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최영미 ( Young Mi Choi ),김정석 ( Jeong Seok Kim ),윤은미 ( Eun Mi Yoon ),박윤경 ( Youn Kyung Pack ),김홍섭 ( Hong Seop Kim ),최범 ( Beom Choi ),조숙 ( Sook Cho ),김동진 ( Dong Jin Kim ) 대한산부인과학회 2004 Obstetrics & Gynecology Science Vol.47 No.8
An abdominal pregnancy is defined as an ectopic pregnancy, which implants in the peritoneal cavity and can be classified as either primary or secondary. The incidence of abdominal pregnancy is increased after IVF or GIFT, induced abortion, endometriosis,
Schiff Base 리간드의 몰리브텐(0)- 니트로실 착물 합성과 분광학적 성질
구본권,윤은미 대구효성가톨릭대학교 1997 연구논문집 Vol.55 No.2
Molybdenum(0) - nitrosyl complexes of Schiff bases derived from salicylaldehyde, 3-methoxysalicylaldehyde, 5-nitrosalicylaldehyde, 5-bromosalicylaldehyde, 5,6-benzosalicylaldehyde, and 2-aminobenzenthiol have been prepared in one step by the reaction of [Mo(NO)₂(acac)₂](acac = acetylacetone) and the Schiff bases. The infrared spectral absorptions at ~1760cm-¹ and ~1640cm-¹ indicated that the nitrogene monoxide groups were coordinated as NO+ and were cis to each other. The ¹H-NMR spectral studies were also presented. The analytical and spectral data suggested that the complexes are of the type [Mo(NO)₂(LH)₂](LH=Schiff bases) in which Schiff bases behave as monobasic bidentate ligands and coordinate to molybdenum through the azomethine nitrogen and phenolic oxygen of the saicylaldehyde moiety.
긍정적인 행동지원이 정신지체학생과 급우의 수업시간 문제행동에 미치는 영향
윤은미,김자경,강혜진 부산대학교 과학교육연구소 2007 교사교육연구 Vol.46 No.2
본 연구는 기능평가에 근거한 긍정적 행동지원이 통합학급 내 정신지체학생과 일반학생의 문제행동에 미치는 효과를 검증하는데 목적이 있다. 이를 위하여 P시의 K초등학교 4학년 1개 통합학급에 통합된 정신지체학생 1명과 일반학생 26명을 대상으로 기능평가를 실시하고 이를 통해 얻어진 가설로 긍정적 행동지원 중재를 실시하여 얻은 결과는 다음과 같다. 첫째, 기능평가를 근거로 실시한 교사의 긍정적 행동지원은 정신지체학생의 손장난 감소에 효과적이었다. 둘째, 기능평가와 사회적 기술교수를 통한 교사의 긍정적 행동지원은 통합학급의 정신지체학생과 일반학생의 문제행동 감소에 효과적이었다. 이상의 결과를 토대로 볼 때, 문제행동에 대한 학급차원의 긍정적 행동지원은 통합학급의 정신지체학생과 일반학생의 문제행동 감소에 효과적이라는 것을 알 수 있다. The purpose of this study is to verify the effect of classroom-wide positive behavior support on the problem behaviors of mentally retardation students and their classmates. The classroom- wide positive behavior support has been done generally and individually for the students. The following issues were raised for the aim of the study. First, could the classroom-wide positive behavior support decrease the problem behaviors of mental retardation students during classmates? Second, could this kind of support decrease the problem behavior of the students of the class as a whole? To find out answers to these questions, the classroom-wide positive behavior support has been done for the mental retardation student and their classmates. The result of the study is as follows. First, multi-factors meditation based on the functional tests as an individual support for the handicapped effectively decreased the problem behaviors in classes. Second, general meditation for the whole students had an effect on decreasing the problem behaviors of them. Therefore, the study shows that the classroom-wide positive behavior support based on the functional tests take effect on decreasing the problem behaviors of the mental retardation student as well as the whole class students.