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이은열 한국시각장애교육&재활학회 2006 시각장애연구 Vol.22 No.1
The purpose of this study was to examine the management, educational conditions and effectiveness of classes for visually impaired students with additional disabilities in schools for the visually impired. The findings of this study were as follows;Firstly, as for the management of class for students with additional disabilities, the visually impaired students with additional disabilities accounted for 34.37% of the entire students, which was approximately 9% up from five years ago. The classes for these students were installed mainly by the demand of parent groups. There were 13 classes in the eight schools, among which seven were full-time classes and six were on a part-time basis. The visually impaired students with additional disabilities who enrolled in these classes represented 23% of the overall multiple-handicapped students, and many of the students were at the mental age of 0 to 3 or additionally suffered from emotional disturbance. Secondly, in regard to education, the teachers in charge of these classes put social maturity test to wide use, and evaluation was implemented mainly once a semester. The daily-living training made up for the largest portion of the curriculum, followed by sociability development, cognitive development, and orientation & mobility training in the order. The dominant teaching method was hand over hand way in the classes, and instructions were mainly assisted by volunteers. Thirdly, concerning the effectiveness of the classes, 60.3% of the teachers who taught these students viewed the classes as effective, and 14.6% had a negative opinion. And proper curriculum was regarded by the teachers as the best part of the classes for visually impaired students with additional disabilities.攀논문 접수: 2006. 2. 15 심사 시작: 2006. 2. 20 게재 확정: 2006. 6. 10攀攀 교육경험에 있어 ‘정상화’를 강조하던 1970년대 이후, 교육 전문가들과 학부모들은 시각 중복장애 학생의 교육에 있어 지적인 측면을 강조하던 접근 방식에서 벗어나 연령에 적절한 일상생활 기술을 강조하는 기능 중심의 교육과정을 중요시 하게 되었다. 그러나 당시 대부분의 기숙제 학교와 특수학급들은 이러한 기능적 모델을 아직 교육과정에 도입하지 않고 있었다. 맹인 재활 모델에서 시각 중복장애인들을 받아주지 않았기 때문이다. 시각 중복 장애인들은 중등 교육 이후 공장이나 재활 프로그램에 배치되거나 가정에 방치되어 있었다. 그러나 이후 제정된 시각 중복장애 학생들의 전환교육을 의무화한 법률은 지역사회를 기반으로 하고 경쟁력 있는 직업교육을 확대하였다(Sack & Silberman. 1998). 시각장애 교사와 재활 전문가들은 중등교육 이후 중복장애 학생들의 성공적인 직업재활을 위해 협력하기 시작했다. 본연구의 대상은 전국의 12개 시각장애 학교 중 중복장애 학급이 있는 8개의 학교의 교무(연구)부장교사, 중복장애 학급 담임(담당)교사, 중복장애 학급 수업 지원 교사를 대상으로 하였다.본 연구의 목적은 시각장애 학교의 중복장애 학급 운영 실태, 시각 중복장애 학급의 교육실태, 그리고 시각 중복장애 학급 운영의 효과를 분석하는데 있다.
이은열,김재휴,김수한,이제혁,우정현 대한신경외과학회 1989 Journal of Korean neurosurgical society Vol.18 No.2
The anterior interbody fusion combined with internal metal plate fixation was performed from January, 1988 in seven patients with unstable mid and lower cervical spine. The insertion of the metal plate was simple and maintained the block bone graft in satisfactory position. We concluded from this early follow-up that, this alternative method of internal fixation of cervical spine allowed not only effective stabilization for the unstable spine but also early mobilization and short hospital stay.
Methanotroph-catalyzed bioconversion of methane to methanol
이은열 한국공업화학회 2015 한국공업화학회 연구논문 초록집 Vol.2015 No.0
Due to its abundant reserves, methane is called as a next-generation carbon feedstock for the production of chemicals and fuels. In order to make chemicals and fuels from methane, C-H bond of methane needs to be activated. Methane converts methane to methanol via activation of oxygen and then into C-H bond, resulting in formation of methanol. Methanol is platform chemicals that can be used for the synthesis of variety of chemicals and fuels. In this presentation, methanotrophcatalyzed bioconversion of methane to methanol will be presented.