Attenuation of Experimental Murine Colitis by Acanthoic Acid from Acanthopanax koreanum

강옥화,김대기,Xing-Fu Cai,김영호,이영미 대한약학회 2010 Archives of Pharmacal Research Vol.33 No.1

Acanthoic acid (AA) is a pimaradiene diterpene isolated from Acanthopanax koreanum. We examined the effect of AA in dextran sulfate sodium (DSS)-induced colitis. AA (100 mg/kg or 300 mg/kg) was administered p.o. daily for 7 days. AA significantly inhibited Disease Activity Index, histological score, and myeloperoxidase activity. Furthermore, AA markedly suppressed the protein expression of TNF-α, COX-2, NF-κB and chymase as well as the mRNA expression of TNF-α and COX-2. These results suggest that AA exerts beneficial effects in experimental colitis, and therefore we propose that this compound may have therapeutic implications for ulcerative colitis.

통합교육 환경에서의 정서·행동장애아 진단·평가 모델 개발과 활용 방안에 대한 연구: 독일의 사례를 중심으로

강옥화 한국정서행동장애학회 2016 정서ㆍ행동장애연구 Vol.32 No.3

The main concern of this study is to explore development directions of diagnosis and evaluation systems for students with emotional and behavioral disorders in inclusive education settings. It is  required  to find special education needs correct to provide adequate supports to students with emotional and behavioral disorder. This is possible based on the diagnosis and evaluation process. In addition, support systems and diagnostic/evaluation systems are closely related. Diagnosis and evaluation process in inclusive education settings must be different from the process in special school-based systems. The most students with emotional and behavioral disorders are inclused in general schools in Korea. So it is very important for Korean schools to study diagnosis and evaluation systems in order to find correct and fulfill special education needs, and in order to seek development directions. The school systems are changing from special schools to inclusive, further to full inclusive schools in Germany. Especially, it is very meaningful for Korea that four German federal states respond to these changes with changes of diagnosis and evaluation systems in various ways. This study analyzes the case of four German federal states to makes a model diagnosis and evaluation for students with emotional and behavioral disorder in inclusive education settings and to consider the using plans of the model. These studies can contribute to present the problems and development directions for the diagnosis and evaluation systems in Korea. 본 연구의 주된 관심은 통합교육 환경에서의 정서․행동장애아 진단․평가 체제의 발전 방향을 모색하는 데 있다. 정서·행동장애를 가진 특수교육대상자에게 적절한 교육지원을 제공하기 위해서는 이들의 특수교육지원요구를 정확히 파악해야 하며, 이는 진단 및 평가 과정을 거쳐 이루어진다. 또한 교육지원 체제와 진단․평가 체제는 밀접한 관련이 있다. 통합교육 중심 체제에서의 진단·평가는 특수학교 중심 체제에서의 진단·평가와 다를 수밖에 없다. 정서·행동장애아의 대부분이 통합교육을 받고 있는 우리나라의 현실에서 통합교육 환경에서의 이들의 요구를 정확히 파악하여 충족시킬 수 있는 진단·평가 체제가 갖춰져 있는지 고찰하고 앞으로의 발전 방향을 모색하는 일은 매우 중요하다. 통합교육, 나아가 완전통합교육으로의 정서·행동장애아 진단 및 평가 체제의 전환 과제에 대해 매우 다양한 방식으로 대응하고 있는 독일 네 개 연방주들의 사례는 상당히 의미 있는 시사점을 준다. 본 연구는 이들 네 개 주들의 분석을 통해 하나의 구체적인 모델을 구상하고 활용 방안을 연구함으로써 우리나라 정서·행동장애아 통합교육을 위한 진단·평가 체제의 한계 및 발전 방향을 제시하고자 한다.

家庭과 少年犯罪

姜玉花 단국대학 1959 檀苑 Vol.2 No.1

발달장애 학생과 특수교사의 상호작용 행동에 관한 연구: 온화한 교수의 관점에서

강옥화 한국정서행동장애학회 2018 정서ㆍ행동장애연구 Vol.34 No.3

The purpose of this study is to examine the interaction behavior of the special education teachers and students with developmental, from the perspective of ‘Gentle Teaching’. The behaviors of the students with developmental disabilities are manifested by various types of challenged behaviors. As a result of this study conducted with six special education teachers, the students with developmental disabilities showed serious deficits in terms of communication, social interaction, and behavior as the severity of the disability increased. The special education teachers experienced many limitations and difficulties in interacting with these students. In the interactions with the students, the teachers recognized the limitations of Positive Behavioral Support, and using ‘mild’ approach strategies to form, maintain, and activate interactions with the students. As a result of these researches, it was confirmed that the interaction strategies of ‘Gentle Teaching' could be suggested as an alternative to Positive Behavior Support strategies. Based on the results, it could be concluded that the interaction behavior of the special education teachers with the students could be classified as ‘companionship' type from the viewpoint of ‘Gentle Teaching’. And interaction-oriented teaching model of ‘Gentle Teaching’ were presented in comparison with actual interaction behaviors of the special education teachers. 본 연구의 목적은 발달장애를 가진 특수교육대상자와 특수교사의 상호작용 행동을 ‘온화한 교수’의 관점에서 고찰하는 데 있다. 발달장애 학생의 부정적 행동 특성은 특수교사와의 상호작용에 부정적 영향을 미치며, 특수교육대상자 교육지원과 관련해 많은 지지를 얻고 있는 긍정적 행동지원 전략의 적용을 제한할 것으로 예측되었다. 여섯 명의 특수학교 특수교사를 면담한 결과 발달장애 학생은 장애의 정도가 심할수록 의사소통, 사회적 상호작용, 그리고 행동의 측면에서 더 심각한 결함을 나타냈으며, 이로 인해 특수교사는 이들 학생과의 상호작용에서 많은 제한과 어려움을 경험하였다. 특수교사는 발달장애 학생을 교육하고 지원함에 있어 긍정적 행동지원의 한계를 인식하였으며, 학생과의 상호작용을 형성, 유지, 그리고 활성화하는 방안으로 온화한 방식의 접근을 시도하고 있었다. 연구 결과 온화한 교수의 필요성과 온화한 교수를 긍정적 행동지원의 한계를 극복하기 위한 하나의 대안으로 제시할 수 있음을 확인하였다. 결론에서는 발달장애 학생과 특수교사의 실제 상호작용 행동을 하나의 온화한 교수법, 즉 온화한 교수로 볼 수 있는 근거로 교사의 실제 상호작용 행동 유형을 ‘연대’로 간주할 수 있다는 점과 이들의 교수과정을 온화한 교수의 상호작용 중심모델로 설명할 수 있다는 점을 제시하였다.

[경남 김해] 화요일마다 예술의 향기로 물드는 마을

강옥화,한재원 샘터사 2021 월간 샘터 Vol.617 No.-

벌사상자 Ethyl Acetate 분획물의 항염증활성연구

강옥화,권동렬,김상영 한국생약학회 2015 생약학회지 Vol.46 No.3

Cnidium monnieri (L). Cussion is used as a tonic agent in traditional oriental medicine. However, the molecular mechanism of mast cell-mediated anti-inflammatory modulation has not been fully understood. The aim of the present study was to demonstrate the effects of Cnidium monnieri (L). Cussion eathyl acetate fraction on the expression of pro-inflammatory cytokines, as well as to elucidate its mechanism of action in the human mast cell line (HMC-1). Cells were stimulated with phorbol 12-myristate 13-acetate (PMA) plus A23187 in the presence or absence of Cnidium monnieri (L). Cussion eathyl acetate fraction. Cnidium monnieri (L). Cussion eathyl acetate fraction significantly inhibited the PMA plus A23187-induction of inflammatory cytokines such as tumor necrosis factor (TNF)-a, interleukin (IL)-6 and IL-8. Moreover, EtOAc fraction attenuated cyclooxygenase (COX)-2 expression. In activated HMC-1 cells, phosphorylation of extra-signal response kinase (ERK) 1/2 decreased after treatment with EtOAc fraction. Moreover EtOAc fraction inhibited PMA plus A23187-induced nuclear factor (NF)-kB activation, IkB degradation. EtOAc fraction suppressed the expression of TNF-a, IL-6, IL-8 through a decrease in the ERK 1/2, as well as activation of NF-kB. These results indicated that Cnidium monnieri (L). Cussion EtOAc fraction exerted a regulatory effect on inflammatory reactions mediated by mast cells.

그람-양성균(Peptidoglycan)으로 유도한 대식세포에서 감태 에탄올 추출물의 항염증 효과

강옥화,김성배,금준호,문수현,김용식,안병관,안현진,권동렬,Kang, Ok-Hwa,Kim, Sung-Bae,Keum, Joon-Ho,Mun, Su-Hyun,Kim, Yong-Sik,An, Byung-Kwan,An, Hyeon-Jin,Kwon, Dong-Yeul 대한한의학방제학회 2011 大韓韓醫學方劑學會誌 Vol.19 No.1

Objectives : Ecklonia cava is brown alga(Laminariaceae) which grows is sea, it has antioxidant, diarrhea and anticoagulant effect. In this study, the effect of ethanol extract of Ecklonia cava (EC) on peptidoglycan(PGN) -induced NO production in RAW 264.7 cells was investigated. Methods : In the present study, IL-6 production was measured using the enzyme-linked immunosorbent assay(ELISA), prostaglandin $\E_2$($\PGE_2$) production was measured using the EIA kit, and inducible NO synthase(iNOS), cyclooxygenase-2(COX-2), and mitogen-activated protein kinase(MAPK) activation, as determined by western blot analysis and reverse transcription -polymerase chain reaction(RT-PCR). Results : EC inhibited PGN-induced NO and IL-6 production. Consistent with these observations, the protein expression of iNOS and COX-2 were inhibited by EC. Moreover, EC suppressed the phosphorylation of extracellular signal-regulated kinase(ERK) 1/2 in PGN-induced RAW 264.7. Conclusions : These results suggest that EC has inhibitory effects on PGN-induced $\PGE_2$, NO, and IL-6 production, as well as the expressions of iNOS and COX-2 in the murine macrophage. These inhibitory effects occur through blockades on the MAPKs phosphorylation.

Inhibitory Effect of Tetragonia tetragonoides Water Extract on the Production of TNF-α and Tryptase in Trypsin-Stimulated Human Mast Cells

강옥화,Yeon-A Choi,박혜정,Jin Tae,Chon-Sik Kang,이동성,Ju-Ho Kim,이영미 한국생약학회 2005 Natural Product Sciences Vol.11 No.4

Tetragonia tetragonoides (Aizoaceae) has been known as an anti-cancer agent. The activation ofproteinase-activated receptor-2 (PAR-2) by trypsin appears to play a role in inflammation. In the present study, weexamined the inhibitory effects of Tetragonia tetragonoides water extract (TTWE) on the production of tumornecrosis factor-α (TNF-α) and tryptase in trypsin-stimulated human leukemic mast cells (HMC-1) expressingPAR-2. HMC-1 cells were stimulated with trypsin in the presence or absence of TTWE (10, 100, and 1000g/ml). The level of TNF-α secretion from HMC-1 cells was measured by enzyme-linked immunosorbent asay(ELISA). TNF-α and tryptase mRNA expresion were examined by reverse transcription-PCR. Also, extracellularsignal-regulated kinase (ERK) activation was assessed by Western blot analysis. Trypsin activity was measuredusing the substrate Bz-DL-Arg-p-nitroanilide (BAPNA). It was observed that TNF-α secretion, tryptase mRNAand TNF-α mRNA expresion in trypsin-stimulated HMC-1 cells were inhibited by pretreatment of TTWE (1000g/ml). Furthermore, the pretreatment of TTWE (1000and trypsin activity. These results suggest that TTWE might have the inhibitory effects on the PAR-2-dependentinflamation proceses and it is likely to function as PAR-2 antagonist.

독일의 사례를 통한 정서,행동장애 영역 특수교육대상자 통합교육 교육과정에 대한 연구

강옥화 ( Ok Hwa Kang ) 한국정서·행동장애아교육학회(구 한국정서학습장애아교육학회) 2014 정서ㆍ행동장애연구 Vol.30 No.4

우리나라에서 정서·행동장애를 지닌 특수교육대상자들의 대부분은 일반학교에서 통합교육을 받고 있는 만큼 통합교육환경은 이들 아동 및 청소년 교육의 질을 결정짓는 아주 중요한 요소다. 특히 「장애인 등에 대한 특수교육법」에도 명시되어 있듯이 이들의 교육적 요구를 충족시키기 위해서는 반드시 특성에 적합한 교육과정을 통해 이들의 통합교육이 이루어져야 한다(교육부, 2013a). 하지만 우리나라의 경우 정서·행동장애아를 위한 교육과정이 따로 마련되어 있지 않을 뿐만 아니라 이들의 통합교육 교육과정에 대한 구체적 방안이나 지침 등이 부재한 상태다. 독일의 경우 독립적인 정서·행동장애아 교육과정이 마련되어 있는 주들이 있으며, 그렇지 않은 주들에서는 이들 특수교육대상자들의 특수교육 및 통합교육을 위한 교육과정 관련 지침서를 제공하기도 한다. 그러므로 본 연구에서는 독일의 사례를 연구하여 우리나라 정서·동장애아 통합교육 교육과정의 개발과 발전을 위한 시사점을 찾아보고자 한다. The most students with emotional and behavioral disorders visit general schools in Korea. So it is very important that inclusive education environment is structured in response to educational needs of this students. This decides educational quality for them. Especially appropriate curriculum has to be provided to fulfill their educational needs and to offer best quality for their inclu-sive education. This is clearly stipulated in the Korean 「special education law for the disabled」. There is not special curriculum for students with e- motional and behavioral disorders in Korea. There are not practical guidelines or rules about inclusive education curriculum. The curriculum for school edu-cation of students with emotional and behavioral disorders exists in several states in Germany. There are also curricular guidelines for inclusive education of this students in another sates in Germany. This study proposes to research the case of Germany. It is hoped that this study can contribute to the development of inclusive education curriculum for the students with emotional and behavioral disorders in Korea.

독일 “정서와 사회 발달” 영역 특수교육지원 체제

강옥화 ( Ok Hwa Kang ) 한국정서·행동장애아교육학회(구 한국정서학습장애아교육학회) 2013 정서ㆍ행동장애연구 Vol.29 No.1

``장애인 등에 대한 특수교육법``(교육과학기술부, 2012b)의 제정과 함께 기존의 정서장애라는 용어가 정서·행동장애라는 용어로 대체되면서 우리나라 정서·행동 장애 영역 특수교육지원 체제의 개선과 발전에 대한 기대가 커지고 있다. 하지만 최근의 우리나라 정서·행동장애아 교육지원 관련 통계에서도 확인할 수 있듯이 이러한 기대와는 달리 우리나라 정서·행동장애아 교육지원 자원이 전반적으로 축소되고 있지 않나 하는 우려를 갖게 된다. 독일에서도 정서·행동장애 관련 용어 및 정의에 대한 논의들 및 이를 바탕으로 한 교육지원 체제 개선에 대한 노력들이 꾸준히 있어 왔다. 특히 1994년 독일 상임 문교부장관회의가 ``정서와 사회 발달 영역 특수교육지원요구``라는 표현을 도입하면서 정서·행동장애에 대한 새로운 이해가 시도되었으며, 이는 정서·행동장애아 교육지원 체제의 발전에도 지대한 영향을 미쳤음을 알 수 있다. 이에 본 연구자는 독일에서 정서·행동장애와 관련해 어떤 용어와 정의가 사용되고 있는지, 그리고 분리교육에서 통합교육에 이르기까지 정서와 사회 발달 영역 특수교육 대상자의 교육지원이 어떻게 이루어지고 있는지 살펴 봄으로써 향후 우리나라 정서·행동장애 영역 특수교육대상자 교육지원의 발전에 주는 시사점을 찾아보고자 한다. The term ``emotional disturbance`` is changed into the term ``emotional and behavioral disorders`` in ``the law on special education for the disabled, etc``.(2007) in Korea. The expectation is growing that this change will help improve special education and support system for students with emotional and behavioral disorders in Korea. But as recent special education statistics show, the expectation is not fulfilled. In contrast, there are worries about general reduction of special education and support resources. In Germany, the term and definition of emotional and behavioral disorders have been debated by many people. Based on this, it has been tried to improve education and support system for students with emotional and behavioral disorders. People attempt a new understanding of these disorders, especially based on the introduction of the term ``special needs in the field of emotional and social development``(Permanent Conference of the Ministers for Education and Cultural Affairs of the Lander of the Federal Republic of Germany, 1994). This has certainly a wide influence on the development of education and support system for the students in Germany. In this context, the purpose of this study is to research the case of Germany to make a suggestion for the development of special education and support system for students with emotional and behavioral disorders in Korea. The critical research issues of this study include the term and definition, education and support system(from separate to inclusive education) in connection with education of students with special needs in the field of emotional and social development in Germany.