일부도시 혼기 여성들의 성신위생에 관한 지식의 조사

김명숙,Kim Myoung Sook 대한간호협회 1969 대한간호 Vol.8 No.1

비만 여성의 영양교육과 운동 중재가 체중감량과 유지에 미치는 영향

김명숙(Myoung Sook Kim),최미숙(Mee Sook Choi),김기남(Ki Nam Kim) 대한지역사회영양학회 2007 대한지역사회영양학회지 Vol.12 No.1

This study was performed to investigate the effectiveness of nutritional education and exercise intervention on reduction and maintenance of weight. The subjects were 24 obese women whose body mass index (BMI) was over 25 kg/m2. Nutritional education was performed once a week and swimming was done three times a week throughout this 12 week program. The subjects were recalled 1 month after the program was complete. Nutrient intakes were assessed by 24 hour recall method. Also food habits, dietary behaviors and nutritional knowledge were investigated by self-administered questionnaires before and after the weight control program and one month after completing the program. Height, weight, body composition and blood levels were measured before and after the weight control program and one month after completing the program. During the 12 weeks of the weight control program, body weight significantly decreased from an average of 69.7 kg to 65.8 kg and to 65.1kg after one month (p < 0.05). Body fat and BMI also significantly decreased (p < 0.01). Cholesterol and blood sugar levels decreased after 12 weeks and increased one month after completing the program. After taking nutritional education, the nutritional knowledge scores increased. Calcium intake significantly increased after completing the education and one month after completing the program (p < 0.01). Iron intake significantly decreased from an average of 12.1 g to 11.3 g after completing the program and increased to 15.5 g one month after completing the progrom (p < 0.001). We concluded that our nutritional education and exercise program was effective for reducing and maintaining weight. (Korean J Community Nutrition 12(1) : 80~89, 2007)

결혼피로연 음식에 대한 충북지역 주민의 인식 및 만족도

김명숙(Myoung Sook Kim),김기남(Ki Nam Kim) 충북대학교 생활과학연구소 2007 생활과학연구논총 Vol.11 No.1

  The purpose of this study was to investigate the perception and satisfaction of wedding reception foods among 320 residents in Cheongju and Chungju cities of Chungbuk Province, who have participated in wedding receptions and who had experiences in eating wedding reception foods. As for wedding reception food, 55.0% of the respondents said that the kinds of food were adequate, which showed general satisfaction. Sixty five point three percent replied that there were some differences in food items at every wedding reception. The different items were "food taste"(61.8%), "food hygiene"(11.4%) and "food freshness"(11.4%) in order. The reasons why they left food at wedding receptions were "no taste"(35.8%), "less freshness"(23.3%) and "too much food"(21.7%) in order. Fifty three point seven percent showed a preference on buffet. Among them 53.7% said that the reason why they like buffet was "not to leave food". In relation to satisfaction on wedding reception foods, seasonal menu and workers" kindness were the lowest. The items to be improved which the satisfaction degree was low but the importance degree was high were food hygiene, food freshness and tableware cleanliness in order. In conclusion, the strict inspection of hygiene for the wedding reception food and kindness education for employees should be required to improve customer"s satisfaction.

장애 아동 및 청소년의 가정 내 역할 수행과 삶 만족 간의 관계: 자아존중감의 조절과 장애수용의 매개를 중심으로

김명숙(Kim, Myoung Sook),임선아(Lim, Sun Ah) 단국대학교 특수교육연구소 2023 특수교육논총 Vol.39 No.2

서구 페미니즘 문화의 버자이너 상징에 대한 연구 ─ 이리가레의 성적 차이 이론의 관점에서

김명숙(Kim, Myoung-sook) 한국여성연구소 2022 페미니즘 연구 Vol.22 No.2

이 글은 버자이너를 전면에 등장시켜 서구 페미니즘 문화사에 족적을 남긴 작품들을 이리가레의 이론으로 분석해 버자이너 상징의 함의들을 추출한다. 분석대상은 이브 엔슬러의 『버자이너 모놀로그』와 주디 시카고의 〈디너 파티〉, 나오미 울프의 『버자이너: 새로운 전기』다. 이 작품들과 이리가레의 이론은 서로 간의 차이에도 불구하고 성적 차이에 기반한 페미니즘이라는 점에서 상호 수렴된다. 세 작품 속 버자이너 상징들과 이리가레의 이론이 교차하는 지점들에서 이끌어낸 버자이너 상징의 함의들은 다섯 가지다. 즉 여성의 섹슈얼리티와 욕망, 여성의 정체성과 주체성, 여성의 계보와 유대, 여성의 신성 그리고 성차화된 권리다. 첫째, 버자이너 상징은 억압되고 소외돼온 여성의 섹슈얼리티와 성적 욕망을 의미한다. 둘째, 버자이너 상징은 여성의 정체성과 주체성을 의미한다. 버자이너는 여성 몸의 일부인 생식기에 그치는 게 아니라 여성 그 자체를 환기하는 은유이자 상징이다. 셋째, 버자이너 상징은 여성의 계보와 유대를 의미한다. 넷째, 버자이너 상징은 여성의 신성을 의미한다. 여성의 신성은 여성이 주체성을 획득하고 여성들 간의 유대를 형성하는 데 필수적인 조건이다. 다섯째, 버자이너 상징은 성차화된 권리를 의미한다. 성적 차이와 그를 보장하는 윤리는 성차화된 권리와 시민적 토대 없이 실현될 수 없다. 버자이너 상징에 대해서 본질주의적이고 보편주의적이라는 비판이 있다. 이와 관련해 최근 관심이 높아지고 있는 신유물론과의 대화가 필요하다. This article analyzes 3 works that have had a significant impact on western feminist culture by bringing the vagina to the fore, using Irigaray’s theory. In this way, the implications of the vagina symbols are extracted. The 3 works analyzed are Eve Ensler’s The Vagina Monologues, Judy Chicago’s <The Dinner Party>, and Naomi Wolf’s Vagina: A New Biography. Despite their differences, these works and Irigaray’s theories converge with each other in that their feminisms are based on sexual difference. This paper suggests five implications of the vagina symbols derived from communications at the points where these vagina symbols and Irigaray’s theories intersect. That is, female sexuality and desire, female identity and subjectivity, female genealogy and bonds, female divinity and sexuate rights. First, the symbol of the vagina means the sexuality and sexual desire of women which has been oppressed and marginalized. Second, it signifies the identity and subjectivity of women. Vagina does not just refer to the genitals that are part of a female body, but is a metaphor and symbol that evokes the woman herself. Third, the symbol of the vagina signifies the genealogy and ties of women. Fourth, it signifies the divinity of women. The divinity of women is an essential horizon for women to acquire subjectivities and form bonds between women. Fifth, the vagina symbol represents sexuate rights. Sexual difference and the ethics that guarantees it cannot be realized without sexuate rights and civic foundations. There are criticisms of the vagina symbol for being essentialist and universalistic. In this regard, it is necessary to pay attention to new materialism, which has recently been attracting attention.

초등 교과학습의 논리와 심리

김명숙 ( Myoung Sook Kim ) 한국초등교육학회 2007 초등교육연구 Vol.20 No.1

간호대학생의 체질량지수와 채소섭취 행동변화단계별 식이효능감, 비만스트레스, 비만관련 삶의 질 비교

김명숙(Kim, Myoung Sook) 한국간호교육학회 2015 한국간호교육학회지 Vol.21 No.1

Purpose: This study was carried outto compare dietary self-efficacy, obesity stress, and obesity-related quality of life (OQOL) according to BMI and stages of change in vegetable consumption. Methods: A convenience sample of 326 nursing students agreed to complete a questionnaire. Data were collected from October 7 to October 18, 2013. Results: Obesity stress and obesity-related quality of life were significantly different according to BMI. Dietary self-efficacy showed a significant difference between the pre-contemplation/contemplation stage, preparation stage, and action/maintenance stage (F=50.18, p<.001). With obesity stress, there was a significant difference between the PC/C, P, and A/M stages (F=17.63, p<.001). Dietary self-efficacy had a positive correlation with OQOL (r=.11, p<.001) and a negative correlation with obesity stress (r=-.14, p=.012). And obesity stress had a negative correlation with OQOL (r=-.45, p<.001). Conclusion: These findings emphasize that nutritional-intervention programs for changes in behavior during the PC/C and P stages of change in vegetable consumption need to develop strategies to enhance dietary self-efficacy for nursing students.

간호사의 경력몰입과 조직몰입의 관계에 관한 연구

김명숙(Myoung Sook Kim),박영배(Young Bae Park) 한국간호행정학회 1999 간호행정학회지 Vol.5 No.3

영양교육과 운동 중재가 일부 비만아동들의 신체활동과 식생활에 미치는 영향

김명숙(Myoung Sook Kim),최미숙(Mee Sook Choi),김기남(Ki Nam Kim) 대한지역사회영양학회 2011 대한지역사회영양학회지 Vol.16 No.4

This study set out to investigate the effects of 16-week nutrition education and exercise intervention run by a public health center on the physical activities and dietary patterns of obese children at the before, after, and after one month point. After the program, the obese index of the obese children dropped by 5.9% from 38.4% to 32.5%. One month after the end of the program, their obese index increased by 1.4% to 33.9% (p < 0.001). The obese children``s hours of walking of physical activities increased to 2.6 hours from 1.2 hours after the program and remained at the 2.6 hours range one month after the end of the program (p < 0.01). The total scores of their food habits increased to 10.4 points from 9.1 points after the program and 10.3 points one month after the end of the program with significant differences (p < 0.01). The total scores of their eating behavior made a significant increase to 6.5 points from 5.3 points after the program and then dropped to 5.9 points one month after the end of the program (p < 0.05). As for changes to their dietary pattern scores according to the obese index, only the food habits scores showed significant main effects of term (p < 0.05). According to these results, there is still a need to develop proper programs to help them increase regular exercise, improve their physical activities by cutting down time with TV, computer, Internet, and video games, and enhance their nutritional knowledge and to provide them with ongoing management and guidance until the improved food habits and eating behavior become part of their habits. (Korean J Community Nutr 16(4) : 426~438, 2011)

증강현실을 활용한 조음 지도 기반 읽기 중재가 발달장애 학생의 문자 해독에 미치는 효과

김명숙 ( Myoung-sook Kim ),임선아 ( Sun-ah Lim ) 한국발달장애학회 2024 발달장애연구 Vol.28 No.1

발달장애 학생은 주의, 모방, 전이 및 일반화의 제한으로 읽기에 어려움을 겪는다. 본 연구는 발달장애 학생의 인지 및 학습적 특성을 고려하여 증강현실 자료를 활용한 조음 지도 기반의 읽기 프로그램을 고안하고, 이러한 읽기 중재가 발달장애 학생의 어휘력, 조음 정확도, 글자 해독에 미치는 영향을 알아보고자 하였다. 읽기프로그램은 음절을 기본 단위로 삼아 한국어 조음 및 음운발달 순서에 따라 총 9단계로 구성하였으며, 각 단계에서는 목표 음절 해독의 전이를 위해 언어학적 단위, 위치 및 문맥, 목표 음절의 조음 자질 측면을 고려하였다. 이 프로그램을 세 명의 발달장애 학생을 대상으로 중다 간헐 기초선 설계로 총 26회기 실시하였으며, 어휘력과 조음 정확도는 중재 전후의 검사 결과를 비교하였고, 글자 해독은 회기마다 목표 음절의 정반응률을 시각적 분석 방법으로 분석하였다. 연구 결과는 증강현실을 활용한 조음 지도 기반의 읽기 중재가 발달장애 학생의 수용 어휘력, 조음 정확도, 글자 해독에 긍정적인 영향을 준 것으로 나타났다. 이러한 중재는 발음을 중시하는 읽기 지도에서 학습 순서가 한국어 조음 및 음운발달 순서를 따를 때 효과적일 수 있음을 시사하였다. 또한, 읽기 지도 방법에서 목표 음절 전이를 위해 학습 내용을 언어학적 단위, 위치 및 문맥, 조음 자질 측면을 고려하여 구성할 때 글자 해독에 효과적임을 나타냈다. 중재 과정에서 발달장애 학생의 학습 수행 정도는 학습 매체에 따라 다르다는 것을 확인한 본 연구 결과는 다양한 디지털 매체를 활용하여 발달장애 학생들을 교수할 필요가 있음을 시사하고 있다. Students with developmental disabilities have difficulties reading because of constraints on attention, imitation, transfer, and generalization. Against this background, we devised an articulation instructionbased reading intervention using augmented reality in order to investigate the effects of this intervention on these students’ vocabulary, articulation accuracy, and letter-decoding abilities. The reading intervention consisted of a total of nine stages with the basic unit of syllable, according to the order of Korean articulation and phonological development. In each stage, we considered the linguistic unit, location, context, and articulatory features of the target syllable for the transfer of the target syllable-decoding. A total of 26 interventions were conducted with “Multiple Probe Design across Subjects” for three students with developmental disabilities. Vocabulary ability and articulation accuracy were tested before and after the intervention. In addition, the correct response rate of the target syllable for each session was analyzed using a visual analysis method for letter decoding. The results of our study showed that these interventions based on articulation instruction using augmented reality had a positive effect on the receptive vocabulary ability, articulation accuracy, and letter decoding of students with developmental disabilities. These results suggested that the order of learning in pronunciation-oriented reading instruction could be effective in following the order of Korean articulation and phonological development. Moreover, the results suggested that it is effective to consider the location and context, linguistic units, and articulatory features in learning content for the transfer of a target syllable in reading instructions for students with developmental disabilities. Finally, we confirmed that learning performance of students with developmental disabilities could differ depending on the learning medium. Therefore, we proposed that using various digital media, special educators teach the students.