좌측흉수로 발현된 Boerhaave 증후군 1예

이준,변유미,조민근,조주연,원경준,김영대,박찬국,김만우,유재근,서홍주,이석기 朝鮮大學校 附設 醫學硏究所 2008 The Medical Journal of Chosun University Vol.33 No.2

구토 후 발생한 토혈을 주소로 내원한 환자에서 좌측 늑막 삼출 동반 시 식도 파열의 가능성을 고려하여 흉수 천자 및 지속적인 흉부 단순 촬영의 추적관찰이 필요하며 식도 파열이 배제된 후 환자의 생체 징후 및 토혈 양을 파악하여 내시경 검사 시기를 신중히 결정하는 것이 좋을 것으로 생각된다. 본 증례는 토혈을 주소로 내원하여 Mallory-Weiss 증후군 의심 하에 내시경을 통한 치료 시행 후 추적 관찰에 의해 진단된 Boerhaave 증후군을 경험하였기에 보고하는 바이다. Boerhaave's syndrome is a spontaneous perforation of the esophagus most commonly resulting from a sudden increase in intraesophageal pressure combined with negative intrathoracic pressure caused by straining or vomiting. Surgery should generally be performed within 24 hours because mortality approached 30 to 50 percent in which surgery was delayed. Therefore, early diagnosis and prompt surgical repair are critical for survival. We have experienced a case of Boerhaave's syndrome in a patient presenting with hematemesis with left pleural effusion without any signs or symptoms of pneumomediastinum or pneumothorax.

발달장애학생을 위한 학교중심 통합교육과정의 편성과 운영에 관한 연구

이유훈,김영미,윤광보,홍성두 국립특수교육원 2001 연구보고서 Vol.- No.7

본 연구는 발달장애학생들의 심리적 특성에 적합한 통합교육과정을 특수학교 현장에서 보다 효율적으로 편성·운영할 수 있도록 지원하기 위해서 시도되었다. 이를 위해 본 연구에서는 통합교육과정의 이론적인 배경을 밝히고, 제 7차 특수학교 기본교육과정을 분석하여 통합교육과정과의 관련성을 알아보았다. 그리고 전국의 정신지체 및 정서장애학교를 대상으로 통합교육과정의 편성·운영방안에 대한 현장 교사들의 의견을 수렴하였다. 이러한 자료를 통해 얻어진 요구와 시사점을 토대로 발달장애학생들을 위한 학교중심 통합교육과정의 편성·운영방안을 제시하였다. 본 연구에서 다룬 연구내용별 주요 연구결과를 정리하면 다음과 같다. 통합교육과정의 이론적 고찰 21세기 지식정보화사회에서 요구하는 인간상은 창의력과 비판적 문제해결 능력을 가진 사람이다. 이런 창의적인 사람을 기르기 위해서는 삶의 맥락에서 문제를 해결하고 스스로 의미와 가치를 생성하여 자신의 세계를 열어가도록 하여야 한다. 그래서 교육과정은 이 시대 사회에서 요구하는 창의성과 협동성을 기르기 위해 삶을 중심으로 통합되어야 한다. 그리고 이러한 통합교육과정은 구성주의적인 관점과 다중지능이론의 입장에서 볼 때, 발달장애학생들의 신체적, 지적, 심리적, 인성적인 제 측면에서 교과단위의 분과교육과정에 비해보다 큰 교육적 의의를 가지고 있다는 점에서 그 필요성을 정당화시킬 수 있다. 일반적으로 통합교육과정은 통합의 수준과 방식에 따라 여러 가지 유형이 있을 수 있으나, 우리 나라 교육체제에서 볼 때 단위학교에서의 실효성 있는 운영을 위해 발달장애학생들을 위한 통합교육과정은 교육내용 구조면, 통합의 중심 내용면, 수업 운영면에서 고려되어져야 한다. 즉 주어진 학년 또는 학교급별 등의 전체 교육과정 속체서 통합의 아이디어를어떤 체제로 투입시킬 것인가 하는 교욱내용 구조면과 통합의 핵심 또는 통합을 통해서 강조하고자 하는 목표를 어디에 둘 것인가 하는 통합의 중심 내용면, 그리고 통합교육과정을 어떻게 운영할 것인가 하는 수업 운영면을 고려하여야 한다. 그리고 통합교육과정의 편성준거는 그 통합방식이 어떠하던 간에 교육적으로 의의가 있어야 하고, 또한 학교라는 시간과 공간의 제한된 상황에서 실천 가능성이 있어야 한다. 따라서 통합교육과정의 편성은 지적인 준거와 실제적인 준거가 모두 반영되어야 한다. 제 7차 특수학교 기본교육과정과 통합교육과정 발달장애학생들의 사회적응능력은 종합적이고 통합적인 성격이며, 그들이 적응하며 살아가야 하는 사회 자체가 종합적인 시각에서 파악되어야 할 대상이기 때문에 교과의 내용을 통합적으로 지도해야 한다. 그래서 제 7차 특수학교 기본교육과정에서는 교과군별로 통합시수를 배정하고 필요에 따라 교과를 통합하여 운영할 수 있도록 하고 있으며, 교과용 도서 교과내 및 교과간 내용을 생활영역 중심으로 연결시켜 필요에 따라 언제든지 통합교육과정으로 편성ㆍ운영할 수 있도록 전자도서로 개발하였다. 그러나, 국가수준의 교육과정이 통합되어 있지 않으며 교과서 또한 통합교과서로 개발되어 있지 않기 때문에, 통합교육과정을 학교중심 교육과정으로 문서화하는 방안과 학급에서수업의 필요에 따라 통합단원 지도안을 구안하여 교과통합지도를 하는 방안에 대한 연구가이루어져야 한다. 특히, 제 7차 특수학교 기본교육과정 전자도서에서 연결시키고 있는 관련 과제와 활동을 활용하여 주제별 통합단원을 구성하여 지도하는 방안에 대한 연구가 필요하다. 통합교육과정의 편성 · 운영실태통합교육과정의 편성 ·운영실태 조사에서 특수학교 대부분이 통합교육과정에 대해 높은관심을 보이고 있고, 또한 그 필요성을 느끼고 있음에도 불구하고 통합교육과정을 편성 운영하는 데에는 많은 어려움을 느끼고 있었다. 그 이유로는 교수·학습자료의 부족, 통합교육과정의 편성·운영경험 및 수행능력의 부족, 교과별 시간배당 기준 준수의 어려움, 생활장면으로의 전환 및 학생의 학업성취도 평가에 대한 어려움 등을 원인으로 들고 있었다. 이를'위해서는 통합교육과정에 대한 다양한 정보제공과 전문적인 연수가 제공될 필요가 있고, 아울러 효율적인 통합교육과정 편성·운영을 위해서는 시설·설비 및 교수·학습자료의 확충이 시급한 문제라고 할 수 있다. 한편, 통합교육과정 편성·운영에 대한 요구에서 있어서는 통합교육과정의 편성 운영주체로는 담임교사와 통합교과 팀을 들고 있다. 그리고 통합교육과정의 조직형태는 하나의 주제를 중심으로 여러 교과분야에서 관련 내용을 끌어다 새로운 내용을 구성하는 주제중심 통합과 학습자의 생활경험을 중심으로 하는 통합을 가장 선호하였으며, 통합교육과정의 모형으로는 연간계획에서 생활단원명을 설정하고 단원 내에서 관련 교과를 통합하는 모형과 교과의 선을 넘어서 관련 있는 몇 개의 교과를 묶는 교과간의 통합을 선호하였다. 그리고 통합교육과정을 효율적으로 운영하기 위해서 개선되어야 할 점으로는 교사의 연수기회 확대, 지도교사의 증원 등을 요구하고 있었다. 특히, 학교환경 개선사항으로는 학급당인원수를 줄이고 학습자료와 매체를 보다 많이 구비해야 한다는 .의견을 제시하였다 통합교육과정을 위한 평가방법으로는 지필검사는 기초학습기능에 관련된 내용에 대해서만 실시하고, 나머지는 행동관찰을 포함한 여러 가지 평가방법을 활용하자는 의견이 지배적이었다. 통합교육과정의 편성·운영 방안 통합교육과정 편성·운영방안에서는 단위학교에서 통합교육과정을 편성·운영할 때 도움이 될 수 있도록 통합교육과정 편성의 일반적인 절차와 고려해야 할 점을 제시하였고, 통합교육과정의 여러 모형 가운데에서 특수학교에서의 적용이 용이한 4가지의 통합교육과정 모형을 중심으로 교육과정 개발의 일반적인 절차인 편성, 운영, 평가과정에 대한 실제적인 방안을 제시하였다. 이를 정리하면 다음과 같다. 첫째, 학교에서 통합교육과정을 편성할 때 거쳐야 할 과정으로서 계획, 설계, 소규모 시행, 적용이라는 4단계를 제시하였고, 특히 통합교육과정을 설계할 때 따라야 할 단계를 통합의 주제 결정, 브레인스토밍을 통해 주제와 관련된 아이디어 수집 및 정리, 제시된 아이디어들과 교육과정 목표의 내용영역과 관련 지우기, 제시된 아이디어들의 교과별 관련성 찾기, 제시된 아이디어들의 다른 교과 아이디어와의 관련성 찾기, 아이디어들과 교육과정 목표의행동수준 관련 지우기, 활동계획안 작성 등의 전과정을 구체적으로 제시하였다. 둘째, 통합교육파정을 편성할 때 고려해야 할 사항으로 지원체제, 의사결정 구조, 교사의역할인식 변화, 참여동기 부여, 조직 풍토 등을 세부적으로 제시하였다. 셋째, 통합교육과정에 대한 이론적 배경과 설문조사 결과를 토대로 통합교육과정의 편성 ·운영을 위한 기본지침을 조직형태, 통합방법, 통합유형, 교육활동 계획안 개별화 교육계획안 수업시간표 작성, 평가방법 등의 측면에서 제시하였다. 넷째, 완전 통합교육과정 모형, 교과간 통합교육과정 모형, 주제중심 통합교육과정 모형, 교과내 통합교육과정 모형 등 4가지 모형을 조직형태, 통합방법, 통합유형, 교육활동 계획안, 개별화 교육계획안, 수업시간표 작성, 평가방법에 따라 편성 ·운영 ·평가의 여러 가지 가능한 방안과 예시자료를 제시하였다. 다섯째, 일반학교 통합교육과정 사례와 특수학교 통합교육과정 사례를 정리하여 부록에제시하여 실천자료를 참고할 수 있도록 하였다. This study was designed to help teachers to organize and implement integrated curriculum which is adequate for the psychologitcal characteristics of students with developmental disabilities at special school sites. For this purpose, we presented the theoretical background of integrated curriculum, and by analyzing the 7th Special School Basic Curriculum, examined its relationship with integrated curriculum. We collected opinions about methods for the organization and implementation of integrated curriculum from the teachers of special schools for students with mental retardation and emotional disturbances across the country Based on the needs and suggestions revealed through these data, we proposed strategies for the organization and implementation of school-based integrated curriculum for students with developmental disabilities. The major results according to each topic are as follows: Theoretical Background of Integrated Curriculum The ideal people needed by the 21st knowledge-based society is those who have creativity and critical problem-solving abilities. For rearing this kind of people, we have to require people to solve problems within real-life contexts and open their own world by spontaneously generating new meanings and values. Therefore curriculum should be integrated revolving on real-life concerns to develop creativity and cooperation demanded by this society. Also, in the light of constructivistic perspectives and multiple intelligence theory, integrated curriculum can be justified in that it has more educational meaning in physical. intellectual, psychological, and dispositional aspects than subject-oriented curriculum has. Typically, in integrated curriculum, there can be many forms according to the level and methodology of integration. However, when considering our current educational system, we have to take the structure of contents, core contents of integration, and class management into consideration to efRcientlyimplement integrated curriculum withi.n each school contexts . The structure ofcontents refers to how and with what system the idea of integration will beembedded into the whole curriculum at given grade or school level. Corecontents of integration mean where the core of integration or goals that wewould like to emphasize through integration will be placed, and classmanagement refers to how to rrianage integrated curriculum. ,The criteria for integrated curriculum organifation have to be meaningfuleducationally regardless of the ways of integration. and should be set in orderto be implemented in the settings of schools where time and space arelimited. Hence, the organization of integrated curriculum have to reflect boththe intellectual and practical criteria.7th Special School Basic Curriculum and Integrated CurriculumBecause the social adaptation abilities of students with developmentaldisabilities have comprehensive and synthetic characteristics and because thesociety itself where students with developmental disabilities adapt themselves and live is the object to be understood from the comprehensive perspectives,the subject contents have to be educated synthetically. Therefore according tothe 7th Basic Curriculum, the number of hours for integration is allocated bysubject areas, subjects can be implemented by integrated approach ifnecessary. and textbooks were developed in the form of electronic ones so thatwithin- and between-suhjects contents can be organized based on real-lifeconcerns and implemented by integrated approach whenever it is necessary.However, research on the ways how to transform integrated curriculum intowritten school-based curriculum, and how to design integrated unit teachingplans according to lesson demand in classrooms and implement integratedsubjects should be conducted because both the Basic Curriculum at nationallevel and textbooks were not developed in integrated form. Especially,research on strategies for forming and teaching integrated units by theme,vsing related tasks and activities with which electronic textbooks that areadopted in the 7th Basic Curriculum associate, is necessaryCurrent Status in the Organization and Implementation of IntegratedCurriculumThe results of the study showed that even though most special educationteachers are highly interested in and feel the necessity of integratedcurriculum, they have many difficulties in its organization and implementationon account of the lack in teaching-learning materials ; lack in the teachers'experiences with organizing and implementing integrated curriculum andabilities to carry out it; difficulty in adhering to time allotment standards foreach subject; difficulty in students'transition to daily life settings, andproblems with evaluating students'academic achievement Thus, it is neededto provide various information on and professional in-serfce training inintegrated curriculum. In addition, it is imperative to expand educationalfacilities and equipments, and teaching and learning materials in order to efHciently organize and ,implement integrated curriculum.Meantime, accordini: the results, the special school teachers demand thatthe organization and implementation of integrated curriculum should be madethrough team approach. And among the organizational forms of integratedcurriculum, theme-centered integration ir which teachers select relatedcontents from several subject matters based on a theme and then constructnew contents, and learners'life experience-centered integration are the mostpreferred. As (or integrated curriculum model, models by which teachers setthe titles of life vnits in the really plan and then integrate related subjectmatters within the units. and by which teachers integrate related subjectsbeyond their borders are preferred.The results also showed that increase in opportunity for teacher trainingand the number of teachers is required in order to efnciently implementintegrated curriculum. Especially. for the improvement of school environment,it was proposed to reduce the number of students per class and to beequipped with more learning materials and media. As for the methodology for.evaluating integrated curriculum, it was'predominantly reported thatpaper-and-pencil tests have to be used only for contents related to basiclearning skills , and various ways of evaluation including behaviour observationhave to be utilized for the , other contents.Strategies for the Organization and trnplernentation of IntegratedCurriculumAt flrst, we presented the general procedures of and considerations in theorganiBation of integrated curriculum to help each school to organize andimplement it. And based on four types of integrated curriculum models whichare easy to adopt within special school contexts, we provided practicalstrategies for organizing. implemen?ing. and evaluating integrated curriculumas the general procedures of curriculum development. The details are as follows : First, we present 4 steps, that is, planning, designing, Performing in asmall way, and adapting, as the procedul·e needed to 9o through whenorganizing the integrated curriculum. Furthermore , we also concretely presentthe steps that have to be followed in designing the integrated curriculum. Thesteps are 1) deciding the topic of integration; 2) collecting and arrangingideas related to the topic through brainstorming; 3) establishing therelationship between the su99ested ideas and the corltent areas of thecurriculum goals ; 4) searching the relevance of the su99e~3ted ideas accordingto subject; 5) looking for relation between the suggested ideas and the ideasfrom other suhjects; 6) connecting the ideas to behavior level of thecurriculum goals ; 7) drawing out the activity plan.Second, as the things to be considered when organizing the integratedcurriculum, we Present the support system. the structure of decision making.change in recognition about teacher's role, encouragement for participation,organization climate, and so on.Third, based on survey and theoretical background about the integratedcurriculum, we propose the basic guidelines for the organization andmanagement of the intesrated curriculum from the various aspects such asorganizational form, way and type of integration, plan for educationalactivities , individualized education program, class schedulir19, and methodologyfor evaluation.Fourth, we present the diverse possible plans arid examples aboutorganiBing, managing, and evaluating such models as full integratedcurriculum model, between-subjects integrated curriculum model,topic-centered integrated curriculum model, and within-subject integratedcurriculum model according to organizational form, way and type ofintegration, plan for educational activities , individualized education program,class scheduling. and methodology for evaluationFinally, we arrange the cases of integrated curriculum in both general andspecial schools, and put them in the appendix for later reference.

위암세포주에서 Recombinant Human Interferon-r와 Adriamycin의 투여순서가 항암효과에 미치는 영향

홍원선,손영숙,김창민,강윤구,이춘택,김유철,임영혁,남현석,이진오,강태웅 大韓免疫學會 1993 大韓免疫學會誌 Vol.15 No.-

Numerous previous studies, both in vitro and in vivo, have demonstrated that the cytotoxicity can be enhanced by the combination of chemotherapeutic agent and interferons(IFNs) in various types of cancer cells. We have previously reported that combined treatment of MKN-45, human gastric adenocarcinoma cells, with adriamycin(ADM) and recombinant human interferon-r(rh-IFN-r) increased in the cytotoxicity. In this study, the effects of combination timing of rh-IFN-r and ADM on the cytotoxicity against MKN-45 were investigated using MTT assay. MKN-45 was treated with rh-IFN-r and ADM in vitro on three schedules : Treat A ; rh-IFN-r and ADM were treated simultaneously, Treat B ; rh-IFN-r was treated 24 hours after the treatment with ADM, Treat C ; rh-IFN-r was treated for 72 hours and followed by the treatment with ADM. The survival of MKN -45 was inhibited by ADM dose-dependently. 102 and 103U/ml of rh-IFN-r significantly inhibited the survival of MKN-45(% survival : 35.1 ±-1.2% and 34.4 ±1.1% in Treat A and 42.5 ± 2.1% and 45.9-±2.5% in Treat C, respectively). However no difference in the survival was observed between 102 and 103U/ml of rh-IFN-r. Combined treatment with rh-IFN-r and ADM significantly augmented the cytotoxicity at low concentrations of ADM. Combined effects of rh-IFN-r and ADM were evaluated using IC30(,ag/ml) to ADM. IC30s of MKN-45 in Treat A, B and C at 102 U/ml of rh -IFN-r _ were 0.019 -?- 0.003, 0.045 :I:0.001 and 0.054 ± 0.012, respectively, while IC30 of MKN-45 treated with ADM alone was 0.052±0.004. IC30s of MKN-45 in ADM alone group, Treat A, Treat B and Treat C at 103U/ml of rh-IFN-r were 0.047 ±0.003, 0.004 -±0.001, 0.031 ±0.004 and 0.056 0.008, respectively. These results indicate IC30s of Treat A and B were significantly lower than those of ADM alone(p<0.05) and IC30s of Treat A was significantly lower than those of Treat B(p <0.01). IC30s of Treat C, however, were not different from those of ADM alone. From these results demonstrating that cytotoxic effects were increased by the combination of rh-IFN-r and ADM in the order, Treat A > Treat B> Treat C, it can be concluded that the simultaneous administration of rh-IFN-r and ADM may be the most effective method to combine these two therapeutic modalties.

철강용 알칼리탈지제의 제조와 그의 특성화

이찬우,편무실,공유식,박홍수 明知大學校 産業技術硏究所 1993 産業技術硏究所論文集 Vol.12 No.-

Alkaline degreasing agent(ADA) was prepared by blending of POE(6)-2-ethylhexyl ether(PEH-6). Tetronix T-701(T-701). Na2CO3, tetrasodium pyrophosphate(TSPP). Demol N, and MJU-100A. The physical properties of ADA tested with steel specimen showed the following results. The degreasing powers of ADA-6(PEH-6 20g/Na2CO3 40g/TSPP 20g/Demol N 5g/MJU-100A 5g/water 100g mixture) for press-rust preventing oil were 97% and 98% degreasing at 4wt%, 70℃ and 90℃respectively: for quenching oil, the degreasing power of ADA-6 was 94% degreasing at 4wt% and 70℃. From these results, it was confirmed that ADA-6 exhibited a good degreasing power. Foam heights measured immediately after foaming by Rose & Miles method and Ross & Clark method at 6wt%, 60℃ were 20mm and 50mm. respectively. As the result, ADA-6 was proved a good low foaming degreasing agent.

소목(Caesalpinia sappan) 추출물의 Streptococcus mutans에 대한 성장, 산생성, 부착 및 비수용성 글루칸 합성 억제에 미치는 영향

유용욱,유현희,김윤정,유미선,서세정,이황,이흥수 대한구강보건학회 2003 大韓口腔保健學會誌 Vol.27 No.2

Streptococcus mutans is known as the causative bacterial playing the most important role in forming plaque and it is being noticed as major causative bacteria of dental caries. Therefore, development of more effective, substantial and safe preventive agent against dental caries and periodontal disease is honestly required. The present study was designed to investigate the effect of chloroform extract(CE), n-butanol extract(BE),methanol extract(ME) and water extract(WE) of Caesalpinia on the growth, acid production, adhesion, and insoluble glucan synthesis of Streptococcus mutans. The CE, BE, ME and WE decreased the growth and acid production of S.mutans than that of control, especially, the ME was more effective than other extracts. The effect of CE, BE, ME and WE on the adherences to saliva-coated hydroxyapatite bead(S-HA) were evaluated. At the concentration of 2,000 ㎍/㎖, the CE showed 32% rate of bacterial adherence to S-HA, whereas, other extracts of the same concentration producedgreater than 50% rate. The CE and BE were significantly decreased the reduction rates of water insoluble glucan formation from sucrose by crude glucosyltransferase of S.mutans. Thus, the application of C. sappan can be considered a useful and a practical method for the prevention of dental caries.

Si₃N₄/SiC 복합체의 기계적 성질에 미치는 Y₂O₃-Al₂O₃계 소결조제의 영향

이홍림,서유석,이형직 연세대학교 산업기술연구소 1992 논문집 Vol.24 No.2

Si₃N₄/SiC composites were prepared by mixing Si₃N₄powder with SiC powders of 0, 10, 20, 30 vol%. To these composites were added the powders of Y₂O₃-Al₂O₃system as sintering aids. These samples were hot-pressed at 1850℃ for 60min under a pressure of 30 MPa in N₂. Some of the samples were annealed at 1400℃ for 4 hr under N₂ before the measurement of mechanical properties. β-Si₃N₄ phase is starting powder was all transformed to β-Sic phase remained unchanged. The fracture toughness of the composites increased more or less with the increase of SiC content. The room temperature strength decrease was observed around 10-30 vol% of SiC content. For the sample in which grain boundary crystallization occurred after annealing, fracture toughness increased while roon-temperature strength decreased.

레이저 클래딩 중첩도가 표면특성에 미치는 영향

이제훈, 서무홍, 한유희 한국레이저가공학회 2000 한국레이저가공학회지 Vol.3 No.1

A 4kW RS840 CO2 laser with a powder auto-feeding apparatus has been used to deposit multiple overlapping tracks of Ni-base superalloy on to low carbon steel. It was found that the surface roughness(turbulence) of an overlapped cladding layer decreased with the increase of the overlapping ratio in an oscillating manner. When the overlapping ratio had values of 0.62, the surface turbulence was lowest. Overlapping ratio offer significant potential for improvement of materials surface properties such as corrosion performance and wear resistance. This paper reports that the overlapping ratio shows best corrosion resistance. The tensile residual stresses generated at the higher overlapping ratio(>0.45) and the element concentration of Fe increased in the surface layer at the lower overlapping ratio(<0.45) may lead to worse corrosion resistance.

견비통의 한·양방 진료 및 협진의 경제성 평가

장혜정,홍상민,박유선,남동우,이두익,이재동,이윤호,임사비나 WHO COLLABORATING CENTRE FOR TRADITIONAL MEDICINE 2007 東西醫學硏究所 論文集 Vol.2007 No.-

Objectives : The purpose of this study was to evaluate and compare the cost-effectiveness of Eastern, Western and collaborative treatments and suggest a cost-effective approach for patients with frozen shoulder pain. Methods : Using the data of fifty-two patients, treatment effectiveness was measured by CSA, SPADI, and ROM scales and changes from the baseline score were evaluated. Data source for cost estimation was based on the national health insurance (NHI) payment system. Because the price in NHI was differentiated by health care institutions, five collaborative types were considered in assessing costs. Cost-effective ratios were computed tor economic evaluation. Results : Compared with Eastem treatinent, collaborative and Westerm treatments showed better effects on CSA scale after 4 weeks' treatment. The collaborative approach was also the most effective treatment on SPADI and ROM scales The direct cost per patient receiving Eastern treatment was less than other treatments. In general, collaborative treatment dominated Eastern and Western treatments in cost-effectiveness analysis However, the cost-effectiveness ratio of Eastern treatment resulted in \9,0OO compared to W29,OOO of collaborative treatment on SPADI Four different indicators of ROM scales resulted in different approaches as the cost-effective treatment. Conclusiuns : Considering cost-effectiveness ratios, collaborative treatment was the best treatment on CSA and SPADl scales after 4 weeks' treatment As for ROM scales, the recommended altematives were Eastern treatment for patients with abduction and adduction disabilities, Western treatment for those with flexion disability, and collab-orative approach for those with extension disability.

협심증 환자에서 경피적 관동맥 확장술 후의 QT간격분산(QT Dispersion)의 변화

최일준,이일수,이상곤,홍명기,박성욱,박승정,김유호 대한순환기학회 1998 Korean Circulation Journal Vol.28 No.9

가상현실 기술을 활용한 중학교 과학 1 '지각의 물질' 단원의 수준별 WBI 개발

김희수,홍유정,이원국 공주대학교 과학교육연구소 2003 과학교육연구 Vol.34 No.-

우리는 7차 교육과정 중학교 과학 1'지각의 물질' 단원에 대한 가상현실 기술을 활용한 수준별 WBI를 개발하였다. 개발 결과는 인터넷에서 708명의 학습자들에게 투입되어 그 반응이 조사되었다. 학습 목표, 수업 설계, 화면의 구성, 이용의 편의성 등에 대한 응답결과는 80% 이상이 긍정적이었다. 따라서 본 프로그램은 사이버 학습에 활용할 수 있는 가치가 있다고 판단된다. We developed the WBI learning programs considered learner levels for the unit of the Earth crust materials of secondary school science 1 using virtual reality technique. The developed program has been evaluated with questionarie to 708 students after learning on the Web. The answer showed about 80% affirmatively. Therefore, this program will be able to use in cyber science 1 learning situation.