ꡐ사 μ—°μˆ˜ 이외에 μ§λ¬΄λ§Œμ‘±μ— 영ν–₯을 쀄 수 μžˆλŠ” μ—°λ Ή, 성별, ν•™λ ₯ λ“±κ³Ό 같은 개인적 νŠΉμ„± μš”μΈκ³Ό ν•™κ΅μœ ν˜•, 학ꡐ μ†Œμž¬μ§€μ—­ λ“±κ³Ό 같은 쑰직 νŠΉμ„± μš”μΈμ„ κ³ λ €ν•˜μ˜€λ‹€. ν•œκ΅­κ΅μœ‘κ°œλ°œμ›(KEDI)μ—μ„œ μ‹œν–‰ν•˜κ³  μžˆλŠ” ν•œκ΅­κ΅μœ‘μ’…λ‹¨μ—°κ΅¬2005의 1차년도 자료λ₯Ό μ‚¬μš©ν•˜μ—¬ λ‹€μ€‘νšŒκ·€λΆ„μ„μ„ μ‹€μ‹œν•œ κ²°κ³Ό κ΅μ‚¬μ˜ μ—°μˆ˜ κ²½ν—˜μ΄ μ§λ¬΄λ§Œμ‘±μ— 긍정적인 영ν–₯을 λ―ΈμΉ˜λŠ” κ²ƒμœΌλ‘œ λ‚˜νƒ€λ‚¬μœΌλ©°, μ΄λŠ” κ΅μœ‘ν›ˆλ ¨μ΄ μ§λ¬΄λ§Œμ‘±μ„ ν–₯μƒμ‹œν‚€λŠ”λ° κΈ°μ—¬ν•œλ‹€λŠ” κΈ°μ‘΄ μ£Όμž₯을 μ§€μ§€ν•˜λŠ” 것이닀. 학ꡐ 섀립 μœ ν˜•μ— λ”°λ₯Έ 차이λ₯Ό κ²€μ¦ν•˜κΈ° μœ„ν•΄ κ΅ν˜Έν•­μ„ μ‚¬μš©ν•˜μ—¬ λΆ„μ„ν•œ κ²°κ³Ό 학ꡐ 섀립 μœ ν˜•μ— 따라 μ§λ¬΄λ§Œμ‘±λ„κ°€ λ‹€λ₯΄κ²Œ λ‚˜νƒ€λ‚¬μœΌλ©°, 맀개효과λ₯Ό κ²€μ¦ν•˜κ³ μž ν–ˆλ˜ κ΅μ‚¬νš¨λŠ₯감도 ν†΅κ³„μ μœΌλ‘œ μœ μ˜ν•˜κ²Œ λ‚˜νƒ€λ‚˜ κ΅μœ‘ν›ˆλ ¨μ΄ μ§λ¬΄λ§Œμ‘±μ— 영ν–₯을 λ―ΈμΉ˜λŠ” κ³Όμ •μ—μ„œ κ΅μ‚¬νš¨λŠ₯감을 맀개둜 ν•œλ‹€λŠ” 것을 μ•Œ 수 μžˆμ—ˆλ‹€. 특히 μ†Œλ²¨ ν…ŒμŠ€νŠΈ(Sobel test)λ₯Ό 톡해 κ΅μœ‘ν›ˆλ ¨μ΄ μ§λ¬΄λ§Œμ‘±λ„μ— λ―ΈμΉ˜λŠ” 효과 쀑 κ΅μ‚¬νš¨λŠ₯감을 맀개둜 ν•˜λŠ” 영ν–₯λ ₯이 맀우 큰 것을 μ•Œ 수 μžˆμ—ˆλ‹€. 이와 같은 κ²°κ³ΌλŠ” ꡐ사λ₯Ό λŒ€μƒμœΌλ‘œ μ‹œν–‰λ˜λŠ” ꡐ원 μ—°μˆ˜μ˜ κ·Όκ±°κ°€ 될 수 있으며, ꡐ사 μ—°μˆ˜μ˜ 내싀화와 λ‹€μ–‘ν™”λ₯Ό 톡해 자발적인 ꡐ사 μ°Έμ—¬λ₯Ό μœ λ„ν•˜κ³  독렀해야할 ν•„μš”κ°€ μžˆλ‹€λŠ” 것을 μ‹œμ‚¬ν•˜κ³  있으며 κ΅μœ‘μΈμ μžμ›κ΄€λ¦¬ 정책에 μžˆμ–΄ ν•¨μ˜λ₯Ό μ£Όκ³  μžˆλ‹€. λ˜ν•œ 학ꡐ 섀립 μœ ν˜•μ— 따라 μ§λ¬΄λ§Œμ‘±μ— λ―ΈμΉ˜λŠ” ꡐ사 μ—°μˆ˜μ˜ νš¨κ³Όκ°€ λ‹¬λΌμ§€λ―€λ‘œ μ—°μˆ˜ 기획 μ‹œ 이λ₯Ό κ³ λ €ν•˜μ—¬μ•Όν•˜λ©°, κ΅μ‚¬νš¨λŠ₯감 ν–₯상을 μœ„ν•΄ ꡐ사 μ—°μˆ˜μ˜ 질적 μ œκ³ κ°€ μ„ ν–‰λ˜μ–΄μ•Όν•œλ‹€λŠ” 점을 μ•Œ 수 μžˆλ‹€. ꡐ사 μ—°μˆ˜κ°€ μ „λ¬Έμ„± μ‹ μž₯κ³Ό κ΅μ‚¬νš¨λŠ₯감 및 직무만쑱 ν–₯상을 μœ λ„ν•˜κ³  ꢁ극적으둜 학ꡐ ꡐ윑λ ₯ κ°•ν™”λ‘œ μ΄μ–΄μ§€λŠ” μ„ μˆœν™˜μ²΄κ³„κ°€ κ΅¬μΆ•λ˜κΈ° μœ„ν•΄μ„œλŠ” κΈ°κ΄€κ³Ό κ³΅κΈ‰μžλ₯Ό μ€‘μ‹¬μ˜ μ—°μˆ˜μ œλ„κ°€ μ•„λ‹ˆλΌ κ΅μ‚¬μ˜ 자발적 μ„±μž₯μš•κ΅¬λ₯Ό μΆ©μ‘±μ‹œν‚¬ 수 μžˆλŠ” μˆ˜μš”μž 쀑심, ν˜„μž₯ 쀑심, 사둀 μ€‘μ‹¬μ˜ μ—°μˆ˜ μ œλ„λ‘œ 근본적인 λ³€ν™”λ₯Ό 도λͺ¨ν•΄μ•Όν•œλ‹€.Previous studies show that training is positively associated with job satisfaction, and job satisfaction in turn is positively associated with most measures of performance. Both private and public organizations have raised spending on in-service education and training to strengthen their competitiveness. Although education and training for teachers has expanded quantitatively, little research has been done to test the actual effect of teacher in-service education and training on job satisfaction. Thus, this study tried to verify the effect of teachers in-service education and training experience on job satisfaction. This study examining Korean middle school teachers was conducted using teachers training experience as an independent variable, job satisfaction as a dependent variable, foundation category(public and private) as a moderating variable, and teacher efficacy as a mediating variable. Other variables such as personal characteristics including age, sex, and education and organizational characteristics such as coeducation and region which can affect job satisfaction were considered as well. This study using first-year data of Korea Education Panel Research 2005 by KEDI found that teacher in-service education and training affect job satisfaction positively by multiple regression analysis. This findings support previous research arguments. This thesis included interaction terms to examine if training has a different effect on the satisfaction of different foundation category. The interaction terms are significant and this suggests that foundation category has a moderating effect. Moreover, a mediating effect of teacher efficacy was also confirmed and this study found that teacher efficacy exert strong influence to job satisfaction by Sobel-test. This paper can be a basis of teachers in-service training and implies that advancement and diversification of teacher training program leads into spontaneous teacher training participation. Furthermore, This study signifies that school foundation category has to be considered when teacher training is planned and exercised. Training system should change government-centered and provider-centered into consumer-centered, field-centered, and case-centered in order to complete the virtuous circle among teacher training, job satisfaction, and school education competitiveness.Maste

    A Study on the Interlanguage of Korean Learners of Chinese Existential Expressions (2)

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    Analysis of the relationship between muscle stiffness and electromyography during isometric contraction of rectus femoris muscle using ultrasound

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    μ˜κ³΅ν•™κ³Ό/석사[ν•œκΈ€]인체 근윑의 ν”Όλ‘œλŠ” 근윑 ν™œλ™μ΄ μΌμ •ν•œ 힘의 λ‹¨μœ„μ΄μƒ μˆ˜μΆ•μ„ ν•˜μ˜€μ„ λ•Œ λ°œμƒν•˜κ²Œ 되고 이 ν˜„μƒμ΄ 지속될 경우 κ·Ό ν”Όλ‘œκ°€ μΆ•μ λ˜μ–΄ 근윑의 λŠ₯λ₯ μ΄ κ°μ†Œν•˜λŠ” κ²ƒμœΌλ‘œ μ•Œλ €μ Έ μžˆλ‹€. κ·Όν”Όλ‘œλ„λ₯Ό μΈ‘μ •ν•˜λŠ” λ°©λ²•μœΌλ‘œλŠ” μ²΄λ‚΄μ˜ ν˜ˆμ•‘μ„ μ±„μ·¨ν•˜μ—¬ ν˜ˆμ€‘ μ –μ‚° 농도λ₯Ό μΈ‘μ •ν•˜λŠ” 방법이 μžˆμ§€λ§Œ 이 방법은 침슡적 λ°©λ²•μœΌλ‘œ ν˜ˆμ•‘μ„ 채취해야 ν•˜λŠ” λ²ˆκ±°λ‘œμ›€μ΄ 있고 κ·Έ κ²°κ³Ό μ²˜λ¦¬μ— λ§Žμ€ μ‹œκ°„μ΄ μ†Œμš”λœλ‹€. κ·Όν”Όλ‘œλ„λ₯Ό μΈ‘μ •ν•˜λŠ” 또 λ‹€λ₯Έ λ°©λ²•μœΌλ‘œ 근전도 츑정을 ν†΅ν•˜μ—¬ ν”Όλ‘œκ°€ λ°œμƒν•˜κΈ° μ „κ³Ό ν›„μ˜ 근전도 λ°μ΄ν„°μ˜ 비ꡐ뢄석을 ν•˜λŠ” 것이닀.λ³Έ μ—°κ΅¬μ—μ„œλŠ” 근윑의 ν”Όλ‘œλ„λ₯Ό μΈ‘μ •ν•˜λŠ” μƒˆλ‘œμš΄ λ°©λ²•μœΌλ‘œ κ·Όμœ‘κ²½μ§λ„ 츑정법을 μ œμ‹œν•˜κ³ μž ν•œλ‹€. κ·Όμœ‘μ— ν”Όλ‘œκ°€ μŒ“μ΄κ²Œ 되면 근윑의 μˆ˜μΆ• λŠ₯λ₯ μ΄ κ°μ†Œν•˜κΈ° λ•Œλ¬Έμ— κ·Όμœ‘κ²½μ§λ„ μ—­μ‹œ κ°μ†Œν•œλ‹€. κ·Όμœ‘κ²½μ§λ„λŠ” μ΄ˆμŒνŒŒμ™€ μ••λ ₯μ„Όμ„œλ₯Ό μ΄μš©ν•˜μ—¬ 츑정이 κ°€λŠ₯ν•˜λ‹€.λ”°λΌμ„œ λ³Έ μ—°κ΅¬μ—μ„œλŠ” κ·Ό ν”Όλ‘œμ™€ κ·Όλ ₯의 κ΄€κ³„μ—μ„œ κ·Όλ ₯κ³Ό κ·Όμœ‘κ²½μ§λ„μ˜ 관계에 λŒ€ν•΄ μ•Œμ•„λ³΄κΈ° μœ„ν•΄μ„œ κ·Όλ ₯ 츑정이 κ°€λŠ₯ν•œ Biodex μ‹œμŠ€ν…œμ„ μ΄μš©ν•˜μ—¬ κ·Όλ ₯을 μΈ‘μ •ν•˜μ˜€κ³ , 이와 λ™μ‹œμ— μ΄ˆμŒνŒŒμ™€ μ••λ ₯μ„Όμ„œλ₯Ό μ΄μš©ν•˜μ—¬ 인체 κ·Όμœ‘κ²½μ§λ„λ₯Ό λΉ„μΉ¨μŠ΅μ μœΌλ‘œ μΈ‘μ •ν•˜μ—¬ κ·Όλ ₯κ³Ό κ·Όμœ‘κ²½μ§λ„μ˜ 관계λ₯Ό λ‚˜νƒ€λ‚΄μ—ˆλ‹€.κ·Έ κ²°κ³Ό κ·Όμœ‘κ²½μ§λ„μ™€ κ·Όμ „λ„μ˜ μ‹€νš¨κ°’μ΄ λ¬΄λ¦Žκ΄€μ ˆ ν† ν¬μ˜ 증가 λ˜λŠ” κ°μ†Œμ— λŒ€ν•˜μ—¬ 상관성 μžˆλŠ” λ³€ν™”λ₯Ό λ³΄μž„μ„ μ•Œ 수 μžˆμ—ˆλ‹€. μ΄λŠ” 근윑의 μš΄λ™μ— λ”°λ₯Έ κ·Όμ„¬μœ λ“€μ˜ 탄성이 근전도 뿐만 μ•„λ‹ˆλΌ 초음파λ₯Ό μ΄μš©ν•œ 경직도 μΈ‘μ • μž₯λΉ„λ₯Ό μ΄μš©ν•΄μ„œλ„ μΈ‘μ • κ°€λŠ₯함을 보여쀀닀고 ν•  수 μžˆλ‹€.ope

    On the Historical Changes of the Greek Phonological Structure

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    The aim of this paper is a historical description of the changes which affected the phonological structure of Greek over the period from ProtoIndo- European language to modern Greek_ From the purely phonological point of view, Greek can be divided as follows. 1. Proto-Greek (~1400 BC): This is the period which the changes that are unique to Greek and made it different from the other Indo-European languages took p1ace_ The changes are 1) devocalization of the aspirates, 2) loss of the labio-velars, 3) loss of /y/, 4) the change of initial /s/ to /h/. 2. Classical Greek (700BC~330BC): The changes of this period are 1) monophthongization of /ei,ou/ to /e,u./, 2) lowering of /Γ«, ΓΆ/ to /e, Κ’/, 3) fronting of /u, u, oi/ to /Γ», ΓΌ, ΓΆi/. 3. Hellenistic Koine Greek (330BC~6C AD): This period can be divided furthermore into two stages. In the first stage (4C BC~2C AD) the changes occured as follows. 1) monophthongization of / Γ£i, Γ‹i, 5i/ to / Γ£, e, Ι”/ respectively, 2) raising of /Ξ΅/ to / i/. And in the second stage (2C AD"-'4C AD) we see 1) monophthongization of / ai/ to /Γ‹/ and /ΓΆi, ΓΌi/ to /Γ­J./, 2) raising of /Γ‹/ to /l/, 3) spirantization of / ph, t h, kh/ and / b, d, g/ to / f, e, x/ and / v, Γ°, r / respective1y, 4) spirantization of / u/ in / au, ΓͺU/ to / f/ or /v / according to the environments, 5) loss of / h/, 6) creation of new opposition between / s/ and / z/, 7) transition of pitch-accent to stress-accent and loss of the distinction between long vowels and short vowels. 4. Modern Greek (6C AD~): In this period we have 1) merging of /ΓΌ/ with /i/, 2) change of unstressed / i/ to / y/, 3) emerging of / b, d, g/ and / ts, dz/. Based on the above observations on the historical changes in Greek phonological structure we assume two principles which seem to govern the language change: 1) a phonological system tends to keep up the structural stability, 2) and to maintain the same number of phonemes if possible
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