사상공원 식생의 활력에 미치는 환경영향에 관한 연구

김형석,박승범,김석규 東亞大學校 建設技術硏究所 2001 硏究論文集 Vol.25 No.2

To object of this study was to analyze the effects of air pollution of industrial park to the environmental-ecology characterization in the Sa-Sang Park and the vicinity of South Gate in Mt. Geumjung. 6 transects(each size 400m2 were set up and surveyed each park. The relationships of the distribution of dominant groups for forest vegetation structure and the environmental condition between the Sa-Sang Park and the vicinity of South Gate San-Sung Amusement Park were analyzed by similarity index, frequencies of tree species, importance value, soil pH, SO2ㆍCOㆍNO2 and PM10 density of air and tree vitality. The results obtained were as follows, 1. For analysis of vegetation structure in the Sa-Sang Park, upperstory of forests was mostly consisted of Pinus thunbergii Parl and partly of Alnus japonica Steudel. In midstory, major components were Alnus japonica Steudel and partly of Pinus thunbergii Parl. In lower story Rhus sylvestris S. et Z, which was known to be resistant to air pollution, was found in large number. While the vicinity of South Gate in Mt. Geumjung has various species and stable forest vegetation, upperstory of forests was mostly consisted of Pinus rigida Mill and partly of Pinus densiflora S. et Z. Quercus serrata Thunb. Quercus mogolicα Fischer. Alnus hirsuta Rupr. In midstory, major components were Pinus rigida Mill and Alnus hirsuta Rupr. In lower story Rhododendron yedoense Maximowicz var. poukhanense(Le'v.) Nakai. and Rubus crataegifolius Bunge, Lespedeza bicolor Turcz. Similarity index in the Sa-Sang Park and the vicinity of South Gate in Mt. Geumjung was 42.31%. 2. Frequencies class of tree species were analyzed A(23.53%), B(17.65%),C(11.76%), D(5.88%), E(41.18%) in the Sa-Sang Park and A(29.41%), B(29.41%). C(23.53%), DC5.88%), E(11.77%) the vicinity of South Gate in Mt. Geumjung 3. Soil pH decreased to below pH 0.7 in the Sa~Sang Park as compared to pH 4.9in the vicinity of South Gate in Mt. Geumjung. In addition Water content decreased to below 7.7% in Sa~Sang Park as compared to 9.3% the vicilli앙 of South Gate in Mt. Geumjung. While SO2ㆍCO2 density of air and tree vitality were higher than those in the vicinity of South Gate in Mt. Geumjung. It is concluded that the Sa~Sang Park is only afraided to survive stronge tree species which resist to air pollution and decrease a function of city park in a few years that tree vitality of the Sa~Sang Park is higher than those in the vicinity of the South Gate in Mt. Geumjung. as a result environmental factorsCfor example SO2ㆍCOㆍNO2 and PM10 density of air, Water content, Soil pH and so on).

재발 또는 불응성 비호즈킨 림프종 환자에서 CDME 구제항암화학요법 후 고용량 항암화학요법 및 자가말초혈액 조혈모세포이식의 효과

김세형,한강원,배상병,김찬규,이남수,이규택,박성규,원종호,홍대식,박희숙 순천향의학연구소 2004 Journal of Soonchunhyang Medical Science Vol.10 No.1

Background and objectives : The long-term survival in patients with non-Hodgkin's lymphoma (NHL) after conventional dose chemotherapy is about 35% and the rest of the patients tend to have relapse. So, in relapsed or refractory NHL, we compared the outcome of patients undergoing high-dose chemotherapy with autologous peripheral blood stem cell transplantation(APBSCT) with only salvage chemotherapy of cisplatin, dexamethasone, mitoxantrone, and etoposide(CDME). Materials and methods : From June 1993 to December 1999, 25 patients with relapsed or resistant NHL were treated with CDME regimen as salvage chemotherapy. Twelve patients were received four cycles of CDME chemotherapy, and 13 patients were received high-dose chemotherapy with APBSCT following two cycles of CDME chemotherapy. Results : The median follow-up duration was 12.8 months(range:4-68). The overall response rate was 41.7% (complete response rate 25%, partial response rate 16.7%) in 12 patients with CDME only. Thirteen patients who were treated with high-dose chemotherapy with APBSCT achieved 61.5% complete response rate and 15.4% partial response rate, with an overall response rate of 76.9%. The estimated 3-year progression-free survival rate was significantly higher among patients who received high-dose therapy than patients who received CDME only(41.5% vs 20.0%, p<0.05). And, 3-year overall survival rate was significantly higher among patients who received high-dose therapy(51.3% vs 25.0%, p <0.05). Conclusions : In relapsed or refractory NHL, CDME chemotherapy is an effective salvage chemotherapy and allow peripheral blood stem cell collection. Also, high-dose chemotherapy with APBSCT following CDME is superior to CDME salvage chemotherapy only.

치과용 Titanium 합금의 부식거동

박익민,김형일,최석규 大韓齒科器材學會 1991 대한치과재료학회지 Vol.18 No.2

Ti and Ti alloys are used in the dental field because of its high strength-to-density ratio, good fracture properties, corrosion resistance, and excellent biocompatibility. Corrosion characteristics of the cast pure Ti, Ti-6Al-4V, Ti-5Al-2.5Sn, have been investigated in 1% NaCl solution (37℃) and 40% CaCl₂solution (room-temperature) by means of Potentiodynamic polarization method. Corrosion potentials and corrosion current density of Ti alloys were compared to the Co-Cr alloy. The results are as follows: 1. The corrosion resistance of Ti-5Al-2.5Sn alloy was higher than pure Ti, Ti-6Al-4V alloy, Co-Cr alloy in the 37℃, 1% NaCl solution. But in the 40% CaCl₂solution(room-temperature), the corrosion resistance decreases in the order of Ti-6Al-4V, pure Ti, Ti-5Al-2.5Sn alloy. 2. The corrosion product (Ti₂O₂Cl₄) was formed on the corroded surface of Ti alloys in the 1% NaCl and 40% CaCl₂solution.

교과교육의 내용과 방법

박형규 전주교육대학교 1995 論文集 Vol.32 No.-

The contents and method of the subject matter education have some close relationship mutually in achieving the education purposes. There are two opinions in such relationship : one is the opinion that two factors in education "process and result" have some "factual relationship", the other is the opinion that the two have "logical theoretic relationship". The two opinions can be briefly summarized as follows: 1. Dewey, Tyler, etc., insisted that the two are "factually related" 2. Ryle, Oakeshott, etc., insisted that the two are "logically related" In case of "factually related", the two factors are connected with the thinking process of the inner side of the learner and the thinking objects of the out side of the learner, and they are also separated each other into the thinking process and result and they are also connected "before" and "after" in time sequence. The process means the psychological process (knowledge as a process) in the inside of the learner and the result means the products of the thinking process (knowledge as a result) In case of "logically related", the two factors are not connected in time sequence and also they are no longer the thinking process of the inner part of the learner and thinking objects of the outer part of the learner. They are connected in the concrete educational situation in the relationship of "the inside and outside of the educational contents, they are also supposed to exist simultaneously in time sequence. In case of "factually related", the two are a different one each other. Therefore, we can develop some system of the methods to combine the two factors. But in case of "logically related", the system of the methods to combine the two comes to be different because "the process and result" of education exist simultaneously in time sequence and process and result are taught together in the same time. Dewey's opinion is that the "experience" includes the "process and result" of education. In other words, he insists the "process" exists in the contents of education. His opinion is a monism to integrate the contents and method of education. He thinks that the two "process and result" are operating each other in the "factually related state" to achieve the educational purposes and such thinking of his leads to the so called "general method-5 stages of thinking" which urges the systemization of the educational method. Tyler systemized the general procedure of education into a methodology to combine "factually" knowledge as a result (contents) and "psychological process of the inner side of the learner (Behavior) (Tyler, Basic Principles of Curriculum and Instruction, 1949). His methodology means the process to realize "factual combination" of the "contents and behavior" confirming the related factors in education which are connected with the "contents and methods" or the "process and results". Ryle insists that the "prepositional knowledge" and "procedural knowledge" are "logically related" each other and that they are in connection with the "inner side" and "outer side" or "bottom" and "surface" of knowledge. In other words the "process" and "result" of education, or "knowledge as the educational contents" and "thinking method" are also "logically related". According to his opinion, the "prepositional knowledge" and "procedural knowledge" can not be reduced to one because the two are "logically" divided each other. Oakeshott insists that the "technical knowledge" and "practical knowledge" are related each other not "factually" but "conceptually (logically)". The former can be taught by using of books and also can appear as a form of proposition but the latter can not be closed up to a form of proposition. He divided conceptually (not factually) the cultural inheritance into "information and judging". The former can appear as some facts or products of intellectual operation and the latter can not be presented as an item and we can not memorize it. His opinion is that we can teach the information by means of "instructing" and judging by means of "imparting". The "instructing" and "imparting" are also divided not "factually" but "logically" and they always operates themselves not one by one but together.

학교책임 경영제에서의 자율성과 책무성에 관한 연구 : focused on the School Governing Council and School Based Evaluation

박형규,김화자 全州敎育大學校 初等敎育硏究所 1998 初等敎育硏究 Vol.9 No.-

Both systems of the School Governing Council and School Based Evaluation are contributing to enhance the autonomy and accountability in the School Based Management leading to improve the quality of our school education in each unit of the school. Two systems are just like a coin. Sometimes and in some cases it appears that they have different functions in different situations. But, in fact, they have substantially the same functions in our school education as well as in the school management. In the process of all the tasks of the school management to achieve the personality growth and the social growth of each person we should keep in mind the "useful value" and "credible value" in both systems of School Governing Council and school Based Evaluation. The "useful value" includes our thinking and practice for questions as follows: 1. Is it possible for all the persons to achieve self-realization through school education? 2. What are the real meanings of purpose of our school education? 3. What are the essential outcomes(rather than the superficial outcomes through our school education? 4. Only through the institution named a school, can we achieve our purposes in education? 5. Is a school really so useful institution to which we can invest all our time and effort in our school age? 6. Comparing with other educational institutions is a school such an institution as we can get so more effect that we invest to? The "credible value" includes our thinking and practice for questions as follows: 1. Is a school really a credible institution to which we can refer the education of our children? 2. Are the school programs really effective and systematic? 3. Are the teachers really equipped with so much professional knowledge and culture that they can be in charge of our school education? 4. Are their educational methods and activities really professional and educational? 5. Are the facilities and equipments really so proper and enough for our education? 6. Are the school environments really so desirable for the real education? 7. Is a school really and obviously a interesting and pleasant place for our children? In addition, we should keep in mind both positive and negative strategies to make a successful conditions for both systems. The positive strategies implies such strategies as we put so much emphasis on "making necessary situations to make two systems successful". The main strategy is centering on making the sub-structure(infra) to make two systems successful. The negative strategies implies such strategies as we put so much emphasis on "preventing the two systems from such conditions as hinder the success of two systems. The main negative strategy is centering on rooting out the possible, unexpected and unpredicted problems for two systems. After all, both systems of the School Governing Council and the School Based Evaluation goes together toward the autonomy and accountability of the school based management to lead and improve the quality of the school based education.

개에서 발생한 파열된 전이성 비장 혈관육종 1례

서동규,박형진,송근호,서경원 忠南大學校 獸醫科大學 附設 動物醫科學硏究所 2012 動物醫科學硏究誌 Vol.19 No.1

Twelve-year-old, catrated male, weighting 8 kg, Miniature Schnauzer dog was referred to the Veterinary Medical Teaching Hospital of Chungnam National University with history of depression. Result of blood analysis revealed anemia, thrombocytopenia, azotemia, elevated ALP, ALT and CK. On the radiographic examination, splenomegaly and loss of abdominal serosal detail were observed. Abdominal ultrasonography showed rounded mass of spleen and liver, ascites were observed. Splenectomy was performed and found that splentic tail had been ruptured and two samples from nodules on liver were obtained for histopathology. The result of biopsy revealed that hemangiosarcoma of spleen metastasized to the liver. Carboplatin was chosen as the patient had congestive heart failture. During chemotherapy hemangiosarcoma was metastasized into peritoneum and abdominal cavity. Intraperitoneal chemotherapy was preceded at this moment. After 99 days of initial visit, patient was euthanized due to severe anemia and thrombocytopenia.

학교평가 개선을 위한 점진적 노력

박형규 全州敎育大學校 初等敎育硏究所 1998 初等敎育硏究 Vol.9 No.-

The evaluation of schools(School Based Evaluation) has been started in our primary and secondary schools because it is regarded as unevitable and essential to raise the educational accountability and competitiveness. A research for the need of school evaluation shows 89.9%(yea-parents), 67% (yea-teachers). Another study for the substantial school evaluation system insists that it would rather be put into practice after about ten years when the educational reform projects are carried out so well. It will take so many years and so much efforts for the school based evaluation to run in good condition and situation. And now Ministry of education is operating 6 model schools for the school based evaluation America has a history of about one century in school evaluation (accreditation system). The above facts recommendations are based on the examining some papers related to school based evaluation. To improve our school evaluation system more successfully with our great perseverance and sincerity, we need the ceaseless and faithful process of our efforts. Such efforts should go together with some recommendations below through examining the whole process of our school evaluation in terms of the functions of school evaluation. 1. For all the people concerned with the school evaluation(principals, teachers, supervisors and parents), pre and in-service training for the preparation of the school evaluation should be more strengthened. 2. Our recognition for the school evaluation should be substantially changed from passive to active direction, from negative to positive attitude. 3. More specific plan(objective, process, effect, etc) for the findings of school evaluation should be made by the people concerned in order to make full use of the essential data for our school management. Our school evaluation would rather be started with the purpose of improving the situations and abilities of school management and should extend its utilization scope gradually. 4. A sufficient and wide-scope of opinion survey for the "stakeholders" should be put together and examined specifically in school evaluation. 5. We should support financially and administratively to make our school evaluation system successfully.

蜂毒(Apitoxin)이 흰 쥐의 Adjuvant 關節炎에 미치는 影響

朴亨奎,安圭錫,河智容 대한동의병리학회 1993 동의생리병리학회지 Vol.8 No.-

연구배경 : 봉독요법은 아직 보편화되지 못했으나 실제 임상에서 만성 관절염이나 염증질환에 많이 이용하고 있으며, 수천년전부터 민간요법으로 사용되어 왔다. 이에 봉독의 치료효과를 과학적으로 검증하고 치료기전을 밝혀 봉독요법의 활용에 도움이 되고자 한다. 방법 : 실험용 흰쥐에 Freun's complete adjuvant 액을 피하주사하여 관절염을 유발시키면서, apitoxin을 피하주사하여 부종률, 진통효과 및 소염작용을 측정한다. 결과 : 치료군에서 부종률이 억제되었고 WBC 및 혈청 cholinestrase의 활성도가 감소되었으며, 동통역치는 증가하였다. 결론 : 봉독요법은 소염, 진통에 뛰어난 효능을 가지고 있어 비증, 역절풍 및 통풍 등에 응용할 수 있을 것으로 사려된다. In order to study the effect of Apitoxin therapy on the Anti-inflammatary and Analgesic Action, Apitoxin therapy was administered on the Arthritis induced by Freund's complete adjuvant in rats. The obtainded results were summarized as follows. 1. Anti-inflammatory effect of Apitoxin therapy on the Anti-inflammatory action was showed statistical significance. The Sample A was more excellent on the decrease of edema and the number of WBC. 2. Analgesic Effect was showed with significance in sample A and B. Sample A was more excellemt in pain threshold, and B was more excellent in decrease of cholinestrase. According to the above result, it can be concluded Bee Vemom therapy showed the Anti-inflamentory and Analgenic Effect, and is suggest that the more interest, study in the secuity for the clinical use were neded.

불안(각성)-경기수행 관계 이론에 대한 비판적 접근

朴亨夏,趙珍奎 釜慶大學校 1996 釜慶大學校 論文集 Vol.1 No.2

Relationship between arousal and athletic performance has been of central importance throughout the history of sportpsychology. Because these variables such as stress, arousal, and anxiety are associated with athletic performance. Therefore, many psychologiests referred to the arousal(anxiety)-performance relationship. Then, since the later 1990s, most sport psychologists have emphasized the nation that an optimal level of arousal is associated with best performance. Accordingly, the drive theory and inverted-U hypothesis have become a stable principle in both the academic and professional sport psychology literature. In recent years, however, most sport psychologists have emphasized the nation that anxiety is associated with best performance. According to the these current research status and directions, purpose of this study was focused on critical understanding and application about the arousal-anxiety-athletic performance relationship theories. Results of this study are as follows : First, many of the earlier theories have examined the arousal construct, whereas more recent theories were developed based on anxiety construct. Two relatively early theories that were proposed and tested in the sport and motor performance context were the drive theory and the inverted-U hypothesis. More recently, however, + additional theories have been advanced. That is, these include Hanins optimal zones of arousal hypothesis, multidimensional theory of anxiety, catastrophe theory,reversal theory, and so forth. Second, terms such as arousal, stress, drive, attention, activation, motivation, alertness, and anxiety have been used interchangebly, although numerous theoretical distinctions have been made among them. Accordingly We must resolve the inconsistent use of these-related terminology. Third, in general, internal reaction phenomena of human such as stress, anxiety, and emotion could be explained by arousal reactation. Becase these reactions are phenomena for maintenance of athletes' internal ho- meostasis. So, these reaction mechanisms must be deemed the same context as a- rousal phenomenon. In the results, we must try to control about athlete's emotional-physiolocal- psychological phenomenon and sports competition conditions in use of these theories.

학교자치와 학교회계

박형규 全州敎育大學校 初等敎育硏究所 2001 初等敎育硏究 Vol.12 No.-

The local system in education(1991), the school governing body system and the accounting system in school have been making an epoch-making stimuli and changes in the school management. The local autonomy system in education consists of the democratizing and professionalizing. The former has two principles: independency(it entails the accountability) and professional management(it entails the efficacy) and the latter has also two principles: decentralizing(it goes with decentralizing duties and powers) and residents autonomy (it goes with the residentas' controlling as well as their controlling) realizing the local autonomy system in education. The practical mechanism of the local autonomy system has been operating in the broad area units(since 1991)(Seoul, broad area and each provinces) and in the school units(since 1996), but not in the basic area units(each city and county units) just as in England. The school accounting system(started in the year of 2001) has accelerated the autonomy system in each school unit, it other words, the school autonomy system in the real, substantial meaning. The two ideologies and four principles of the local autonomy system also goes with the mechanism in each school autonomy. The structure of each school autonomy comprises the principal of each school unit(it entails the school-based management) and the school constituents(the school governing bodies: their activities greatly influence on the school autonomy system through the representatives of the school constituents participating in and controlling all the school affairs). The above mentioned two ideologies(democratizing and professionalizing) originates from the ideologies(democratizing and making independency) in each school of the school autonomy. And also above mentioned four principles(decentralizilg, residents autonomy and independency, professional management) should be or can only be concreted through four principles(①dispersing of each principals powers, ②democratizing the school management(through the school governing bodies decision making and ③automatizing the school management(it entails the accountability), ④professionalizing the school management(it entails efficacy). The four essential factors of the school accounting system in each school; management on the basis of the clarity of the school accounting goes together with those of the school autonomy system on the basis of autonomy leading to the local autonomy system in education. The four essential in the school management are as follows: 1. Decentralizing(powers concerned in the residents' autonomy as well as in the institutional autonomy) 2. Residents controlling(all the school affairs respecting their decision making as well as their situation) 3. Accountability checking(the managing process of each school including the school accounting) 4. Improving efficacy(through up-gracing the professional level of the school constituents)