저체중 또는 과체중 청소년에서 캠프 프로그램을 이용한 영양 교육효과에 관한 연구

성미경,승정자,류화춘,박재년,박동연,최미경,조경옥,최선혜,이윤신,김유경,이은주 대한지역사회영양학회 2003 대한지역사회영양학회지 Vol.8 No.4

This study was performed to evaluate the effectiveness of a nutrition education program developed for nutritionally imbalanced adolescents. A summer nutrition camp was held for 23 overweight and 16 underweight subjects. Its effectiveness with regard to was evaluated at the end of the camp and 6 months later. Nutrition knowledge, nutritional attitude, food behavior, nutrient intake, exercise habit and ideal body figures desired by the subjects. The results showed significantly higher nutrition knowledge scores at the end of the camp as compared to those obtained prior to the camp program, and these scores were maintained for at least six months. Nutrition attitude scores also improved after the education program, and these improved scores also lasted for 6 months. However, the food behavior scores measured 6 months after the education program were not significantly different from those obtained prior to the camp. Also, the exercise habit, the ideal body figures and the body figures desired by the subjects remained unchanged. When nutrient intakes of subjects were assessed before the program and 6 months later, the mean daily vitamin C intake was significantly increased after the education program. Also, the intake of iron from plant food sources increased in the overweight subjects, while less iron from animal source were consumed by the underweight subjects. Both groups tended to consume more vegetables and fruits 6 months after the education program which may have contribute to the higher vitamin C and plant-based iron intakes. These results indicate that a 4-day nutrition education camp program sustained changes in nutrition knowledge and nutrition attitude for 6 months. The increased intake of vegetables and fruits was also achieved through this education program. However, changes in dietary behavior in adolescents may require repeated education.

괄루근 렉틴의 면역활성 및 세포응집에 관한 연구

박종옥,권달호,김희숙,류병호,이세윤,김경순 慶星大學校 1993 論文集 Vol.14 No.2

Since ancient times Trichosanthis Radix has been used in traditional herbdrung as an antitumor and immunologic stimulating agent. Lectin was purified to homogeneity from Trichsanthis Radix by ammonium sulfate precipitation, DEAE-Cellulose chromatography and Sephadex G-150 gel filltration. The major amino acid was tyrosine and some aspartic acid, glutamic acid and saccharides were also present. Trichosanthis Radix Lectin (TRL)strongly stimulated activity of human erythrocytes, lymphocytes, and thrombocytes. In addtion, agglutination of gram negative Escherichia coli and Pseudomonas ararugimosa was shown, but proteus, Hemophilus influenza and Staphylococcus aureus were not agglutinated. Folloaing injection of TRL into ICR mouse, granulocyte was increased by 87.5% and the number of lymphocyte was increased by 25-28%. These results suggest that TRL may have stimulating effects on the general immune systems.

차량의 파워 트레인과 운전 조건이 차량의 냉각 성능에 미치는 영향

박종남,김재호,차경옥 明知大學校 産業技術硏究所 2003 産業技術硏究所論文集 Vol.22 No.-

Abstract - With the ever increasing demanded on automatic transmission, improve performance, add air conditioning, meet noise and pollution legislation the need to evaluate and improve cooling system performance at the design stage is becoming increasingly important. ATB is the abbreviation for Ait-to-Boil. This is the extrapolated ambient temperature at which the coolant would boil. ATB is the measure of cooling system capability. Coolant temperature control insures durability and long engine life in vehicle users application. A numerical simulation is conducted to compare the various experimental results by the "e-NTU" method. The purpose of this paper is to suggest the matching technique of vehicle cooling system including automatic transmission by means of various experimental results and comparing with simulation results.

學習不振兒의 思考技能 診斷과 改善에 關한 硏究 : It's Diagnosis and Improvement

朴敬玉,朴鎭玹,羅東晋,申東魯 全北大學校 學生生活硏究所 1989 學生生活硏究 Vol.17 No.-

Since 1980s, many studies have been attempted to explore the nature of thinking or intellectual skills of human being and to develop the program with the purpose of improvement on these skills. these studies have been expected to have a great influence on the educational effort of diagnosing and resolving a defect in underachiever's academic performance. Based on these expectations, this study was attempted to test the validity of various scales in diagnosing the impulsiveness and to develop a training program for the purpose of decreasing it and to evaluate the effectiveness of that program with underachievers. Subjects were 20 underachievers (10 in Ex. group and 10 in Co. group), of a middle school at Chonju city, who were rated to be more impulsive than other students by their teachers, using a teacher-rating impulsiveness scale. Before and after training, all subjects performed 3 tasks (Arithmatic, Logic, and Comprehension monitoring task), which were used to diagnose their impulsiveness. During 8 weeks, subjects in Ex. group spent 4 hours a week on the impulsiveness-reduced training, which was based on Baron's normative model of cognitive style and Parlinscar and Brown's comprehension monitoring strategies. Material was a expository text which was drawn from texts in history and geography. The results of this study can be summarized as follows: 1) The latency and accuracy (% error) composites for the Arithmatic and Logic correlated significantly with teacher-rating impulsiveness. Accordingly, it was found that these measures are valid. Also, these measures correlated significantly with the latency and accuracy (% correct) measures for the comprehension monitoring task, which represented a high correlation of cognitive style (Impulsiveness) with metacognitive skill. 2) The impulsiveness-reduced training was relatively successful in making the subject take time while problem solving, especially for Arithmatic and Logic. The training did not have a significant effect on accuracy, although the effect was in the predicted direction. But a additional analysis looked for a moderating variable that might influence the effect of training on accuracy : The training improved accuracy more for impulsives than for nonimpulsives. These results implied cognitive style can be modified.

消費者의 패션類型에 따른 윈도우 디스플레이에 관한 硏究

박옥련,하종경 慶星大學校 1994 論文集 Vol.15 No.2

Every store can create its own unique image through composing window displays which match the current fashion style. By doing so, the consumer can be induced to buy, and ultimately sales can be increased. In this study, the consumer's fashion style were classfied and the actual conditions of each style's window displays were researched. 1. In using props, props which match the current fashion style's image and can attract the public's attention should be used. 2. The image of each style is greatly influenced by the mannequin's pose, face expression and color, and hairstyle. For this reason, the selection of the above must be done carefully. 3. When it comes to expressing images in a display, the one most important element is the window's composition. For instance, in formal dress stores, horizantal vertical-line and triangular compositions ; in casual wear sores radial and upside-down-triangle compositions are effective. 4. Also, in formal dress stores, window displays which show unity or stability based on the principles of harmony, balance, and symmetry are suitable. In casual wear stores, displays that give a sense of activity and change through the principles of rythm, proportion and contrast are appropriate.

大學生의 實存性 傾向에 대한 分析

朴敬玉 全北大學校 學生生活硏究所 1987 學生生活硏究 Vol.15 No.-

This study was attempted to identify the collegians' existentiality. For this study, 212 subjects was sample among freshmen and sophomore in Chonbuk National University. Existentiality test was administered to the subjects, and results of status of life affairs and personality depended on results tested in the time of orientation period for freshmen. Factor Analysis and ANOVA methods were used in this study. The major findings can be summarized as follows: 1. The core factors identified as result of factor analysis on collegians' existentiality were composed of such contents as rules and norms and sensitivity. 2. Four factors are extracted : factor Ⅰ was defined as existentiality on norm; factor Ⅱ as existentiality on crisis and danger ; factor Ⅲ as existentiality on value and meaning; and factor Ⅳ as existentiality on attitudinal value, respectively. 3. As for the comparison of existentiality factor according to status of life affairs variables, there is no significant difference in existentiality according to sex. In general, sophomore have higher existentiality in factor Ⅳ than freshmen. Group with religion have higher existentiality in factor Ⅰ than their counterpart. Self decision-makers on their school have higher existentiality than others-depended students. Students' socioeconomic status, satisfaction on their majar, and future career have no relation to their existentiality. 4. As for the comparison of existentiality according to students' personality traits variables, it was revealed that personality variables relaing to the existentiality are validity, family relation, emotional stability, and mood. These findings have some implications for the study in counseling. For collegians' counseling, studies considering such existential tratis as collegians' individuality and uniqueness are needed.

大學生의 思考技能의 診斷과 改善에 關한 硏究 : It's Diagnosis and Improvement

朴鎭玹,金武吉,金祥源,朴敬玉,羅東晋 全北大學校 學生生活硏究所 1988 學生生活硏究 Vol.16 No.-

Cognitive psychologists have taken a growing interest in reasoning skills as a primary goal of education. This study was accomplished as a part of elementary research on reasoning skills that have been pointed out as short comings of teaching of thinking. This study was composed of two substudies : one was to explore the ways to analyzing and diagnosing strategies for college students to apply to reasoning and problem solving, and the other was to examine the teachability of a normative strategy of thinking. In the first part of this study, we explored three alternatives to analyze thinking skills : cognitive process analysis, cognitive structure analysis, and cognitive style analysis ; and suggested the integrative use of them in diagnosing the cognitive skill of reasoning and problem solving. Model of cognitive process analysis was to devide the executive process of a specific task into several subtasks or components, measure the amount of effort, response time, and achievement level for each of them, and thereby analyze the strategies of thinking. Model of cognitive structure analysis was to present subject a specific task, instruct him to think aloud those ideas that came into his head during this solution, and analyze his cognitive structure on the base of his thinking-aloud. Finally, model of cognitive style analysis put more stress on tendency in thinking rather than ability in problem solving. In this regard, a alternative presented in this study was to analyze the strategies of thinking according to Baron's cognitive style model, in which process of thinking activity was devided into four phases : search of goal, search of possibility, search of evidence, and use of evidence. For each of them, the amount of time and effort that the indevidual invested and patterns of value that he grant would become criteria for judging the strategies that would become criteria for judging the strategies that he might use in the process of thinking activities for reasoning and problem solving. In result, this should correspond to measure biases on thinking. In general, main biases on thinking could be referred to insufficient search, search biased toward affirmative evidence, and oversensitivity to supporting evidence, which corresponded to compulsiveness vs. reflectiveness, dogmatism vs. open-mindedness, and authoritarianism, from a point of view on cognitive style, respectively. In the second part of this study, we examined the general principles of teaching thinking skills, based on human informations processing, and several training programs that have been developed with the purpose of improvement in thinking and reasoning skills. These programs were discussed into five categories: (1) cognitive operations approaches, (2) heuristics oriented approaches, (3) formal thinking approaches, (4) symbolic facility approaches, and (5) thinking-about-thinking approaches. Within these programs, the expansion of strategies and control of cognitive styles in reasoning and problem solving have become the main targets for improving of thinking skills. Therefore, this study was attempted to develop two training programs―referred to as Problem-Solving Training Program and Reasoning Skill Training Program respectively― for the purpose of improving these skills, and to test the effectiveness of these programs with college students. This study has shown the following facts : 1) It is necessary to teach the basic strategies for solving cognitive tasks of subject matters such as writing and mathematical problem for the purpose of improving thinking skills. 2) It is necessary to change the relatively general tendency in thinking process such as cognitive styles, in parallel with training of strategies. 3) Also, the training programs must consider indevidual defferences in activity parameters such as self-knowledge about problem solving, motivation, belief, etc. These facts seemed to imply the necessity of multi-dimensional approach to training the thinking skills.

영상의학과적 중재술에서 예방적 항생제 사용의 실태 및 인식도 조사

박경화,정숙인,장미옥,장남규,김재규 대한감염학회 2008 감염과 화학요법 Vol.40 No.5

Every interventional procedure can result in infectious complication even though its incidence is very low. Increases in both indication of procedures and number of immunocompromised patients are likely to result in increase of infectious complications. However, no randomized controlled trials to evaluate the effectiveness of prophylactic antibiotics in interventional procedures have ever been performed. This study was performed to investigate the actual pattern of practice and awareness of medical providers concerning the antibiotic prophylaxis following vascular and nonvascular interventional procedures. A questionnaire regarding prophylactic antibiotic usage was sent to the interventional radiologists in 40 hospitals. A total of 12.2-30.3% responders used prophylactic antibiotics for vascular procedure. More than 80-90% of responders answered that vascular procedures except catheter insertion, are not clear indications of prophylactic antibiotics, In contrast, 31.3% and 51.5% of responders used prophylactic antibiotics for genitourinary and biliary drainage respectively. About 60-70% of responders considered both genitourinary and biliary drainage as clear indications of antibiotic prophylaxis. Further study assessing the appropriate antibiotic usage in interventional procedures is warranted.

KISE-기초학력검사(KISE-BAAT)개발연구

박경숙,김계옥,송영준,정동영,정인숙 국립특수교육원 2004 연구보고서 Vol.- No.12

본 연구는 학교 학습 특히. 국어와 수학에서 부진을 나타내는 아동을 선별 또는 진단하고, 이들이 부진을 나타내는 영역과 수준을 파악하여 이들의 교육계획 수립과 적용에 필요한 정보를 제공할 수 있는 개인용 기초학력 검사(Korea Institute for Special Education-Basic Academic Achievement Tests KISE-BAAT)의 개발을 위해 기초학력의 개념과 기초학력의 구성요인 등을 탐색하여 KISE-BAAT의 구성모형을 개발한 다음, 그 모형을 토대로 검사문항의 성취기준을 설정하고, 그에 따라 제7차 교육과정의 내용을 토대로 범교과적으로 통용할 수 있는 KISE-BAAT의 검사문항을 개발하였다. 본 연구는 유ㆍ초ㆍ중ㆍ고등학교 및 대학교의 학생 1,499명을 대상으로 KISE-BAAT의 예비검사를 실시하고, 그 결과를 토대로 검사문항의 변별도와 양호도 등을 분석하여 최종 검사문항을 선정하였다. 그리고 본 연구는 KISE-BAAT의 표준화를 위해 전국의 유치원, 초등학교와 중학교에 재학중인 5~l4세의 아동 5,977명을 대상으로 검사를 실시하여 규준의 작성 및 해석에 필요한 기초 통계를 산출하였으며, 신뢰도와 타당도를 검증하였다. 본 연구의 결과를 요약하면 다음과 같다. 첫째, 본 연구는 학력을 기초학력 과 심화학력으로 구성 된다고 가정 하여 심화학력에 의 한 학업성취를 제외한 학업성취를 기초학력으로 규정하고, 만 5세부터 14세까지 아동의 기초학력을 측정하는 개인용 기초학력검사인 KISE-BAAT를 개발하였다. KISE-BAAT는 KISE-BAAT(읽기), KISE-BAAT(쓰기), KISE-BAAT(수학)의 3개 검사로 구성되는 복합심리검사(battery)로서 각각의 소검사는 가형과 나형 2종의 동형검사로 구성되어 교육 프로그램의 사전ㆍ사후효과, 일반화 및 전이효과 측정을 용이하게 하며, 백분위수ㆍ환산점수ㆍ학력지수 학년규준의 제시로 아동의 기초학력의 지체 여부와 정도에 대한 진단과 더불어 교육계획의 수립ㆍ시행 및 평가에 활용할 수 있도록 하였다. 따라서 KISE-BAAT는 학교학습의 도구가 되는 읽기ㆍ쓰기ㆍ수학의 기초학력을 종합적으로 측정할 수 있으며, 결과를 다양하게 분석할 수 있는 개인용 기초학력검사라 할 수 있다. 둘째, KISE-BAAT의 신뢰도를 검증한 결과, 동형검사 신뢰도계수는 KISE-BAAT(읽기) 가형과 나형 .82, KISE-BAAT(쓰기) 가형과 나형 .69, KISE-BAAT(수학) 가형과 나형 .89로 나타났고, 반분신뢰도 계수는 KISE-BAAT(읽기) 가형 .93, 나형 .92, KISE-BAAT(쓰기) 가형 .91, 나형 .94, KISE-BAAT(수학) 가형과 나형 모두 .98로 나타났으며, 문항반응이론 신뢰도 계수는 KISE-BAAT(읽기) 가형과 나형 모두 .90, KISE-BAAT(쓰기) 가형 .99, 나형 .96, KISE-BAAT(수학) 가형 .97,나형 .99로 나타났다. 그리고 측정의 표준오차는 KISE-BAAT(읽기) 가형 .76, 나형 .85, KISE-BAAT(쓰기) 가형 .90, 나형 .92, KISE-BAAT(수학) 가형 2.11, 나형 2.32로 나타났으며, 재검사 신뢰도 계수는 KISE-BAAT(읽기) 가형 과 나형 모두 .96, KISE-BAAT(쓰기) 가형 .95, 나형 .96, KISE-BAAT(수학) 가형과 나형 모두 .98로 나타났으며, 문항의 내적 일치도 계수도 KISE-BAAT(읽기) 가형과 나형 모두 .98, KISE-BAAT(쓰기) 가형과 나형도 모두 .98, KISE-BAAT(수학) 가형과 나형 모두 .99로 나타났다. 따라서 KISE-BAAT의 KISE-BAAT(읽기), KISE-BAAT(쓰기), KISE-BAAT(수학) 가형과 나형은 모두 측정학적으로 아동의 기초학력을 측정하는데 있어 일관된 수치와 정보를 제공해 주는 도구라 할 수 있다. 셋째, KISE-BAAT의 타당도를 검증한 결과, KISE-BAAT(읽기) 가형ㆍ나형과 KEDI-기초학습기능점사 읽기Ⅱ의 상관계수는 각각 .50, .56, KISE-BAAT(쓰기) 가형ㆍ나형과 KEDI-기초학습기능검사 읽기Ⅰ의 상관계수는 각각 .68, .67, KEDI -기초학습기능검사 쓰기와 상관계수는 각각 .51, .68, KISE-BAAT(수학) 가형ㆍ나형과 KEDI-기초학습기능검사 셈하기의 상관계수는 각각 .70, .75로 나타났다. KISE-BAAT와 KEDI-기초학습기능검사는 매우 다른 영역과 내용으로 구성되어 있고, 서로 다른 개념을 기초로 제작된 것이나 두 검사간의 상관계수는 비교적 양호한 상태라 할 수 있다. 그리고 구인 타당도의 한 측면을 나타내는 KISE-BAAT 검사영역 상호간 상관계수는 전체적으로 KISE-BAAT(읽기) 가형이 .23에서 .93을, 나형이 .19에서 .91을 범위로 하고 있으며, KISE-BAAT(쓰기) 가형이 .70에서 .95를, 나형이 .73에서 .95을 범위로 하고 있고, KISE-BAAT(수학) 가형이 .81에서 .94를, 나형이 .83에서 .94를 범위로 하고 있다. 따라서 KISE-BAAT는 개발의 과정에서부터 이루어진 내용 타당도의 확보를 위한 노력 등으로 기초학력을 측정하는데 타당한 도구라 할 수 있다. 따라서 본 연구에서 개발한 KISE-BAAT는 아동들의 읽기ㆍ쓰기ㆍ수학 기초학력을 측정하는 신뢰롭고 타당한 개인용 기초학력검사라 할 수 있다. 그러나 KISE-BAAT는 연구 수행상의 제한점과 함께 앞으로 활용의 과정에서 나타나는 문제점을 계속 수정 보완해야 한다. 뿐만 아니라 KISE-BAAT는 문항 편파성 분석 (item bias analysis)과 일반화 가능도 분석에 대한 연구와 더 폭넓은 타당도 분석을 위해 사고력 검사나 다른 학력검사와 공인타당도 분석 등을 연구해야 한다. 그래야만 KISE-BAAT는 아동의 기초학력을 진단 평가하는데 더욱 유용하고 정교한 검사로 발전해 갈 수 있을 것이다. The purpose of this study is to develop a basic academic achievement test battery, KISE-BAAT(Korea Institute for Special Education-Basic Academic Achievement Tests) which provides information about a student's achievement and performance in reading, writing and math. In order to develop the test battery the concept and construct of basic academic achievement were investigated. Subsequently the framework of the test battery was developed, the achievement standards of test items were established and test items were developed based on the current seventh national curriculum. The item tryout of KISE-BAAT was administered to 1,499 students in grades K, 2, 5, 8, 12 and in college. Item difficulty and discrimination data were obtained. Items were selected by reviewing all data available. The national standardization was administered to 5,977 students in grades K through 9. Data obtained from the standardization test used to develop national norms for the test and reliability and validity of the test. The results of the study is as follows. First, KISE-BAAT, a test battery for an individual, consists of three tests of reading, writing and math. Each test has Form A and Form B. KISE-BAAT is used to assess the achievement of an individual student of age 5 through 14. The data can be used for general instruction, remedial instruction and evaluation of an educational program. Second, Several methods were used to estimate the reliability of KISE-BAAT. Alternate-form reliability coefficient of KISE-BAAT(Reading) is .82, KISE-BAAT(writing) .69, KISE-BAAT(Math) .89. As for Split-half Reliability coefficient of each alternate form of KISE-BAAT(Reading) shows .93 and .92. In KISE-BAAT(writing) .91 and .94 are presented. In KISE-BAAT(Math) .98 in common. Item response theory reliability coefficient of each alternate form of KISE-BAAT(Reading) are .98 in common. In KISE-BAAT(writing) .90 and .92 are presented. In KISE-BAAT(Math) .97 and .99 are presented. The standard error of measurement of each alternate form of KISE-BAAT(Reading) is .76 and .85, for KISE-BAAT(writing) .90 and .92 and for KISE-BAAT(Math) 2.11 and 2.32. Test-retest reliability coefficient of each alternate form of KISE-BAAT(Reading) are .96 in common. In KISE-BAAT(writing) .95 and .96 are presented. In KISE-BAAT(Math) .98 is presented in common. Third, the criterion-related validity of KISE-BAAT in terms of the relationship with KEDI-Basic Academic Ability Test was examined. The validity coefficient of each alternate form of KISE-BAAT(Reading) and Reading II of KEDI-Basic Academic Ability Test showed .50 and .56 repectively. The validity coefficient of each alternate form of KISE-BAAT(Writing) and Reading I of KEDI-Basic Academic Ability Test showed .68 and .67 respectively. Reading I of KEDI-Basic Academic Ability Test was matched to KISE-BAAT(Writing) since it has features of writing ability. The validity coefficient of each alternate form of KISE-BAAT(Reading) and Writing of KEDI-Basic Academic Ability Test showed .51 and .68. The validity coefficient of each alternate form of KISE-BAAT(Math) and Computing of KEDI-Basic Academic Ability Test showed .70 and .75. As for intercorrelation coefficents between subtests KISE-BAAT(Reading) range form .23 to .93. In KISE-BAAT(Writing) from .70 to .96 and in KISE-BAAT(Math) from .81 to .94. Based on all the data mentioned above KISE-BAAT can be said a reliable and valid test battery which assess students' ability in reading, writing and math. However, KISE-BAAT should be modified and complemented in order to compensate its own limitations. Future research on item bias analysis and generalizability needs to be done. Criterion-related validity to examine the relationship with other psychological tests or achievement tests also should be done to validate KISE-BAAT further. Case studies and suggestions from test users will also contribute to improve KISE-BAAT.

1981~1985 學年度 全北大學校 新入生理解資料 分析 比較硏究

朴敬玉,金根坤,宋在鴻 全北大學校 學生生活硏究所 1986 學生生活硏究 Vol.14 No.-