섬유성 강화 컴포지트를 사용한 임플랜트 고정성 보철물의 굴곡강도

강경희,권긍록,이성복,최대균,Kang, Kyung-Hee,Kwon, Kung-Rock,Lee, Sung-Bok,Choi, Dae-Gyun 대한치과보철학회 2006 대한치과보철학회지 Vol.44 No.5

Statement of problem : Use of fiber composite technology as well as development of nonmetal implant prosthesis solved many problems due to metal alloy substructure such as corrosion. toxicity, difficult casting, expensiveness and esthetic limit. After clinical and laboratory test, we could find out that fiber-reinforced composite prostheses have good mechanical properties and FRC can make metal-free implant prostheses successful. Purpose : The purpose of this study is to evaluate the flexural strength of implant fixed prosthesis using fiber reinforced composite. Material and methods : 2-implant fixture were placed in second premolar and second molar area in edentulous mandibular model, and their abutments were placed, and bridge prostheses using gold, PFG, Tescera, and Targis Vectris were fabricated. Tescera was made in 5 different designs with different supplements. Group I was composed by 3 bars with diameter 1.0mm and 5 meshes, 2 bars and 5 meshes for Group II, 1 bar and 5 meshes for Group III, and only 5 meshes were used for Group IV. And Group V is composed by only 3 bars. Resin (Tescera) facing was made to buccal part of pontic of gold bridge. All of gold and PFG bridges were made on one model, 5 Targis Vectris bridges were also made on one model, and 25 Tescera bridges were. made on 3 models. Each bridge was attached to the test model by temporary cement and shallow depression was formed near central fossa of the bridge pontic to let 5 mm metal ball not move. Flexual strength was marked in graph by INSTRON. Results : The results of the study are as follows. The initial crack strength was the highest on PFG. and in order of gold bridge Tescera I, Tescera II, Targis vectris, Tescera IV, Tescera III, and Tescera V. The maximum strength was the highest on gold bridge, and in order of PFG, Tescera I, Tescera IV Tescera II, Targis vectris, Tescera III, and Tescera V. Conculsions : The following conclusions were drawn from the results of this study. 1. Flextural strength of implant prosthesis using fiber reinforced composite was higher than average posterior occlusal force. 2. In initial crack strength, Tescera I was stronger than Tescera V, and weaker than PFG. 3. Kinds and number of auxillary components had an effect on maximum strength, and maximum strength was increased as number of auxillary components increased. 4 Maximum strength of Tescera I was higher than Targis vectris, and lower than PFG.

CIPP 모형을 활용한 대학 융복합 교육과정의 효과성 분석

강경희,Kang, Kyunghee 한국융합학회 2020 한국융합학회논문지 Vol.11 No.9

The purpose of this study is to analyze the effectiveness of university convergence curriculum using CIPP model. With 758 data surveys of professors and students participating in K University's convergence education, the analysis of differences according to group characteristics and the factors affecting performance recognition and course satisfaction were analyzed. As a result of analysis, first, class activity(CA) was the highest (M=3.85), and coursework design(CD) was the lowest (M=3.35), and there were significant differences in the course objectives, course content, and class activities according to the characteristics of the group. Second, the factors affecting the performance recognition and course satisfaction of the convergence curriculum were needs analysis, coursework design, learner activity, performance recognition, and course satisfaction. In conclusion, it suggests that from the planning stage, it should be designed to reflect the needs of professors and students, and to improve satisfaction and performance recognition with novel contents and active teaching and learning activities. This study can be used as basic data for improving the quality of the convergence curriculum. 본 연구의 목적은 CIPP 모형을 활용하여 대학 융복합 교육과정의 효과성을 분석하는 것이다. K대학의 융복합 교육에 참여한 교수와 학생을 대상으로 조사한 758개의 데이터로 집단 특성에 따른 차이 분석과 성과인식과 교과만족도에 미치는 영향 요인을 분석하였다. 분석 결과, 먼저, 수업활동(CA)이 가장 높았고(M=3.85), 교과이수설계(CD)가 가장 낮았으며(M=3.35), 집단의 특성에 따라 교과목표와 교과내용, 수업활동에 유의미한 차이가 있다. 둘째, 융복합 교육 과정의 성과인식과 교과만족도에 미치는 영향 요인으로는 요구반영과 교과이수설계, 학습자활동, 성과인식, 교과만족도로 나타났다. 결론적으로 기획단계에서부터 교수와 학생의 요구를 반영하여 설계하고, 참신한 내용과 적극적인 교수학습활동으로 만족도와 성과인식을 높여야 함을 시사한다. 본 연구는 융복합 교육과정의 질적 개선을 위한 기초자료로 활용할 수 있을 것이다.

감염병 예방 및 관리에 대한 교육요구도 융복합 연구

강경희,박아르마,임효남,황혜정,김광환,Kang, Kyung-hee,Park, Arma,Lim, HyoNam,Hwang, Hye-Jeong,Kim, Kwang Hwan 한국융합학회 2021 한국융합학회논문지 Vol.12 No.4

본 연구의 목적은 연령대에 따른 생애주기별 감염병에 대한 지식, 태도, 예방 및 관리에 대한 교육요구도를 파악하여 교육프로그램 개발을 위한 기초자료의 제공이다. 2021년 2월 한 달 동안 한국갤럽의 온라인·모바일 조사를 통해 만 19세 이상 성인 328명을 조사하였다. 연구내용은 일반적 특성, 감염 관련 개인위생실천, 감염 관련 지각된 위험성, 감염병에 대한 중요도 및 지식정도, 감염병 예방 및 관리에 대한 교육요구도이다. 조사 자료는 PASW Statistics ver 20.0 통계 프로그램을 이용하였다. Borich 요구도 공식으로 환산하여 중요도와 지식정도를 합산하여 순위를 분석한 결과 1순위(Borich 3.11)는 감염병의 치료 방법, 2순위(Borich 2.15)는 감염병 의심 및 확진 시 처리절차, 3순위(Borich 1.75)는 감염병의 전파경로, 4순위(Borich 1.73)는 감염병의 예방 방법, 5순위(Borich 1.50)는 감염병의 진단 및 검사방법, 6순위(Borich 1.45)는 감염병의 특성, 7순위(Borich1.38)는 감염병의 주요 증상 등으로 조사되었다. 본 연구 결과는 감염병 예방 및 관리에 대한 교육요구도를 반영한 교육프로그램 개발을 통해 대상자의 신체건강, 정신건강 및 심리적 안녕감을 증가시키는 데 기여할 수 있을 것이다. This study was aimed to investigate the education needs for prevention and control of infectious diseases by lifecycle based on age group and to provide the fundamental data to develop the educational programs. A research was conducted with 328 adults over 19 years old for a month of February 2021 through online and mobile survey by Gallup Korea. Research contents include the general characteristics, personal hygiene practices related to infection, perceived risks related to infection, importance and level of knowledge on infectious diseases, and education needs for prevention and control of infectious diseases. For the research data analysis, PASW Statistics Ver 20.0 was used as a statistical program. Ranks from analysis upon conversion as the formula of Borich needs to sum up with importance and knowledge level showed first (Borich 3.11) with treatments for infectious diseases; second (Borich 2.15) with process in case of suspicion and diagnosis of infectious diseases; third (Borich 1.75) with transmission routes of infectious diseases; fourth (Borich 1.73) with preventive ways of infectious diseases; fifth (Borich 1.50) with diagnostic and test methods of infectious diseases; sixth (Borich 1.45) with characteristics of infectious diseases; and seventh (Borich1.38) with main symptoms of infectious diseases. It is anticipated that development of educational programs applying education needs for prevention and control of infectious diseases in this research can contribute to enhance the physical health, mental health, and psychological well-being of the subjects.

개구리(Rana catesbeiana) 피부점액선(皮膚粘液腺)에 관한 전자현미경적(電子顯微鏡的) 연구(硏究)

강경희,전진석,Kang, Kyung-Hee,Jeon, Jin-Seok 한국현미경학회 1995 Applied microscopy Vol.25 No.1

This study was accomplished to investigate the ultrastructure of mucous glands in dorsal skin of frog (Rana catesbeiana) by means of scanning and transmission electron microscopes. The dorsal skin of Rana catesbeiana is composed of epidermis and dermis. The cutaneous mucous glands consist of inner glandular epithelial cells and outer myoepithelial cells. Glandular epithelial cells are divided into four types by the microscopic ultrastructure; ER-rich cell, round secretory granule-containing cell, foam-like granule mass-containing cell, mitochondria-rich cell. Myoepithelial cell has a long elliptical nucleus and filled with fibrous materials in the cytoplasm. As a result of scanning microscopic observation, the surface of dorsal skin is covered with cutaneous protrusions. The opening sites of the mucous glands are irregularly distributed in dorsal skin.

제주도의 지역 환경 자원을 활용한 초등학교 고학년용 체험교육 프로그램 개발

강경희(Kyung Hee Kang) 한국환경교육학회 2009 環境 敎育 Vol.22 No.3

The purpose of this study was to develope experience-education program for elementary students which use environmental resources and learning sources of Jeju island. This study designed developing framework of environmental education program for using local resources and developed experience-education program on the basis of it. Especially this program consisted of direct experience, indirect experience, and local community learning. This program consisted of five activities -'Jeju's water', 'Mecca of wind power', 'Rushing jellyfish', 'Ramsar wetland', and 'Searching the fossil'. Each activity themes was to use environmental resources of Jeju island. And this program had relationship with science, social studies, and ethics in the curriculum. The result of this study will serve to activate environmental education program for using local resources if we solve program's problem through application process.

지역 자원을 활용한 STEAM 프로그램 개발 및 적요

강경희 ( Kyung Hee Kang ) 경북대학교 중등교육연구소 2013 중등교육연구 Vol.61 No.1

이 연구의 목적은 지역 자원을 활용한 STEAM 프로그램을 개발하는 것이다. 또한 개발된 프로그램이 학생들의 과학학습 흥미도와 문제해결력에 어떤 영향을 미치는지 알아보기 위한 것이다. 이 연구에서 개발된 STEAM 프로그램은 다양한 지역 자원을 활용한 체험 활동과 사후 활동으로 구성되었다. 프로그램을 개발하기 위한 개발틀로는 핵심 지식, 핵심 역량, 융합 요소, 환경 부하, 피드백의 5가지 항목을 도입했다. 또한 개발된 프로그램에 대한 타당도 평가가 이루어졌는데, 프로그램의 타당도는 높게 나타났다. 개발된 프로그램은 중학교 과학반을 대상으로 적용되었다. 프로그램 적용 결과 과학학습 흥미도에 대한 사전검사와 사후검사 결과는 유의미한 차이를 나타내지 않았다. 그러나 문제해결력 검사에 대한 t-test 결과 사후검사가 유의미하게 높은 것으로 나타났다. 이는 지역 자원을 활용한 STEAM 프로그램이 학생들의 문제해결력 향상에 효과가 있음을 보여주는 것이다. 앞으로 지역 자원을 활용한 STEAM 프로그램을 더욱 확대 적용하고, 그에 대한 교사와 학생, 학부모의 인식을 조사하는 연구가 진행될 필요가 있다. 이러한 연구는 STEAM과 지역화를 연계한 교육 프로그램의 개발을 더욱 확대하는 시도가 될 것이다. The purpose of this study was to develop a STEAM program utilizing local resources and examine the effects of the developed program on students′ interest in scicncc learning and problem-solving ability. The STEAM program developed in this study consisted of experiential activities utilizing diverse local resources and followup activities, As a development frame to develop the program, five items comprising key knowledge, key capabilities, elements of fusion, environment loads and feedback were introduced. The validity of the developed program was assessed and the results showed that the validity of the program was high. The developed program was applied to a middle school science club. When the program was applied, the results of pretest and posttest of interest in science was applied, the results of pretest and posttest of interest in science learning did not show significant differences. However, the t-test results of problem-solving ability showed that the scores of pesttest were significantly higher. This indicates that the STEAM program utilizing local resources is effective in improving students′ problem-solving abilitv. In future, studies should be conducted that would apply STEAM programs utilizing local resources more widely and examine teachers′ perception of the programs as well as students′ perception and parents′ perception. of education programs that would link STEAM and localization.

어린이집 만 1세~3세 영유아의 점심시간 경험의 특성

강경희(Kang Kyung-Hee),이대균(Lee Dae-Kyun) 한국어린이미디어학회 2011 어린이미디어연구 Vol.10 No.1

본 연구의 목적은 어린이집 만 1세~3세 영ㆍ유아에 대한 참여관찰과 교사와의 심층면담을 통해 어린이집의 만 1세~3세 영ㆍ유아와 교사의 점심시간 경험을 토대로 현장의 문제를 구체적으로 파악해 봄으로써 향후 어린이집의 바람직한 점심시간 운영 방향을 모색하고자 하였다. 이를 위해 5개 어린이집에 대한 참여관찰과 어린이집에 재직 중인 교사 13명과의 심층면담을 통해 자료를 수집하고 분석하였다. 연구결과, 첫째, 어린이집 만 1세 영아는 새로운 음식에 대한 갈등, 선택적 도움을 받아 도시락 정리하기 그리고 점심시간에도 배변을 경험하였다. 둘째, 만 2세 영아는 좋아하는 음식 골라먹기와 바르게 앉아서 먹기, 어른 먼저 먹기, 숟가락과 포크, 젓가락 사용법 등 식사 예절 및 태도를 경험하였다. 셋째, 만 3세 유아는 교사의 가치관에 따라 즐거운 분위기에서 이야기하며 식사하거나 조용히 먹기를 경험하였고 식사 습관의 개인차에 따른 지유선택활동을 경험하였다. This study analysed the meaning and difficulties of the lunch time to children aged between 1 and 3 in order to plan better lunch time program for children. The data were collected through participation observation of the children and through in-depth interview with 13 teachers in 5 child-care centers. First, children aged 1 were in trouble with a trial of the new food; they tidied up lunch boxes with a help of teachers; and they would go to toilet. Second, children aged 2 could select foods what they like and they experienced table manners: siting properly at the table; waiting until older person start eating; using properly spoons, fotks, and knives. Third, children aged 3 would experienced the lunch time differently according to the value of the teachers.: either talking in a happy atmosphere or being quiet while eating. Children would do different free activities as their different eating habits.

良質 오이 安定生産을 위한 臺木硏究

康庚姬(Kang K. H.),崔周星(Choe J. S.),李洙聖(Lee S. S.) 한국원예학회 1992 한국원예학회 학술발표요지 Vol.10 No.2

조선후기 崇蘇熱과 東坡笠屐圖

姜慶姬(Kang Kyung-hee) 중국어문학연구회 2010 중국어문학논집 Vol.0 No.65

대학교 부설 영재교육원 교육 프로그램에 대한 과학 영재들의 인식

강경희 ( Kyung Hee Kang ),정충덕 ( Choong Duk Chung ) 한국과학교육학회 2012 한국과학교육학회지 Vol.32 No.4

이 연구에서는 대학교 부설 과학 영재교육원 중등 영재를 대상으로 교육 프로그램에 대한 인식을 조사 했다. 이 연구는 대학교 부설 과학 영재교육원 중등 영재교육과정 수강생 184명을 대상으로 이루어졌다. 조사 결과 영재 학생들은 영재교육 프로그램에 대해 대체적으로 만족하고 있는 것으로 나타났다. 특히 영재 학생들은 교육 프로그램을 통해 지식을 더 많이 알 게 되었을 뿐만 아니라 창의적 사고 등에서 향상이 있었다고 응답했다. 현재 영재교육을 경험하고 있는 학 생들의 교육 프로그램에 대해 어떻게 인식하고 있고, 그 프로그램에서 어떤 영향을 받는지에 대해 알아보는 것은 의미가 있다. 따라서 각 영재교육기관별로 이루어진 인식 조사 결과를 종합하고 그를 바탕으로 향 후 영재교육 프로그램의 개발과 운영에 개선점을 도출하려는 노력이 필요하다. This study examined the perception of secondary gifted students of a university-affiliated sciencegifted education center toward its educational programs. This study surveyed 184 students who are enrolled in the secondary gifted educational programs of a university-affiliated science-gifted education center. The results showed that the students are generally satisfied with the gifted educational programs. The students also said that the programs have provided more knowledge to them and improved their creativity. It is significant to examine how students currently participating in gifted educational programs perceive the programs and how they are influenced by the programs. Therefore, improvements required for the development and operation of future gifted educational programs should be drawn based on the collection of the results of perception surveys from each gifted education center.