進路選擇의 準備度 增大 : 高等學校 上級生 및 大學(校) 下級生

石秀隆 경북대학교 학생생활연구소 1991 學生指導硏究 Vol.24 No.1

진로정보활동 탐색

石秀隆 慶北大學校 學生指導硏究所 1988 學生指導硏究 Vol.21 No.1

Career Career information service is the collection, dissemination, and interpertation of information needed by the student in career development. It is usually divided into the cartegories of occupational, educational, personal-social information. The student of junior and senior school who use broadly current and reliable information from these erea information will: ① understand the range of career opportunities available at present and to be available in the future. ② realize career options that might be acceptable and personally satifying. ③ understand the educational and training possibilities available at present and to be available in the future. ④ realize factors that influence shifts in occupational oppurtunities and adjust learning skills. ⑤ appreciate the need for the basic academic skills to meet realistic current and future job requirement. ⑥ appreciate and use opportunities for vocational educational in their career development plans. ⑦ build skills in seeking and using career information for future decision and career changes. The school counselor might play an effective role for assisting students to use broadly up-to-date and reliable information. He/she in any setting needs competencies in all aspects of information used in career development. They are included the following knowledge: ⓐ of education, training, employment trends, and future outlooks related to broad occupational fields. ⓑ of career development and deeision making theories. ⓒ of strategies to store, retrive, and disseminate career information. ⓓ of resources and techniques designed for using career information. If the school counselor who has competencies as the above plays a major role in career information service, the service will be resulted in more effectiveness.

就業面接 訓練 프로그램(Ⅱ)의 試案

石秀隆 경북대학교 학생생활연구소 1990 學生指導硏究 Vol.23 No.1

Job interview is an important events to those who are seeking a job. However, some of them worry due to the lack of communication skills. There are verbal and nonverbal behaviors on the process of communication. Those who have the lack of communication skills would not performance verbal and nonverbal behaviors appropriately. This programs is aimed at the improvement of communications skills for job interview. For this purpose it is constructed of the eight activities involving the same as the fellowing: Activity 1. Introduction of the program and the information about the job interview aspects. Activity 2. 3 second's speech with the topices of the expected interviewer's questions. Activity 3. self-disclousure. Activity 4. listening. Activity 5. Assertive behaviors on job interview peformance. Activity 6. Behavioral rehearsal of assertive behaviors on job interview performance. Activity 7. Role play of the appropriate verbal and nonverbal beheviors on job interview performance. Activity 8. 3 second's speech with the topices of the expected interviewer's questions.

외로움(Loneliness) 처치를 위한 집단상담 프로그램 : 청소년용 A Program for Adolescents

石秀隆,尹正倫 경북대학교 학생생활연구소 1987 學生指導硏究 Vol.20 No.1

Many people undoubtedly experience feelings of loneliness. Interventions focused on the proelem of loneliness could have three general goals: (1) to help lonely individuals establish satisfying interpersonal ties, (2) not to prevent loneliness to alleviate loneliness but to prevent loneliness from evolving into or contributing to more serious problems, and (3) to prevent loneliness from occuring rather than to help people who are already lonely. This program is aimed at helping adolescense deal with loneliness effectively and prevent loneliness from contributing to more serious problems. For these goals, this program provides as the following activities: 1) to develop an ability to identify and discriminate between the various types and sources of loneliness and the resulting feelings. 2) to understand that loneliness while unique to each individual is experienced by all. 3) to continue to develop awarencess of personal experience of loneliness. 4) to confirm or develop, awarness that loneliness has been a normal part of the lives of other participants. 5) to recognize that there are specifice times of loneliness in each person's life and that these times are associated with a developmental life stage. 6) to become aware of personal "early warning signals" that can assist in the identification of experiencing loneliness. 7) to identify personal ways of avoiding and blocking feeling of loneliness. 8) to develop personally effective ways of dealing with and enjoying 'alone' time. 9) to be able to identify personal skills and qualities that can be the basis for reconnecting with people. 10) to help develop awarencess of ways to enjoy time alone and ways to reach out for support when lonely as a means of coping.

취업면접 훈련 프로그램(Ⅰ)의 시안

石秀隆 경북대학교 학생생활연구소 1989 學生指導硏究 Vol.22 No.1

For many people a job interview is an important event which can arous within them a high level of anxiety and immobilize their attempts to communicate effectively. A major source of the anxiety can be attributed to the lack of information about the process of an interview and the interviewee's lack of behavioral skills to handle this process in a personally satisfying way. This program is aimed at alleviating the job interview anxiety. For this purpose it is constructed the six sessions of activities involving the same as the following : Session Ⅰ Part 1 : A guide of program and an instruction of participants. part 2 ; An instruction of the information avout job interview. Session Ⅱ Paer 3 ; A practice of the brief muscle relaxation. Session Ⅲ Part 4 ; A guide of ineterviewee's appreance. Part 5 ; A preactice of the rational-emotive thought for job interview. Session Ⅳ Part 6 ; A practice of the non-verbal behaviors in jov interview. Session Ⅴ Part 7 : A practice of the verbal bahaviors in the job interview. Part 8 ; A copying of rejection as an result of job interview. Session Ⅵ Part 9 : A practice of the systematic desensitization.

合理的·非合理的 信念에 關한 理解 : 合理的·非合理的 相談 見解

石秀隆 경북대학교 1992 學生指導硏究 Vol.25 No.1

進路意思決定 프로그램 : 大學生用

金昌洙,尹正倫,石秀隆,金晟會 경북대학교 학생생활연구소 1990 學生指導硏究 Vol.23 No.1

Career decision-making program are aimed at helping the participant of the programs be effective decider about his/her career. The career counselors at college had been met the students who had needed to be assisted to career decision-making. Since the importance of career education had been recognized recently, on our higher education the progrsms for it had been developed. However, these is the begining to develope career decision-making programs. On these circumstance the developments of career decision-making prograsms are required. For this necessity the progrom has been developed. The outcomes of this programs were resulted in effecfiveness to college students who had not decided their career yet. The application of this program was not appropriate to the student who felt high anxiety. This program was constructed of the following activities: Part Ⅰ Activity 1; Introduce the participants and the process of the program. Activity 2; Generate a list of career major alternatives. Activity 3; Grasp the traits of career development stage on level of regular college student's age. Activity 4; Understand the irrational expectation that is able to get on career decision-making. Part Ⅱ Activity 5; Collect information about my self. Sub-activity 5-1; Identify my career maturity. Sub-activity 5-3; Identify the pattern of my occupational character. Sub-activity 5-4; Identify my occupational interest. Sub-activity 5-5; Identify my ability and skills. Sub-activity 5-6; Identify my occapational Values. Sub-activity 5-7; Identify my strongth and weakness. Activity 6; Improve the knowledge about the world of work. Activity 7; Identify the occupational informations which should be applied to choosing career alternatives. Part Ⅲ Activity 8; Eliminate any career alternatives are obuiously incompatible with my self. Activity 9; Weigh assign priority the remaining career alternatives. Activity 10; Implement my career decision-making. Activity 11; Evaluate my career decision-making. Part Ⅳ Activity 12; Evaluate the effectiveness of this program and review the contents of activities. Activity 13; Close the activities.

Thiocholine ester 기질을 이용한 Acetylcholinesterase 활성부위의 구조특성

이천배,주은희,최수라,석대은,명평근 충남대학교 약학대학 의약품개발연구소 1999 藥學論文集 Vol.15 No.-

The inhibition pattern of three inhibitors(tacrine, decamethonium and propidium) on the hydrolysis of various thiocholine ester substrates by eel acetylcholinesterase was comparatively examined. When the substrate was acetylthiocholine, it showed a similar competitive inhibition by tacrine inhibitor, and a mixed type inhibition by decamethonium and propidium inhibitors. When the substrate was pentanoylthiocholine, it showed an uncompetitive inhibition by tacrine, and a noncompetitive inhibition by decamethonium. When the substrate was laurylthiocholine, it showed mixed type and uncompetitive inhibition by tacrine, and a competitive inhibition by decamethonium and propidium. Those results suggest that the active of acetylcholinesterase has the existence of hydorphobic site besides the anionic and esteratic site.

效率的인 指導力 訓練 프로그램의 開發 : 大學生用

陳渭敎,尹正倫,金晟會,石秀隆,文昌鉉 경북대학교 학생생활연구소 1992 學生指導硏究 Vol.25 No.1

Thiocholine ester 기질을 이용한 Acetylcholinesterase 활성부위의 구조특성

이천배,주은희,최수라,석대은,명평근 충남대학교 기초과학연구소 1999 忠南科學硏究誌 Vol.26 No.1

The inhibition pattern of three inhibitors(tacrine, decamethonium and propidium) on the hydrolysis of various thiocholine ester substrates by eel acetylcholinesterase was comparatively examined. When the substrate was acetylthiocholine, it showed a similar competitive inhibition by tacrine inhibitor, and a mixed type inhibition by decamethonium and propidium inhibitors. When the substrate was pentanoylthiocholine, it showed an uncompetitive inhibition by tacrine, and a noncompetitive inhibition by decamethonium. When the substrate was laurylthiocholine, it showed mixed type and uncompetitive inhibition by tacrine, and a competitive inhibition by decamethonium and propidium. Those results suggest that the active site of acetylcholinesterase has the existence of hydrophobic site besides the anionic and esteratic site.