재가암환자의 신체 증상들과 정신적, 사회적, 영적, 그리고 경제적 돌봄 요구도

강명희,문영실,이영준,강윤식,김훈구,이경원,이원섭,강정훈,Kang, Myung Hee,Moon, Young Sil,Lee, Young Joon,Kang, Yoon Sik,Kim, Hoon Gu,Lee, Gyeong Won,Lee, Won Sup,Kang, Jung Hun 한국호스피스완화의료학회 2014 한국호스피스.완화의료학회지 Vol.17 No.4

Purpose: This study was performed to identify the symptoms and care needs of home-based cancer patients in Korea and to add to the scarce literature on this topic. Methods: Data were collected from patients who subscribed to home-based cancer care services in Jinju. Assessments were performed by nurses at the local public health center. The Edmonton Symptom Assessment System with a numeric rating scale (NRS) was used to identify symptoms, and a four-point Likert scale was used to assess psychological, social, and spiritual needs. Results: Cross-sectional data were collected in October 2013. A total of 209 patients participated and their median age was 65 years (range, 17~89 years). Most patients were diagnosed in the early stage of cancer (n=188); only 19 patients were diagnosed in the advanced stage. More than half the patients lived alone (n=115, 55.0%) and took care of themselves (n=128, 61.2%). Anorexia and fatigue were the most common symptoms (median NRS, 5 and 4, respectively). Patients needed economic support the most, whereas spiritual care was least needed (n=138 [67.3%] vs. n=128 [62.1%], respectively). Conclusion: Patients who signed up for home-based cancer care services in Jinju are struggling with a financial issue and physical symptoms. A customized approach is needed to improve the quality of the home-based care services.

유비쿼터스 컴퓨팅 환경을 위한 익명성을 보장하는 사용자 인증 및 접근제어 모델

강명희,유황빈,Kang Myung-Hee,Ryou Hwang-Bin 대한전자공학회 2005 電子工學會論文誌-CI (Computer and Information) Vol.42 No.4

모바일 디바이스, PDA 센서들의 확산은 실생활 공간이 지능적이고 향상된 서비스를 제공하는 스마트 공간으로 전환되는 유비쿼터스 컴퓨팅 환경이 구축될 수 있도록 하였다. 그러나 보안문제 특히 적절한 인증 및 접근 제어 기술의 부재로 말미암아, 실생활에서의 이러한 컴퓨팅 패러다임의 변화에 있어, 방해 요소가 되고 있으며, 또한 유비쿼터스 컴퓨팅 환경에서는 보안 대책을 마련하고, 사용자의 프라이버시 보장 또한 매우 중요하다 본 논문에서는 유비쿼터스 컴퓨팅 환경을 위한 사용자 프라이버시를 위한 익명성이 보장되는 효율적인 사용자 인증 및 접근 제어 모델을 제안한다. 본 논문의 제안 모델은 공개키 암호 기술이 아닌 MAC 기반의 익명 인증서와 보안 연계 토큰을 이용하여, 사용자 인증 및 접근 제어를 수행함으로써, 컴퓨팅 연산 능력이 컴퓨팅 연산 능력이 비교적 떨어지는 디바이스들에 적합한 모델이다. 또한 암호 연산 처리 측면에서, Kerberos 시스템과 비교하였을 때, 전반적으로 우수함을 알 수 있었다. The spread of mobile devices, PDAs and sensors has enabled the construction of ubiquitous computing environments, transforming regular physical spaces into 'Smart space' augmented with intelligence and enhanced with services. However, the deployment of this computing paradigm in real-life is disturbed by poor security, particularly, the lack of proper authentication and authorization techniques. Also, it is very important not only to find security measures but also to preserve user privacy in ubiquitous computing environments. In this Paper, we propose efficient user authentication and authorization model with anonymity for the privacy-preserving for ubiquitous computing environments. Our model is suitable for distributed environments with the computational constrained devices by using MAC-based anonymous certificate and security association token instead of using Public key encryption technique. And our Proposed Protocol is better than Kerberos system in sense of cryptographic computation processing.

피지컬 컴퓨팅 교육에서 과학적 탐구 태도에 대한 과학경험, 교육지원, 학습몰입의 예측력 규명

강명희,장지은,윤성혜,Kang, Myunghee,Jang, JeeEun,Yoon, Seonghye 한국정보교육학회 2017 정보교육학회논문지 Vol.21 No.1

The physical computing education, as the emerging field, is a form of education that helps learners to develop the attitude of scientific inquiry by developing meaningful and creative output through the integration of hardware and software elements. Based on the literature, the authors of the study used science experience, school support and learning flow as the variables that predict the outcome variable which is the attitude of scientific inquiry. The authors collected data from 64 fourth and sixth graders who studied physical computing at an institution for the gifted and talented in Korea and then analyzed them using descriptive statistics, correlation, multiple regression and simple mediation analysis methods. As a result, science experience and learning flow significantly predicted the attitude of scientific inquiry. In addition, learning flow mediated the relationship between science experience and the attitude of scientific inquiry, and the relationship between school support and the attitude of scientific inquiry. Based on these results, the authors propose that to promote the attitude of scientific inquiry in physical computing education, strategies must be implemented for improving science experience, school support and learning flow in instructional design.

의과대학 문제중심학습에서 튜터의 전문분야와 교수경험이 학습결과에 미치는 영향

강명희,이수지,김민정,김민지,Kang, MyungHee,Lee, SuJie,Kim, MinJeong,Kim, MinJi 연세대학교 의과대학 2011 의학교육논단 Vol.13 No.2

This study aimed to investigate the effects of tutors' domain and teaching expertise on learning outcomes in a problem based learning (PBL) environment. Four tutors and 25 first-year medical students participated in this study. Tutors' domain expertise was classified by clinical or non-clinical which is basic medicine and teaching expertise by previous tutoring experiences or not. The results showed a statistically significant difference in achievement depending on the tutors' domain expertise. Students grouped with an experienced clinical tutor attained higher achievement scores than those with an experienced non-clinical tutor, while those with an inexperienced non-clinical tutor attained higher scores than those with both inexperienced clinical tutors and experienced non-clinical tutors. Students with clinical medicine tutors also showed higher satisfaction scores than those with non-clinical medicine tutors. In particular, students grouped with an experienced clinical tutor gained higher satisfaction scores than those with inexperienced non-clinical tutors, and among the inexperienced tutors, students tutored by a clinical tutor showed higher scores than those with a non-clinical tutor. Different intervention styles were also found depending on tutors' domain and teaching expertise. Experienced tutors gradually reduced the tutoring intervention, whereas the novice provided more as the semester proceeded. Moreover, experts with a clinical medicine degree preferred direct teaching, whereas, non-clinical tutors preferred facilitating. Also, experienced tutors in the clinical medicine facilitated critical awareness than the other tutors. These results show the importance of developing a program for novice tutors to improve PBL in medical education.

형용사 조어형태소-IOS

강명희,Kang Myoung Heui 한국독어학회 2004 독어학 Vol.9 No.-

Im $gegew\"{a}rtigen$ Deutschen gibt es zwei verschiedene Auffassungen $\"{u}ber$ das adjektivische Wortbildungsmorphem -Ios. $W\"{a}hrend$ -Ios einerseits als Halbsuffix betrachtet wird, will man es andererseits als Suffix betrachten. Die $Gr\"{u}nde$, die -Ios als Halbsuffix gelten lassen, sind die folgenden : 1. Es besteht eine semantische Verwandtschaft zwischen -Ios und dem freien Morphem Ios. 2. Anders als Suffix hat es ein $zus\"{a}tzliches$ semantisches Merkmal. 3. Die Bildungen mit -Ios haben die Fugenelemente. 4. Es konkurriert mit adjektivischen Halbsuffixen. Die $Gr\"{u}nde$, die -Ios als Suffix gelten lassen, sind die folgenden: 1. Im Unterschied zu -frei und -leer dient es zur wertungsneutralen Feststellung des Sachverhalts 'Nichtvorhandensein'. 2. Es besitzt eine einheitliche semantische Funktion. (BS+ -Ios = ohne BS) 3. Es $geh\"{o}rt$ zur Lautstruktur 'KVK'. Diese entspricht der Lautstruktur der adjektiven Suffixe -bar, -lich. -sam usw. Diese verschiedenen Merkmale von -Ios lassen das Morphem noch nicht als Suffix gelten.

웹기반 지식창출지원스시템의 개념적 모델

강명희 ( Myung Hee Kang ),서희전 ( Hee Jeon Suh ),권성연 ( Soung Youn Kwon ) 한국교육공학회 2000 교육공학연구 Vol.16 No.4

This study investigates the conceptual model for a web-based Knowledge Construction support System (KCSS) that supports individual as well as collaoorative knowledge construction. KCSS consists of (1) cognitive tool for an individual knowledge construction, (2) collaboration tool for an individual knowledge construction, (3) individual and collaborative knowledge base construction tool for expanding the database by the users and (4) various agents for assisting p9.rticipants. KCSS provides concept map generating and notetaking functions from the cognitive tool, synchronous and asynchronous communications and CSCW(Computer Supported Collabora-tive Work) functions from the collaboration tool, knowledge base construction functions from the KC construction tool and intelligent searching, project managing and footprint checking and other help functions using agents. This conceptual model will be developed and applied to the various learning communities to validate the system. lndepth studies including individual as well as collaborative knowledge process is on going.

교육용 소프트웨어의 적용된 ARCS 동기유발 모델의 효과 측정

강명희 ( Myung Hee Kang ) 한국교육공학회 1994 교육공학연구 Vol.10 No.1

The literature shows testimonials from educators who describe the excitement they have felt in working with student son computers. However frequent criticsms of courseware are still there and the number of students who want to use computers as a tutor is decreasing. One explanation that professionals in this field give is that well designed and highly motivational course wares are few in Korea. In this study, ARCS (Attention, Relevance, Confidence, Satisfaction) motivation model has been reviewed and the guidelines for designing the motivational course wares have been suggest ed. Also, in evaluate the ARCS model, a courseware has designed and develped by using the guidelines an d compared it with another courseware which has the similar content with no guidelines appled. The result s show the significant difference between two coursewares in Confidence factor (t =4.42, df=40, p〈.05). However, no significant difference was found in Attention, Relevance and Satisfaction. The design of an instrucational message is not complete without considering its motivational appeal. The ex tent to which an instructional stimulus will be received, acquired, and applied depends on the student``s willingness to learn and perform in addition to his or her ability to do so (Keller and Burkman, 1993). Therefore, the success of using computers as a tutor will depend how well the courseware will be able to motivate the students and how long it can keep them motivated.

자원기반 학습환경에서 탐구훈련모형의 활용이 탐구능력과 과제수행능력에 미치는 영향

강명희 ( Myung Hee Kang ),한연선 ( Yeon Sun Han ) 한국교육공학회 2000 교육공학연구 Vol.16 No.2

This study investigates the effects of inquiry training model on the inquiry skill and task performance in the resource-based learning environment with internet resources. There are two research questions: (1) Is there any effect of inquiry training model on the students`` inquiry skill in the resource-based learning environment? (2) Is there any effect of inquiry training model on the students`` task performance in the resource-based learning environ-ment? The subjects for this study were 44 college students. Subjects were randomly assigned into two group-control and experimental group. Students in experimental group used in-quiry training model and students in control group did not. Pre-test on inquiry skill using IQI(Inquiry Quotient Inventory) were conducted. After three-weeks of self-study along with seven synchronous discussion sessions, students`` inquiry skill and task performance abil-ity were evaluated. Results are as follows. First, there is a significant difference between Pre-and pst-IQI scores of experimental group(t=2.92, df=22, p<.05). In other words, students`` inquiry skill has been increased after using the inquiry training model. Therefore, it can be stated that the inquiry training model acts as a catalyst to enhance a inquiry skill in a resource-based learning environment with the internet resources. Second, there is a significant difference between control and experimental group on task performance scores(t=2.63, df=42, p<.05). Experimental group did better on task performance in general as well as in organizational ability of task performance. Organization ability means information gathering, utilization of information sources and reorganization of information. Therefore, it can be concluded that the inquiry training model assists the students in performing various information gathering and organizing activities in a resource-based learning environment On the other hand, there is no significant difference between control and experimental group in content areas of task performance(t=2.01, df=42, p>.05). Content areas were measured by the five-point scale of appropriateness, accuracy of viewpoint, objectivity, self -reflection, and creativity based on the criteria suggested by Wen(1998) and Bos(1998).

학습과제의 실제성 인식수준에 따른 학습동기와 성취도 변화

강명희 ( Myoung Hee Kang ),김나리 ( Na Ri Kim ) 한국교육공학회 1999 교육공학연구 Vol.15 No.1

Constructivism shifts the core of education from instruction to learning. We consider constructivism as an alternative paradigm for our education in place of objectivism which has been the paradigm for the past long years in the field of Education Technology. One of the most distinctive features of cons tructiv ism is the authenticity of learning experience. The purpose of this study is to examine the effects of the authenticity perception onlearner’s motivation and achievement. There are two major research problems. First, there is a difference on learner’s motivation between high and low perception level of authenticity. Second, there is adifference on learner``s achievement between high and low perception level of authenticity. Subjects for this study are 51 students of the middle school students. Two distance learning materials received low and high perception of authenticity are s elected. The results are as follows:(1) There is a significant difference in the learner’s achievement in general between los and high level of authenticity perception(t=- 3. 41, p<. 05). A s ignificants difference was found in the learner``s authentic achievement between low and high level of authenticity perception(t=- 4. 54, p. 05). However, no s ignificant difference was found in the learner’s logical achievement between low and high level of authenticity perception(t=- 1. 75, p<. 05). (2) There is a significant difference in learner`s motivation of a total(t=- 3. 40, p<. 05). attention(t=- 3. 16, p<. 05). relevance(t=- 2. 55, p<. 05), confidence(t=- 2. 85, p<. 05) and satisfaction(t=2. 34, p<. 05) between low and high level of authenticity perception. Based on the results of the study, following suggestions were made: (1) Measuring scale of authenticity of the learning task has to be further validated through many different situation and with various subjects. (2) Authentic assessment of the authentic learning environment Thas to be studied further.

집단미술치료가 지역아동센터 아동의 자아존중감 향상에 미치는 효과

강명희 ( Myeung Hui Kang ),신근화 ( Geun Hwa Shin ) 대한아동복지학회 2011 아동복지연구 Vol.9 No.2

This research studies ways to improve children`s self-esteem in a regional children`s center through the medium of art and supports them to adapt to their school lives based on amicable interpersonal relationships and the proper formation of self-identity. The subjects of this research were ten children in a regional center located in C City. Five of them were allotted to the control group and received a group art program. In order to verify its effectiveness, a self-esteem test, KHTP analysis, qualitative analysis, of each session was conducted for measurement. According to the results of this paper, after the conduction of the group art therapy program, the experimental group showed improvement in their self-esteem. In the pre- and post-comparative analysis of the KHTP test, it was found that they indicated elevated confidence and also improvement of interpersonal relationships, self-expression, self-regulation, and emotional skills in activities.