청양 지역에 분포하는 트라이아스기 후기의 조계리층에서 산출된 규화목 화석

김종헌,백승덕,이원국 공주대학교 과학교육연구소 2003 과학교육연구 Vol.34 No.-

충남 청양 지역에 분포하는 트라이아스기 후기의 조계리층에서 규화목 화석이 발견되었다. 규화목 화석의 산출은 남한에 분포하는 하부중생계 지층에서 최초의 기록이다. 분류학적 연구결과, 구과류에 속하는 Xenoxylon sp.와 Dadoxylon sp.의 2속 2종이 식별되었다. 본 논문에서 구과류 화석의 특징과 비교 및 그 의미에 대해서 고찰하였다. Petrified wood fossils are discovered from the Upper Triassic Jogyeri Formation distributed in the Cheongyang area. The occurrence of petrified fossils is the first record in the Lower Mesozoic strata distributed in South Korea. As a result of anatomical study of wood fossils, two specie belonging to two genera of Xenoxylon sp. and Dadoxylon sp. which belong to conifers, are recognized. This paper deals with the characteristics, comparison and significance of conifer wood fossils.

국사학습 연표자료의 실태와 개발방안

김덕진,박태선,정종재 전남사학회 2002 역사학연구 Vol.19 No.-

A chronological table of Korean history is a study material which is arranged for us to understand the course of a historical development and a table that historical events are arranged and systematized in a chronological order as time passes, As a middle school Korean historical textbook has 10 chronological tables and a highschool Korean historical textbook has 6 chronological tables, they are very useful to take a general view of the unit. But the years which can represent the unit are left out or the facts which are not referred to in the main text are wrote down. On the other hand, the facts which are written down in a chronological table are not seen in the main text or in the general chronological table. In addition, a middle school historical textbook has two main chronological tables while a highschool historical textbook has nothing. Therefore we should write down the historical facts as 3 aspects of the followings. First, There can be a periodical history divided into a short period, a middle period, and a long period. Second, There can be a classified history divided into a political, an economical, a social, and a cultural affairs. A third, There can be a thematic history divided into a military, a foreign, a traffic, a communicative, an industrial, an educational, an academic, and a religious affairs. Otherwise, we had better make a chronological table which is divided the historical facts occurred in an special period into some kinds of categories or into a region, a race, and a nation.

거푸집 일체형 외단열 갱폼시스템의 전단내력실험

김호수,정희범,김소연,박영석,원종덕 청주대학교 산업과학연구소 2016 産業科學硏究 Vol.34 No.1

The shear capacity is evaluated for the structural safety security of integrated gang form system for outer insulation. Therefore, this study presents the composition types of outer insulation system and evaluates the shear capacity for the several design cases. Through the results, we find out the influencing factors that affect the shear capacity.

악안면 영역에서의 유리 전완피판술 적용례분석

김욱규,송원욱,황대석,김용덕,신상훈,김종렬,정인교 부산대학교 병원 암연구소 2009 부산대병원학술지 Vol.- No.25

구강내 결손부에 적용된 연조직 재건술식들에 대한 임상적 고찰

김욱규,이승환,황대석,김용덕,신상훈,김종렬,정인교 부산대학교 병원 암연구소 2007 부산대병원학술지 Vol.- No.21

To evaluate criteria, indications, and prognosis of the various reconstructive methods on the patients with intraoral soft tissue defect who had been treated at Dept. of Oral and Maxillofacial Surgery, Pusan National University Hospital from 2003 to 2005, we have reviewed the clinical data of the patients and analysed. The results were as follows: 1. Tongue flaps have been mainly applied on anterior portion of palate and maxilla. The survival rate was high percent, but the cooperation of patient was inevitable for the success. 2. Palatal mucosa rotational flaps were available on relative large defect on palate, oroantral fistula site. The side effect was a scaring band from secondary healing on denuded donor palate site. Sometimes the band came to be a hinderance to swallowing, phonation. 3. The application of free skin graft on entire maxilla site , palate was possible. The skin from thigh, abdomen could be applicable on fixed or movable tissues. The advantages of abdominal skin were easy harvest and direct donor site closure. 4. Forearm free flap was a workhorse flap for everywhere in intraoral defects. We had used the flap on cheek, floor of mouth, tongue without any significant complications. But the application of the flap was required for long operation time, which was disadvantageous to the old, weak patients. 5. Cervical platysmal flap could be easily applicable for buccal cheek, floor of mouth after excision of the cancer lesion. the design of the flap could be made simultaneously on neck dissection, but the danger of cancer remnants on the flap always might be remained. 6. Buccal fat pad pedicled flap must have been a primary flap for repair of oroantral fistula especially on posterior maxilla. The flap survival will be expected if the considerations for above reconstructivε methods on site, size, condition of defects primarily could be made.

구강내 악성흑색종에 대한 임상연구

김욱규,허진호,황대석,김용덕,신상훈,김종렬,정인교 부산대학교 병원 암연구소 2008 부산대병원학술지 Vol.- No.23

The prognosis of oral malignant melanoma is poor compared with cutaneous melanoma. It may be related to the difficulty of wide enough resection, the early hematogenous matastases, higher stage at initial diagnosis, tendency to growth vertically. In the view of histological differences between oral mucosa and skin, it is impossible use Clark’s and Breslow’s classifications for prognosis. The great problem is that there is still no consensus on the treatment due to rarity. Because data collection from case reports is considered to be the best source of information and should be pooled to anlalyze key determinants of outcome, We reported on 6 cases of primary malignant melanoma of the oral cavity which were diagnosed and treated in Pusan National University Hospital recently and reviewed the literature. Immunohistochemical study on S100 Protein, GP 100 (HMB-45) with biopsy was usable to confirm the melanoma. Neck dissection including wide excision is recommended if lymph node involvement is suspected. Additionally, adjuvant chemotherapy could be supporting therapy.

시각중복장애학생의 교육적 지원 방안 모색

김종인,이완우,이덕순,길태영,노언희,박성우 국립특수교육원 2005 연구보고서 Vol.- No.4

본 연구는 시각장애 학교 교육에서 소외되고 있는 시각중복장애아의 현황과 교육 실태를 알아보고, 시각중복장애아의 교육적 질 향상을 위한 교육개선방안을 모색하는데 연구의 목적을 두었다. 본 연구를 위해 전국의 12개 시각장애 학교의 유치부 · 초등부 · 중학부 · 고등부 재학생 1284명 전수 및 담당 교사 405명 중 130명을 조사 대상으로 하였다. 본 연구의 통계처리는 SAS을 활용하였으며 본 연구에서 사용한 설문지는 이덕순(1997)의 '시각장애학교 중복장애학생의 교육 현황에 관한 연구' 질문지를 기초로 하여 2005년 현재 전국 12개 시각장애학교의 중복장애 현황을 조사하였고, 중복장애아에 대한 학교의 교육적 배치, 교육 실태, 교육운영 지원과 중복장애아에 대한 교육적 대책을 모색하고자 설문지를 작성하였다. 따라서 본 설문지의 구성은 학교용과 교사용으로 구분하였으며 내용은 각각 중복장애아 현황 2문항, 교육복지지원실태 12문항, 교육실태 8문항, 교육운영지원 6문항, 교육대책 9문항으로 총 37문항으로 구성되었다. 본 연구를 통해 얻어진 조사 결과는 다음과 같다. 1. 중복장애 현황 중복장애 현황을 보면 시각장애 학교 재학생 1284명 중 시각장애만을 지닌 학생은 960명 (74.7%)이고, 주장애인 시각장애 외에 다른 장애를 지닌 중복장애아는 324명으로 25.3%의 비율을 보이는 것으로 나타났다. 최근의 우리나라 시각장애 학교 재학생 중복장애아 수의 경우 정확히 조사된 것은 없지만, 국립특수연구원 (1996)에서는 약1/3로 추정하고 있고, 실제로는 그보다 더 높은 비율로 증가하고 있는 추세이기 때문에 시각장애 학교에서 상당 수 차지하고 있는 중복장애아의 장애 영역에 맞는 교육과정 편성과 프로그램 개발을 위해서는 매년 학교 교육계획을 수립할 때 중복장애아 수를 정확히 조사하여 그를 토대로 학교 교육과정을 편성해야 할 것이다. 장애 영역별 중복장애 분포를 보면 시각장애 학교 유치부 · 초등부 · 중학부 · 고등부 재학생 1284명 중 주장애가 시각장애인 장애 영역별 중복장애 분포를 보면 정신지체가 171명(13.31%), 언어장애가 12명(0.93%), 정서장애 52명(4.04%), 지체부자유 및 병허약이 26명(2.02%), 청각장애 5명 (0.38%), 학습장애 11명(0.85%), 기타(세 가지 장애 이상) 장애를 가진 학생이 47명 (3.77%)으로 나타났다. 이 중 정신지체 중복인 경우가 171명(13.31%)으로 가장 높은 비율을 보였고, 그 다음이 정서장애, 기타(세가지 장애 이상), 지체부자유 및 병허약, 언어장애, 학습장애의 순으로 나타났으며, 청각장애가 5명(0.38%)으로 가장 낮은 비율로 나타났다. 또한 과정별 중복장애 분포를 보면 유치부의 경우 81명 중 30명(37.03%), 초등부 374명 중 146명(39.03%), 중학부 265명 중 63명(23.77%), 고등부 564명 중 85명(15.07%)이 중복장애아로 나타났다. 과정별 중복장애 분포를 보면 초등부 39.03%, 유치부 37.03%, 중학부 23.77%, 고등부 15.07% 순으로 중복장애를 보여 학령기 초반부의 저학년일수록 중복장애가 심한 것으로 나타나 이들 과정에 대한 교육 프로그램이 재조정이 필요함을 알 수 있다. 그리고 남녀별 중복장애 분포의 경우 남학생이 210명(16.35%), 여학생이 114명 (8.95%)으로 나타나 남학생이 여학생보다 중복장애 비율이 훨씬 더 높게 나타났다. 2. 중복장애아의 교육 실태 가. 중복장애아에 대한 학교의 교육적 배치 전국 12개교 중 중복장애아를 위한 특수학급이 잇음이 7개교(58.33%)로 나타나 있는 것으로 보아 많이 운영하고 있음을 알 수 있고, 5개교(41.67%)는 없다고 대답을 한 것으로 보아 아직도 중복장애아를 위한 특수학급 운영이 미비하게 나타났다. 이는 교사 배치나 예산 지원, 교육 프로그램 등의 제반 여건이 조성되어 있지 않는 상황에서 이러한 교육 여건을 필요로 하는 중복장애 특수학급을 배정하기가 쉽지 않기 때문임을 알 수 있다. 따라서 시각장애 학교의 중복장애아 비율이 점차 증가하고 있는 추세에서 이들의 교육에 대한 제도적인 조치나 지원 방안이 수립되어야 할 것이다. 중복장애 특수학급을 운영하고 있는 7개교 중 정식으로 인가된 학급으로 운영되고 있는 학교는 1개교(14.28%)로 나타났고, 6개교(85.71%)가 비정규 학급으로 학교 내부적으로 자체 운영하는 것으로 나타났다. 인가 학급의 경우 교사와 예산이 지원되기 때문에 운영상 적절한 교육 여건을 제공하여 교육적 효과를 거둘 수 있는 반면, 비인가 학급의 경우 교사나 예산이 별도로 지원 되지 않아 중복장애아 교육을 효과적으로 하지 못하고 있으므로 이에 필요한 지원 방안으로 교사의 배정이나 예산 지원이 마련되어야 할 것이다. 그리고 중복장애 특수학급을 운영하고 있는 학교의 해당 교육과정을 보면 담당 교사가 개발한 교육과정으로 교육하는 학교가 3개교이고, 개별화교육 프로그램으로 교육하는 학교가 4개교로 나타나 중복장애아에 대한 학교 수준의 교육과정이 마련되지 않고 있는 것으로 나타났다. 나. 중복장애아의 교육실태 각 학급의 중복장애아를 지도하는 교사를 조사한 결과는 담임교사가 담당하는 학급이 55명(45.87%)으로 가장 높은 비율을 보였고, 중복장애 담당 교사가 담당하는 경우가 47명(34.85%), 요육 교사나 양호 교사가 담당하는 경우가 2명(1.57%)으로 나타났다. 중복장애아에 대한 지도 정도를 보면, 아주 잘 이루어지고 있다라고 생각하는 응답자는 2명(1.55%)이며, 대체로 잘 이루어지고 있다가 46명(35.66%), 실시하지 않고 있다가 2명(1.55%)으로 나타났다. 지도는 하고 싶지만 잘 이루어지지 않고 있다가 76명 (58.91%)으로 가장 높은 응답율을 보여 시각장애 학교 교사들의 중복장애아 지도에 대한 교육적 관심도는 높게 나타나지만 제반 교육 여건이 잘 구비되어 있지 않았음을 알 수 있다. 또한 교육 프로그램 운영을 보면 전체 응답자 130명 중 학교 자체에서 개발한 프로그램으로 교육하는 경우가 22명(16.92%), 담임(담당) 교사가 개발한 개별화교육 프로그램이 73명(56.15%)으로 나타나 73.07%가 중복장애아에 대한 교육 프로그램으로 교육을 하고 있는 것으로 나타났으며, 시간마다 임의로 지도하는 경우 28명(21.54%), 특별한 지도를 안하는 경우 2명(1.54%)과 같이 중복장애아에 대한 별다른 교육 프로그램이 없이 교육하고 있는 비율도 23.08%로 나타났다. 이는 시각장애 학교 중복장애아 교육 부재 실태를 단적으로 엿볼 수 있게 하는 것으로, 이에 대한 개선책으로 다양한 중복장애아 교육 프로그램이 개발되어야 할 것이다. 그리고 중복장애의 지도 중점부분은 일상생활 훈련이 102명(80.31%)으로 가장 높은 비율을 보이고 있다. 그 외 기타 8.66%, 교과위주, 점자지도가 5.51%로 나타났다. 다. 중복장애아에 대한 교육 대책 교사들의 중복장애아에 대한 교육적 조치 요구를 보면 '시각장애 학교 내에서 교육적 조치를 취해야 한다'고 응답한 경우가 114명(86.36%)으로 가장 높은 빈도를 보이고 있어, 제도적으로 중복장애아를 적절하게 교육할 수 있는 제발 여건을 조성하여 이들의 교육적 방치 문제를 개선할 수 있을 것으로 생각된다. 그 밖에 '별도의 중복장애아를 위한 교육기관에서 교육해야 한다'고 응답한 경우도 5명(11.36%), 기타의견은 2.27%로 조사되었다. 이중 중복장애아의 교육 형태에 대한 요구에서는 '별도의 중복장애학급을 편성해야 한다'는 의견이 67명(56.30%), '시간제 특수학급을 편성해야 한다'는 의견이 30명(25.21%)으로 81.51%가 장애특성을 고려한 개별적인 교육수준에 맞추어 교육할 수 있는 특수학급 형태를 선호하는 것으로 나타났으며, 그밖에 보조 교사 지원이 15명(12.61%)으로 중증 중복장애아의 교육 보조를 요구하고 있으며, 기타의견은 5.58%로 나타났다. 또한 중복장애아 교육에 필요한 지원책으로 예산지원(43.09%), 교육과정편성(22.76%), 전담교사배치(17.07%), 보조교사 배치(16.26%)순으로 나타났으며 중복장애아의 교육과정 편성에 있어서의 요구를 보면 별도의 교육과정에 61명(48.80%)이 응답을 하였고, 학교 수준의 개별화 교육과정이 45명(36%), 현 교육과정 속에 재편성해야 한다는 의견이 16명(12.80%)으로 현행 교육과정으로는 중복장애아 교육을 적절히 수행하지 못함을 시사하고 있어 교육과정의 재편성이 요구되고 있음을 알 수 있다. 또한 교육과정 편성 시 그 주안점을 어디에 둘 것인가를 보여 주고 있는데, 응답자의 76.81%인 53명이 일상생활 훈련을 중점 영역으로 들었고, 그 다음으로 치료 · 재활 교육 8명(11.59%)의 순으로 나타났는데, 이는 중증 중복장애아의 일상생활 훈련과 치료 · 재활 교육의 중요성을 강조한 것으로 볼 수 있다. 이상의 연구 결과를 바탕으로 시각장애 학교 중복장애 학생의 교육에 대한 정책적 함의 내용은 다음과 같다. 첫째, 중복장애 영역별 특성과 수준을 고려한 교육적 조치와 지원체계를 마련해야 할 것이다. 시각과 정신지체, 시각과 정신장애, 시각과 지체부자유, 시각과 청각 등 중복된 장애 영역별로 판별과 배치 기준, 교과 교재 개발 및 재구성 등을 제도적으로 마련하여 교육의 수월성, 효과성, 효율성을 거둘 수 있게 해야 할 것이다. 둘째, 중복장애아동의 교육은 그 다양성과 필요성의 현실적 문제를 인식하여 그에 맞는 프로그램이 필요하다. 또한 그 장애 아동이 개인간차(個人間差)와 개인내차(個人內差)를 고려한 교육이 필요성이 있는 것이다 .이를 바탕으로 시각중복장애학생과 단순시각장애 학생의 원활한 수업과 교사의 학습 지도를 위하여 시각장애 학교의 중복장애 특수학급 설치의 의무화와 더불어 전담교사 및 보조교사 배치가 요구되는 바이며, 중복장애아를 위한 자체 교육과정 개발이 절실히 요구되며 이를 위하여 예산 지원, 시설 설비 등의 제반 지원 방안이 제도적으로 확보되어야 한다. 셋째, 시각중복장애학생의 특성 연구의 실시로 기본적인 일상생활훈련 뿐만 아니라 더 나아가 단순시각장애 학생을 비롯한 시각중복장애학생에 대하여도 획일적인(안마, 침구등) 교육과정 보다는 진정한 사회통합을 위한 밑거름으로 다양한 접근의 직업재활교육도 함께 이루어 질 수 있도록 직업훈련 강화 및 직업개발도 필요할 것이다. 넷째, 연구과정에 나타난 하나의 문제였던 것은 시각장애 학교의 시각장애인 교사가 시각중복장애학생 지도에 현실적 애로점이 크다는 사실을 발견한 것이다. 이 문제를 해결 · 보완하기 위해서는 보조교사제 도입 및 시행 등도 요청하는 바이며, 또한 이 문제는 향후 계속적인 연구에서 깊이나 넓이를 더하는 연구가 있기를 바란다. 주지한 바와 같이 본 연구는 시각장애 학교 내에서의 중복시각 장애학생의 교육의 질적 향상을 위한 연구로서 위와 같은 개선방안을 제안하였다. 본 연구를 통하여 도출된 내용을 바탕으로 시각장애 학교에서의 시각중복장애학생의 교육적 질 향상에 대한 노력과 자원이 필요하다 할 것이다. This research searches blind multiple disabilities present condition and education actual conditions that is estranged in sight disability booklore, and allowed purpose of research to be effective for educational quality elevation of blind multiple disabilities and grope education improvement way. Infancy department, primary grade departments of national 12 blind disability school for this research, of 130 people of seat of learning, rise department student 1,284 people whole and 405 charge teachers to investigation caravan do. Because figure processing of this research inflected SAS and questionnaire that use by this research applies 'Diagnosis of education for the disability greate box Estimation Judging and choice standard (article 9. The second clauses connection)' of Promotion the Acts of Special Education enforcement ordinance and Education for the disability greate box diagnosis Tool(article 2, The third clauses connection) of estimation' of Promotion the Acts of Special Education enforcement regulations, investigated each child's multiple diabilities present condition, and After reference question earth that use in 'Special school student's multiple disabilities actual conditions and education present condition' of Jeong-ryeol Park, Gyu-sik, Lee (1984) and question earth that use in 'Multiple disabilities student diagrace and disability to this research, used question magazine that supplement correction through preliminary investigation. Composition of questionnaire divided as school and teacher and contents were consisted of 37 item all by multiple disablilties present condition 2 item, education cloth support actual condition 12 item, education actual condition 8 item, education operation support 6 item, education countermeasure 9 item. Through this research, the net result findings is as following. 1. Multiple disabilities present condition If see multiple disabilities present condition, a student who have blind disability of 1284 blind disability school student was expose that Student with multiple disabilities that is 960 people (74.7%), and has other disability beside blind disability that is main disability shows ratio of 25.3% to 324 people. The case of the recent our country blind disability school Student with multiple disabilities trick, there is no examined correctly thing, but is presumeing by about 1/3 in national education for the disability circle(1996), and when establish school education plan every year for program development with correct training courses bias in Student with multiple disabilities sacred ground that is occupying many in blind disability school because is trend that is increading by higher ratio than him actually, must inspect correctly Student with multiple disabilities number and organize school training courses on the basis of him. If see diability area multiple disabilities distribution, of main disability of seat of learning rise department student of 1,284 sight disability school infancy department primary grade department blind disability person disability area multiple disabilities distribution mental retardation 171 people (13.31%), language impairment 12 people (0.93%), emotional disorder 52 people (4.04%), lineage lack of freedom and disease weakness 26 people (2.02%), difficulties 5 people (0.38%), studying disability 11 people (0.85%), a student who have other (more than three disability) disability by 47 (3.77%) appear. Case that is mental retardation redundancy of this showed the highest ratio by 171 (13.31%), and the next time was expose by order of emotional disorder, other (more than three disability), lineage lack of freedom and disease weakness, language impairment, studying hitch and difficuties appeared by the lowest ratio by 5 (0.38%). Also, in infancy department's case if see process multiple disabilities 30 people (37.03%) of 81 people, 146 people (39.3%)s of 374 primary grade department, of 63 people (23.77%)s of 265 seat of learning, 85 (15.07%)s of 564 rise department by Student with multiple disabilities appear. If see process multiple disabilites distribution, primary grade department 39.03%, infancy department 37.03%, of that readjustment of educational programs about these process nees becuase multiple disabilities appears by serious thing is school age flag opening part department's lower classes seeing multiple disabilities as seat of learning 23.77%, rise department 15.07% period of ten days know can. And, in the case of man and woman multiple disabilities distribution, 210 people (16.35%), girl student of boy student appears by 114(8.95%) and multiple disabilities ratio of boy student appeared than girl student much higher. 2. Student with multiple disabilities education actual conditions A. Education arrangement of school about Student with multiple disabilities Can know that see and is operating much that it appears by 7 opening of a schools (58.33%) that class for physically disability and mentally retared children for Student with multiple disabilities of 12 opening of a schools is, and 5 opening of a schools (41.67%) sees that answer that is not and appeared as class for physically disability and mentally retared children operation for Student with multiple disabilities is unprepared yet. Can know that is because this is not easy to assign multiple disabilities class for physically disability and mentally retared children which need these education situation in situation that all sorts situation of teacher arrangement or budget support, educational programs etc. is not make up. Therefore, systematic action or support way about their education may have to be established in trend that Student with multiple disabilities ratio of blind disability school is increasing gradually. School which is operated into class approved between 7 opening of a schools that is operating multiple disabilites class for physically disability and mentally retard children formally appeared by 1 opening of a school (14.28%), and 6 opening of a schools (85.71%) appeared school that operate itself interiorly into rain formality class. In the case of certification class, while can offer suitable education situation at operation and gain educational effect because budget is supported with teacher, but in case of class if is rain instigation or budget being not supported separetely, because is not doing Student with multiple disabilities education effectively, teacher's assignment or budget support may have to be readied by necessary support way hereupon. And school which educate by training courses that charge teacher develops if see relevant training courses of school which is operating multiply disability class for physically disability and mentally retared children is 3 opening of a schools, and school which educate by particularization education program was expose that training courses of school level about Studuent with Multiple disabilities are not readied apearing by 4 opening of a schools. B. Student with multiple disabilities education actual conditions Result that investigate artfulness which guide Studnet with multiple disabilities of each class that teacher in charge takes charge by 55 (45.87%) the highest ratio show, and case that 47 people (34.85%). Therapeutic take care teacher or nurse-teacher takes charge of case that multiple disabilities charge teacher takes charge appeared by 2 (1.57%). If see map true path about Student with multiple disabilities, respondent who think that is consisting excellently is 2 people (1.55%), 46 people (35.66%) while is consisting well on the whole, appeared by 2 (1.55%) while is not enforcing. Map wants to do, but educational interest degree for blind disability school teachers' Student with multiple disabilities map apears high becuase seeing the highest response rate as 76(58.91%) while is not consisting well, but can know that all sorts education situation was not equip well. Also, case that educate by program that develop in school itselves among 130 whole respondent if conduct educational programs operation was expose that 73.07% is educating to educational programs about Student with multiple disabilities bacuase particularization education program that 22 people (16.92%), teacher in charge (charge) teacher develops appears by 73 (56.15%), and ratio that is educating without alternative educational programs about Student with multiple disabilities with 2 (1.54%) when did not 28 people (21.54%), special guidance when guide voluntarily in time appeared by 23.08%. That this does as can look furtively by to weigh blind disability school Student with multiple disabilities education elements actual conditions, various Studuent with multiple disbilities educational programs may have to be developed by reform measure in reply. And map emphasis portion of multiple disabilities routine training by 102 (80.31%) the highest ratio show. Among others etc. 8.66%, subject putting first, Braillewriter type map appeared by 5.51%. C. Education countermeasure about Student with multiple disabilities If see educational action request about teachers' Student with multiple disabilities, case that respond that must take educational action within blind disability school may have to show the highest frequency by 114 (86.36%), make up all sorts situation that can educate Student with multiple disabilities properly systematically and improve their educational leaving alone problem. It is 5 people (11.36%) that respond that must educate him in educational institutions for Student with multiple disabilities and other silk is 2.27%. Request about Student with multiple disabilities education form of this was expose that opinion which opinion which must organize special multiple disabilities study must organize 67 people (56.30%). part-time class for physically disability and mentally retared children prefers trainable class for physically disability and mentally retared children form depending on individual education level that 81.51% considers disability special quality by 30 (25.21%), and assistance teacher support requires serious illness Student with multiple disabilities education assistance by 15 (12.61%) him and other silk appeared by 5.58%. Also, do budget support (43.09%), course of study bias (22.76%), complete charge teacher ship by necessary support policy in Student with multiple disabilities education (17.07%), opinion which was expose by assistance teacher arrangement (16.26%) period of ten days and 61 (48.80%) responded in special training courses if see Student with multiple disabilities request in training courses bias and particularization training courses of schoool level must reorganize in 45 people (36%), present training courses current training courses are previewing that do not achieve Student with multiple disabilities education properly by 16 (12.80%) and can know that reorganization of training courses is required. Also, at training courses bias the essential point is going to put to where show, 53 people that is respondent's 76.81% lifted routine training by emphasis area, and is the next time treatment Expressed emphasis sacred ground by order of rehabilitation education 8 (11.59%). Is this serious illness Student with multiple disabilities routine training and treatment Emphasize the importance of Rehabilitation education. With study finding of something wrong, political intent contents about blind disability school multiple disabilities student education are as following. First, must ready educational action and support system that consider multiple disabilities area special quality and level. Must do as can ready distinction and arrangement standard, subject teaching material development and reconfiguration etc. systematically by duplicate disability area such as blind and mental retardation, blind and mental disorder, blind and lineage lack of freedom, blind and hearing and harvest several months sex of education, effect sex, efficiency. Second, Multiple disabilities child's education recognizes realistic problem of the variety and necessity and need suitable program. Also, there is necessity of education that the disability child considers variance between individual and individual inner variance. Complete charge instigation and assistance teacher arrangement are required along with duty of multiple disabilities class for physically disability and mentally retared children setup of blind disability school for a blind Student with multiple disabilities and smooth class of a simplicity blind disability student and teacher's studying tuition with this, and itself training courses development for Student with multiple disabilities is required urgently and all sorts support way of budget support, equipment etc. should be defined systematically for this. Third, Vocational training enrichment and profession development may need so that vocational rehabilitation education of various access may can achieve together by manure given at sowing time for society integration that is genuine more than singler (massage, invasion etc.) training courses about a blind multiple disability student including a simplicity blind disability student going forward more as well as fundamental everyday life training by enforcement of blind multiple disabilities student's special quality research. Fourth, it finds truth that bilnd person teacher of blind disability school is big realistic bottleneck in blind Student with multiple disabilities guidance that was one problem that appear in research process. To solve this problem and supplement assistance teacher my introduction and enforcement etc. require, also, this problem in hereafter continuous research depth or width there is more research desire. As note, this research proposed improvement way through research for quality elevation of Student with disabilities education in blind disability school. Is going to speak that effort and support about educational quality elevation of a blind Student with disabilities student in blind scdhool need with contents that is drawn through this research.

Boric Acid로 함침된 C/C-Composit의 산화 특성에 관한 연구

김덕주,정두환,주혁종 충남대학교 공업교육연구소 1986 論文集 Vol.8 No.3

The purpose of this paper is to enhance oxidation resistance and physical strength of the C/C composites by impregnation with Broic acid. The green C/C-composites were treated at 200℃, 600℃, 800℃ and 1000℃ after 5 times impregnation with Boric acid. The results were as follow. 1) Chemical and physical bonding were observed after impregnation with Boric acid and heat treatment 2) The oxidation resistance of C/C-composites were incresed by treating preheated treatment temperature. 3) It was observed that density and inter-laminar shear strength incresed after treating Broic acid impregnation and preheated treatment temperature.

매복치의 외과적 노출에 대한 임상적 연구

김지연,김재덕,백종성,손경준 조선대학교 구강생물학연구소 2002 口腔生物學硏究 Vol.26 No.2

Impaction and ectopic eruption of Permanent teeth can cause various clinical Problems. These teeth are not hopeless. It is possible to use the remaining teeth as anchorage, surgically uncover the impacted tooth, and orthodontically move the tooth into the arch. The specific surgical procedure and the orthodontic mechanics, however, will vary depending upon the type of tooth and its position relative to the remaining erupted teeth. There are different surgical techniques for the surgical exposure of the impacted teeth. These case reports described the surgical exposure using the apically positioned flap(APF) and closed eruption technique ,

씨름선수에서 체중 감량과 회복기의 Leptin과 PAI-1 변화

김용운,도경오,권태동,박덕일,장응찬,박소영,김종연,이석강 대한스포츠의학회 2000 대한스포츠의학회지 Vol.18 No.2

Obesity which is defined as accumulation of excess body fat, is central factor of insulin resistance syndrome. Recently, it is revealed tat adipose tissue is not simply an energy storage organ but it also secretes a variety of molecules which affect the metabolism of the whole body, those are leptin and plasminogen activator inhibitor-1(PAI-1). Therefore, leptin and PAI-1 are increased in the obese state. Leptin regulates energy homeostasis and satiety and PAI-1 regulates fibrinolytic system. For these reasons, elevated levels of leptin and PAI-1 are considered as link factors between obesity and insulin resistance syndrome. However, the exact regulating mechanism for serum levels of leptin and PAI-1 is not fully understood yet. In this study, to evaluate the regulating mechanisms of serum levels of leptin and PAI-1 according to the weight changes, we measured leptin, PAI-1, physical, metabolic, and endocrine parameters during 10 days of weight reduction and 10 days of regain period in 7 young athletes. The mean body weight change was -4.7 kg(5.0%) in the weight reduction period and -2.4 kg(2.5%) in the weight regain period compared to baseline value. Baseline level of leptin in athletes was 1.7±0.66 ng/ml, which was significantly correlated with body weight, BMI, percent body fat, body fat mass, triglyceride, insulin, and PAI-1. Baseline level of PAI-1 in athletes was 16.6±5.26 ng/ml, which was significantly correlated with body weight, BMI, triglyceride, insulin, and leptin. Leptin was decreased to 0.7±0.39(44% of the basaline value) in the weight reduction period, and increased to 1.9±0.64(119% of the baseline value) in the regain period. PAI-1 was decreased to 7.4±2.72(44% of the basaline value) in the weight reduction period, and increased to 22.8±7.33(138% of the baseline value) in the regain period. The changes of leptin during weight reduction period were significantly correlated with the changes of insulin(r=0.890, P<0.01) and triglycerides(r=0.874, P<0.01). The changes of PAI-1 during weight reduction period were significantly correlated with the changes of FFA(r=0.889, P<0.01) and triglycerides(r=0.869, P<0.05). The changes of both leptin and AAI-1 during weight regain period were significantly correlated with the changes of insulin(r=0.755 and 0.849, P<0.05, respectively). In summary, these results suggest that serum levels of leptin and PAI-1 were affected by weight cycling, the percentages of change were more greater than that of weight change, and rebound phenomena were occurred during weight regain period.