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

세 학교의 통합교육 운영 사례

강경숙,권택환,김수연,김은주 국립특수교육원 2000 통합교육 시범학교 운영사례집 Vol.2000 No.-

통합교육은 특수교육의 중요한 철학이자 목표일뿐만 아니라 교육현장에서, 매일의 수업 및 생활장면에서 장애아동이 일반학급의 한 구성원으로 또래와 함께 적극적인 참여자가 되기 위한 지원을 제공하는 노력의 과정 그 자체라고 할 수 있다. 지금까지 우리나라의 실정에 적합한 통합교육의 이론이나 모형 개발, 혹은 구체적인 교수방법에 대해서 적지 않은 연구가 이루어졌으나 학교 현장에서 이루어지고 있는 통합교육의 실제를 통해 성공과 실패 요인들을 분석해내는 연구는 부족하다. 이에 본 연구는 선진 외국의 사례나 이론에 맞추어서 바람직한 통합교육의 모습을 알리고 실행방법을 보급하는 것이 목적이 아니라 우리 나라 상황에서 실제적으로 이루어지고 있는 통합교육 현장의 실제를 깊이 있게 분석하고자 하였다. 일반학교에서 이루어지고 있는 매일의 수업과 생활장면에서 통합교육이 어떻게 이루어지고 있는지 살펴보고, 이를 통해 바람직한 사례를 확산시키고, 제대로 이루어지지 않는 사례에 대해서는 그 이유와 원인을 분석하여 제언하고자 하였다. 본 연구의 대상은 서울의 공립초등학교 2개교와 경기도의 공립초등학교 1개교로 모두 세 학교의 통합교육 사례를 연구하였다. 한 명의 장애아동을 중심으로 통합학급과 특수학급을 오가면서 세 명의 연구자가 수업을 참여관찰하고 교사 및 아동들과 면담을 실시하였다. 참여관찰 기간은 2000년 4월 10일부터 9월 9일까지로 일주일에 1회, 총 12회 이상 방문하였다. 연구대상 학교의 모든 일반교사와 일반아동, 일반아동의 학부모, 장애아동의 학부모를 대상으로 깊이 있는 면담을 실시할 수는 없었으므로 통합교육에 대한 설문조사를 실시하였으며 각종 서류와 문서들을 내용분석하여 자료를 수집하였다. 참여관찰 및 면담, 설문분석과 내용분석을 통해 세 학교에서 얻은 자료를 바탕으로 연구자간 협의를 거쳐 다음의 네 가지 영역으로 연구 결과를 분석 기술하였다: (1) 통합환경에서의 교육과정 운영; (2) 통합환경에서의 사회적 상호작용; (3) 통합교육을 위한 부모 및 가족 지원과 협력관계; (4) 행정적인 지원 및 지역사회의 연계를 비롯한 여건 조성. 본 연구결과를 요약하면 다음과 같다. 첫째, 통합환경에서의 교육과정 운영 면을 살펴보면, 특수학급에서는 특수학급 고유의 교육과정을 운영하고 있었으며, 이 중에는 기능적인 교육과정의 내용이 포함되어 있었다. 특수학급에서의 수업뿐만 아니라 일반학급에서의 수업을 지원하는 것에 대해 특수교사, 일반교사, 부모 모두 관심을 가지고 있었으나 실제로 시행되기에는 어려움이 있었다. 부분적이나마 장애아동이 일반학급에서 받는 수업을 지원하기 위해 크고 작은 시도를 하고 있었는데, 세 학교 모두 특수교사와 일반교사의 협력문제에 대해 어려움을 느끼고 있는 것으로 나타났다. 마지막으로 장애아동이 일반학급에서 받는 수업의 질을 향상하기 위해 요구되는 제도적인 지원들에 대한 논의가 이루어졌다. 둘째, 통합환경에서의 사회적인 상호작용 면을 살펴보면, 통합교육이 비교적 활발히 시행되고 있는 학교를 대상으로 하였으므로 세 학교 모두 장애아동이 일반학급에서 긍정적으로 수용되고 있었으며, 일반교사와 특수교사 모두 장애아동의 사회적인 통합을 위해 다양한 시도를 하고 있었다. 다만 장애아동을 도와주는 친구들은 많이 있으나 동등한 위치의 친구라기보다는 도우미, 혹은 또래 교사로서 도와주는 방법에 더 익숙한 모습을 발견할 수 있었다. 장애아동의 사회적 통합을 촉진하기 위해 이루어지는 교사의 지원과, 또래와의 상호작용을 강화하기 위한 대안들이 제시되었다. 셋째, 부모 및 가족과의 협력관계를 보면, 장애아동의 부모는 통합교육을 간절히 원하고 많은 노력을 기울여 자녀를 통합장면에 배치시키는데 이러한 과정에서 마음의 고충을 많이 겪고 있었다. 장애아동의 부모는 우선적으로 일반아동들과 일반교사들의 장애아동과 통합교육에 대한 인식의 부족이 가장 큰 문제라고 지적하였으며, 일반아동의 부모와 우호적인 관계를 맺기를 원하였다. 장애아동의 부모가 자녀의 통합교육을 위해 적극적으로 활동하는 경우에는 부모들간의 모임을 통해 실패의 경험과 정보를 공유하면서 교사와 협력하여 통합교육의 질을 높이기 위해 노력하는 모습도 볼 수 있었다. 넷째, 행정적 지원 및 전반적인 여건 조성 면에서는 세 학교 중에서 비교적 효율적인 통합교육의 실행에 필요한 행정적인 지원이 제도화되어 있는 한 학교를 중심으로 방법이 설명되었다. 통합교육이 교사 혼자의 의지와 노력에 좌우되는 것이 아니라 행정적으로 지원해줄 수 있는 제도적인 장치의 필요성이 강조되면서 특히 학교장의 역할이 중요한 것으로 제기되었다. 본 연구결과에 의하면 통합교육의 성패에 영향을 미치는 요인에는 여러 가지가 있겠지만 특수 교사와 일반교사의 긴밀한 협력관계가 특히 중요한 것으로 나타났다. 또한 본 연구에서 대상으로 한 세 학교 모두 특수교사나 일반교사가 통합교육의 성공적인 실행을 위해 많은 노력과 다양한 시도를 하고 있기는 하나, 수업 참여를 위한 교수방법이나 또래 교수 혹은 우정을 형성하고 지원하기 위한 전문적인 지식과 프로그램에 대한 자원들이 필요한 것으로 나타났다. 앞으로 본 연구결과를 바탕으로 통합교육의 성공적인 실행을 위한 다양한 지원체계가 갖추어져야 할 것이다. Inclusion is not only the main philosophy and purpose of special education but also the process of supporting full participation of students with disabilities in every aspect of daily and school life. As the number of special classes increased rapidly in late 80s, inclusion became a central topic in research and practice. In late 90s, the discussion was developed into the application of more concrete strategies for successful inclusion. The quality of inclusive education also began to draw attention. However, there has not been enough research about the facilitating factors and impeding factors of inclusive education based on the analyses of the existing practices of inclusive education conducted in real school settings. Therefore, the purpose of this study is to investigate what is really going on in the classes and schools where children with special needs are included. Rather than aiming to disseminate the desirable aspects of inclusive education in developed countries, this study was designed to analyze the current practices of inclusive education in Korea, address the facilitators of inclusion based on exemplary cases, and make suggestions to remove impeding factors. Two public elementary schools in Seoul and one public elementary school in Kyunggi-do are the main sites of the study. Over a period of time between April 10th and September 9th, the three researchers observed a student with disabilities in each site both in his or her self-contained and integrated settings. For the data collection, the researchers visited the sites once a week, at least 12 times for each school. Since it was unrealistic to interview all the general education teachers, the students without disabilities and their parents, and parents of the students with disabilities in the three schools, a questionnaire survey was conducted to investigate their perceptions of inclusive education and the students with disabilities. Also, content analysis was conducted on the documents gathered to examine overall state of managing inclusive education. Findings are organized into four themes that emerged from the analysis of the data from participant observation, interviews, a survey, and document reviews: (a) curriculum management in inclusive settings; (b) social interactions in inclusive settings; (c) collaboration with or supports from parents and families; and (d) administrative support and connection with communities as a foundation of inclusion. First, regarding curriculum management, the study found that special education classes had unique curricula of their own which included functional curriculum. The general education teachers, special education teachers, and parents of students with disabilities in the study expressed their needs for supports both in self-contained and integrated educational settings. The special and general teachers in the study made their own efforts to facilitate inclusion, but they indicated that collaboration between special and general education teachers was not easy. The supports at the system level to promote the quality of education that students with disabilities receive in inclusive settings are also discussed. Second, regarding social interactions, the study found that students with disabilities were accepted positively in inclusive settings. Both special and general education teachers made a variety of efforts to promote social integration of the students with disabilities, though it was partly because the three sites for the study were the schools where inclusive education had been administered quite actively. On the other hand, the study found that many students without disabilities were accustomed to helping the students with disabilities as a helper or a peer-tutor, rather than as a true friend. In this section, implications for teachers are provided regarding how to facilitate peer interactions between students with and without disabilities. Third, regarding the collaborative relationships with parents and families, the study found that the parents of the students with disabilities eagerly wanted their children to be included in the general classes and experienced emotional difficulties in the process of trying to make the inclusion work. The parents indicated that the level of acceptance by general education teachers and students without disabilities had been the biggest issue in inclusive education. The parents also expressed their desire to establish collaborative relationships with parents of students without disabilities. Especially, those parents who actively participated in the process of inclusion supported other parents of children with disabilities by sharing information, concerns, and experiences through parent group meetings. Fourth, in terms of administrative supports and overall foundations for inclusion, findings are described based on the one school where the level of the administrative supports was exemplary. Since successful inclusion cannot be achieved by the willingness and efforts of a single teacher, the roles of principals were emphasized. Though there would be so many factors that are influential in determining the success of inclusive education, the study found that collaboration between special education teachers and general education teachers was the most essential factor. These stakeholders should work in partnership through active communication, information exchange, and mutual supports in order to enhance the quality of education and social interactions that the students with disabilities experience in inclusive settings. Though various efforts have been made to realize successful inclusive education in the three schools, there was a need for (a) more information regarding instructional strategies, peer tutoring methods, and facilitation of friendships, and (b) resources to develop programs in these areas. Based on the findings of the study, more comprehensive systems of support should be established.

조혈모세포이식술이 골수기질세포의 기원 및 조골세포로의 증식 및 분화에 미치는 효과

강무일,조성원,오은숙,백기현,이원영,오기원,김혜수,한제호,윤건호,차봉연,이광우,손호영,강성구,김춘추 대한내분비학회 2000 Endocrinology and metabolism Vol.15 No.4·5

주민자치센터 평가와 지역공동체구축에 관한 연구 : 군포시 사례를 중심으로

강은숙 서울대학교 행정대학원 2003 行政論叢 Vol.41 No.2

현재 주민자치센터는 지역주민들이 상호교류하고 생활정보를 획득하며 여가선용을 위한 문화생활공간으로서의 역할을 수행하고 있다. 이를 통해 주민자치센터는 지역주민의 자치력을 향상시킴으로써 궁극적으로 지역공동체를 형성할 수 있는 제도적 장치라고 할 수 있다. 이 논문은 1999년 시범실시지역으로 출범하여 시행 5년째를 맞이하고 있는 군포시의 주민자치센터를 사례로 선정하여 부문별 지표-주민참여 13개 지표, 지역사회연대 10개 지표, 자체센터운영 10개 지표-를 가지고 평가한 다음, 지역공동체 형성에 기여할 수 있는 모범사례들을 추출하여 그 특성을 분석하였다. 모범사례들은 (1)저소득 노년층을 위한 주민근접행정을 실천하고, (2)지역사회 내의 인적·물적 자원을 활용하여 지역문제를 해결하며, (3)지역 축제를 통해 지역정체성을 구축하고, (4)시민의식과 민주시민교육의 학습장으로서의 역할을 수행하는 것으로 정리할 수 있다. 그러나 모범사례들의 활동수준을 보면 지역사회 내 극소수 주민들의 참여로 이루어지고 있기 때문에 전반적인 주민의 참여를 이끌어내기에는 상당한 한계를 가지고 있는 것 또한 사실이다. 그럼에도 불구하고 지금까지의 성과를 토대로 하여 지역사회 내에서 주민들의 자치능력을 향상시킬 수 있는 시민교육과 관련된 다양한 프로그램이 개발되고 그러한 프로그램이 지속적으로 운영되면서 다른 프로그램과 연계되어 주민자치 활동으로 이어져야 할 것이다. Decentralization and citizen participation is the key elements of local autonomy. Community Center is the institutional mechanism to induce citizen’s participation in which local governments and citizens may co-product and build community. This article evaluates the 11 community centers(in Gun-po City, Gyeong-gi province) using the appraisal indices(3 areas, 33 items) and analyses the characteristics of good cases. The properties of excellent cases are following. (1)They put in close practice public services for aged men with low incomes; (2)they solve the regional problems making the use of human and physical resources within the region; (3)they build the regional identities through opening festivals; and (4)they play the role of learning fields for improving the citizen’s awareness and educating citizens. However a small number of people participate in these activities so that the community centers have many limitation of making most of them involve. Notwithstanding continuous efforts should be given to construct community on the basis of the performances achieved until now.

영도지역 남녀 중ㆍ고교 학생들의 성지식에 관한 연구

강혜숙,남은우,박성빈,최재임 고신대학교 영도발전연구소 2000 영도연구 Vol.2 No.-

The purpose of this study was to grasp the sex knowledge in middle and high school students in Youngdo-Gu, Busan, and to provide some basic data for the needs and the direction of sex education for the teenagers. The survey was conducted by using questionnaires in two middle schools and two high schools in Youngdo-Gu. The questionnaires were took back after record by the respondents. The survey was conducted at September 15∼17, 2000 and a total of 791 were completed. The respondents were 200 (25.3%) males and 199 (25.2%) females in middle schools and 196 (24.8%) males and 196 (24.8%) females in high schools. For the statistical analysis, χ2-test, t-test and one-way ANOVA were used by using SPSS/PC+ WIN 8.0 program. The conclusions based on the results obtained from this study are as follows: 1) An attitude of the sexual matters showed that boys, students and non-christians were more progressive than girls, parents and christians, respectively (p<0.01). 2) The sexual agonies of students were in order of having a date 36.2%, sexual drive 11.1%, sexual intercourse 8.8%, masturbation 8.6% and sexual abuse 6.7%. 3) The points for sexual knowledges appeared 40.6 points out of 100 points from boys and 42.3 points from girls in middle schools, and 57.3 points from boys and 66.1 points from girls in high schools. Therefore, the girls had much knowledges on sexuality than those of the boys. There were a significant differences of knowledge on sexuality between boys and girls (p<0.001). Over 60% of both boys and girls had not enough knowledges on sexually transmitted diseases (STDs). 4) Satisfaction of sex education was common or unsatisfied as over 90% of respondents. The reasons were a textbook-like general information (50%) and nothing practically to help (29%). 5) The students wanted sex education for the practice in future life such as male and female relationship with etiquette(23%); and pregnancy and delivery (17%) in middle school students, and contraceptive and abortion (34%) and preventive STDs (18%). There was not enough to understand whole adolescent in Youngdo area because the study subjects were only public middle and hight school students in Youngdo-Gu, Busan. Conclusively, it is necessary to educate to give right information of sexuality to the adolescents in Youngdo, and to have systematically sex education from the kindergartens to the high schools by long range sex educational program. Also, a proper program for integrated sex education is necessary to build healthful sexual consciousness and worth in cooperation with sex educators, universities and health centers.

관절염 환자의 민속요법이용 형태

은영,강현숙,이은옥,이인숙,이종수 서울대학교 간호대학 간호과학연구소 1997 간호학 논문집 Vol.11 No.1

This sty was undertaken to explore the utilization patterns of medical treatment and herb medicine in patients with arthrits. The data were collected from 995 patients who were registered either in a center of rheumatology or resided in community with arthritis. The data were analyzed by percentile, t-test and chi-square test using SAS PC program. The results of this study were as follows; 1. According to characteristics of sample-population, mean age was 57.7 years, duration of arthritis 9.7 years and mean duration of pain 2.4 hours per day at present. 2. First diagnosis was identified at department of orthopedic surgery or local clinic. But 85.2% of patients have transferred to the center of reumatology currently. But ironically over 70% of patients experienced the herb treatment and herb treatment had hern medicine simultaneous with medical treatment. This indicated that they were shopping around of treatment during the first one year. 3. Mean cost of medical treatment was 67,400 won, while they payed to herb medicine as much as two or three times. The utilization rate of herb medicine was 36.5% of patients per one year. Costs of herb-treatment were 182,000 Won and herb medicine was 36.6% of patients per one year. Costs of herb -treatment were 182,000 Won and herb medicine 149,100 Won. 4. Eighty point six percent of patients were experienced herb medicine during life-time. One hundred and seventy four kinds herb medicine were found to be used by patients, most of which were nutrients, muscle relaxants, andtiphlogistics and analgesics. Thirty two point six percent of users recognized that herb medicine were effective but 51.7% did not. In conclusion, arthritis patients have been experienced various kinds of drug and remedies for treatment. And they wasted their limited medical and economical resources on these unresonable remedies. Therefore, they should be guided for wise decision about treatment. Futher studies in nursing will be required to explore the value system of patients about herb medicine, the determinant factors of shopping-around patterns of treatment, and the coping mechanism for chronic pain or aggravating symptom.

6,7-O-Dibenzyl-1,2-O-Isopropylidene 1,2,6,7-Tetrahydroxy-Hept-3-ene의 합성(Ⅱ)

강혜경,마은숙 대구효성가톨릭대학교 응용과학연구소 1995 응용과학연구논문집 Vol.4 No.-

Compactin, isolated from Penicillium brevicompactum by Brown and from P. citrinum by Endo, has hypocholesterolemic activity. The key structure of its activity was known β-hydroxy δ-lacone portion. In our ex-periments, 6, 7-O-dibenzyl-1, 2-O-isopropylidene-1, 2, 6, 7-tetrahydroxy-hept-3-ene(Ⅷ) was synthesized as intermediate for synthesis of β-hdyroxy δ-lacone por-tion. 4-Hydroxymethyl-2-penyl-1, 3-dioxane(Ⅰ) was prepared by the reaction of (S)-(-)-1, 2, 4-butantriol and benzaldehyde dimethylacetal and 4-(O-benzylmethyl)-2-phenyl-1, 3-dioxane(Ⅱ)was obtained by reductive cleavage of compound(Ⅱ)with LiAlH_4 and AlCl_3 anhydrous. 1, 2-O-dibenzyl-1, 2-dihydroxybutyl bromide(Ⅳ) was prepared from compound(Ⅲ_a) by bromination with N-bromosuccinimide(NBS) and the reaction of compound(Ⅳ) and triphenylphosphine produced 1, 2-O-dibenzyl-1, 2-dihydroxybutyl tri-phenylphosphonium bromide(Ⅴ). On the other hand, the reaction with d-mannitol and 2, 2-dimethoxypropane produced 1,2: 5,6-bis-O-isopropylidene-d-mannitol(Ⅵ), and (s)-1, 2-isopropylidene glyceral-dehyde(Ⅶ) was synthesized by the reaction of lead tetraacetate and compound(Ⅵ). The Wittig reaction with phosphonium salt(Ⅴ), glyceraldehyde(Ⅶ) and n-butyllithium pro-duced compound(Ⅷ). The structures of these compounds were identified by means of ^1H-NMR, ^13NMR and IR spectra.

일 간호대학의 지역사회 방문간호사업 사례

강윤숙,최양자,고영애,전시자,조갑출,이옥철,주혜경,신기수,안은숙 적십자간호전문대학 2000 적십자간호전문대학논문집 Vol.22 No.-

발효 온도와 시간 조합을 달리한 총각김치의 품질 특성

강정화,강선희,안은숙,정희종 한국식생활문화학회 2003 韓國食生活文化學會誌 Vol.18 No.6

To determine the conditions of the fermentation and storage for Chonggak kimchi refrigerator, prepared Chonggak kimchi took into kimchi refrigerators which were controlled at four different modes of the fermented temperature and time, and fermented and kept for 16 weeks. The pH in Chonggak kimchi fermented at 20℃ for 24 hours/stored at 01℃ dropped greater than all of kimchi fermented at other combinations, and the changes of pH at any combinations were not greater than those in Baechu kimchi, because pH in Chonggak kimchi did not dropped below 4.5. Acidities in Chonggak kimchi were greatly increased at higher temperature. The acidity in Chonggak kimchi during the first week of fermentation was lower than that in Baechu kimchi and then it was rather higher becuase of the addition of waxy rice paste. In texture, puncture force of Chonggak kimchi was decreased slowly until 8 weeks of fermentation and then did not changed much and the highest values showed in Chonggak kimchi stored directly at -1℃ without any fermentation. In sensory evaluation, the score for the carbonated flavor and the sourness were the highest in Chonggak kimchi fermented at 20℃ for 24 hours/stored at -1℃, but the lowest in Chonggak kimchi stored directly at -1℃ without any fermentation because of some undesirable flavors. The lowest hardness showed in Chonggak kimchi fermented at highest temperature and the best hardness was in Chonggak kimchi fermented at 5℃ for 3 days or 6 days/ stored at -1℃. The appearance was the best in Chonggak kimchi fermented at 20℃ for 24 hours/stored at -1℃ and the worst was in Chonggak kimchi stored directly at -1℃ without any fermentation. The overall acceptability of Chonggak kimchi fermented at 20℃ for 24 hours/stored at -1℃ was good after 4 weeks of fermentation, but in Chonggak kimchi fermented at 5℃ for 3 days or 6 days/stored at -1℃ it was food after 6 weeks. Total microbial counts in most of Chonggak kimchi were reached to a maximum number within 7 days, and then decreased similarly at all modes. Leuconostoc spp. and Lactobacillus spp. increased to maximum number of 1.48 10^(9) and 5.62 0^(9), respecively, in Chonggak kimchi fermented for 7 days. Yeast counts showed a increasing trend not depends on fermenting temperature and they were lower counts than those in Baschu kimchi. Waxy rice paste which added to Chonggak kimchi resulted in increasement of glucose as a carbon source and stimulated to reproduce the microbes in Chonggak kimchi.

발효 온도-시간 조합이 배추김치의 품질 특성에 미치는 영향

강정화,강선희,안은숙,유맹자,정희종 한국식생활문화학회 2004 韓國食生活文化學會誌 Vol.19 No.1

In order to examine the effect of the combination of fermented temperature and time on Baechu kimchi in a kimchi refrigerator, Baechu kimchi was fermented at four different modes of the fermentation temperature and time for 16 weeks and analyzed the properties of Baechu kimchi. The pH, Baechu kimchi fermented at 20℃ for 24 hours/stored at -1℃, decreased rapidly during first week and then decreased very slowly. The hardness and the chewiness of Baechu kimchi fermented at high temperature were higher and the values were decreased when the fermentation continued. In sensory evaluation, carbonated flavor in Baechu kimchi fermented at 20℃ for 24 hours/stored at -1℃ was the best after 4 weeks, and Baechu kimchi fermented at 5℃ for 3 days or 6 days/stored at -1℃ was the best after 8 weeks. The scores for sourness were the highest on 8 weeks and 12 weeks in kimchi fermented at 20℃ for 24hours/stored at -1℃ and 5℃ for 3 days or 6 days/stored at -1℃, respectively. Total microbial count was increased as the temperature of fermentation increased. Counts of Leuconostoc spp. reached to the highest after 6 days and counts of Lactobacillus spp. seached to the highest after 5 days in kimchi fermeted at 20℃ for 24 hours/stored at -1℃. From these results, it was concluded that it required 4 weeks to eat most edible Baechu kimchi in kimchi refrigerator 20℃ for 24 hours/stored at -1℃, and 8 weeks to eat edible Baeche kimchi refrigerator fermented at 5℃ for 3 days or 6 days/stored at -1℃.