『 급진주의자 , 필릭스 홀트 』에 관한 일 고찰 : 트램섬 부인의 삶을 중심으로 Focussing on Mrs Transome's Life

한애경 한국영미문학페미니즘학회 1996 영미문학페미니즘 Vol.3 No.1

This paper discusses Mrs Transome's life from a feminist perspective. At first, Mrs Transome's life is posed not as a personal tragedy, but as women's question of the Victorian high-class women through Mrs Transome's marriage by the economic factor, her unhappy marriage life, her affair to Jermyn, and her endless fear and suffering of the past sin. Besides, her tragic life is related to the criticism of the governing class (including middle-class and gentry-class) through the patriarchal attitude of Jermyn and Harold, and their sexual ideology which separated men's sphere from women's sphere. Especially the objective description of her suffering, her rage to man, and her strong feminist statements, invokes readers' sympathy and pity with Eliot's penetrating insight Secondly, Mrs Transome's unhappy life influences Esther's choice by making Esther choose Felix rather than Harold, as "a last vision" through Mrs Transome's life makes Esther see her future to live if she would marry Harold. Consequently I confirm an assumption that women's question is portrayed well in the moral plot evaluated as a successful part in this novel, too.

관상동맥 질환자의 자가간호 지식과 교육요구에 관한 연구

한애경 서울保健大學 1998 論文集 Vol.18 No.1

The purpose of this study is to investigate the knowledge about self care and the learning need in patients with coronary artery disease. The subjects in this study were 80 patients in 2 general hospital. The data were collected by means of a interview and mail surveys from Sep. 10 to Dec. 30, 1997. Data analysis included percentage, frequency, ANOVA. t-test, Pearson correlation using SPSS/PC+ program. The results were follows ; The Knowledge score about self-care in pre-discharge was 17.4 and 18.43 point in post-discharge. The learning need about the self care was very high. The most interesting subject was the 'disease characteristics' in pre-discharge and 'medication' in postdischarge. There were no significant correlation between patient's characteristics and the knowledge about self care, learning need. This results suggest that nurse should educate the patient with coronary artery disease in order to increase self care.

看護學生의 自我槪念과 學業成就와의 관계

한애경 서울保健大學 1992 論文集 Vol.12 No.1

This study attempted to analyze and confirm the correlation between self-concept and the accademic achievement. It is hoped that the results of this study may be used as a basis for estabiliting educational objectives in nursing education. This subjects of the survey were 188 nursing students from seoul health junior college. The collected data was analysed using descriptive statistics, t-test, ANOV A. Pearson Correlation Coefficient. The results of study were as follows : 1. Hypothesis: "The higher self concept score, the higher academic achievment" was rejected(r=.0881, p>.05). 2. The level of self concept: Of a possible maxmum score of 120 points on the 30 question about self concept, the maximum score was 107 and minimum score was 52. The mean score for self concept was 87.96. 4. Results of the relationship between the subject's general characteristics and self concept was found to be statistically significant in physical health status(F=5.346, p<.0l), the degree of satisfaction about major(F=3.255, p<.05).

영화 콘텐츠를 이용한 영어교육모델 연구

한애경 한국기술교육대학교 산학협동연구센터 2005 교수현장연구학기제 연구결과보고서 Vol.2005 No.1

청주시 취업취약계층 취업지원 활성화 방안 연구

한애경,황민철 (재)청주복지재단 2016 재단간행물 연구 Vol.2016 No.0

『로몰라』연구 : 로몰라의 삶을 중심으로 Focussing on Romola's life

韓愛卿 한국영어영문학회 1995 영어 영문학 Vol.41 No.2

세 영화에 재현된 안락사 담론: <밀리언 달러 베이비>, <유 돈 노우 잭>, <미 비포 유>

한애경 신영어영문학회 2020 신영어영문학 Vol.76 No.-

This paper investigates the discourse of euthanasia in three films: the 2004 film about a boxing trainer who helped the mercy killing of a boxer, <Million Dollar Baby>, the 2010 TV biopic about suicide-assist doctor Jack Kevorkian, <You Don’t Know Jack>, and the 2016 romantic drama about a paralysis patient who travels to Switzerland for assisted suicide, <Me Before You>. Though these films are similar in that they deal with euthanasia, they are a little different in their situation. The first film tells Frankie, a trainer who assisted the euthanasia of Maggie who was in an incurable vegetative state because of her injury in a world championship title match. The second film tells the story of Michigan pathologist Dr. Kevorkian, who over the course of his controversial career helped 130 people−all of them terminally ill−end their lives comfortably and humanely with an instrument that he made. Despite the gratitude his patients felt, his work sparked a national debate about the morality of euthanasia in humans and he was vilified by some prosecutors. The third film, <Me Before You>, is a fictional story of a wealthy young man in London, Will Traynor, who is left suddenly paralyzed by a road accident. In the end, Will decides that life without physical freedom isn’t worth living in spite of his love for Louisa Clark, his care-giver and he travels to Switzerland to die, leaving enough money to give Louisa the financial freedom to pursue her dreams. Will’s generous final act may confirm Elizabeth Kubler-Ross’s belief “Everyone should growth until one’s death.” The process of euthanasia thus prompts us to consider preparing for a good death, and, possibly, a good life for those we leave behind.

Scenes of Clerical Life에 관한 여성론적 접근

韓愛卿 한국영어영문학회 1993 영어 영문학 Vol.39 No.1

죠지 엘리어트의 『싸일러스 마너』번역본 점검

한애경 영미문학연구회 1999 안과 밖 Vol.7 No.-

N/A

재활관련 가족참여 환자교육이 관상동맥 질환자의 자가간호 수행에 미치는 효과

한애경 연세대학교 간호정책연구소 1998 간호학탐구 Vol.7 No.1

The main purpose of this study was to compare the effects of two different methods of education programs on the self care behavior of post discharge cardiac patients. The research employed a non-equivalent control group post-test quasi-experimental design. The experimental group included family members and patients in the education program and the control group included only patients. The content of the education was identical to a booklet developed by the researcher. Self care behavior, family support, knowledge on self care (patients and family members), and the locus of control on health were measured before and after the treatment. Sixty-two patients were randomly chosen from two university affiliated medical centers located in Seoul. Thirty-one patients, who were discharged on odd number weeks, were assigned to the experimental group and thirty-one patients, who were discharged on even number weeks, were assigned to the control group. Subjects in both groups were educated during the week of discharge. Four to six weeks after their discharge, a questionnaire was mailed to the subjects in both groups. Data collection was done from September, 1997 to December, 1997. Data analysis was done using the SPSS PC+ program. The summary of the results are as follows: 1. Family members who participated in the education program showed significantly higher scores in emotional and informational support, and provided more direct help than family members who did not participate in the education program. 2. The patients who participated in an education program with their family members reported significantly higher self care behavior scores than the patients who participated in an education program without family members. 3. According to the result of the multiple regression, family members' knowledge of patient care was the only significant variable related to family support behavior. As family members had more knowledge of patient care, they were more likely to support patient's self care behavior. 4. According to the result of the multiple regression, family members' knowledge of patient care and family support were two variables which were significantly related to the patient's self care behavior. While the patient's own knowledge of self care was not statistically significant, the family members' knowledge and their support were significantly and positively related to the self care behavior of the patient. Based on these results, it is suggested that patient education of self care should include family members if possible. It is imperative for nurses to develop a structured teaching program which encourages family participation.