인삼 석유에테르 추출물이 흰쥐에서 여러 발암성물질에 의해 유도된 소핵생성의 억제효과

최성규(Sung Gyu Choi),허문영(Moon Young Heo) 대한약학회 1992 약학회지 Vol.36 No.4

Ethanol, total saponin and petroleum ether extract of Panax ginseng C.A. Meyer were tested for their anticlastogenic effects against induction of micronuclei by cyclophosphamide and benzo(a)pyrene in mice. Ginseng petroleum ether extract (GPEE) showed the highest suppressive effect among three extracts. GPEE was also tested to compare their anticlastogenic effect against several well-known carcinogens: such as mitomycin C, 7, 12-dimethyl benzo(a)anthracene, ethyl methane sulfonate, dimethylnitrosamine and busulfan. GPEE showed the anticlastogenic effect against most of carcinogens, although there were no significant effects against 7,12-dimethyl benzo(a) anthracene, dimethyl nitrosoamine and busulfan-induced micronuclei.

인삼 석유에텔 추출물이 흰쥐에서 Benzo(a)pyrene에 의해 유도된 소핵생성의 억제효과

최성규(Sung Gyu Choi),김천호(Cheon Ho Kim),허문영(Moon Young Heo) 대한약학회 1991 약학회지 Vol.35 No.6

Petroleum ether extracts of panax ginseng C.A. Meyer (GPEE) were tested for the evaluation of anticlastogenic effects against benzo(a)pyrene-induced micronucleated polychromatic erythrocytes using mouse bone marrow micronucleus test. When the GPEE was singly administered before benzo(a)pyrene injection, GPEE showed significant anticlastogenic effect at 50-200mg/kg. When the GPEE was multiply administered for 5 consecutive days before benzo(a)pyrene injection, GPEE showed potent anticlastogenic effect, even at the low doses, 5-50mg/kg/day. As a control experiment, GPEE was administered without benzo(a)pyrene injection to demonstrate a clastogenic effect of this extract. When the range of 1-200mg/kg/day for 5 consecutive days was administered to mice, it was found that there was no increase of MNPCEs frequency.

언어장애아 부모의 언어치료 서비스에 대한 인식조사

최성규(Sung-gyu Choi),김지영(Ji-young Kim) 한국언어치료학회 2007 言語治療硏究 Vol.16 No.3

The purpose of this thesis is to study plans for effective operation of language therapy service and how to establish the function and the role, focusing on actual condition and current situation of parents of children with speech disorder in each education institution.   The summary of the results of this thesis is as follows;   First, as for inspection of whether there is difference of cognition among institutions concerning using condition of language therapy service, it was shown that the most got to use language therapy center through their relatives, close friends and teachers for the question how to get to use language therapy facilities. And as for the question of period using language therapy service facilities, the most was more than one year for special school and more than three years for kindergartens and welfare facilities for the handicapped. For the question of oftenness using language therapy service, it showed 1~2 times and 3~4 times had same proportion for special school and 1~2 times for both kindergartens and welfare facilities for the handicapped. As for the question of how long it take to the language therapy service facilities, it was shown that all take 10~30 minutes regardless of the facilities.   Second, the questions were about parents demands and satisfaction concerning language therapy and its purpose was to study whether there is difference of cognition among facilities. As for the question of time taken until therapy after language therapy interview, it was shown that it was taken about 1~6 months for the welfare facilities and kindergarten for the handicapped while it was immediately after the early language therapy interview in special schools. As for the number of children per language therapy therapist in the facilities, the most was 12~15 in special schools and 9~11 in welfare facilities for the handicapped. As for the degree of satisfaction about language therapy environment (educational tools, facilities), there was no difference among facilities and most felt satisfied. Concerning the question of whether the service institutions for language therapy are sufficient, it was shown that they felt that welfare facilities and kindergarten for the handicapped are insufficient while special schools are normal.   As for questions about programs, degree of satisfaction about therapy method in language therapy facilities, it seemed that they felt satisfied with the kindergarten and welfare facilities for the handicapped while they felt normal with special schools. As for their degree of satisfaction about education and counsel, it appeared that they were satisfied with the kindergarten and welfare facilities for the handicapped while they felt normal about special schools. Concerning change of the family while using language therapy facilities, there was no statistically significant difference in each facility.   Concerning the most needed program for your children except for language therapy, the most was special education in special schools, early education in welfare facilities for the handicapped and psychological therapy in kindergarten for the handicapped respectively.   Through the results of this thesis, it is required to prepare proper number of therapy objects, increase and support service facilities to offer quality service of language therapy in each facility.

청각장애학생을 위한 특수교육교육과정 적용에 대해 특수교사가 인식하는 구성요인 구조모형 분석

최성규 ( Sung Kyu Choi ),김정규 ( Jung Gyu Kim ),구명성 ( Myung Sung Gu ),김동희 ( Dong Hee Kim ) 한국특수아동학회 2016 특수아동교육연구 Vol.18 No.1

이 연구는 특수교사를 대상으로 청각장애학생을 위한 특수교육 교육과정 적용에 대한 인식을 알아보기 위하여 조사연구로 수행되었다. 전국의 특수교사 274명의 설문지를 자료처리하였다. SPSS와 AMOS 프로그램을 이용하여 빈도 및 t 검증, 그리고 탐색적과 확인적 요인분석을 실시하였다. 특수교사들이 인식하는 특수교육 교육과정은 네 개의 요인, 즉 특수교육 교육과정 적용의 용이성, 특수교육 교육과정 교과내용 충실성, 청각장애학생의 특수성 고려, 그리고 공통 교육과정 적용의 당위성으로 구성되어 있었다. 이 연구의 결과는 다음과 같다. 첫째, 특수교사는 특수교육 교육과정을 청각장애학생에게 적용시키는 것에 대하여 비교적 긍정적으로 인식하고 있다. 그러나 특수교육 교육과정의 네 구성요인 중에 대한 특수교사의 인식은 특수성 요인을 제외하고는 배경변인별에 따라서 차별성을 보인다. 둘째, 특수교사가 인식하는 특수교육 교육과정 적용의 구성요인은 독립적으로 타당성을 확보하고 있으나, 다른 요인과 경로 설명력이 없거나 필요조건에 한정한다. 이 연구에서는 청각장애학생을 위한 바람직한 특수교육 교육과정의 체제에 대하여 시사점을 제안하고 있다. The purpose of this study was to analyze the structural factors of special teachers` perception toward curriculum with special education for application for the hearing impaired students. The 274 special teachers were participated for this study. Frequency, t-test, and exploratory and confirmatory factor analysis were utilized with SPSS and AMOS programs for this study. The special teachers` perception toward special education curriculum for application for the hearing impaired students were consisted with four factors such as facility, substantiality, rationale, and speciality. The results of this study were that: (a) the special teachers` perception toward special education curriculum for application for the hearing impaired students were positive relatively. However except the speciality factor, the three factors were different according to the special teachers` backgrounds; and (b) the factors of special teachers` perception toward special education curriculum for application for the hearing impaired students were stability independently, however the factors had no relationship with the other factors. This study suggested that how to make the factors with explanatory relationship in special education curriculum for application for the hearing impaired students.

청각장애학교 교사의 배경 변인별에 따른 실천적 지식 정향의 암묵적ㆍ명시적 인식과 교육과정 및 교수학습 요인의 관계 분석

최성규 ( Choi Sung-kyu ),김정규 ( Kim Jung-gyu ) 대구대학교 특수교육재활과학연구소 2017 특수교육재활과학연구 Vol.56 No.4

이 연구는 청각장애학교 교사의 실천적 지식 정향을 암묵적과 명시적으로 구분하여 배경 변인별로 차이를 분석하고, 교육과정과 교수학습 요인과의 관계를 알아보기 위하여 조사연구로 수행되었다. 전국의 청각장애학교 309명의 자료를 t 또는 F 검증하였고, 상관관계와 회귀분석을 적용하였다. 이 연구의 결과는 다음과 같다. 첫째, 청각장애학교 교사의 실천적 지식 정향에 대한 암묵적 인식은 배경 변인별에 따라서 통계적으로 유의미한 차이가 없었다. 둘째, 실천적 지식 정향에 대한 명시적 인식 개인적 정향과 경험적 정향에 대해서만 교직경력에 한정하여 통계적으로 유의미한 차이를 보였다. 셋째, 청각장애학교 교사의 실천적 지식 정향에 대한 암묵적과 명시적 인식이 교육과정보다는 교수학습 요인에 영향을 미친다. 특히 실천적 지식의 경험적 정향은 교육과정과 교수학습 요인에 동시에 영향을 미치는 것으로 나타났다. 결론적으로 청각장애학교 교사의 좋은 수업은 교직경력의 영향을 지배적으로 받으며 발달하고 있음을 이 연구에서는 시사하고 있다. The purpose of this study was to investigate the implicit and explicit recognition of practical knowledge orientation according to background variables of the hearing impaired school teachers and analyze the relationship between the practical knowledge orientation and the curriculum and teaching-learning factors. Data of 309 hearing impaired schools teachers nationwide were verified by t or F, and correlation and regression analysis were applied. The results of this study are as follows: (a) there was no statistically significant difference in the implicit perceptions of the teachers according to background variables; (b) there was a statistically significant difference between the explicit perception of practical knowledge orientation and the personal orientation and experiential orientation only within the teaching career; and ⓒ(c) implicit and explicit perceptions of teachers' perceptions of practical learning affect the teaching- learning factors rather than the curriculum. Especially, experiential orientation of practical knowledge influenced curriculum and teaching-learning factors at the same time. In conclusion, this study suggests that good classes of hearing impaired school teachers are dominantly influenced by teaching career experience.

특수학급 교사가 인식하는 수업설계와 수업실행의 구성요인에 대한 관계 연구

최성규 ( Sung Kyu Choi ),김정규 ( Jung Gyu Kim ),박찬영 ( Chan Young Park ),김경애 ( Kyoung Ae Kim ) 한국지적장애교육학회(구 한국정신지체아교육학회) 2014 지적장애연구 Vol.16 No.3

이 연구에서는 특수학급 교사가 인식하는 수업설계와 수업실행의 구성요인을 알아보고 각 요인에 대한 배경변인별 분석 및 구성요인간의 관계를 알아보고자 하였다. 조사연구로 수행된 이 연구의 설문지는 수업설계 12개 문항과 수업실행 12개 문항으로 구성되었다. 연구 대상은 일반학교의 특수학급에 재직중인 유·초·중·고 특수교사 714명이었다. 자료처리는 요인분석, t 검증, 상관관계, 그리고 중다회귀분석 등으로 실행하였다. 이 연구의 결과는 다음과 같다. 첫째, 특수학급 교사가 인식하는 수업설계는 수업설계 모듈과 수업설계 방법으로 구성되어 있으며, 수업실행은 수업실행 과정과 수업실행 방법으로 구성되어 있다. 둘째, 특수학급 교사의 수업 구성요인에 대한 인식은 배경변인별에 따라서 차이가 있었으나, 모든 구성요인에 영향을 미치는 배경변인은 성별이었다. 셋째, 수업을 구성하는 모든 요인은 상호간에 유의미한 상관관계를 나타내고 있으나, 특수학급 교사의 수업은 수업설계 모듈과 수업설계 방법 요인이 가장 높은 영향력을 미치는 것으로 나타났다. 이 연구에서는 특수학급 교사가 인식하는 수업설계와 수업실행의 구성요인에 대한 관계는 다른 장애영역의 특수학교 교사와는 차별성이 있음을 시사하고 있다. The purpose of this study was to illustrate the relationships of special class teachers`` perception toward structural factors of instructional design and instructional performance. The questionnaire was divided into two parts, instructional design and instructional performance. 714 special class teachers who were teaching at the level of kindergarten, elementary, and secondary at general schools were participated for this study. Factor analysis, t or F test, correlation, and regression were utilized for this study. The results of this study were that (a) instructional design was consisted with module of instructional design and method of instructional design, and instructional performance was consisted with process of instructional performance and method of instructional performance (b) sex was most important variable to determine the factors which were related with instructional design and instructional performance; and (c) the four factors related with instructional design and instructional performance were interact with each factors, the module of instructional design and the method of instructional design were indicated with very high relationships. This study suggested the special class teachers`` perceptions toward instructional design and instructional performance were differed with the other special teachers who were working at the special schools for various types of students with disabilities.

초등학생의 장애학생 인식에 대한 내적,외적요인의 관계 분석

최성규 ( Sung Kyu Choi ),김정규 ( Jung Gyu Kim ),구명성 ( Myung Song Koo ) 한국특수교육문제연구소 2015 특수교육저널 : 이론과 실천 Vol.16 No.1

이 연구는 초등학생의 장애학생 인식에 대한 내적ㆍ외적요인의 관계를 알아보기 위하여 수행되었다. 초등학교 4, 5, 6학년 학생 554명을 대상으로 설문조사 하였으며, 설문문항은 내적요인 14문항과 외적요인 27문항으로 구성되었다. 연구방법은 다음과 같다. 설문지는 타당도 및 신뢰도를 검증하였고, 삭제된 문항은 없었으며, 연구의 목적에 따라 t/F 검증, 상관관계, 그리고 회귀분석을 적용하였다. 연구 결과는 첫째, 초등학생의 장애학생 인식에 대한 내적요인에 영향을 미치는 주요 배경변인은 장애이해교육 경험유무와 거주지였다. 둘째, 초등학생의 장애학생 인식에 대한 외적요인에 영향을 미치는 배경변인은 성별, 학년, 장애이해교육 경험, 그리고 거주지였다. 셋째, 초등학생의 장애학생에 대한 인식에 미치는 내적요인과 외적요인은 상호간에 영향을 미치는 관계로 구성되어 있다. 특히 교사의 장애학생에 대한 지도와 부탁 등은 초등학생의 장애학생에 대한 인식을 변화시키는데 가장 효율적인 요소임을 이 연구에서는 제안하고 있다. The purpose of this study was to illustrate the relationships between internal and external factors of elementary school students`` perception toward students with disabilities. The 554 students who were in the 4th, 5th, and 6th grades of elementary school participated for this study. The questionnaire was divided into two parts, 14 questions with internal factors and 35 questions with external factors for this study. The validity and reliability of the questions were verified, and t/F test, correlation, and regression analysis were utilized for this study. The results of this study were that (a) the variables to influence the elementary students`` internal factors were the experiences to participate understanding education to students with disabilities and place of residence; (b) Sex, grade, the experiences to participate understanding education to students with disabilities, and place of residence were effective variables to positive perception related with external factors; and (c) the internal factor and external factor were interacted together to be influenced for elementary students`` perception toward students with disabilities. Especially this study emphasized the teachers`` teaching behavior for students with disabilities was the most important variable which means the elementary students can keep positive perception to students with disabilities.

청각장애학생을 위한 교과서 개발에 대한 특수교사의 인식 및 구성요인의 구조모형 분석

최성규 ( Sung Kyu Choi ),김정규 ( Jung Gyu Kim ) 한국특수교육문제연구소 2016 특수교육저널 : 이론과 실천 Vol.17 No.2

이 연구는 특수교사를 대상으로 청각장애학생을 위한 교과서 개발에 대한 인식을 알아보기 위하여 조사연구로 수행되었다. 청각장애학생을 위한 교과서 개발과 관련된 설문 문항은 20개로 구성되었다. 특수교사 274명의 응답 내용을 SPSS와 AMOS 프로그램으로 자료처리 하였다. 연구결과는 다음과 같다. 첫째, 특수교사는 청각장애학생을 위한 교과서 개발에 대한 구성요인 5개 중에서 ``일반교과서 사용의 타당성``, ``일반교과서 사용에 청각장애 특성 고려``, 그리고 ``교과서 재구성 요구`` 등의 특성이 고려되는 요인에만 차별화된 인식을 나타내었다. 둘째, 청각장애학생의 교과서 개발 구성요인에 대한 인식에서 차별성을 보이는 배경변인은 소속, 교직경력, 그리고 특수교육 교육과정 지식 정도이다. 그러나 학교급별은 통계적으로 유의미한 차이를 나타내지 않았다. 셋째, 특수교사는 청각장애학생을 위한 교과서 개발에서 통합교육, 특수학교 등과 같은 교육환경의 구분과 청각장애학생의 특성 등이 전제되어야 한다고 인식하였다. 결론적으로 청각장애학생을 위한 교과서는 통합교육 환경에서의 일반학교 교과서 사용, 일반학교와 특수학교 등에서 함께 사용할 수 있는 호환성, 그리고 수업의 효율성 등을 보장할 수 있도록 구성되어야 함을 이 연구에서는 시사하고 있다. The purpose of this study was to analyze the structural factors of special education teachers` perception toward text books which were used for the hearing impaired students regardless of the educational environments. The 274 special education teachers were participated for this study. The questionnaire with 20 items were developed, and SPSS and AMOS programs were utilized for this study. The results of this study were that: (a) the special education teachers had three factors in text book development such as use of text book for hearing students, use of hearing students text books with the characteristics of the hearing impairment, and restructure of text books for hearing impairment; (b) the educational environment(special school and special class), teaching experiences, and the knowledge of curriculum for special education were different background factors to perceive in development of the text book for hearing impairment; and (c) the special school teachers had that the text books for hearing impairment had to develop based on the educational environment such as inclusion and special school, and interoperability to inclusion and special school environments, and concerns with the characteristics of the hearing impairment. This study concluded that the text books for the hearing impaired students had to be emphasized the characteristics of the hearing impaired students.

스크류 이송방식 및 열매체 가열에 의한 건설오니의 탈수·건조 기술

조성광,최성규,Cho, Sung-Kwang,Choi, Sung-Gyu 한국건설순환자원학회 2015 한국건설순환자원학회지 Vol.10 No.3

특수학교에 재학중인 인공와우 수술을 한 고등학생과 그 부모의 인공와우수술에 대한 인식 및 만족도 조사

김정규(Jung Gyu Kim),박상희(Sang Hee Park),최성규(Sung Kyu Choi) 한국언어치료학회 2012 言語治療硏究 Vol.21 No.3

The purpose of this study is to investigate the perception of satisfaction of cochlear implanted special education high school students and their parents about cochlear implant surgery. Fourty students and their parents participated in the study. A questionnaire with 27 questions was developed by the researcher. T-test and ANOVA were used to identify the differences among groups (students and parents group, surgery time, and parents’ background). The results of this study were that: (1) there were no significant differences between students and parents group in all satisfactions variables. But cochlear implanted special education high school students still used two communication modes: manual and oral. Also, cochlear implanted special education high school students use devices all day only 60% of the time. (2) There were no significant differences between students and parents group in all perception variables. The perception of students about device and anticipation level are similar to the perception of their parents. As a result, we suggest that cochlear implanted high school students educated in special education schools may need to learn bilingual methods (manual and oral).