재가노인들을 위한 무료급식소의 식단 평가

한경희,채인숙,박정숙,최미숙,정순둘 한국식생활문화학회 2002 韓國食生活文化學會誌 Vol.17 No.5

The purpose of this study was to evaluate the diet quality of the menus delivered by 17 free meal service centers for the low-income home-bound elderly in Chung- cheong buk-Do. Statistical data analysis was compleleted using the SPSS package program for descriptive analysis, T-test, and ANOVA. The meals offered by free meal service centers were not met the 1/3 recommended dietary allowances in calcium and vitamin B_2. There were significant differences between dependent variables(nutrient content, nutrient density, nutrient deficiency, NAR, MAR, food group intake patterns) and independent variables (operation type, operation status, operation period, nutritionist, food cost).

환자, 간호사, 의사가 지각하는 교육요구도와 교육제공정도에 관한 연구

박인숙,문영숙,조미경,최은숙,이경숙,정길수 충남대학교 의과대학 지역사회의학연구소 1994 충남의대잡지 Vol.21 No.2

The purpose of this study was to provide the basic data for the planning of education of patients by exploring and comparing patients', nurses' and doctors' perception of the educational needs and degree of providing education. 66 hospitalized patients undergoing chemotherapy and 44 nurses, 42 doctors assigned for the direct care were sampled in 1 university hospital in Taejon from August 30, 1993 to September 30, 1993. For the comparing patients', nurses' and doctors' perecption of the educational needs and degree of providing education, the researcher used Kims' Educational need scale which is composed of 20 item Likert type 5 point scale. Data were analyzed by means of percentile score, SPSS, t-test, ANOVA, Pearson correlation. The result were as follows 1. Comparision of total Mean score patients', nurses' and doctors' perception of the educational need ordering nurses(M=4.0465), patients (M=3.9803), doctors (M=3.8309). The difference between the three group's total Mean score is showed no statistical significant difference. 2. Comparision of total Mean score patients' educational need, patients' percetion of nurses' and doctors' degree of providing education, patients' educational need is scored 3.9803, patients' perception of nurse is scored 2.3431, patients' perception of doctor is scored 2.5022. The difference between the patients' educational need and medical teams' degree of providing education is showed statistical significant difference(P<.001). 3. Comparision of total mean score nurses' educational need is scored 4.0465, nurses' perception of nurses' degree of providing education is scored 2.9920, patients' perception of nurses' degree of providing education is scored 2.3431. The difference of between the nurses' educational need and nurses' perception of nurses' degree of providing education is showed statistical significant difference(P<.001) 4. Comparision of total mean score doctors' educational need is scored 3.8309, doctors' perception of doctors' degree of providing eduation is scored 3.1726, patients' perception of doctors' degree of providing education is scored 2.5022. The difference of between the doctors' educational need and doctors' perception of doctors' degree of providing education is showed statistical difference(P<.001).

초등학교 교사들의 문해성지도 접근방식 및 신념

정숙경 한국초등교육학회 2004 초등교육연구 Vol.17 No.1

제 7차 교육과정의 국어과에서는 총체적 언어접근법이 강조되고 있다. 총체적 언어접근법은 언어기능의 습득과 합께 정보를 수용, 해석하고 적용하는 고차적 사고능력의 함양도 동시에 도모하고자 하는 언어교육방식이다. 이 연구는 초등학교 저학년 교사들이 아동들에게 문제성을 지도하기 위해 전통적인 기능중심접근법과 새로운 교육과정에서 강조하고 있는 총체적 언어접근법을 어떻게 사용하고 있으며, 총체적 언어접근법의 배경 철학인 구성주의 신념을 어떻게 수용하고 있는지를 밝히고자 하였다. 총체적 언어접근법, 기능중심접근법,구성주의 신념 세 범주로 구성된 설문지를 사용해 168명의 1학년 및 2학년 담당교사들을 대상으로 조사하였다. 연구의 결과는 두 접근방식을 아동들의 발달수준 및 필요에 따라 적절히 병용해야 한다는 균형적 접근법의 관점에서 논의되었다. This article explored the literacy approaches elementary teachers depend on in their classrooms, and the beliefs related to children's literacy acquisition they rely on. A questionnaire consisted of 10 items each for whole-language approach, skills approach, and constructivistic beliefs was constructed. The responses of 86 first-grade teachers and 82 second-grade teachers were processed to reveal the results. The results showed that elementary teachers use both whole-language approach and skills approach, with slightly higher degree of skills approach. While there were no sigruficant differences in the use of whole-language approach between first-grade and second-grade teachers, first-grade teachers use sigruficantly more skills approach than second-grade teachers do. The degree of elementary teachers' constructivistic beliefs related to literacy acquisition was found to be considerably high, which supports teachers' use of whole-language approach. The results were discussed with the reference to balanced approach.

유치원 교사들의 문해습득에 대한 신념 및 실천 분석

정숙경 동아대학교 2001 大學院論文集 Vol.26 No.-

The purpose of this study was to investigate kindergarten teachers' beliefs and practices for young children's literacy acquisition. Specifically, teachers' beliefs in terms of constructivism and its variance according to teacher characteristics, and teachers' use of literacy approaches and their variances according to young children's age and teacher characteristics were examined. Subjects were 280 teachers sampled from 39 kindergartens located in Pusan and Kyungnam Province. A Questionnaire was developed with the reference of Wortham(1998), Hopkin(1995) and Chung(1998) to collect data. Statistical methods used in this study were mean table, MANOVA, and Tukey post-hoc test. The conclusions derived from the discussion on the results of this study are as follows: Firstly, it was revealed that both the degree of teachers' beliefs on constructivism and the use of whole-language approach were comparatively high. Therefore kindergarten teachers seem to use whole-language approach based on their solid theoretical backgrounds. Secondly, kindergarten teachers are revealed to use whole-language approach more than skills approach to assist young children's literacy acquisition. This is a desirable tendency for balanced adoptions between the two approaches in the classrooms. Thirdly, the tendency for teachers to use the two literacy approachers does not vary according to the age of young children they teach. This can be a problematic classroom practice because the dominance of whole-language approach for younger children should shift progressively to include more skills approach as children reveals and develops emergent literacy. Therefore, this tendency should be reflected in teacher education programs. Fourthly, while teachers with higher status and education revealed higher beliefs on constructivism, and teachers with more teaching experience and higher education use more whole-language approach, teachers with less teaching experience use more skills approach. This should also be reflected in teacher education programs.

자기주도적 학습의 재개념화와 교사중재

정숙경 동아대학교 교육대학원 2001 동아교육논총 Vol.27 No.-

The purpose of this study was to explore an alternative conceptualization of self-directed learning focusing on internal process of learners and the way to actualize it in our teaching-learning practices, as self-directed learning has long been conceptualized with the perspectives of initiativeness of teaching-learning activities. The conceptualization up to the present parallels to behaviorism in that it did not focus on learner’s internal processes and its changes, instead it focuses on the external conditions such as planning, executing, and evaluation of learning processes. Specifically, this study explored a new conceptualization of self-directed learning which focuses on learner’s internal processes, and teacher mediation as a teaching method to realize the new concept of self-directed learning, along with functional errors and inner speech which are relevant variables to teacher mediation. The conclusions derived from this study are as follows: Firstly, self-directed learning has long been conceptualized in terms of initiativeness in teaching-learning environment, and it can be categorized as a macro-conceptualization. On the contrary, a new conceptualization can be categorized as a micro-conceptualization, since it focuses on learner’s internal processes and its changes. This new conceptualization relies its theoretical bases on Vygotsky’s zone of prozimal development, which in now called zone of maxinum response opportunity. Secondly, according to the new conceptualization, self-directed learning is a teaching-learning approach that helps learners to construct their own understanding and meaning, and helps them to reason, problem solve, and think critically about the content. Teacher mediation is a central method to achieve this goal by monitoring the cognitive process of learners and providing appropriate feedbacks to help learners climb next higher rung of the ladder through a gentle student response-teacher reaction interplay. Critical to teacher mediation is on-the-spot adjustment to content flow and complexity on the part of teacher to accomodate learners’ idiosyncratic learning needs. Thirdly, variables related to teacher mediation are functional errors and inner speech. Functional errors are incorrect but meaningful errors of learners, which play a role of logicalstepping stones that promote the level of learners’ understanding. Inner speech is an internalized form of classroom dialogues between student and teacher, and guides learners think and solve problems independently without intervention of teacher. Therefore, in self-directed learning with micro-conceptualization, teacher's scaffolding within learner's zone of maximum response opportunity should be provided using functional errors and learner's inner speech.

사람 태아 간의 과립백혈구 형성에 관한 전자현미경적 연구

홍진숙,김경용,이원복,김동창 대한해부학회 1992 Anatomy & Cell Biology Vol.25 No.4

강릉 인근의 물응애 4미기록종

정경숙,김일희 江陵大學校東海岸地域硏究所 1993 東海岸硏究 Vol.4 No.2

대관령의 산간 계류와 남대천에서 발견된 한국내 미기록 물응애류를 기재한다. 이들은 4과 4속 3종 1아종으로서 Japonothyas ornatus Imamura & Mitchell, Bandakia japonica Imamura, Hygrobates taniguchii Imamura 및 Feltria cornuta japonica Imamura이다. Water mites from the mountainous streams in Taekwanryong and Namdaechon brook near Kangreung were examined taxonomically. Of which, four species or subspecies, belonging to 4 families and 4 genera, to be described below, were found for the first time from Korea. They are: Japonothyas ornatus Imamura; Bandakia japonica Imamura; Hygrobates taniguchii Imamura, and Feltria cornuta japonica Imamura.

Effects of Diets on Serum and Liver Lipid Levels and Fatty Acid Composition of Liver Phospholipids in Rats

Chung,Young-Jin,Kwon,Jong-Sook,Chang,Yu-Kyung 韓國營養學會 1997 Journal of Nutrition and Health Vol.30 No.10

사회와 개인의 갈등 : Doris Lessing의 「Children of Violence」를 중심으로

鄭京淑 水原大學校 1995 論文集 Vol.13 No.-

Doris Lessing had much to say about the relations between the individual and the collective. This is a study of the relations between the two in the 「Children of Violence」. Through the five books of 「Children of Violence」, Lessing wrote that the collective brought violence on the individual. The violence could be divided in two aspects, one is geographical condition of Africa and the other is the World War. Africa was a new land but it also was a alienated place from home land, Europe. So the whites who came from various countries and had different traditions couldn't join or communicate their own feelings and ideas. Since the World WarⅡ started, everyone's own idea of oneself was destroyed. So the experience of the individual was the awareness of the strikingly difference between the ideal and the reality. The result was the anguish disillusion of the individual. But what the writer said at the end was the individual's consciousness in its relation with the society.

補助質問의 認知水準과 提示時期가 散文學習에 미치는 效果

鄭淑璟 東亞大學校 大學院 1986 大學院論文集 Vol.11 No.-

Adjunct questions are known as an effective adjunct aid for prose learning, having produced much research during these two decades. The purpose of persent study was to find out how the effect sizes vary according to cognitive levels and locations of questions. An expository material titled "On Psychology" was used for this experiment and two hundred and twenty six freshmen had read prose material and adhunct questions without having received right answers, and then had taken an achievement test immediately after reading session. Three hypotheses set on the basis of previous research results were as follows: Hypothesis Ⅰ : semantic prequestions will produce higher scores on general achievement, on semantic achievement, and on verbatim achievement than verbatim prequestions will. Hypothesis Ⅱ : Semantic prequestions will produce higher scores on general achievement, on semantic achievement, and on verbatim achievement than semantic postquestions will Hypothesis Ⅲ : Verbatim prequestions will produce higher scores on general achievement and verbatim achievement than verbatim prequestions will. According to the results of analysis of variance, the differences of scores by the levels and locations of questions were statistically significant. The t test results have further indicated the differential effects of these variables: 1) the scores obtained by the subjects with semantic prequestions were significantly higher on general achievement and verbatim achievement that the scores obtained by those either with verbatim prequestions or with semantic postquestions; 2) the scores obtained by the subjects with verbatim postquestions were significantly higher on general achievement and verbatim achievement than the scores obtained by the those with verbatim prequestions. The following conclusions were obtained from the results of present study. 1. High cognitive questions, say semantic questions, produce larger effects on the learning of prose material than lower cognitive questions do. 2. Semantic questions produce larger effects on the learning of prose material when they are located before than they are located after prose material. 3. Verbatim questions produce larger effects on the learning of prose material when they are located after than before prose material.