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盧鎭英,宋熙昇 고려대학교 의과대학 1974 고려대 의대 잡지 Vol.11 No.1
The electrocardigram is a fairly sensitive indicator of changes in plasma concentrations of potassium and calcium, and is useful in the recognition of these changes. However, because of combined abnormalities of electrolytes, wide range of normal values and many underlying diseases such as heart disease, hyperthyroidism, cerebral disease, endocrine disorders, bradycardia and tachycardia, effects of electrolytes imbalance on ECG were complex and not necessarilly pararell with serum electrolytes levels. Authors analysed ECGs in patient with single and combined electrolytes abnormalities such as serum K, Ca. Na, Cl and CO₂ combining power and following results were obtained. 1. In hypopotassemia, T-wave amplitude and T/R ratio were decreased and U wave amplitude and U/T ratio were increased. 2. In hyperpotassemia, T-wave amplitude and T/R ratio were increased and U wave amplitude and U/T ratio were decreased. 3. QT-interval and Q-aT interval were prolonged in hypocalcemia and shortened in hypercalcemia. 4. In hypocalcemia, prolongation of QT interval and Q-aT interval and reduction of height of P wave were aggravated by increasing the concentration of plasma potassium. However, prolongation of QT interval and Q-aT interval, increment of U/T ratio were reduced and decreasing T/R ratio was aggravated by decreasing the concentration of plasma potassium. 5. In hyperpotassemia, prolongation of QT interval and Q-aT interval and decreasing height of U wave were aggravated by decreasing the concentration of plasma calcium. 6. There were mild or no effects on the electrocardiogram in changes of Na, C1 and CO₂ combining power in cases of normal serum potassium and calcium level.
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노진영,변우열,이미화,Ro, Jin-Young,Byun, Woo-Yeoul,Lee, Mihwa 한국비블리아학회 2014 한국비블리아학회지 Vol.25 No.2
학교도서관에서 학교도서관업무지원시스템인 Digital Library System(DLS)의 목록입력 규칙을 이용해 서지레코드를 구축해왔다. 그러나, DLS 목록입력 규칙은 규칙 자체가 상세하지 않고, 규칙 상호 간에 모순이 있고, KCR4에 일치되지 않기 때문에, 서지레코드 구축시 표준화된 지침으로 사용될 수 없다. 이에 본고에서는 학교도서관에서 생산하는 서지레코드의 품질을 향상시키고, 표준화된 서지레코드 구축을 위해, DLS 목록입력 규칙의 개선방안을 제시하고자 한다. DLS 목록입력 지침의 문제점을 조사하기 위해 DLS 목록입력 규칙을 KCR4와 비교 분석하고, 3년 이상 경력의 학교도서관 사서교사를 대상으로 서면 및 전화 면담을 실시하였다. 그 결과 DLS 목록입력 규칙에서 사용한 용어가 KCR4와 일치하도록 수정이 필요하고, 기술영역별로 목록규칙의 개정이 요구되었다. The bibliographic records have been built up following the Digital Library System (DLS) cataloging rules in the school libraries. But it is hard to use DLS cataloging rule as the standardization guidelines in building up the bibliographic records in school libraries because it is not the detailed cataloging rules, has inconsistency in its own rules, and disagrees with KCR4 rules. Therefore, this study is to suggest the new amendment for DLS cataloging rule to improve the bibliographic records quality and to produce the standardized bibliographic records. To grasp the problems of the DLS cataloging rules, DLS cataloging rule was analyzed with KCR4 rule and the interviews were conducted to the 9 school librarian that have experienced over 3 years. The result showed that it was needed to correct the terms to accord with KCR4, and to amend the DLS rule in each area.
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노진영,최성희,이경재,최철희 한국언어청각임상학회 2021 Communication Sciences and Disorders Vol.26 No.4
Purpose: Aural rehabilitation has been used to reduce communication difficulties related to hearing loss and minimize their consequence in everyday life. Aural rehabilitation includes diagnosis and identification of hearing loss, provision of appropriate assistive listening devices such as hearing aids and cochlear implants, auditory training, speechreading, and communication strategies training. Communication strategies refer to a course of action taken to facilitate conversation interaction or to correct communication problems. Compared to other components of aural rehabilitation, communication strategies have not been focused on as a significant evaluation tool in spite of their importance in daily life. This study aimed to develop a Korean version of the Communication Scale for Older Adults (K-CSOA) originally designed by Kaplan et al. (1997) to evaluate the changes in communication strategies and attitudes. Methods: The K-CSOA was composed of communication strategies and communication attitudes. The Communication strategies have three subcategories of Facilitative (10 items), Repair (15 items), and Preparatory strategies (16 items). The communication attitudes have also three subcategories of Own Attitude (19 items), Family’s Attitude (7 items), and Others Attitude (5 items). The validity and reliability of KCSOA were obtained with total sixty subjects consisting of thirty subjects with normal hearing and thirty subjects with different degrees of hearing loss with mean age of 72 years old ranging from 60 years old to 85 years old. Results: The validity and reliability of the K-CSOA were measured using Pearson`s correlation coefficient, Cronbach Alpha coefficient, and independent t-tests. The correlation coefficients were high (.502-.984) between total means of K-CSOA and subcategories of K-CSOA. The internal consistency ranged from .802 to .930 for Communication Strategies and from .620 to .962 for Communication Attitudes. The test-retest correlation of the K-CSOA was .986 and .988 for Communication Strategies and Attitudes, respectively. The correlation coefficient was .784 between the K-CSOA and Korean Hearing Handicap for the Elderly (KHHIE). In addition, there were significant differences in Communication Strategies and Communication Attitudes between the normal hearing and hearing loss groups. Conclusion: These results indicate that K-CSOA can be used as a useful clinical tool providing in-depth information regarding communication strategies and attitudes in Korean elderly people.
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노진영 한국도서관정보학회 1996 한국도서관정보학회지 Vol.24 No.-
The purpose of this study is to investigate the teaching methods a n.0, pplied to the basic reference education. Especially, the independent study method in reference education-PSI, AT and PI method used in 1970s at the library schools in the United States was examined in detail. The conclusions and suggestions drawn from this study are as follows : 1) The studies concerned with the teaching method in library and information science education in Korea is very scarce. Studies in this area are needed. 2) In order to improve and innovate the teaching method, instructor' knowledge and understanding of the various teaching methods are essential. The library and information science instructors' efforts should be made in this respect. 3) Instructional materials developed through the research activities concerned with teaching method should be shared among the instructors of the reference education and the device for such sharing should be made.
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학교도서관의 정보활용교육에 의한 탐구수업모형 설계에 관한 연구
노진영,변우열,이병기,Ro, Jin-Young,Byun, Woo-Yeoul,Lee, Byeong-Ki 한국도서관정보학회 2009 한국도서관정보학회지 Vol.40 No.1
탐구수업은 학생들이 자신의 학습활동에 적극적으로 참여하여 스스로 문제를 제기하고, 해결하는 역동적인 과정이다. 탐구수업은 교사가 지식을 전달하는데 그치지 않고, 학생스스로가 지식을 발견할 수 있도록 도와주는 촉진자로서의 역할을 수행한다. 그러나 현행 탐구수업은 학교도서관과의 연계성 부족, 사서교사와 교과교사간의 협력 부족, 실무적으로 적용할 수 있는 탐구수업 모형이 미흡하다는 문제가 있다. 반면에 정보의 접근, 평가, 이용능력 신장을 목표로 하는 정보활용능력은 탐구과정과 밀접하게 관련되어 있다. 이에 본 연구에서는 리피트(Lippitt)의 탐구과정과 정보활용과정모형(Big6 Skills, Pathways to Knowledge, I-Search, 8Ws, IP, IRP)을 비교 분석하여 탐구수업에 적합한 기능, 전략, 활동을 추출하였으며, 이를 바탕으로 정보활용과정에 의한 탐구수업의 정교화 모형을 설계하였다. Inquiry instruction is a dynamic process that uses questioning and answering to have students actively participate in their own learning. Inquiry instruction is a teaching technique in which teachers do not provide knowledge, but help students discover knowledge by themselves. However, Inquiry instruction currently has problems of lack of connection between inquiry process and school library, lack of collaboration between the media specialist and teacher, and lack of applicable models. Information literacy is the ability to access, evaluate and use information. Information literacy process is closely related to the inquiry process. Thus, this study suggested an elaborative model in inquiry instruction using information literacy process. This research derived the skills, strategies, activities of inquiry instruction model by comparing and analyzing Lippitt's inquiry process with information literacy process(Big6 Skills, Pathways to Knowledge, I-Search, 8Ws, Inquiry Process, Inquiry in the Research Process). Based on the results, this study designed an elaborative model in inquiry instruction using information literacy process.
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