忠州市 主幹線 道路邊 建築外部色彩에 關한 硏究

崔生吉,孫泰鎭,柳顯紀,辛同寅,梁富弘,尹勝照,朴碩鉉 忠州大學校 1998 한국교통대학교 논문집 Vol.33 No.2

In order to understand the influence of colours on the urban design of a city, a portion of the central Chung-Ju was chosen as the study area, and three cases were researched as colours. These surveyed colours are analysed in their hue, value and chroma. It was necessary to determine the colours of 272 buildings exterior in all in order formulate the findings presented in this study. The result of this study can be briefly summerised as the following ; 1) The trends in the use of colour turn out like this ; 55.3% of the building were Y(yellow), YR(yellow-green), R(red) Family in Hue, abour 33.9% of them were within 8.0-8.9 and 26.6% were within 7.0-7.9 on the value scale, and about 48.5% of them were within 1.0-1.9, 2.0-2.9 and 3.0-3.9 on the chroma scale. 1) For case 1 on the exterior colours of buildings, about 57.8% were Y and YR family in Hue, about 53.7% were 8.0-8.9 and 7.0-7.9 in Value, and about 49.6% of them were within 1.0-3.9 in chroma. 2) For case 2 on the exterior colours of buildings, about 52.4% were Y and R family in Hue, about 65.1% were 7.0-8.9 in Value, and about 46% were 1.0-2.9 in Chroma. 3) For case 3 on the exterior colours of buildings, about 55.7% were Y and YR Family in Hue, about 72.1% were 7.0-8.9 in Value, and about 31.1% were 2.0-2.9 in Chroma. In summary, the colours of the building surveyed in central Chung-Ju can be characerized as Y, YR, R, N family in Hue, 7.0-7.9, 8.0-8.9 in Value registered in 1.0-1.9, 2.0-2.9, 3.0-3.9 in Chroma. The observed exterior colours show a tendency toward Yellow in Hue, High in Value and low in Chroma. Generally, the majority of the colours is light rather than strong in tone.

정신지체 특수학교 전공과 및 전환교육의 운영실태와 개선방향

조인수,도금숙,전보성 한국특수교육문제연구소 2001 특수교육저널 : 이론과 실천 Vol.2 No.1

본 연구의 목적은 정신지체 특수학교의 전공과 및 전환교육의 운영실태와 개선방향을 탐색하는데 주안점을 두었다. 전공과 및 전환교육의 운영실태는 16개 영역으로 조사하고 문제점과 개선방향은 10개 영역을 중심으로 세부적인 내용을 조사 분석하였다. 여기서 조사분석된 내용은 정신지체 직업 · 전환교육에 좋은 지침이 될 수 있을 것이며 타장애영역 학생들의 직업진로 및 전환교육에 실질적인 도움을 줄 수 있을 것이다. The aims of this study are finding out the reality of the operation of the majored subjects and problems and finding out the improved methods about them. And 1 surveyed special teachers who are attending 17 special schools in Korea in which have the majored subjects about the reality of operating them and improved methods about them. First, about surveying the reality of operation, as to the majored subjects, they are mainly teaching students in the form of work training, guiding job, preparing job and daily Iiving skills through classes. The selection of majored subjects conceming jobs are made through school's direction and the cooperation among teachers, students and parents, and teaching jobs are now changed or will be changed because of the maladjustment to student' s aptitude, the assessment on their job aptitude is not being made now. There are many qualified teachers who have the certification in special school and they think that their roles as directors, guiders are important. The majoring students don’t have enough practicing places and factories. Even though they are received training about job in school, they get jobs unrelated with their received training. And they have verγ low employment as a whole. Though the transitional education program whose aims are selection in jobs, employment and enjoying jobs, it is started especially in the middle and high school courses. And it is thought that official and individualized education program is very important, also needed the cooperation among related authorities and it’s major program is used as the programs on job training. programs on job training. Next, as to the problems and improved methods, the problems about the majored subjects are the unrelatedness with job training and unreality and only one line of selection in job training. The problem about the transitional education program is the shortage in social skills, in the basement of job training and in carrγing out ability. The professional ability which is required in job guiding teacher is job training guide, many methods, the ability about assessing job aptitude, and testing their ability. The construction of the curriculum is not applying the guided curriculum rather than transforming the curriculum according to the atmosphere, and their school year should not be stuck to any one standard but be varied according to their ability and improvement. In the operation of majored subjects, it is necessarγ for them to provide real career education, the opportunity to receive various job training and the supported employments in which they can be included in their society actively.

Celay/In-Ceram, Conventional In-Ceram, Empress 2 전부도재관의 변연적합도에 관한 비교 연구

양재호,여인성,이선형,한중석,이재봉,Yang, Jae-Ho,Yeo, In-Sung,Lee, Sun-Hyung,Han, Jung-Suk,Lee, Jai-Bong 대한치과보철학회 2002 대한치과보철학회지 Vol.40 No.2

There have been many studies about marginal discrepancy of single restorations made by various systems and materials. But many of statistical inferences are not definite because of sample size, measurement number, measuring instruments. etc. The purpose of this study was to compare the marginal adaptations of the anterior single restorations made by different systems and to consider more desirable statistical methods in analysing the marginal fit. The in vitro marginal discrepancies of three different all-ceramic crown systems (Celay In-Ceram. Conventional In-Ceram. IPS Empress 2 layering technique) and one control group (PFM) were evaluated and compared. The crowns were made from one extracted maxillary central incisor prepared with a 1mm shoulder margin and $6^{\circ}$ taper walls by milling machine. 10 crowns per each system were fabricated. Measurements or a crown were recorded at 50 points that were randomly selected for marginal gap evaluation. Non-parametric statistical analysis was performed for the results. Within the limits of this study, the following conclusions were drawn: 1 Mean gap dimensions and standard deviations at the marginal opening for the maxillary incisor crowns were $98.2{\pm}40.6{\mu}m$ for PFM, $83.5{\pm}18.7{\mu}m$ for Celay In-Ceram, $104.9{\pm}44.1{\mu}m$ for conventional In-Ceram, and $45.5{\pm}11.5{\mu}m$ for IPS Empress 2 layering technique. The IPS Empress 2 system showed the smallest marginal gap (P<0.05). The marginal openings of the other three groups were not significantly different (P<0.05). 2 The marginal discrepancies found in this study were all within clinically acceptable standards ($100\sim150{\mu}m$). 3. When the variable is so controlled that the system may be the only one, mean value is interpreted to be the marginal discrepancy of a restoration which is made by each system and standard deviation is to be technique-sensitivity of each one. 4. From the standard deviations. the copy-milling technique (Celay/In-Ceram) was not considered to be technique-sensitive in comparison with other methods. 5. Parametric analysis is more reliable than non-parametric one in interpretation of the mean and standard deviation. The sample size of each group has to be more than 30 to use parametric statistics. The level of clinically acceptable marginal fit has not been established. Further studies are needed.

一都施地域住民의 醫療行態에 關한 調査硏究

孫錫準,朴在新,宋仁炫 全南大醫大 1987 전남의대학술지 Vol.24 No.1

장애인 평생교육 실태 및 개선방안 연구

정인숙,김현진,김형일,정동영,정희섭 국립특수교육원 2005 연구보고서 Vol.- No.9

본 연구는 장애인의 삶의 질을 제고하는데 필요한 장애인 평생교육의 실태를 조사하고 지원대책을 마련하는데 목적을 두고, 장애인 평생교육의 개념과 특성, 장애인 평생교육의 지원체제, 외국의 장애인 평생교육 실태 등을 탐색하여 이론적 토대로 삼고, 2005년 6월 21일부터 8월 13일까지 전국의 18세 이상 장애인 2,922명을 대상으로 설문조사와 71명을 대상으로 면담조사를 통해 평생교육 실태와 지원요구를 조사하였다. 또한 전국의 평생학습관 239개, 지역평생교육정보센터 26개 등 일반인 평생교육기관 265개와 장애인 평생교육 관련기관 464개를 대상으로 설문조사와 일반평생교육기관 46개 및 장애인 평생교육기관 67개를 대상으로 면담조사를 통해 운영실태와 지원요구를 조사하였다. 본 연구를 통해 나타난 장애인 평생교육 실태와 지원요구 및 평생교육기관 운영실태와 지원요구는 다음과 같다. 첫째, 장애인 평생교육 실태조사 결과, 장애인들은 학교 졸업 이후 교육을 1회도 받지 않은 경우 34.8%, 1회 받은 경우 19.6%, 2회 받은 경우 14.9%순으로 나타났다. 장애유형별로 교육을 1회도 받지 않은 경우는 청각장애 47.2%, 지체장애 36.9%, 언어장애 33.3%, 발달장애 32.7%, 뇌병변장애 31.8%, 시각장애 31.5% 중복장애 29.2%, 정신지체 28.8%순으로 나타났고, 교육을 받은 경우를 살펴보면 지체장애, 뇌병변장애, 시각장애, 청각장애, 언어장애, 중복장애는 1회만 받은 경우가 많고, 정신지체와 발달장애는 4회 이상 받은 경우도 있는 것으로 나타났다. 장애인들이 학교 졸업 이후 받은 교육 프로그램의 내용은 정보화교육 46.0%, 직업교육 33.8%, 여가교육 22.6%, 교양교육 20.7%, 문해교육 15.4%순으로 나타났다. 장애유형별로 살펴보면 지체장애 52.2%, 시각장애 50.2%, 뇌병변 장애 46.9%, 발달장애 45.9%, 중복장애 45.7% 순으로 정보화교육을 가장 많이 받았고, 발달장애 51.4%는 여가교육을, 정신지체 47.4%, 언어장애 36.4%는 직업교육을 받은 것으로 나타났다. 또한 연령별로 20세미만은 직업교육을, 20대에는 직업교육과 정보화교육을, 30대 이후에는 정보화교육을 많이 받는 것으로 나타났다. 장애인들이 학교 졸업 이후 교육을 받은 경우 중에서 교육을 받은 기관은 장애인복지관 34.0%, 장애인단체 23.6%, 장애인평생교육기관 11.1%, 일반인 평생교육기관 10.9%, 사회복지관 9.8%, 장애인 직업 전문학교 8.2%순으로 나타났다. 전체적으로 장애인 기관에서 교육을 받은 경우는 80.3%, 일반인 평생교육기관에서 교육을 받은 경우는 32.0%로 나타났다. 장애유형별로 지체장애 26%와 청각장애 25.0%는 장애인단체에서, 뇌병변장애 43.6%, 시각장애 44.0%, 정신지체 41.0%, 발달장애 64.1%, 중복장애 31.9%는 장애인복지관에서 언어장애 40.0%는 장애인 평생교육기관에서 교육을 받은 것으로 나타났으며, 일반인 평생교육기관에서 교육을 받은 경우는 지체장애 52.9%, 중복장애 39.1%, 청각장애 33.0%, 시각장애 25.9%, 뇌병변장애 22.4%, 정신지체 22.1%, 언어장애 15.0%, 발달장애 18.0%순으로 나타났다. 장애인들의 평생교육비는 본인이 부담하지 않은 경우가 39.9%로 나타났으며, 부담한 경우 1인당 월 10만원 미만이 37.5%, 월 10만원 이상에서 월 20만원 미만이 14.2%, 월 20만원 이상이 8.8%순으로 나타났다. 장애유형별로 모든 장애영역에서 월 10만원 미만이 30%~50%정도로 나타났으며, 월 10만원 이상을 부담하는 경우는 발달장애 41.1%, 언어장애 35%, 정신지체 28.9%, 지체장애 27.7%, 청각장애 25.7%, 시각장애 15.3%, 뇌병변장애 13.9%순으로 나타났다. 둘째, 장애인들의 평생교육 요구를 조사한 결과, 가장 받고 싶어 하는 성인교육 프로그램의 내용은 직업교육 31.0%, 정보화교육 30.4%, 여가교육 18.2% 교양교육 14.8%, 문해교육 8.8%순으로 나타났다. 장애유형별로는 언어장애 41.9%, 뇌병변장애 39.9%, 지체장애 39.0%, 청각장애 33.1%, 시각장애 31.8%가 정보화교육을 가장 원하고 있는 것으로 나타났고, 발달장애 58.8%, 정신지체 41.0%, 중복장애 32.4%는 직업교육을 가장 원하고 있는 것으로 나타났다. 연령별로 20대는 직업교육, 30대는 직업교육(34.6%)과 정보화교육(32.8%), 40대와 50대는 정보화교육, 60대에는 여가교육을 가장 요구하고 있는 것으로 나타났다. 성인교육을 받고 싶은 기관은 장애인평생교육기관 23.8%, 장애인복지관 22.6%, 일반인 평생교육기관 22.2%, 사회복지관 8.9%, 대학 일반성인 프로그램 6.2%, 장애성인학원 5.5%, 대학 장애성인 프로그램 5.2%, 일반성인 학원 2.7%순으로 나타났다. 장애유형별로 지체장애 36.4%, 뇌병변장애 34.0%는 일반인 평생교육기관을 선호하였고, 정신지체 33.7%, 중복장애 34.0%, 청각장애 27.8%는 장애인 평생교육기관을 선호하였으며, 또한 시각장애 30.4%, 발달장애 31.6%는 장애인복지관을 선호하였고, 언어장애는 대학 장애성인 프로그램과 사회복지관을 선호하는 것으로 나타났다. 연령별로 20대와 40대는 장애인 평생교육기관, 30대는 일반인 평생교육기관, 50대와 60대는 장애인 복지관을 선호하는 것으로 나타났다. 셋째, 평생교육기관의 운영실태를 조사한 결과, 일반인 평생교육기관의 이용대상 연령대는 30~39세 60%, 40~49세 48%, 50~59세 31%이었고, 장애인 평생교육기관은 20~29세 64.8%, 40~49세 38.6%, 30~39세 31.1%, 50~59세 26.1%로 나타났다. 평생교육기관의 규모는 일반인 평생교육기관은 101명 이상의 규모가 36.6%, 20~40명의 규모 23.8%, 81~100명의 규모 15.8%순으로 나타났고, 장애인 평생교육기관은 20~40명의 규모 40.2%, 20명 미만의 규모 28.7%, 101명 이상의 규모 12.6%로 일반인 평생교육기관은 80명이상 규모가 52.4%인 반면, 장애인 평생교육기관은 80명 이상의 규모가 18.3%에 불과한 것으로 나타났다. 장애인 편의시설 설치 현황을 살펴보면 일반인 평생교육기관은 장애인 주차장 82.7%, 장애인용 대소변기 77.6%, 승강기와 경사로 67.3%, 출입구 높이차이 제거, 출입구 출입문, 복도 손잡이 설치는 각각 약 30%인 것으로 나타났고, 장애인 평생교육기관은 장애인용 대소변기, 승강기 경사로 78%, 장애인주차장 76.8%, 복도 손잡이 68.3%로 나타났다. 평생교육 프로그램 운영기간은 일반인 평생교육기관은 3개월 이상 6개월 미만이 48.0%, 6개월 이상 1년 미만이 25.5%, 3개월 미만이 20.6%, 1년 이상이 5.9%순으로 나타났고, 장애인 평생교육기관은 1년 이상이 38.4%, 6개월 이상 1년 미만이 32.6%, 3개월 이상 6개월 미만이 12.8%, 3개월 미만이 9.3%순으로 나타났다. 그리고 1일 평생교육 프로그램 운영시간은 일반인 평생교육기관은 2시간이 71.3%로 나타났고, 장애인 평생교육기관은 2시간이 19.5%이며 6시간, 8시간, 4시간 순으로 다양하게 나타났다. 평생교육 프로그램의 주요 내용은 일반인 평생교육기관의 경우 교양교육 77.5%, 여가교육이 62.7%순으로 나타났고, 장애인 평생교육기관은 직업교육 71.6%, 여가교육과 교양교육 각각 30%로 나타났다. 그리고 수강생 1인이 부담하는 교육비는 일반인 평생교육기관의 경우 수강료가 없는 기관이 73.5%, 월 10만원 미만이 22.5%로 나타났고, 장애인 평생교육기관의 경우 수강료가 없는 기관이 77.3%, 월 10만원 미만이 17%로 나타났다. 평생교육 프로그램의 담당인력은 일반인 평생교육기관의 경우 5명 미만이 40.6%, 5~10명이 23.8%로 나타났고, 장애인 평생교육기관은 5명 미만이 64.4%, 5~10명이 20.7%로 나타났다. 그리고 평생교육 담당인력의 자격증은 일반인 평생교육기관의 경우 기능사?기술사 34.7%, 일반학교 교사 33.7%, 평생교육사 17.9%로 나타났고, 장애인 평생교육기관의 경우 사회복지사 66.3%, 기능사?기술사 24.4%, 특수학교 교사 23.3%로 나타났다. 넷째, 평생교육기관의 지원요구를 조사한 결과, 장애인의 평생교육 프로그램을 운영하는 시설로 가장 적절한 형태에 대해서는 일반인 평생교육기관 관계자의 경우 일반인 독립 평생교육시설 36.7%, 사회복지관 26.5%, 장애인 독립 평생교육시설 24.5%순으로 응답하였고, 장애인 평생교육기관 관계자는 장애인복지관 36.9%, 장애인 평생교육시설 26.2%, 장애인직업훈련학교 23.8%순으로 응답하였다. 장애인 평생교육 프로그램의 적절한 운영기간에 대해서는 일반인 평생교육기관 관계자는 3개월~6개월 미만 47.0%, 6개월~1년 미만 25%, 3개월 미만 22%, 1년 이상은 5%순으로 응답하였고, 장애인 평생교육기관 관계자는 6개월~1년 미만 42.5%, 1년 이상 29.9%, 3개월~6개월 미만 20.7%순으로 응답하였다. 장애인 평생교육 프로그램의 1일 운영시간에 대해서는 일반인 평생교육기관 관계자의 경우 2시간 76%, 4시간 9%, 3시간 7%, 6시간 4%순으로 응답하였고, 장애인 평생교육기관 관계자의 경우 2시간 24.1%, 6시간 20.7%, 4시간 16.1%, 3시간 13.8%순으로 응답하였다. 그리고 장애인 평생교육 프로그램의 내용에 대해서는 일반인 평생교육기관 관계자의 경우 직업교육 65%, 교양교육과 정보화교육 21%, 여가교육 17%순으로 응답하였고, 장애인 평생교육기관 관계자의 경우 직업교육 70.9%, 여가교육 23.3%, 정보화교육 20.9%, 교양교육 10.5%순으로 응답하였다. 장애인이 부담해야 할 적절한 평생교육비에 대해서 일반인 평생교육기관 관계자는 월 10만원 미만 68.4%, 월 10만원~20만원 미만 4.1%순으로 응답하였고, 장애인 평생교육기관관계자는 월 10만원 미만 75.0%,월 10만원~20만원 미만 7.1%순으로 응답하였다. 그리고 평생교육기관의 운영경비 지원기관으로 적절한 기관에 대해서 일반인 평생교육기관 관계자는 국가 75%, 지방자치 단체 43%순으로 응답하였고, 장애인 평생교육기관 관계자는 국가 81.4%, 지방자치 단체 32.6%순으로 응답하였다. 또한 장애인 평생교육 담당인력으로 가장 적절한 자격에 대해서는 일반인 평생교육기관 관계자는 특수학교 교사 49.5%, 사회복지사 33.3%, 평생교육사 21.2%, 기능사?기술사 17.2%순으로 응답하였고, 장애인 평생교육기관 관계자는 사회복지사 50.0%, 특수학교 교사 29.8%, 기능사?기술사 23.8%순으로 응답하였다. 그리고 장애인을 위한 개선사항으로 일반인 평생교육기관 관계자는 장애인 편의시설 설치 36.6%, 교육 프로그램 개발 27.7%, 이동문제 편의시설 25.7%, 일반성인의 장애인 이해 24.8%, 재정적 지원 14.9%, 기관 운영자의 장애인 이해 12.9%순으로 응답하였고, 장애인 평생교육기관 관계자들은 교육 프로그램 개발 36.1%, 재정적 지원 34.9%, 일반성인의 장애인 이해 22.9%, 이동문제 및 편의시설 19.3%, 장애인 편의시설 설치 10.8%순으로 응답하였다. 이와 같은 장애인 평생교육 실태와 지원요구 및 평생교육기관의 실태와 지원요구 면담자료 등을 토대로 본 연구는 모든 장애인의 평생교육 권리를 보장하고, 장애인의 지역사회 중심 교육체제를 구축할 뿐 아니라, 장애인의 통합교육 기회를 확대하고, 장애인 평생교육 지원을 확대하기 위해서는 다음과 같은 대책을 우선적으로 마련해야 한다고 결론을 내렸다. 첫째, 장애인도 동등하게 평생 교육을 받을 수 있는 권리를 보장 받을 수 있도록 하기 위해서는 장애인들의 평생교육 기회 확대가 필요하며, 이러한 기회를 확대하기 위해서는 일반인 평생교육기관에서 일정비율의 장애인 참여를 규정하는 장애인 의무 평생교육 제도를 시행해야 하며, 일반인 평생교육기관에서 운영하는 프로그램에 특화된 장애인 프로그램의 운영을 규정하는 장애인 평생교육 프로그램 운영 의무 제도를 시행해야 한다. 그리고 장애인 평생교육 기회 확대를 위해 장애인 교육시설의 프로그램 운영내용과 방법을 개선해야 하며, 장애학생의 교육을 담당하는 특수교육기관의 운영내용과 방법을 개선해야 한다. 둘째, 장애인이 지역사회 평생교육 프로그램에 접근하고 참여할 수 있는 문화의 창조를 위해서는 평생교육기관 및 시설에 장애인 지원 매뉴얼을 제작?배부하며, 평생교육기관과 시설에 장애인 편의시설을 설치해야 한다. 그리고 장애인의 평생교육을 위해 장애인을 대상으로 교육 프로그램을 제공하는 지역사회 기관과 시설의 네트워크를 구축해야 하며, 장애인의 평생학습기관과 시설을 지원하는 기관을 설립?운영해야 한다. 셋째, 장애인 평생교육의 질 제고를 위해 장애인 교육 프로그램의 연구?개발을 확대해야 하며, 정기적으로 장애인 평생교육 프로그램의 내용과 운영실태를 평가해야 한다. 그리고 장애인 평생교육 담당인력의 전문성 제고를 위해 평생교육사의 양성 및 현직 교육과정에 장애인 평생교육 과목을 필수과목으로 편성해야 하며, 장애인 평생교육 전문인력으로 장애인평생교육사를 양성?배치해야 한다. 넷째, 장애인 평생교육 행정 지원 확대를 위해 교육인적자원부, 시?도교육청 및 시?군?구교육청의 장애학생 교육 담당조직에 장애인 평생교육 업무를 부과하며, 교육인적자원부, 시?도교육청 및 시?군?구교육청의 장애학생 교육 담당조직에 장애인 평생교육 장학기능을 부과하고, 교육인적자원부, 시?도교육청 및 시?군?구교육청의 장애학생 교육 담당조직에 장애인 평생교육 전담인력을 배치해야 한다. 그리고 장애인 평생교육 재정 지원 확대를 위해 장애로 인하여 평생교육의 기회를 제대로 제공받지 못하고 있는 장애인들을 대상으로 평생교육을 무상으로 제공해야 하며, 장애인이 평생교육을 원할 때, 적절한 평생교육을 제공하기 위해 장애인 평생교육 욕구를 조사?분석하는 장애인 평생교육 실태조사를 정기적으로 실시해야 하며, 장애인 교육기관과 시설 운영의 공평성과 투명성을 확보하고, 장애영역별, 장애정도별로 적절한 교육공학적 지원을 확대해야 한다. The purpose of This study is to investigate the current status of lifelong education for individuals with disabilities which is necessary to protect the quality of life for individuals with disabilities, and to make the desirable the policy. Based on concept, characteristics, support system, abroad situation of lifelong education for individuals with disabilities, we surveyed the status and support need through questionnaire and interview with 2,922 persons from age 18 from 21th June 2005 to 13th August. In addition to we survey the status of the management support need of 239 lifelong learning centers in the nation, 26 information centers for local lifelong education, 265 lifelong education institutes for ordinary people, 88 lifelong education institutes for individuals with disabilities. The survey results are as follows. First, the status survey results of lifelong education for individuals with disabilities show that 34.8% of individuals with disabilities doesn't have education opportunity at all, 19.6% of them has it once, 14.9% of them has it twice. Clarified by categories of disabilities, people has no opportunity as follows ; hearing impairments 47.2%, physical impairment 36.9%, developmental disabilities 32.7%, brain stroke 31.8%, visual impairments 31.5%, multiple impairments 29.2%, mental retardation 28.8%.. and people has opportunity once as follows ; physical impairments, brain stroke, visual impairments, language impairments, multiple impairments. Development impairments has above four opportunities. After graduation school, individuals with disabilities have program as follows: information education 46%, vocational education 33.8%, leisure education 22.6%, literacy education 15.4%. Clarified by categories of disabilities, they have information education program as follows: physical impairments 52.2%, visual impairments 50.2%, brain stroke 46.9%, developmental impairments 45.9%, multiple impairments 45.7%, developmental impairment 51.4% has leisure education, mental retardation 47.4% and language impairment 36.4% has vocational education. Also, by aging, people who are below age 20 has vocational education, people above aged 30 has information education. Institutes which individuals with disabilities have education after graduation school are as follows. Welfare Center for individuals with disabilities 34%, Organization for individuals with disabilities 23.6%, lifelong education institute for individuals with disabilities 11.1%, lifelong education institute for ordinary people 10.9%, social welfare center 9.8%, vocational special school for disabled people 8.2%. Clarified by categories of disabilities, they have education program as follows : physical impairments 26%, hearing impairments 25% have education in the organization for individuals with disabilities and brain stroke 43.6%, visual impairments 44.0%, mental retardation 41.0%, developmental impairment 64.1%, multiple impairment 31.9% have welfare center for individuals with disabilities and language impairment 40.0% have lifelong education center for individuals with disabilities. Also, in lifelong education institute for ordinary people, they have education as follows. Physical impairments 52.9%, multiple impairment 39.1%, hearing impairments 33%, visual impairments 25.9%, brain stroke 22.4%, mental retardation 22.1%, language impairment 15.0%, developmental impairment 18.0%. Lifelong education for individuals with disabilities tuition fee is as follow. 39.9% of individuals with disabilities doesn't pay tuition fe. 37.5% of them pays tuition fee below 100,000 won a month, 14.2% from 100,000 won to 200,000 won a month, 8.8% above 200,000 won a month. Clarified by categories of disabilities, 30%-50% of all disability categories pay tuition fee below 100,000 won a month. And case of paying tuition fee above 100,000 won a month is as follow. developmental impairment 41.1%, language impairment 35%, mental retardation 28.9%, physical impairment 27.7%, hearing impairment 25.7%, visual impairment 15.3%, brain stroke 13.9%. Second, lifelong education for individuals with disabilities needs survey results show that the favorite adult education programs are as follows. vocational education 31.0%, information education 30.4%, leisure program 18.2%, general education coruse 14.8%, literature education 8.8%. Clarified by categories of disabilities, language impairment 41.9%, brain stroke 39.9%, physical impairment 39.0%, hearing impairment 33.1%, visual impairment 31.8% wanted information education, developmental impairment 58.8%, mental retardation 41.0%, multiple impairment 32.4% wanted vocational education. Clarified by age, they wanted vocational education in 20 age, vocational education and information education in 3 age information education in 40, 50 age, leisure program in 60 age. The places where they wanted are as follows. lifelong education center for individuals with disabilities 23.8%, welfare center for individuals with disabilities 22.6%, lifelong education institution for ordinary people 22.2%, social welfare center 8.9%, adult program in college 6.2%, institution for adult individuals with disabilities 5.5%, adult with disabilities program in college 5.2%, institution for adult 2.7%. Clarified by categories of disabilities, physical impairment 36.4%, brain stroke 34.0% wanted general lifelong education institution and mental retardation 33.7%, multiple impairment 34.0%, hearing impairment 27.8% wanted lifelong education institution for individuals with disabilities and visual impairment 30.4%, developmental impairment 31.6% wanted welfare center for disabled people, language impairment wanted the adult with disabilities program in college and socila welfare center. Third, lifelong education institution status of the management survey results show that use age of general lifelong education institution is as follows. 60% of it is from age 30 to 39, 48% is from age 40 to 49, 31% from age 50 to 59. And use age of lifelong education for individuals with disabilities is as follows. 64.8% of it is from age 20 to 29, 38.6% from age 40 to 49, 38.6% from age 30 to 39, 26.1% from age 50 to 59. The scale of institutions is as follows. 40.2% of them cover from 20 person to 40, 28.7% of them cover below 20 person. 18.3% cover above 80 person. Status of facilities for individuals with disabilities shows that 78% of lifelong education institution for individuals with disabilities has restroom, elevators, slope for the disabled, and 76.8% of them has parking lot for the disabled, 68.3% has hallway handle. Period of program management shows that 38.4% of lifelong education institutions for individuals with disabilities is above 1 year, 32.6% of them is from 6 month to 1 year. 12.8% of them is from 3 month to 6 month, 9.3% of them is below 3 month. Time of program management shows that 19.5% of lifelong education institutions for individuals with disabilities is 2 hours, others is 6 hours, 8 hours, 4 hours. Program contents is that 71.6% of them has vocational education, 30% of them has leisure and general education course. The tuition fee shows that 22.5% of them is below 100,000 won a month. 77.3% of them has no fee, 17% of them has below 100,000 won a month. The number of staffs shows that 64.4% has below 5 person, 20.7% has from 5 to 10 person. 66.3% has social welfare certificate, 23.3% has special education teacher, 24.4% has special engineer and 31.4% has other things. Fourth, we survey the support needs of institution. The results are as follows. 36.9% of staffs in lifelong education institution for individuals with disabilities thought that the proper facilities is welfare center for individuals with disabilities and 26.2% of them thought that it is lifelong education facilities for the disabled, next to vocational training center for the disabled as 23.5%. 24.1% of them thought proper management time is 2 hours, 20.7% 6 hours, 16.1% 4 hours, 13.8% 3 hours. They respond about program 70.9% of them wanted vocational program, leisure 23.3%, information education 20.9%, general education program 10.5%. Lifelong education for individuals with disabilities tuition fee is as follow. 75.0% of staffs in lifelong education institution for the disabled respond that under 100,000 won is the proper a month, 7.1% of them does over 100,000 won to 200,000 won is proper. And 81.4% of respondent thought it is reasonable for Nation supply the budget, and 32% of them thought that it is local self-government staffs who are related in individuals with disabilities don't pay tuition fee. 37.5% of them pays tuition fee below 100,000 won a month, 14.2% from 100,000 won to 200,000 won a month, 8.8% above 200,000 won a month. Clarified by categories of disabilities, 30%-50% of all disability categories pay tuition fee below 100,000 won a month. And case of paying tuition fee above 100,000 won a month is as follow. developmental impairment 41.1%, language impairment 35%, mental retardation 28.9%, physical impairment 27.7%, hearing impairment 25.7%, visual impairment 15.3%, brain stroke 13.9%.. About staffs certificate, 50.0% of lifelong education institution staffs with disabilities want the social welfare people, 29.8% of them want special education teacher, 23.8% does engineers. What they want to change for the disabled are as follows. Education program development 36.1%, financial support 34.9%, general adult's understanding of the disabled 22.9%, moving problem and easy facilities 19.3%, establish facilities for the disabled 10.8%. Based on lifelong education status and support need of the disabled and lifelong education institution, to protect lifelong education's right of the disabled, to establish education system based on community of the disabled, we have to make the policy as follows. First, it is needed to expand the opportunity of lifelong education for individuals with disabilities in order to protect the right of which the disabled can receive education equally. In order to expand the opportunity, it is needed to make the policy which it is compulsory for individuals with disabilities to participate in general lifelong education institution as part. In general lifelong education program, we have to make the program for the disabled. Also, to expand the opportunity of the lifelong education opportunity for the disabled, we have to change the program contents and method in education institution for the disabled. Second, for the establishment of the culture in which individuals with disabilities can take part in the lifelong education program of the community, we have to distribute the manual which the staffs can use for the disabled in lifelong education institution and facilities, to make the facilities for the disabled. Also, we have to make the network of community institute and facilities which supply lifelong education program for the disabled and to establish and manage the institute which support the lifelong education institutes and facilities for the disabled. Third, we must extend the study and development of education program for the quality of lifelong education for individuals with disabilities, estimate the lifelong education program and management's status of the disabled. And the lifelong education for individuals with disabilities course has to be the compulsory subject in the training course and in-service training course of the lifelong education person, and lifelong education person for the disabled has to be trained, placed as the specialist of the disabilities' lifelong education. Fourth, to extend administration support of lifelong education for individuals with disabilities, it is needed to give the affairs, staffs, and functions that are related to lifelong education of the disabled to the division of education for the disabled in the Ministry of Education and Human Resources Development, Metropolitan Office of Education, Provincial Office of Education, and District Office of Education. We must give lifelong education of individuals with disabilities who are not received the opportunities of lifelong education because of handicap for free. And to give the proper lifelong education, we have to survey and analyzed the needs and status periodically. Also, we have to ensure the equatability and transparency about education institution's management, to increase proper educational and engineering supports depending on level of disability.

전산화 신경인지기능 검사를 이용한 외상성 두뇌손상환자의 신경인지기능평가

정인원,최인석,김재진 大韓神經精神醫學會 1998 신경정신의학 Vol.37 No.2

뇌영상검사상 국소적인 병변을 보이지 않는 경도 외상성 두뇌손상환자를 대상으로 한 신경인지기능검시에서 인지기능결함이 보고되고 있으며 이에 대하여 객관적인 인지기능장애 평가도구가 요구돼 왔다. 본 연구에서는 외상성 두뇌손상환자들을 대상으로 뇌 영상검사를 시행하여 국소적인 병변의 유무에 따라 병변군과 비병변군으로 분류하였으며, 이와 동시에 신경인지기능검사를 시행하여 병변의 유무에 따른 Bender-Gestalt Test, 표준도형검사, 인식력검사. 신호탐지검사 결과를 비교해 보았다. 또한 KWIS 지능지수와 표준도형검사 지능지수간의 상관관계를 조사하여 지능검사도구로 표준도형검사의 유용성을 알아보고자 하였다. 외상성 두뇌손상환자집단의 신경인지기능검사 결과는 다음과 같았다. 1) 신경정신과적 주요 증상 비교에서 병변군은 인지장애 호소가 맡았으며. 비병변군은 신체장애 호소가 많았다. 2) BGT 전체수행오류는 병변군이 비병변군보다 많았다. 3) KWIS 지능검사상 병변군과 비병변군간의 차이는 없었다. 4) 표준도형검사 소항목 검사결과 병변군은 정상대조군이나 비병변군에 비하여 난이도가 높을수록 수행이 낮았다. 5) 인식력검사 결과 병변군은 정상대조군보다 수행이 낮았다. 6) 외상성 두뇌손상환자집단에서 표준도형검사 지능지수는 KWIS 지능지수와 r=0.67의 높은 상관관계를 보였다. . 이와 같은 결과로 외상성 두뇌손상환자 중 병변군은 공간구성능력, 미세운동협응능력. 형태기억능력, 반응속도에서 장애를 보임을 알 수 있었다. 통계적인 의미는 없었으나 인식력검사결과에서 비병변군은 정상대조군과는 다른 반응 경향을 나타내고 있었다. 인식력검사상 비병변군의 이러한 차이는 비병변군이 신체장애를 주로 호소하였고. 경도 외상성 두뇌손상에서 보상과 같은 심리적 요인들이 증상의 유지에 기여할 수 있다는 보고를 고려할 때. 신경인지기능검사의 임상적,인 해석에 주의를 요하고 있다. 그리고 외상성 두뇌손상환자에서 표준도형검사 지능지수와 KWIS 지능지수는 정상대조군보다 높은 상관관계를 보여 표준도형검사는 두뇌손상환자와 같이 지적능력이 저하된 진단에서 KWIS 지능검사를 보완할 수 있는 유용한 지능검사로 임상상황에서 경제적이고 객관적인 지능검사 도구가 될 수 있음을 알 수 있었다. Irrespective of focal lesion in brain imaging study, the deficits in cognitive function have been reported in mild traumatic brain injury patients. Therefore, they have been asked sensitive and objective assessment tools measuring cognitive deficits. In this study, traumatic brain injury patients were classified into lesion group and non-lesion group by presence of focal lesion in brain imaging study At the same time, Results of Bender-Gestalt test, Standard Progressive Matrices, Cognitrone, and Signal Detection were analyzed among the groups. We assessed usefulness of Standard Progressive Matrices as assessment tool of intelligence in traumatic brain injury patients by correlation coefficients between KWIS and Standard Professive Matrices intelligence quotients. 1) Most lesion group showed severe deficits in cognitive function, and most non-lesion group showed severe somatic symptoms. 2) The lesion group showed higher Bender-Gestalt test total error score than non-lesion group. 3) There was no difference in KWIS intelligence quotients between lesion and non-lesion group. 4) The lesion group showed lower performance than normal control and non-lesion group as increasing complexity of Standard Progressive Matrices subset. 5) The lesion group showed poor performance than normal control group in Cognitrone. 6) There were higher correlation coefficients than normal control group between Standard Progressive Matrices intelligence quotients and KWIS intelligence quotients in traumatic brain injury patients. According to the above results, lesion group showed deficits in space-construction ability, fine-motor coordination ability, form-memory ability, and delayed response-time. Although there are no statistical significance, comparing with normal control group, non-lesion group showed different response-trend in Cognitrone. Considering somatic symptoms in most nonlesion group and contribution of psychological factors in maintenance of symptoms in mild traumatic brain injury patients, the differences in Cognitrone must be interpreted carefully. These result suggest than Standard Professive Matrices can be a useful tool for assessment of intelligence in traumatic brain injury patients who showed deficits in cognitive function.

濟州道 菜蔬·花卉園藝의 生産實態, 育成方案 및 流通構造改善에 관한 硏究

李宗錫,吳現道,蘇寅燮,張田益,姜志勇 濟州大學校 亞熱帶農業硏究所 1986 亞熱帶農業硏究 Vol.3 No.-

濟州道의 施設을 理用한 菜蔬類와 球根切花類 및 洋蘭類의 재배실태를 調査한 結果는 다음과 같이 要約할 수 있다. 1. 作目이 토마토와 오이에 編重되어 있어 딸기等을 첨가하여 作目이 多樣化하여야 할 것으로 思料되었다. 2. 施設內의 土壤管理에 대한 認識이 不足하며, 均衡施肥가 施行되지 않고 있었고 土壤酸度도 矯正해야 할 농가가 많았다. 3. Mg이 缺乏된 施設이 대부분이므로 이의 是正이 時急한 課題였다. 4. 施設內 土壤에서 鹽類集積의 被害가 우려되는 곳은 거의 없었으나 裁培年限이 5年以上된 施設에서는 土壤改良이 이뤄저야 할 것으로 思料되었다. 5. 作付體係를 改善해서 年 2期作 體係가 確立되어야 겠으며 施設管利技術이 普及, 育苗技術의 改善 및 共同育苗를 施行해서 健全苗의 養成이 重要課題였다. 6. 濟州道內에서 産業的으로 栽培되고 있는 蘭類 中에서 熱帶産 Cymbidium類가 全體 洋蘭 栽培量의 67.8%로 가장 많았는데 그 中에서도 Eiko, sharnell-5, Kenny가 數的으로 많았다. 7. 溫帶産蘭(東洋蘭)類 中에서는 새우난초類가 數的으로 가장 많았고, 나도풍난, Dendrobrum moniliforme, Cymbidium 風蘭의 順位이었으며, 自生寒蘭은 대 40,396촉이 栽培되고 있었다. 8. 供試 5種의 球根類들은 virus 감염이 甚하여 全量이 virus 無病株로 대체되어야 할 것으로 판단되었다. 9. 서귀포지역의 土壤은 害蟲이 많이 分布하여 球根切花栽培에 큰 위협조건으로 나타났으며 앞으로 도양소독에 대하여 보다 집약적이고 효율적인 方法이 개발되어야 하겠다. 10. 한라산의 고냉지를 利用한 球根의 低溫處理 效果에 對하여 많은 적응시험이 요망되며 道當局은 고냉지의 개발과 利用에 적극적인 지원을 투여하여야 할 것이다. 11. 植栽되고 있는 5種의 球根類 모두 50% 以上이 外國수입에 의존하고 있으므로 國內의 組織培養技術을 利用한 virus 無病良質球根의 生産이 절실히 요망된다. Studies on various cultural practices of vegetable crops, and orchids have been conducted in Chejudo. Followings are the results of such studies. 1. Too much importance has been given to Tomato and Cucumber crops. An additional crop such as Strawberry should be included to broaden the studies. 2. In general, lack of informations on soil managements appear to be prevailing; scheduled fertilization, for instance, has not been performed and pH level must be adjusted on many farm lands. 3. Mg deficiency has been very much in common, therefore, is corection are matter of utmost importance. 4. Problems arising from salt accumulation were nearly unimportant, however, soil improvements through various cultural practices are recommended for those soils which have been continuous cropping for more than 5 years. 5. Planting system should be improved so as to establish 2-crops/year system. In addition, proper extention of various soil management techniques and improvement on nursing techiques are of inportant matters. Commonly sharing community nursing practices must be accompanied in order to provide healthy-seedlings. 6. Among commercially growing orchid species in Chejudo, the tropical Cymbidium species found to be the most widely grown, nearly 67.8% 'Kiko', 'Sharnell-5', 'Kenny' appear to be most in common. 7. Among oriental orchids, Calanthe spp are found to be most prevalent followed in the order of Aerides japonica, Dendrobium moniliforme, Cymbidiums, respectively. 8. The total number of the shoots of Cymbidium kanran being cultivated in Chejudo were found to be 40,396. 9. Virus infections appear to be universal in all 5 species of bulbs studied therefore, virus-free stocks must be essential. 10. Sogwipo-soil, in general, heavily infected by soil-born insects of various kinds are badly affecting bulb productions. More efficient methods of soilsanitations must be studied and introduced in the future. 11. The studies of low temperature treatment on bulb crops by utilizing the high altitude growing in the area of mountain Halla are in great need. An extensive assistance from the provincial government are very much in need in order for the development and utilization of the high-altitude cultivation. 12. More than 50% of the bulbs of the 5 species grown are being imported. Domestic production utilizing 'meristem culture' which enable the virus free stocks are in great demand.

어린이집 운영에 관한 부모만족도의 종단적 변화 추이 분석

정인숙 부산대학교 영유아보육연구소 1998 영유아보육연구 Vol.4 No.-

The purposes of this study were to measure parents' satisfaction on management of child care center in five parts; in- and out-side environment, general management, child care and education, relationship with home, and nutrition, health, and safety, and to analyse longitudinal change of parents' satisfaction. The subjects of this study were young children's parent(in 1996 data, 15 fathers and 132 mothers; in 1997 data, 9 fathers and 106 mothers; in 1998 data, 2 fathers and 74 mothers) attending a public child care center in Pusan. The instrument for this study was parents' satisfaction rating scale on management of child care center. The main findings of this study are as following: First, The most parents (more than 85%) were satisfied with management of child care center. In five parts of management, higher satisfaction percent (more than 90%) in enviorment part was shown, and lower satisfaction percent (less than 60%) in relationship with home part was shown. In the rest three parts, satisfaction percent were ranged from 80% to 90%. Second, as year goes, parents' satisfactions were changed but not considerably, although most parents in 1997 rated low score in parents' satisfaction. In enviorment part, general management part, and child care and education part, as time goes, parents' satisfaction were increased. But in relationship with home part, and nutrition, health, and safety part, parents' satisfation were decreased. Further educational implications and suggestions were discussed.

카르니틴 투여가 보디빌더의 신체구성성분과 근기능에 미치는 영향

이석인,권만근 한국스포츠리서치 2004 한국 스포츠 리서치 Vol.15 No.1

This study is to monitor and analyze the changes in exercise performance(O₂max, exhaustive time), body composition(body weight, percentage of body fat, lean body mass, fat mass), fatigue substrates(lactic acid, ammonia), lipid(TC, HDL-C) level and strength through supplementing L-carnitine to bodybuilders during their exercise which is to utilize essential fatty acids as a substrate(source) for energy metabolism. Twenty bodybuilders who were trained at least over a year were selected for this research. They were divided into three groups; 7 were given a supplementary of oral medicine during their exercises period(N=7), 7 were given a supplementary of L-carnitine without any exercise(N=7) and 7 were given a supplementary of L-carnitine during their exercise period(N=7). In the two groups taking the supplement of L-carnitine, each individual was asked to take total 6g of L-carnitine, 3g in the morning and 3g before bed, for a total of 6g per day. The group taking the supplement of oral medicine, was asked to follow the same procedure with their medication. Their 1RMs were examined every 3 weeks and their lifting ability was adjusted according to the results. For the aerobic exercise, the participants rode bicycle ergometers set to use 60 to 70% of the individual's maximum amount of oxygen during the exercise period (O₂max). The participants exercised 30 minutes per day, 6 days in a week for 10 weeks. The data from the exercises were recorded and monitored any changes made in variables through the repeated measurement. 1. In regard to the change of TC Level by group and period, the group with the simultaneous treatment with both L-carnitine supplementation and body building exercise displays the significant decrease in 5 weeks after treatment(p<.05). The change on the level of HDL-C by group and period, on the contrary, shows the decrease in that of the simultaneously treated group in both pre-treatment and 10 weeks after treatment(p<.05). 2. All the groups, with the change of body composition, show almost no statistically significant difference by period. However, the simultaneously treated group with L-carnitine supplementation and body building exercise shows -3㎏ change in weight. And while the change of percentage of body fat has no difference amongst other groups, the percentage of body fat has diminished both before treatment and 10 weeks after treatment, caused by the decrease in the weight of body fat(p<.05). 3. This research[thesis] discovers that there is no change in extension on right and left thigh strength by group and period. But the right flexor muscle of thigh strength shows -not in statistics but on average - 14~17% increase in strength. In addition to that fact, the left flexor muscle of thigh strength also displays in statistics 8~15% significant change on the level of (p<.05) in 10 weeks post-treatment period. This result indicates that while L-carnitine supplementation and body building exercise have no influence on increase of extension, the simultaneous treatment brings significant increase in a flexor muscle. Thus, by group and period, there is no statistically significant change in the right and left extension and a flexor muscle of thigh endurance.

써키트 웨이트트레이닝이 여자 고등학생의 근력, 심박수 및 최대산소섭취량에 미치는 효과

이석인,주희철 중앙대학교 스포츠과학연구소 2002 體育硏究 Vol.- No.17

This study compared and analyzed the effects of circuit weight programs on muscular strength, resting heart rate and ?? O_2 max of female high school students before and after training. Twenty female students in their eleventh or twelfth grade were selected from "K" high school in Seoul and they were divided into two separate groups: Group 1(G-1) and Group 2(G-2). G-1 participated in a 20RM circuit training program for 12 weeks and G-2 in a 15RM training program. Followings are the findings from the study. 1. Comparison in body weight and % fat before and after training Body weight and % fat significantly decreased in both Group 1 and Group 2 after training while the decrease rate of the body weight and %fat was higher in Group 1 than in Group 2. 2. Comparison in muscular strength before and after training Hand grip, backmuscle strength, bench press and leg press significantly increased in both groups with the increase rate of them higher in G-1 than in G-2. 3. Comparison in heart rate & ?? O_2 max before and after training Resting heart rate significantly decreased in both groups while its decrease rate was higher in G-1 than in G-2. ?? O2 max was significantly increased both groups with the increase rate higher in G-1 than in G-2. To sum up, both groups showed significant changes on body weight, % fat, muscular strength, resting heart rate and ?? O_2 max after training while the rate of change was higher in 20RM group(G-1) than 15RM(G-2). Therefore circuit weight training is more recommended to be performed in 20RM than in 15RM in order to strengthen muscular strength, resting heart rate and ?? O_2 maxand to enhance the effects of body weight reduction.