CG실험에 의한 실내마감재의 평가 예측 모델 작성

이진숙,진은미,박유미 대한건축학회 2003 대한건축학회논문집 Vol.19 No.2

The purpose of this study is to evaluate the features of the finishing material according to their type and color. The purpose of this in order is to improve the pleasantness of the interior, by using the proper finishing materials, in planning the interior, and to apply it to framing the prediction model for practical use in interior design, This stud was conducted by evaluating experiment manufactured with the CG(Computer Graphics). The process of the study is as follows, 1) The finishing materials used in the interior based on the previous study was classified. The color range of the selected finishing materials was examined. 2) The evaluation experiment using the CG was conducted on the basis of the selected finishing materials. 3) With that result, the evaluation properties was analyzed according to evaluating variables(that is, the finishing material, hue, value, and chroma) for the interior image. 4) Finally, the prediction model of the interior finishing materials was framed with the image type. Through the Factor Analysis of 19 Adjectives, 8 representative image types such as 「Open·Bright」, 「Gorgeous·Strong」, 「Quiet·Natural」, 「Smooth·Elaborate」, 「Coarse·Rough」, 「Elegant·Refined, 「Warm」」 and 「Cool」 were extracted. The prediction model was framed for the 8 representative image types. The 「Open·Bright」, 「Quiet·Natural」, 「Cool」images are as follows, 1) When you want to produce the 「Open·Bright」image, it is ideal to use wallpaper as finishing material and Y or B in hues. The higher the value and middle chroma you use. The bigger 「Open·Bright」 the efficiency you achieve. 2) When you want to produce the 「Quiet·Natural」 image, it is good to use woods for finishing materials, You can get a better image with the YR or R in hues, with higher value and lower chroma. 3) When you want to produce the 「Cool」image, it is better to use stones for finishing materials. Cool colors and the hue of B, PB, BG are recommended. The lower value and chroma are effective as well.

한국형 가정보육시설의 디자인지침 개발을 위한 이론적 고찰

이유미(You-Mi Lee),김미희(Mi-Hee Kim) 전남대학교 생활과학연구소 2005 生活科學硏究 Vol.15 No.-

Family day care centers in apartment complexes, which are popular in Korea, have merits as day care centers for young children due to their homey environments, closeness to children’s homes, and available outdoor playgrounds utilizing open space in the complexes. Thus, there is a great potential to develop a design guideline for family day care in apartments which are in demand now. The purpose of this study is to provide basic information for developing a design guideline for family day care centers. Therefore, this study aimed to investigate the important issues that influence the development of design family day care center. These issues are environment behavior. Murtha & Lee’s User Benefit Criteria, and Pattern theory. As a result, this study provides basic data for developing a design guideline for family day care and as a base for the next study.

Function of the pentose phosphate pathway and its key enzyme, transketolase, in the regulation of the meiotic cell cycle in oocytes

Kim, Yunna,Kim, Eun-Young,Seo, You-Mi,Yoon, Tae Ki,Lee, Woo-Sik,Lee, Kyung-Ah The Korean Society for Reproductive Medicine 2012 Clinical and Experimental Reproductive Medicine Vol.39 No.2

Objective: Previously, we identified that transketolase (Tkt), an important enzyme in the pentose phosphate pathway, is highly expressed at 2 hours of spontaneous maturation in oocytes. Therefore, this study was performed to determine the function of Tkt in meiotic cell cycle regulation, especially at the point of germinal vesicle breakdown (GVBD). Methods: We evaluated the loss-of-function of Tkt by microinjecting Tkt double-stranded RNAs (dsRNAs) into germinal vesicle-stage oocytes, and the oocytes were cultured in vitro to evaluate phenotypic changes during oocyte maturation. In addition to maturation rates, meiotic spindle and chromosome rearrangements, and changes in expression of other enzymes in the pentose phosphate pathway were determined after Tkt RNA interference (RNAi). Results: Despite the complete and specific knockdown of Tkt expression, GVBD occurred and meiosis was arrested at the metaphase I (MI) stage. The arrested oocytes exhibited spindle loss, chromosomal aggregation, and declined maturation promoting factor and mitogen-activated protein kinase activities. The modified expression of two enzymes in the pentose phosphate pathway, Prps1 and Rbks, after Tkt RNAi and decreased maturation rates were amended when ribose-5-phosphate was supplemented in the culture medium, suggesting that the Tkt and pentose phosphate pathway are important for the maturation process. Conclusion: We concluded that Tkt and its associated pentose phosphate pathway play an important role in the MI-MII transition of the oocytes' meiotic cell cycle, but not in the process of GVBD.

특수교육지원센터 운영 방안 연구

이미선,김태준,이유훈,조광순 국립특수교육원 2005 연구보고서 Vol.- No.7

우리 나라 교육인적자원부에서 2001년부터 설치 · 운영하기 시작한 지역 중심의 지원체제인 특수교육지원센터의 대부분은 아직까지 실질적으로 제 기능을 수행하지 못하고 있는 것으로 보고되고 있다. 이에 본 연구에서는 특수교육지원센터의 운영을 활성화할 수 있는 정책 방안을 모색함으로써 향후 지역 중심의 특수교육 지원체제 구축과 관련된 정책 수립의 기초 자료를 제공하고자 하였다. 위와 같은 목적을 달성하기 위해 본 연구에서는 주요 OECD 국가의 특수교육지원센터 관련 법규, 정책 및 운영 실태에 관한 문헌을 분석하였다. 또한, 우리 나라 특수교육지원센터 관련 법규와 정책에 관한 문헌을 분석하였으며, 특수교육지원센터의 운영 책임을 맡고 있는 교육청의 특수교육 담당 장학사의 특수교육지원센터의 전담 혹은 지원교사 전수를 대상으로 설문조사를 실시하였다. 이 외에도 본 연구에서는 문서자료 분석을 실시하였고, 연구자 협의회를 개최하였다. 본 연구는 문헌연구, 설문조사, 문서자료 분석 및 연구자 협의회 결과를 모두 종합하여 다음과 같은 특수교육지원센터 운영의 기본 방향과 구체적인 운영 방안을 제시하였다. 첫째, 우리 나라 특수교육지원센터이라는 기관의 성격을 특수교육 대상학생에게 적절한 교육을 제공하고, 특수교육 대상학생의 긍정적 결과에 도움이 되는 활동을 지원하며, 이들에게 제공되는 교육 서비스의 질적 수준을 향상시킬 수 있도록 하는 '지역 중심의 지원기관'으로 규정하고자 한다. 둘째, 위에서 언급한 지원기관으로의 역할을 수행할 수 있도록 특수교육지원센터 운영은 다음과 같은 방향으로 운영되도록 한다. 즉, (1) 개인적 차원의 지역사회에 기초하여 운영되어야 하며, (2) 지역 내 관련기관 및 단체와의 연계 · 협력을 통해 효율적으로 운영될 수 있도록 하고, (3) 정상화 원리에 기초하여 운영되어야 하며, (4) 학교 차원에서 특수교육 대상학생에게 지원을 제공할 수 있도록 하고, 학교 차원에서 지원을 제공할 수 없는 경우 지원기관인 특수교육지원센터에서 지원을 제공하는 단계적 지원 모형을 적용하도록 하며, (5) 특수교육 대상학생의 전 생애 주기에 걸쳐 알맞은 지원을 제공하도록 하며, (6) 특수교육 대상학생 뿐 아니라 교사, 학교, 가족, 교육청 특수교육 담당 장학사 및 기타 관련기관의 전문가들까지 지원 대상으로 포함시켜 이들에게 기술적 도움과 지원을 제공하는 방향으로 운영되도록 한다. 셋째, 특수교육지원센터의 설치 장소는 해당 지역의 지원센터에서 계획한 다양한 지원 기능을 수행하는데 충분한 공간이 확보되면서 수요자들에게 접근이 용이한 장소를 지역 실정에 맞게 지역교육청 뿐 아니라 특수학급, 특수학교, 대학, 장애인복지관 혹은 별도의 독립된 공간 등에 융통성있게 설치할 수 있도록 행정 지침을 제시하도록 한다. 넷째, 특수교육지원센터의 지원 기능은 우선적으로 지역 내 특수교육 지원에 대한 요구 조사 결과에 기초하여 지역 실정에 맞게 융통성있게 계획하여 시행하도록 하되, 가능한 다음과 같은 지원 기능을 포함하도록 한다. 즉, (1) 특수교육 관련 정보 제공, (2) 가족지원 활동, (3) 다양한 지원 및 서비스의 연계 · 조정 · 통합, (4) 조기발견 활동, (5) 특수교육 대상학생의 진단, 적격성 판정 및 배치 지원, (6) 특수교육 · 통합교육 · 치료교육에 대한 기술적 도움, (7) 특수교육 · 치료교육 서비스의 제공, (8) 진로, 전환 및 직업 교육 지원, (8) 장애인의 평생교육 지원, (10) 특수교육 관련 연수의 제공과 지원, (11) 기타 특수교육 관련 자료, 기자재 및 공학기구의 대여 활동. 또한, 이러한 특수교육지원센터의 지원 기능과 관련하여 전문가들에게 기술적 지원과 도움을 제공하도록 한다. 다섯째, 위에서 언급한 특수교육지원센터의 지원 기능을 수행하기 위해 특수교육지원센터에는 치료교육 교사, 특수교육 교사, 직업교육 교사, 심리진단 전문가(혹은 교육심리학자), 행동지원 전문가, 상담 전문가, 사회복지사, 가족지원 전문가, 특수교육 관련분야의 연구원, 보조공학 전문가, 사무직 등 최소한 11명의 전담인력을 배치하되, 장기적으로 치료교육 교사는 치료교육 전문 분야별로, 특수교육 교사는 교육 단계별로 세분화하여 배치하도록 한다. 한편, 특수교육지원센터에 필요한 전담인력 분야인 서비스 조정자는 특수교육 교사, 사회복지사, 가족지원 전문가들이 이러한 업무를 담당하도록 하며, 의사는 지역사회 내 의사를 특수교육지원센터 협력 인력으로 지정하여 지원을 받도록 한다. 그러나, 위와 같은 특수교육지원센터 전담인력은 해당 지역의 특수교육지원센터 지원 기능을 효율적으로 수행할 수 있도록 지역 실정에 맞게 융통성있게 배치하도록 한다. 한편, 특수교육지원센터에 배치할 다양한 분야의 전담인력 배치 순서는 특수교육지원센터의 지원 기능 중 가장 시급하게 활성화되어야 하는 지원 기능으로 나타난, '통합학급과 특수학급에 대한 특수교육 및 다양한 치료교육 서비스 제공이나 지원' 기능을 수행하는데 필요한 전문인력인 특수교육 교사 1명 및 치료교육 교사 1명을 우선적으로 배치하도록 한다. 또한, 현행 법규 조항 하에서 교사 자격증이 없는 전문가의 경우 특수교육지원센터로의 배치가 어려움을 고려하여 향후 특수교육진흥법의 개정을 통해 특수교육지원센터를 교육청 산하 특수교육기관으로 규정함으로써 특수교육지원센터에 다양한 분야의 전문인력이 배치될 수 있도록 한다. 여섯째, 향후 특수교육지원센터는 교육청의 특수교육운영위원회와 역할을 구분하여 특수교육 대상학생의 진단을 실시하고, 진단 결과에 기초하여 진단 보고서(판정 가능한 장애 범주, 아동에게 필요한 서비스, 적절한 교육환경 결정 및 IEP 개발에 도움이 되는 내용 포함)를 작성하여 특수교육운영위원회에 제시함으로써 특수교육운영위원회에서 특수교육 대상학생을 판정하고, 배치 환경을 심사하는데 도움을 주도록 한다. 일곱째, 특수교육지원센터 다양한 지원 기능을 활성화하기 위해서는 (1) 특수교육지원센터의 구체적인 법적 근거 마련, (2) 특수교육지원센터 운영을 위한 충분한 예산 확보, (3) 단계적 지원 모형의 도입을 위해 학교에 충분한 특수교육 전문가 배치 및 학교와 교사에 대한 기술적 도움과 지원의 제공, (4) 교육청에 특수교육 전담 장학사의 배치 및 이들에 대한 기술적 도움과 지원의 제공, (5) 지역 차원 뿐 아니라 시 · 도 혹은 중앙정부 차원의 특수교육지원센터 운영, (6) 관련 기관간 연계 · 협력체계 구축을 위한 제도적 지원, (7) 특수교육지원센터 시범사업 실시, (8) 특수교육지원센터에 대한 홍보 강화, (9) 특수교육지원센터 전담 혹은 지원교사에 대한 우대책 제공이나 불이익 배제, (10) 특수교육지원센터 관련 전문가에 대한 운영 지침 및 연수 제공과 같은 행정적 지원이 이루어지도록 한다. It has been reported that the majority of special education support centers, which are locally-based support systems, that have been established and managed locally since 2001 have not been able to do fulfill its purpose. In this respect, this study aimed to provide basic data for relevant policy development for the construction of locally-based support systems by searching for strategies to activate the management of local special educaton support centers. In order to achieve the aforementioned purpose, this study analyzed documents related to the legislation, policies, and management status of the special education support centers of OECD member countries including U.S.A, United Kingdom, Germany, and Japan. In addition, this study analyzed documents related to the laws and policies of Korea's local special education support centers, and surveyed the school inspectors of the offices of education in charge of the management of local special education support centers as well as specialized or support teachers of the special education support centers as well as specialized or support teachers of the special education support centers. In addition, this study adopted a methodology of the review of documents and held researcher conferences. The finding of this study presents guidelines and detailed strategies for management of local special education support centers as follows: First, Korea's local special education support centers need to aim at locally-based support organizations which provide appropriate education for students with disabilities, support activities that assist in the positive outcome of students with disabilities, and play roles in improving the quality of education services for these students. Second, in order for special education support centers to play their role mentioned above, speical education support centers should be managed under the following guidelines. They should (1) be managed based on a individually based-community, (2) be managed effectively throug the nexus and cooperaion of relevant institutions and organizations in community, (3) be managed based on the principle of normalization, (4) adopt a phase-by-phase support model in which support is given by schools to students with disabilities, and in cases where schools are unable to provide support, outside support institutions such as special education support centers provide support, (5) provide appropriate support throughout the lifetime of student with disabilities, (6) be managed so that support is given not only to students with disabilities, but so that technical support is also given to teachers, schools, families, school inspectors in charge of special education at the office of education, and professionals of relevant institutions. Third, present administrative guidelines in order for special education support centers to be established with adaptability not only at offices of education but also at special classes, special schools, universities, welfare institutions for individuals with disabilities, or other independent spaces at easily accessible locations where sufficient areas are secured in order to conduct the various functions that have been planned by special education support centers. Fourth, the support functions of the special education support centers should be planned flexibly, first based on the survey results on the needs of special education support in community, but also include the following support functions. That is, they should (1) provide information related to special education, (2) support the families of students with disabilities, (3) link, coordinate, and combine several support and services, (4) engage in early identification activities, (5) support the evaluation, eligibility determination, and placement of students with disabilities, (6) provide technical support related to special education, inclusive education, and therapeutic education, (7) provide special education and therapeutic education services, (8) support career, transition and vocational education, (9) support lifelong education for individuals with disabilities, (10) provide and support in-service training under collaboration with relevant institutions, and (11) engage in lending materials, aid and equipment related to special education. In addition, provide technical assistance to professionals about the above-mentioned supports. Fifth, in order to conduct the support functions of special education support centers mentioned above, special education support centers should station at least eleven specialists including a therapeutic education teacher, special education teacher, vocational training teacher, psychological diagnosis professional (or educational psychologist), behavioral support professional, counseling professional, social worker, family support professional, researcher in the field of special education, assistive technology specialist, and administrators, and in the long-term, placements should be subdivided so that therapeutic education teachers are available by fields of therapeutic education, and special education teachers by educational levels. Meanwhile, the special education teacher, social worker, or family support specialist of special education support centers can take a responsibility for service coordination necessary for special education supports. Medical services also necessary for special education support need to be provided by medical doctors in community who agree with collaboration with special education support centers. However, the specialists of special education support centers mentioned above should be placed flexibly according to the needs of community so that special education support centers can act effectively. In addition, regarding the order of placement of specialists in various fields of special education support centers, priority posting should be given to one special eduation teacher and one therapeutic education teacher, who can perform support activities from the most urgent field. Also, considering that it is difficult for specialists without teacher's licenses to be placed in special education support centers under current legislation, the amendment of the Special Education Promotion Act is needed to stipulate that special education support centers are subsidiaries of the offices of education, so that professionals from various fields can be placed in special education support centers. Sixth, the role of special education support centers should be distinguished from that of special education management committees fo the offices of education. Therefore, special education support centers should carry out the evaluation of students with disabilities and completion of evalution report (including information that may help determine an eligibilty for special education services, identify services needed for student with disabilities, develop IEPs, and decide appropriate educational environments) based on the evaluation results so that the special education management committees can make an eligibility for special education services and determine educational environments appropriately. Seventh, in order to activate the various support functions of special education support centers, we should (1) provide a specific legal basis for special education support centers, (2) secure a sufficient budget for the management of special education centers, (3) arrange sufficient special education professionals at schools and provide support and technical assistance for the introduction of a phased support model, (4) place school inspectors who undertake only the supervision of special education to the offices of education and provide sufficient support and technical assistance for them, (5) manage special education support centers at the local, provincial, or central government level, (6) provide institutional support to establish a nexus and cooperation system among relevant institutions, (7) enforce a model project of special education support centers, (8) strengthen publicity about special education support centers, (9) give preferential treatment or remove disadvantages for special education support center specialists or support teachers, and (10) ensure administrative support for professionals associated with special education support centers, such as providing management guidelines and in-service training.

공동주택단지 옥외환경 평가를 위한 정성적 평가 지표의 활용가능성 분석에 관한 연구

이유미 상명대학교 자연과학연구소 2002 自然科學硏究 Vol.9 No.-

본 연구는 선행 연구에서 예비 선정된 정성적 평가지표의 활용가능성을 전문가의 옥외환경 질 평가 결과를 기반으로 하여 분석하였다. 정성적 평가를 위한 '기본 평가지표'의 활용가능성 분석을 위해 '전체 옥외환경의 질'과 정성적 평가를 위한 '기본 평가지표'간의 상관성 분석한 결과, 선행연구에서 제시된 6개의 '기본 평가지표' 모두 '전체 옥외환경의 질' 평가결과와 관계가 있는 활용가능성 높은 지표들임을 확인 할 수 있었다. 또 예비 선정한 정량적 평가 지표별 '세부 평가지표'의 활용가능성 분석을 위해 단지별 전문가 평가결과 분석, 도면에 의한 기본자료 분석, 예비 선정한 세부지표에 의한 각 단지 평가결과 분석을 실시하였다. 그 결과, 선행연구에서 예비 선정된 6개의 '기본 평가지표'와 18개의 '세부 평가지표'의 활용가능성을 확인하였으며 또 활용가능성이 높은 '휴식 및 놀이를 위한 옥외공간계획'과 관련된 새로운 '세부 평가지표' 2개를 추가 제안하였다.

소목(Caesalpinia sappan) 추출물의 Streptococcus mutans에 대한 성장, 산생성, 부착 및 비수용성 글루칸 합성 억제에 미치는 영향

유용욱,유현희,김윤정,유미선,서세정,이황,이흥수 대한구강보건학회 2003 大韓口腔保健學會誌 Vol.27 No.2

Streptococcus mutans is known as the causative bacterial playing the most important role in forming plaque and it is being noticed as major causative bacteria of dental caries. Therefore, development of more effective, substantial and safe preventive agent against dental caries and periodontal disease is honestly required. The present study was designed to investigate the effect of chloroform extract(CE), n-butanol extract(BE),methanol extract(ME) and water extract(WE) of Caesalpinia on the growth, acid production, adhesion, and insoluble glucan synthesis of Streptococcus mutans. The CE, BE, ME and WE decreased the growth and acid production of S.mutans than that of control, especially, the ME was more effective than other extracts. The effect of CE, BE, ME and WE on the adherences to saliva-coated hydroxyapatite bead(S-HA) were evaluated. At the concentration of 2,000 ㎍/㎖, the CE showed 32% rate of bacterial adherence to S-HA, whereas, other extracts of the same concentration producedgreater than 50% rate. The CE and BE were significantly decreased the reduction rates of water insoluble glucan formation from sucrose by crude glucosyltransferase of S.mutans. Thus, the application of C. sappan can be considered a useful and a practical method for the prevention of dental caries.

청소년의 신체증상과 자아 존중감에 관한 연구

이미숙,최영,유지숙 대한신경정신의학회 2000 신경정신의학 Vol.39 No.2

연구목적: 본 연구는 Thomas의 청소년 증상목록(Adolescent Symptom Checkist : ASC)을 한국판으로 표준화하고 우리 청소년들이 호소하는 비특이적인 신체증상의 빈도, 성별, 학교 계열별, 학년별 차이, 자아존중감과 상관성을 알아보고 외국의 결과와 비교하고자 한다. 방법: 광주광역시 인문계, 실업계 남·녀 고등학생 794명이 참여하였으며 그들의 평균 연령은 17세 였다. 우리말로 번역된 Thomas 등의 청소년 증상목록(ASC), Rosenberg의 자존감 척도(Self-esteem Scale) 그리고 간이정신진단 검사 9개 척도 중 우울증 척도와 신체화 척도 문항이 사용되었다. 통계처리는 SPSS 8.0을 이용하여 내적 일치도 Cronbach a를 구하고 남녀군, 학교 계열별 비교는 t-test, 학년간의 비교는 ANOVA를 사용하였다. 결과: ASC의 내적일치도는 Cronbach a .89로 매우 높았다. 문항간 상관의 평균은 .29(.09∼.58)로 모든 문항간 상관은 계적으로 유의하였으며 문항 - 전체 상관의 평균은 .49(.23∼.63) 이었다. 또한 간이 정신진단 검사의 신체화와 우울 하위척도와는 정적 상관이 있었다. 전체 대상군의 약 17.8%가 고위험군이 었으며 외국의 11∼15% 보다 높았다. 69.4%는 지난 1년 동안 비특이적 신체증상을 주소로통 원을 찾은적이 있었고 26.2%는 최근 병원 치료를 받은 기왕력이 있었다. 남·녀의 신체증상은 p<.01 수준으로 여자에서 유의하게 높았으나 자아존중감의 남녀차이는 없었다. 인문계와 실업계간의 신체증상과 자아존 중감의 차이는 없었다. 그리고 학년간의 신체증상은 <.05 수준으로 학년이 올라감에 따라 증가하였으나 자아존중감은 차이가 없었다. 신체증상과 자아존중감의 상관은 p<.01 수준에서 부적 상관이 있었으며 이것은 남·녀, 인문계, 실업계, 각 학년 모두에서 일관되었다. 결론: ASC는 청소년의 신체증상을 평가하는 도구로서 신뢰도가 높아 임상에서의 유용성을 시사한다. 또한 청소년의 상당한 수가 의미있는 신체증상을 호소하며, 여학생이 남학생보다, 학년이 높을수록 신체증상 이 증가하며 신체증상을 많이 호소하는 청소년은 낮은 자아존중감을 갖는다는 것을 알았다. Objectives: The aims of this study were to develop the Korean version of Adolescent Symptom Checklist(ASC) which was devised by Thomas et al.(1988), to investigate descriptive data of somatic symptoms which our adolescents reported and to find the correlation between somatic symptom and self-esteem. And furthermore we compared our results with those of foreign countries. Method: The subject group was composed of 794 students who go to commercial or academic high school in kwangju city. they completed self rating questionnaires which include ASC, Self-esteem scale and somatization and depression subscales of SCL-90-R. The descriptive statistice, reliability and validity of ASC, means of somatic symptom and self-esteem for each group and correlation of somatic symptom and self-esteem were examined. We would consider an adolescent as belonging to high risk group if their score on the ASC was one or more standard deviations above the mean. Results: Seventeen point eight percent of all subjects were in high risk group and the pacentage was higher than 11-15% of foreign countries. Sixth nine point four percent had visited to hospital due to their somatic symptoms during the past 12months and 26.2% were treated by doctors recently. Internal consistency(Cronbach a .89) was high. Inter-item correlations were all positive and ranged from .09 to .58 with a mean of .29 and item-total correlations varied from .35 to .60 with a mean of .48. The ASC was significantly correlated with the somatization and depression subscales of SCL-90-R. Somatic symptoms of female group were much more frequent than those of male group. The higher their grade is, the more somatic symptoms they complained. There were signiticant negative correlations between somatic symptoms and self-esteem in all groups. Conclusions: By the result of this study, we suggest that ASC can be used as a tool for evaluation of adolescent's somatic symptoms. We showed that the frequency of somatic symptoms in adolescents were higher in females than in males, and were higher in upper grade than in lower grade. We also showed that the more somatic symptoms they complained, the lower self-esteem they had.

교실영어 활용을 통한 영어과 교수-학습 방법에 관한 연구

유정숙,Busbee, E.,김미영,이복자,최종훈,한일석 전주대학교 교육문제연구소 2000 敎育論叢 Vol.15 No.-

공동주택단지의 옥외환경에 대한 정성적 평가지표와 거주자만족도사이의 상관성분석 연구

이유미,김성우 대한건축학회 2003 대한건축학회논문집 Vol.19 No.7

This study aims to investigate the usefulness of qualitative indicators proposed in Multi0Family Housing according to the analyzing works such as correlation analysis between the residents' satisfaction and the qualitative indicators etc. Therefore the 4 analyzing works are as follows : 1) analyzing the results of questionnaire survey on the experts about the evaluation of whole outdoor spaces of 15 multi-family housings. 2) analyzing the results of questionnaire survey on the residents about the evaluation of whole outdoor spaces of 15 multi-family housings. 3) analyzing the evaluation results of 15 multi-family housing by quantitative indicators 4)analyzing the results of researcher's evaluating of the site plans of 15 multi-family housings. As a result, 6 environmental qualitative basic indicators are proposed and 20 environmental qualitative detail indicators are proposed. 6 environmental qualitative basic indicators are Recreational Space Planning, Green Space Planning, Pedestrian Space Planning, Traffic Road and Parking Space Planning, Building Blocks Planning and Landscaping. The characteristics of environmental qualitative indicators proposed are as follows : 1) environmental qualitative basic indicators suggested are able to evaluate the area which are difficult to quantitative analysis according to above 6 plannings 2) environmental qualitative detail indicators suggested help evaluate objectively and concretely.

급성 구강감염부위에서 Staphylococcus lugunensis 의 특성

유용욱,이미성,차정단,김기경,신상희,문상은,김강주 원광대학교 생명공학연구소 1999 생명공학연구소보 Vol.6 No.1

Staphylococcus lugdunensis (S. lugdunensis) is a newly identified pathogenic species of coagulase negative staphylococci and an occasional but not rare cause of severe infections, such as infective endocarditis after dental extraction, bacteremia, osteomyelitis, peritonitis, and soft tissue infections. As antibiotic use increased, resistance rapidly developed. Some strains have plasmids related to antibiotic resistance. To characterize S. lugdunensis in acute oral infection, S. lugdunensis was isolated from the patients with acute oral abscess, osteomyelitis, and normal persons. Antibiotic resistance, in vitro cellular toxicity, in vivo virulence, δ-like hemolysin activity, and synergistic hemolysis on sheep blood agar plates were investigated. The dot blot analysis and Southern blot analysis of staphylococcal DNA was performed with δ-hemolysin gene probe of Staphylococcus aureus. (S. aureus) Staphylococcal DNA was cloned, nucleotide sequence was analysed, and homology was compared with other sequence in Gene Bank. S. aureus, S. lugdunensis, Staphylococcus cohnii (S. cohnii), and other coagulase negative staphylococci (CNS) were isolated from the patients with acute oral infection. The isolation ratio of S. lugdunensis in the patients with infection was higher than that of healthy persons, but the isolation ratio of S. aureus in the patients with infection was similar to that of healthy persons. S. lugdunensis from the patients with acute oral infection showed the resistance to penicillin, methicillin, cephalothin, and clindamycin. S. lugdunensis in the patients had cellular toxicity in vitro and virulence in vivo. All strains of S. lugdunensis had δ-like hemolysin activity against rabbit erythrocytes. Four of the six strains of S. lugdunensis gave synergistic hemolysis with S. aureus on sheep blood agar plates. In dot blot analysis, all strains of S. lugdunensis showed the positive reaction with the probe of δ-hemolysin gene in S. aureus, but a 7.3 kb HindⅢ fragment was observed in the DNA of S. lugdunensis that gave synergistic hemolysis in a Southern blot analysis. The molecular size of partially purified δ-hemolysin was about 50 kd. The cloned fragments from the chromosomal DNA of S. lugdunensis showed the partial homology with the insulin receptor-related and dopamine receptor of humans. These results suggest that S. lugdunensis might be an important pathogen in acute oral infection and show some homology with eukaryotes.