출혈성 뇌경색 환자 2례에 대한 임상적 고찰

정수미,김성진,김방울,전상윤,홍석,김행진,Jung, Soo-Mi,Kim, Sung-Jin,Kim, Bang-Ul,Jun, Sang-Yun,Hong, Seok,Kim, Haeng-Jin 대한한방내과학회 2004 大韓韓方內科學會誌 Vol.25 No.4

This study was designed to analyze the effectiveness of the diagnosis and treatments of hemorrhagic infarction patients in oriental medicine. In this study the clinical symptoms of two hemorrhagic infarction patients improved after diagnosis and treatment of oriental medicine. Though improvement was seen after diagnosis and treatment of both hemorrhagic infarction patients, the early stage of hemorrhagic infarction required western fluid therapy treatments. Study of more cases will be needed in order to varify efficacy for these oriental treatments to be generally applied.

韓国人学習者の日本語の複合語アクセントの生成

정수미(鄭樹渼)(Jung, Soo-Mi) 일본어문학회 2011 일본어문학 Vol.54 No.-

日本語を学ぶ学習者において最も困難とされるのは韻律的特徴であろう。その中でもアクセントは教育の現場でもいろいろな理由で回避されているのが現状である。ところが、日本人らしい日本語を駆使するためには正しいアクセントの習得は欠けない。学習者にアクセントを教育するためには学習者に合った教育が一番効果的であろう。アクセント教育でも学習者の実体を調べ、誤りの特徴とその原因を追求することで効果的に指導できる。 本稿は韓国人日本語学習者の複合語アクセントの習得状況を調べ、その実体を明らかにすることにその目的がある。そして、複合語アクセントを生成する際にどのような要因が影響するかを探った。その際、母方言の違うソウル方言話者と慶尚道方言話者の生成を比較し、方言差による生成の差があるかどうかも探った。その結果、平板型と拍数が多い語、特殊拍による核の移動のある型の生成が極めて困難で、後部要素が2拍以下で前部要素の末尾に核がある型が生成しやすい傾向があることが明らかになった。両方言話者ともに全体的に-3型が多いことは類似しているが、一方、ソウル方言話者は-4型、慶尚道方言話者は-2型になるという相違点も見られた。学習者の複合語の生成には語の拍数、つまり後部要素の長さ、前部要素の長さが関わり、また前部要素の音節構造、後部要素の音節構造と語の自立度とも関わりがあることがわかった。そして、ばらつきはあるが、アクセント生成に方言差は影響することが明らかになった。

学習者の日本語の複合語アクセントの聞き取り

정수미(鄭樹渼)(Jung, Soo-Mi) 일본어문학회 2012 일본어문학 Vol.57 No.-

母方言のアクセントが異なるソウル方言と慶尚道方言の日本語学習者 40名を対象に、後部要素が4拍以下の複合語についてアクセントの聞き取りの調査を行った。その結果、聞き取りに一定の傾向がみられた。実験の結果を語の構成と後部要素の長さによって分析したところ、以下のように聞き取ることが明らかになった。 1) 後部要素が2拍以下の場合は語の境界に核が置かれやすい。 2) 後部要素が3拍か4拍の場合は後部要素の1拍(または1音節目)に核がある。 3) 複合語の拍数が多くなると2つのアクセントを付与し、1まとまりにならない。殊にソウル方言話者に多い。 4) いずれの場合も音節構造に影響され、語の境界付近の重音節の後に下降があると聞き取りやすい。 5) 日本語の複合語アクセントの聞き取りに母語の複合語アクセント規則が関与することがわかった。 学習者のアクセントの聞き取りに関する先行研究は単純語の場合が多く、複合語における研究はあまり見られない。本稿は複合語アクセントの聞き取り調査の結果から、聞き取りにおける傾向を明らかにし、母語の影響と方言話者別にみられる差異も提示することができた。

리듬감 향상을 위한 유아무용 프로그램 연구

정수미 ( Soo Mi Jung ) 한국달크로즈유리드믹스학회 2008 종합예술과 음악학회지 Vol.2 No.2

리듬은 자연현상에도 존재하는 것으로, 음악, 무용, 문학에 있어서 예술을 지배하는 기본일 뿐 아니라 일상생활의 근원적인 역할을 하는 것으로(유덕희, 1983)선율이 규칙적으로 되풀이 될 때의 그 규칙적인 움직임을 말한다, 무용에 있어서 리듬은 가시화된 움직임으로 드러나는데, 상반되는 움직임의 크기, 높낮이, 길이, 방향, 액센트, 무게, 흐름, 반복되는 움직임과 변형되는 움직임 등에서 지각되는 것으로 우리는 쉽게 음악성이란 말로 표현하는데 움직임과 리듬은 음악의 청각적 요소와 무용의 시각적인 표현을 가미하기 위해서 음악에 대한 귀를 열어 음악성을 키우며 리듬을 찾고 창조해 나가는 작업이 필요하다. 왜냐하면 움직임이 리듬을 타고 흘러가기 위해서는 적절한 타이밍에 신체를 움직일 수 있는 섬세한 음악성이 반드시 필요하기 때문이다. 움직임 교육에 있어 리듬교육 역시 뛰어난 리듬적 움직임을 위한 기술적 향상을 목적으로 하기 보다는 다양한 리듬적 신체 움직임에 대한 인식과 새로운 가능성에 대한 인지적, 분석적, 창조적인 교육을 지향하는 전인교육의 한 영역으로 리듬이라는 요소를 통해 예술 교육의 가능성이 있다는 점에 본 연구의 필요성을 두고 학습자의 흥미를 높이는 가운데 창의적 신체 표현 활동을 통하여 보다 재미있고 즐겁게 습득할 수 있도록 신체 표현 활동을 강조한 달크로즈, 코다이, 오르프의 신체 표현활동 방법을 통합적으로 살펴보고 리듬감을 향상에 용이한 유아 무용 프로그램에 필요한 기초 지도안을 제공하는데 그 목적이 있다. 본 연구를 통해 리듬감 향상을 위한 유아 무용 교육은 음악적 측면의 리듬요소에 대한 훈련의 역할 뿐만 아니라 리듬요소를 적용한 신체 움직임을 통해 심미감을 기르고 건강을 증진시키며 표현적인 활동을 함으로서 창의적인 사고를 목표로 한 전인 교육으로의 발달을 도모할 수 있을 것으로 기대된다. 또한 본 논문에서 제시한 리듬학습 지도안이 실제 학습에 도움이 되길 바라며, 무용 교육전공자 및 교육학자, 일선 교사들의 리듬지도에 대한 끊임없는 연구가 이어지길 기대한다. Many musicologists of the 20th century have emphasized body movement as a rhythm education method that is the foundation of music education. Likewise, dance which is a body movement art could be an excellent educational method for rhythm education. This study inquired how rhythm education can run parallel based on preceded cognition of dance education for children. To look out a proper essential element for that, it also examined rhythm teaching methods and rhythm elements of Dalcroze, Kodaly and Orff that emphasized on body movement in rhythm teaching. It took common elements such as `clapper`, `tempo`, `rhythm` and `accent` from among indicated rhythm elements by Dalcroze, Kodaly and Orff. It also researched a teaching program to improve a sense of rhythm of children through dance education. The results of the study are as follows. Firstly, the purpose of a dance teaching model for rhythm teaching teaches children to improve a sense of rhythm through cognition of rhythm elements in movement and music. And it gives a chance for expansive art education to experience increased expressive ability and creativity. At first, thoughts of rhythm cognitions of children have been arranged concepts easy and clearly through introducing musical rhythm in the teaching plan. After that, children experienced various and creative rhythm by expressing it with their body movement. They also recognized rhythm as a part of an interesting and exciting expression activity not memorized expression activity through liberal movements. Secondly, contents of a teaching model were organized with common elements such as clapper, tempo, rhythm and accent of Dalcroze, Kodaly and Orff as teaching contents of a each lesson. And they were connected with types of body and rhythm, nature and rhythm, a language and rhythm, a children`s story and rhythm. A lesson was progressed according to introduction of concepts of rhythm elements-exploration of the concepts-skill development-creation-ending. The curriculum of each step took what children easily meet and experience around them as a subject matter. It provided liberal searching activities through various body, visual, auditory activities by appling for rhythm teaching methods based on basic concepts of elemental music of three scholars. Therefore, children could find rhythm elements around them and listen, see, respond to rhythm with their bodies through it. Also, children could have an inclusive experience in an opportunity and learning about rhythm through various processes which are expressed with creative interpretations Thirdly, a teaching method is made up body and rhythm, nature and rhythm, a language and rhythm, a children`s story and rhythm by creative rhythm expression experiences. A sense of rhythm is formed with the results what each child directly experiences for him/herself. Therefore a teacher should encourage children to have an initiative expressing process about their feeling, response, perception, discernment in liberal atmosphere during a class. Children could participate in it positively and have a self-confidence through the rhythm teaching. Also, they could have joyful experience about a dance class that aren`t divided music into dance. Dance education for children to improve a sense of rhythm plays a role in practicing a rhythm element of music. And it increases aesthetic sensibility and promotes health and helps expressive activities through body movement that applied for rhythm elements. Therefore, it could build up development for whole man education that has a goal of creative thinking. I want that the rhythm teaching plan helps and applies for practical instruction. It is necessary to get an incessant methodology about rhythm teaching from people getting dance education degree, educators, and teachers.

韓國語大邱方言話者の発話にみられゐ日本語アクセント特徵

鄭樹渼(Jung Soo-Mi) 한국일본문화학회 2010 日本文化學報 Vol.0 No.45

진행된 비소세포 폐암 환자에서 Concurrent Chemoradiotherapy 와 Conventional Radiotherapy의 비교

김휘정 ( Hui Jung Kim ),이동수 ( Dong Soo Lee ),송소향 ( So Hyang Song ),정수미 ( Su Mi Jung ),김영균 ( Young Kyoon Kim ),윤세철 ( Se Chul Yoon ),문화식 ( Hwa Sik Moon ),송정섭 ( Jeong Sup Song ),박성학 ( Sung Hak Park ) 대한결핵 및 호흡기학회 1997 Tuberculosis and Respiratory Diseases Vol.44 No.3

쥐에서 식이에 첨가된 Conjugated Linoleic Acid 가 혈장 지질조성에 미치는 영향

박현서,강금지,정수미 한국지질학회 1999 韓國脂質學會誌 Vol.9 No.4

This study was designed to observe the effect of conjugated linoleic acid supplemented to beef tallow or fish oil diet on plasma lipid composition and its incorporation into hepatic microsomal membrane in rats. Male Sprague Dawley rats, weighing 150∼180 g, were divided into 2 groups according to the types of dietary fat(beef tallow or fish oil) and then each group was subdivided into 2 groups depending on CLA supplementation, i.e, BT, BT-CLA, FO, FO-CLA. All rats were fed experimental diet containing total fat at 12% (w/w) including CLA at 1% for 30 weeks. CLA was incorporated into hepatic microsomal membrane and significantly decreased plasma level of total cholesterol and LDL-C and increased HDL-C level, but did not have significant effect on VLDL-C and Td levels. N-3 fatty acid rich in fish oil also had significant reducing effect on plasma cholesterol, TG, VLDL-C, LDL-C but did not have significant effect on HDL-C level. Both CLA and n-3 fatty of fish oil significant antiatherogenic effect by decreasing the ratio of LDL-C/HDL-C and Total-C/HDL-C. Fish oil supplemented with CLA had better antiatherogenic effect than either fish oil or CLA alone supplemented. Therefore, It is needed to study mote about the physiological and biochemical effect of CLA in human to prevent athetnsclenosis and it might be applied into food development.