일반인 대상으로 우세한 쪽과 비우세한 쪽 상지의 사용이 선 자세의 동적 균형 능력에 미치는 영향

최종임,이형진,이은경,원용진 대한치료과학회 2014 대한치료과학회지 Vol.6 No.2

Objective: This study investigated the effects of dynamic balance ability of the standing posture on use of the upper extremity at the dominant side nondominant side in the normal. Method: Subjects are total 10 people, the first static balance in subjects with upright posture SpaceBalacec 3D scaffold of 30 seconds and 30 seconds respectively, carried the right upper extremity resistance exercise performed 10 times, 10 times, and left upper extremity resistance exercise postural stability conduct an inspection. With a break for more than 1 minute during left upper extremity resistance exercise shall be carried out in the same manner of the above. Results: Stability of dynamic balance ability of standing posture during dominant side and non dominant side upper extremity resistance exercises was no statistically significant difference at left and right, but the stability of the forward and backward was a statistically significant difference. Conclusion: This study is expected to be utilized as a basis for applying for positions that require balance training with high fall risk elderly and patients, and look forward to many as evidence that can be utilized as a reference when applying any exercise program .

다수치아상실군의 분포와 인구사회학적 특성

최종임,이흥수,주현정,오효원 대한예방치과·구강보건학회 2024 大韓口腔保健學會誌 Vol.48 No.1

Objectives: The purpose of this study was to assess the applicability of the Significant Tooth Lossindex as a new statistical indicator and to analyze the socio-economic factors of the participantsincluded in the Significant Tooth Loss. Methods: This study used raw data from the Korea National Health and Nutrition Examination Survey (2016-2018). The survey included 13,199 adults aged ≥19 years. The Significant Tooth Losswas defined as a group with more than a third quartile (top 1/4) of the total number of tooth loss. The Significant Tooth Loss index was defined as the mean tooth loss in the group. Chi-square testand logistic regression analysis were used to analyze the socio-economic factors of the SignificantTooth Loss, and absolute and relative differences were calculated to confirm oral health inequality. Results: Among overall tooth loss in adults, the proportion of tooth loss in the Significant Tooth Losswas 83.8%. The Significant Tooth Loss index was a useful indicator to determine oral health statistics. Socio-economic factors that were associated with significant tooth loss were age, gender,region, household income, and education. Oral health inequality was observed based on householdincome and education. Conclusions: The Significant Tooth Loss index should be used to measure the level of oral health. Measures to reduce tooth loss should be investigated.

다문화가정 아동과 일반가정 아동 성격유형에 따른 다문화주의 유형 관계

최종임(Choi, JongRim),박인옥(Park, InOk) 학습자중심교과교육학회 2014 학습자중심교과교육연구 Vol.14 No.9

본 연구는 아동 성격유형에 따른 다문화주의 유형에 대해 알아보고자 두 집단 아동간의 성격 유형의 차이 및 다문화 유형의 인식을 분석하여 앞으로의 학교 현장 다문화 교육의 방향에 대해 시사점을 제시하고자 하였다. 이를 위해 다문화가정 아동 98명, 일반가정 아동 102명을 대상으로 성격유형을 조사하여 다문화 유형의 인식 차이를 분석하였다. 연구 결과 학년, 성별, 다문화관련 교육이나 활동경험 유무와 다문화주의 유형의 관계를 분석한 결과 다문화주의 유형과 성별 변인은 서로 상관관계가 없는 것으로, 다문화관련 교육이나 활동경험 중 급진적 다문화주의 유형을 보이는 학생은 존재하 지 않아 카이제곱 검정을 실시할 수 없었으며, 다문화주의 유형과 학년은 서로 유의미한 상관관계가 있는 것으로 나타났다. 학년이 높을수록 조합주의적 다문화주의 유형 인식이 높아졌다 낮아지는 경향을 보이고 있으며, 두 집단 간의 성격유형은 다문 화 가정 아동들이 내향적인(I) 성격을 일반가정의 아동들은 외향적인(E) 성격을 지니는 것을 확인할 수 있었다. 두 집단간 아동 유형에 따른 다문화주의 유형은 조합주의적 다문화주의 93명(46.5%)으로 가장 많았으며, 자유주의적 다문화주의 79명 (39.5%), 급진적 다문화주의 28명(14.0%) 순으로 나타났다. 조합주의적 다문화주의유형을 띠는 아동들 중 다문화가정 아동이 49명(50.0%), 일반가정 아동이 44명(43.1%)으로 높게 나타났다. 자유주의적 다문화주의 유형을 띤 아동들 중 다문화가 정 아동이 31명(31.6%), 일반가정 아동이 48명(47.1%)으로 일반가정 아동들의 비율이 높게 나타났으며 급진적 다문화주의 아동의 경우 다문화가정이 18명(18.4%), 일반가정이 10명(9.8%)으로 나타난 것을 확인 할 수 있었다. 끝으로 다문화 가정 아동과 일반가정 아동의 성격유형에 따른 다문화주의 유형에 대한 인식의 차이는 다문화주의 유형간의 상관관계는 없었으며 이를 다문화가정과 일반가정으로 나누어서 통계분석 한 결과 역시 두 변수간의 상관관계는 존재하지 않았다. The purpose of this study is to examine the types of multiculturalism based on children’s personality types. To attain the goal, the researcher analyzes how two groups’ children differ in terms of personality types and their recognition on the types of multiculturalism. And the study suggests implications about the future directions of school multicultural education. The researcher selects 98 multicultural family children and 102 typical family children and then investigates their personality types and analyzes how their recognition on the types of multiculturalism differs. According to the results of analyzing correlation between their grade, sex, experience in multicultural education or activity, and types of multiculturalism, there is no correlation between types of multiculturalism and the variable of sex. Regarding their experience in multicultural education or activity, there was no student showing a radical type of multiculturalism, so there was no need to perform the Chi-square test. And types of multiculturalism and grades indicated significant correlation. As their grade became higher, recognition on the corporatistic type of multiculturalism increased and then decreased. About the two groups’ personality types, multicultural family children tended to be introverted (I) while typical family children tended to be extroverted (E). Regarding the types of multiculturalism based on the two groups’ children types, the corporatistic type of multiculturalism was the most as 93 children(46.5%), and the next were liberalistic multiculturalism as 79 (39.5%) and radical multiculturalism as 28 (14.0%) in order. Among the children showing the corporatistic type of multiculturalism, multicultural family children were 49 (50.0%), and typical family children were 44 (43.1%), which were quite many. And among the children showing the liberalistic type of multiculturalism, multicultural family children were 31 (31.6%), and typical family children were 48 (47.1%); thus, typical family children were rather more. And about the children showing the radical type of multiculturalism, multicultural family children were 18 (18.4%), and typical family children were found to be 10 (9.8%). Lastly, regarding the difference of their recognition on the types of multiculturalism based on the personality types of multicultural and typical family children, there was no correlation among the types of multiculturalism. According to the results of conducting statistical analysis on them after dividing them into multicultural family and typical family, there was no correlation between the two variables, either.

다문화 중점학교 프로그램 참여자의 다문화 시민성 인식에 관한 연구

최종임(Choi, Jong Rim),김영순(Kim, Youngsoon) 학습자중심교과교육학회 2016 학습자중심교과교육연구 Vol.16 No.4

다문화 중점학교는 교육부가 추진하는 다문화 교육 정책의 일환으로 각 시ㆍ도 교육청에서 지정하여 운영하고 있다. 이에 본 연구는 다문화 교육 중점학교 참여자의 인식을 다문화 시민성 개념을 중심으로 분석하고 그 의미를 밝히고자 한다. 이를 위해 본 연구는 참여관찰 및 심층면담을 통해 자료를 수집하였으며 참여 인식의 의미를 ‘다문화 감수성’, ‘협동의식’, ‘공동체의식’의 세 가지 다문화 시민성 요소를 기준으로 살펴보았다. 연구 결과로는 첫째, 개인적 차원에서 친구들과 함께 다양한 문화의 차이를 인정 하고, 수용하여 배우는 것이 중요하며 다문화 사회에 대한 인식을 개선하고 친밀감 을 강화시켜 다문화 감수성을 높였다. 둘째, 다문화 중점학교 프로그램 참여자들은 대인적 관계에 있어서 상대방과 어울려 협력하여 이해하고 배려하는 마음, 즉 책임 의식을 가지게 되었다. 셋째, 다문화 중점학교 프로그램 참여자들은 사회적 요소의 차원에 있어서 공동체의식의 유대감을 함양하였다. 참여자들은 프로그램 참여 과정 에서 나와 우리가 변화를 가져올 것이라는 관심과 서로의 소통을 통한 다문화 공동체의 중요성을 자각하였다. 즉 참여자들은 함께 공존하고 참여하여 사회통합 의식을 함양하였다. 이러한 다문화 중점학교 프로그램은 다문화에 관한 인식 개선 교육, 다문화 이해 교육활동 확대 등을 통해 다문화 감수성 신장 및 협동의식 고취, 공동체의식 확산, 세계시민의식이 함양되었음을 보여주고 있다. 또한 교사 및 학생ㆍ학교․지역 사회에 대한 다문화 교육의 중요성이 확인되고 있음을 보여주고 있다. The multicultural education-oriented school is a part of the multicultural education policy promoted by the Korean Ministry of Education, which is operated by each metropolitan or provincial office of education. Thus, this study analyzes the experience of participants in the multicultural education-oriented school, focusing on the concept of multicultural citizenship. This study divided the experience of the participants in the multicultural education-oriented school program into three dimensions of multicultural citizenship and drew its meanings. First, in the personal dimension, it was important for them to accept various cultural differences with friends and learn by the acceptance, and they increased their multicultural sensitivity by improving their awareness about multicultural society and strengthening a sense of intimacy. Second, the participants in the multicultural education-oriented school program came to have a mind to understand and care for others by cooperating with them in interpersonal relations, in other words, a sense of responsibility. Third, the participants in the multicultural education-oriented school program promoted a sense of fellowship of community spirit in the dimension of social elements. The participants perceived the importance of the multicultural community through interest and communication with each other that I and we would bring about a change in the process of participating in the program. In other words, the participants promoted the consciousness of social integration by coexisting and participation. This multicultural education-oriented school program shows that the participants’ multicultural sensitivity increased, their cooperative spirit was inspired, their community spirit spread, and their global citizenship was promoted through the expansion of an education to improve multicultural awareness and educational activities for multicultural understanding. In addition, it shows that the importance of multicultural education for teachers, students, schools and communities are confirmed.

부모의 리더십개념인식과 부모양육행동과의 관계

최종임 ( Jong Im Choi ) 한국가족복지학회 2006 한국가족복지학 Vol.11 No.2

초등 다문화교육 중점학교의 운영 프로그램 분석

최종임 ( Choi Jong Rim ),박인옥 ( Park Inock ) 인하대학교 교육연구소 2016 교육문화연구 Vol.22 No.3

최근 다문화 학생 수가 전체 학생수의 1%를 넘어 계속 증가하고 있으며 초등학교의 다문화 중점학교 수는 지속적으로 많아지고 있다. 이에 본 연구는 C초등학교 다문화교육 중점학교 운영프로그램을 내용 요소별로 분석하고, 참여자들의 경험을 통해 운영과정에서의 시사점을 도출하는데 목적이 있다. 이를 위해 다문화교육 중점학교 운영과정을 ‘문화간 이해 및 소통’, ‘문화 다양성’, ‘반편견ㆍ반차별’, ‘세계시민의식’의 네 가지 영역으로 구분하여 그 의미를 도출한 결과, 첫째, 반편견ㆍ반차별 프로그램은 다문화 동아리 운영으로 일회성이 아닌 지속적인 내용으로 정체성을 함양하는데 도움을 주었으며, 둘째, 문화 간 이해 및 소통 프로그램은 한어울림 소식지, 다문화교육방송, 국제이해교육은 다문화 교육의 효율성과 효과성으로 관심과 흥미를 높였으며, 셋째, 문화 다양성 교육은 다문화 방과 후 취미활동으로 책 읽어주는 선생님, 우쿨렐레, 과학교실, 방송댄스 운영으로 다문화·일반가정 학생들이 함께하는 통합 교육에서 시작되어야 한다는 인식이 높았으며, 끝으로 세계시민의식 교육은 짝꿍의 날, 민속의 날 프로그램으로 다양한 문화들을 접하고 친구들과 함께 했다는데 가장 큰 의의를 두고 있었다. 이러한 다문화에 대한 인식 개선을 위한 중점학교의 다문화이해 교육과정 활동은 다문화가정과 일반가정 아동의 통합교육이 보다 강화되어야 한다는 점과 중점학교 지속성 프로그램의 맞춤형 교육 확대 등의 개선 노력이 필요한 반면, 활동을 통해 이해ㆍ소통ㆍ다양성ㆍ시민의식 등을 높였으며 지역, 교사 및 학부모, 학생들에게 다문화 사회에 대한 인식의 중요성을 보여주었다. Recently, the number of students from multi-cultural family has exceeded 1% of the entire students and keeps increasing. Also, the number of the multi-culture oriented schools in elementary school is consistently increasing. Thus, this study aims to investigate the operation process of the multi-cultural education oriented school program at C elementary school, and to describe the experiences of participants. The operation process of the multi-cultural education oriented school was divided into 4 categories such as ‘intercultural understanding and communications’, ‘cultural diversity’, ‘anti-bias and anti-discrimination’ and ‘global citizenship’, and their significance derived. Firstly, in the program of ‘anti-bias and anti-discrimination’, the multi-cultural club was run, which helped fostering the identity with continuing contents, not just one-off event. Secondly, the multi-cultural education for the intercultural understanding and communications was conducted via the one harmony newsletter, multi-cultural education broadcasting and the international understanding education with the efficiency and effectiveness of multi-cultural education such that it raised the attention and interest. Thirdly, it was highly recognized that the cultural diversity education should be started from the integrated education in which students from multi-cultural and ordinary families could participate together through the operation of the story-reading teacher, ukulele, science class, and broadcasting dance for after-school hobby activities. Finally, the global citizenship education had the greatest significance in experiencing diverse cultures and getting together with friends through the program of the class mates day and folklore day. These activities of the multi-cultural education curriculum for the schools focusing on the improvement in multi-cultural awareness have raised the awareness of understanding, communications, diversity, bias and citizenship, and showed the importance of the awareness of multi-cultural society to local community, teachers, parents and students.

시중에서 판매되는 합성세제의 비교연구

최명이,최종임 이화여자대학교 사범대학 과학교육과 1971 과학교육 Vol.7 No.-

치주검사와 설문조사를 통한 성인의 구강건강관리행태 및 식이행태와 치주질환과의 관련성

문상은 ( Sang-eun Moon ),홍선화 ( Sun-hwa Hong ),김희정 ( Hui-jeong Kim ),서가혜 ( Ga-hye Seo ),박진아 ( Jin-ah Park ),이지연 ( Ji-yeon Lee ),정주영 ( Ju-yeong Jeong ),최종임 ( Jong-im Choi ),박선미 ( Seon-mi Park ),박진아 ( Jin-a 한국치위생학회(구 한국치위생교육학회) 2020 한국치위생학회지 Vol.20 No.6

Objectives: This study investigated the relevance of dietary behavior and oral management for oral heath in adults to extend the recognition of the importance of food intake in oral health and to provide basic information for oral health management. Methods: A survey and clinical assessment were conducted for 119 adults over 20 years of age. The chi-square test and logistic regression analysis were carried out using SPSS Statistics 20.0. Results: Gingivitis was influenced less when ham and sausage in the sub-area of meat, fish, egg, and bean were consumed once a week rather than the cases when consumed rarely (3.47 times) or when consumed two times or more a week (7.87 times) (p<0.05). Periodontitis was influenced more in the groups of 30s and 40s age than in that of over 50 years of age (14.97 times, 7.73 times) and in the group without drinking experience than in group with that (4.17 times) (p<0.05). Conclusions: The results verified the close relationship between food intake frequency and oral health in patients with periodontitis and gingivitis. Thus, it would be necessary to study the relationship between dietary behavior and oral health continuously.