두개내 동맥 병변을 보인 혈관형 베체트씨병 2예

박은미,성정준,이정주,강동화,노재규 대한신경과학회 1999 대한신경과학회지 Vol.17 No.1

한국인 만성 긴장형두통 환자에서 바이오피드백을 활용한 자율적 이완훈련의 효과

강은호,안주연,구문선,박주언,유범희 大韓神經精神醫學會 2008 신경정신의학 Vol.47 No.3

Objectives : We aimed to evaluate the efficacy of biofeedback-assisted autogenic training for chronic tension-type headache, and to determine the relationship among the changes in electromyography (EMG) activity, headache activity, and mood states according to the psychophysiological treatment. Methods : Chronic tension-type headache patients aged from 20 to 40 years (n=35) were randomized to the treatment group receiving biofeedback-assisted autogenic training (8 sessions) or the monitoring-only control group. EMG activities, headache index, and various psychological variables were examined. Results : We found greater treatment response rate (≥50% reduction in headache index) in patients with biofeedback-assisted autogenic training than in the monitoring group (61% vs. 18% ; χ²=6.882, df=1, p=0.01). There were no significant changes in the mean values of the pretreatment EMG activities across the sessions m either group (all p’s>0.1). Mood states including anxiety and depression improved over time in the both groups, with the improvements being more prominent in the treatment group. Moreover, the reduction in depression level predicted treatment outcome in terms of headache index (95% confidence interval : 0.272-0.966, p=0.039). Conclusion : These results show that biofeedback-assisted autogenic training is effective for the treatment of chronic tension-type headache in a Korean population. Changes in mood states may be closely associated with the clinical outcome in the treatment of chronic tension-type headache using biofeedback-assisted autogenic training.

안구의 비색소성 모양체 상피에서 발생한 유두상 선암종 -1예 보고-

최현주,최영진,이연수,이은정,강석진,김병기,심상인 대한병리학회 1998 Journal of Pathology and Translational Medicine Vol.32 No.12

세 학교의 통합교육 운영 사례

강경숙,권택환,김수연,김은주 국립특수교육원 2000 통합교육 시범학교 운영사례집 Vol.2000 No.-

통합교육은 특수교육의 중요한 철학이자 목표일뿐만 아니라 교육현장에서, 매일의 수업 및 생활장면에서 장애아동이 일반학급의 한 구성원으로 또래와 함께 적극적인 참여자가 되기 위한 지원을 제공하는 노력의 과정 그 자체라고 할 수 있다. 지금까지 우리나라의 실정에 적합한 통합교육의 이론이나 모형 개발, 혹은 구체적인 교수방법에 대해서 적지 않은 연구가 이루어졌으나 학교 현장에서 이루어지고 있는 통합교육의 실제를 통해 성공과 실패 요인들을 분석해내는 연구는 부족하다. 이에 본 연구는 선진 외국의 사례나 이론에 맞추어서 바람직한 통합교육의 모습을 알리고 실행방법을 보급하는 것이 목적이 아니라 우리 나라 상황에서 실제적으로 이루어지고 있는 통합교육 현장의 실제를 깊이 있게 분석하고자 하였다. 일반학교에서 이루어지고 있는 매일의 수업과 생활장면에서 통합교육이 어떻게 이루어지고 있는지 살펴보고, 이를 통해 바람직한 사례를 확산시키고, 제대로 이루어지지 않는 사례에 대해서는 그 이유와 원인을 분석하여 제언하고자 하였다. 본 연구의 대상은 서울의 공립초등학교 2개교와 경기도의 공립초등학교 1개교로 모두 세 학교의 통합교육 사례를 연구하였다. 한 명의 장애아동을 중심으로 통합학급과 특수학급을 오가면서 세 명의 연구자가 수업을 참여관찰하고 교사 및 아동들과 면담을 실시하였다. 참여관찰 기간은 2000년 4월 10일부터 9월 9일까지로 일주일에 1회, 총 12회 이상 방문하였다. 연구대상 학교의 모든 일반교사와 일반아동, 일반아동의 학부모, 장애아동의 학부모를 대상으로 깊이 있는 면담을 실시할 수는 없었으므로 통합교육에 대한 설문조사를 실시하였으며 각종 서류와 문서들을 내용분석하여 자료를 수집하였다. 참여관찰 및 면담, 설문분석과 내용분석을 통해 세 학교에서 얻은 자료를 바탕으로 연구자간 협의를 거쳐 다음의 네 가지 영역으로 연구 결과를 분석 기술하였다: (1) 통합환경에서의 교육과정 운영; (2) 통합환경에서의 사회적 상호작용; (3) 통합교육을 위한 부모 및 가족 지원과 협력관계; (4) 행정적인 지원 및 지역사회의 연계를 비롯한 여건 조성. 본 연구결과를 요약하면 다음과 같다. 첫째, 통합환경에서의 교육과정 운영 면을 살펴보면, 특수학급에서는 특수학급 고유의 교육과정을 운영하고 있었으며, 이 중에는 기능적인 교육과정의 내용이 포함되어 있었다. 특수학급에서의 수업뿐만 아니라 일반학급에서의 수업을 지원하는 것에 대해 특수교사, 일반교사, 부모 모두 관심을 가지고 있었으나 실제로 시행되기에는 어려움이 있었다. 부분적이나마 장애아동이 일반학급에서 받는 수업을 지원하기 위해 크고 작은 시도를 하고 있었는데, 세 학교 모두 특수교사와 일반교사의 협력문제에 대해 어려움을 느끼고 있는 것으로 나타났다. 마지막으로 장애아동이 일반학급에서 받는 수업의 질을 향상하기 위해 요구되는 제도적인 지원들에 대한 논의가 이루어졌다. 둘째, 통합환경에서의 사회적인 상호작용 면을 살펴보면, 통합교육이 비교적 활발히 시행되고 있는 학교를 대상으로 하였으므로 세 학교 모두 장애아동이 일반학급에서 긍정적으로 수용되고 있었으며, 일반교사와 특수교사 모두 장애아동의 사회적인 통합을 위해 다양한 시도를 하고 있었다. 다만 장애아동을 도와주는 친구들은 많이 있으나 동등한 위치의 친구라기보다는 도우미, 혹은 또래 교사로서 도와주는 방법에 더 익숙한 모습을 발견할 수 있었다. 장애아동의 사회적 통합을 촉진하기 위해 이루어지는 교사의 지원과, 또래와의 상호작용을 강화하기 위한 대안들이 제시되었다. 셋째, 부모 및 가족과의 협력관계를 보면, 장애아동의 부모는 통합교육을 간절히 원하고 많은 노력을 기울여 자녀를 통합장면에 배치시키는데 이러한 과정에서 마음의 고충을 많이 겪고 있었다. 장애아동의 부모는 우선적으로 일반아동들과 일반교사들의 장애아동과 통합교육에 대한 인식의 부족이 가장 큰 문제라고 지적하였으며, 일반아동의 부모와 우호적인 관계를 맺기를 원하였다. 장애아동의 부모가 자녀의 통합교육을 위해 적극적으로 활동하는 경우에는 부모들간의 모임을 통해 실패의 경험과 정보를 공유하면서 교사와 협력하여 통합교육의 질을 높이기 위해 노력하는 모습도 볼 수 있었다. 넷째, 행정적 지원 및 전반적인 여건 조성 면에서는 세 학교 중에서 비교적 효율적인 통합교육의 실행에 필요한 행정적인 지원이 제도화되어 있는 한 학교를 중심으로 방법이 설명되었다. 통합교육이 교사 혼자의 의지와 노력에 좌우되는 것이 아니라 행정적으로 지원해줄 수 있는 제도적인 장치의 필요성이 강조되면서 특히 학교장의 역할이 중요한 것으로 제기되었다. 본 연구결과에 의하면 통합교육의 성패에 영향을 미치는 요인에는 여러 가지가 있겠지만 특수 교사와 일반교사의 긴밀한 협력관계가 특히 중요한 것으로 나타났다. 또한 본 연구에서 대상으로 한 세 학교 모두 특수교사나 일반교사가 통합교육의 성공적인 실행을 위해 많은 노력과 다양한 시도를 하고 있기는 하나, 수업 참여를 위한 교수방법이나 또래 교수 혹은 우정을 형성하고 지원하기 위한 전문적인 지식과 프로그램에 대한 자원들이 필요한 것으로 나타났다. 앞으로 본 연구결과를 바탕으로 통합교육의 성공적인 실행을 위한 다양한 지원체계가 갖추어져야 할 것이다. Inclusion is not only the main philosophy and purpose of special education but also the process of supporting full participation of students with disabilities in every aspect of daily and school life. As the number of special classes increased rapidly in late 80s, inclusion became a central topic in research and practice. In late 90s, the discussion was developed into the application of more concrete strategies for successful inclusion. The quality of inclusive education also began to draw attention. However, there has not been enough research about the facilitating factors and impeding factors of inclusive education based on the analyses of the existing practices of inclusive education conducted in real school settings. Therefore, the purpose of this study is to investigate what is really going on in the classes and schools where children with special needs are included. Rather than aiming to disseminate the desirable aspects of inclusive education in developed countries, this study was designed to analyze the current practices of inclusive education in Korea, address the facilitators of inclusion based on exemplary cases, and make suggestions to remove impeding factors. Two public elementary schools in Seoul and one public elementary school in Kyunggi-do are the main sites of the study. Over a period of time between April 10th and September 9th, the three researchers observed a student with disabilities in each site both in his or her self-contained and integrated settings. For the data collection, the researchers visited the sites once a week, at least 12 times for each school. Since it was unrealistic to interview all the general education teachers, the students without disabilities and their parents, and parents of the students with disabilities in the three schools, a questionnaire survey was conducted to investigate their perceptions of inclusive education and the students with disabilities. Also, content analysis was conducted on the documents gathered to examine overall state of managing inclusive education. Findings are organized into four themes that emerged from the analysis of the data from participant observation, interviews, a survey, and document reviews: (a) curriculum management in inclusive settings; (b) social interactions in inclusive settings; (c) collaboration with or supports from parents and families; and (d) administrative support and connection with communities as a foundation of inclusion. First, regarding curriculum management, the study found that special education classes had unique curricula of their own which included functional curriculum. The general education teachers, special education teachers, and parents of students with disabilities in the study expressed their needs for supports both in self-contained and integrated educational settings. The special and general teachers in the study made their own efforts to facilitate inclusion, but they indicated that collaboration between special and general education teachers was not easy. The supports at the system level to promote the quality of education that students with disabilities receive in inclusive settings are also discussed. Second, regarding social interactions, the study found that students with disabilities were accepted positively in inclusive settings. Both special and general education teachers made a variety of efforts to promote social integration of the students with disabilities, though it was partly because the three sites for the study were the schools where inclusive education had been administered quite actively. On the other hand, the study found that many students without disabilities were accustomed to helping the students with disabilities as a helper or a peer-tutor, rather than as a true friend. In this section, implications for teachers are provided regarding how to facilitate peer interactions between students with and without disabilities. Third, regarding the collaborative relationships with parents and families, the study found that the parents of the students with disabilities eagerly wanted their children to be included in the general classes and experienced emotional difficulties in the process of trying to make the inclusion work. The parents indicated that the level of acceptance by general education teachers and students without disabilities had been the biggest issue in inclusive education. The parents also expressed their desire to establish collaborative relationships with parents of students without disabilities. Especially, those parents who actively participated in the process of inclusion supported other parents of children with disabilities by sharing information, concerns, and experiences through parent group meetings. Fourth, in terms of administrative supports and overall foundations for inclusion, findings are described based on the one school where the level of the administrative supports was exemplary. Since successful inclusion cannot be achieved by the willingness and efforts of a single teacher, the roles of principals were emphasized. Though there would be so many factors that are influential in determining the success of inclusive education, the study found that collaboration between special education teachers and general education teachers was the most essential factor. These stakeholders should work in partnership through active communication, information exchange, and mutual supports in order to enhance the quality of education and social interactions that the students with disabilities experience in inclusive settings. Though various efforts have been made to realize successful inclusive education in the three schools, there was a need for (a) more information regarding instructional strategies, peer tutoring methods, and facilitation of friendships, and (b) resources to develop programs in these areas. Based on the findings of the study, more comprehensive systems of support should be established.

우심방을 침범한 거대 비호지킨씨 림프종 1예

강상범,진승원,이은경,박용현,최용호,김용주,박준철,김재형,홍순조,최규보,권종범,원용순,박건,이은희 대한순환기학회 2000 Korean Circulation Journal Vol.30 No.4

전두측두엽 치매의 행동 및 심리적 증상

강수진,이병화,김은주,박기정,나덕렬 대한치매학회 2004 Dementia and Neurocognitive Disorders Vol.3 No.2

Background: Frontotemporal dementia (FTD) usually presents with behavioral and psycho-logical symptoms of dementia (BPSD) rather than cognitive deficits. Thus, understanding of BPSD associated with FTD is important not only from the management perspective but also from the diagnostic viewpoint. However, few studies have investigated BPSD in patients with FTD in Korea. The aim of the current study is to describe in detail BPSD associated with FTD. Methods: Firstly, a BPSD list was designed based on the symptoms reported in previous studies of FTD, items from the Neuropsychiatric Inventory (NPI), and the review of medical records of FTD patients from our clinic including FTD patients not selected in this study. Then an interviewer asked caregivers whether the BPSDs listed had been present from onset of disease to the time of interview. Subjects who participated in the interview consisted of 23 patients (9 men and 14 women) with a mean age of 65.6 (range, 41-75) years who met the FTD criteria proposed by the Lund and Manchester group. The BPSD list was completed by face-to-face interviews or by telephone interviews with the caregivers. Results: BPSDs as classified by subscales of the NPI in the order of frequency were aberrant motor behavior (95.6%), apathy (95.6%), disinhibition (91.3%), appetite/eating change (91.3%), agitation/aggression (87%), euphoria (65.2%), anxiety (60.9%), irritability/lability (52.1%), delusions (43.5%), night-time behavior (39.1%), depression/dysphoria (34.8%), hallucinations (0%). Other symptoms not listed in the NPI were stereo-typical behaviors as stereotypy of ordering, hoarding, reading signboards, wandering a fixed route, washing, and counting, utilization behaviors, and sundowning. Conclusion: Our detailed description of BPSD associated with Korean FTD patients would help understand symptoms of FTD and develop a Korean version of BPSD questionnaire for FTD in the future studies.

제주지역의 akabane virus에 대한 역학조사 및 원인체 분리동정

강완철,김은주,현관종,전창익,김희석,이두식 濟州大學校 農科大學 動物科學硏究所 2000 動物科學論叢 Vol.15 No.1

우리나라 여성의 삶의 질에 관한 연구

강한솔,정수현,황은진,이정주,노승용 서울여자대학교 여성연구소 2011 여성연구논총 Vol.26 No.-

People are getting more interested in their “quality of life” as they achieved certain level of economic development. Governments pay great attention on well-being and happiness of people as well and try to find the best way to improve citizens' quality of life. However, South Korea is still on 27th out of 39 OECD and G20 countries in quality of life index, which means that there are great needs to improve Koreans' quality of life. Moreover, it is expected that Korean women's quality of life might be worse than this in its patriarchal environments. In fact, there are few research regarding Korean women's quality of life and it is unknown what personal and social factors affect Korean women's quality of life and how we can improve it. This research attempts to find out factors related to Korean women's quality of life through the surveys of 536 Korean women. The results show that quality of life is most influenced by factors such as self-fulfillment, socio-economic independence, satisfaction with the residence, and satisfaction with cultural activities. In addition, happiness of Korean womem is greatly affected by various factors such as mental health, interpersonal relationship, self-respect, self-fulfillment, socio-economic independence, satisfaction with the residence, and satisfaction with cultural activities. Among various factors related to quality of life and happiness of Korean women, scores of self-respect, self-fulfillment, and interpersonal relationship are high, while scores regarding income are relatively low. Key words:Quality of Life, Happiness, Maslow

미술활동을 통한 ADHD 특성 아동의 문제행동 개선 연구

강은주,이효신 한국특수아동학회 2002 특수아동교육연구 Vol.4 No.2

본 연구는 ADHD 아동의 문제행동을 개선하기 위해 미술활동을 적용한 것이다. ADHD 아동들이 문제행동을 나타내는 것은 주의력결함이나 충동성, 즉 행동억제와 관련된 실행기능상의 문제로 파악되므로 미술활동을 통하여 자신의 행동에 대한 통제 훈련이 가능할 것이라는 점이 전제되었다. 대상아동은 DSM-Ⅳ의 진단기준과 주의력결핍과잉행동교사평정지의 선별기준을 만족시키는 3명의 아동으로 선정하였고, 미술활동 프로그램은 활동과정상 소근육운동의 활성과 억제가 요구되는 활동으로 구성하였다. 실험은 3명의 대상아동에 대하여 AB설계법으로 이루어졌으며 중재기간 후, 변화된 행동이 유지되는지도 알아보았다. 문제행동은 자리이탈과 주의산만행동으로 제한하고, 측정은 프로그램 중재 후 수업시간 20분을 비디오 촬영하여 연속기록법으로 행동발생의 빈도를 기록하였다. 연구결과, 3명의 대상아동 모두가 중재기간동안에 문제행동이 평균적으로 감소하였고, 중재를 중단한 유지기간동안에도 문제행동이 기초선수준으로 증가하지 않는 양상을 나타내었다. 따라서 미술활동은 ADHD 아동의 문제행동, 특히 자리이탈과 주의산만 행동을 감소시키는 데에 효과가 있다. The purpose of this study is to investigate the effects of various art activities on the leaving from seats and the distraction of an ADHD child. The subjects of the study was three ADHD children in W elementary school, showed problematical in 9 items regarding attention deficit of DSM-Ⅳ, over 6 items each regarding hyperactivity disorder and impulse and 9 items out of 14 items in an evaluation paper for attention deficit and hyperactivity disorder. The program was composed of art activities effective on improvement of attention power and decrease of hyperactivity disorder. The art activity program was divided into 4 steps; the beginning step(1-4 period), the expression step(5-12 period), the variation step(13-20 period), the completion step(21-23 period) of all 23 periods for 40 minutes a time, 4 times a week from 2002, 5, 27. to 2002, 7, 10. and it was applied by myself. The execution of the study was carried into foundation, arbitration, maintenance stages by AB design mode of single subject study method. Occurrence frequency of the disordered acts of the subjects was measured by continuative recording method. 20 minutes' school class in the foundation and maintenance stages, 40 minutes' program activities and 20 minutes' school class in the arbitration stage were recorded on a video and frequency degree of the act of separating from seats and the act of distraction by each period was written down by an observer. As a result of execution of the study, it showed that the program of various act activities was effective on decrease in the leaving from seats and the distraction of an ADHD children.

여대생의 결혼관에 관한 연구

강신미,김욱련,김이화,김현주,백은주 효성여자대학교 가정대학 학도호국단 1985 家政大論集 Vol.4 No.-

In these days, Korea has undergone various changes in every social aspect throughthe process of modernization. Especially in instituional and actual aspects, the family.and marriage have been changed greatly by the rapid urbanization and iudustrializatton,.and these changes have been investigated scientifically. This paper presents marital consciousness and actual behavior of 300 woman collegestudents in Daegu, and was surveyed comparing various parts-the humanities, natural·science and the arts. As for the basic attitude of marriage, they were positive in the need of marriage,,defined marriage as the second starting point of life. Also they put the aim of marriage,on mental value. As for the dating and purity before marriage, 84 percent of respondents assented tothe dating before marriage. And they thought it proper that the duration of datingwas one year to two years. The age of the first dating and the standard of sex moralstore significant. The part of the arts tended to be open, and the part of natural sciencewere conservative. As for the standard of spouse's choice, 84 percent of respondents wanted to have theright of priority they could choose their spouses for themselves. And they thought it·proper that the age of marriage was 25-year-old to 26-year-old, and the gap of maritalage was one year to three years. Ideal spouse's characteristic, home surroundings, and marital harmony were significant. Among various marital conditions, personality tended to to emphasized, and theatmosphere of family and masculine appearance were taken serious. As for a. spouses's job, professor or research occupation was popular. Compared withthe part of the arts, the part of the humanities and natural science were positive inpredicting marital harmony. Among various marital conditions, an only son, the eldest son, and an offspring ofa concubine tended to be evaded. The type of an ideal spouse was companionship.