58 research outputs found
ì€ì¬ì²Ž ëšë°±ì§ìž CPAPì CP110ì êž°ë¥ì êŽí ì°êµ¬
íìë
Œë¬ž (ë°ì¬)-- ììžëíêµ ëíì : ìëª
곌íë¶, 2015. 2. ìŽê±Žì.A centrosome consists of a pair of centrioles embedded in pericentriolar materials (PCM). Like chromosomes, centrioles duplicate and segregate into the daughter cells. Centriole duplication is strictly regulated to occur once per cell cycle. Abnormalities in the number of centrioles lead to chromosome instability and tumor formation. During mitosis, centrosomes prepare to become spindle poles and undergo maturation which PCM is accumulated at the centrosome to possess a strong microtubule organizing activity. If the centrosomes fail to become mature, the chromosomes do not properly segregate to daughter cells. Therefore, it is essential to elucidate precise mechanisms of centrosome duplication and maturation during the cell cycle. Here, I investigated the functions of two centrosomal proteins, CPAP (Centrosomal protein 4.1-associated protein) and CP110 (Centrosomal protein of 110kDa) to study centrosome maturation and duplication.
In Chapter 1, I investigated biological roles of CPAP in centrosome maturation. It is known that CPAP functions in centriole assembly and elongation. I found that CPAP is also critical for centrosome maturation during mitosis. The CPAP function in centrosome maturation is independent of centriole duplication. Depletion of CPAP eventually resulted in asymmetric spindle pole formation during mitosis. Asymmetric spindle pole indicates that the mitotic spindle pole have uneven amount of PCM.
In chapter 2, I investigated biological roles of CP110 in centriole duplication. PLK4 is a critical kinase in centriole assembly. However, direct substrates of PLK4 remain elusive. I demonstrated that CP110 is phosphorylated by PLK4 in vivo. This phosphorylation is prerequisite of the centriole assembly. The phosphorylated CP110 is recruited at the proximal end of the daughter centrioles at an early stage of centriole assembly. Based on these results, I propose that phosphorylation of CP110 by PLK4 is a critical step for stabilization of the recruited centriole components.Contents
Abstract...........................................................................................i
Contents........................................................................................â
²
List of Figures.............................................................................â
µ
Background...................................................................................1
1. The origin and evolution of the centrosome.................2
1.1 Molecular mechanisms of centriole/basal bodies evolution .........................................................................2
2. The Centrosome âŠ.................................................................2
2.1. Function of the centrosome............................................2
2.2. Structure of the centrosome...........................................3
2.2.1. Centrioles.............................................................3
2.2.2. Filamentous structure.............................................7
2.2.3. Pericentriolar material (PCM).................................7
3. Centrosome duplication.......................................................9
3.1. Initiation..........................................................................9
3.2. Cartwheel assembly........................................................9
3.3. Centriole microtubule recruitment...............................10
3.4. Centriole elongation.....................................................10
4. Centriole number control..................................................11
4.1. Control of protein level................................................11
4.2. Centrosome intrinsic block..........................................12
4.3. CDK2 in centriole duplication.....................................12
5. Health and disease...............................................................15
5.1. Centrosome number and cancer...................................15
5.2. Centrosome and microcephaly.....................................15
5.3. Ciliopathies...................................................................16
Chapter 1. Asymmetric spindle pole formation in CPAP-depleted mitotic cells.............................17
Abstract..............................................................................18
Introduction......................................................................19
Materials and Methods..................................................21
Results................................................................................24
Discussion.........................................................................48
Chapter 2. PLK4 phosphorylation of CP110 is critical for centriole duplication.................................51
Abstract..............................................................................52
Introduction......................................................................53
Materials and Methods..................................................56
Results................................................................................60
Discussion.......................................................................110
References..................................................................................113
Abstract in Korean.................................................................121Docto
(The) effects of fatigue induced by submaximal treadmill exercise on body sway
ì¬íí곌/ìì¬[íêž]
볞 ì°êµ¬ë ìµëí ížë ëë° ìŽëì ìíŽ ì ë°ë íŒë¡ê° Ʞ늜ììž ê· í ì¡°ì ì ìí¥ì ì£ŒìŽ ì 첎 ëì(body sway)륌 ë³íìí€ëì§ ìì볎ìë€. ìŽë¥Œ ìíŽì ìŽë ì ·íì ìž¡ì ë ê· íì§ì(balance index)륌 ëì ë¬ ìíì ê°ì ìíë¡ êµ¬ë¶íì¬ ë¹êµíìë€. ê·žëŠ¬ê³ ìŽë ì 곌 ìŽë í 3íêž°ì ê±žì³ ë°ë³µ ìž¡ì ë ê· íì§ì륌 ë¹êµíì¬ ìê° ê²œê³Œì ë°ë¥ž ì 첎 ëì ë³í륌 ë¶ìíìë€. ëí ìµëí ìŽë í ì 첎 ëì ë³íì ê°ê° ì 볎 ì¬ìŽì êŽê³ë¥Œ ìì볎Ʞ ìíì¬, ìŽë ì ·í ìê° ì°šëšì ë°ë¥ž ê· íì§ì ì°šìŽì ìµëí ìŽëìŒë¡ ì ë°ë íŒë¡ì ìíŽ ê³ ì ìì©ì± ê°ê°ì ë³íê° ìëì§ ìì볎Ʞ ìíì¬ ìŽë ì ·íì ìž¡ì ë ìì¹ ê°ê°ì ë¹êµíìë€.
ì°êµ¬ ëìì 20ëì 걎ê°í ì±ìž ëšì 24ëª
ìŽìë€. ê·žë€ì ë°í ìì 맚ë°ë¡ ìì ëì ëšë ê²ê³Œ ê°ë ê²ì êµëë¡ ë°ë³µíë©° ìì ìì ì 첎 ëì륌 ìž¡ì íìë€. ëì ëšê³ ì 첎 ëì륌 ìž¡ì íë 겜ì°ìë ì ë°©ìŒë¡ 1 m ëšìŽì ž ìë ë ëìŽ ìì€ì 목í묌ì ììíëë¡ íìë€. ì 첎 ëìë 맀í 20ìŽ ëì ìž¡ì ëìê³ , ìŽ ë°ë³µíìë 10íìë€. ê·žëŠ¬ê³ ìì¹ê°ê°ì ìž¡ì í í, ëììë€ì ìì ì ìµë ì¬ë°ëìì 85%ì ëë¬í ëê¹ì§ Bruce protocolì ìíŽ ìµëí ížë ëë° ìŽëì ìííìë€. ìŽë í ì 첎 ëìë 3íêž°ì ê±žì³ ìž¡ì ëììŒë©°, ìž¡ì ìêž°ë ìŽë ì§í, ìŽë í 10ë¶, ìŽë í 20ë¶ìŽìë€. ê·žëŠ¬ê³ ê° íêž°ë§ë€ 5ë¶ê°ì íŽì ìê°ì 죌ìë€. ìµëí ížë ëë° ìŽëì ìíŽ ì ë°ë íŒë¡ì ìí ê³ ì ìì©ì± ê°ê°ë³í륌 ìì볎Ʞ ìíì¬ ìŽë ì§ì 곌 ìŽë í 5ë¶, ìŽë í 25ë¶ì ìž¡ì ë ìì¹ê°ê°ì ë¹êµíìë€.
결곌ë ë€ì곌 ê°ë€.
1. ìµëí ížë ëë° ìŽë í 20ë¶ ìŽëŽì ìž¡ì ë ì 첎 ëìë ëì ë¬ ì¡°ê±Žê³Œ ê°ì 조걎 몚ëìì ìŽë ì 곌 ë¹êµíì¬ ì ìí ì°šìŽê° ììë€(p<0.05).
2. ëì ëšê³ ì 첎 ëì륌 ìž¡ì í 겜ì°ìë ìŽë ì§íì ìŽë í 10ë¶ì ìž¡ì ë ì 첎 ëìê° ìŽë ì 곌 ë¹êµíì¬ ì ìí ìŠê°ë¥Œ 볎ìë€(p<0.05). ëì ê°ì 조걎ììë ìŽë ì§íì ìž¡ì ë ì 첎 ëìê° ìŽë ì ì ë¹íŽ ì ìíê² ìŠê°íììŒë©°(p<0.05), ìŽë í 20
ë¶ì ìž¡ì ë ì 첎 ëìë ì ìíê² ê°ìíìë€(p<0.05),
3. ìµëí ížë ëë° ìŽë í ë°ë³µ ìž¡ì ë ìì¹ê°ê°ì ìŽë ì 곌 ë¹êµíì¬ ì ìí ì°šìŽê° ììë€(p>0.05).
ìì 결곌륌 볌 ë, ìµëí ížë ëë° ìŽëì ìí íŒë¡ë ëì ë¬ ì¡°ê±ŽìŽë ê°ì 조걎 몚ëìì 걎ê°í ì±ìžì ì 첎 ëì륌 ìŠê°ìí€ì§ë§, ê·žë¬í ìŠê°ë ëšì§5âŒ15ë¶ ëìë§ ì§ìëë€ë ê²ì ì ì ììë€. ê³ ì ìì©ì± ê°ê° ì ë³Žìž ìì¹ê°ê°ì ìµëí ížë ëë° ìŽ
ëì ìíŽ ìí¥ì ë°ì§ ìë ê²ìŒë¡ ëíë¬ë€.
[ì묞]
The purposes of this study were to assess variation of body sway prior to and after submaximal treadmill exercise; to determine the time course of the effects on body sway of a fatiguing exercise performed on a treadmill; and to compare position sense prior to and after exercise in order to assess any variance in proprioception caused by submaximal treadmill exercise.
The subjects were twenty-four healthy men in their twenties. They stood barefoot on the Kinesthetic Ability Training Balance Platform to measure body sway. Control trials were performed with eyes alternately open and closed. In the eyes open condition, they were asked to look at a target placed at eye level 1 m in front them. A total of 10 trials, each lasting 20 seconds, were performed. After this series of trials, position sense was measured. Subjects then exercised on the treadmill until 85% of each person's maximal heart rate was reached. The first series of postural sway measurements began immediately after this exercise. The second identical series of postural sway trials was performed at approximately 10 minutes post exercise. The third series was performed approximately 20 minutes post exercise, This allowed approximately 5 minutes of rest between each experimental series. Position sense was measured at approximately 15 and 25 minutes after exercise.
The results were as follows:
1. There was a significant increase in body sway after submaximal treadmill exercise with respect to pre-exercise values under both visual conditions (p<0.05).
2. After submaximal treadmill exercise, under the eyes open condition, the mean value of body sway was significantly increased after both the first and second series (p<0.05). Under the eyes closed condition, the mean value of body sway increased significantly after the first series but decreased significantly after the third series (p<0.05).
3. Position sense, measured repeatedly after submaximal treadmill exercise, did not change significantly with respect to pre-exercise values (p>0.05).
These results suggest that fatigue induced by submaximal treadmill exercise produced an increase in body sway in young able-bodied subjects with or without visual input, but the increase appeared to be of less than 15 minutes. No significant change in position sense suggested that proprioception was unaffected by submaximal treadmill exercise-induced fatigue.restrictio
ì ì ê³µì¥ ê·Œë¡ìë€ì ììŽ ì êž°ì©ì ë žì¶ìŽ ìì ëêž°ìê°ì 믞ì¹ë ìí¥ì êŽí ì°êµ¬
íìë
Œë¬ž(ìì¬)--ììžëíêµ ë³Žê±Žëíì :í겜볎걎í곌 ì°ì
볎걎ì ê³µ,2003.Maste
(Z)- ë° (E)-Notoryneì ìµìŽ ë¶ì ì í©ì±
Thesis(masters) --ììžëíêµ ëíì :ì ìœí곌(ìœííì ê³µ),2009.8.Maste
êžë£šìœìœë¥Ží°ìœìŽëì ìí GnRH pre-mRNA ì€íëŒìŽì±ì ì¡°ì
Thesis(master`s)--ììžëíêµ ëíì :íë곌ì ë곌íì ê³µ,2005.Maste
The Practice of English Writing Assessment in Korean High Schools and the Relationships among the Curriculum, Instruction and Assessment
íìë
Œë¬ž (ìì¬)-- ììžëíêµ ëíì : ì¬ë²ëí ìžêµìŽêµì¡ê³Œ(ììŽì ê³µ), 2019. 2. ììì.2015 ê°ì êµì¡ê³Œì ìí 첫 íŽë¥Œ ë§ìŽíì¬ ë³ž ì°êµ¬ë ê³ ë±íêµ ììŽ ì°êž° ìííê° ì€ì íí©ì ì¡°ì¬íê³ ììŽ ì°êž° ìííê°ì êµì¡ê³Œì ë° ìì
곌ì ì°ê³ì±ì ë¶ìíìë€. ì°êµ¬ë¥Œ ìíŽ ê²œêž°ëì 10ê° ê³ ë±íêµì ììŽ ì°êž° ìííê° ë¬žíì§ 27ê°ì íê°êž°ì€ 20ê°ë¥Œ ìì§íì¬ ë¶ìíìê³ , ë€ ëª
ì êµì¬ì ì¬ìžµ ë©ŽëŽì ì€ìíìë€. 볞 ì°êµ¬ì 죌ì 결곌ë ë€ì곌 ê°ë€.
첫짞, ê³ ë±íêµìì ì€ìëë ììŽ ì°êž° ìííê° ê³Œì
ì¢
ë¥ë 죌ì êžì°êž°(ë
Œì í), ë
ìê°ì묞(ë
Œì í), ììŽë
ììŒì§, ìì
íëì§, ëí ì€ëª
íêž°, ìŽííê°ë¡ 구ë¶ëìë€. ììŽ ì°êž° ìííê° ê³Œì
ë¶ììì 죌목í ë§í ì ì 몚ë íêµê° ê³µíµì ìŒë¡ ììžìŽ íìì ë
Œì í ì°êž° 곌ì
ì ê°ì§ê³ ìë€ë ê²ìŽìë€. ììŽ ì°êž° ìííê°ì ì ì©ë êµì¡ê³Œì ì±ì·šêž°ì€ìã10ì04-03ãìì ì ì견ìŽë ê°ì ì°êž°ê° ê°ì¥ ë§ìŽ ì¬ì©ëìëë°, ìŽë íŽë¹ ì±ì·šêž°ì€ìŽ 몚ë íêµì ê³µíµì ìŒë¡ ìë ë
Œì í ì°êž° íê° ê³Œì
ì ì±ì·šêž°ì€ìŽêž° ë묞ìŽìë€. ì°êž° ì±ì·šêž°ì€ ì€ã10ì04-02ãê°ëší ììœíêž°,ã10ì04-04ãëììŽë ìí© ë¬ì¬íêž°,ã10ì04-05ãìì·ìŽë©ìŒÂ·ë©ëªš ìì±íêž°,ã10ì04-06ã귞늌ìŽë ëí ì€ëª
íêž°ë ìëì ìŒë¡ ì¬ì© ë¹ëê° ë®ììŒë©°, ì 첎ì ìŒë¡ ììŽ ì°êž° ìííê° ê³Œì
ë€ì ì±ì·šêž°ì€ã10ì04-01ãìžë¶ì 볎 êž°ë¡íêž°ìã10ì04-03ãìì ì ì견ìŽë ê°ì ì°êž° ì€ì¬ìŒë¡ ê°ë°â€ì¬ì©ëê³ ììë€. ììŽ ì°êž° ìííê° íê°êž°ì€ì NEAT ì°êž° ì±ì êž°ì€ì ìí¥ì ë°ì 곌ì ìì±, ëŽì©, 구ì±, ìžìŽì¬ì©ìŽ 죌ì íê°ììë¡ ì¬ì©ëìê³ , ìŒíì± íê° ê³Œì
ììë ë¶ìì ì±ì ë°©ììŽ, ìì íê° ê³Œì
ììë ìŽì²Žì ì±ì ë°©ììŽ ì ížëìë€. êµì¬ë€ì ììŽ ì°êž° ìííê° ë¬žíì ì£Œë¡ êµê³Œì íìµ ëŽì©ì 귌거íì¬, ì±ì êž°ì€ì NEAT ì°êž° ì±ì êž°ì€ìŽë êµì¡ê³Œì íê°êž°ì€ ìë£ì§ì ì°žê³ íì¬ ê°ë°íìë€.
ë짞, ììŽ ì°êž° ìííê°ê° êµì¡ê³Œì ë° ìì
곌 ìŽë»ê² ì°ê³ëìŽ ìë ì§ë¥Œ ìŽíŽë³Žë©Ž êµì¬ë€ì íì êµìíìµê³íì ìžìž ë êµì¡ê³Œì ì ì ì°žê³ íì§ ììê³ , ì€ì íêµì ììŽ ì°êž° ìì
곌 íê°ìì ì°êž° ì±ì·šêž°ì€ã10ì04-04âŒ06ãëììŽë ìí© ë¬ì¬íêž°, ìì·ìŽë©ìŒÂ·ë©ëªš ìì±íêž°, 귞늌ìŽë ëí ì€ëª
íêž°ë ìíí ë€ë£šìŽì§ê³ ììë€. êµì¬ë€ì ììŽ ì°êž° ìì
ë° íê°ë¥Œ ìíŽ êµì¡ê³Œì ì ì§ì ì°žê³ íꞰ볎ë€ë êµì¡ê³Œì ì ê·Œê±°íŽ ê°ë°ëìë€ê³ ìê°íë êµê³Œìì ìì¡Žíê³ ììë€. ììŽ ì°êž° ìì
곌 ìííê°ìì ì°ê³ì± ìž¡ë©Žìì, ììŽ ì°êž° ìì
ì ì£Œë¡ ìííê° ì€ë¹ì 목ì ìŒë¡ ìŽìëê³ ìììŒë©°, ê·ž ìžì ììŽ ì°êž° ì§ëë ê±°ì ìŽë£šìŽì§ì§ ìê³ ììŽì ììŽ ì°êž° ì§ë íì±í륌 ìí 귌볞ì ìž ê°ì ì±
ìŽ íìíë€. ììŽ ì°êž° ìì
ìì ê°ë³ íŒëë°±ì ê±°ì ì ê³µëì§ ììê³ íêž ì 첎륌 ëììŒë¡ í ê³µë íŒëë°± ì€ì¬ìŽììŒë©°, ììŽ ì°êž° íê° ê²°ê³Œì ëíŽìë ê°ë³ íŒëë°±ì ì ê³µíìŒë ì±ì íìžì ìíŽ ì±ì ëŽì©ì ì€ëª
íŽ ì£Œë €ë 목ì ìŽììŒë©° ë€ì ì°êž°ë¥Œ ìí ê²ì ìëìë€.
ë§ì§ë§ìŒë¡, ììŽ ì°êž° ìííê°ì ëí 묞ì ì ë° ê°ì ë°©ììŒë¡ êµì¬ë€ì ììŽ ì°êž° ìííê°ê° ìŒíì± íê° ì€ì¬ìŽìŽì íìë€ì ì€ì§ì ì°êž° ë¥ë ¥ í¥ìì ì§ìì ìŒë¡ ë몚íêž° ìŽë µë€ê³ 죌ì¥íë©° ê°ì ë°©ììŒë¡ ìì
ë°ì°©í íê°ì 곌ì ì€ì¬íê°ë¥Œ ì ìíìë€.It has been twenty years since performance assessment was introduced in the field of secondary English classrooms in Korea and the year 2018 is the first year of the implementation of the 2015 revised national curriculum. The purpose of this study is to investigate the practice of English writing assessment in high school and analyze the relationship among curriculum, instruction and assessment. The present study analyzed 27 English writing assessment sheets and 20 evaluation standards of 10 high schools in Gyeonggi Province and conducted an in-depth interview with four high school teachers.
Overall findings from the study are as follows. First, English writing assessment tasks used in schools were classified into topic writing (essay), book review (essay), reading log, learning worksheet, graph explanation, and vocabulary test. It was remarkable that all the 10 schools used the type of essay writing as their English writing assessment task. The English writing achievement standard 'write one's opinion or feelings' was used the most for English writing assessment, and tasks were usually devoted to the achievement standards 'write down detailed information' and 'write one's opinion or feelings'. Second, a result of the analysis of the relationship among curriculum, instruction, and assessment shows that the English writing achievement standards 'describe objects and situations, write forms, e-mails, or memos, explain pictures or graphs' were neglected in English writing instruction and assessment, and teachers usually relied on textbooks more than the national curriculum for their instruction and assessment. Besides, English writing instruction was carried out mostly for the purpose of the preparation for writing assessment, and individual feedback for revision was not provided to students in both instruction and assessment. Lastly, as a suggestion for improving the implementation of English writing assessment in high schools, teachers claimed that English writing performance assessment should be converted to instruction-accompanying and process-oriented assessment for the improvement of students' English writing skills.ì 1 ì¥ ì ë¡ 1
1.1 ì°êµ¬ì íìì±ê³Œ 목ì 1
1.2 ì°êµ¬ë¬žì 5
1.3 ë
Œë¬žì êµ¬ì± 5
ì 2 ì¥ ìŽë¡ ì 배겜 6
2.1 ìííê° 6
2.1.1 ìííê°ì ë±ì¥ 배겜, ì ì ë° í¹ì§ 6
2.1.2 ìííê°ì ì¥ì 곌 ëšì 8
2.2 ì°êž° ìííê° 10
2.2.1 ì°êž° ìííê°ì ëì
ë° ì£Œì ë
Γ 11
2.2.2 íêµì ììŽ ì°êž° êµì¡ê³Œ ìííê° 15
2.2.3 결곌 ì€ì¬ ì°êž°ì 곌ì ì€ì¬ ì°êž° 21
2.2.4 êµê°ììŽë¥ë ¥ìí(NEAT)곌 ììŽ ì°êž° êµì¡ ë°
íê° 22
2.3 2015 ììŽê³Œ ê°ì êµì¡ê³Œì 25
2.3.1 2015 ììŽê³Œ ê°ì êµì¡ê³Œì ì í¹ì§ 26
2.3.2 ê³ ë±íêµ ììŽê³Œ ì°êž° íê°êž°ì€ 30
2.3.3 êµì¡ê³Œì 곌 ìì
ë° íê°ìì ì°ê³ 34
ì 3 ì¥ ì°êµ¬ ë°©ë² 37
3.1 ì°êµ¬ ëì 37
3.2 ì°êµ¬ ë구 39
3.2.1 ììŽ ì°êž° ìííê° ë¬žíì§ì íê° êž°ì€ 39
3.2.2 ë©ŽëŽ ì§ë¬žì§ 40
3.3 ìë£ ìì§ ë°©ë² 41
ì 4 ì¥ ì°êµ¬ 결곌 ë° ë
Γ 43
4.1 ììŽ ì°êž° ìííê° ë¬žíì§ì íê° êž°ì€ 43
4.1.1 ììŽ ìííê° ë°ì ëŽì© ë° ë¹ìš 43
4.1.2 ììŽ ì°êž° ìííê° ê³Œì
ë¶ì 46
4.1.3 ììŽ ì°êž° ìííê° íê°ìì ë° ì±ì êž°ì€ 64
4.1.4 ììŽ ì°êž° ìííê°ì ì ì©ë êµì¡ê³Œì ì±ì·šêž°ì€ 71
4.2 êµì¬ ì¬ìžµ ë©ŽëŽ 74
4.2.1 êµì¡ê³Œì 곌 êµìâ€íìµ ë° íê°ìì ì°ê³ì± 76
4.2.2 ììŽ ì°êž° ìííê°ì ìì
곌ì ì°êŽì± 85
4.2.3 ììŽ ì°êž° ìííê° ë¬ží ë° ì±ì êž°ì€ ê°ë°,
íŒëë°± 92
4.2.4 ììŽ ì°êž° ìííê°ì 묞ì ì ë° ì ìì¬í 101
ì 5 ì¥ ê²° ë¡ 107
5.1 ì°êµ¬ì 죌ì 결곌 ë° ìì¬ì 107
5.2 ì°êµ¬ì íê³ì ë° ì¶í ì°êµ¬ë¥Œ ìí ì ìž 110
ì°žê³ ë¬ží 112
ë¶ë¡ 118
Abstract 121Maste
Nitrogen transformations and transport model in the saturated zone
Thesis (master`s)--ììžëíêµ ëíì :ì§êµ¬í겜곌íë¶,2003.Maste
(A) study of the right of publicity
íìë
Œë¬ž(ìì¬) --ììžëíêµ ëíì :ë²í곌,2010.2.Maste
ì€íìì€ ê°ížì¬ê° ìžìíë ë¶ìì¬ì ì§íì ì€ìë, ë¶ìì¬ì 곌 ì€ì¬ì ëí ì ë ë° ë¶ìê°íž ì€ì¬ë¹ë
íìë
Œë¬ž (ìì¬)-- ììžëíêµ ëíì : ê°íží곌, 2016. 2. ê³ ì§ê°.ì€íìì€ì ì
ìí íìë ìëª
ì ìì€íšì ëëŒê³ ììì¹ ëª»í ì
ììŒë¡ ì€íìì€ìŽëŒë ìë¡ìŽ í겜ì ë
žì¶ëë©Žì ë¶ìì ëëŒê² ëë€. íìì ë¶ìì ì¬ë¬ ê°ì§ ìŠìë€ë¡ ëíëë©° íìì ìíì ë¶ì ì ìž ìí¥ì 믞ì¹ë€. ë°ëŒì ì€íìì€ ê°ížì¬ì ë¶ìê°íž ì€ì¬ê° ì€ìíì§ë§ ìì§ êµëŽììë ì€íìì€ ê°ížì¬ì íìë¶ìê°ížì ëíŽì 구첎ì ìŒë¡ ë
Œì ë ì ìŽ ìë€. ìŽì 볞 ì°êµ¬ë ì€íìì€ ê°ížì¬ì ë¶ìì¬ì ì§íì ì€ìëì ë¶ìì¬ì 곌 ì€ì¬ì ëí ì ë
, ê·žëŠ¬ê³ ë¶ìê°íž ì€ì¬ë¹ë륌 ì¡°ì¬íì¬ ì°ëŠ¬ëëŒ ì€íìì€ììì ë¶ìê°ížë¥Œ íì
íšìŒë¡ìš ì€íìì€ì ë¶ìê°ížì ëí ì§ì íëì êž°ì¬íêž° ìíŽ ìëëìë€.
볞 ì°êµ¬ë 2015ë
íêµì€íìê°ížíí ì¶ê³, ì¶ê³ íì ëíì ì°žìí ì€íìì€ ê°ížì¬ ì€ ì°êµ¬ì 목ì ì ìŽíŽíê³ ì°žì¬ì ëìí 80ëª
ì ëììŒë¡ ìíë í¡ëšì ì¡°ì¬ì°êµ¬ìŽë€. ì°êµ¬ ë구ë 2002ë
Frazier ë±ìŽ ê°ë°í the Critical Care Nurse Anxiety Identification and Management Survey륌 ë²ìíì¬ ì¬ì©íìë€.
ìì§ë ìë£ë SPSS 22 íµê³ íë¡ê·žëšë¥Œ ìŽì©íì¬ ë¶ìíìê³ ì°êµ¬ 결곌ë ë€ì곌 ê°ë€.
첫짞, ëììì ì±ë³ì ì¬ì±ìŽ 95%, íê· ì°ë ¹ì 37.33±10.54ìžìë€. ê²°íŒ ìíë 믞íŒìŽ 56.3%ììŒë©° ì¢
êµë 묎êµê° 32.5%ìë€. íë ¥ì ëì¡žìŽ 61.3%ììŒë©° íê· ìì ê²œë ¥ì 138.5±99.54ê°ììŽë©° íê· ì€íìì€ ê²œë ¥ì 96.52±68.09ê°ììŽìë€. ëììê° ìŒíê³ ìë ë³ìì ê·ëªšë 1000ë³ì ìŽììŽ 50%ììŒë©° 귌묎ë¶ìë ëŽê³Œì€íìì€ìŽ 45%ë¡ ë¶ìëìë€. ê°ížì¬ 1ëª
ë¹ íê· íì ìë 3.57±2.84ëª
ìŽë©° ëììê° ìê°íë ì€íìì€ììì ë¶ìí íì ë¹ìšì íê· 73.35±20.54%ìë€.
ë짞, ì€íìì€ ê°ížì¬ì íì ë¶ìì¬ì ì§íì ì€ìëì íê· 3.64±0.96ìŽììŒë©° ê°ì¥ ëì ì ìì ì§íë ìŽì¡°(Agitation)ë¡ ëíë¬ë€. ì€íìì€ ê°ížì¬ì ë¶ìê°íž ì¬ì 곌 ì€ì¬ì ëí ì ë
ì íê· 4.37±0.70ìŒë¡ ìž¡ì ëìë€. ë¶ìê°íž ì€ì¬ì ë¹ëì íê· ì 4.01±1.86ìŒë¡ ìž¡ì ëììŒë©° ê°ì¥ ëì ë¹ë륌 ê°ì§ ì€ì¬ë íµìŠì¡°ì ìŽ ì ëê³ ìëì§ íìžìŽìë€.
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짞, ë¶ìì¬ì ì§íì ì€ìëì ëììê° ëëŒë ì€íìì€ììì ë¶ìí íìì ë¹ìš ê°ì íµê³ì ìŒë¡ ì ìí ì°šìŽ(F=3.721, p= .008)륌 볎ìë€. ë¶ì ì¬ì 곌 ì€ì¬ì ëí ì ë
곌 ëììê° ìŒíë ë³ìì ê·ëªš ê°(F=2.807, p= .045), ëììì ëŽë¹ íì ì ê°(t=2.173, p= .033)ì íµê³ì ìŒë¡ ì ìí ì°šìŽë¥Œ 볎ìë€. ë¶ìê°íž ì€ì¬ ë¹ëì ëììì ëìŽ(F=3.073, p= .033)ì ëììê° ëëŒë ì€íìì€ììì íìê° ë¶ìí ë¹ìš(F=3.107, p= .020)ìì íµê³ì ìŒë¡ ì ìíê² ëíë¬ë€.
ë·ì§ž, ë¶ìì¬ì ì§íì ì€ìëì ë¶ì ì¬ì 곌 ì€ì¬ì ëí ì ë
ê°(r= .446, p= .000), ë¶ìì¬ì ì§íì ì€ìëì ë¶ìê°íž ì€ì¬ ë¹ë ê°(r= .360, p= .001), ë¶ì ì¬ì 곌 ì€ì¬ì ëí ì ë
곌 ë¶ìê°íž ì€ì¬ ë¹ë ê°(r= .253, p= .023)ì íµê³ì ìŒë¡ ì ìí ìì ìêŽêŽê³ë¥Œ 볎ìë€.
ìŽìì ë°íìŒë¡ ì€íìì€ ê°ížì¬ë€ìŽ ê°ì¥ ì€ìíê² ìê°íë ë¶ìì¬ì ì§íë ìŽì¡°(Agitation)ìŒë¡ ëíë¬ìŒë©° ì€íìì€ìì ë¶ìí íìì ë¹ìšìŽ ëë€ê³ ìê°í ìë¡ íì ë¶ìì¬ì ì§í륌 ë ì€ìíë€ê³ ìê°íë©° ë¶ìê°íž ì€ì¬ê° ë ë§ì ì§ë ê²ìŒë¡ ëíë¬ë€. ëìŽë ë¶ìê°íž ì€ì¬ì ë¹ëì ë³ìê·ëªšì ëŽë¹íì ìë ë¶ì ì¬ì 곌 ì€ì¬ì ì ë
ì ìí¥ì 믞ì¹ë ê²ìŒë¡ ëíë¬ë€. ì€íìì€ ê°ížì¬ë€ì íìì ë³ì ììì ì§ì íìì íëì , ì ì ì , ì 첎ì ìŠìì ì€ìíê² ë³Žë©Žì íìì ë¶ìì ì¬ì íë©° íììê² íë¶ìì í¬ì¬ë³Žë€ë ì§ìì ìž íì ìí íìžê³Œ ìì¬ìíµê³Œ ì ìì ì§ì§ë¥Œ íµíì¬ ë¶ìì ì€ì¬íë ê²ìŒë¡ ëíë¬ë€. ë¶ì ì¬ì 곌 ì€ì¬ì ëí ì ë
ì ë¶ìì¬ì ì§íì ì€ìëì ë¶ìê°íž ì€ì¬ì ë°ì í ì°êŽìŽ ììë€. ê·žë¬ë¯ë¡ ë¶ì ì¬ì 곌 ì€ì¬ì ì ë
ì ëìŽêž° ìí ë¶ìê°íž êµì¡ íë¡ê·žëšì ê°ë°, ë¶ìê°ížì ëí ì§ìì íì¥ì ìí ì§ìì ìž ì°êµ¬ì íêµ ì€ì ì ë§ë ë¶ìê°íž ì¬ì ë° ì€ì¬ ë구ì ê°ë°ìŽ íìíë€.â
. ìë¡ 1
1. ì°êµ¬ì íìì± 1
2. ì°êµ¬ì 목ì 4
3. ì©ìŽ ì ì 5
â
¡. 묞íê³ ì°° 7
1. ì€íìì€ íìì ë¶ìì ëì ë¶ìììž 7
2. ë¶ììŽ ì€íìì€ íìì 믞ì¹ë ìí¥ 8
3. ë¶ìì¬ì ì§í 10
4. ì€íìì€ ê°ížì¬ì íì ë¶ìì¬ì 12
5. ì€íìì€ íìì ë¶ìì ëí ê°íž ì€ì¬ 13
â
¢. ì°êµ¬ ë°©ë² 16
1. ì°êµ¬ ì€ê³ 16
2. ì°êµ¬ ëì 16
3. ì°êµ¬ ë구 17
4. ìë£ ìì§ ë°©ë² 19
5. ì€ëŠ¬ì ê³ ë € 20
6. ìë£ ë¶ì ë°©ë² 21
â
£. ì°êµ¬ 결곌 22
1. ì°êµ¬ ëììì í¹ì± 22
2. ë¶ìì¬ì ì§íì ì€ìë, ê°ížì¬ì ë¶ìì¬ì 곌 ì€ì¬ì ëí ì ë
, ë¶ìê°íž ì€ì¬ë¹ë 26
3. ì€íìì€ ê°ížì¬ì ì¬íìžêµ¬íì , ì 묞ì í¹ì±ì ë°ë¥ž ë¶ìì¬ì ì§íì ì€ìë, ë¶ìì¬ì 곌 ì€ì¬ì ëí ì ë
, ë¶ìê°íž ì€ì¬ë¹ë 38
4. ë¶ìì¬ì ì§íì ì€ìë, ë¶ìì¬ì 곌 ì€ì¬ì ëí ì ë
, ë¶ìê°íž ì€ì¬ë¹ë ê°ì ìêŽêŽê³ 47
â
€. ë
Γ 49
1. ì€íìì€ ê°ížì¬ì íì ë¶ìì¬ì ì§íì ì€ìë 49
2. ì€íìì€ ê°ížì¬ì ë¶ìì¬ì 곌 ì€ì¬ì ëí ì ë
51
3. ì€íìì€ ê°ížì¬ì ë¶ìê°íž ì€ì¬ë¹ë 53
4. ë¶ìì¬ì ì§íì ì€ìë, ë¶ìì¬ì 곌 ì€ì¬ì ëí ì ë
, ë¶ìê°íž ì€ì¬ë¹ë ê°ì ìêŽêŽê³ 54
5. ì°êµ¬ì ì íì 55
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¥. ê²°ë¡ ë° ì ìž 56
1. ê²°ë¡ 56
2. ì ìž 58
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Š. ì°žê³ ë¬ží 59
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§. ë¶ë¡ 65
Abstract 83Maste
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