어린이의 사시교정술시 인공호흡수와 심박수와의 상관관계

강종만,김종성,김희수,염명걸 대한마취과학회 2001 Korean Journal of Anesthesiology Vol.41 No.4

Correlation between Respiratory Rates and the Degree of Bradycardia in Strabismus Surgery in Children Jong-Man Kang, M.D., Hee-Soo Kim, M.D., Chong0Sung Kim, M.D. and Myung-Kul Yum, M.D.^* Department of Anesthesiology, College of Medicine, Seoul National University, Seoul, and ^*Department of Pediatrics, College of Medicine, Hanyang University, Seoul, Korea Background: Strabismus surgery is frequent in pediatric ophthalmic surgery. Traction on the extra-ocular muscles can trigger an oculocardiac rdflex. We investigated the correlation between respiratoy rates and the degree of bradycardia to find another management for preventing oculocardiac reflex. Methods: NO premedications were administered. They were induced with thiopental and vecuronium and maintained with O_@-enflurane-N_2O. The tidal volume was 10 ml/kg. Respiratory rate of group 1 (n = 18) was fixed at 24 bpm, group 2 (n = 18) at 20 bpm, and group 3 (n = 19) at 16 bpm. We measured the mean heart rate from intubation to the beginning of surgery and defined this as the basal heart rate. We defined the lowest heart rate after traction of the extraocular muscles as the minimal heart rate. We calculated the correlation coefficient between the respiratory rate and basal heart rate, minimal heart rate, the change of heart rates and E_tCO_2. Results: There was a positive correlation between the respiratory rate and the basal heart rate, and minimal heart rate. There was no correlation between the respiratory rate and the change of heart rate. There was no difference in E_tCo_2 among the 3 groups. Conclusions: Can be increased both basal heart rate in anesthetized patients and minimal heart rate induced by oculocardiac reflex by making the respiratory rate more rapid if there is no significant difference of E_tCO_2. The oculocardiac reflex may be reduced by making respiratory rate more rapid if there is no significant influence on minute ventilation. (Korean J Anesthesiol 2001; 41: 450~454)

리조트소속 에이전트가 현장에서 경험하는 직무만족과 불만족 요인 및 대안 탐색

강명구(Kang, Myung-Goo),송희경(Song Hee-Kyung) 한국체육과학회 2016 한국체육과학회지 Vol.25 No.4

This study is to examine influence factors belonging resort agent on job satisfaction and dissatisfaction in the field experience with analyzing in depth in order to provide alternatives and the basis for a university, sports agencies, resorts and ministries responsible for training of agents. To accomplish the purpose of the study, 89 agents belonging to resorts in Gangwon Province. are subjected to questionnaire with open questionnaire as a phenomenological method. To support of the open questionnaire results, in-depth interviews were conducted by selection of 5 representative agents. To examine job satisfaction and dissatisfaction factors with open questionnaire, questionnaire from the study of Kang, Myung-Goo(2013), Lee, Jung yeon(2003) and Byun, Jae-Woo, Kim Woo-Sung(2014) is used after revising to fit for the study. Data collection was conducted from 1st December 2015 to 31st of January 2016 with open questionnaire and in-depth interviews in order. Data analysis was implemented as area analysis and classification analysis and the results are as follows. First, for job satisfaction factors of agent belonging to the resort, 5 sub-categories of the work achievement, aptitude for work, business creativity, flexibility of work and interpersonal relationships with 17 concepts are extracted. Second, for job dissatisfaction factors of agent belonging to the resort, 5 sub-categories of inefficiencies, conflict, competition, environmental sensitivity and shift pattern of working with 14 concepts are extracted. Third, for the alternative of job dissatisfaction for agent belonging to the resort, 3 sub-categories of supports on social environment, variety of promotions and improvement in conditions with 8 concepts are extracted.

노인의 영적 간호요구

최미혜,김경희,김귀옥,김기숙,김수강,김정신,김춘숙,노흥진,박지연,성혜연,오명선,이선희,이원옥,이윤영,이현수,장명재,차혜경,채정선,홍상희 중앙대학교 의과대학 간호학과 간호과학연구소 2001 중앙간호논문집 Vol.5 No.1

This study was designed to exam the aged's needs for spiritual nursing care. The purpose was to serve as a basis for the development of spiritual nursing practice. The major findings are as follows : 1. The degree of needs for spiritual nursing care as area was that needs of love and relationship mean 22.0, needs of meaning and object mean 28.2, needs of forgiving mean 13.5. Total needs for spiritual nursing care mean 63.7, which was on the upper middle level. The needs of meaning and object was rated highest. 2. Among the general characteristics of the subjects, needs of love and relatiohship wasn't significanlty different. 3. Among the general characteristics of the subjects, needs of meaning and object was significantly different according to two factors : age(F=7.260, p=0.001), religion(F=5.275, p=0.001). Higher needs of meaning and object was possessed by the older than the younger, by the one who have religion than the other. 4. Among the general characteristics of the subjects, four factors made a significantly difference to needs of forgiving : sex(t=-2.851, p=0.006), age(F=8.201, p=0.001), religion(F=6.928, p=0.000), disease(t=2.327, p=0.024). Higher needs of forgiving was possessed by man than woman, by the older than the younger, by the one who have religion than the other, by the one who have disease than the other.

간호실무에서 신봉이론(Espoused theories)에 대한 탐색적 연구

서문자,김혜숙,이은희,박영숙,조경숙,강현숙,임난영,김주현,이소우,조복희,이명하,지성애,하양숙,손영희,권성복,김희진,추진아 성인간호학회 2001 성인간호학회지 Vol.13 No.1

As a nursing practice involves nurses' actions in a specific context of health care, this study has focused on exploring the espoused theories in nursing practice within the action science perspectives, Espoused theories are the belief, principles, and rationale expressed by the practitioner as guiding her/his actions in a situation of practice. The data were analysed qualitatively and 25 elements of espoused theories of nursing action were identified and clustered into 6 categories. The 25 elements of espoused theories are as follows: The clinical nurse worked in wholistic and individual nursing, focussed on the patient's needed, comfort and supportive nursing (5 theories of nursing goal) ; excellent skills, knowledge based, assessment and data collection, explaining, educating or a scientific basis(6 theories of nursing intervention): advocacy, value oriented, treatment, account- ability and commitment(4 theories of nursing ethics) ; human respect. partnership, trust(3 theories of patient-nurse relationship) : knowledgable, accumulated clinical experiences and personally lived experiences. positive perspectives(4 theories of nurse), role of intervention. rewarding peer relationship(3 theories of situations) The above mentioned espoused theories are similar to that of nursing textbooks which students learned through basic nursing education and almost the same as the Acts ofa Nurse in Korean. However, we are doubtful whether nurses actually do as they think. Therefore. it is recommended to review the theories-in-use in order to and any discrepancies between the espoused theories and the reality of nursing actions

영어의 결속 현상에 관한 소고

강명우,이고희 조선대학교 사범대학 부설 교과교육연구소 2002 敎科敎育硏究 Vol.23 No.1

A Consideration of Binding Phenomena in English. This paper aims to examine how binding theories developed and how they can be explained in the generative transformational framework and give help in English grammar education related to binding phenomena in English. The Binding Theory is concerned with coreference between two elements in a sentence. Since Chomsky proposed the Binding Theory in his "Lectures on Government and Binding" by trying to incorporate the Tensed-S Condition and Specified Subject Condition into a concept of Governing Category, there have been various discussions and alternatives. The binding theories investigated here are those proposed by Chomsky (1981, 1986), Huang (1983), and those in the minimalist framework of Chomsky (1993, 1995).

인터넷을 활용한 원격교육에서 자기 규제 학습 유형이 학습자-자료 상호작용에 미치는 영향

강명희,장선 이화여자대학교 사범대학 교육과학연구소 1998 교육과학연구 Vol.27 No.-

본 연구의 목적은 인터넷을 활용한 원격교육에서 학습자의 자기 규제 학습 유형(자기 규제 학습자, 정보관리형 학습자, 과제중심형 학습자)에 따른 학습자-자료 상호작용의 양과 학습결과를 평가하는 데 있다. 연구 결과, 자기 규제 학습 유형별 학습자-자료 상호작용의 양은 통계적으로 유의미한 차이를 보이지 않았으나, 학습결과는 유의도 수준 10에서 유의미한 차이를 보였으며, Scheff 사후 검증 결과 정보관리형 학습자와 자기규제적 학습자 집단간에 유의미한 차이를 보였다. 이러한 결과는 인터넷을 활용하여 많은 정보를 제공하는 원격교욱의 환경에서는 정보관리형 학습자가 다른 유형의 학습자보다는 효과적인 학습을 할 수 있다는 가능성을 제공한다는 것을 제시하고 있다. Due to the radical development of technology, many changes have been made in our society, not to mention the educational area. First, the traditional media has changed into technomedia such as satellite broadcasting, VTR, audio, computer, beam projector, etc. They provide an environment that makes education more interesting and exciting. Learning is extended to the life education, telecommunication, and professional education from school education, and many researches are focused on this new area of learning. But most researches focused on Network system application, comparison with other media, and user interface. And few studies focused on the type of the interaction in the distance education, the comparison with other traditional instruction, and the degree of satisfaction in using the distance education. These do not show the instructional strategies which make more various interaction of the distance education. This study will focused on the different effects of learner-content interactions based on the learner cognitive engagement. To elucidate these areas of study, 78 sophomores who were taking classes related computer from E University were selected as the participants. And one recipience was excluded because of sample size. For quantitative data anlaysis except recipience, statistical methods of ANOVA and Scheffe were used. This study found following conclusion. Analysis on the difference of the learner-content result showed no significant statistical differences between the cognitive engagement of amount of references. But, with task performance, there is significant differences between the self-regulated learner and resource management(p = .0533, p<.10). From the above results, this study would propose that resource management showed high task performance. So the distance education using Internet can provide better environment to the resource management. Finally, there are three types of interaction in distance education: learner-instructor interaction, learner-learner interaction, and learner-content interaction. This study focused on the learner-content interaction. However, more research should be conducted on other areas such as the influences of the four forms of cognitive engagements on learner-instructor or learner-learner interaction in the distance education using Internet, the fluences of the other learner characteristrc like MBTI on interaction in distance education, etc.

Streptococcus faecalis var. liquefaciens 의 Plasmid 와 변이주 형질의 연관성

姜國熙,李命基,金榮勳,李春花,朴淵姬 成均館大學校 科學技術硏究所 1986 論文集 Vol.37 No.2

Lac^- and Prt^- variants were selected from Str. faecalis var. liquefaciens SKD-1007 by acrifiavin treatment. Prt^- Lac^- variant was obtained from Prt^- vaiant by mitomycin C treatment. The plasmid of variants showed same pattern with parent strain. Plasmid cured variants(SKR1, SKR2, SKR3) were obtained from parent treated by novobiocin. SKR3 variant which lost pSK6 plasmid(2.1 Mdal) was sensitive to lincomycin and erythromycin. The results implied that pSK6 plasmid of test strain was associated with antibiotic resistance (L.M, EM).

가상교육운영시스템에서 요구되는 학습자 지원 기능의 중요도 조사

강명희,이혜경 한국교육정보미디어학회 1999 교육정보미디어연구 Vol.5 No.2

효과적인 가상교육이 이루어지려면 학습자, 교수자, 운영자를 원활히 지원해 주는 가상교육운영시스템이 요구된다. 본 연구에서는 이 중 학습자 지원 기능에만 초점을 맞추어 가상교육에서 중요하게 지원하여야할 학습자 지원 기능과 학습자의 소속과 네트웍 경험에 따라 달리 지원하여야 할 기능을 조사하였다. 이를 위한 연구문제는 세가지로 설정하였다. 첫째, 가상교육운영시스템의 학습자 지원 기능들 중 학습자가 중요하다고 인식하는 기능에는 어떠한 것인가? 둘째, 학습자의 소속(대학, 기업)에 따라 학습자 지원 기능에 대한 중요도 인식에는 차이가 있는가? 셋째, 학습자의 네트웍 학습 경험에 따라 학습자 지원 기능에 대한 중요도 인식에는 차이가 있는가? 가상교육에 참여한 경험이 있는 231명의 학습자를 대상으로 설문조사를 한 결과 효과적 가상교육을 위해 우선적으로 지원되어야할 40 가지의 학습자 지원 기능이 규명되었고, 중요도 인식은 학습자의 소속이나 네트웍 경험에 따라 다소 차이가 있는 것으로 나타났다. The 21st century has been predicted to new paradigm different from the 20st century and has developed. That is, as our society changed to an information society from an agrarian society and industrial society, it caused shifts in all social systems such as family, business and education. Of the social systems, the educational system has pointed to open education, learner-centered education, acquisition of ability to be adapted for an information society and learning environments to utlize new technology. Especially, learner-centered virtual education through new technology is the strongest means for paradigm shifts of education. In the learner-centered virtual education, the learner's role is to participate in learning activities positively such as searching for useful information from ill-structured information sources and communicating with other learners voluntarily. For maximizing these learner's roles, the virtual education system is necessary to support the learner's activities. That is, the virtual education system should offer an environment to meet learning material easily and use methods for interaction between the teacher and peer-learner. In Korea recently, the virtual university which is a plan for improving the virtual education system has been legally confirmed. The discussion and development about virtual education system is necessary to maximize learner's activity. The following questions will be addressed: 1. What are the important learner support functions of the virtual education system? 2. Is there a difference between the learner's and the company employee 'ㄴ perception about learner support functions of the virtual education system? 3. Is there a difference between learners experienced network learning once and learners experienced network learning more than twice importance perception about learner support function of virtual education system? To examine these questions, 231 learners experienced in network learning more than once at least were selected. And the 231 learners responded to the questionnaire to rate the importance of each learner support function. Outlined below is the procedure that was followed in conducting this study. First, after making the questionnaire based on the learner support function investigated by the researcher, learners responded to the questionnaire. Second, to examine the importance of the learner support functions, statistical methods such as descriptive statistics and two independent samples t-test were used. The findings of the research are follows : 1. What are the important learner support functions on the virtual education system? of the 78 learner support functions, 40 functions were perceived to be critical functions by learners. And in the 6 areas, learning reference area recorded the highest mean score (M=3.94, SD=.9). 2. Is there a difference between a learner's and a company employee's importance perception about learner support function of the virtual education system? Of the 40 learner support functions perceived to be critical, there is a significant difference in the 27 functions such as introduction function for understanding the subject's structure and outline(t = -2.571, p<.05), self-test function to offer the result immediately(t = -2.451, p<.05), bulletin boards function to announce new homework and tests(t = 5.786, p<.05), discussion function(t = 6.217, p<.05), E-mail function connect the peer-learner, teacher and administrator(t = 4.869, p<.05), modification function of learner's information(name, ID, introduction, etc.) (t = 6.504, p<.05), etc. 3. Is there a difference between the learners one experience with network learning and learners experience with network learning more than twice importance perception about learner support function of virtual education system? Of the 40 learner support functions perceived to be critical, there is a significant difference is 6 functions such as connecting function between schedule calendar and learning contents(t = 2.732, p<.05), function of submitting report based on file(t = 3.042, p<.05), search function for discussion contents(t = -2.572, p<.05), E-mail function to be connected between learner and administrator individually(t = 2.174, p<.05), modification function of password(t = 2.740, p<.05), set up function whether open learner's information or not(t = 2.033, p<.05). From the above results, this study proposes the following : First, according to social position, the learner support function has to be partial in embodying the virtual education system. Second, the learner support function considered the degree of the learner's network learning experience has to be applied to developing and managing the virtual education system. Third, Follow-up research should identify support functions for teacher and administrator.

대학생들의 학문적인 글쓰기 향상을 위한 효율적인 교수법

강명희 덕성여자대학교 고등교육연구소 1997 敎育硏究 Vol.5 No.-

Effective Teaching to Improve College Students' Academic Writing Skills One of the central aims of education is teaching students writing skills. Since a fundamental shift has occurred from analysis of written products to examination of writing processes, recently a lot of research provide new insights that have important instructional implications. This process movement is based on cognitively oriented research and focuses do thinking, learning and writing. This study discusses research on three major writing processes: planning, sentence generation, and revision with an intention to translate some of the results discussed here directly into educational practice. To make this research approach work in practice, the importance of the role of feedback on the writing processes for the effectiveness of learning were emphasized. Process-oriented instruction with feedback has been applied to the classroom setting in this study. 40 freshmen who took the writing course were interviewed and the interview data were used for protocol analysis.

Streptococcus faecalis var liquefaciens 의 Plasmid DNA 분리 및 특성

姜國熙,李命基,車松一 成均館大學校 科學技術硏究所 1988 論文集 Vol.39 No.1

Streptococcus faecalis var. liquefaciens SKD-1007 has six plasmids which appear various denatured forms on the agarose gel. The plasmids were developed in order pSK1 plasmid, pSK2 plasmid, pSK3 CCC, pSK4 OC, pSK4 linear, pSK5 OC linear, pSK6 OC, pSK6 linear, pSK5 CCC, pSK6 CCC forms from the well.