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박희경,문명호 전북대학교 의과학연구소 1979 全北醫大論文集 Vol.3 No.-
Specific laboratory tests for diagnosis of various forms of arthritis are usually lacking. Extensive knowledge of the characteristics of synovial fluid has been avilable for at least the past 30 years, when a monograph on the subject by Kling first appeared in 1938. Since that time, Ropes, Bauer (1953), and Hollander (1960,1961,1966) have published classic monograph on their extensive studies and findings of synovial fluid. It has becom eincreasingly clear during past 10 years that synovial fluid analysis is both the most valuable and yet the most neglected differential diagnostic test for arthritis. We studied the synovial fluid from 73 cases of various forms of arthritis in the Department of Orthopedic Surgery, Jeonbug National University Medical School Hospital, from January to October of 1989. 73cases of arhtritis were considered of 19 osteoarhritides, 10 traumatic, 27 rheumatoid, 8 septic, and 9 tuberculous arthritides. Above 5 kinds of arthritides were grouped into three catagories accdording to Cathcart and Cohen's classification. The first group, noninflammatory joint effusions, consisting of osteoarthritis and traumatic arthritis, was associated with mild inflammatory reactions and increased amount of fluid, but no sgnificant changes in the number of WBC, sugar concentration, mucin content or viscosity. The second group, mild inflammatory joint effusions, namely, rheumatoid arthritis and its variants, showed turbid yellow appearance, low viscosity, fair or good mucin clot formation elevates, showed turbid yellow appearance, low viscosity, fair or good mucin clot formation, elevated but relatively low total WBC counts, anddecreased amount of synovial sugar. The third group, severe inflammatory joint effusiors, such as tuberculous arthritis and septic arthritis, was characterized by low viscosity, poor mucin clot formation, and low joint sugar concentration.
초등학교 저학년 통합교과에 기반한환경교육용 교구 활용 방안
박희경,최소영,이상원 서울교육대학교 초등교육연구원 2020 한국초등교육 Vol.31 No.3
The purpose of this study is to investigate the utilization of teaching tools for environmentaleducation for lower grades of elementary school through environmental education content analysis toeffective environmental education. To this end, the contents of environmental education in theintegrated curriculum for the 1∼2 graders of the 2015 revised curriculum and 30 kinds ofenvironmental education tools developed by environmental education-related organizations analyzedby the 'systematic approach study' of school environmental education. The results of this study areas follows. First, as a result of analysis, the achievement standards of integrated textbooks for the 1∼2 graders contained a total of 85 items, and each major subject had a lot of content in the order ofspring, fall, summer, winter, and family. And in the integrated curriculum for the lower grades ofelementary school, the “artificial environment” and “natural environment” areas among the areas ofenvironmental education were higher than those of other areas. Second, as a result of analyzing thecontent areas of environmental education for teaching tools of environmental education suitable forthe lower grades of elementary school, the proportions of 'natural environment' and' environmentalethics' were found to be high. Third, based on analysis of the linkage between 1∼2 grade textbooksand teaching tools of the environmental education, the teaching tools for environmental educationtool can supplement the insufficient learning content in the textbook, and can help induce interestin students' classes and experience the indirect environment. It is expected to be a good resource foruse in curriculum and extracurricular classes for lower grade students in the transition stage ofkindergarten to elementary school. 이 연구는 초등학교 저학년 학생들에게 효과적인 환경교육을 위하여 환경교육용 교구에 대한 내용을 분석하고, 환경교육용 교구를 활용한 환경교육 방안을 제시하기 위한 목적에서 수행되었다. 이를위하여 2015 개정교육과정의 1․2학년군 통합교과 내 환경교육 관련 내용과 환경교육 관련 단체에서개발한 30종의 환경교육용 교구를 학교 환경교육의 ‘체계적 접근 방안 연구’에서 제시한 환경교육 내용 분석 준거를 바탕으로 환경교육 내용 영역을 분석하였다. 이를 토대로 초등학교 저학년에 적합한환경교육을 위한 환경교육용 교구를 활용한 교수․학습 구현 전략을 수립하여 2015 개정교육과정에서도입한 구성차시를 활용하여 주제중심으로 교육자를 제시하였다. 연구 결과는 다음과 같다. 첫째, 초등학교 1․2학년 통합교과 내 성취기준을 분석한 결과, 총 85개 항목이 분석되었으며, 대주제별로 봄,가을, 여름 및 겨울, 가족 순으로 내용이 많은 것으로 나타났다. 그리고 초등학교 저학년 통합교과에는환경교육 영역 중 ‘인공환경’과 ‘자연환경’ 영역이 다른 영역에 비하여 높게 나타났다. 둘째, 초등학교저학년용 환경교육용 교구를 대상으로 환경교육 내용 영역을 분석한 결과, ‘자연환경’과 ‘환경윤리’영역 비중이 높게 나타났다. 셋째, 1․2학년군 성취기준과 환경교육용 교구에 내재된 환경교육 간의 연계성 분석 결과, 환경교육용 교구는 교과서 내 부족한 학습 내용을 보충해주고, 학생들의 수업에 대한 흥미 유발과 간접적인 환경을 체험하는 데 도움을 줄 수 있어 유치원과 초등학교 전이 단계에 있는 저학년 학생들을 대상으로 교과 및 교과 외 수업에서 활용하는데 좋은 자료가 될 것으로 보인다. 따라서 이 연구는 학교 환경교육에 환경부 산하기관 및 환경교육 관련 단체에서 개발한 환경교육용교구를 학교 현장에서 효과적으로 활용할 수 있는 방안을 제시하였다는 점에서 그 의의가 있다
박희경,홍정표 대한안면통증구강내과학회 1996 Journal of Oral Medicine and Pain Vol.21 No.1
The purpose of this study was to assess the vascular changes after thermophysical therapies using ice pack and ultrasound, investgate the mechanism of peripheral vasodilation by sympathetic nerve, and to observe the effects of the ergotamine to the thermophysical therapy. The author had used 16 healthy rabbits which were divided into 2 groups : with and without administration of ergotamine. Experimental animals were sacrificed 5, 10, 20 minutes after experiment, and were examined with gross and stereoscope of resin casting blood vessel models. The results were as follows : 1. Vasodilation was not remarkably found in the group with administration of egrotamine after thermophysical therapy. 2. Vasodilation was remarkably found in the group without administration of ergotamine after thermophysical therapy. 3. Vasodilation was increased in the group without administration of ergotamine, but not remarkably found in the group with administration of ergotamine in lapse of time 4. Thermophysical therapy was most effective to arterioles. Our data suggest that the dilation of peripheral blood vessels from thermophysical therapy was controlled by sympathetic nerve, because the blood vessels did not changed after administration of ergotamines which was a sympathetic nerve blocker.