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Building Women's Studies Curriculum : 8 Country-Level Workshops
Asian Center for Women's Studies & Korean Women's Institute Ewha Womans University Asian Center Women's Studies Korean Women's Instit 2000 Asian Journal of Women's Studies(AJWS) Vol.6 No.2
The eight country-level workshops were held over a period of one year in 1999 and were attended by 350 women's studies practitioners from 220 universities and other research institutions in Asia. The workshops not only created strong motivation among women's studies practitioners in the countries to introduce women's studies courses, but also to develop it further in higher education. These meetings, therefore, have been instrumental in furthering the United Board's objectives of promoting women's studies and gender equality in the Asian region, as well as placing Ewha Womans University on the international map. The proceedings of the country workshops are summarized below.
6-[(N-2,3-Dichlorophenyl)amino]-7-Chloro-5,8-Quinoline-dione Treatment of Candidiasis in Normal Mice
Ryu, Chung-Kyu,Kim, Dong-Hyun,Kim, Do-Hee,Lee, In-Kyung,Kim, Sung-Hee 梨花女子大學校 藥學硏究所 1997 藥學硏究論文集 Vol.- No.6
6-[(N-2,3-Dichlorophenyl)amino]-7-chloro-5,8-quinolinedione (RCK11) was tested for in vivo antifungal activities in the treatment of systemic infection with Candida albicans in normal mice compared with ketoconazole. The therapeutic potential of RCK11 had been assessed by evaluating their activities (survival rates) against systemic infections in normal mice. ED_50 of in-traperitoneally administered RCK11 was 0.10±0.01 ㎎/㎏ but that of ketoconazole had 8.00±0.73 ㎎/㎏ respectively. When RCK11 was administered intravenously at the ED_50 (0.10 ㎎/㎏), the colony counts of Candida albicans in the liver after 7 days and 14 days were reduced as likely as ketoconazole at the ED_50(8.00 ㎎/㎏), and the better survival rates than ketoconazole were achieved after 14 days. The results suggest that RCK11 may be a potent antifungal agent.
大學에 있어서 ITV를 利用한 敎授方法의 學習效果와 그 問題點에 關한 硏究 : 敎養 "文化史" 敎授를 中心으로
視聽覺敎育硏究院 이화여자대학교 한국문화연구원 1972 韓國文化硏究院 論叢 Vol.20 No.-
This study is designed to find out the effects of ITV on student's cognitive achievement, study skill and affective domain. In conducting this research we also take into our consideration the fact that the trial and error we will inevitably make in the process of initiating ITV would incidentally provide other universities which are supposed to start ITV in the near future with an invaluable experience. In order to assess the effects of ITV, the students homogenized according to IQ and the previous examination, are divided into two groups: experimental and control group. History of civilization is selected for ITV course which consists of eleven Programs, running approximately from 30 to 54 minutes. The result of pre-test, preformed before showing the programs, indicates, that both group overwhelmingly wanted to study through ITV regardless of courses. After exposed to nine programs, students took an examination. While the average point of experimental group was higher than that of control group by 6 points, their interest in ITV seemed to be considerably decreased. For they happened to realize that TV could not produce as much entertainment and joy as they expected. It is not difficult to find out that students expose mainly themselves to TV not in pursuit of information and knowledge but entertainment. Therefore, the elimination of their bias and preoccupation toward TV is required by means of orientation. On the other hand, students belonged to experimental group were likely to be embarrassed by ITV, because they are not accustomed to organizing and summarizing what TV provide for them. It is also a reasonable conjecture that students respond very susceptibly to the environment of classroom. If a classroom teacher neglects to supervise the viewing attitude, and to produce an adequate environment for ITV he can hardly expect TV to do an omnipotent role for the enhancement of its effectiveness. With giving continuously to students stimulus in terms of motivation, reward and compensation, students would try voluntarily to adapt themselves to the new environment of ITV. If students pay as much attention, and efforts to ITV as to conventional instruction, the effects of ITV could be fairly prominent. Therefore, it is reasonable to consider that ITV can improve cognitive achievement on the condition that we put study skill and affective domain under our control.