[표면개질] 알루미늄의 발수 표면처리 기술 개발

변은연(Eun-Yeon Byun),이승훈(Seunghun Lee),김종국(Jong-Kuk Kim),김양도(Yang-Do Kim),김도근(Do-Geun Kim) 한국표면공학회 2012 한국표면공학회지 Vol.45 No.4

A hydrophobic surface has been fabricated on aluminum by two-step surface treatment processes consisting of structure modification and surface coating. Nature inspired micro · nano scale structures were artificially created on the aluminum surface by a blasting and Ar ion beam etching. And a hydrophobic thin film was coated by a trimethylsilane ((CH₃)₃SiH) plasma deposition to minimize the surface energy of the micro · nano structure surface. The contact angle of micro · nano structured aluminum surface with the trimethylsilane coating was 123˚ (surface energy: 9.05 mJ/m²), but the contact angle of only trimethylsilane coated sample without the micro · nano surface structure was 92˚ (surface energy: 99.15 mJ/m²). In the hydrophobic treatment of aluminum surface, a trimethylsilane coated sample having the micro · nano structure was more effective than only trimethylsilane coated sample without the micro · nano structure.

두피에 발생한 거대 피지샘 상피종 1례

김은연,김선구,김유진,이세일,Kim, Eun Yeon,Kim, Sun Goo,Kim, Yu Jin,Lee, Se Il 대한두개안면성형외과학회 2012 Archives of Craniofacial Surgery Vol.13 No.1

Purpose: Sebaceous epithelioma (sebaceoma) is a benign tumor with sebaceous differentiation. It presents primarily as a yellowish papule or nodule on the face and scalp. It must be differentiated from basal cell carcinoma and other appendageal tumors. We report a giant sebaceous epithelioma on the scalp and describe the immunohistochemical character of the cells in sebaceous epithelioma to epithelial membrane antigen (EMA). Methods: A 55-year-old-man who presented with 5-cm-diameter 2-cm-height, round shape exophytic ulcerated tumor on his head presented for treatment. The patient had noticed the lesion 40 years prior as a small yellowish plaque and 18 months ago, the plaque started to grow progressively larger. We excised the lesion with 1 cm resection margin, considering the possibility of malignancy because this lesion grossly resembled basal cell carcinoma (BCC). The defect was repaired with the use of a splitthickness skin graft. Results: When we excised the lesion, the margin was clear. Histology showed nodules that consisted of an admixture of basaloid cells and mature adipocytes lacking an organized lobular architecture. Strong expression of EMA on mature adipose cells confirmed the differential diagnosis from BCC with sebaceous differentiation because of the absence of a nuclear palisade pattern and cleft-like spaces on the hematoxylin and eosin (H&E) section. Conclusion: We treated the giant sebaceous epithelioma on the scalp with surgical excision and a split-thickness skin graft. It is important to know that the diagnosis of sebaceous epithelioma should be made based on the histologic pattern of the H&E section. Immunohistochemistry with EMA can help to confirm the differential diagnosis between sebaceous epithelioma and BCC.

펄프 수화도 조절에 의한 종이물성 변화

최은연(Eun-Yeon Choi),김아람(Ah-Ram Kim),한경모(Kyoung-Mo Han),조병욱(Byoung-Uk Cho) 한국펄프·종이공학회 2013 한국펄프·종이공학회 학술발표논문집 Vol.2013 No.4

초등영어 내용통합 수업에서 동시와 이야기를 연계한 문자학습의 양상

김혜리(Kim, Hae-Ri),김은연(Kim, Eun Yeon) 한국초등영어교육학회 2012 초등영어교육 Vol.18 No.2

The purpose of this study was to investigate the aspects of content-based integrated language teaching using poetry and story connection in a primary English classroom. To attain the objective, the following research questions were proposed: 1) How does the different genre of texts help children learn in the process of content-based integrated learning using poetry and story connection? 2) What different aspects of reading-writing did the children exhibit according to their English level in content-based integrated teaching? Data for both qualitative and quantitative analysis were collected. The data analysis yielded the following results: The first finding was that the children showed various aspects of content and language learning based on the characteristics of the text genre. The students demonstrated different reading behaviors depending on the genre, and strengthened their language and content understanding through reading a poem and then a story for each theme. The second finding was that children learned reading and writing differently according to their English level through content learning. They showed different preferences for text genre and achieved different results according to their level. In addition, during the extended writing activity, they showed different writing styles according to their level. Based on those conclusions, the suggestions were made for follow-up studies.

한국-몽골 초등학생 및 중학생의 보통명사 정의하기 능력 비교

박은숙(Eun Suk Park),최예린(Yae Lin Choi),이찬종(Chan Jong Lee),김은연(Eun Yeon Kim) 한국언어치료학회 2011 言語治療硏究 Vol.20 No.4

This study compared elementary and middle school students’ common noun definition between bilingual children using the Mongolian language and monolingual children using only the Korean language.The subjects of this study were Mongolian children and Korean children from high-achieving elementary school students and middle school students living in Seoul, Gyeonggi-do, or Gangwon-do. Statistical analyses were made using SPSS 19.0. Differences in the score of common noun definition between Korean Mongolian elementary and middle school students was tested through independent sample t test, and the significance of difference between grades was determined through a one-way ANOVA. Differences in appearance frequency and appearance rate according to definition type was tested through x² test. Differences in appearance rate by word category among the groups was determined through one-way ANOVA, and Tukey’s test was used as a post-hoc test.According to the results of this study, the score of common noun definition was significantly higher in Korean subjects than in Mongolian subjects, and the score of definition was higher in middle school students than in elementary school students in both Mongolian and Korean subjects. As to differences in appearance frequency and appearance rate among definition types, no statistically significant difference was observed between functional type and physical type. The score of relational type definition was around twice higher in Mongolian elementary students than in the other groups, and the difference was statistically significant. The score of categorical type definition was statistically significantly higher in Mongolian elementary and Korean middle school students. As to difference in appearance rate by definition type among word categories, the mean appearance rate among the groups was statistically significantly different. Therefore, it is necessary to conceptualize the perceptual attributes of things in children’s daily life and to classify and present various semantic categories so that children may acquire vocabulary. This study is meaningful in that it analyzed the characteristics of bilingual children’s word definition in order to provide information on which types of definitions should be emphasized in Korean language education.

Phonation Characteristics of Adductor Spasmodic Dysphonia Patients before and after Botulinum Toxin-A Injection

김지현(Ji Hyun Kim),김은연(Eun Yeon Kim),장승진(Seung-Jin Jang),최예린(Yaelin Choi) 한국언어청각임상학회 2014 Communication Sciences and Disorders Vol.19 No.3

배경 및 목적: 본 연구에서는 ADSD 환자가 보툴리늄 독소-A 주입을 받은 뒤 증상이 정상 음성과 비교하였을 때 어느 정도까지 회복이 가능한지에 대한 객관적인 수치 자료를 제시하고자 한다. 방법: GRBAS 척도 중 S척도에 따라 두 군으로 나눈 ADSD 환자군 각각 6명, 총 12명과 정상군 12명을 대상으로 정상군과 환자군의 보툴리늄 독소-A 주입 전ㆍ후의 음성에 대해 객관적 평가를 실시하였다. 결과: 정상군에 비해 보툴리늄 독소-A 주입 전의 ADSD는 공기역학적 평가에서 두 군 모두 MFR이 유의하게 낮았으며, 상대적으로 중증도가 높은 환자S2군은 MPT도 정상군에 비해 유의하게 짧았다. 또한, 음향학적 평가에서는 환자군 두 군 모두 정상군에 비해 주파수변동률(jitter)와 진폭변동률(shimmer)이 유의하게 높았다. 정상군과 BTX-A 주입 후의 ADSD 중 S1군은 공기역학적 평가에서 주입 전에 정상군과 차이가 있던 평균호기류율(MFR)이 주입 후 차이가 없어져 호전을 보인 변수로 판단되었다. 논의 및 결론: ADSD의 특징적인 음성인 쥐어짜는 정도가 약할수록 호전 정도가 좋은 것을 알 수 있다. 또한 ADSD의 보툴리늄 독소-A 주입술의 효과에 대해 음향학적인 변수보다 공기역학적인 변수가 민감한 지표라는 것을 확인할 수 있었다. Objectives: This study used objective data to look at the phonation characteristics of patients with adductor spasmodic dysphonia (ADSD) before and after receiving botulinum toxin-A (BTX-A) injections. Methods: Twelve normal subjects, and 12 with ADSD who were divided into two groups(S1, S2) were measured with each of the 6 GRBAS scale ratings. Aerodynamic and acoustic analysis were performed. Results: This study evaluated patients with ADSD before and after BTX-A injections and compared them with normal subjects to see the differences in the characteristics of voice Before BTX-A injections, all members of the ADSD groups had significantly lower mean airflow rate (MFR) than the normal group. Also, the S2 group had a significantly shorter maximum phonation time (MPT) than the normal group. In acoustic analysis members of the ADSD groups had significantly more jitters and shimmers than the normal group. Conclusion: The results show that BTX-A injection is that the less severe strained-strangled voice is the more effective. And aerodynamic parameter is more sensitive barometer than acoustic parameter about the effects of BTX-A injection in ADSD. The results show that BTX-A injections can create a less severe strained voice. And the aerodynamic parameter is a more sensitive barometer than the acoustic parameter when looking at the effects of BTX-A injections in patients with ADSD.

초등학교 고학년의 속담이해능력에 영향을 미치는 예측변인에 관한 연구

이지연(Lee Ji Yeon),최예린(Choi Yae lin),김은연(Kim Eun yeon) 한국통합치료학회 2014 통합치료연구 Vol.6 No.1

현재 속담이해능력이 언어적, 학습적 부분과 어떠한 연관이 있는지, 영향을 미치는 변인들이 어떠한 영역인지에 대한 연구가 미비하다. 또한 속담에 관한 평가 및 중재의 근거를 마련하기 위해서는 속담이해능력에 관여하는 변인들에 대해 알아볼 필요가 있다. 그러므로 본 연구에서는 속담이해능력에 관여하는 다양한 예측 변인들을 선정하여 그 변인들과 속담이해력과의 상관을 알아보고 어떤 변인이 속담을 이해하는데 영향을 미치는지 알아보고자 하였다. 본 연구에서는 일반 초등학교 4학년, 5학년, 6학년 각 20명씩 총 60명을 대상으로 읽기진단검사, 국어 학업성취도, REVT-R, REVT-E와 속담이해 검사를 실시하였다. 성별과 학년에 따른 수행검사를 파악하기 위해 이요인 분산분석을 실시하였고, 초등학교 고학년의 속담이해능력에 영향을 주는 예측변인들을 알아보기 위하여 다중회귀분석을 실시하였다. 연구결과, 성별과 학년별로 속담이해능력(속담의미, 속담비유), 국어 학업성취도, 읽기이해 모두 비슷한 양상을 보였다. 또한 속담이해능력을 예측할 수 있는 변인으로 읽기이해와 국어 과목이 관련성을 보였다. 이러한 결과는 언어치료 현장에서 속담을 지도할 때 읽기이해영역을 증진시키는 것이 학생들의 비유이해능력을 향상시키는 데 도움이 된다는 것을 시사한다. 또한 읽기이해는 단어나 문장의 이해를 넘어서서 상징들이 포함하고 있는 의미 및 관계성에 대해 독자의 사고를 요구하는 복잡한 과정으로 상위 수준의 읽기기술이며 속담이해 역시 초등학교 고학년에 발달하는 것으로 같은 시기에 발달한다는 점을 입증할 수 있다. 더불어 속담이해능력의 발달은 읽기능력발달이 뒷받침이 되면서 비유언어능력 및 전체적인 언어능력의 이해가 향상되어 나타나는 현상임을 알 수 있다. This study aims to select various predicting variables of understanding of proverbs, find out if the variables and understanding of proverbs are related, and finally see what factor will affect understanding of proverbs. The number of subjects of this study totaled 60 students 20 fourth graders, 20 fifth graders and 20 sixth graders-of elementary school. Subjects took tests of reading comprehension, Korean study achievement, REVT-R, REVT-E and understanding of proverbs in order to create basic data. To understand tests conducted by gender and grade, two-factor variance analysis was carried out, while for predicting variables affecting understanding of proverbs of upper grades of elementary school to conduct multiple regression analysis. Results of this study are as follows: First, comparisons of tests by gender and grade showed that understanding of proverbs-meaning of proverbs and proverb metaphors, students had similar scores in Korean study achievement and reading comprehension. Second, for predicting variables of understanding of proverbs, reading comprehension and Korean subject were related. Based on these results, it is suggested that teaching proverbs in speech language therapy sites helps students to improve understanding metaphors by enhancing reading comprehension scope. It can be also proved that understanding of proverbs develops during the upper grades of elementary school in the same period of reading comprehension. What’s additionally discovered is that ability to understand proverbs develops on condition that reading comprehension develops and capabilities for metaphoric language and overall language improve.

2-3세 영유아의 인쇄물 개념 발달

김우경(Woo Kyong Kim),김은연(Eun Yeon Kim),최예린(Yae Lin Choi),이경숙(Kyung Sook Lee) 한국언어치료학회 2016 言語治療硏究 Vol.25 No.1

Purpose: As research results suggest that children’s literacy continues until school age and interest about print concepts, which is one of the factors of literacy increases, research into the correlation with linguistic ability is also increasing, but there is little research targeting 2- to 3-year-old children. This study tried to identify the print concept ability of 2- to 3-year-old children and to show the correlation with the language ability. Methods: The research subjects included 19 children aged 2 to 3 years old living in Seoul and the Gyeonggi region and who were reported by their main caregivers or teachers to have no hearing problems or medical history. In order to measure the print concepts and language ability of the children, the Concepts About Print (CAP) test and Preschool Receptive-Expressive Language Scale (PRES) were used.Results: First, as age increased, print concept scores were statistically significantly higher (p<.001). Second, as printconcept scores increased, receptive and expressive language ability were statistically significantly higher (p<.05).Conclusions: These results show how 2- to 3-year-old children’s print concepts develop and which part of the printconcepts shows more development and difficulty. In addition, the conclusion that print concepts and language ability affect each other shows that this study could serve as a foundation to think about an effective approach toward print concepts in early childhood and caregiver’s attitudes, which affect children's language development.

학령전기 아동의 이야기 산출능력 평가척도 개발을 위한 예비연구

염지혜(Ji Hye Yeum),최예린(Yaelin Choi),홍성화(Sung Hwa Hong),김은연(Eun Yeon Kim) 한국언어치료학회 2014 言語治療硏究 Vol.23 No.1

Story telling influences children's vocabulary combination or cohesive marker development as well as vocabulary acquirement. Thus, children's story telling evaluation is an important item for children's language evaluation. However, the existing story telling evaluation standards are produced as a standard either of the story telling grammar or of the cohesive marker, and their scoring systems are different from each other, making comparisons of the lower levels difficult.Thus, in this study, I intended to develop evaluation standards to compare the two abilities through a consistent scoring system of content composition ability and sentence expression ability in preschool children's story telling ability evaluation. For this, with a total of 30, 4-6 year-old normally-developing children as the subjects, 3 groups of 10 each, I implemented the task of retelling the swing story and the ball story. The evaluation standard was produced and divided into two: story telling analysis standard-the content composition standard and the sentence expression standard. I examined whether there are differences per age in the story telling content composition standard and the sentence expression standard produced in this study, and the relationship with KONA(Korean Narrative Assessment)'s story telling grammar evaluation and grammar goal, which is the existing story telling evaluation method.The study yeilded statistically meaningful results in that the 6-year-old group scored higher than the 4-year-old group in the standard scores of the content composition per age. Also, the higher content composition standard scores, the higher the KONA story telling grammar evaluation scores were statistically meaningful. The 6-year-old group scored higher than the 4-year-old group in the sentence expression standard scores per age as well. As per the higher sentence expression standard scores, the higher T unit numbers were statistically meaningful. As per the better sentence performance ability, the higher the ball story telling contents composition standard scores; and as per the higher the receiving and expression vocabulary performance ability, the higher the contents composition standard and the sentence expression standard scores were statistically meaningful.In conclusion, the story telling evaluation standard produced in this study is based on the KONA's analysis standard, broadening the range of the analysis standard by reflecting the other lower cohesive marker types together, showing a statistically meaningful relationship with KONA. Thus, the evaluation standard in this study can standardize children's story telling ability within the evaluation time, as well as using it in practice and utilizing it as the objective study data. In other words, this evaluation standard is a meaningful standard with which one can evaluate preschool children's story telling calculation capability.