수종 식물의 Plasmin 저해 활성 검색

박미현,정현주,배기환,김영호,Park, Mi-Hyoun,Jung, Hyun-Ju,Bae, Ki-Hwan,Kim, Young-Ho 한국생약학회 1998 생약학회지 Vol.29 No.3

Binding of urokinase-type plasminogen activator to its cellular receptor accelerate production of plasmin from plasminogen on the cell surface. Plasmin can digest extracellular matrix components and basement membranes through activating certain proMMPs, which is related to the invasiveness to the cells. Plasmin also acts the regulation of blood coagulation and relates closely to cardiovascular diseases such as stroke and coronary occlusion. Therefore, its inhibitors may be useful as antimetastatic agents and to the treatment of cardiovascular diseases. To search for plasmin inhibitors from plant resources, we screened plasmin inhibitory activities with 76 methanol extract of plant species. Among them, three plant samples showed strong inhibitory activities (>70%) and thirteen plant samples showed more than 50% inhibitory activities of plasmin. Their inhibitory activities were not directly related with uPA inhibitory activites and cell viability.

중학생의 자유 탐구 보고서에 나타난 특징과 탐구 수행에 대한 학생들의 인식

박미현,차정호,김인환,Park, Mi-Hyun,Cha, Jeong-Ho,Kim, In-Whan 대한화학회 2012 대한화학회지 Vol.56 No.3

In this study, open inquiry reports of 165 eighth graders in Daegu were analyzed in terms of content area, the types of inquiry hypothesis, and the types of inquiry variables. Before summer vacation, students learned about inquiry process and explored their own inquiry topic for two class hours. During summer vacation, students performed open inquiry including problem selection, designing and performing experiment, data collection, data analysis, and writing report. After the vacation, students submitted their reports, and answered to additional survey regarding the source of inquiry idea, the definition of hypothesis, and the most difficult step of inquiry process. As a result, chemistry was the most dominant content area of the reports and biology and life science were the next. 130 out of 165 reports included inquiry hypotheses, and most of them were predictive hypotheses. In many reports, dependent and independent variables could not be identified because of their ambiguity. However, inquiry variables described in experimental design, which were mostly categorical variables, were clearer than those described in inquiry subject and inquiry hypothesis. The most difficult step of inquiry process for students was to generate an idea for open inquiry.

간호사의 자가통증조절기 사용과 관리에 대한 지식 및 적용실태

박미현(Park, Mi-Hyun),김태임(Kim, Tae-Im) 한국간호교육학회 2018 한국간호교육학회지 Vol.24 No.1

Purpose: The purpose of this study was to investigate the knowledge and practice of patient-controlled analgesia use and management (PCA-UM) among nurses. Methods: Data were collected from 182 nurses employed by four general hospitals having more than 300 beds in Daejeon. The data were collected using self-report questionnaires from November 4 to November 20, 2015. Collected data were analyzed using descriptive statistics, t-test, and ANOVA. Results: The average nurses’ knowledge about PCA-UM was 14.8 points out of 20. PCA-UM knowledge was significantly higher for nurses with experience in PCA education (t=3.55, p<.001). Most participants (91.2%) wanted to get PCA training, 86.8% of them provided PCA education to patients after surgery. Approximately 62% of participants regularly evaluated the level of consciousness of patients with PCA. Conclusion: Findings indicate that the knowledge and practice of PCA-UM among nurses were insufficient to provide safe and effective pain management to postoperative patients with PCA. Therefore, it is concluded that it is necessary to develop standardized PCA education programs for nurses to provide safe and effective pain management to postoperative patients with PCA.

유아의 친구관계 안정성에 대한 단기 종단적 탐색

박미현(Mi Hyun Park),박경자(Kyung Ja Park) 한국아동학회 2016 아동학회지 Vol.37 No.1

Objective: This two-wave study examined stability in kindergarteners’ friendship patterns over 5 months. Methods: Participants were 501 five-year-old children (262 girls and 239 boys) attending kindergartens in Seoul, Incheon, and Kyounggi provinces in Korea. Each child nominated three individuals as his/her friends in July, and again in December of 2013. Depending on the presence/absence of friendships and the mutuality of identifying friends, the children’s friendship patterns were categorized into five groups: stable, fluid, loss, gain, and friendless. The data were analyzed by descriptive statistics, and chi-square tests. Results: Results revealed stability, as well as changes in friendship patterns, among kindergarteners over the 5-month period. The stable friendships, those that maintained the same friend(s) in both waves, was 43.7%, the fluid friendships, those that changed friends over the 5 month period was 18%, the gain friendships, those who had newly developed friends in wave 2 was 17%, and the loss friendships, those who had friends at wave 1 but lost friends at wave 2, was 9.8%. The friendless, those that had no friends in both waves, was 11.5%. Conclusion: Results showed that kindergarteners were capable of maintaining and making new friends over a 5-month period.

교류분석 부모교육 프로그램이 조기 유학생 동반 어머니들의 부모효능감 및 문화 적응 스트레스에 미치는 영향

박미현(Mi Hyun Park),이영호(Young Ho Lee),김윤주(Yoon Joo Kim) 한국정신건강사회복지학회 2013 정신보건과 사회사업 Vol.41 No.2

본 연구의 목적은 교류분석 부모교육 프로그램이 조기 유학생 동반 어머니들의 부모효능감 및 문화 적응 스트레스에 미치는 영향을 알아보고자 함이다. 캐나다 브리티시컬럼 비아주 광역 밴쿠버 내 코퀴틀람시에 소재한 R 영어학원에 자녀를 보내는 어머니 300여명 중 부모교육을 신청한 20명을 무선 표집 하였고 이들을 실험집단과 통제집단에 각각 10명씩 무선 할당하였다. 본 연구에서는 교류분석 관련 실증적 연구들을 토대로 연구의 목적에 맞게 재구성하여, TA철학 3가지, 부모교육에서 추구하는 3P, Clarke의 발달단계의 이해와 긍정적 지지어의 사용, 스트로크 이론, 스트로크 경제와 스트로크 대향연 집단, P-A-C model, 교류 유형, 과녁 맞추기 교류, 인생태도와 게임, 맑은 물 붓기 및 재결단 등 8회기로 구성된 부모교육 프로그램을 사용하였다. 프로그램은 1주일에 한 번씩 총 8주 동안 진행되었고 매 회기마다 부모로서 자신의 부모효능감 및 문화 적응 스트레스 관련 교육, 상호 피드백, 과제부여, 과제 피드백을 하였다. 효과성을 측정하기 위해 자기 보고식 부모양육 효능감 척도, 문화 적응 스트레스 척도, 어머니 스트레스 반응 척도를 사용하였고 수집된 자료는 SPSS 20을 사용하여 독립표본 t-test와 대응표본 t-test를 실시하였다. 연구 결과, TAPT 프로그램이 조기 유학 동반 어머니들의 부모양육효능감의 증가와 문화 적응 스트레스의 감소에 효과적인 것으로 나타났다. 마지막으로 본 연구의 의의, 제한점 및 후속 연구를 위한 제언이 논의되었다. With the rapid increase in number of young children studying abroad, there also has been an accompanying increase in the number of mothers who face a new lifestyle without their partners. In addition to the children who are challenged with adapting to a new school and culture, it is being recognized that their mothers also report a certain degree of psychological suffering stemming from their acculturative stress. This study provided a Transactional Analysis (TA) theory-based parent education program for these mothers in order to provide a psychological support system, strengthen their confidence, reduce their acculturative stress and evaluate their parent efficacy. In the control group, there were no significant changes in the scores for acculturative stress, parent efficacy and symptoms of stress before and after the program. However, in the experimental group, there was a statistically significant increase in parent efficacy and a statistically significant decrease in acculturative stress following the program. TA theory-based parent education program is effective at decreasing mothers` acculturative stress as well as increasing their parent efficacy. It also reduces their symptoms of stress through management of anger and anxiety.

우리나라와 싱가포르 중학교 수학 교과서의 공학적 도구 활용에 대한 비교·분석

박미현(Park, Mi Hyun),조민식(Cho, Minshik) 학습자중심교과교육학회 2021 학습자중심교과교육연구 Vol.21 No.1

본 연구에서는 우리나라와 싱가포르의 중학교 수학 교과서에 대하여 공학적 도구의 활용 측면에 있어서 두 나라 교과서의 유사점과 차이점, 강점과 약점을 비교·분석하였다. 분석의 기준은 공학적 도구 활용 대상의 내용 영역, 공학적 도구의 종류, 활용 형태였고 이를 통해 다음과 같은 시사점을 얻을 수 있었다. 우리나라 교과서는 공학적 도구가 활용된 부분의 절반 이상이 기하 및 확률과 통계 영역이었던 반면 싱가포르 교과서는 기하 영역에서 공학적 도구가 가장 많이 활용되었고 나머지 영역에서는 비슷한 비중의 활용 정도를 보였지만 수와 연산, 문자와 식의 대수 영역에서는 우리나라에 비하여 싱가포르에서 특히 공학적 도구가 많이 활용되고 있었다. 또 우리나라 교과서에서는 각 내용 영역별로 한 종류의 공학적 도구가 특화되어 나타났으나 싱가포르 교과서에서는 여러 가지 공학적 도구가 각 내용 영역에 골고루 분포되어있는 모습을 보였다. 두 나라 모두 공학적 도구를 보조도구형의 형태로 가장 많이 활용하였으나 우리나라 교과서에서는 개념을 이해하기 위한 목적과 문제를 해결하기 위한 목적으로 골고루 활용한 반면, 싱가포르 교과서에서는 문제를 해결하기 위한 목적으로써 공학적 도구를 집중적으로 활용하고 있음을 알 수 있었다. 본 연구의 결과는 학생들의 수학에 대한 정의적 영역 수준 향상 및 향후 스마트 환경에서의 수학교육을 위한 자료로 활용될 수 있으리라 기대한다. The purpose of this study is to compare and analyze similarities and differences as well as strengths and weaknesses in the use of technology for Korean and Singaporean middle school math textbooks. We classify technologies used in textbooks into 3 domains - content area, type of technology, and style of utilization. Our research indicates that more than half of the parts in which technology is used in Korean textbooks are in the areas of geometry, probability and statistics. On the other hand, in Singaporean textbooks most use of technology appeared in the areas of geometry and others are distributed evenly for the rest part. Compared to Korean textbooks, Singaporean textbooks show active use of technology in the algebra of numbers and arithmetic, letters and expressions. Moreover, particular type of technology is specialized for each content area except for letters and expression areas in Korean textbooks. On the contrary, in Singaporean textbooks, various types of technology are used in each content area. Although technologies are mostly used in both countries in the form of auxiliary tools, they are used evenly for the purpose of understanding mathematical concepts and for solving problems in Korean textbooks, while mainly for the purpose of solving problems in Singaporean textbooks.

유아의 단기 종단적 친구관계 변화 유형에 대한 유아의 정서 조절과 어머니 친구관계 관여의 영향

박미현(Mi Hyun Park),박경자(Kyung Ja Park) 한국아동학회 2018 아동학회지 Vol.39 No.3

Objective: This two-wave study examined changes in kindergarteners friendship patterns and their associations with emotion regulation and parental involvement in friendship management. Methods: Participants were 275 5-year-old children (138 girls and 137 boys) attending kindergartens in Korea. Utilizing nomination methods, each child identified three children as his/her friends twice in 5 months. Teachers rated the children’s emotion regulation and mothers rated their involvement with children. The data were analyzed by descriptive statistics, t-tests, and logistic regressions. Results: Children were classified into five groups according to their friendship stability in 5 months; stable, fluid, gain, loss, friendless. Kindergarteners with higher emotion regulation were more likely to belong to stable, fluid, gain and loss friendship groups than the friendless kindergarteners. Children whose mothers reported higher mediation and supervision in children’s friendship establishment were more likely to belong to the friendship gain group than the friendless group. Children whose mothers expressed higher levels of concerns and advice to children were more likely to be in the fluid group than the gain one. Conclusion: Children’s dispositions to control emotions and the mothers’ involvement in children’s making friends facilitate children’s maintenance or making friendships.

부모화 경험이 대학생의 사회불안 인식에 미치는 영향: 정서표현양가성과 무조건 자기수용의 매개효과 *

박미현(Park Mi-hyun),최경란(Choi, Kyung Ran),홍지영(Hong, Ji Young) 학습자중심교과교육학회 2019 학습자중심교과교육연구 Vol.19 No.12

본 연구는 대학생을 대상으로 부모화 경험, 사회불안 인식, 정서표현양가성, 무조 건적 자기수용 간의 관계를 알아보고, 대학생의 부모화 경험과 사회불안 인식의 관계에서 정서표현양가성과 무조건적 자기수용의 매개효과를 검증 하고자 하였다. 이를 위해 대학생 389명을 대상으로 부모화, 사회불안, 정서표현양가성, 무조건적 자기 수용을 측정하는 설문을 실시하였다. 설문자료는 기술통계분석, 상관분석, 순차적 매개효과분석을 실시하였다. 본 연구 결과는 다음과 같다. 첫째, 부모화 경험은 사회불안 인식에 정적인 영향을 미치는 것으로 나타나 부모화 경험수준이 높을수록 사회불안 수준도 높은 것으로 확인되었다. 둘째, 부모화 경험과 사회불안 인식의 관계에서 정서표현양가성과 무조건적 자기수용의 매개효과가 각각 유의한 것으로 확인되었다. 셋째, 부모화 경험과 사회불안 인식의 관계에서 정서표현양가성과 무조건적 자기수 용의 매개효과가 순차적으로 완전 매개하는 것으로 확인되었다. 이에 따라 부모화 경험으로 사회불안을 경험하는 대학생에 적용할 수 있는 효과적인 상담 전략에 대한 시사점을 제시하였고, 후속연구를 위한 제언을 논의 하였다. The purpose of the study was to investigate mediating effect of amvivalence over emotional expressiveness, unconditional self-acceptance in the relation of parentification and social anxiety cognition. For the study, questionnaires on ambivalence over emotional expressiveness, unconditional self-acceptance, parentification, social anxiety were given to 389 enrolled students of universities in Chonbuk. used to perform mediated effect analyses including descriptive analysis, reliability analysis, correlation analysis, and structural equation modeling test. The results were as follows. First, correlational results indicate the parentification was positively associated with ambivalence in emotional expressiveness, and indicate the parentification was negatively associated with unconditional self-acceptance. Second, in the relationship between the parentification and social anxiety cognition, the effect of emotional expressiveness and unconditional self-acceptance showed dual mediating effect. current findings suggest that ambivalence in emotional expressiveness and unconditional self-acceptance might be important factors to consider in the evaluation and treatment for social anxiety of the college students who has parentification. Implications and limitations of this study were discussed with the suggestion for the further study.

요가프로그램 참가가 자아효능감과 정신적 안녕감에 미치는 영향

박미현(Mi Hyun Park) 한국여가레크리에이션학회 2006 한국여가레크리에이션학회지 Vol.30 No.2

The purpose of this study was to examine the effect of yoga participation on self-efficacy and psychological well-being. Convenience sampling was used to select subjects(n=390) from yoga programs provided by public or commercial centers in Seoul. Multiple regression analysis were performed to see the relationship between socio-dempgraphic variables and dependent variables. Followings were found:First, the perceived level of health influences on psychological well-being. Second, the perceived level of health, frequency of participation, and duration impacts upon self-efficacy. Third, the perceived level of health and occupation influences on psychological well-being. Fourth, the perceived level of health and behavioral patterns influences on psychological well-being. Fifth, the subcomponents of self-efficacy all statistically influences on psychological well-being.

평생교육 제도에 대한 한·일 비교연구

박미현(Park, Mi hyun),이미예(Lee, Mi ye),허균(Heo, Gyun) 동북아시아문화학회 2021 동북아시아문화학회 국제학술대회 발표자료집 Vol.2021 No.10

The lifelong education system has different aspects and systems depending on the various social and cultural backgrounds and educational ideologies of each country. Since many variables affect lifelong education, the diversity of institutions is even greater. Nevertheless, comparing and analyzing each country"s lifelong education support system can provide useful implications for developing Korea"s lifelong education system. Therefore, this study attempted to present implications for revitalizing lifelong education in Korea in the future by comparing and analyzing the lifelong education system in Korea and the lifelong education system in Japan. The implications derived from the results of this study are as follows. First, it is a clear direction for the lifelong education promotion system. Lifelong learning should proceed in the direction of pursuing social equity and integration. Low social groups such as the disabled, the poor, and low-wage workers, women, middle-aged, and non-advancing.It is necessary to ensure that as many people as possible receive educational opportunities and benefits, including unemployed youth and those with basic skills. Second, it is an active connection between the Lifelong Education Promotion Agency and the Regional Office of Education. Proximity to lifelong education is an important factor in providing educational opportunities, and the needs of local residents should be actively reflected in setting educational content. Therefore, it is necessary to prepare a plan to use local elementary, middle, and high school facilities as lifelong education facilities. Third, it is the establishment of an evaluation recognition system that can socially recognize lifelong learning. In the case of Korea, bachelor"s degrees are currently awarded under the credit bank system, but in Japan, courses up to graduate schools are also possible. At the same time as expanding this, it is necessary to actively consider introducing a system that can link the qualifications or completion contents acquired by high school dropouts and non-entering scholars with their educational background.