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이태영,박성오 한국농화학회 1963 Applied Biological Chemistry (Appl Biol Chem) Vol.4 No.1
Various species of the genus Capsicum contain in their fruits an intensively sharp and pungent substance, Capsaicin, which was first isolated in an almost pure state by Thresh. Containing the pungent principle, Capsicums are used extensively in food as a spice and in medicine as a rubefacient and carminative. Numerous methods have been proposed for the isolation, the chemical structure and the quantitative determination of Capsaicin. Modifying the several methods described before, the Capsaicin contents in various species of the genus Capsicum were determined as follows. (1) The isolation of pure Capsaicin was the essential first step for the determination of Capsaicin contents. Powdered cayenne pepper was extracted with acetone. By the method of ether alkali partition extraction slightly modified at this laboratory and by the recrystallization with light petroleum ether that was repeated ten times, the pure crystalline Capsaicin was obtained. Using this Capsaicin, the standard absorption curve was drawn with Beckman spectrophotometer model DU for the quantitative determination of Capsaicin. (2) The powdered sample was extracted in a Soxhlet extractor with ether-acetone solvent system (3 : 1) for 25 hours. Capsaicin in this ether-acetone extracts was efficiently separated in a pure state by paper partition chromatography using 58% methanol solution as developing agent. It was found that 58% methanol was one of the most valuable solvent to separate Capsaicin from impurities such as sterols, fatty acids, waxes and carotenoid pigments. (3) The colorimetric method modifying the Schulte-Kruger's method which consists of measuring the red color produced with diazobenzenesulphonic acid was used. Capsaicin in various species of the genus Capsicum was determined quantitatively with use of Beckman spectrophotometer model DU at 480 mμ.
정서공동체로서 학교에 관한 철학적 탐구: 정동과 공명을 중심으로
이태영 인하대학교 교육연구소 2020 교육문화연구 Vol.26 No.5
The purpose of this study lies in emphasizing the necessity for adolescents to experience the school as an emotional community and to construct their emotional profiles together, and in exploring the theoretical basis for this. This is related to the ‘affective turn’, which emerged in the 1990s. In this paper, the concept of emotion goes back to Deleuze's affect theory. His thoughts about the ability ‘to affect and be affected’ are influenced by Spinoza and connected to Hartmut Rosa’s theory of resonance. First, it was attempted to distinguish between the various synonyms of emotion. And then the emphasis was placed on revealing the educational implications of the emotional dimension as the fundamental mode of existence of the subject, leaning on the thoughts of Spinoza and Deleuze as well as on existentialism, psychology, and Rosa's theory of resonance. Through this, the importance of emotional education and the role of the school as a field of community learning were enhanced in the meaning of a relationship-oriented emotional communitization process that goes beyond preventative social and emotional learning for managing and controlling emotions by students. In conclusion, the school and the teacher should guide students, who have mutually heterogeneous emotional sequences, to experience different behavioral variations internally each time in an accidental encounter latent within the school daily life, so that they can adaptively and resiliently realize their inherent ‘puissance’. With this, the school will be able to establish itself as an emotional community that positively contributes to enhancing the overall existent capacity of each student, and to generating a good community. 이 연구의 목적은 학교에서 정서적 공동체 경험이 갖는 중요성과 학교의 정서공동체화 가능성에 대한 이론적근거를 탐색하는 데 있다. 주지하다시피, 오늘날에는 공감과 배려, 의사소통 같은 사회정서능력의 함양이 공히 학교교육의주요 임무 중 하나로 요구되고 있다. 이는 그동안 지식 전달과 인지 발달에 치중했던 이성 중심 학교교육에 감성적·정의적교육을 강화하여 청소년들의 실제 삶에서 총체적 존재 역량을 길러주어야 한다는 각성에서 비롯된 것이다. 학문적으로는20세기 말에 시작된 ‘정동적 전회’와 맥을 같이 하는 바, 이 논문에서 정서 개념은 스피노자의 영향을 받은 들뢰즈의정동이론으로 소급된다. 정동하는 동시에 정동되는 능력에 대한 들뢰즈의 사유는 다시 독일의 사회철학자 하르트무트로자가 공동체적 관계방식으로 발전시킨 공명으로 이어진다. 본론에서는 정서를 둘러싼 여러 개념들 간의 구분을시도한 다음, 스피노자와 들뢰즈, 그리고 실존주의 철학과 심리학 및 로자의 공명이론에 기대어 주체의 근원적 존재양식으로서 정서적인 차원이 갖는 교육적 함의를 드러내는 데 주안점을 두었다. 이를 통해 예방적 정서사회화를넘어서는 관계 중심 정서공동체화 과정으로서 정서교육의 의미와 공동체 학습의 장으로서 학교의 역할을 제고하였다. 결론적으로, 학교와 교사는 상호 이질적인 정서 계열성을 갖는 학생들이 학교 일상에 잠재된 우연한 마주침 속에서내적으로 매번 다른 행동 변이를 체험하게 함으로써 자신에게 내재하는 역능을 적응적으로 유연하게 실현할 수있도록 안내할 책무가 있다는 인식에 이르렀다. 학생의 정황성에 대한 실존론적 이해를 바탕으로 정서교육에 접근함으로써 학교는 학생 개개인의 총체적 존재 역량과 좋은 공동체의 형성에 긍정적으로 기여하는 정서공동체로 자리매김할수 있을 것이다.