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上顎에 發生한 adenomatous ameloblastoma의 症例報告
鄭淳慶,張英澤,柳署潤,崔宣壽,林昌潤 現代醫學社 1968 現代醫學 Vol.9 No.5
The authors have observed a case of adenomatous ameloblastoma occurred in the upper right canine portion of the maxilla in 16 year old girl. 1. The clinical and roentgenographic findings were resembled to the dentigerous cysts. 2. Microscopically, the epithelial islands were revealed ameloblastomatous solid cellular areas and a numbers of duct-like structures distributed throughout the tumor. These structures were more or less circular on cross section and they consisted -0f radially arranged columnar cells, generally in a single layer. The nuclei of these cells were situated toward the basement membrane, the direction of polarization being such that the clear, non nucleated ends of the columnar cells presented inward, toward the cystic space enclosed by the layer of cells. Within this space there was often some eosinophilic homogenous material which appeared to be a product of the columnar cells. Throughout the tumor, foci of calcification were scattered. These foci were not numerous and they tended to be quite small, and they were not resembled to the enamel, dentine and cementum like structures.
정순경 한국열린유아교육학회 2016 열린유아교육연구 Vol.21 No.6
본 연구는 유아교육자로 살아온 연구자의 삶과 정체성이 어떻게 변화되었는가를 살펴보기 위해 연구자의 예비교사시절부터 현재까지의 삶에 대한 자문화기술지를 통해 유아교육자로서의 삶과 정체성의 변화를 분석하였다. 연구자의 유아교육자로서의 삶은 교육자로서의 정체성을 지키기 위한 적극적인 변화의 선택 과정이었음을 알 수 있었다. 유아교육자로서 삶의 변화에 영향을 미친 요인을 중심으로 한 논의는 다음과 같다. 첫째, 성장과정에서 형성된 학문적 가치 추구, 높은 자아 존중감, 긍정적인 교사상에 바탕을 둔 자아정체성은 유아교육자로서의 삶의 기반이 되고 연구자가 어떠한 삶을 살아갈 것인가를 결정하는데 영향을 주고 있다. 둘째, 유아교육의 가치와 유아교사가 전문가라는 인식을 굳건히 형성하고 있지만 낮은 사회적 인식으로 인해 끊임없는 갈등과 이로 인해 삶의 변화를 추구하게 된다. 셋째, 유아교육자로서의 전문성을 발휘할 수 없고 자신의 정체성을 지킬 수 없는 현실은 연구자로 하여금 교육현장을 떠나게 한다. 넷째, 유아교육자의 삶과 정체성에 대한 이해는 사회, 정치적, 문화 적 맥락에서 이해되어야 한다. The purpose of this study was to examine this researcher's autoethnography on life from the days of a preservice early childhood teacher to the present time in an effort to shed light on the changes of this researcher's life and identity as an early childhood educator. This researcher's life as an early childhood educator was an active process to choose changes to keep identity as an educator. The factors that affected the changes in life as an early childhood educator could be discussed as follows: First, ego-identity that was built on pursuit of academic value during the growth process, high self-esteem and positive teacher image was the basis of life as an early childhood educator, and it exercised an influence on determining how to live. Second, this researcher had a strong conviction about the value of early childhood education and definitely regarded early childhood teachers as a professionals, but underwent ceaseless conflicts and consequently sought after a change in life because of poor social awareness. Third, the reality that was not good enough to exert professionalism as an early childhood educator nor to retain identity forced this researcher to leave the educational community. Fourth, the life and identity of early childhood educators should be understood in social, political and cultural contexts.