카드뮴을 투여한 랏드의 혈액 및 간조직 내의 카드뮴 농도의 문포형에 관한 연구

문재혁,박정덕,정규철 중앙대학교 의과대학 의과학연구소 1987 中央醫大誌 Vol.12 No.4

A group of 74 male rats of Sprague-Daweley strain was divided into serveral subgroups to which 0.1∼0.3% cadmium chloride soultions were adminsistered intraperitoneally by single injection of equivalent amount of 1∼32 ㎎/㎏ of body weight. the rats were sacrificed by decapitation at various intervals beinning from 3 hours to 14 days after a single injection. The cadmium concentrations in blood(㎍/l) and liver(㎍/g of tissue wet weight) were measured with atomic absorption spectrophotometer(Baird, Model A5100) by double beam flameless method. Cadmium concentrations in blood and those in liver were both log-normally distributed with logarithmic function on Y=-4.9204×1n Cd+27.7179 for the former and Y=-9.1557 1n Cd+40.7212 fot the latter. the frequency distribution of blood cadmium concentrations was also fitted to expoential and power function curves. Arithmatic means and standard deviations of cadmium concentrations in blood and those in liver were 78.6± 65.25㎍/l and 22.0 ±20.46㎍/g of tissue wet weight with coefficient of variations of 83.0% and 93.0%, repectively. On the other hand, geometric means and standard deviations were 57.0±2.90㎍/l and 15.1 ±2.42㎍/g of tissue wet weight for blood and liver, respectively. Skewness and kurtosis of distribution curves calculated on the basis of asithmatic frequency were 3.27 and 15.24 for the blood cadmium and 1,98 and 7,06 for the liver cadmium, whereas these valurs turned out to be 0.28 and 2.25 for the blood and 0.21 and 2.19 for the livrt when the log-transformed values of frequency were empolyed for calculation. Cummulative relative frequency of log-transformed cadmoum concentrations in blood and liver plotted on the normal probability paper showed a good linearity. The above findings indicate that the cadmium concentrations in blood and hepatic tissue are well fitted to the normal distribution curves when logarithmic transformations were made on these values.

남녀 청소년의 노력성 호기류량 지수

정규철,문재혁,홍연표 중앙대학교 의과대학 의과학연구소 1991 中央醫大誌 Vol.16 No.2

Forced expiratory flow rates of 427 boys and 414 girls aged between 8∼19 years old who were attending primary, middle and high schools were measured with Collins Survey Spirometer with Eagle One Microprocessor (Warren E. Collins, Inc., U.S.A.). Spirograms and simultaneous flow-volume curves were recorded on a kymograph and on a X-Y recorder (HP 7044b/7045b, U.S.A.) attached to the spirometer, respectively. Simple indices for the forced expiratory flow rates were derived. The calculation of indices required minimal information on mean age, mean height, and mean values of each forced expiratory flow rates(PEER, FEF_25%, FEF_50%, FEF_75%, and FEF_25-75%) to compare those groups which were different by many criteria such as smoking habbits, degree of air pollution, occupation, ethnic classification, disease state, symptomatological state, etc. The proposed indices are : For Male For Female 1. Index PEFR = PEFR·Age^-0.64/Height ^1.49 ; = PEFR·Age^-0.10/Height^2.11 2. Index FEF_25% = FEF_25%·Age^-0.63/Height^1.35 ; = FEF_25%·Age^-0.16/Height^1.95 3. Index FEF_50% = FEF_50%·Age^-0.42/Height^1.76 ; = FEF_50%·Age^-0.25/Height^1.76 4. Index FEF_75% = FEF_75%·Age^-0.35/Height^2.29 ; = FEF_75%·Age^-0.34/Height^1.84 5. Index FEF_25∼75% = FEF_25∼75%·Age^-0.42/Height^2.00 ; = FEF_25∼75%·Age^-0.32/Height^1.81 Percentages of FEF_25%, FEF_50%, FEF_75%, FEF_25∼75% and PEFR in each age group were 90∼95 %, 65∼70 %, 35 % and 55∼60 % for males and 95 %, 75 %, 40∼45 % and 65∼70 % for females, respectively, indicating 5∼10 % higher values in female for indices.

국민학교 예·체능 교과 전담제의 문제점과 개선 방안 : Physical Education, Music Education, and Art Education

김문규,박종원,양철모 부산교육대학교 초등교육연구소 1992 초등교육연구 Vol.2 No.-

The purpose of this study was to investigate the problems and to make a solution for the management of subject teacher system (particularly, physical education, music education, and art education) in elementary school. The subjects were 980 elementary school teachers who were randomized by researchers. They reported their perceptions and opinions with a questionaire that was developed by researchers and some other teachers were interviewed on the problems and means of sattling that of the management of subject teacher system in elementary schools. The results of this study were as follows. 1. School Principals should be have a new understanding about the purpose of subject teacher system that could be devote to improve the quality of subject-matter education and the effectiveness of instruction. 2. Subject teacher system have to be applied in 4-6 grade in elementary school. 3. Preferentially, subject teacher system should be applied for physical education, music education, and art education. 4. The references of selection for subject teacher should be restricted within volunteers and effective teacher on the selected subjects. 5. The school hours of subject teacher should be limitted to under 22 hours per week, and in the case of physical education, music education, and art education teachers should be limitted to below 18 hours. It is necessary that educational facilities, materials, and rest space for subject teachers should be expanded. 7. To attract physical education, music education, and art education teachers, new incentive system should be adopted. 8. To improve human relationship between subject teachers and class teachers, cooperative program should be developed. 9. It is necessary for subject teachers that the opportunity involved solf-improvement and self-realization should be offered. 10. In the last analysis, physical education teacher, music education teacher, 문 art education teacher should be educated in the major courses at the teachers college.

무한요소를 이용한 반무한 구조체의 해석

박광규,이승원,김문겸,황학주 연세대학교 산업기술연구소 1986 논문집 Vol.18 No.2

Half space problems of structural system, which are usually solved using simple truncation of far field or using analytical far field solution, are considered using infinite elements. Among the infinite elements previously developed, a mapped infinite element is adopted and implemented in a finite element code which can handle two dimensional problems. Implemented program is applied to a cavity problem subject to internal pressure. The resulting solutions are compared with boundary element solutions due to Brebbia. In addition, conventional finite element analyses with simple truncation are carried out to compare the efficiency and accuracy of the developed program. The results show that the developed program renders accurate solutions which are close to the known values. Also, it can be seen that the developed program requires a smaller number of elements, so as shorter computing time than the conventional finite element codes, to get the same degree of accuracy.

움직임 교육(Movement Education)의 현장 적용 문제점과 대안 연구

김문규 부산교육대학교 초등교육연구소 1997 초등교육연구 Vol.11 No.-

The purpose of this study is to explore the problem and suggest, reform measure of Movement Education in elementary school physical education. Total subjects participated in this study were 8 elmentary school teachers in Pusan. They have performed 47 classes of movement education in elementary school<Table 1>. And They have immediatly described their feeling after class on the instrution analysis rating scale designed by researchers. The rating scale 〔Appemedix Ⅰ〕 is composed of 14 items for the movement education. To analysis the teacher's perception and need for movement education. A questionair composed 6 items was developed 〔Appendix Ⅲ〕. The Questionaires were distributed to 1000 elementary school teachers and collected 639 data by mail. The raw data of 628 were useful and was analysised in percentage and frequency. The problems which appeared in real movement education classes and the solutions are described here : 1. Most of elementary school teachers didn't teach movement education. It is necessary that president and planner have to plan the annual physical educatiuon curriculum systematically and the teachers who teach movement education to learners have to perform according to the annual program. 2. Most of elementary school teachers didn't know the concept and teaching method of movement education. Teacher's retraining center should be held to retrain teachers for movement education program continuously and the teachers have to paticipate the program actively. 3. Most of facilities and instruments were not proper to teach movement education. To perchase, design, develop the facilities and instruments, presidents have to support administratively and financially and every schools have to try to ready a gymnasium. 4. Learners didn't know how to explore the movement creatively. Teachers have to teach to learners how to learn when the teachers meet learners first or when the semaster would be started.

國民學校 體育授業用 設備 및 敎具의 基礎量 推定에 關한 硏究

金文圭 釜山敎育大學 1986 부산교육대학 논문집 Vol.22 No.1

This study is aimed to offer an information to the officer of the Ministery of Education, schoolmaster and teacher about the basic volume of educational equipments and tools for physical education in primary school. The deduction of Basic volume for educational equipments and tools on physical education in primary school was conducted by analysing the textbooks and teacher's guide books. Textbooks and teacher's guides were analysed in learning task, grouping and demanded equipments and tools. The criteria for deducted basic volume are as follow: 1. Only one class per grade (totally six classrooms) 2. 45 children per class (class size) 3. grouping by learning task, traits and treatment interaction. And the resualts of study were follow (see <table-11>)

MOVEMENT EDUCATION의 授業模型 考察

김문규 師範大學 體育硏究所 1990 서울大學校 體育硏究所論集 Vol.11 No.1

The purpose of this study was to examine the instructional model for movement education. The procedures were used to analyze the related literature and data available. The following specific areas are described below: .The concept of movement education .The teaching methodology of movement education .The instructional models The findings of this study were as belows: 1. Experimental model, Thinking model & Inquiry are available for movement education Because the learning conditions of the models are just fit to those of movement education 2. Experimental model is available for about 4∼8 years old, Thinking model the inquiry model are for about 8∼14 years old. 3. The teaching process of the models should be controlled by teacher, if any needs.

運動機能學習 ITV프로그램模型 硏究

金文圭 釜山敎育大學 1984 부산교육대학 논문집 Vol.20 No.1

This study aimed to develop model for planning and production of the Instrtction Television program for motor skill learning based on the theory of instructional design and motor skill learning. This study conducted a literature review on the theoretical foundations of the television program for the motor skill learning related to the sysmatic theory of instructional design and motor skill learning theory. The program model was developed according to five stages of motor skill instructional procedure: 1. selection of topic 2. analysis of learning task 3. defining performance objectives 4. diagnostic evaluation of prerequisite 5. determining teaching and learning activities and strategies(external learning conditions) The process involved in the teaching and learning activities were consisted of the motor skill learning sequence as listed below: 1. gaining attention 2. informing the objective to the learner 3. stimulating recall of prerequisite learned motor skills 4. demonstration 5. exercise and feedback 6. enhancing retention and transfer According to this procedure, I made up the model of instructional television program and prescript for motor skill learning. This study is of pilot study groping for theoretical foundations of TV and instruction necessary to plan and produce the instructional television programs for motor skill learning. It has a significance in that it is the first attempt to develop the instructional television program model for motor skill learning in korea. Finally, the study on the validity and efficiency of the television program model should be verified on a continuing basis.

精神練習(Mental Practice)이 뜀틀의 다리벌려뛰기에 미치는 效果

金文圭 釜山敎育大學 1985 부산교육대학 논문집 Vol.21 No.1

This study was to investigate the effect of mental practice for the straddle vault. All subjects (446) who could not execute the straddle vault, were randomly assigned into four different groups. The first group assigned as a non-practice group, the second for mental, the third for physical, and the fourth group was treated mental and physical practice. Experimental group practiced no more two weeks in a day's interval. The instruction was standardized by video and cassette tape. After two weeks, the learning of the straddle vault to a pass-or-fail criterion was measured in four groups. Results indicated that mental practice had much effect and so do physical practice for the straddle vault. And the best method was that of combined practice. But subjects receiving no practice showed no significant.

체육 교수행동 관찰 경험이 체육 교수행동에 미치는 영향

김문규 부산교육대학교 초등교육연구소 1994 초등교육연구 Vol.4 No.-

The purpose of this Study was to investigate the effects of observational experience on the teaching behaviors in elementary school physical education. this study was to examine the differences of motor skill feedback and management behavior between observational experience teacher and inexperience teacher. The subjects were six elementary school teachers and divided into experienced group and inexperienced group. They have instructed about two years in elementary school. Three experienced teachers had participated in teaching behavior modification program as an observer during their college day. Each subject taught 9 classes of physical education in elementary school. The teaching contents were limitted in basic movement, stunts, and dance. All the instruction were recorded with a audio tape recorder and analyzed with recording sheet 〔see Appendix Ⅰ〕. Target behaviors were selected by researcher as verbal motor skill feedback behaviors and management behaviors. Skill feedback included verbal positive, corrective, negative feedback were divided into specific feedback and general feedback. According to the number of student, Skill feedback behaviors were divided into individual, group, and class feedback. Management behaviors included episode length and frequency of managerial verbals. Skill feedback and managerial verbals were recorded with event recording when the behaviors were happened. And the raw data were calculated in percent and rate per minute. Episode length was recorded with duration recording when the behavior initiated to ended. The raw data were calculated in seconds per episode 〔see Appendix Ⅱ〕. Observer reliability were made two times. Observer reliability for event recording on target behaviors were over .97 and duration recording were over .99. As a result of analyzed data, Many differences were finded out. The subjects of observational experience group were higher than inexperience group in 1) total motor skill feedback rate per minute(3.9/1.4) 2) individual feedback rate (3.5/0.9) 3) positive skill feedback rate (1.6/0.1) 4) corrective skill feedback rate(2.2/1.1) 5) specific skill feedback rate(2.3/1.1) And lower than inexperience group in 6) managerial episode length(11.1%/18.4%) 7) management verbals (10.9%/14.6%) 8) the rate, percentage, frequency of subjects, behaviors were lower than that of the student teachers who had participated in behavior modification program in their campus life. According to the findings, Observational experience on the teaching behavior in physical education influenced positively on the teaching behaviors of elementary school teacher.