• Pediatric Infection and Vaccine
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• 제18권2호
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• pp.124-134
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• 2011

목 적:우리나라의 B형 간염 조절을 위한 초창기 예방접종 정책과 1회용 주사기를 포함한 혈액매개질환의 감염원이 될 수 있는 기구 사용 정책에 관한 자료를 수집, 정리하여 향후 정책 수립 및 평가에 활용할 수 있도록 하였다. 방 법:국내 학회지 또는 논문, 정부 웹사이트, 전산화된 주요 일간신문 등을 검색하여 수집된 자료들의 내용을 확인하였다. 자료의 내용에 따라 정부의 B형 간염 조절 정책, 학교에서의 B형 간염 단체 예방접종 사업, B형 간염 백신 사용 상황, 1회용 주사기를 포함 혈액매개질환의 전파 가능성이 있는 기구 사용에 관한 정책 등 네 가지 주제로 나누어 각각에 대해 시기별 정책 변화를 정리하였다. 결 과: 1980년대 초 B형 간염에 대한 사회적 관심이 컸기 때문에 B형 간염 백신이 신속히 도입, 개발되었으며, 1983년 말에 'B형 간염 퇴치를 위한 5개년 계획'이 수립되어 1984-5년 2년간에만 B형 간염 백신을 접종한 사람은 약 600만명이었다. 그러나 접종 대상이 신생아가 아닌 성인에 초점을 맞추었기에 전문가들의 반론에 따라 2년만에 계획은 백지화되었다. 이후 학교 단체 예방접종 사업이 진행되고, 1995년에는 국가 필수예방접종에 포함되는 등 신생아 중심의 예방접종 정책이 유지되었다. 1회용 주사기의 사용은 1980년대 초부터 권고 되었으나 1985년이 돼서야 법제화되었다. 결 론:우리나라에서의 B형 간염 감염 관리에 대한 성공 요인은 B형 간염 백신의 조기 도입 및 대량 접종, 높은 접종률, 1회용 주사기 사용 등이 종합적으로 작용하여 이루어진 것이라 생각된다. 그러나 이를 뒷받침할만한 공식적 자료가 너무 부족하다. 따라서 정부가 보유하고 있는 모든 감염 관련 자료들의 정리와 전산화 작업이 매우 시급하다고 여겨진다.

• 대한가정학회지
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• 제41권12호
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• pp.53-68
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• 2003

The purpose of this study was to develop lesson plans and teaching materials applying practical reasoning instruction for the 7th home economics curriculum content, and to test the effect of practical reasoning instruction on morality of middle school students. This study is a quasi-experimental research with a pretest-posttest design. Practical reasoning instruction for experimental group and traditionally lecture oriented instruction for comparison group were input, and tested the statistical differences between two groups before and after the treatment. The subjects for this study were 8th grade students of a middle school located in Kwangju city. Two classes of 76 students homogeneous in characteristics and academic record for each experimental and comparison group were assigned. Instrument used for this study was a revised moral indicator, that was developed by KEDI(2001). Spss/win for 10.0 statistics program was used for analysis of data. ANCOVA was done for testing statistical difference between pretest and posttest of experiment group and comparison group. Result of study which showed statistically significant difference between groups were：1. Virtue of "responsibility for words and deeds"(from 3.22 to 3.61 for experimental group and from 3.27 to 3.26 for comparison group) in domain of responsibility and cooperation, and virtue of "punctuality"(from 3.59 to 3.76 for experimental group and from 3.41 to 3.28 for comparison group) in domain of trustworthiness, 2. Virtue of "conversation etiquette"(from 3.47 to 3.67 for experimental group and from 3.28 to 3.31 for comparison group) in domain of caring for others, 3. Virtue of "forgiveness other′s mistakes"(from 3.32 to 3.65 for experimental group and from 3.33 to 3.25 for comparison group) in domain of kindness, concession, forgiveness, and virtue of "volunteering activity"(from 2.89 to 3.71 for experimental group and from 3.36 to 3.45 for comparison group) in domain of compassion and service, 4. Virtue of "equip the convenient facility for handicapped"(from 4.19 to 4.29 for experimental group and from 4.17 to 3.91 for comparison group) in domain of equality and human rights, virtue of "recovering selfness for own community"(from 2.34 to 2.79 for experimental group and from 2.14 to 2.29 for comparison group), virtue of "opposing way of accomplishing purpose by an means"(from 3.27 to 3.31 for experimental group and from 3.47 to 3.05 for comparison group), virtue of "opposing election of considering acquaintance"(from 3.35 to 3.56 for experimental group and from 3.12 to 3.14 for comparison group) in domain of fairness, and virtue of "eradication of military force or violence among countries"(from 3.49 to 3.57 for experimental group and from 3.38 to 3.05 for comparison group) in domain of love for humanity. The morality of experimental group was improved more than that of comparison group in all of above items. From the results of this study, following conclusion was drawn. Practical reasoning instruction in home economics is effective in raising students′ virtue and value of responsibility in words and deeds, trustworthiness in punctuality, courtesy of not interrupting conversation, forgiveness of other′s mistakes, volunteering activity, equity for handicapped, fairness opposing selfness for own community, fairness opposing way of accomplishing purpose by all means, fairness opposing election of considering acquaintance, and love for humanity opposing war.