성인여성을 위한 복부사이즈 관리 프로그램의 효과

허은영,홍란희 대한피부미용학회 2005 대한피부미용학회지 Vol.3 No.2

The purpose of this study is to find out the influence on age from 20 to 39 years old women's abdominal size lose effect in weight by using the Aroma and Ultrasonic Wave ·Low-frequency instrument. Twenty-eight adult women whose BMI(Body Mass Index) is above 24kg/㎡ and use S Esthetic salon were selected as the subject of this study for this research from January 5 to March 20, 2005. And they were divided into two random sample groups and the experiments were separately performed to compare and measure the effect of using the Aroma and Ultra Sound·Low-frequency instrument. Before of the survey, informations and data of their general characteristics(age, weight, height, married, job, etc), and food attitude and food habit, exercise habit of the two groups were collected with questionary papers. Group 1 was the group which had used Aroma oil and Ultra Sound·Low-frequency instrument. Whereas Group 2 was the group that had used the Aroma oil only. Both two groups were applied with the application of food attitude and exercise habit on this research. The results of the study were as follows; After 10 weeks, on their waist circumference of the Group 1 and the Group 2 decrease by 8.93cm and 5.94cm. This indicates that the group using Aroma oil and Ultra Sound·Low-frequency instrument reduces more than the group using Aroma oil only(p<0.001, p<0.001). Group 1 and Group 2 lose weight 8.22kg and 5.01kg in 10 weeks. This indicates that the group using Aroma oil and the Ultra Sound·Low-frequency instrument reduces more than the group using Aroma oil only(p<0.001).

지방재정 질의회신 사례

허은영 한국지방재정공제회 2020 지방재정 Vol.2020 No.5

Veno-arterial extracorporeal membrane oxygenation may be useful in critically ill COVID-19 patients with suspected cardiac injury

허은영,오세진,이현우,이정규,김덕겸,박상원 대한중환자의학회 2020 Acute and Critical Care Vol.35 No.3

시뮬레이티드 어닐링을 이용한 젖소의 급이량 산정

허은영,김동원,한병성,김용준,이수영 한국농업기계학회 2002 바이오시스템공학 Vol.27 No.5

초등학교 실과 ‘가정생활’영역 교육 내용에 터한 다문화 실과교육 프로그램 개발

허은영,최지연 한국실과교육학회 2011 한국실과교육학회지 Vol.24 No.2

The purpose of the study is to develop practical arts education program of the multi-cultural education based on the contents of the 'home life' of the practical arts education course for elementary school. To achieve the purpose of this study, the concept of Multi-cultural Education, its characteristics, direction of its education has been reviewed through various texts in building a foundation for the basic contents of multi-cultural education program in the practical arts education. And based on the theoretical study, an educational program is developed in three phases such as preparation phase, development phase, improvement phase in accordance with selected development model consisted of setting up aim of education, selection of contents of education, organization of education contents, presentation of education objective, organization of education program. for which a proof is obtained from specialists in this field and finally the program is completed through secondary inspections from specialists regarding overall program development procedure against revised and secured program. The result obtained from the study are as follows;First, The concept model to develop multi cultural education program is assumed first dimension(X axle) to be approached the contents factor of multi cultural education, second dimension(Y axle) is approached to 'home life', and 'technological world' with the area of practical education, third dimension(Z axle) is set knowledge, function, value, attitude the objective of multi cultural education. Second, The multi cultural education program that has been developed through selection of subject, development of lecturing, instruction of study, program development is complemented and revised through research & development by field teacher, counselling from professionals. Through which as being a mpprrial for teachers in charge of multi cultural piratical arts education for the elementary school teacher or reference mpprrial for teachers the concept of study contents offered the study contents of 17 classes based on 5 fields with which it is offered the overview of program, detail of activities, projected p ax, appraisal p ax, draft of education program, and based on which there showed a ntsitive effect in enhancing multi culture through education p ax, study paper, and evaluation tool and other reference materials. In conclusion of the study, the multi cultural practical science education program added to the elementary school practical education field showed to have enhanced the knowledge as well as understanding of multi culture. 이 연구의 목적은 실생활, 노작활동, 통합이라는 실과 고유의 특성이 결합된 직접적 실천을 통한 다문화 교육을 실현하기 위해 초등학교 실과 ‘가정생활’ 영역의 교육 내용에 터한 다문화 실과교육 프로그램을 개발하기 위한 것이다. 이 연구의 목적을 달성하기 위하여 다문화교육의 개념, 성격, 교육방향에 대한 문헌을 탐색하여 다문화 교육 프로그램의 내용의 기초를 마련하고 이론적 고찰을 토대로 선정된 개발 모형에 따라 준비 단계, 개발 단계, 개선단계의 세 단계로 나누어 교육프로그램을 개발하여, 전문가를 대상으로 타당도를 검증받았고 수정․보안된 프로그램에 대한 검토와 전체적인 프로그램 개발 절차에 대한 2차 전문가 검토를 거쳐 프로그램이 개발되었다. 개발된 초등학교 실과 ‘가정생활’영역에 교육 내용에 터한 다문화 실과교육 프로그램은 다음과 같은 특징을 가지고 있다. 첫째, 실과 다문화교육 프로그램 개발을 위한 개념 모형은 1차원(X축)은 다문화교육 내용요소로 접근, 2차원(Y축)은 실과교육내용 영역인 가정생활, 기술의 세계로 접근, 3차원(Z축)은 다문화교육 목표로 지식, 기능, 가치․태도로 설정하였다. 또한 교육과정 개발모형 및 다문화 교육 중심 교육의 개발 모형을 탐색하여 실과의 다문화교육 프로그램 개발 모형을 준비단계, 개발단계, 개선단계로 구성하였다. 둘째, 실과 다문화교육 프로그램은 주제 선정, 교수․학습 지도안 개발, 프로그램을 개발하여 현장 교사에 대한 조사 연구와 전문가의 자문을 받아 수정하고 보완하였다. 이를 통해 초등학교 실과 ‘가정생활’영역을 교육할 교사들을 위한 다문화 실과교육을 운영하는 지도 교사를 위한 자료로 교사용 참고 자료로 5개 영역을 바탕으로 17차시의 학습내용의 개요를 제시하여 프로그램의 개관, 활동 내용, 전개 계획, 평가 계획, 차시별 수업과정안(개요)등을 제시하였다. 이러한 연구 결과를 통해 초등학교 실과 ‘가정생활’영역 교육 내용에 터한 다문화 실과교육 프로그램은 프로그램을 통해 다문화에 대한 인식을 제고하고 다문화에 대한 초등학생들의 소양을 함양하는데 적합할 것으로 평가되었다.

국내.외 의료정보교류 현황과 당면과제

허은영,유수영,김정훈,황희,안선주,Heo, Eun-Yeong,Yu, Su-Yeong,Kim, Jeong-Hun,Hwang, Hui,An, Seon-Ju 한국정보과학회 2015 정보과학회지 Vol.33 No.3

초등학생의 빛과 그림자에 대한 개념 이해 수준 조사

허은영,사현주,유병길 부산교육대학교 과학교육연구소 2005 科學敎育硏究 Vol.30 No.-

The purpose of this research is to inspect students' understing level and to get basic information to build proper teaching and learning strategies to meet students' different perception levels on their grades about light and shadow, which is very closely related to out usual lives. For this research, 125 students offour classes from 3rd grade to 6grade(one class per each grade) were randomly chosen. The questionaire was consist of 10 questions and each question have picture explaining the situation. Students could choose the numbers of right answers for questions. It was composed of the questions to get information for students' perception about a light source(a straight drive of light), the sizes of shadow in accordance with parallel light or divergent light, the sizes of shadow according to the solar height, the sizes of shadow in accordance to the locations of two kinds of light source-those of parallel and divergent light. The result is as followings. First, 6th grade students had the highest understanding level for concept about light and shadow and meaningful differences with 3rd, 4th and 5th grade students. Second, 3rd and 6th grade students understood right about a straight drive of light. Third, about the sizes of shadow made from parallel light driving slantly, 3rd grade students answered light more than any other grade students. About slant light, 6th grade students showed higher understanding but students of every grade showed low understanding(lower than 50%) about shadow made by straight light just above their heads. Sixth, about the sizes of shadow by the location of parallel light, lower than 18% of students of each grade answer right. On the other hand, about those of shadow by the divergent light, approximately 50% of students of each grade answered right and for 3rd grade students, 68%. Seventh, the curriculum of school play a very important role for students' concept perception. The more students made experiments and had experiences, the more right they answered. But they didn't answer right if they didn't have chances to learn at school, although they experiences often in their daily lives. And also, even though they studied in their 3rd grade classes, they were forgetting when they didn't have chances to study continually. When they were in 6th grade and study about light and shadow again, they recalled what they learned and got know more exactly and more extensively. These propose as followings. ⑴ We need to develop many methods to understand light sources and to make experiments to find out principles for how shadows were made by various light sources. They will make students apply the principle to the phenomenon which they observe in their daily lives. ⑵ We need to develop the methods to minimize students' losing memory.

서울시 중학생의 학습부진에 대한 방과후 학습활동 및 심리적 변인의 영향

허은영,유현실 한국학습장애학회 2012 학습장애연구 Vol.9 No.3

The purpose of this study is to examine the influence of the relative effect of after-school learning activities and psychological variables on middle school students' academic underachievement. To this end, the basic achievement level of Korean, English, mathematics, social studies and science, evaluated in 2011 by the Korea Institute for Curriculum and Evaluation, was set to the dependent variable and after-school activities such as after-school, homework, public online learning and private education and psychological variables such as self-regulated learning ability and career development competency were set as the independent variables. 1,273 middle school students screened under free-lunch support rate were selected by considering the SES level. Hierarchical logistic regression analysis was performed and the collected data were analyzed in order to identify the most significant factor predicting academic underachievement after controlling the impact of the private tutoring. Findings showed that homeworking hour was the most significant predictor for underachievement in all subject areas after controlling the impact of private tutoring. In addition, self-regulated learning ability was significant predicting underachievement after controlling afterschool learning activities including private tutoring. Suggestions were discussed on educational support and academic counseling strategies for underachieving middle school students. 본 연구의 목적은 중학생의 학습부진에 영향을 미치는 방과후 학습활동 및 심리적 변인들의 상대적 영향력을 검증하는데 있다. 이를 위하여 한국교육과정평가원 2011년도 학업성취 진단평가자료를 적용하여 국어, 영어, 수학, 사회, 과학 기초학력수준의 도달여부를 종속변인으로 설정하였으며, 방과후학교, 학교숙제, 공용온라인학습, 사교육 등의 방과후 학습활동 변인과 자기조절학습능력, 진로개발역량 등의 심리적 변인을 독립변인으로 설정하였다. 연구대상으로는 서울시 소재 중학교 가운데 사회경제적 수준을 고려하여 중식지원 비율을 근거로 상, 중, 하에 해당하는 학교 수를 유사하게 구성하여 총 10개 학교를 선정하고 이들 학교에서 1,273명의 학생을 대상으로 설문조사를 실시하였다. 수집된 자료는 위계적 로지스틱 회귀분석을 실시하여 교과별 기초학력수준의 도달여부에 대하여 사교육 학습활동 투입시간의 영향을 통제한 후에 방과후학교, 학교숙제, 공용온라인학습 등의 방과후 학습활동 투입시간과 진로개발역량, 자기조절학습능력 등 심리적 변인들의 상대적 영향력을 확인하였다. 연구결과는 모든 교과목에서 사교육 학습활동 투입시간의 영향을 통제한 후에는 방과후학교, 학교숙제, 공용온라인학습 등 방과후 학습활동 중 학교숙제 학습활동 투입시간이 길수록 기초학력수준에 도달할 가능성이 커지는 것으로 나타났다. 또한, 사교육을 포함한 방과후 학습활동 변인을 통제한 후에는 심리적 변인 중 자기조절학습능력만이 기초학력수준 도달에 유의미한 영향력을 미치는 변인으로 나타났다. 논의에서는 본 연구의 결과를 바탕으로 중학생 학습부진에 대한 교육적 지원 및 학업상담전략에 대하여 제안하였다.

탈북청소년과 남한청소년의 진로성숙도와 진로자기효능감 비교

허은영,강혜영 한국상담학회 2007 상담학연구 Vol.8 No.4

본 연구는 탈북청소년 65명과 남한청소년 80명을 대상으로 집단별 진로성숙도와 진로자기효능감의 상관관계, 진로성숙도와 진로자기효능감의 집단 간 차이, 집단별 진로 성숙도에 미치는 진로자기효능감의 영향력을 분석하였다. 연구 결과는 다음과 같다. 첫째, 두 집단의 진로성숙도와 진로자기효능감 총점 간에는 정적인 상관관계(탈북청소년 r=.32, 남한청소년 r=.62)가 나타났고, 하위변인 역시 대부분 정적인 상관관계를 보여주었다. 그런데 상관 정도는 탈북청소년 집단이 남한청소년 집단에 비해 낮았다. 둘째, 두 집단의 진로성숙도와 진로자기효능감을 비교했을 때 진로성숙도는 총점과 하위변인인 결정성, 준비성 차원에서, 진로자기효능감은 총점과 하위변인 모두에서 통계적으로 의미 있는 차이가 나타나지 않았으나, 유일하게 진로성숙도의 하위변인인 독립성에서는 의미 있는 차이(t=2.72, p<.01)를 보여주었다. 마지막으로 두 집단을 대상으로 진로 성숙정도에 미치는 진로자기효능감의 영향력을 단계적 회귀 분석한 결과 탈북청소년의 경우 진로성숙도 총점에 대해 진로자기효능감이 총 변량의 24%를 설명한 반면, 남한청소년의 경우 진로성숙도 총점에 대해 진로자기효능감이 총 변량의 44%를 설명하여 설명력은 탈북청소년이 남한청소년에 비해 낮았다. 주요어 : 탈북 청소년, 진로성숙, 진로자기효능감 The purpose of this study is to understand career maturity and career self-efficacy difference on 65 North Korean adolescent refugees and 80 South Korean adolescents. The results of the study is blow. First, there was a correlation between the factors of career self-efficacy and the factors of career maturity, respectively for North Korean adolescent refugees(r=.35) and for South Korean adolescent(r=.62). Second, North Korean adolescent refugees' career maturity scores and sub scale(except independence scale, t=2.72, p <.01), career self-efficacy scores and sub scales had no significant difference from south Korean adolescents'. Third, While North Korean adolescent refugees' scores of career self-efficacy explained 24% of career maturity scores, south Korean adolescent' scores of career self-efficacy explained 44% of career maturity scores. Implications are discussed. Key words : north korean adolescent refugees, career maturity, career self-efficacy

대학생 대상 진로지도 교과목 운영의 효과

허은영 한국직업교육학회 2009 職業 敎育 硏究 Vol.28 No.4

The purpose of this study was to examine the effectiveness of the college career course which was developed and delivered at one university in Seoul. The differences in the levels of career identity, career decision self-efficacy, career preparation behavior before and after the career course were analysed. The participants of this study were recruited at the beginning of the semester among the students enrolled in the 2009 spring term. The participants were 43 students who took the career course and 39 students who did not take that course. The major findings of this study are as follows. The levels of career identity, career decision self-efficacy, career preparation behavior were significantly different between the two groups after taking the course. This consequence means college career course can use by facilitating method career development for college students. 본 연구의 목적은 대학교에서 개설하고 있는 진로지도 교과목 운영이 수강 여부에 따라 진로 정체감, 진로결정 자기효능감, 진로준비행동에 효과가 있는지를 밝히는 것이다. 연구대상은 서울지역 4년제 대학에서 2009학년도 1학기에 교양과목으로 개설된 진로지도 교과목을 수강한 학생 43명과 수강하지 않은 학생 39명 총 82명(남자 47명, 여자 35명)이며, 연구도구는 진로정체감검사, 진로결정 자기효능감검사, 진로준비행동검사이다. 수업 실시 후 두 집단의 차이에 대한 분석 결과 진로정체감, 진로결정 자기효능감, 진로준비행동 모두에서 통계적으로 유의미한 차이가 나타났다. 이 결과는 진로지도 교과목 운영이 대학생의 진로발달 촉진의 수단으로서 유용하게 활용될 수 있음을 의미한다.