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李章熙 청주대학교 대학원 1988 우암논총 Vol.4 No.-
Capitalism has developed rapidly in twelfth century. Modern societies-structural extensions into a industrial and a pluralistic society-make the government achieve protection, control, and service as a key function for stability and development of a national life, through active policy-making; modern societies characterize as a welfare state or on administrative state with guantitative and gualitative enlargement and enforcement in a administrative function. In this point of trend, the need of systematic study on the process of administrative execution is growing. Policy science as a subordinate variable in political science was not a object to be studied with little attention before the history of policy science began in 1970's, asserted scientific personality policy science is got born from efforts to systematize these transcendental theories and tries to pursue a suitability as a science by reilluminating the existing theories. But the study object and extent on policy science already published by many scientists ,added to the policy- forming and policy-making theories and techniques to not pass the limit of appending the administrative execution and the estimated theory. So, considered in these points,which strategy of policy- executing would be established for an effective policy- executing by looking into the policy-executing introduced in several years.
Impaired Na+/K+-ATPase Function in Patients with Interstitial Cystitis/Painful Bladder Syndrome
Jane-Dar Lee,Wen-Kai Yang,Ming-Huei Lee 대한의학회 2016 Journal of Korean medical science Vol.31 No.2
Na+/K+-ATPase (NKA) is abundantly expressed in the basolateral membrane of epithelial cells, which is necessary for tight junction formation. The tight junction is an urothelial barrier between urine and the underlying bladder. Impairment of tight junctions allows migration of urinary solutes in patients with interstitial cystitis/painful bladder syndrome (IC/PBS). We evaluated NKA expression and activity in bladder samples from patients with IC/PBS. The study group consisted of 85 patients with IC/PBS, and the control group consisted of 20 volunteers. Bladder biopsies were taken from both groups. We determined the expression and distribution of NKA using NKA activity assays, immunoblotting, immunohistochemical staining, and immunofluorescent staining. The protein levels and activity of NKA in the study group were significantly lower than the control group (1.08 ± 0.06 vs. 2.39 ± 0.29 and 0.60 ± 0.04 vs. 1.81 ± 0.18 μmol ADP/mg protein/hr, respectively; P < 0.05). Additionally, immunofluorescent staining for detection of CK7, a marker of the bladder urothelium, predominantly colocalized with NKA in patients in the study group. Our results demonstrated the expression and activity of NKA were decreased in bladder biopsies of patients with IC/PBS. These findings suggest that NKA function is impaired in the bladders from patients with IC/PBS.
Using the Listening Lab as an Effective Teaching Tool
Lee,Jane Lyon 中央大學校 韓國敎育問題硏究所 1996 韓國敎育問題硏究所論文集 Vol.- No.11
이 논문은 EFL 교육과정의 듣기능력 재고를 위한 요령들에 대한 최근의 관심을 집중적으로 연구한 것이다. 요약하자면 듣기요령을 강의하는데 있어서 듣기 Lab 활용의 효율적 운영에 집중되어 있다. 이 논문에서 본인은 듣기과정의 목표를 근간으로 듣기요령들을 3개의 분야로 나누었다. 반복하는 듣기, 이해하는 듣기, 그리고 대답하는 듣기가 바로 그것들이다. 이 3가지의 분야들을 기본으로해서 Lab을 사용하기를 권하며, 요구되는 언어요령에 따라 Lab 안에서 다른 강의법을 사용하기 바란다. Lab 시설을 올바르게 사용하기 위해서, 듣기교재의 장단점에 대한 간략한 소개는 Lab에 대한 기술적·기계적 노하우가 얼마나 중요한 가에 대한 점 뿐만아니라 효과적인 Lab교재의 선택이 필수적임을 제시하고 있다. 또한 교재와 더불어 상호호응을 일으키기 위한 부가적인 Lab 활동이나 게임의 활동이 논의되고 있고, 다양한 강의방법의 기능이나 Lab에서 강사들의 일반적인 어려움과 발음과 억양에 대해서도 언급하였다. 마지막으로, 모든 EFL 강의들이 Lab 시설들로 행해질 만한 여건은 아니기에, 전통적인 강의실내에서도 마찬가지로 효과적으로 모든 듣기요령의 분야들이 강의될 수 있다고 생각하며 더 나아가 교실내 활동, 교재 및 특정한 게임들에 대해서도 자세히 설명되어 있다. 본인은 이러한 교실내 상황에서도 Lab 시설의 활용효과보다도 더 큰 상호커뮤니케이션의 효과를 볼 수 있다고 생각한다. 그리고 이 논문은 Lab의 기능과 다른 유사한 시설들의 기능들에 대해서도 계속해 연구가 뒤따라야 한다는 점을 강조하고 있다.
Teaching Formal Presentation in the Speaking/Listening ESL Classroom
Lee,Jane Lyon 中央大學校 韓國敎育問題硏究所 1993 韓國敎育問題硏究所論文集 Vol.- No.8
The following paper identifies the necessity for an ESL unit regarding the formal presentation. The author explains that while the need for such a unit amy not have been visible in the past, changing student goals and needs currently call for such a lesson to be included in the ESL syllabus at all levels. The author then proceeds to distinguish the formal presentation from the informal presentation by pointing out the four areas ; preparation, presentation style, topic and presentation time, in which the two kinds of presentations most distinctly differ. After clearly conceptualizing the idea of formal presentation, the basic schema of skill-getting is borrowed from Don Parker's individualization of Instruction. Adapting this schema to the previously defined formal presentation, the author identifies formal presentation skill-getting elements as confidence in the language, organization and sequence, pronunciation and intonation and sequence, pronunciation and intonation and topic familiarity while maintaining Parker's original assertion that interaction and reciprocity exist as the skill-using area. This author asserts that through specific teacher-guided class activities and exercises, the skill-getting elements can be facilitated for and developed to such an extent that the student will be able to successfully make a formal presentation inside and outside the classroom setting. While explaining the details for the implementation of specific activities, the author points out that the activities in this paper are related to the speaking and listening language areas. It is also stressed that the activities be used in conjunction with each other. In conclusion, the author explains that the ultimate goal of this paper is to motivate other native and foreign-speaking ESL teachers to conduct further scientific and practical studies in this area of ESS teaching.