79 research outputs found
μ§λ°©μ‘± μλ°νλμ νμ κ°μλ₯Ό κ°νΈνκ² 1κ° λλ¦¬κ³ μ€μΌ μ μλ λ쑱체ν ν©μ±λ²
νμλ
Όλ¬Έ(λ°μ¬)--μμΈλνκ΅ λνμ :곡과λν ννμ물곡νλΆ,2020. 2. κΉμκ·.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.μ½κ³ ν¨μ¨μ μΈ μμ©κΈ° λ³νμ μ€λ«λμ μ κΈ° ννμλ€μ μ£Όμ μ°κ΅¬ λΆμΌμ΄μ λͺ©νμμ΅λλ€. κ·Έ μ€μμ μΉ΄λ₯΄λ³΄λ νν©λ¬Όμ λ쑱체ν ν©μ±λ²μ μ κΈ° ννμλ€μ΄ μ΄λ¬ν λͺ©νλ₯Ό λ¬μ±νλ λ° μμ΄μ λ€μν μΈ‘λ©΄μμ μ νκ² λλ μ΄λ €μλ€ μ€μ νλμμ΅λλ€. νμ κ°μλ₯Ό 1κ° μ¦κ°μν€λ λ쑱체ν ν©μ±λ²κ³Ό νμ κ°μλ₯Ό 1κ° κ°μμν€λ λ쑱체ν ν©μ±λ²λ€μ΄ λ€μνκ² λ³΄κ³ λμμ§λ§ μ¬μ ν λͺ κ°μ§ λ¨μ λ€μ κ°μ§κ³ μμ΅λλ€. λ³΄κ³ λ λ°©λ²λ€μ μ’
μ’
νν©λ¬Όμ μ‘΄μ¬νλ λ€μν μμ©κΈ°μ μ립ν μ μλ κ²©λ ¬ν λ°μ 쑰건μ μ¬μ©νμ¬ μ μ© κ°λ₯ν κΈ°μ§μ΄ μ νμ μ΄κ±°λ, μ·¨κΈνκΈ° μ΄λ €μ΄ μμ½μ΄λ ν©μ±λ²μ΄ μ¬μ©λμ΄ λ§μ μ, μ¬μ§μ΄λ μ μ μμ ν©μ±ν λλ μ΄λ €μμ κ²ͺλ κ²½μ°κ° μμ΅λλ€. 무μ보λ€λ νμ κ°μλ₯Ό 1κ° μ¦κ°μν€λ λ쑱체ν ν©μ±λ²κ³Ό νμ κ°μλ₯Ό 1κ° κ°μμν€λ λ쑱체ν ν©μ±λ²μ λμΌν ν©μ± λ¨μ체 λλ λμΌν μ€κ°μ²΄λ₯Ό μ¬μ©νμ¬ λμμ μνλ κ²½μ°λ μμμ΅λλ€. μ°λ¦¬λ μ§λ°©μ‘± μλ°νλμ νλμ ν¬λλνΈλ‘λ©νμ νλ‘€λ¦° μ΄λ§€ μ‘΄μ¬ νμμ λ°μμμΌ λΆκ° λ°μ, μ κ±° λ°μ, μ΄μ±μ§μ²΄νμ μ°μμ μΈ λ°μμ ν΅ν΄ Ξ²,Ξ³-λΆν¬ν Ξ±-λνΈλ‘μ ν°μ μ’μ μμ¨λ‘ μ»μ μ μμμ λ°κ²¬νμκ³ , μ΄ λ°μμ νμ©νμ¬ Ξ²,Ξ³-λΆν¬ν Ξ±-λνΈλ‘μ ν°μ μ€κ°μ²΄λ‘ μ¬μ©νμ¬ μ§λ°©μ‘± μλ°νλμ νμ κ°μλ₯Ό 1κ° μ¦κ°μν€λ λ쑱체νμ νμ κ°μλ₯Ό 1κ° κ°μμν€λ λ쑱체νλ₯Ό λμμ ν μ μλ ν©μ±λ²μ κ°λ°νμ΅λλ€. μ¨νν 쑰건 νμμλ λ€μν μ§λ°©μ‘± μλ°νλλ‘λΆν° νμ κ°μκ° 1κ° μ¦κ°λκ±°λ νμ κ°μκ° 1κ° κ°μλ λμ‘± κ³μ΄μ μΉ΄λ₯΄λ³΄λ νν©λ¬Όμ μνΈν μμ¨λ‘ μ»μ μ μμμ΅λλ€. κ·Έλ¦¬κ³ μ΄ ν©μ±λ²μ νμ©νμ¬ νμ€ν€ νμμΈνΈν ν¨μ μ ν΄μ ν©μ±μ νμν λ κ°μ μ€κ°μ²΄λ₯Ό 6λ¨κ³λ₯Ό κ±°μ³ κ°κ° 33%, 35%μ μμ¨λ‘ ν¨μ¨μ μΌλ‘ ν©μ±ν μ μμμ΅λλ€. λ λμκ° μ΄ λ쑱체ν ν©μ±λ²μ μ μ©νκΈ° μ΄λ €μ΄ μμ©κΈ°λ₯Ό κ°μ§κ³ μλ κΈ°μ§λ€μ μνμ¬ λ체μ μΈ λ쑱체ν ν©μ±λ²λ λ§λ ¨νμ΅λλ€. μ΄λ¬ν ν©μ±λ²μ μν©μ λ°λΌ μ μ°νκ² μ μ©μ΄ κ°λ₯νμ¬ μΉ΄λ₯΄λ³΄λ νν©λ¬Όμ ν©μ± κ°λ₯μ±μ μ¦κ°μν€κ³ νμ-νμ κ²°ν©μ νμ±μν€λ νν λ°μμ μ νμ±μ λ€μνν μ μμ κ²μΌλ‘ μκ°λ©λλ€.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
μ΄ μ°κ΅¬μ λͺ©μ μ νκ΅μ λμμ¬λ‘λ‘ νμ¬οΌμ μ±
κ³Όμ μμ λΉμ λΆκΈ°κ΅¬κ° μννλ μν μ΄ μμ¬μ μΌλ‘ μ΄λ»κ² λ³νλμ΄ μλμ§λ₯Ό κ²ν νλ λ° μλ€. λ΄λ €μ§ κ²°λ‘ μ μμ½νλ©΄οΌλΉμ λΆκΈ°κ΅¬κ° μμ λ€μμ± μΈ‘λ©΄μμ μμ μΌλ‘ ν½μ°½νκ³ μμΌλ©°οΌμ μ±
μ κ²°μ κ³Ό μ§ν κ³Όμ μμ λΉμ λΆκΈ°κ΅¬μ μ°Έμ¬μ μν₯λ ₯μ΄ κ³΅ν νλλκ³ μλ€. μ΄λ¬ν κ²°ν μ λΆμ λ―Όκ°μ΄ νλ ₯μ λ€νΈμν¬λ₯Ό ꡬμ±νμ¬ μ μ±
μ κ²°μ νκ³ μ§ννλ μ¬λ‘κ° λμ΄λκ³ μμΌλ©°, κ΅μ μ΄μμ ν¨λ¬λ€μμ΄ κ΅κ°μ€μ¬μ μΈ μ λΆ(governmentμμ λ―ΌΒ·κ΄μ΄ νλ ₯νλ κ±°λ²λμ€(governance)λ‘ λ³λͺ¨νκ³ μλ€. λ λμκ° λΉμ λΆκΈ°κ΅¬μ μ μ±
μ°Έμ¬μ μν₯λ ₯μ΄ νλλλ©΄μοΌμ λΆμ λΉμ λΆκΈ°κ΅¬κ°μ μ λ°μ κ΄κ³κ° κ°λ±μ μΈ μ±κ²©μμ νλ ₯μ μΈ μ±κ²©μΌλ‘ λ³λͺ¨νκ³ μμΌλ©°οΌκ΅κ°-μ¬νκ° μ΄μ΅λ§€κ°μ μμμ΄ μ‘°ν©μ£Όμλ‘λΆν° μ μ±
λ€νΈμν¬λ‘ μ§ννκ³ μλ€. νμ§λ§ λΉμ λΆκΈ°κ΅¬μ μΈλ ₯ν μ±κ³΅κ³Ό μ΄λ‘ μΈν μ΄μ΅λ§€κ° μμμ λ³νμλ λΆκ΅¬νκ³ οΌλΉμ λΆκΈ°κ΅¬μ μν₯λ ₯μ μ¬μ ν μ νμ μ΄λ©° μ μ±
λ€νΈμν¬μμ λΉμ λΆκΈ°κ΅¬κ° μ°¨μ§νλ μμ λν μμ§μ μ£Όλ³μ μ΄λ€.μ΄ μ°κ΅¬λ 2002-2004λ
λ νμ μ§ν₯μ¬λ¨ γμ€μ μ°κ΅¬μμ§μκ³Όμ γμ μΌνμΌλ‘ μνλμλ€
κ΅μ μ μ μΉ μ·¨νμ λ―Όκ° μ·¨νμ ν΄κΈ μ°μ£Όλ² λΉκ΅μ°κ΅¬
νμλ
Όλ¬Έ(μμ¬)--μμΈλνκ΅ λνμ :μμ
νκ³Ό κ΅μ
κΈ°μ
μ 곡,1999.Maste
A Study on the character of the directors of health centers in Korea
νμλ
Όλ¬Έ(μμ¬)--μμΈλνκ΅ λ³΄κ±΄λνμ :보건νκ³Ό 보건νκ³Όμ 곡,1998.Maste
1,2,4-νΈλ¦¬μμ‘Έλ‘ νΌλ¦¬λ―Έλ-2-μ ν°μλ―Έλ μ λ체μ 5,7-λλ©νΈ-2-(2-νΌλ¦¬λν°μ€)-1,2,4-νΈλ¦¬μμ‘Έλ‘[1,5-a]νΌλ¦¬λ―Έλ μ λ체μ ν©μ±
Thesis (master`s)--μμΈλνκ΅ λνμ :ννκ³Ό μ κΈ°ννμ 곡,1998.Maste
The Effect of In-Service Education and Training Experience on Job Satisfaction
νμλ
Όλ¬Έ (μμ¬)-- μμΈλνκ΅ λνμ : νμ νκ³Ό, 2012. 2. κΈνμ.κ΅μ‘νλ ¨μ΄ μ§λ¬΄νλμ μ§λ¬΄μ±κ³Όμ κΈμ μ μΈ μν₯μ λ―ΈμΉλ€λ μ£Όμ₯μ΄ μ€λλ ₯μ μ»μΌλ©°, μ‘°μ§μ κ²½μλ ₯ κ°νλ₯Ό μν΄ λ―Όκ°κ³Ό 곡곡쑰μ§μ κ΅μ‘νλ ¨μ μμ°κ³Ό μΈλ ₯μ ν¬μ
νκ³ μλ€. μ λ¬Έμ± μ μ₯μ μν΄μλ κ³μμ μΈ νλ ¨κ³Ό κ΅μ‘μ΄ νμμ μΈ κ΅μ¬λ€μ λμμΌλ‘ ν κ΅μ μ°μλ μμ νμ₯μ κ±°λνκ³ μμΌλ κ΅μ μ°μμ λμ ν¨κ³Όμ±μ λν μ°κ΅¬λ λ―Έν‘ν μ€μ μ΄λ€. μ΄μ λ³Έ μ°κ΅¬λ κ΅μ¬μ μ°μ κ²½νμ΄ μ§λ¬΄λ§μ‘±μ λ―ΈμΉλ μν₯λ ₯μ λν κ²μ¦μ μλνμλ€.
λ³Έ μ°κ΅¬μμλ μ°λ¦¬λλΌ μ€νκ΅ κ΅μ¬λ₯Ό λμμΌλ‘ νμκ³ , κ΅μ¬μ μ°μ κ²½νμ μ£Όμ λ
립λ³μλ‘ μ¬μ©νλ ννΈ μ΄λ₯Ό μ°μ μ’
λ₯μ λ€μμ±κ³Ό μ°μ μ΄μμκ°μΌλ‘ μΈλΆννμ¬ κ°κ° μν₯λ ₯μ μ΄ν΄λ³΄μλ€. μ’
μλ³μλ μ§λ¬΄λ§μ‘±μΌλ‘ κ΅μ¬μ μ λ°μ μΈ λ§μ‘±λλ₯Ό μ¬μ©νμ¬ λΆμνμκ³ κ³΅λ¦½κ³Ό μ¬λ¦½μ΄λΌλ νκ΅ μ€λ¦½ μ ν λ³μκ° μ°μ κ²½ν κ΄λ ¨ λ³μμ μ§λ¬΄λ§μ‘±λ³μ μ¬μ΄μμ μ΄λ ν μ‘°μ ν¨κ³Όλ₯Ό 보μ΄λμ§ κ²μ¦νκ³ μ νμλ€. λν κ΅μ¬ μ°μμ μ§λ¬΄λ§μ‘± λ³μ λͺ¨λμ μ°κ΄μ΄ μλ κ²μΌλ‘ λ°νμ§ κ΅μ¬ν¨λ₯κ° λ³μλ₯Ό λͺ¨νμ μΆκ°νμ¬ λ§€κ°ν¨κ³Όλ₯Ό λΆμνκ³ μ νμλ€. κ΅μ¬ μ°μ μ΄μΈμ μ§λ¬΄λ§μ‘±μ μν₯μ μ€ μ μλ μ°λ Ή, μ±λ³, νλ ₯ λ±κ³Ό κ°μ κ°μΈμ νΉμ± μμΈκ³Ό νκ΅μ ν, νκ΅ μμ¬μ§μ λ±κ³Ό κ°μ μ‘°μ§ νΉμ± μμΈμ κ³ λ €νμλ€.
νκ΅κ΅μ‘κ°λ°μ(KEDI)μμ μννκ³ μλ νκ΅κ΅μ‘μ’
λ¨μ°κ΅¬2005μ 1μ°¨λ
λ μλ£λ₯Ό μ¬μ©νμ¬ λ€μ€νκ·λΆμμ μ€μν κ²°κ³Ό κ΅μ¬μ μ°μ κ²½νμ΄ μ§λ¬΄λ§μ‘±μ κΈμ μ μΈ μν₯μ λ―ΈμΉλ κ²μΌλ‘ λνλ¬μΌλ©°, μ΄λ κ΅μ‘νλ ¨μ΄ μ§λ¬΄λ§μ‘±μ ν₯μμν€λλ° κΈ°μ¬νλ€λ κΈ°μ‘΄ μ£Όμ₯μ μ§μ§νλ κ²μ΄λ€. νκ΅ μ€λ¦½ μ νμ λ°λ₯Έ μ°¨μ΄λ₯Ό κ²μ¦νκΈ° μν΄ κ΅νΈνμ μ¬μ©νμ¬ λΆμν κ²°κ³Ό νκ΅ μ€λ¦½ μ νμ λ°λΌ μ§λ¬΄λ§μ‘±λκ° λ€λ₯΄κ² λνλ¬μΌλ©°, 맀κ°ν¨κ³Όλ₯Ό κ²μ¦νκ³ μ νλ κ΅μ¬ν¨λ₯κ°λ ν΅κ³μ μΌλ‘ μ μνκ² λνλ κ΅μ‘νλ ¨μ΄ μ§λ¬΄λ§μ‘±μ μν₯μ λ―ΈμΉλ κ³Όμ μμ κ΅μ¬ν¨λ₯κ°μ 맀κ°λ‘ νλ€λ κ²μ μ μ μμλ€. νΉν μ벨 ν
μ€νΈ(Sobel test)λ₯Ό ν΅ν΄ κ΅μ‘νλ ¨μ΄ μ§λ¬΄λ§μ‘±λμ λ―ΈμΉλ ν¨κ³Ό μ€ κ΅μ¬ν¨λ₯κ°μ 맀κ°λ‘ νλ μν₯λ ₯μ΄ λ§€μ° ν° κ²μ μ μ μμλ€.
μ΄μ κ°μ κ²°κ³Όλ κ΅μ¬λ₯Ό λμμΌλ‘ μνλλ κ΅μ μ°μμ κ·Όκ±°κ° λ μ μμΌλ©°, κ΅μ¬ μ°μμ λ΄μ€νμ λ€μνλ₯Ό ν΅ν΄ μλ°μ μΈ κ΅μ¬ μ°Έμ¬λ₯Ό μ λνκ³ λ
λ €ν΄μΌν νμκ° μλ€λ κ²μ μμ¬νκ³ μμΌλ©° κ΅μ‘μΈμ μμκ΄λ¦¬ μ μ±
μ μμ΄ ν¨μλ₯Ό μ£Όκ³ μλ€. λν νκ΅ μ€λ¦½ μ νμ λ°λΌ μ§λ¬΄λ§μ‘±μ λ―ΈμΉλ κ΅μ¬ μ°μμ ν¨κ³Όκ° λ¬λΌμ§λ―λ‘ μ°μ κΈ°ν μ μ΄λ₯Ό κ³ λ €νμ¬μΌνλ©°, κ΅μ¬ν¨λ₯κ° ν₯μμ μν΄ κ΅μ¬ μ°μμ μ§μ μ κ³ κ° μ νλμ΄μΌνλ€λ μ μ μ μ μλ€. κ΅μ¬ μ°μκ° μ λ¬Έμ± μ μ₯κ³Ό κ΅μ¬ν¨λ₯κ° λ° μ§λ¬΄λ§μ‘± ν₯μμ μ λνκ³ κΆκ·Ήμ μΌλ‘ νκ΅ κ΅μ‘λ ₯ κ°νλ‘ μ΄μ΄μ§λ μ μν체κ³κ° ꡬμΆλκΈ° μν΄μλ κΈ°κ΄κ³Ό 곡κΈμλ₯Ό μ€μ¬μ μ°μμ λκ° μλλΌ κ΅μ¬μ μλ°μ μ±μ₯μꡬλ₯Ό μΆ©μ‘±μν¬ μ μλ μμμ μ€μ¬, νμ₯ μ€μ¬, μ¬λ‘ μ€μ¬μ μ°μ μ λλ‘ κ·Όλ³Έμ μΈ λ³νλ₯Ό λλͺ¨ν΄μΌνλ€.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
λΆλ¬Έλ³ 쑰기무μμμ νμ κ²½μ μ ν¨κ³Ό (Economic effects of early voluntary sectoral liberalization on the Korean economy)
Analysis of the relationship between muscle stiffness and electromyography during isometric contraction of rectus femoris muscle using ultrasound
μ곡νκ³Ό/μμ¬[νκΈ]μΈμ²΄ κ·Όμ‘μ νΌλ‘λ κ·Όμ‘ νλμ΄ μΌμ ν νμ λ¨μμ΄μ μμΆμ νμμ λ λ°μνκ² λκ³ μ΄ νμμ΄ μ§μλ κ²½μ° κ·Ό νΌλ‘κ° μΆμ λμ΄ κ·Όμ‘μ λ₯λ₯ μ΄ κ°μνλ κ²μΌλ‘ μλ €μ Έ μλ€. κ·ΌνΌλ‘λλ₯Ό μΈ‘μ νλ λ°©λ²μΌλ‘λ 체λ΄μ νμ‘μ μ±μ·¨νμ¬ νμ€ μ μ° λλλ₯Ό μΈ‘μ νλ λ°©λ²μ΄ μμ§λ§ μ΄ λ°©λ²μ μΉ¨μ΅μ λ°©λ²μΌλ‘ νμ‘μ μ±μ·¨ν΄μΌ νλ λ²κ±°λ‘μμ΄ μκ³ κ·Έ κ²°κ³Ό μ²λ¦¬μ λ§μ μκ°μ΄ μμλλ€. κ·ΌνΌλ‘λλ₯Ό μΈ‘μ νλ λ λ€λ₯Έ λ°©λ²μΌλ‘ κ·Όμ λ μΈ‘μ μ ν΅νμ¬ νΌλ‘κ° λ°μνκΈ° μ κ³Ό νμ κ·Όμ λ λ°μ΄ν°μ λΉκ΅λΆμμ νλ κ²μ΄λ€.λ³Έ μ°κ΅¬μμλ κ·Όμ‘μ νΌλ‘λλ₯Ό μΈ‘μ νλ μλ‘μ΄ λ°©λ²μΌλ‘ κ·Όμ‘κ²½μ§λ μΈ‘μ λ²μ μ μνκ³ μ νλ€. κ·Όμ‘μ νΌλ‘κ° μμ΄κ² λλ©΄ κ·Όμ‘μ μμΆ λ₯λ₯ μ΄ κ°μνκΈ° λλ¬Έμ κ·Όμ‘κ²½μ§λ μμ κ°μνλ€. κ·Όμ‘κ²½μ§λλ μ΄μνμ μλ ₯μΌμλ₯Ό μ΄μ©νμ¬ μΈ‘μ μ΄ κ°λ₯νλ€.λ°λΌμ λ³Έ μ°κ΅¬μμλ κ·Ό νΌλ‘μ κ·Όλ ₯μ κ΄κ³μμ κ·Όλ ₯κ³Ό κ·Όμ‘κ²½μ§λμ κ΄κ³μ λν΄ μμ보기 μν΄μ κ·Όλ ₯ μΈ‘μ μ΄ κ°λ₯ν Biodex μμ€ν
μ μ΄μ©νμ¬ κ·Όλ ₯μ μΈ‘μ νμκ³ , μ΄μ λμμ μ΄μνμ μλ ₯μΌμλ₯Ό μ΄μ©νμ¬ μΈμ²΄ κ·Όμ‘κ²½μ§λλ₯Ό λΉμΉ¨μ΅μ μΌλ‘ μΈ‘μ νμ¬ κ·Όλ ₯κ³Ό κ·Όμ‘κ²½μ§λμ κ΄κ³λ₯Ό λνλ΄μλ€.κ·Έ κ²°κ³Ό κ·Όμ‘κ²½μ§λμ κ·Όμ λμ μ€ν¨κ°μ΄ 무λ¦κ΄μ ν ν¬μ μ¦κ° λλ κ°μμ λνμ¬ μκ΄μ± μλ λ³νλ₯Ό 보μμ μ μ μμλ€. μ΄λ κ·Όμ‘μ μ΄λμ λ°λ₯Έ κ·Όμ¬μ λ€μ νμ±μ΄ κ·Όμ λ λΏλ§ μλλΌ μ΄μνλ₯Ό μ΄μ©ν κ²½μ§λ μΈ‘μ μ₯λΉλ₯Ό μ΄μ©ν΄μλ μΈ‘μ κ°λ₯ν¨μ 보μ¬μ€λ€κ³ ν μ μλ€.ope
On the Historical Changes of the Greek Phonological Structure
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./οΌ 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, Γi, 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
- β¦