노래부르기 음악프로그램이 정신질환자의 자아존중감과 대인관계에 미치는 영향

홍상희,윤지원,이재금,김지연 병원간호사회 2006 임상간호연구 Vol.11 No.2

Purpose: The objective of this study was to verify the effects of the Singing program for psychiatric patients on their self-esteem and interpersonal relationship, and to provide data for the nursing intervention that is necessary for making their life better. Method: The subjects were 10 in-patients with psychotic disorders at C university hospital in Seoul, from july 3 to September 18 im 2005, and the methodology was one group pre experimental- post experimantal design. The instrument for the measurement of self-esteem is Rosenberg Self-Esteem Scale(1973), which was translated by Chun Byung Jae(1974) and the measurement of interpersoral relationship is Schleim & Guerney Relationship Change Scale(1971) which was translated by Mun Seok Mo(1980) and revised by Chun Seok Gyun(1994). SPSS program was used for the analysis of the collected data, which were analyzed by the paired t-test and one-way ANOVA. Result: Singing therapy had an effect on improvement of the self-esteem, and seemed to be more effective as the frequency of the program increased. Singing therapy had an effect on improvement of the interpersonal relatinship, and seemed to ne more effecive as the frequency of the program increased. Comclusion: Singing therapy is found out to be effective program affecting the improvement of both the self-esteem and interpersonal relationship of the psychiatric patients. Therefore the nurses can use the Singing therapy as the nursing intervention for imtrovement of the self-esteem and interpersonal relationship of the psychiatric patients in clinical practice.

개에서 관찰된 모기질세포종의 증례보고

조성환,손화영,김혜성,최종윤,류시윤,박배근,윤원기,홍성혁,김덕환 충남대학교 수의과대학 동물의과학연구소 2002 動物醫科學硏究誌 Vol.10 No.-

Pilomatricoma was histopathologically diagnosed in a 2.5-year-old male Alaskan malamute. The patient was referred to Chungnam National University, Veterinary Medical Teaching Hospital with solitary, firm and well-circumscribed mass at shoulder. Grossly, the mass was dome shaped to tumor like and 10 x 8 x 5㎝ in size. Some lesions had gritty or bony consistency and was chalky when sectioned Histopathologic feature included mumerous clusters of tightly arranged, basaloid cells with evenly distributed chromatin and ghost cells were characterized by a central unstained zone. The ghost cells often become calcified and osseous metaplasia was also present.

大學의 敎授方法과 認知學習戰略

洪性奫 中央大學校 韓國敎育問題硏究所 1993 韓國敎育問題硏究所論文集 Vol.- No.8

The purpose of this article is to inform about current trends in teaching and learning, to elaborate the context that shapes those trends, and to propose how those trends can be implemented in new settings. College instructors should focus their teaching not only on content but also on how to learn content in the contest of particular courses. Cognitive learning strategies is a plan for orchestrating cognitive resources, such as attention and long-term memory, to help achieve a learning goal. I believe that every college teacher has a professional obligation to formulate and articulate a rationale for his instructional world. To select or create strategies that will help students meet their learning goals, students must be aware of characteristics about themselves as learners, they must know about the characteristics of the tasks they are expected to perform, and they must know about different types of learning strategies. Instructors' decisions about how to teach, like students' decisions about how to learn, are the products of prior knowledge and executive control. Similarly, instructional strategies are most effective and efficient when instructors know about themselves as teachers, know about different instructional strategies. In practical implications of cognitive theories, the learner is at center stage. The instructor becomes a facilitator of learning, rather than one who delivers information. This perspective on learning contrasts sharply with models that imply that learners get the point as long as the instructor provides an appropriate stimulus. Cognitive psychology says that the learner plays a critical role in determining what he gets out of instruction. As college instructors, we are also participants in the conference(or stage), but we participate from the head of the table. To ensure a successful conference, we should encourage other participants to share the knowledge they bring with them, and we help them learn how to take as much material as possible away with them.

敎授方法의 效率化를 위한 理論的 接近 : 敎師의 關與活動을 중심으로 Teacher's Degree of Involvement

洪性奫 中央大學校 韓國敎育問題硏究所 1992 韓國敎育問題硏究所論文集 Vol.- No.7

학교중심 교육과정 개발에 대한 초등학교 교사들의 인식과 태도연구

홍성윤,김유미 中央大學校 韓國敎育問題硏究所 1997 韓國敎育問題硏究所論文集 Vol.- No.12

This study was performed to investigate elementary school teachers' perception and attitude about the School-Based Curriculum Development(SBCD). In order to attain this purpose: First, the character of the six curriculum revision and the background, meaning, and scope of SBCD were discussed on the basis of the related literature review. Second, elementary school teachers' perception and attitude about SBCD were analyzed. For the purpose of gathering the data, 5 elementary schools in Seoul were randomly selected and then the questionnaire about SBCD was distributed to the teachers of those schools. The subjects of the last analysis were 192 teachers. The main results of this study were as follows: 1) Only a part of the elementary schools implemented SBCD. Moreover, only a few teachers participated in SBCD. 2) Most of the teachers recognized necessity of SBCD, but almost half of teachers showed negative attitude toward the feasibility of SBCD. 3) Most of the teachers desired to modify and adapt centrally developed curricular and select among them rather than create new curricular. 4) Although teachers suggested that different people including teachers participate in SBCD, they responsed that teachers should play a leadership role in SBCD. 5) The main reasons that teachers showed negative attitude toward participation in SBCD was lack of time, professional knowledge and ability, and concern and recognition. On the basis of these results, the actual conditions and problems of SBCD and elementary school teachers' perception and attitude about SBCD were discussed. Finally, some suggestions were made for the activation of SBCD.

미스트 분무 및 스프링클러 관수가 단동 플라스틱 하우스에 미치는 냉각효과

강정윤,최동호,임홍성,허종철 제주대학교 산업기술연구소 2000 尖端技術硏究所論文集 Vol.11 No.2

As crops recently can be cultivated all the year in greenhouses, we need to improve the environment in which crops are able to grow in the summer. Therefore, in this study, we quantitatively got the cooling effects of 4 single span plastic greenhouses in the following ways : by spraying mist or sprinkler, or by opening the side window. and with those variables, we simultaneously did experiments at 4 greenhouses under equivalent conditions to reduce the temperature of the greenhouses in the summer. The results of the experiments are as following : 1) The temperatures of the greenhouses were effectively reduced by both spraying mist and sprinkler. 2) When the mist is intermittently sprayed. the indoor temperature has decreased by 4 degrees centigrade, meanwhile, in the greenhouse to make experiments using sprinkler, the temperature of that has been reduced by 2 degrees centigrade. Therefore, we can see the cooling effects of smaller mist in size as more effective than those of sprinkler. 3) When the greenhouse is naturally ventilated by opening the side window, we have to apply another cooling system because the indoor temperature is higher than the outdoor one.

조기영어 교수법으로서의 전신반응법의 이론적 근거와 적용방법 탐색

홍성윤,김유미 中央大學校 韓國敎育問題硏究所 1995 韓國敎育問題硏究所論文集 Vol.- No.14

This study purports to investigate the theoretical basis of Total Physical Response(TPR) and its instructional applications. For this purpose of the study, firstly linguistic theories are presented, secondly. theoretical basis and characteristics of TPR are demonstrated, and thirdly, its applications and limitations in learning and teaching process are discussed, finally suggestions and conclusions on TPR are derived. This study also describes the developmental procedures for learning English through TPR in real situation using an example. TPR is defined as a language teaching method through associating language with physical activity. Motor activity is a right brain function that should precede left brain language processing. It complements the limitations of left brain based language teaching method. Based on criticisms of left-brain based language learning. TPR as an authentic, alternative language teaching method, has been welcomed to classroom setting. Many recent researches on TPR extol the many potential benefits of TPR for teaching and learning languages particularly compared to traditional left-brain based language teaching method. TPR invites students to comprehend a new language in the unit of a phrase or a sentence instead of a word. In addition, it promotes learning transfer. TPR matches the elementary school classroom instruction, because it teaches English through action according to the developmental level. TPR heavily utilizes the imperative mood, even into more advanced proficiency levels. The TPR classroom is one in which students do great deal of listening and activity before they speck, and their listening is accompanied by physical response. TPR puts emphases on right brain learning. TPR has its limitations. It seems to be especially effective in the beginning levels of language proficiency, but then it loses its distinctiveness as learners advance in their competence. In reading and writing activities students are limited to spinning off from the oral work in the classroom. All the students don't prefer learning language through action or physical activities. It is also difficult for teachers to incorporate TPR into the English Teaching program adequately in association with learning objectives. Teachers should not demand verbal response and should not guide too much until necessary.

효율적인 교사의 특성에 관한 고찰

홍성윤,김영봉 中央大學校 韓國敎育問題硏究所 1996 韓國敎育問題硏究所論文集 Vol.- No.11

This study examined how research of teacher effectiveness has been conducted and how effective teachers has been defined and then what is an effecvtive teachers' characteristics? Effective teachers' characteristics and behaviors have demonstrated positive relationships with student' achievement in many studies reported in the educational literatures. Effective teachers' characteristics are seem most closely related to students' learning. Effective teachers helped their students learn more other teachers with similar students and seem to be more better and successful in producing learning among their students. Effective teachers have shared seven common characteristics(or attributes) and abilities which tended to influence student' learning. The followings are : 1) Effective teachers have enthusiastism. Teachers' enthusiam promotes learning by helping to motivate students. Enthusiastic teachers vary their voice, gestures and expressions. Enthusic behavior of the teacher may have been a by - product of either the teacher's euporior organization of the material or his greater tadk orientation. 2) Effective teachers have warmth and humor. Teachers' warmth and humor seem mostly to influence students' learning. Also, Trust is the pre-condition for relationship to be an effective interaction between the teacher and the student. Therefore Effective teachers have credibility and trustworthiness. Its create a relaxed, confortable, open and supportive environment where students trust the teacher to help them be successful in their learning. Humor can be planned. If Warmth and humor overemphasized, these are actually reduce classroom learning atmosphere and so they are best used natuarally and effectively. 3) Effective teachers have high expectations for success and encouring and supportive of students' learning. Effective teachers have positive teachers. They believe in their own ability and help every student learn to be successful. Effective teachers can be modifing teachers' expectation in order to apporiately reflect students' level of abilities. 4) Effective teachers have encouring and supportive of students and convey a sense of genuine respect for them. Encouragement and support are most important when students are relevant to begin new tasks or when they experience difficulty and frustration. 5) Effective teachers have businesslike or task-oriented demeanor. Businesslike teachers focus on promoting learning in a varities of ways. Instruction activities are deliberate and carefully planned to allow teacher to be concise, thorough and efficient. classroom activities are organized in order to help students research the desired goals. 6) Effective teachers have flexibility and adaptibility. They effectively adapt to changing classroom circumstances and have the ability to read what is happening in the classroom(ex. the level of student' understanding and problems with instruction). when the problems arise in the classroom, effective teachers must flex or adapt instruction to more effectively reach the established goals. 7) Effective teachers have lnowledgeable of their subject matters, pedagogy and students. Knowledge of ability is most useful when integrated with knowledge of pedagogy and knowledge of students. Effective teachers must have an ability to effectively use these three elements.

敎育訓練의 現代的 課題와 敎授技法

洪性奫 中央大學校 韓國敎育問題硏究所 1990 韓國敎育問題硏究所論文集 Vol.- No.6

The purpose of this study is three-fold: 1) to analytically criticize the problems in education and training of public organizations and business groups in Korea; 2) to let the instructors recognize the seriousness of the problems, by means of demonstrating modernistic educational tasks of education and training, in order to manage "The New Realities"; 3) to describe effective instructional techniques to solve the present problems. The instructional principles of education and training should focus on solutions of the present problems. Thus a recommended method is the approach of behavioral psychology, based upon the following: 1) self-initiative and creation, 2) interest, 3) individualization, 4) direct-experience, 5) socialization, 6) integration, and 7) affection. The procedures of the teaching process will utilize Glaser's "basic model of teaching process":Instructional objective-Entering behavior of learners-Instructional process-Performance assessment. The instructional objective step is one which distinctively illustrates objectives to be obtained through teaching. The entering behavior of learners is a step which diagnoses prerequisite learning experiences related to an ad hoc learning task. the instructional process is a step which develops activities between the instructor and students in order to accomplish a special task. The performance assessment is a step which assesses the degree of learning accomplishment based upon the criteria of instructional objectives. Instructional techniques of education and training are applied to instructional procedures according to the type of task. The Instructional techniques are: 1) on the job training, 2) the lecture method, 3) the discussion method, 4) role playing, and 5) the sensitivity training method. These above mentioned characteristics are essential for organizing basic instructional events in instructional planning.

운동기간에 따른 혈중지단백대사 및 비만호르몬의 변화

홍성찬,함용기,김영빈,박병근,정동혁,이정윤,권성택 圓光大學校 附設 體力科學硏究所 2003 體力科學硏究 Vol.26 No.2

The purpose of this study is to elucidate the effects of regular swimming exercise on blood lipoprotein metabolism and leptin. In this study, swimming(HRmax 50-75%, 60min/day, 5day/week) was performed and 18 were participated for study during 16 weeks. They were divided into two groups, one group as experimental group(n=9) and the other as control group(n=9). A measured factors were TC, TG, HDL-C, LDL-C and leptin.. All data were expressed as mean± standard deviation by using spss package program(win 9.0), one way anova and independent t-test was used to analyze the difference of exercise duration(0week, 8week, 12week, 16week) between groups. For all statistics performed statistical significance was set at p<.05. After exercise intervention, TC, TG, HDL-C, LDL-C and leptin were found to have more significant effects in the experimental group than control group. This results indicated regular swimming exercise training is beneficial to prevent and treat cardiovascular disease and obesity.