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한국인에 있어서의 Sulfamethizol 의 Acetyl 화에 관한 생물약제학적 연구
강영수 한국약제학회 1975 Journal of Pharmaceutical Investigation Vol.5 No.2
In the course of the investigations on drug metabolism and drug disposition in man, it has been noted that there are often rather striking individual differences in the response to drugs and in the ability to metabolize and dispose of drugs. Some of the person-to-person differences are due to environmental factors, but some have clearly demonstrated to be genetically determined. This report determined the rate of acetylation and some constants of sulfamethizole to Korean. The results are as follows: The overall removal rate of drug from the body is 0.572(k, hr^(-1)) the rate constant for acetylation, 0.222(k₂, hr^(-1)) the rate constant for excretion of unchanged drug, 0.350(k₃, hr^(-1)) and the faction of a dose ultimately excreted in the urine as unchanged drug is 0.677. And this report determined the optimal time to make a single blood level determination after an oral dose of the drug and obtain a reasonable index of the rate of sulfamethizole metabolism. The resulting data(sulfamethizole levels at 5 hours after drug administration) clearly established bimodality even though only about 106 subjects were tested.
시험전략이 초등학교 학습장애 학생의 학업성취도와 자아개념에 미치는 효과
강영수,김윤옥 한국특수아동학회 2002 특수아동교육연구 Vol.4 No.2
본 연구는 시험전략이 초등학교 학습장애 학생의 학업 성취도와 자아개념에 미치는 효과를 검증하고자 실시되었다. 연구에 참여한 대상은 D광역시에 소재하고 있는 초등학교 6학년 학습장애 학생 3명이었다. 학생들의 전략 활용 능력은 시험전략 검사지를 이용하여 측정하였으며, 학업성취도와 자아개념 수준도 함께 검사하였다. 본 연구에서는 시험전략을 전략교수 8단계 과정을 통해 적용하였으며, 대상자간 중다기초선 설계를 이용하여 전략 교수의 효과를 검증하였다. 연구 결과, 학습장애 학생들이 시험전략을 완전학습 할 수 있고 전략훈련이 학업성취도와 자아개념을 향상시킬 수 있는 것으로 나타났다. In this study, it was purposed to verify that elementary students with learning disabilities (LD) could master a Test-Taking Strategy and to examine whether the Strategy could impact on the achievements of the students with LD. Three 6th graders with LD were participated in this study. The 'PURSE' test-taking strategy was adapted from the strategy developed by researchers at the Kansas University Center for Research on Learning(KU-CRL) by Youn Ock Kim (2000), which was used in this study. This study employed the eight stages to instruct the Strategy. A multiple-baseline design across students was used for this study. This design can verify the effect of the test-taking strategy instruction to achievements and self-perception of students with LD. The achievements (Subject areas: Korean, math, social studies and science) and self-perception were compared before and after instruction. As the results, both achievements and level of self-perception of the students with LD were improved significantly. In terms of self-perception, scholastic self-perception was improved more than non-scholastic self-perception. It seems that the test-taking strategy instruction could make reasonable improvement in the achievements and the scholastic attitude of the elementary students with LD.