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김현미 慶山大學校 1999 論文集 Vol.17 No.1
This article review a philosophy and basic assumption, approach strategy, and utility of solution-focused brief family therapy. The writer finds that the solution-focused brief family therapy and social constructionism are closely related in their assumptions, perspectives, and strategies and skills. Definitions of truth, the use of language in the helping or therapeutic process, construction of meaning in the context of community and solution building are also similar. Emphasis is also placed on the collaborative partner relationship with clients. Both regard the client as expert, emphasize flexibility, draw on client strengths, and take solutions as co-constructions.
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김현미 慶山大學校 1998 論文集 Vol.16 No.1
The purpose of this study was to evaluate the Orem's Nursing Theory by using Jacqueline Fawcett's crieria. The result was summarized as follows. 1. Explication of assumptions Orem was very explicit in setting forth her assumptions upon which her conceptual model is based. The special points of emphasis in this conceptual model are self-care requisites, self-care agency, and self-care deficits. 2. Comprehensiveness of concepts and propositions Orem's descriptions of the person, the environment, health, and nursing are considerably well-defined for a conceptual model. The person is fully defined and described as he or she relates to nursing. Nursing is also fully defined and described in terms of scope and appropriate actions to be taken in relation to patients. However. environment and health could be more fully defined to improve clarity. 3. Logical Congruence 1) World Views Orem's Model reflects an organismic view of the world. And Orem's emphasis on maintenance of self-care agency suggests a persistence world view. 2) Classification of the Model Orem's model was classified as a developmental model. 4. Social Considerations 1) Social Congruence Orem's model is generally congruent with society's expectations that individuals should have decision-making responsibility regarding their health care. However, the emphasis on self-care agency during times of illness is not completely congruent with some people's expectations of nursing goals. 2) Social Significance It is not yet known whether Orem's model leads to nursing actions that make important differences in the person's health status. However, the emphasis on self-care agency and recognition of the person's ability to care for self could lead to more efficient use of health care services Furthermore, emphasis on self-care agency could reduce the length of time the person requires health care services. 3) Social Utility The utility of Orem's model is identified by its use in nursing practice, education, administration and research. 5. Generation and Testing of Theory Orem has derived three theories from her conceptual model. These are the theory of self-care, the theory of self-care deficits, the theory of nursing systems. And this model is widely tested through the area of nursing practice, education, administration and research. 6. Contributions to Nursing Knowledge Orem's model contributes significantly to nursing knowledge by providing an explicit and specific focus for nursing actions and makes contributions to nursing theory development.
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만성 부비동염 환아에서 단순 부비동 X선 검 사 소견과 부분적 전산화 단층촬영검사 소견의 비교
김현미,홍수종,김영휘,문형남,홍창의,정경일,최혜영,유시준 대한알레르기학회 1993 천식 및 알레르기 Vol.13 No.2
Assessment of the status of the paranasal sinuses is important in the management of childhood sinusitis. Conventional radiography such as plain PNS view is generally less reliable in accurately evaluating the paranasal sinuses in children. Although slice CT provides superior definition of both intrasinus disease and sinus bony margins, a complete CT examination has the disadvantages of higher cost and radiation dose compared with conventional radiography. We performed a prospective study of 19 children with a clinical history of chronic sinusitis, and compared conventional radiographs with limited CT scans of the paranasal sinuses to determine if plain radiographs can be used to accurately diagnose sinus disease. Sixteen cases were diagnosed as sinusitis involved with more than one sinus, but three cases were normal by CT scans of the sinuses. Out of sixteen cases, maxillary sinus were involved in 14 cases(87.5%), ethmoid sinus 14 cases (87.5%), sphenoid sinus 9 cases(56.3). Compared with CT scan of paranasal sinuses, the false positive and false negative ratio of plain X-ray films were as followed: 35.7% (5/ 14 sinuses) and 9.5% (2/21 sinuses) in maxillary sinuses, 11.1% (1/9 sinuses) and 9.5% (2/ 21 sinuses) in ethmoidal sinuses, 4.5% (1/22 sinuses) and 58.8%(7/12 sinuses) in sphenoid sinuses. So the false positive ratio was high in maxillary sinuses, and the false negative ratio was high in sphenoidal sinuses. Sinusitis in children is often overdiagnosed in the maxillary sinuses and underdiagnosed in the sphenoid sinuses on the basis of findings on plain radiographs of the sinuses. Limited slice CT scans of the paranasal sinuses can be used to evaluate the paranasal sinuses in children with recurrent chronic sinusitis.
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‘설득’하는 글과 ‘주장’하는 글의 용어 변별 및 위계화 방향
김현미 한국국어교육학회 2013 새국어교육 Vol.0 No.96
The purpose of this study was to discriminate the terms of ‘persuasive text’ and ‘assertive text’ and to propose a hierarchy method for them. The terms of ‘persuasive text’ and ‘assertive text’ were mixed in the 2009 revised education curriculum in addition to the 2007 education curriculum which has caused confusion. Therefore this study tried to discriminate the terms in the process of determining the common features and the differential features of them. The two kinds of text are common in its purpose of persuading the readers. But they are different which ‘assertive text’ includes the factors of ‘situation’, ‘assertion’ and ‘ground’ but ‘persuasive text’ includes additional factor of ‘argumentation’. ‘Persuasive text’ and ‘assertive text’ could be discriminated whether it includes ‘argumentation’ factors for persuading the readers or not. To educate ‘persuasive text’ and ‘assertive text’, the hierarchy of the terms should be settled in consideration of the educatee’s awareness and mental development and the ‘assertive text’ should be proposed and educated first and the ‘persuasive text’ last. 본고의 목적은 설득하는 글과 주장하는 글의 용어를 변별하고 위계화 방향을 제시하는 데 있다. 설득하는 글과 주장하는 글은 2007 개정 교육과정뿐만 아니라 2009 개정 교육과정에서도 용어의 구분 없이 사용되어 혼란을 야기하고 있다. 이에 설득하는 글과 주장하는 글의 공통점과 차이점을 분석하여 그 특성을 밝히고 이를 기반으로 용어를 구분하고자 하였다. 설득하는 글과 주장하는 글은 궁극적으로 상대방을 설득하고자 하는 목적을 가진 글이라는 공통점을 가지고 있다. 반면, 주장하는 글은 문제 상황, 주장, 근거를 글의 요소로 포함하고 설득하는 글은 주장하는 글에 포함된 문제 상황, 주장, 근거 외에 논증 요소를 포함한다는 점에서 차이점을 찾을 수 있다. 설득하는 글과 주장하는 글은 상대방에 대한 설득을 목적으로 논증 요소의 포함 여부에 따라 구분된다. 설득하는 글과 주장하는 글은 문제 상황, 주장, 근거, 논증의 요소를 위계화 하여 체계적으로 지도해야 한다. 학습자의 인지 발달 및 심리적 발달을 고려하여 전체적으로 주장하는 글을 먼저 지도하고 설득하는 글을 나중에 지도하는 것이 바람직하다.
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