스트레스와 면역반응에 대한 국내 논문분석

채영란,김금순,최명애,안경애,김명애,서순림,홍해숙,정재심,박금화,이성희 대한기초간호자연과학회 2002 Journal of korean biological nursing science Vol.4 No.2

This study was aimed to analyze the variables measuring stress and imnnune responses, to identify the relationship between stress and imnnune responses, and to find out the effect of nursing interventions associated with stress and immune responses by reviewing thirty-four published articles since 1970 in Korea. The articles were selected in the field of nursing, stress management, and masters or doctoral dissertations and limited to human subject. Among these, the thirty-one articles were published since 1996 and mainly distributed in nursing(44.1%) and medicine(44.1%). The prevailing research design was nonequivalent control pre-post experimental design (41.1%). The research subjects were 55.9% for patients and 44.1% for healthy general persons including 20.6% of university students. To evaluate stress, both physiologic and psychosocial measures were adapted together in 35.3% of the articles. The most frequent two variables measuring stress and immune response were cortisol leve1(15.9%) and number or activity of natural killer ce11(25.9%). The relation between stress and immune responses was positive in 4 articles, negative in 9 cases, and none in 12 cases. Decreased stress and enhanced immune function have been found when massage, abdominal breathing, exercise, relaxation, and touch were provided as nursing interventions. The articles to investigate the relationship between stress and immune function were limited and the tested variables were diverse. Also there was no consistent evidence to correlate the stress and immune function at present. Further studies are needed to construct a valid research design and to investigate the relationship between stress and immune responses. Nursing interventions to decrease stress should be developed to result in the increased immune function and the effect of these interventions would be verified.

영아반 그림책 읽기 활동, 교사의 언어적,비언어적 행동 및 영아의 어휘력 간의 관계

정지은(Jee Eun Jeung),김명순(Myoung Soon Kim) 한국아동학회 2012 아동학회지 Vol.33 No.4

The purpose of this study was to investigate the relationship of toddlers` vocabulary ability with reading activities and teachers` verbal and nonverbal behaviors during book reading. The subjects were 52 teachers and 104 toddlers at age 2. Lee and Kim (2004)`s categories of the Teachers` Verbal Behaviors, the categories of the Nonverbal Behavioral Analysis(Kim. 2005), and the Peabody Picture Vocabulary Test-Revised (Kim, et al.1995) were used. The data was analyzed by t-test, ANOVA, and Correlations. The results indicated that there were significant correlations in the subcategories of reading activities in classrooms, teachers` picture book reading behaviors, and toddler`s vocabulary ability. The toddler`s vocabulary ability increased as the ``interacting time both before and after book reading`` became longer. The toddler`s vocabulary ability increased as ``connecting with previous experience``, ``asking questions for confirmation``, ``acknowledging,`` and ``expanding`` of verbal behavior, as well as the nonverbal behavior, such as ``requesting behavior``, ``emotional contact,`` and ``empathetic behavior.`` In conclusion, teachers` reading behaviors and activities were related to toddlers` vocabulary ability.

ICNP를 적용한 학교간호현상 및 특성과 초·중·고등학교의 학교간호현상 비교

김영임,왕명자,양순옥,현혜진,박은옥 韓國學校保健學會 2004 韓國學校保健學會誌 Vol.17 No.1

Purpose : this study purposed to investigate school nursing phenomena in Korea by applying ICNP, the international standard nursing classification system developed by ICN, and to compare school nursing phenomena at elementary, middle and high schools. Method : The subjects of this study are 110 nursing teachers from 82 elementary schools, 16 middle schools, and 12 high schools. In the survey, subjects were asked to score the degree to which phenomena and characteristics of Koran school nursing, identified in previous research, on a 5 point scale. Questionnaires were distributed and recovered by mad and email. The period of data collection was 6 months from July to December 2003. The general characteristics of schools and nursing teachers were represented with frequencies and percentages, the phenomena and characteristics of school nursing with the score of the questions, and the phenomena school nursing by school grade with ANOVA and Duncan's posterior analysis. Results : 1) As for the characteristics of schools according to school nursing phenomena related to human behavior, the mean score of questions on inadequate stress management was highest at 3.24 points followed by the score on inadequate weight control (3.23), inadequate eating habits (3.22), the risk of spine disorders (2.68), inadequate emergency management (2.62), inadequate response to sex -related problems (2.19), and smoking and drug use (1.85). 2) As for the characteristics of schools according to school nursing phenomena related to human function, the mean score of questions on oral health management was highest at 3.11 points followed by the score on the risk of digestive system disorder (2.87), improper eyesight management (2.81), the risk of respiratory system disorders (2.75), lack of sexual identity (2.52), and inadequate contagious disease control (2.12). 3) As for the mean score according to school nursing phenomena related to environment, the score of the risk of accidents in classroom was highest as 2.68 points followed by the score of the risk of accidents around the school (2.66), maladjustment to school (2.62), the risk of accidents outside the classroom (2.43), inadequate learning environment (1.83), the risk of exposure to socially and physically harmful environment factors (La), and inadequate waste disposal (1.77). 4) This study tested the m n scores of questions corresponding to each school nursing phenomenon in order to see if there is a difference in the school nursing phenomenon among elementary, middle and high schools, and performed Duncan's posterior comparison for school nursing phenomena. A significant difference was found at p<.l. According to the results, school nursing phenomena found to be significantly different among elementary, middle and high schools was smoking and drug use (p<.05), which appeared more problematic in high school than in elementary school. phenomena such as inadequate eating habits, inadequate weight control, inadequate response to sex-related problems and inadequate waste disposal were also found to be statistically different at p<.l; however, according to the result of Duncan s posterior comparison, no difference was found among groups in improper eating habits and improper response to sex-related problems, and a significant difference was found between middle and high schools in inadequate weight control and inadequate waste disposal. Conclusion: Based on the results of this study, it is necessary to plan school health projects focused on the characteristic school nursing phenomena that had high scores and to develop and execute school healthe projects in accordance with the characteristics of elementary, middle and high schools. Considering that the scores of school nursing phenomena related to human behavior are high, it is necessary to introduce school health promotion projects in a systematic way.

어휘력의 재이해와 지도 방법

김명순 청람어문교육학회 2003 청람어문교육 Vol.27 No.-

본고는, 어휘 능력이란 대강의 뜻이나 지시적 의미를 아는 데 있는 것이 아니라, 낱말의 이면에 들어 있는 의미를 세심하게 읽어내고, 그것을 통해 세상에 대한 섬세하고 명확한 개념을 형성하는 데 있다고 보았다 따라서 어휘력이 독해력의 하위 변인이 아니라 이해와 표현을 아우르는 편어 사용 능력으로 우리의 이해가 조정되어야 할 것을 주장하였다 따라서 일상적인 의사 소통의 수준을 넘어 보다 고급한 편어 사용 능력을 지닌 학습자를 기르기 위해, 어휘 지도는 이해 어휘와 표현 어휘를 통합하되 궁극적으로는 표현 어휘의 신장을 도모하는 방향에서 접근할 필요가 크다는 것을 강조하였다 그 구체적인 방법으로 ?Z룡 어휘 전략을 소개하였다 가르쳐야 할 어휘는 알고 있는 단어, 알고 있는 개념, 모르는 개념의 세 유험으로 나누어 접근할 것을 제안하였다. 알고 있는 단어는 질적인 의미 확장에 초점을 고 지도되는 것이 바람직하며, 구체적으로 배타적 브레인스토밍, 열거-분류-명명하기 의미 지도 그리기 방법과 의미 자질 분석 방법 등을 고려할 수 있다. 알고 있는 개념의 단어는 학생들이 개념을 이미 알고 있다는 점에 유의하여 기존의 백락을 의식의 파원으로 드러내거나 이러한 과정을 도울 수 있는 장치를 마련해 주는 방향에서 지도되어야 한다. 이러한 방법으로 문맥에 사전 이용을 겸하는 것, 해당 어휘의 정의에 기타 맥락을 제공하는 것, 관련 백락을 일결한 절파에 따라 제공하게 하는 것 등을 고리칼 수 있다. 모르는 개념의 단어는 반드시 직접적인 지도의 대상이 되어야 하머, 다른 모든 독해 기능에 우선하여 지도되어야 한다. 이들 단어에 대해서는 유의어와 반의어를 활용하는 방법, 결의 지도 작성하기 등의 방법을 고리칼 수 있다 Most language teachers are tend to recognize vocabulary power as sub-elements of reading comprehension ability. But, to be high level language users, it is need to consider it as extensive language use ability. People in general have four types of vocabulary: listening, speaking, reading, and writing. Knowing words actually involves all the them Words learned during reading are reinforced by speaking, writing, and listening. New words encountered during listening can be added to speaking, writing, and reading vocabularies. Therefore, effective vocabulary instruction will develop students' vocabularies in all four areas. capsule vocabulary strategy is introduced, because it's unique feature is that it incorporates the four language areas into the process of building vocabulary. Three types of learning-vocabulary is discussed; known words, known cencepts, unknown concepts. Known words are that students have already known target vocabulary and its concept. For them, four ways is considered: exclusive brainstorming, list-group-label, semantic mapping and semantic feature analysis. Known concepts are new words that represent known concepts. To teach them, three ways is able to be introduced: context plus use of the dictionary, definition plus rich context, and context-relationship procedure. Lastly, unknown words are new words that relate to new concepts. For them, two methods is discussed: using the synonyms and antonyms and concept of define map.

읽기교육에서 과제의 기능

김명순 한국교원대학교 한국어문교육연구소 2002 한국어문교육 Vol.11 No.-

본고는 읽기교육에서 과제가 어떤 관계에 있는지를 토대로, 읽기 과제가 어떤 역할을 하는지에 관심을 두었다. 읽기교육에서 과제는 독자(학습자), 텍스트, 맥락과 상호 작용을 한다. 독자에 따라 과제에 대한 대응 방식이 다르고, 과제에 대한 일반 지식이나 과제 경험이 과제 수행에 영향을 미친다. 텍스트는 이독성, 독해용이성, 유용성의 측면에서 과제 수행과 관련을 맺는다. 과제는 읽기 맥락과도 상관이 되는데, 과제의 조직에 따라 교사와 학생, 학생과 학생의 상호 작용 패턴이 달라진다. 읽기교육에서 과제는 읽기 학습을 촉진하고, 읽기 학습 과정을 안내하고, 읽기 학습 내용을 구현해 주고, 언어 이해 경험을 활성화하며, 실제 읽기 경험을 제공한다. 또, 학습 상황에서 실생활 맥락을 제공해 주고, 텍스트에 대한 독자의 관심을 조정하고, 적절한 배경 지식의 활성화를 뒷받침하고, 텍스트의 의미 구성을 유도하고 조형하고, 읽기 능력 발달에 비계 역할을 하고, 읽기 결과를 외현화해 준다.

흰쥐 뇌줄기에서 광주기 및 melatonin주입이 serotonin면역반응에 미치는 영향

김명순,전승원,이창현 대한해부학회 2003 Anatomy & Cell Biology Vol.36 No.6

Priming 처리종자의 저장기간에 따른 발아력 전당함량 및 α-amylase 활력

김재현,이석순,박성태,정명근 한국국제농업개발학회 2002 韓國國際農業開發學會誌 Vol.14 No.3

벼 종자의 priming처리 후 저장성을 검토하기 위하여 저장기간과 저장온도에 따라서 종자의 발아력과 저장양분 및 발아에 관여하는 주요 효소활력의 변화를 조사한 결과를 요약하면 다음과 같다. 1. Priming한 종자를 6개월간 저장하여도 어느 저장온도에서나 발아율의 차이가 없었다. 2. Priming한 종자에서 발아속도(T_50)가 2∼3일 빨랐으며 3개월 동안은 변화가 없었고 3개월 이후 발아속도가 약간 감소하였으나 priming 처리하지 않은 종자에 비해서 빨랐다. 3. 발아균일도는 priming 처리효과가 6개월간 계속 유지되었으며 25℃보다 저온인 17℃에서 효과가 더 크게 나타났다. 4. α-amylase 활력은 저장기간이 길수록 높았고 전당함량의 경우 3개월 이상 저장하였을때 감소하였으나 발아력에는 영향을 미치지 않았다. 5. 종자 수확후 6개월 동안은 어느 시기에 priming 처리하여 저장하여도 발아력 및 종자의 활력은 유지되었다. This experiment was carried out to determine changes of seed germination ability, total sugar, and α-amylase activity to different storage period, and temperature after seed priming treatment. In the storage during the six months, final germination rate and speed were similar to the untreated control seeds and the uniformity was continuously preserved. Germination speed(T_50) was faster than the control seeds by 2∼3 days. T_50 was a little decreased to priming effect after three months but faster than the control seeds. In the case of germination temperature 25℃, germination uniformity was decreased to long term storage periods. Total sugar content was increased to compare with the control seed during the one months at -10, 5 and 20℃ and total sugar content was decreased after two months. α-amylase activity was increased to storage of long term period and seed of storage temperature 5℃ was increased compared with -10 and 20℃. Germination ability and α-amylase activity was preserved continuously during six months after priming treatment.

눈에 약품을 주입한 후 닭의 단안의 Optokinetic Nystagmus에 대한 연구 : APB에 의한 ON 망막 채널의 봉쇄와 PDA에 의한 OFF 채널의 봉쇄가 OKN에 미치는 영향 Effect on OKN by ON retinal channel blokade caused by APB and by OFF channel blokade caused by PDA

김명순 又石大學校 1995 論文集 Vol.17 No.-

The chicken's monocular optokinetic nystagmus(OKN) which recorded by the magnetic search coil technique displays a directional asymmetry the temporal-nasal (T-N) stimulation being more efficient than the nasal-temporal one to evoke the reflex. The intravitreal injection of APB, a glutamate agonist which selectively blocks the ON retinal channel strongly reduced the eye monocular OKN; it also induced spontaneous eye movements in th T-N direction. The intravitreal administration of PDA another glutamate analog, which reduces the OFF channel, while increasing the activity of the ON retinal channel induced a large increase in OKN velocity gain, especially for a N-T stimulation at the lowest drum speeds. These results indicate the main involvement of ON retinal channel in the OKN genesis and the inhibitory effect of the OFF channel upon this oculomotor reflex.

읽기 활동의 이해와 읽기 교육의 관련 문제

김명순 국어교육학회 2003 國語敎育學硏究 Vol.16 No.-

본고는 읽기 교육 '읽기 활동'이라는 말이 애매하게 사용되고 있음을 주시하는 데서 출발하였다. 고찰 결과, 읽기 활동은 실재상의 읽기 활동, 실제상의 읽기 활동, 방법상의 읽기 활동으로 층위를 나누어 볼 수 있었다. 그리고 각각 읽기 교육과 관련되는 문제가 다른 것도 알 수 있었다. 실재상의 읽기 활동은, 현실의 경험 세계에서 일어나는 수많은 읽기 활동으로부터 추상화된 것으로 읽기 그 자체를 의미한다. 그러므로 교과 차원의 읽기에 해당하며 교과로서 선택된 정체성과 지향점의 문제와 관련된다. 실제상의 읽기 활동은 현실의 경험 세계에 존재하는 읽기활동들을 말한다. 그러므로 이러한 읽기 활동은 읽기 교육에서 내용이자 대상의 되는 위치에 있다. 실제의 읽기 활동은 무수히 많기 때문에 교육 내용의 선정이라는 문제와 관련된다. 방법상의 읽기 활동은 실제의 읽기 활동을 뒷받침하는 것으로 교수 학습의 과제와 관련이 된다. 현재 읽기 교육에서 이들 활동이 개별적이고 임의적으로 행해지고 있으므로, 이들을 적절하게 판단해 주고 견인해 줄 수 있는 과제 개발의 원리와 방향 제시가 요구된다. 이 세 가지 읽기 활동은 실제로 읽기 교육이 일어나는 상황에서 함께 나타기 때문에, 읽기 활동에 대해서 세 가지 개념틀을 가지고 있는 것이, 읽기 교육의 문제 해결에 유용할 것이다. 앞으로 활동 중심 교육의 측면에서, 각각의 문제를 개별적으로 다룰 필요가 있다. Surprisingly, although the term reading activity is common in the reading education, there has been little effort to unpack its meaning. This study starts from the needs for the understanding of what is meant to. This study aims to discuss the hierarchy of reading activity, and t o identify the problem in reading education based on it. The reading activity has the hierarchy of 'reality' , 'prac-tice and 'method' . The reading activity in reality is refer to that abstracted from a real world. It related to the reading in a course, that is. one of subjects. So, it is examined with the relation to why is taught and what is oriented to. In contrast, the reading activity in practice is related to the pervasive and numerous reading in a real world. This reading concerns the categorization and the selection of learning contents. The reading activity in method supports the activities in practice reading. Related t o the issue of 'task', this reading is of great use in reading instruction. It requires to the study of task-design principles for reading classroom. Finally, this study suggests that such problems is in- di-vidually examined in terms of activity-based reading education.

GABA agonist와 antagonist의 주입이 닭의 monocular Optokinetic nystagmus(OKN)에 미치는 영향

김명순 우석대학교 생명과학연구소 1998 생명과학연구소 논문집 Vol.2 No.-

Chicken monocular head and eye optokinetic nytagmus(OKN) were observed by coil recording after intravitreal administration of GABA agonist(THIP) and antagonist (SR95531) into the open and closed eye. Before injection of drugs the chicken displayed an OKN for T-N stimulation being more efficient in evoking this visuomotor reflex than N-T stimulation. The injection of GABA agonist(THIP) into either the open or closed eye induced a decrease of the head and eye OKN. On the other hand, the injection of GABA antagonist(SR 95531) into the closed eye, the head and eye OKN evoked an increase whereas the injection of GABA antagonist(SR 95531) into the open eye, the head and eye OKN provoked a decrease or disappearance. Thus, GABA antagonist abolished the directional asymmetry of the head and eye OKN, indicating the involvement of GABAergic mechanisms in the inhibition of the N-T component of the monocular OKN.