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이선임,김경자 東亞大學校附設 生活科學硏究所 2004 생활과학연구 논문집 Vol.12 No.-
The purpose of this study is the new expansion method research using sand, salt and charcoal except expansion using oil. The Yukwa base has been expanded by the oil traditionally, but the Yukwa base expanded by oil felt oily and smelled bad during storage. We studied the new expansion method compared with the oil expansion method and the proper condition of the new expansion method using sand, salt and charcoal. 1. To find the most expansion temperature, we studied the Yukwa base,s expansion degree from 120℃ to 200℃ using the sand bath. The Yukwa base,s surface broke and was the dark browning during expansion at 200℃. The Yukwa base,s didn't break and was good browning during expansion at 160℃. The Yukwa base,s contracted, adhered sand, and didn't appear the browning during expansion at 120℃. 2. When the Yukwa base was expanded at 200℃ by the salt expansion method, the Yukwa base was expanded fast but became dark browning. At 150-160℃ of salt bath, the Yukwa base expanded very well, was stable and became good browning but tasted salty. 3. The Yukwa base has long time until the Yukwa base was expanded at 90℃, The Yukwa base was expanded properly and good browning at 110-120℃ for 2 minutes. 4. The Yukwa base was expanded in first fry(110-120℃, 1 minute), and then the Yukwa base was stable and good browning in second fry(170-180℃, 1 minute) 5. The Yukwa base was made of glutinous rice, raw crude rice wine and bean water by K,s preparation. We studied the Yukwa base expansion degree using sand, salt and charcoal. The Yukwa base was the most expansion by the expansion method using edible oil. The Yukwa base by expansion method using sand and salt was smaller than the Yukwa base by expansion method using oil. The cross section of the Yukwa base by expansion method using sand was showed that the hole of cross section was constant, and surface was thin. The Yukwa base by expansion method using sand was high score in the tenderness and crispness of sensory evaluation. The Yukwa base by expansion method using salt was salty taste because of salt. 6. The Yukwa base was made of glutinous rice, clear rice wine and bean water by Y,s and H,s preparation, respectively. The Yukwa base by expansion method using sand was lower in the expansion rate compared with the Yukwa base by expansion method using oil. But the Yukwa base by expansion method using sand was high scores in the tenderness and crispness of the sensory evaluation. If we use sanitary sand and make good in Yukwa processing, The Yukwa base by expansion method using sand was good food without oily and the storage period was longer than the Yukwa base by expansion method using edible oil.
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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
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서문자,손행미,강현숙,권성복,김주현,박영숙,이은희,임난영,조경숙,지성애 성인간호학회 2002 성인간호학회지 Vol.14 No.4
purpose: This study was conducted to describe qualitatively the entities of nurse's experiences in general hospitals and to suggest basic data guiding research on developing Standards of clinical nursing practice in Korea. Method: Fourteen nurses working at general hospitals with over 300 beds in Seoul were interviewed in-depth until saturation using tape-recorders and transcription. Result: The central theme of clinical nursing practice experienced by subjects was "being with clients" that means accepting client's personal character, solving client's needs and providing client-centered nursing. A also "being with clients" was felt to be the responsibility of nurses which was learned from their nursing schools. The nursing strategies performed in order to be with patients were proving skillful nursing techniques, accepting, educating, emotional support, advocating, and self-reflecting, the subjects experienced somewhat problematic affects such as difficulties in interpersonal relationship, work overload, negative image of nursing, deficit of self-confidence for nursing actions, poor working conditions, and unfair treatment. Nurses at the hospital practiced with pride when they felt that they were accepted by clients. Conclusion: Further research is needed to analysis problems in clinical practice and the comparison of nurses' experiences of clinical practice, with nurses' experiences in various settings.
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가정 학습 과제의 내용과 그 처치에 관한 분석적 연구 : 산수과와 자연과 and Its Treatment
송환용,신순임,이용화,신경자,강태완 춘천교육대학교 과학교육연구소 1978 과학교육연구 Vol.5 No.-
We aimed at in this paper analyzing the content of homework in arithmetic and science education in elementary school, and finding out teacher’s guiding direction and student’s solving trend of it. The results are as follows: 1. Homework is given similarly by the ratio of the problem in textbook of the assigned school hours of the subject. 2. Teachers demand sincerity of the students in solving their problems, but they seem to negiect further direction. 3. Students are keen on solving the problems and think that it gives them great help for their learning. 4. It will be more effective for the teachers to make out the homework jointly rather than individually.
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이질아메바에 의한 인체 대장상피세포주 HT-29에서의 interleukin-8 유전자의 발현
김정목,정현채,임경일,조양자,김정룡 INSTITUTE OF TROPICAL MEDICINE YONSEI UNIVERSITY 1995 YONSEI REPORTS ON TROPICAL MEDICINE Vol.26 No.1
이질아메바에 의한 장염 환자의 조직 또는 이질아메바를 실험적으로 감염시킨 동물의 조직 검사에서 호중구의 침윤이 특징적으로 관찰된다. 그러나 이와같은 호중구의 침윤을 설명할 수 있는 기전에 대한 연구는 매우 미흡하다. 따라서 본 연구자들은 아메바 감염 초기에 인체 대장상피세포에서 interleukin-8(IL-8)이 유도되어 호중구 침윤과 같은 염증반응이 유발될 것이라는 가설을 설정하였다. 이를 위하여 인체 대장상피세포주인 HT-29에 이질아메바 영양형을 실험적으로 노출시킨 뒤 발현되는 IL-8 mRNA를 역전사 중합효소법(reverse transcriptional polymerase chain reaction, RT-PCR)으로 검사함과 동시에 발현된 IL-8 mRNA를 인공적으로 합성시킨 표준 RNA와 RT-PCR법을 이용하여 정량하였다. 실험 결과 이질아메바 영양형에 노출된 30분 후 부터 IL-8 mRNA가 발현되기 시작하였다. 그리고 그 발현 분자수는 노출 시간의 증가에 따라 계속 증가하여 3시간 대에는 3.1×10(7) molecules/㎍ total RNA를 나타내었다. 동시에 IL-8 mRNA의 발현은 노출시킨 이질아메바 영양형의 수에 비례하였다. 즉, HT-29/아메바 영양형의 비율이 10:1인 경우 IL-8 mRNA의 발현 분자수는 1.2×10(7) molecules/㎍ total RNA로 나타났다. 이와같은 IL-8 mRNA의 발현은 IL-8 단백질 분비로 이어짐을 ELISA 검사로 확인할 수 있었다. 한편 이질아메바 파쇄액(lysate)도 대장상피세포주인 Caco-2에서 IL-8 mRNA발현을 유도하였다. 결론적으로 본 실험은 이질아메바 감염 초기에 대장상피세포로 부터 IL-8이 발현되며 이에 의하여 염증반응이 촉발될 가능성이 있음을 시사해 준다. The protozoan parasite, Entamoeba histolytica, is one of major causative agents of intestinal disease all over the world. In acute experimental infection, the early host response to E. histolytica is characterized by an infiltration of neutrophils. However, the chemotactic signal for this response is not well known. Based on the finding that human epithelial cells produce the potent neutrophil chemoattractant and activator, interlukin-8 (IL-8), IL-8 gene expression was examined thoroughly in human colon epithelial cells exposed to E. histolytica trophozoites. Cellular RNAs were extracted from HT-29 or Caco-2 human colon epithelial cells exposed to E. histolytica trophozoities for 30 minutes. 1 and 3 hours. IL-8 mRNA transcripts were measured by reverse transcriptional polymerase chain reaction (RT-PCR) using synthetic standard RNA. The number of IL-8 mRNA molecules increased from 30 minutes to 3 hours of exposure period, reaching 3.1×10(7) molecules/㎍ of total RNA. Expression pattern of IL-8 mRNA transcripts was parallel to the amounts of IL-8 protein measured by enzyme-linked immunosorbent assay (ELISA). Lysates of E. histolytica also induced expression of mRNA for IL-8 in colon epithelial cells. These results suggest that acute inflammatory reaction by E. hisstolytica may be initially triggered by proinflammatory cytokines such as IL-8 secreted from epithelial cells of the colon.
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역량기반 교육과정 개발을 위한 간호역량 모델링에 대한 고찰
고자경(Ko, Ja-Kyung),정명실(Chung, Myung Sill),최명애(Choe, Myoung-Ae),박영임(Park, Young Im),방경숙(Bang, Kyung-Sook),김정아(Kim, Jeong Ah),유미수(Yoo, Mi Soo),장혜영(Jang, Hye Young) 한국간호교육학회 2013 한국간호교육학회지 Vol.19 No.1
Purpose: Competency-based curriculum has attracted many nursing institutions attention, pursuing the enhancement of competency and the quality of education. The goal of this study was to not merely scrutinize the nomenclature of competency and competency model as a concept of pedagogy as well as nursing science, but also form a well understanding of development process for nursing competency-based curriculum and nursing competency modeling. Methods: A comprehensive review on related literatures was conducted in each section of 1) competency-based curriculum, 2) competency and competency model, and 3) contents of competency. Results: The nomenclature of competency including nursing competencies, competency modeling and competency-based curriculum were clarified and summarized. Through analyzing and reviewing former studies related to competency, desirable nursing competency modeling and nursing competency-based curriculum were proposed and described. Conclusion: Learner-centered curriculum should be established based on nursing education that emphasizes intellectual skills acquisition and the enhancement of future-oriented professionalism. Competency modeling should reflect the fact that teaching-learning strategies should focus on the integration of nursing theories and clinical practices. Nursing competency modeling is essential in order to develop a genuine competency-based curriculum while in-depth practical research should be followed so that nursing theories and clinical practices work together in a coordinated fashion.
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