Parallel-excision infrabrow blepharoplasty with extensive excision of the orbicularis oculi muscle in an Asian population

Lee, Yoon Jae,Kim, SeongAe,Lee, Jisung,Chung, Joong Geel,Jun, Young Joon Korean Society of Plastic and Reconstructive Surge 2020 Archives of Plastic Surgery Vol.47 No.2

Background Infrabrow blepharoplasty has become a common surgical method used to rejuvenate aged upper eyelids in Asians. In this paper, we describe the parallel excision method for infrabrow blepharoplasty as a useful alternative to the conventional elliptical excision method. The authors' experience over a 3-year period is presented and reviewed. Methods A retrospective review of parallel excision infrabrow blepharoplasty cases at our hospital between 2014 and 2017 was performed. Three oculoplastic surgeons compared preoperative and postoperative photographs using the Strasser grading system. Results From the medical records of 123 patients, a total of 93 patients with moderate-to-severe bilateral dermatochalasis were selected as subjects. The exclusion criterion was levator function less than 8 mm. The total mean follow-up period was 2 years (range, 0.5-3.5 years). The mean skin excision height and width were 9.75 mm (range, 5-16 mm) and 58.51 mm (range, 42-75 mm), respectively. All patients who underwent surgery recovered without major complications, and all patients had high levels of satisfaction and improvements in their visual field. In the Strasser evaluation performed by the oculoplastic surgeons, most patients were found to have excellent results. Conclusions The parallel excision method for infrabrow blepharoplasty is a safe and effective technique that yields more natural- and youthful-looking eyelids than the conventional elliptical excision method. In our method, more effective manipulation of the orbicularis oculi muscle led to a reduction in frontalis compensation, resolution of sunken eyelids, and correction of lateral hooding.

UN의 SDGs(Sustainable Development Goals)에 관한 디자인교육 연구현황 및 방향성

이성애 ( Seongae Lee ),이진민 ( Jinmin Rhie ),장미정 ( Mijeong Jang ) 한국산업디자이너협회(한국인더스트리얼디자인학회) 2019 산업디자인학연구 Vol.13 No.4

현대인들은 새로운 글로벌 사회에 살아가면서 인류공통의 공감대와 함께 지향해 가야 하는 지속가능 발전의 시대에 공존하고 있다. 이 시대는 인류 미래의 번영을 위해서 UN의 SDGs(Sustainable Development Goals)에 대한 이해와 이에 대한 디자인교육을 체계적으로 함으로써, 차세대가 스스로 기술에 의해 급변하는 외부 환경과 새로운 패러다임에 대응할 수 있는 방법을 창출해 가는 능력이 요구되고 있다. 본 연구는 SDGs에 기초한 환경, 경제, 사회 등 각 분야에서 연구현황을 연도별 및 분야별 분석함으로써, 한국의 공통과제에 대한 관심분야의 집중도를 파악하고 지속가능 발전 목표달성을 위한 디자인교육 방향성 모색에 목적이 있다. SDGs와 관련한 국내 학위논문을 분석한 결과, 첫째, SDGs는 학계에서 지속적인 관심 증가가 있음을 확인하였다. 둘째, 디자인교육과 관련한 선행연구는 전무하였다. 셋째, 디자인의 본질적 전제를 근간으로 할때, 향후 지속가능한 디자인교육을 위한 연구키워드와 디자인교육 방향성을 모색하여 지속가능발전 디자인교육의 방향성을 구체적으로 제시할 필요가 있다. 결언하면, 본 연구는 학교교육과정에서 필요한 지속가능발전 목표 교육강화 및 디자인교육 전망을 위해 연구현황의 문제점을 파악하고, 이를 토대로 향후 지속가능발전 목표달성을 위한 과제를 순차적으로 전개하고자 한다. 아울러 본 연구는 이에 기초한 지속가능한 디자인교육프로그램 개발을 위한 기초자료로 활용한다는 점에서 의의를 가진다. Sustainable development has become a universal keyword that is shared by people in the global community. Understand the UN's SDGs and designing them is essential for develop the ability of the next generation to create a way to cope with the rapidly changing external environment and new paradigm. This study analyzes the research output of the various fields such as environment, economy, social sciences, and art which is specifically related to sustainability. The results of this study are as follows. First, in recent years, research output related to SDGs has increased in academia. Second, however, there was no study on design education. To foster research activities in design field, this study also suggested keywords that can be explored and researched from the design’s perspective. Furthermore, this study conducted case studies of design education programs that have focus on sustainability. Last, this study discusses the direction for design education for sustainability. The current study is believed to be providing a solid foundation for the understanding of the current status of design education. It also contributes to the design education by offering insightful suggestions for design education curriculum that has a strong focus on sustainability.

원격 수업에서 초등 교원이 갖추어야 할 교수 역량 규명

이성아 ( Lee Seonga ),이희명 ( Lee Heemyeong ),엄우용 ( Eom Wooyong ) 한국아동교육학회 2021 아동교육 Vol.30 No.2

본 연구는 원격 수업에서 초등 교원이 갖춰야 할 교수 역량을 규명하는 데 목적이 있다. 연구 목적 달성하기 위한 연구 내용은 다음과 같다. 첫째, 원격 수업에서 초등 교원이 갖추어야 할 교수 역량과 하위 역량을 규명한다. 둘째, 원격 수업에서 초등 교원이 갖추어야 할 교수 역량의 행동 지표를 도출한다. 본 연구를 위하여 선행 연구 분석을 통하여 역량 및 하위 역량을 도출하였으며, 이를 토대로 패널을 대상으로 전문가 검토를 세 번 실시하였다. 본 연구의 결과는 다음과 같다. 첫째, 원격 수업에서 초등 교원이 갖추어야 할 교수 역량은 기본 역량, 원격 수업 설계 및 개발, 원격 수업 운영, 원격 수업 성찰로 나눌 수 있다. 또한, 하위 역량은 14개로 제시할 수 있다. 둘째, 원격 수업에서 초등 교원이 갖추어야 할 교수 역량에 따른 초등 교원의 행동 지표 47개를 도출하였다. 구체적으로 기본 역량에서 세 개의 하위 역량과 14개의 행동 지표, 원격 수업 설계 및 개발 역량에서 다섯 개의 하위 역량과 16개의 행동 지표, 원격 수업 운영 역량에서 네 개의 하위 역량과 10개의 행동 지표, 원격 수업 성찰 역량에서 두 개의 하위 역량과 7개의 행동 지표가 도출되었다. 본 연구의 결과는 원격 수업에서의 초등 교원이 갖춰야 할 역량을 규명하였다는 점에서 의의가 있다. 또한, 원격 수업의 질 향상을 위하여 교원이 개발하여야 하는 교수 역량과 행동 지표를 구체적으로 제시하여 원격 수업을 효과적으로 운영할 수 있는 실질적인 방안을 제공하였다는 점에서 의의가 있다. The purpose of this study was to identify teaching competencies of elementary school teacher for distance class. To achieve the purpose, two studies were conducted. First study was to identify the teaching competencies and sub-competencies that elementary school teachers for distance class. Second study was to derive behavioral indicators of teaching competencies of elementary school teachers for distance class. The teaching competencies and sub-competencies were derived from previous research and three expert reviews were conducted. Results were as follows. First, the teaching competencies that elementary schools teachers for distance class are 4 dimensions(fundamental competencies, instructional design and development, instruction operation, and instruction reflection) and 14 sub-competencies. Second, forty seven behavioral indicators were derived according to the teaching competencies. In specific, fundamental competencies includes three sub-competencies and 14 behavioral indicators, instructional design and development includes five sub competencies and 16 behavioral indicators, instruction operation includes four sub competencies and 10 behavioral indicators, and instruction reflection on distance class include two sub competencies and seven behavioral indicators were derived. The results of this study are significant in that they have identified the competencies that elementary school teachers on distance classes.

Establishment of a bone-specific col10a1:GFP transgenic zebrafish

Kim, Yong-Il,Lee, Suman,Jung, Seung-Hyun,Kim, Hyun-Taek,Choi, Jung-Hwa,Lee, Mi-Sun,You, Kwan-Hee,Yeo, Sang-Yeob,Yoo, Kyeong-Won,Kwak, SeongAe,Lee, Joon No,Park, Raekil,Choe, Seong-Kyu,Kim, Cheol-Hee Springer-Verlag 2013 Molecules and cells Vol.36 No.2

영화「펀치 드렁크 러브(Punch-Drunk Love)」에서 심리표현을 위한 음악의 활용

안성애(Seongae Ahn),이승연(Seungyon-Seny Lee) 한국콘텐츠학회 2018 한국콘텐츠학회논문지 Vol.18 No.7

영화는 시청각 예술이고 다양한 시청각적 기법을 활용하여 이야기를 전달한다. 청각적 요소 중 음악은 표현할 수 있는 기법이 매우 다양하고 활용범 위가 넓으며 이야기를 전달하기 위한 독자적인 도구로 사용되기도 한다. 본 연구는 영화 「펀치 드렁크 러브」를 연구대상으로 삼아 영화에서 인물의 심리를 나타내기 위한 음악적 표현기법을 고찰한다. 인물의 내부 심리와 상황의 숨겨진 의미를 창출하기 위한 도구, 즉 영화이야기 흐름에서 화면에 나타나지 않는 의미를 드러내기 위해 사용된 음악의 활용에 관해 연구한다. 이는 영화음악에서 인물 심리의 대조와 상징적인 표현에 대한 예시와 관점을 제시한다. The film is an audiovisual art and conveys stories using various audiovisual techniques. Among the auditory elements, music has a wide variety of expressive techniques, a wide range of applications, and is sometimes used as a proprietary tool to convey stories. This study examines the musical expression technique for expressing the psychology of the character in the film by using the movie 「Punch Drunk Love」as a subject of study. We study the use of music used to reveal meaning that does not appear on the screen in the film story flow, which is a tool to create the hidden meaning of the persons inner psychology and situation. This provides an example and perspective of the contrast and symbolic expression of character psychology in film music.

액션러닝 기반 대학 수업에서의 학습자 평가 도구 개발

이성아 ( Seonga Lee ),엄우용 ( Wooyong Eom ) 한국교육공학회 2019 교육공학연구 Vol.35 No.1

본 연구는 액션러닝 기반 대학 수업에서 학습자를 평가하기 위한 도구를 개발하고자 하는데 목적을 두고 수행하였다. 연구 목적에 따른 연구 내용은 다음과 같다. 첫째, 액션러닝 기반 대학 수업에서 학습자를 평가하기 위한 평가 도구를 개발한다. 둘째, 평가 도구의 타당성 및 적합성을 검증한다. 이를 위하여 패널을 대상으로 네 차례의 델파이 조사를 하였으며, 액션러닝 기반 대학 수업을 운영한 경험이 있는 교수자와 전문가 집단을 대상으로 설문 조사를 하였다. 수집한 자료는 SPSS 23.0과 AMOS 23.0 프로그램을 사용하여 분석 하였다. 본 연구의 결론은 다음과 같다. 첫째, 액션러닝 기반 대학 수업에서의 학습자 평가 도구는 3개의 영역과 14개의 평가 항목, 38개의 평가 내용 및 문항으로 구성되어 있다. 구체적으로 평가 영역은 과제, 과제 해결 과정, 학습 과정 및 결과로 구분된다. 과제 영역의 평가 항목은 4개이며, 9개의 평가 내용 및 문항으로 구성되어 있다. 과제 해결 과정 영역의 평가 항목은 5개이며, 14개의 평가 내용 및 문항으로 구성되어 있다. 학습 과정 및 결과 영역의 평가 항목은 5개이며, 15개의 평가 내용 및 문항으로 구성되어 있다. 둘째, 액션러닝 기반 대학 수업에서의 학습자 평가 도구는 패널 집단과 전문가 집단, 대학에서 액션러닝 기반 수업을 운영한 경험이 있는 교수자를 대상으로 적합성과 타당성을 확보하였다. 구체적으로 문항 양호도 분석, 신뢰도 분석, 탐색적 및 확인적 요인분석, CVR 값과 IRA 값의 결과를 토대로 적합성과 타당성을 확인하였다. 이와 같은 연구 결과는 액션러닝 기반 대학 수업을 운영하는 교수자에게 학습자를 평가하기 위한 구체적인 지침을 제공할 뿐 아니라 평가 결과를 통하여 액션러닝 기반 대학 수업의 설계 및 운영 방법에 실질적인 도움을 제공할 수 있을 것이다. The purpose of this study was to develop an instrument to evaluate learners in action learning based university class. To achieve the purpose, two studies were conducted. First study was to develop an evaluation instrument for action learning based university class. Second study was to verify the compatibility and validity of the evaluation instrument. Four Delphi surveys were conducted for panel. In addition, 85 faculties and experts who have experiences of action learning class for university class responded on a survey. Data were analyzed using SPSS 23.0 and AMOS 23.0. Results were as follows. First, the learner evaluation instrument for an action learning based university class consists of 3 areas, 14 items, 38 contents and questions. In specific, evaluation domain include problem, problem solving process, and learning process and result. Problem domain includes 4 items, 9 contents and questions. Problem solving process domain includes 5 items, 14 contents and questions. Learning process and result domain includes 5 items, 15 contents and questions. Second, the compatibility and validity of the learner evaluation instrument was verified by expert group, faculties who have experiences action learning based university class. In specific, the compatibility and validity were verified based on the item quality analysis, reliability, exploratory factor analysis, confirmatory factor analysis, CVR value and IRA analysis. The results of this study provide to faculty concrete instruction for evaluating learners.

경남지역 대학생의 코로나 19 전·후 문화 경험 분석

정성아(SeongA Jung),이병훈(Byunghoon Lee) 한국문화융합학회 2023 문화와 융합 Vol.45 No.7

Identifying University Faculty Competencies in Fundamental, Teaching, Research, and Service Areas

( Minkyung Sung ),( Seonga Lee ),( Wooyong Eom ) 한국교육공학회 2014 한국교육공학회 학술대회발표자료집 Vol.2014 No.2

Competencies refer to certain conditions required for individuals to carry out specific tasks successfully. They are important because they describe the knowledge, skills, and attitudes expected to complete a certain duty. Competencies for university faculty are also significant because faculty competencies are closely related to the quality of university education. Faculty with greater competencies can cultivate learners of ability and strengthen the university competitive power. Thus, university makes great efforts to develop and improve faculty competencies by implementing lecture evaluation systems and offering educational programs. Most preceding research on faculty competencies has dealt with competencies in teaching and general areas. Although teaching is the most essential role as instructors, university faculty performs more tasks other than teaching students. That is, there are other roles they have to carry out. Thus, this study explores university competencies in four areas of university faculty competencies: fundamental, teaching, research, and service. It reviews literature to survey relevant information, identifies and designs a provisional faculty competency model, develops and implements a questionnaire, and analyzes the needs for education. This study draws thirty one competencies for university faculty in fundamental, teaching, research, and service areas. In the fundamental area, competencies are: self management, counseling, leadership, passion for education and respect for humans, communication, knowledge and contribution for university, interpersonal relations, ethics and justice, and technology literacy. In the teaching area, competencies are: understanding of learners, understanding of the course, motivation, relationships with learners, course management, improving teaching expertise, in-class communication, evaluation, lesson plans, and instruction with technology. In the research area, competencies are: reporting research output, performing research, managing research, managing research outcome, spread of research outcome, and supervising examination and dissertation. In service area, competencies are: human resource management, administration, university service, community service, understanding of the university organization, and university public relations. Results suggest that educational needs vary according to the tenure of office. Different groups are professors working in university: less than two years, two to six years, seven to twelve years, thirteen to twenty years, and over twenty years. Results of the study will be used to develop educational programs to develop faculty competencies according to their periods of service in university so that educational support can be customized and personalized.

Isolation and Characterization of Exosomes and Detection of Exosome miRNAs Using Molecular Beacons

Ji Hye LEE,Min Hee KWON,Seonga JUNG,Jin Hee LEE,Won Jong RHEE 한국생물공학회 2015 한국생물공학회 학술대회 Vol.2015 No.10

Autophagy alteration prevents primary cilium disassembly in RPE1 cells

Maharjan, Yunash,Lee, Joon No,Kwak, SeongAe,Lim, Hyewon,Dutta, Raghbendra Kumar,Liu, Zhi-qiang,So, Hong-Seob,Park, Raekil Elsevier 2018 Biochemical and biophysical research communication Vol.500 No.2

<P><B>Abstract</B></P> <P>Primary cilium is a microtubule structure that emanates from the surface of most human cells. Primary cilia assemble during the resting stage (G<SUB>0</SUB> phase) and disassemble with cell cycle progression. Defects associated with the control of the assembly or disassembly of the primary cilium have been implicated in various human diseases, including ciliopathy and cancer. Although studies have suggested the interplay between activation of autophagy and ciliogenesis, any direct mechanism between autophagy abatement and disassembly of primary cilium remains elusive. In this study, we found that the gradual abatement in autophagy during serum-restimulation was a dynamic process and significantly correlated with the disassembly of primary cilium in human retinal pigmented epithelial (RPE1) cells. Although autophagy activity was gradually decreased during serum-restimulation, the alteration in autophagy under the same condition prevented the disassembly of the primary cilium. Autophagy inhibitors such as chloroquine, U18666A and 3-methyladenine (3-MA) retained both the number of ciliated cells and cilium length. In contrast, rapamycin treatment during serum-restimulation maintained the number of ciliated cells with shortened cilia. Taken together, alteration in autophagy during serum-restimulation prevent the disassembly of the primary cilium, and autophagy modulators may serve as useful compounds for studying mechanistic details related to the disassembly of the primary cilium and ciliopathy.</P> <P><B>Highlights</B></P> <P> <UL> <LI> Autophagy abatement and cilia disassembly is correlated during serum-restimulation. </LI> <LI> Both activation and inhibition of autophagy flux during serum-restimulation prevents disassembly of primary cilium. </LI> <LI> Inhibition of autophagy maintains cilium length during serum-restimulation. </LI> <LI> Rapamycin-induced autophagy results in shortened cilium length during serum-restimulation. </LI> </UL> </P>