110 research outputs found
Remedies for unfair dismissal
νμλ
Όλ¬Έ(λ°μ¬) --μμΈλνκ΅ λνμ :λ²νκ³Ό,2008.8.Docto
λν κ΅μ μμ¬ μμ μ ν μ¬λ‘
νμλ
Όλ¬Έ (μμ¬)-- μμΈλνκ΅ λνμ : μ¬νκ΅μ‘κ³Ό(μμ¬μ 곡), 2012. 2. μνΈν.μμ¬μ§μμ μμ¬νμ΅μ λμμ΄μ μμ¬μΌ λΏλ§ μλλΌ μμ¬νμ΅μ κ°λ₯νκ² νλ 맀체μ΄λ©° μμ¬νμ΅μ κ²°κ³Όμ΄κΈ°λ νλ€. λ³Έ μ°κ΅¬μμλ μμ¬μ§μμ΄ μ€μ μμ¬ μμ
μμ μ΄λ»κ² λ€λ€μ§λμ§μ λν κ΄μ°°μ ν΅ν΄ μμ¬κ΅μ‘μμ μμ¬μ§μμ μ΄λ»κ² κ°λ
νν κ²μΈμ§λ₯Ό λ
Όνκ³ μ νλ€. νΉν, 2010λ
2νκΈ° μμΈλνκ΅ μμμ¬νκ³Ό νλΆ ν΅μ¬κ΅μ κ°μ’ νλ μμμ νμ±μ λμμΌλ‘, ν νκΈ° μμ
μ λν μ°Έμ¬κ΄μ°°, νμ λ
Όν κ²ν , νμ μ€λ¬Έ μ‘°μ¬, κΈμ°κΈ° μ‘°κ΅ λ©΄λ΄ λ±μ ν΅ν΄ μμ
μ°Έμ¬μλ€μ΄ μ΄λ»κ² μνΈ μμ©νλ©° λΉνμ΄λΌλ μμ
λͺ©νμ μ κ·Όνλμ§, μ΄λ¬ν μμ
κ³Όμ μ΄ μμ¬μ§μμ λ¬Έμ μ μμ¬νλ λ°κ° 무μμΈμ§λ₯Ό νꡬνλ€.
λ³Έ μ°κ΅¬μμλ μμ¬μ§μμλ μμ¬μ λν μ μ체λΏλ§ μλλΌ μμ¬μ λν μμ νμ₯νκ³ μ΄λ₯Ό νμΆνκ±°λ νννλ κ²μ κ°λ₯νκ² νλ λꡬλ μλ¨, μ΄λ¬ν λꡬλ μλ¨μ λν μ΄ν΄, κ·Έλ¦¬κ³ μμ¬μ λν μμ νμΆ λλ νν κ·Έ μμ²΄κ° λͺ¨λ ν¬ν¨λλ€κ³ 보μλ€. μ΄λ¬ν μ μμ λ°λ₯Έλ€λ©΄, μμ
μκ°μ λ€λ£¨λ μ μκ³Ό μ΄μ κ΄λ ¨λ κ°μμμ μ€λͺ
λΏλ§ μλλΌ ν λ‘ μ μν μμ
μ€λΉλ μ΄λ»κ² ν΄ μμΌ νλμ§, μμ
μ€μλ μ΄λ»κ² μ§λ¬Ένκ³ ν λ‘ ν΄μΌ νλμ§, μμ¬ μ μμ μ΄λ»κ² ν΄μΌ λΉνμ μΌλ‘ μ½μ μ μλμ§, λ
Όνμ μ΄λ»κ² μ¨μΌ νλμ§ λ±μ λν κ°μμμ μ‘°μΈμ λͺ¨λ μμ¬μ§μμ΄λΌ ν μ μλ€. κ·Έλ¦¬κ³ νμλ€μ΄ μμ
μ€μ μ΄μΌκΈ°ν λ΄μ©, κ·Έλ¦¬κ³ κ·Έλ€μ΄ μ§μ μ΄ λ
Όνλ μμ¬μ§μμ΄λΌ ν μ μλ€. λ€λ₯Έ ννΈμΌλ‘λ μ΄ λͺ¨λ κ²λ€μ μμ¬μ§μμ΄λΌ νλ€λ κ²μ μ΄κ²λ€μ κ°λ₯΄μΉκ³ λ°°μ°λ κ²μ΄ μμ¬λ₯Ό μμκ°λ λ° μ€μνλ€λ κ²μ λ»νλ€.
κ·Έλ°λ° μμ¬μ§μμ μ¬λ¬ μμλ€ μ€μμλ μ¬λ‘ μμ
μ κ³Όμ μλ λ
Όνμμ νμλ€μ΄ νμ΅μ κ²°κ³Όλ‘μ μλ‘ λ€λ₯Έ μμ¬μ§μμ νμ±νλ€λ μ μ΄ ν΄λͺ
μ΄ νμν μ€μν νμμ΄λΌκ³ νλ¨λμλ€. λ³Έ μ°κ΅¬μμλ λ
Όνμμ λλ¬λλ νμλ€ κ°μ μμ¬ μ΄ν΄μ μ°¨μ΄λ₯Ό μ€λͺ
νκΈ° μν΄ μ¬λ‘ μμ
μ κ°μμμ μ€λͺ
μ μΈ μ°¨μμΌλ‘ ꡬλΆνλ€.
κ°μμλ κ°μ₯ μΆμμ μΈ μ°¨μ(첫 λ²μ§Έ μ°¨μ)μμλ λΉν μ μ λλ λΉνμ νλλ₯Ό, λ λ²μ§Έ μ°¨μμμλ μ μμ μ μΉμ μ΄λ
μ΄λ μ μκ° μ²ν μλμ μ‘°κ±΄μ΄ μμ¬ ν΄μμ μ΄λμ΄κ°κ±°λ μ μμ μμΌλ₯Ό μ νν μ μλ€λ μ μ κ°μ‘°νλ€. κ·Έλ¦¬κ³ μΈ λ²μ§Έ μ°¨μμμλ κ·Έλ¬ν μ μμ μ μΉμ μ΄λ
μ΄λ μλμ μ‘°κ±΄μ΄ κ΅¬μ²΄μ μμ μ ν΅ν΄ μ΄λ»κ² λλ¬λλμ§λ₯Ό μ΄μΌκΈ°νλ€. μ΄λ¬ν μΈ μ°¨μ μ€ μ²« λ²μ§Έβ€λ λ²μ§Έ μ°¨μμ μμ¬μ μ¬μ€μ λν μ§μμ μλμ§λ§ μμ¬λ₯Ό λ°°μ°λ λ° νμν κ²λ€μ΄λΌλ μ μμ 리(P. Lee)κ° μ μν μμ¬νμ μλ°λλ κ°λ
λ€(λλ μμ¬νμ λ°©λ²μ λν κ°λ
λ€, metahistorical concepts)μ΄λΌκ³ ν μ μλ€. λν κ·Έ λ μ°¨μμ νμμ΄ κ°μμμ μ΄μΌκΈ°λ₯Ό μ΄ν΄νλ λ°©μμ΄λΌλ μΈ‘λ©΄μμ λ³Έλ€λ©΄ λμ λ΄λ¬ν°λΈ ν(Schematic Narrative Templates)λ‘ μμ©νλ€κ³ λ³Ό μ μλ€.
λ
Όνμμ νμλ€μ μ΄ μΈ μ°¨μμ λͺ¨λ λ₯μνμ§λ λͺ»νλ€. λͺλͺ νμλ€μ 첫 λ²μ§Έβ€λ λ²μ§Έ μ°¨μμ΄ μλ―Ένλ λ°λ₯Ό λͺ
νν μ΄ν΄νμ§ λͺ»νμΌλ©°, μ΄λ₯Ό μ΄ν΄ν νμλ€λ ꡬ체μ μμ μ ν΅ν΄ 첫 λ²μ§Έβ€λ λ²μ§Έ μ°¨μμ κ²ν νλ λ°©μμμ μ°¨μ΄κ° μμλ€. κ°μμκ° μ΄μΌκΈ°ν λ°κ° νμλ€μ λ
Όνμμ μ λ§λ€ λ€λ₯Έ λ°©μμΌλ‘ ννλμλ€λ κ²μ νμλ€μ΄ μμ μ κ²½νμ΄λ μ΄ν΄μ λ²μ λ΄μμ μ΄λ₯Ό μ²λ¦¬νμ¬ μμ©νλ€λ κ²μ μλ―Ένλ€. μμ¬μ§μμ νμ± κ³Όμ μμ νμλ€μ λ₯λμ μΈ λ§€κ°μ(agent)μλ€. νΉν, λ
Όνμμ μμ μ μ£Όμ₯μ λ·λ°μΉ¨νκΈ° μν΄ νμλ€μ΄ λ€μν μΆμ²μ μ¬μ μ§μμ λμ΄λ€μ΄λ λͺ¨μ΅μ μΌλ°©μ μμ©μ΄ μλλΌ λ₯λμ νμλ‘μ μμ¬νμ΅μ κ°λ₯μ±μ 보μ¬μ£Όλ κ²μ΄λ€.
λ¬Όλ‘ μμ¬μ§μμ μ¬λ¬ μ°¨μμ΄ λλ¬λλ μμμ΄λ μμ¬μ§μμ λν νμλ€μ μ΄ν΄λ μμ¬ μμ
μ λͺ©ν λ° κ΅¬μ, μ¦, μ΄λ₯Ό μ§λνλ λ°©μμ λ°λΌ λ¬λΌμ§ κ²μ΄λ€. νΉν μμ¬ μμ
μ λͺ©νλ κ°μ₯ ν΅μ¬μ μΈ μμμΌ κ²μ΄λ€. λ€μν μμΈλ€μ κ³ λ €ν κ²½ν μ°κ΅¬λ₯Ό ν΅ν΄ μμ¬μ§μμ λν μμ¬κ΅μ‘μ μ΄ν΄κ° λ νμ₯λμ΄μΌ ν κ²μ΄λ€.
λν μ¬λ‘ μμ
μ μ΄λ‘ μ μΌλ‘ μ κΈ°λμλ μμ¬νμ λͺ¨μ΅μ 보μ¬μ£Όμλ€. λ³Έ μ°κ΅¬μ μ¬λ‘ μμ
μμ λνλ, μμ¬ μμ μ½κΈ°μ λν κ°μμμ μ‘°μΈμ μμ¬κ°κ° μ²ν 쑰건 λλ κ΄μ μ λν λ¬Έμ μ κΈ°λ₯Ό λͺ©νλ‘ νλ€λ μ μμ μμ¬νλΌκ³ λ³Ό μ μλ€. νΉν κ°λ
μ΄λ μ©μ΄μ μ¬μ©μ μ μνκ³ , μλμ νκ³μ ꡬμλ μ μλ₯Ό μ λΉνκ² νκ°νλ κ² λ±μ λ΄μ©μ μΈ μΈ‘λ©΄μμλ μνΈνμ΄ μ μν μμ¬νμ μΌμΉνλ μΈ‘λ©΄μ΄ μλ€. μμ¬νμ λ¬Έμ μμ λν μμΌλ‘ μ΄λ‘ μ β€κ²½νμ μ°κ΅¬λ₯Ό ν΅ν΄ λ λ
Όμλμ΄μΌ ν κ²μ΄λ€.The historical knowledge is both the media of the history learning and the result of it as well as the material and the subject in learning history. This study aims to find out how we can conceptualize the historical knowledge in history teaching by looking into the history class in usual environment. In particular, it focuses on the 'Modern Civilizaton of the West', one of the core courses for general education in the Seoul National University in the second semester of 2010. It explores how class participants communicate and advance to the goal of the course, 'critique', and what this process suggests on the problem of historical knowledge by attending the class for a semester, examining students' critical reviews, conducting surveys on students, and interviewing the writing assistant of the class.
In this study, 'the historical knowledge' is considered to include the knowledge of the history, the means and tools to expand, express, and represent it, the acquirement of them, and the expression and representation of it. According to this definition, they are all historical knowledge: The texts and books used in the class, the teacher's accounts about them, his advice on how to prepare for the discussion-based class, to ask questions and discuss in the class, to be a critical reader of the historiography or with the historian's eye, and to write critical reviews. This implies that teaching and learning all these things are important to know history.
However, among various aspects of historical knowledge, it is thought as an important phenomenon that requires explication that each student constructs his or her own historical knowledge as a result of learning history in the same class. To deal with the differences in historical understandings among students, this study divided teacher's accounts in the class into three dimensions.
The teacher emphasized "a thorough critique", or a critical attitude in the most abstract dimension(the first dimension), and that the author's political ideology or his/her spatial and temporal position could lead the interpretation of history or restrict his or her view in the second dimension. And in the third dimension, he talked about how traces of his/her political ideology or his/her spatial and temporal position could be found in specific narratives. The first and second dimensions are similar to 'metahistorical concepts' proposed by P. Lee in that they are not the knowledge of historical facts, but the knowledge needed to learn history. Furthermore, they are schematic narrative templates when it comes to the way students apprehend teacher's discourses.
In critical review, students could not be successful in all three dimensions. Some students were not able to get the meaning of teacher's accounts on the first and second dimensions. Others who understood it applied it differently. It means that every student managed and accepted historical knowledge depending on his or her experience and comprehension. Students were active agents in constructing the historical knowledge. Especially, they drew previous knowledge of a variety of sources to support their claim. It shows that learning history can be an active practice, not a passive acceptance.
What aspects the historical knowledge has and how students understand it vary with the goal and the design of the history teaching, and how teacher embodies them. Most of all, the goal of teaching history is the key. The empirical study on the actual classes should be conducted considering many factors.
In addition, this case study showed a picture of the 'historicization' having been presented theoretcally. The teacher's advice to be a critical reader of the historiography or with the historian's eye is in accord with the 'historicization' for it aims to raise questions about the author's conditions and his or her point of view. Some examples are as follows: to note the use of concepts and terms and to make a fair judgement on the author bound to his or her own spatial and temporal limitation. The historicization should be discussed further with theoretical and empirical research.Maste
λ―Έκ΅μ δΈηΆθ§£ι ζζΏεΆεΊ¦ : εΈζ³η ζζΏλ₯Ό μ€μ¬μΌλ‘
νμλ
Όλ¬Έ(μμ¬)--μμΈλνκ΅ λνμ :λ²νκ³Ό μ¬νλ²μ 곡,1998.Maste
μ λΈλΌνΌμ¬μ akap12 isoform λ°ν λ° μ·μ₯ λ°μμ λν μ°κ΅¬
νμλ
Όλ¬Έ (μμ¬)-- μμΈλνκ΅ λνμ : μ½νκ³Ό, 2014. 2. κΉκ·μ.A Kinase Anchoring Protein 12 (AKAP12), also known as Gravin and src-suppressed C kinase substrate (SSeCKS), is a multivalent scaffolding protein that controls multiple biological processes. Its activity results from scaffolding signaling proteins such as protein kinase (PK) C and A, calmodulin, cyclins, phosphoinositides, Ξ²-1,4 galactosyltransferase, Src, as well as the actin cytoskeleton. It has been demonstrated that there are three types of AKAP12 isoforms (designated Ξ±, Ξ², and Ξ³) in human with different promoters and known that the major types are AKAP12Ξ± and AKAP12Ξ².
In zebrafish, the expression of AKAP12 is dynamically controlled. It is detected ubiquitously during gastrulation. During segmentation, the expression is restricted to the mesoderm, nervous system and blood vasculature. Later, it becomes localized to the head region. The composition and distribution of AKAP12 indicates its crucial role and function in development process.
However, similarity and difference of expression and distribution between AKAP12Ξ± and AKAP12Ξ² in zebrafish remain unclear. Here we investigated the biological significance of these two isoforms during zebrafish development.
During zebrafish embryogenesis, RT-PCR analysis detected the mRNA expression of AKAP12 isoforms at different developmental stages: AKAP12Ξ² is detected from the late blastula periodExpression of AKAP12Ξ± is initiated at bud stage, the late gastrula period. By knockdown of each isoform expression using morpholino-based antisense oligonucleotide, respective expression of AKAP12Ξ± and AKAP12Ξ² was identified. To clarify the pattern of expression clearly, we designed probes for each isoforms. As a result, zebrafish AKAP12Ξ±, Ξ² were all found to be expressed similarly but distinctly. Taken together, these observations become essential for identifying the role and function of AKAP12Ξ± and AKAP12Ξ² that are involved in the zebrafish development.
In addition to identify spatiotemporal expression of the two isoforms, we uncovered the role of akap12 in pancreas laterality. During pancreas development, the organ primordia undergo asymmetric movement to ensure proper function.
Yet the role of akap12 in pancreas laterality is not well defined. In this study, we investigated the function of akap12 in asymmetric movement of pancreas during development. In the absence of akap12, we identified disrupted pancreas morphology. In particular, akap12 does not function directly in pancreas development. We confirmed the result by KV-specific knock-down technic. Collectively, our data provide the role of akap12 in pancreas laterality.CONTENTS
ABSTRACT...................................................................1
LIST OF FIGURE............................................................6
INTRODUCTION
1. A-Kinase Anchoring Protein 12(AKAP12).......................7
2. Endocrine pancreas development in zebrafish..............10
3. Left-right asymmetry in zebrafish................................11
MATERIALS AND METHODS
1. Zebrafish maintenance..............................................12
2. Isolation of zebrafish RNA and cDNA synthesis............12
3. Polymerase Chain Reaction.......................................13
4. Preparation of anti-sense probes................................13
5. Whole-mount in situ Hybridization...............................14
6. Whole-mount immunohistochemistry...........................16
7. Morpholino injection..................................................17
8. Microscopy..............................................................17
RESULTS
Part β
. Spatiotemporal expression of akap12 isoforms during development in zebrafish
1. Comparison of AKAP12Ξ± and AKAP12Ξ²........................18
2. Expression of akap12 during zebrafish development......20
3. Identification of spatiotemporal expression of akap12Ξ±,Ξ²....................................................................23
Part β
‘. The role of AKAP12 in pancreas laterality of zebrafish
1. Altered expression pattern of ins in akap12 morphant....28
2. AKAP12 has no direct effect on pancreas development................................................................30
3. Pancreas defect results from the malformed KV............32
DISCUSSION................................................................34
REFERENCES..............................................................37
ABSTRACT IN KOREAN................................................41Maste
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