랫트에서의 Gentamicin신장독성(腎臟毒性)에 관한 연구(硏究)

조인수,김태종,윤화중,Cho, In-soo,Kim, Tae-jong,Yoon, Hwa-joong 대한수의학회 1986 大韓獸醫學會誌 Vol.26 No.1

Sprague-Dawley rats received subcutaneous injections of gentamicin sulfate, 50 and 100mg/kg for 3, 7 and 10 days. The hematological and blood chemical values were determined. Kidneys were examined histologically and ultrastructurally. The results obtained were summarized as follows; 1. The serum values of aspartate transaminase, blood urea nitrogen and creatinine in the rats administered gentamicin, 50 and 100mg/kg/day were significantly increased than those in the control. 2. The ratio of kidney weight to body weight was significantly increased in the rats injected gentamicin, 100mg/kg for 10 days than those in the control. 3. The brush borders of proximal convoluted tubules in the kindneys received gentamicin, 50 and 100mg/kg/day were decreased or absent in periodic acid-Schiff staining. 4. The necrosis of proximal convoluted tubules was shown in the rats given gentamicin, 50 and 100mg/kg for 7 and 10 days. 5. The regeneration of the proximal tubular epithelia was observed in the rats treated gentamicin, 100mg/kg for 10 days. 6. The number and size of lysosomes were increased in the proximal convoluted tubules of the rats injected gentamicin, 50mg/kg for 7 days, many of which contained myeloid bodies.

개별화 전환 계획수립을 위한 전환사정 전략

조인수 ( In Soo Cho ),박정식 ( Jung Sik Park ),조은영 ( Eun Young Cho ) 한국특수교육문제연구소 2001 특수교육저널 : 이론과 실천 Vol.2 No.4

본 연구의 목적은 장애학생들이 삶의 질 개선을 위한 성과중심적 교육인 개별화전환교육계 획수립의 실행 사정전략을 탐색하는데 있다. 연구를 통해 얻은 결론은 다음과 같다. 첫째, 장애인의 삶의 질과 전환욕구에 따른 전환교육계획수립과 사정요소를 탐색한 결과 장애학생들이 학교에서 성인기로 성공적인 전환을 위해서 학생들은 학교에서부터 전환과 관련된 요인들에 대해 계속적인 서비스를 제공하는 측면에서 사정이 되어져야 하고, 전환사정 정보의 활용은 학생과 가족 그리고 관련기관과의 연계를 통해 고등학교 이후의 교육으로 지원을 해야 한다. 둘째, 장애학생이 학교에서 성인기로 전환함에 따라 사정과정은 전환계획의 모든 영역과 단계에 있어서 중요하므로 전환사정 정보를 개별사정 정보와 환경사정 정보로 구분하여 수집해야 하고 학교의 다양한 지원과 학생 및 가족을 통해 전환사정이 종합적으로 이루어져야 한다. This study is stressed the need of transition education facilitating the post-school adjustment of students with disabilities and individualized transition plan(ITP) based student``s demands and preference. and The concrete purpose of this study is to investigate strategies of transition assessment for successful individualized transition plan. I show that aims of this study are as follows; First, to investigate domains of student``s assessment and transition education. Second, to find out strategies of assessment in transition education. The conclusions drawn from the discussions are as follows; First, As moving school to adulthood, Assessment procedures to be so important domains within all range of transition plan. and It be in need of transition assessment through gathering information on the individual-analysis of background information, interviews/questionnaires, psychometric instruments, work samples, curriculum-based assessment techniques and situational assessment, and methods of analyzing environments-analysis of living environment, job analysis, program analysis, analysis of resources in target environment, also interagency cooperation within all range of transition assessment- students with disabilities, families and so on.

정신지체아의 사회적응기술과 부모의 양육태도와의 관계

조인수 ( In Soo Cho ),한옥희 ( Ok Hee Han ) 한국특수교육문제연구소 2006 특수교육저널 : 이론과 실천 Vol.7 No.4

본 연구는 정신지체아 부모의 양육태도에 따라 정신지체아의 사회적 능력이 어느 정도 차이를 나타내고 있는가를 밝혀 보다 바람직한 부모와 자녀간의 관계 형성으로 정신지체아의 사회적 능력 향상에 도움이 될 양육태도를 시사하는데 있으며, 구체적인 연구 목적은 첫째, 정신지체아 부모의 양육태도를 밝히고, 둘째, 정신지체아의 사회적 능력을 밝히며, 마지막으로, 정신지체아의 사회적 능력과 부모의 양육태도와의 상관관계를 밝히는 것이다. 정신지체아 부모의 양육태도는 애정적 양육태도에서 가장 높고, 자율적, 거부적, 통제적 양육 순이다. 변인에 따른 양육태도는 고연령, 고학력, 고수입, 종교를 가졌을 경우, 첫째 자녀, 초등부자녀, 남자일 경우 더 애정적ㆍ자율적이다. 정신지체아의 사회적 능력은 평균 이하로, 놀이활동이 가장 높고 다음으로 사회성 일반, 규칙과 법, 대인관계, 자기존중, 자기보호, 책임감 순이다. 정신지체아 부모의 양육태도와 사회적 능력간에는 상관이 있다. 자율적 양육태도에서는 사회적 능력 하위영역 전반에 유의미한 상관이 있다. The study is to find out relationship between social adaptive skills and rearing attitude of parents of children with mental retardation, and then is investigate factors of rearing attitude of parents of children with mental retardation influencing to their social competencies. The conclusions of this study are as follows; First, rearing attitude of parents of children with mental retardation is high in order of affective attitude, and autonomous, refusal, control attitude. Rearing attitude according to variables is more affective and autonomous in order of age, schooling, income, religion, first child, child attending elementary school, and schoolboy. Second, social competencies in children with mental retardation appear to level of subaverage. Social competencies according to sub-domains is high in order of play activities in children with mental retardation, social, rule and law, interpersonal skills, self-esteem, self care, and responsibility. Social competencies according to school year is high in order of middle school 3 grade group, middle school 1 grade, middle school 2 grade, elementary school 1, 2 grade group, and 3, 4 grade. In gender, schoolboy is high than schoolgirl, as well is high social, play activities, rule and law, interpersonal skills, responsibility and self care, while schoolgirl is high than schoolboy in self-esteem. Third, there are significant correlation between rearing attitude of parents of children with mental retardation and social competencies. Especially, there are significant correlation at sub-domains of social competencies in autonomous rearing attitude. Therefore, the findings showed that the more rearing attitude of parents of children with mental retardation is autonomous, the more social competencies in children with mental retardation is improve.

특수아 가족지원 교과목 운영에 대한 질적 분석: 대학교 특수교육과를 중심으로

조인수 ( In Soo Cho ),김영준 ( Young Jun Kim ) 한국지적장애교육학회(구-한국정신지체아교육학회) 2008 지적장애연구 Vol.10 No.3

정신지체 특수학교 직업지도 교사의 전환교육 수행능력인식수준

조인수 ( In-soo Cho ),최학섭 ( Hak-seop Choi ) 한국특수교육문제연구소 2005 특수교육저널 : 이론과 실천 Vol.6 No.3

이 연구는 정신지체 특수학교 직업지도 교사들의 전환교육 수행능력 중요도와 성취도 인식수준을 알아보는 조사연구이다. 조사대상은 경상남.북도와 대구광역시에 재직하는 직업교육교사 100명을 대상으로 변인별(성별, 학력별, 학급별, 경력별, 자격별)로 CEC 전환교육교사수행능력 진술표를 기준으로 8개 영역 55개 문항을 조사하였다. 그 결과 전환교육교사의 수행능력에 대한 중요도 인식수준은 대체로 높다. 반면 중요도 인식에 비해 자기 성취 수준에대한 인식은 대체적으로 낮다. 이는 교육현장에서 전환교육이 잘 수행되고 있지 못함을 의미한다고 볼 수 있다. 전환교육 수행능력에 대한 기준은 직업교육교사들에게 유용한 지침이 될수 있다. The purpose of this study was to examine how teachers at special schools for thementally retarded perceived the importance of teacher performance for transition education and to what extent they could actually provide it in a bid to identify what problems transition education was confronted with. The subjects of this study selected 130 teachers who are in charge of middle school students, high school students and posthigh class at special schools for the mentally retarded in Gyeongsang province and Daegu. The questionnaires used in earlier studies to find out what qualifications teachers in charge of transition education should have were rearranged through the advice of this researcher``s main professor to suit the purpose of the study, and Likert scale was employed. After a survey was conducted, statistical data on frequency and mean were obtained to see how they looked at the importance of teacher performance for transition education and to what extent they actually offered it. In addition, t-test and F-test were implemented. The findings of the study were as follows; First, the teachers investigated were well cognizant of the importance of teacher performance for transition education, and this fact suggested that transition education should be conducted in a systematic way. Second, in spite of their perception of the importance of teacher performance for transition education, their actual performance of it lagged behind in large part. To make transition education successful, it``s urgently required to improve their competency for transition education.

결과중심전환교육 최상의 실천사항에 대한 지적장애특수학교 교사의 인식수준

조인수 ( In Soo Cho ),박은희 ( Eun Hee Park ) 한국지적장애교육학회(구-한국정신지체아교육학회) 2011 지적장애연구 Vol.13 No.4

본 연구는 결과중심전환교육에 긍정적 영향을 미치는 최상의 실천사항에 대한 지적장애특수학교 교사의 인식수준을 밝히고 결과중심전환교육 최상의 실천사항에 따른 실행과제를 구조화하여 제시하는데 연구의 주안점을 두고 있다. 이를 위하여 지적장애특수학교 교사 325명을 대상으로 전환교육 최상의 실천사항에 대한 중요도와 수행도 인식수준을 밝히기 위한 설문 조사를 실시하여 그 결과를 분석한 후 이를 토대로 전문가조사를 통해 결과중심전환교육을 위한 실행과제를 구조화하여 제시하고자 하였다. 최상의 실천사항은 결과중심전환교육을 성공으로 이끄는 매우 중요한 요인들로, 전환교육을 실행하는 현장에서 계속적으로 시도되고 발전해 나가야 할 부분이다. 본 연구에서 제시된 최상의 실천사항에 따른 실행과제가 앞으로 우리 교육현장에서 전환교육 실행의 기초자료로 유용하게 활용되어 전환교육이 한 단계 더 도약하는 계기가 되기를 기대한다. The present study purposed to survey teachers` perception of best practice in transition, and to suggest practice task for best practice in transition. For this purpose, we reviewed previous research on teachers` ability to perform best practice in transition based on theories related to transition education, and made a list of transition practice items and suggested task for best practice in transition. For this study, we surveyed 325 teachers at 91 special schools for intellectual disabilities children throughout the country concerning their perception of best practice in transition, and suggested practice task for best practice in transition through expert survey. Collected data were analyzed through basic statistics, t-test, F-test, Scheffe`s test, and content validity analysis. The conclusions of this study are as follows. First, the importance of best practice in transition was perceived high by the teachers at special school for intellectual disabilities children, but the performance of best practice in transition was perceived relatively low. Perception on importance was high for social and personal skills development and training, functional, life-skills curriculum, and community-based instruction, business and industry linkages with schools and perception on performance was high for social and personal skills development and training, functional, life-skills curriculum, and community-based instruction, career and vocational assessment and education. In addition, Perception on importance was very low for career and vocational assessment and education , and perception on performance was very low for competitive paid work experience. Second, the suggested practice task for best practice in transition were composed of 3 areas, 8 sub areas and 42 items (transition collaboration best practice - 11 items; transition education programming best practice - 21 items; and transition planning best practice - 10 items). These items are specific things to be practiced in transition in relation to collaboration, programming and planning. Practice task for best practice in transition suggested in this study are items for executing transition education in school. In addition, they can be utilized as materials for developing transition education and tools applicable in the field of school education. Furthermore, it is want to promote practice in transition and propose the direction of transition education in school.

논고 : 20세기 구미 학계의 중국회화사 연구

조인수 ( In Soo Cho ) 미술사와 시각문화학회 2002 미술사와 시각문화 Vol.1 No.-

This paper outlines the Western studies of Chinese painting in the twentieth century and discusses the social background and the ideological impetus of their development. We need to be acquainted with Western scholarship in order to understand the current state of the study of Chinese painting because “Chinese art history” as an academic discipline has been formulated under remarkable influences from the "art history" established and developed in the West. The Western study of Chinese painting began in the first decade of the twentieth century while the study of China, or sinology, had developed as early as the sixteenth century in Europe. Western scholars of Chinese painting emerged in tandem with the increasing popularity of Chinese art among Western museums and private collectors during this period. Judging from the several books on Chinese painting published in the first half of the twentieth century, pioneering scholars tried to establish the study of Chinese art a5 a new discipline. After the end of the Second World War and the foundation of the People`s Republic of China in 1949. the United States emerged as a new center for the study of Chinese painting. The study of Chinese art history in the West became more closely related to that of Western art history because of the transformation of sinology into so-called "Chinese studies," which resulted in the dissolution of sinology into the disciplines of linguistics. literature, history, philosophy and art history according to the system of categorization in the Western academy. In terms of subject matter and methodology. the formalist approach to the study of landscape painting, which strongly emphasized stylistic analysis, was dominant in the field. In addition, several significant journals of Chinese art appeared, and important exhibitions` were held during this period. Since China began carrying out liberalizing political reforms from the late 1970s, Western studies of Chinese painting have changed significantly, and many museums have intensively collected Chinese art works including paintings. This change has resulted in the appearance of many special exhibitions, numerous publications, and new trends in scholarship. In particular, the so-called "new arthistory" has had a significant effect on the study of Chinese painting. The contextual approach. which emphasizes iconography, artist and patron relations, reception theory, and the function and social meaning of art objects. has gradually displaced the traditional formalist approach. Interdisciplinary studies have also become popular as cultural studies of visual culture often rely on art history. Furthermore, early pictorial art, the devotional paintings of Buddhism and Daoism, and paintings by women artists have became important subjects in the study of Chinese paining. Not only new methodologies bur also abundant new materials from China, only available in recent years, have made the above changes possible.

대인,사회적기능 중심의 전환교육활동에 따른 정신지체학생의 사회적 능력

조인수 ( In Soo Cho ),전보성 ( Bo Sung Jeon ) 한국특수교육문제연구소 2007 특수교육저널 : 이론과 실천 Vol.8 No.2

본 연구는 대인ㆍ사회적 기능 중심의 전환프로그램이 정신지체학생의 사회적 능력, 즉, 교사가 선호하는 사회적 행동(teacher preferred social behavior), 아동이 선호하는 사회적 행동(peer preferred social behavior), 학교적응 행동에 미치는 효과를 알아보고자 하는데 그 목적이 있다. 이 연구의 결과를 근거로 얻어진 결론은 다음과 같다. 첫째, 대인ㆍ사회적기능 중심의 전환교육이 정신지체아와 정상아 집단 다같이 교사가 선호하는 사회적 행동을 향상시키는데 효과적이다. 둘째, 대인ㆍ사회적기능 중심의 전환교육이 정신지체아와 정상아 집단 다같이 또래가 선호하는 사회적 행동을 향상시키는데 효과적이다. 셋째, 대인ㆍ사회적기능 중심의 전환교육이 정신지체아와 정상아 집단 다같이 학교적응 행동을 향상시키는데 효과적이다. 이와같은 결론은 대인ㆍ사회적기능 중심의 전환교육이 MR집단과 NOR집단의 사회적 능력에 효과 적임을 증명하고 있으며, 학교 현장에서 정신지체 학생에게 다양한 대인ㆍ사회적기능 중심의 전환교육 프로그램을 제공해 줄 필요가 있고, 학생 개개인의 수준에 맞는 개별화 교육 계획을 수립할 때, 대인ㆍ사회적기능 중심의 전환교육 프로그램을 개별화 교육 계획의 장기목표와 단기목표로 구성한다면, 교육의 효과를 더욱 증진시킬 수 있을 것으로 생각된다. The study is to find out the effects of interpersonal social function-centered transition education program to promote social competence of students with mental retardation which contain the teacher perferred social behavior, peer perferred social behavior, and school adaption behavior. The conclusions of the study drawn from results are as follows; First, The interpersonal social function-centered transition education program have an effects on teacher perferred social behavior in each group, students with mental retardation and general students. Second, The interpersonal social function-centered transition education program have an effects on peer perferred social behavior in each group, students with mental retardation and general students. Third, The interpersonal social function-centered transition education program have an effects on school adaption behavior in each group, students with mental retardation and general students. The findings of this study shown that interpersonal social function-centered transition education program testified to have effects of social competence. In field, it should be needed for students with mental retardation to serve interpersonal social function-centered transition education program. And when drawing up IEP fitting to present leveling of individual student, in case of making composition to long term object and short term object with together interpersonal social function-centered transition education program, think that effects of education will be elevated more.

전환교육 실행과정에 따른 실천적 과제분석

조인수 ( In Soo Cho ) 한국지적장애교육학회(구 한국정신지체아교육학회) 2011 지적장애연구 Vol.13 No.2

이 연구는 특별한 교육적 요구를 지닌 학생들의 실질적인 지역사회 통합을 위한 결과중심 전환교육 실행과정에 따른 실천과제를 분석 제시함으로써 전환교육을 실천하는 관련 인사들에게 실질적인 도움을 주고자 하는데 있다. 연구 목적은 결과중심 전환교육의 효율적 실행을 위한 실행과정 분석에 따른, 전환 과정별 실천적 과제를 탐색·제시하였다. 전환교육의 보편적 실행과정은 전환사정, 전환교육계획수립, 훈련, 배치, 사후지도의 순으로 이루어진다. 이 연구에서 분석된 실행과정 영역별 구체적 실천 과제는 현장 교사들과 전환관련 전문가들에게 실천적인 지침을 제시 할 수 있을 것이다. This is a literature study whose aim is to give kinds of help those persons working in the areas related with transitional education fields who are going to practice transitional education in order to really include the students into their communities having some particular problems in intellectual problems after analysing and suggesting its practicing tasks according to transitional education curriculum. The purpose of this study is to suggest its each stages` important tasks to be carried out according to its effective practice tasks in order to achieve result-oriented transitional education. The results of this study are as follows; In order to achieve real social inclusion, transitional education must be practiced systematically in the viewpoint of result-oriented transitional education. Especially, for students with intellectual disabilities, social skill education must be practised effectively. Transitional services must be achieved in the light of assessment, ITP, practice, placement, after services respectively according to personal needs. First there must be five stages in transitional education such as assessment according to personal needs, individualized transitional education plan, practice, placement, after service. The tasks in each stages are decided among the personnels related with each transitional stage. The first transitional assessment task must be done in the way that it must be collected much information comprehensively among students, parents, teachers and then be done in the viewpoint of students` future plan, communication skill, social skill, occupational assessment, the style of learning and studying patterns, career and interest, self-determination and so on. Also transitional assessment can be divided into initial assessment and assessment according to transitional procedure and transitional results. The urgent problem would be developed proper instrumental tools adapt to our reality so as to assess good assessment according to transitional experts, the systematic assessment and to the assessment models. In the second stage to achieve proper transitional education plan, we must emphasize the enhancement of social skills to achieve result-oriented procedure to harmonize a series of activities and then through a systematic stage and finally the total team cooperation. Next stage of individualized transitional education plan, it must be finished through ①composing transitional education team ②individualized transition education meeting ③composing individualized transitional education plan ④practising individualized transitional education plan ⑤adjustment, feedback, appreciation of transitional education plan ⑥closing meeting in turn. The third stage is in the stage of practice composed of functional life-centered curriculum, providing supported employment program, attainment of professional personnels. Because handicapped students have some tendency of stopping their studies in the process of studying in school, students with intellectual disabilities must be included in life-centered career education. The fourth stage is placement, which are composed of occupational and residential placement. To solve occupational placement, we must consider it longer terms with viewpoint of support of transitional services having the help of national policy and systematic support. The process of occupational procedure is composed of 8 stages such as ①initial assessment ②developmental plan ③communication between employers and employees ④vocational placement ⑤training ⑥continuous support ⑦supervision ⑧access stage in a designated time and it sometimes is composed of both placement and train and train and placement. The placement of housing must be controlled by the governmental policy. After placement of housing, if a person has some kind of difficulty to live alone then government must consider thinking about the placement of assistant personnel to help that person more effectively. The fifth stage is in the after services to attain the professional personnels needed to help those students with special needs to experience their occupational career and to live independently. To solve this kind of problems, we must attain and prepare enough professional personnels to provide those students with after services.

정신지체아와 일반아 부모의 스트레스와 가족 기능의 수준

조인수(Cho In Soo),김미자(Kim Mi Ja) 한국재활심리학회 2001 재활심리연구 Vol.8 No.2

The purposes of this study are to compare family function (family cohesion and family adaptability) between the families of normal and mental retarded students, and mainly to find out the correlation between parents stress and family function in order to enlarge understanding about mentally retarded students and so as to consider various environmental factors. The specific purposes of this study are (a) to discover family cohesion and family adaptability between the parent who have mentally retarded students and don t have mentally retarded students; (b) to find out the level of family cohesion and family adaptability; and (c) to figure out the correlation between parents who have mentally retarded students and don t have mentally retarded students among parents stress, family cohesion and family adaptability. After studying the results and through discussing, I got the following results. First, in the degree of parents stress, the parent who have mentally retarded students indicated higher scores than those of the parents who don t have mentally retarded students. Second, in the family cohesion, the families who have mentally retarded students indicated lower scores than those of the families who have no mentally retarded students. However, in the family adaptability, there is no significant difference between the two groups.