콩에서 발생하는 강낭콩일반모자이크바이러스(BCMV)와 땅콩위축바이러스(PSV)의 저항성 평가

이영훈, 윤영남, 강범규, 김현영, 최만수, 구성철, 김현태, 윤홍태, 이수헌, 백인열 忠北大學校 農業科學硏究所 2014 農業科學硏究 Vol.30 No.2

It has been reported several viral diseases in soybean. The occurrence of Bean common mosaic virus and Peanut stunt virus are able to induce severe problem because the main breeding target for viral disease was focused on Soybean mosaic virus. BCMV is a spcies of the genus Potyvirus of the family Potyviridae. BCMV reduces yield by as much as 80% and also adversely affects seed quality in common bean. BCMV has a worldwide distribution because of its high rates 35% of transmission via seeds produced by plants systemically infected prior to bloom. PSV is a species of the genus Cucumovirus of the family Bromoviridae. PSV has been reported to be economically damaging on beans worldwide. Although the virus is reportedly seed transmissible at very low rates, infected plants rarely produce pods with normal viable seeds. The most satisfactory management method of viral diseases such as BCMV and PSV is the use of resistant cultivars and healthy seed. For the overcome of genetic resistance by new virus such as BCMV and PSV, virus diseases monitoring and researches need to study deeply and continually. In this study, we conducted the resistance screen on BCMV and PSV for selection of resistance cultivars. We inoculated on 128 cultivars with PSV and BCMV respectively. These cultivars were classified through pathogenic response such as resistance, necrosis and susceptibility. In addition, 99 and 66 resistant cultivars were confirmed against PSV and BCMV respectively.

발달장애학생을 위한 학교중심 통합교육과정의 편성과 운영에 관한 연구

이유훈,김영미,윤광보,홍성두 국립특수교육원 2001 연구보고서 Vol.- No.7

본 연구는 발달장애학생들의 심리적 특성에 적합한 통합교육과정을 특수학교 현장에서 보다 효율적으로 편성·운영할 수 있도록 지원하기 위해서 시도되었다. 이를 위해 본 연구에서는 통합교육과정의 이론적인 배경을 밝히고, 제 7차 특수학교 기본교육과정을 분석하여 통합교육과정과의 관련성을 알아보았다. 그리고 전국의 정신지체 및 정서장애학교를 대상으로 통합교육과정의 편성·운영방안에 대한 현장 교사들의 의견을 수렴하였다. 이러한 자료를 통해 얻어진 요구와 시사점을 토대로 발달장애학생들을 위한 학교중심 통합교육과정의 편성·운영방안을 제시하였다. 본 연구에서 다룬 연구내용별 주요 연구결과를 정리하면 다음과 같다. 통합교육과정의 이론적 고찰 21세기 지식정보화사회에서 요구하는 인간상은 창의력과 비판적 문제해결 능력을 가진 사람이다. 이런 창의적인 사람을 기르기 위해서는 삶의 맥락에서 문제를 해결하고 스스로 의미와 가치를 생성하여 자신의 세계를 열어가도록 하여야 한다. 그래서 교육과정은 이 시대 사회에서 요구하는 창의성과 협동성을 기르기 위해 삶을 중심으로 통합되어야 한다. 그리고 이러한 통합교육과정은 구성주의적인 관점과 다중지능이론의 입장에서 볼 때, 발달장애학생들의 신체적, 지적, 심리적, 인성적인 제 측면에서 교과단위의 분과교육과정에 비해보다 큰 교육적 의의를 가지고 있다는 점에서 그 필요성을 정당화시킬 수 있다. 일반적으로 통합교육과정은 통합의 수준과 방식에 따라 여러 가지 유형이 있을 수 있으나, 우리 나라 교육체제에서 볼 때 단위학교에서의 실효성 있는 운영을 위해 발달장애학생들을 위한 통합교육과정은 교육내용 구조면, 통합의 중심 내용면, 수업 운영면에서 고려되어져야 한다. 즉 주어진 학년 또는 학교급별 등의 전체 교육과정 속체서 통합의 아이디어를어떤 체제로 투입시킬 것인가 하는 교욱내용 구조면과 통합의 핵심 또는 통합을 통해서 강조하고자 하는 목표를 어디에 둘 것인가 하는 통합의 중심 내용면, 그리고 통합교육과정을 어떻게 운영할 것인가 하는 수업 운영면을 고려하여야 한다. 그리고 통합교육과정의 편성준거는 그 통합방식이 어떠하던 간에 교육적으로 의의가 있어야 하고, 또한 학교라는 시간과 공간의 제한된 상황에서 실천 가능성이 있어야 한다. 따라서 통합교육과정의 편성은 지적인 준거와 실제적인 준거가 모두 반영되어야 한다. 제 7차 특수학교 기본교육과정과 통합교육과정 발달장애학생들의 사회적응능력은 종합적이고 통합적인 성격이며, 그들이 적응하며 살아가야 하는 사회 자체가 종합적인 시각에서 파악되어야 할 대상이기 때문에 교과의 내용을 통합적으로 지도해야 한다. 그래서 제 7차 특수학교 기본교육과정에서는 교과군별로 통합시수를 배정하고 필요에 따라 교과를 통합하여 운영할 수 있도록 하고 있으며, 교과용 도서 교과내 및 교과간 내용을 생활영역 중심으로 연결시켜 필요에 따라 언제든지 통합교육과정으로 편성ㆍ운영할 수 있도록 전자도서로 개발하였다. 그러나, 국가수준의 교육과정이 통합되어 있지 않으며 교과서 또한 통합교과서로 개발되어 있지 않기 때문에, 통합교육과정을 학교중심 교육과정으로 문서화하는 방안과 학급에서수업의 필요에 따라 통합단원 지도안을 구안하여 교과통합지도를 하는 방안에 대한 연구가이루어져야 한다. 특히, 제 7차 특수학교 기본교육과정 전자도서에서 연결시키고 있는 관련 과제와 활동을 활용하여 주제별 통합단원을 구성하여 지도하는 방안에 대한 연구가 필요하다. 통합교육과정의 편성 · 운영실태통합교육과정의 편성 ·운영실태 조사에서 특수학교 대부분이 통합교육과정에 대해 높은관심을 보이고 있고, 또한 그 필요성을 느끼고 있음에도 불구하고 통합교육과정을 편성 운영하는 데에는 많은 어려움을 느끼고 있었다. 그 이유로는 교수·학습자료의 부족, 통합교육과정의 편성·운영경험 및 수행능력의 부족, 교과별 시간배당 기준 준수의 어려움, 생활장면으로의 전환 및 학생의 학업성취도 평가에 대한 어려움 등을 원인으로 들고 있었다. 이를'위해서는 통합교육과정에 대한 다양한 정보제공과 전문적인 연수가 제공될 필요가 있고, 아울러 효율적인 통합교육과정 편성·운영을 위해서는 시설·설비 및 교수·학습자료의 확충이 시급한 문제라고 할 수 있다. 한편, 통합교육과정 편성·운영에 대한 요구에서 있어서는 통합교육과정의 편성 운영주체로는 담임교사와 통합교과 팀을 들고 있다. 그리고 통합교육과정의 조직형태는 하나의 주제를 중심으로 여러 교과분야에서 관련 내용을 끌어다 새로운 내용을 구성하는 주제중심 통합과 학습자의 생활경험을 중심으로 하는 통합을 가장 선호하였으며, 통합교육과정의 모형으로는 연간계획에서 생활단원명을 설정하고 단원 내에서 관련 교과를 통합하는 모형과 교과의 선을 넘어서 관련 있는 몇 개의 교과를 묶는 교과간의 통합을 선호하였다. 그리고 통합교육과정을 효율적으로 운영하기 위해서 개선되어야 할 점으로는 교사의 연수기회 확대, 지도교사의 증원 등을 요구하고 있었다. 특히, 학교환경 개선사항으로는 학급당인원수를 줄이고 학습자료와 매체를 보다 많이 구비해야 한다는 .의견을 제시하였다 통합교육과정을 위한 평가방법으로는 지필검사는 기초학습기능에 관련된 내용에 대해서만 실시하고, 나머지는 행동관찰을 포함한 여러 가지 평가방법을 활용하자는 의견이 지배적이었다. 통합교육과정의 편성·운영 방안 통합교육과정 편성·운영방안에서는 단위학교에서 통합교육과정을 편성·운영할 때 도움이 될 수 있도록 통합교육과정 편성의 일반적인 절차와 고려해야 할 점을 제시하였고, 통합교육과정의 여러 모형 가운데에서 특수학교에서의 적용이 용이한 4가지의 통합교육과정 모형을 중심으로 교육과정 개발의 일반적인 절차인 편성, 운영, 평가과정에 대한 실제적인 방안을 제시하였다. 이를 정리하면 다음과 같다. 첫째, 학교에서 통합교육과정을 편성할 때 거쳐야 할 과정으로서 계획, 설계, 소규모 시행, 적용이라는 4단계를 제시하였고, 특히 통합교육과정을 설계할 때 따라야 할 단계를 통합의 주제 결정, 브레인스토밍을 통해 주제와 관련된 아이디어 수집 및 정리, 제시된 아이디어들과 교육과정 목표의 내용영역과 관련 지우기, 제시된 아이디어들의 교과별 관련성 찾기, 제시된 아이디어들의 다른 교과 아이디어와의 관련성 찾기, 아이디어들과 교육과정 목표의행동수준 관련 지우기, 활동계획안 작성 등의 전과정을 구체적으로 제시하였다. 둘째, 통합교육파정을 편성할 때 고려해야 할 사항으로 지원체제, 의사결정 구조, 교사의역할인식 변화, 참여동기 부여, 조직 풍토 등을 세부적으로 제시하였다. 셋째, 통합교육과정에 대한 이론적 배경과 설문조사 결과를 토대로 통합교육과정의 편성 ·운영을 위한 기본지침을 조직형태, 통합방법, 통합유형, 교육활동 계획안 개별화 교육계획안 수업시간표 작성, 평가방법 등의 측면에서 제시하였다. 넷째, 완전 통합교육과정 모형, 교과간 통합교육과정 모형, 주제중심 통합교육과정 모형, 교과내 통합교육과정 모형 등 4가지 모형을 조직형태, 통합방법, 통합유형, 교육활동 계획안, 개별화 교육계획안, 수업시간표 작성, 평가방법에 따라 편성 ·운영 ·평가의 여러 가지 가능한 방안과 예시자료를 제시하였다. 다섯째, 일반학교 통합교육과정 사례와 특수학교 통합교육과정 사례를 정리하여 부록에제시하여 실천자료를 참고할 수 있도록 하였다. This study was designed to help teachers to organize and implement integrated curriculum which is adequate for the psychologitcal characteristics of students with developmental disabilities at special school sites. For this purpose, we presented the theoretical background of integrated curriculum, and by analyzing the 7th Special School Basic Curriculum, examined its relationship with integrated curriculum. We collected opinions about methods for the organization and implementation of integrated curriculum from the teachers of special schools for students with mental retardation and emotional disturbances across the country Based on the needs and suggestions revealed through these data, we proposed strategies for the organization and implementation of school-based integrated curriculum for students with developmental disabilities. The major results according to each topic are as follows: Theoretical Background of Integrated Curriculum The ideal people needed by the 21st knowledge-based society is those who have creativity and critical problem-solving abilities. For rearing this kind of people, we have to require people to solve problems within real-life contexts and open their own world by spontaneously generating new meanings and values. Therefore curriculum should be integrated revolving on real-life concerns to develop creativity and cooperation demanded by this society. Also, in the light of constructivistic perspectives and multiple intelligence theory, integrated curriculum can be justified in that it has more educational meaning in physical. intellectual, psychological, and dispositional aspects than subject-oriented curriculum has. Typically, in integrated curriculum, there can be many forms according to the level and methodology of integration. However, when considering our current educational system, we have to take the structure of contents, core contents of integration, and class management into consideration to efRcientlyimplement integrated curriculum withi.n each school contexts . The structure ofcontents refers to how and with what system the idea of integration will beembedded into the whole curriculum at given grade or school level. Corecontents of integration mean where the core of integration or goals that wewould like to emphasize through integration will be placed, and classmanagement refers to how to rrianage integrated curriculum. ,The criteria for integrated curriculum organifation have to be meaningfuleducationally regardless of the ways of integration. and should be set in orderto be implemented in the settings of schools where time and space arelimited. Hence, the organization of integrated curriculum have to reflect boththe intellectual and practical criteria.7th Special School Basic Curriculum and Integrated CurriculumBecause the social adaptation abilities of students with developmentaldisabilities have comprehensive and synthetic characteristics and because thesociety itself where students with developmental disabilities adapt themselves and live is the object to be understood from the comprehensive perspectives,the subject contents have to be educated synthetically. Therefore according tothe 7th Basic Curriculum, the number of hours for integration is allocated bysubject areas, subjects can be implemented by integrated approach ifnecessary. and textbooks were developed in the form of electronic ones so thatwithin- and between-suhjects contents can be organized based on real-lifeconcerns and implemented by integrated approach whenever it is necessary.However, research on the ways how to transform integrated curriculum intowritten school-based curriculum, and how to design integrated unit teachingplans according to lesson demand in classrooms and implement integratedsubjects should be conducted because both the Basic Curriculum at nationallevel and textbooks were not developed in integrated form. Especially,research on strategies for forming and teaching integrated units by theme,vsing related tasks and activities with which electronic textbooks that areadopted in the 7th Basic Curriculum associate, is necessaryCurrent Status in the Organization and Implementation of IntegratedCurriculumThe results of the study showed that even though most special educationteachers are highly interested in and feel the necessity of integratedcurriculum, they have many difficulties in its organization and implementationon account of the lack in teaching-learning materials ; lack in the teachers'experiences with organizing and implementing integrated curriculum andabilities to carry out it; difficulty in adhering to time allotment standards foreach subject; difficulty in students'transition to daily life settings, andproblems with evaluating students'academic achievement Thus, it is neededto provide various information on and professional in-serfce training inintegrated curriculum. In addition, it is imperative to expand educationalfacilities and equipments, and teaching and learning materials in order to efHciently organize and ,implement integrated curriculum.Meantime, accordini: the results, the special school teachers demand thatthe organization and implementation of integrated curriculum should be madethrough team approach. And among the organizational forms of integratedcurriculum, theme-centered integration ir which teachers select relatedcontents from several subject matters based on a theme and then constructnew contents, and learners'life experience-centered integration are the mostpreferred. As (or integrated curriculum model, models by which teachers setthe titles of life vnits in the really plan and then integrate related subjectmatters within the units. and by which teachers integrate related subjectsbeyond their borders are preferred.The results also showed that increase in opportunity for teacher trainingand the number of teachers is required in order to efnciently implementintegrated curriculum. Especially. for the improvement of school environment,it was proposed to reduce the number of students per class and to beequipped with more learning materials and media. As for the methodology for.evaluating integrated curriculum, it was'predominantly reported thatpaper-and-pencil tests have to be used only for contents related to basiclearning skills , and various ways of evaluation including behaviour observationhave to be utilized for the , other contents.Strategies for the Organization and trnplernentation of IntegratedCurriculumAt flrst, we presented the general procedures of and considerations in theorganiBation of integrated curriculum to help each school to organize andimplement it. And based on four types of integrated curriculum models whichare easy to adopt within special school contexts, we provided practicalstrategies for organizing. implemen?ing. and evaluating integrated curriculumas the general procedures of curriculum development. The details are as follows : First, we present 4 steps, that is, planning, designing, Performing in asmall way, and adapting, as the procedul·e needed to 9o through whenorganizing the integrated curriculum. Furthermore , we also concretely presentthe steps that have to be followed in designing the integrated curriculum. Thesteps are 1) deciding the topic of integration; 2) collecting and arrangingideas related to the topic through brainstorming; 3) establishing therelationship between the su99ested ideas and the corltent areas of thecurriculum goals ; 4) searching the relevance of the su99e~3ted ideas accordingto subject; 5) looking for relation between the suggested ideas and the ideasfrom other suhjects; 6) connecting the ideas to behavior level of thecurriculum goals ; 7) drawing out the activity plan.Second, as the things to be considered when organizing the integratedcurriculum, we Present the support system. the structure of decision making.change in recognition about teacher's role, encouragement for participation,organization climate, and so on.Third, based on survey and theoretical background about the integratedcurriculum, we propose the basic guidelines for the organization andmanagement of the intesrated curriculum from the various aspects such asorganizational form, way and type of integration, plan for educationalactivities , individualized education program, class schedulir19, and methodologyfor evaluation.Fourth, we present the diverse possible plans arid examples aboutorganiBing, managing, and evaluating such models as full integratedcurriculum model, between-subjects integrated curriculum model,topic-centered integrated curriculum model, and within-subject integratedcurriculum model according to organizational form, way and type ofintegration, plan for educational activities , individualized education program,class scheduling. and methodology for evaluationFinally, we arrange the cases of integrated curriculum in both general andspecial schools, and put them in the appendix for later reference.

五十川(慶北·盈德)의 魚類相과 주요 魚種의 生態에 관하여

楊洪準,姜永薰 慶北大學校 1988 論文集 Vol.45 No.-

The micro-distribution, community structure and feeding habits of freshwater fishes in the Oshib River, Yoˇngdoˇk, Kyoˇngpuk, were surveyed from August 1986 to July 1987. The fishes collected from the Oshib River were 25 species, 24 genera belong to 15 families and 4 species; squalidus multimaculalus, Cobitis longicorpus, Liobagrus mediadiposalis and Odontobutis platycephala were endemic species to Korea and 2 species, Macropodus chinensis and Misgurnus mizolepis, were unrecorded species of this river. In this river, the dominant species were Zacco temminckii, Moroco oxycephalus and Liobagrus mediadiposalis. The species diversity of fishes was the lowest in the Taesoˇ stream and the highest in brackish area of the downstream. The community similarity of fishes between Taesoˇ stream and Sinan stream was the highest and that between Sinan stream and brackish area was the lowest. By a comparison of the distribution patterns of body length between two habitats, rapids and pool, it was revealed that juveniles of Squalidus multimaculatus lived mainly at pool but adults in both habitats; it seemed that Odontobutis platycephala migrated from rapids to pool, according to the growth; other species lived in both habitats. In the examination of feeding habits, it was found that Odontobutis platycephala and Liobagrus mediadiposalis were carnivorous, while Zacco temminckii. Moroco oxycephalus, Squalidus multimaculatus and Cobitis longicorpus were omnivorus.

국내 항공로선의 공급과 운임탄력성

함영훈,윤석홍 한국항공대학교 경영연구소 1997 경영연구 Vol.4 No.1

Price elasticity analysis of domestic air service supply is substantial to governments to establish civil air transport policy and to industries, both of carriage and manufacture, to determine production level. Considering the consistency of raw data and occupancy ratio of the routes to the total demands, three trunk lines (Seoul-Cheju v.v., Seoul-Pusan v.v., and Pusan-Cheju v.v.) are studied and the study period is for the 19 years between 1969, when airline were privatized, and 1987 when airline were discontinued to be monopoly. Price and cost elasticities of supply both of Seoul-Cheju v.v and Pusan-Cheju V.V. route are less than unitary. It means, first, air trips from and to Cheju include same properties of the demand for the commodities which are necessary in daily life and, second, the airline W e r s some costs partially to her international routes. Because there are various competitive and substitutive ground transports, the price and cost elasticity Q supply of Seoul-Pusan v.v. route are very high. Theses analyses implement governments to establish air transport policy : first, government renovates current air navigation and control system to decrease any cancellations and pauses af operations from the bad weather Cheju area Second, government keeps current occupancies o f carriages of each transport means between Seoul and Pusan.

RT-LAMP를 이용한 콩황화일반모자이크바이러스의 진단

배대현, 이영훈, 김봉섭, 윤영남, 강범규, 최만수, 구성철, 김현태, 윤홍태, 이수헌, 백인열 忠北大學校 農業科學硏究所 2014 農業科學硏究 Vol.30 No.2

Soybean yellow common mosaic virus (SYCMV) has been recently reported, it has been occurred a lot with Soybean mosaic virus (SMV) and Soybean yellow mottle mosaic virus (SYMMV) in soybean field. SYCMV belongs to genus of Sobemovirus and induced viral symptoms with yellowing, mottle and mosaic. A reverse transcription loop-mediated isothermal amplification (RT-LAMP) method allowed one-step detection of gene amplification by simple procedure and needed only a simple incubator for isothermal template. This RT-LAMP method allowed direct detection of RNA from virus-infected plants without thermal cycling and gel electrophoresis. In this study, we designed RT-LAMP primers named SYCML-F3/B3/FIP/BIP from coat protein gene sequence of SYCMV. After the reaction of RTLAMP, products were identified by electrophoresis and with the detective fluorescent dye, SYBR Green I. under daylight and UV light. Optimal reaction condition was at 63 for 60min and the primers of RTLAMP showed the specificity for only SYCMV tested in this study.

동해로 유입되는 가곡천과 마읍천에 서식하는 담수어의 지리적 분포

남명모,강영훈,채병수,양홍준 한국어류학회 2002 韓國魚類學會誌 Vol.14 No.4

1999년 4월부터 2000년 10월까지 강원도 삼척시에 위치한 가곡천과 마읍천에서 어류의 지리적분포와 군집구조를 조사하였다. 가곡천에서는 10과 20종, 마읍천에서는 10과 25종의 어류가 확인되었으며, 이 가운데 한국 고유종은 Squalidus multimaculatus, Iksookimia koreensis 그리고 Liobagrus mediadiposalis의 3종이었다. 가곡천의 미기록종은 S. multimaculatus, I. koreensis, Pungitius sinensis sinensis 그리고 Oncorhynchus masou masou이었으며, Zacco platypus와 Z. temmincki가 우점종이었다. 가곡천 상류역에서는 Z. temmincki와 Moroco oxycephalus가 우점종이었으며, 중류역에서는 Z. platypus, 하류역에서는 Cottus Hngiongensis, Chaenogobius urotaenia 그리고 Rhinogobius brunneus가 우점종이었다. 마읍천의 미기록종은 Cyprinus carpio, Pseudorasbora parva, Silurus asotus, O. m. masou, M. oxycephalus, Gasterosteus aculeatus, P. s. sinensis, C. castaneus, Acanthogobius lactipes, Tridentiger brevispines이었으며, Z. platypus가 우점종이었다. 마읍천 상류역에서는 Z. platypus가 우점종이었으며, 중류역에서는 Ladislavia taczanowskii, 하류역에서는 P. s. sinensis가 우점종이었다. 본 조사에서 확인된 어류 가운데, 특히 가곡천에 서식하는 S. multimaculatus와 마곡천에 서식하는 L. taczanowskii와 Nemacheilus toni는 지리분포상 보호되어야하겠다. 가곡천의 종다양성지수는 1.109, 마읍천의 종다양성지수는 1.109로서 종다양성이 높고 군집이 안정되어 있었다. The geographical distribution and community structure of freshwater fishes in the Gagog and Maeup Streams, which flow into the East Sea, were surveyed from April 1999 to October 2000. Twenty species belonging to 10 families were collected in Gagog Stream. Twenty-five species belonging to 10 families were collected in Maeup Stream, including the Korean endemic species Squalidus multimaculatus, Iksookimia koreensis and Liobagrus mediadiposalis. In the Gagog Stream, S. multimaculatus, I. koreensis, Pungitius sinensis sinensis and Oncorhynchus masou masou were newly recorded. The dominant species were Zacco platypus and Z. temmincki. A tendency was seen in regional distribution such that Z. temmincki and Moroco oxycephalus dominated in the upper stream, Z. platypus in the middle stream, and Cottus hangiongensis, Chaenogobius urotaenia and Rhinogobius brunneus in the lower stream. Newly recorded from the Maeup Stream are Cyprinus carpio, Pseudorasbora parva, Silurus asotus, O.m.masou, M. oxycephalus, Gasterosteus aculeatus, P. s. sinensis, C. castaneus, Acanthogobius lactipes and Tridentiger brevispinis. The dominant species was Z. platypus. A tendency was seen in regional distribution such that Z. platypus dominated in the upper stream, Ladislavia taczanowskii in the midddle stream, and P. s. sinensis in the lower stream. Among the noteworthy fishes found in the present study were S. multimaculatus in the Gagog Stream and L. taczanowskii and Nemacheilus toni in the Maeup Stream, These species are considered as species of conservation concern. The species diversity index of the communities were 1.109 in the Gagog Stream and 1.166 in the Maeup Stream. The results indicate that the community structure in each stream is very diverse but stable in its species composition.

Wiskott-Aldrich 증후군 환아의 증례보고

이연주,현홍근,장철호,김영재,김정욱,장기택,김종철,한세현,이상훈 대한소아치과학회 2007 大韓小兒齒科學會誌 Vol.34 No.3

한국인의 간과 콩팥조직 내 수은 함유량의 참고치

최병선,박영주,권일훈,홍연표,박정덕 한국환경독성학회 2002 환경독성보건학회지 Vol.17 No.2

This study was conducted to investigate the reference value of mercury (Hg) in liver and kidney of Korean population. The mercury concentration in 244 'sudden and unexpected death' autopsies (male: 180, female: 64) aged from 0 to87 years was analyzed. The concentration of mercury was measured by atomic absorption spec(Perkin -Elmer Model 5100) with mercury/hydride generating system (FIAS 400). The contents of mercury in liver and kidney fitted well the log-normal distribution rather than normal distribution. Geometric mean concentration of mercury in liver and kidney was 0.115 ㎍/g wet weight and 0.149 μg/g wet weight, respectively. Geometric mean concentration of mercury in female was higher than in male (p<0.01). The mercury content in liver and kidney increased with age up to the forties and slightly decreased there-after, The regression model of mercury deposit in liver and kidney by age was predicted as the following equation : Log KHg=-1.0576+0.0045·Age -0.0001·Age²+0.0873·Sex, Log KHg=-1.0576+0.0152·Age-0.0002·Age²+0.1935·Sex. The liver burden of mercury was estimated to be 158.3~161.3μg in male and 163.0-166.9 ㎍ in female. The kidney burden of mercury was estimated to be 42.0~42.9 ㎍ in male and 55.5 ∼57.1 μg in female.

전신성 홍반성 루프스에서 고용량 경정맥 당질코르티이드로 치료된 단백질 소실성 장질환 1예

이규형,권창모,김현도,윤대영,이재웅,홍여훈,이충기 영남대학교 의과대학 2005 Yeungnam University Journal of Medicine Vol.22 No.2

Generalizes edema and hypoalbuminemia are relatively common presenting manifestations in many clinical situations. The differential diagnosis of hypoalbuminemia include; Kwashiorkor, synthetic dysfunction of the liver, and excessive protein loss as in nephrotic syndrome. In systemic lupus erythematosus (SLE), hypoalbuminemia and generalized edema are most commonly due to protein loss associated with lupus nephritis; gastrointestinal involvement is uncommon, and therefore protein loss through the gastrointestinal tract is quite rare. We report a case of a protein losing enteropathy (PLE) associated with SLE. The patient was referred to out hospital for generalized edema, arthralgia and facial rash. After clinical evaluation, the patient met the criteria for the SLE diagnosis; hypoalbuminemia with general edema was consistent with a protein losing enteropathy. After two weeks of therapy with parenteral high dose glucocorticoid, the patients was improved in laboratory findings as well as clinical symptoms.

결체조직 질환에서 99mTc-DTPA 연무스캔을 이용한 폐포-모세혈관 투과성의 평가

홍영훈 ( Yeong Hoon Hong ),류동한 ( Dong Han Ryu ),김성동 ( Sung Dong Kim ),박기도 ( Ki Do Park ),이은영 ( Eun Yeung Lee ),조인호 ( Ihn Ho Cho ),이충기 ( Choong Ki Lee ),이형우 ( Hyong Woo Lee ) 대한류마티스학회 2000 대한류마티스학회지 Vol.7 No.4

Objective: The association between the connective tissue diseases and lung diseases is well established. DLCO and 99mTc-DTPA aerosol scintigraphy are used for evaluation of the alvelolar-capillary permeability. This study evaluated the changes in permeability of alveolar-capillary membrane and the utility of the 99mTc-DTPA aerosol clearance to detect lung involvement in patients with connective tissue diseases. Methods: The patient group consisted of the patients with any proven connective tissue diseases (27 rheumatoid arthritis, 17 systemic lupus erythematosus, 7 other connective tissue diseases) and the control group consisted of healthy 12 persons. The patients and controls were non-smokers and had no concomitant diseases that could affect the result (diabetes, any lung diseases etc). Chest X-ray, spirometric measurements of lung volumes, flow idices, diffusing capacities and 99mTc-DTPA aerosol scintigraphy were performed in the patient group and control group. 99mTc-DTPA aerosol (1110 MBq) was used with the aero-vent jet nebulizer as a lung delivery system. Patients in sitting position inhaled for 5 minutes at normal tidal oral breathing, Scintigraphic data were recorded using the Picker Prism 2000 gamma cammera, 15 frames of the lung were obtained as the area of interest anteriorly and posteriorly (120 msec at each frame, for 30 minutes). 99mTc-DTPA clearance rate was calculated as the time to half clearance (T1/2). Results: The mean clearance rates of 99mTc-DTPA were 64.0±24.1 min (RA 70.7±26.2 min, SLE 61.6±14.0 min, Others 43.9±24.7 min), and 47.0±10.3 min in the patient group and the control group respectively. Significant correlation was not found between the pulmonary clearance rate of 99mTc-DTPA and other parameters (disease duration, ESR, CRP, DLCO and FEV1/FVC). Conclusion: 99mTc-DTPA clearance in the patient group (RA, SLE, others) was significantly decreased than that in control group (p<0.05). In the patient group with normal chest X-ray, 99mTc-DTPA clearance in the connective tissue disorders was significantly decreased than control group (p<0.05). We suggest that 99mTc-DTPA aerosol scintigraphy may be one of useful technique for early detection of the lung involvement in the connective tissue disorders.