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RISS 인기검색어
- 검색키워드
- 저자 : 백진희(Jin Hee Paik) (검색결과 2 건)
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백진희(Jin Hee Paik),박용래(Yong Lai Park),손병호(Byung Ho Son) 대한외과학회 2010 Annals of Surgical Treatment and Research(ASRT) Vol.79 No.5
Purpose: The aims of this study were to evaluate the efficacy of laparoscopic totally extraperitoneal (TEP) repair of femoral hernia. Methods: Eight patients who underwent laparoscopic TEP repair for femoral hernia between 2008 and 2010 were reviewed retrospectively. In total, 256 adult patients underwent inguinal or femoral hernia repair; TEP was performed in 224 patients. The preoperative diagnosis, clinical symptom, operative finding, postoperative complications, chronic pain, and recurrence were analyzed. Results: The incidence of femoral hernia was 8 (3.1%) in the present study. The female to male ratio was 3:1 (6 females and 2 males). Seven patients were preoperatively misdiagnosed with inguinal hernia using ultrasonography. Computed tomography (CT) was performed in three patients, and femoral hernia was diagnosed in two patients. Two patients had synchronous femoral hernia with direct or indirect inguinal hernia. One patient has previously undergone ipsilateral inguinal hernia repair. In all patients, the hernia sac was irreducible by gas insufflation. Seven patients had lipoma-like soft tissue in hernia sac. Peritoneal tears developed in three patients. There was one postoperative complication: chronic discomfort due to seroma. There was no recurrence during median 6.5 months (range 2∼26). Conclusion: Laparoscopic TEP repair is safe and effective therapeutic option for repair of femoral hernia. CT images are the most valuable type for the evaluation of the femoral hernia.
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초등학교 통합학급에서의 교수적 수정에 대한 특수교사와 일반교사의 인식
백진희 이화여자대학교 교육대학원 2007 이화교육논총 Vol.17 No.-
The nation's current inclusive education has evolved from the stage of physical and social inclusion to that where people argue on the need for curricular inclusion, which suggests that students with disabilities can also realize academic accomplishments by taking inclusive classrooms. Toward this end, the teaching environment needs to be adjusted. This study looked at how teachers perceive the need for and use of instructional adaptation for students with disabilities in inclusive classrooms. The need for and use of instructional adaptation as a measure for helping students with disabilities realize academic accomplishments m inclusive classes depend on the individual's capability and needs. In other words, a desirable instructional adaptation is not necessarily tantamount to a rising need for and growing use of such. As such, this study focused more on the overall need for and use of instructional adaptation rather than its appropriateness to determine what type is used and needed. It also sought to find ways of expanding the use of instructional adaptation by taking a look at the difference in its understanding by the two groups (special education teachers and general education teachers). A total of 217 teachers (114 special education teachers and 103 general education teachers in elementary schools) in Seoul were considered. The "Questionnaire on Instructional Adaptation for Students with Disabilities" was used as a research tool. Frequency analysis, t test, X2 test, one-way ANOVA, and Scheff? test were used to process the collected materials. The results of this study showed both special education teachers and general education teachers rating the need for instructional adaptation as 2.8 out of a highest possible score of 4 points. Both groups realize the supreme importance of the adaptation of instructional methods. In terms of the use of instructional adaptation, both groups gave a rating of 2.1 points (used from time to time). Whereas general education teachers recognized the use of environmental adaptation, those special education teachers used instructional methods and environmental adaptation. Third, regarding the difference in recognition between the two groups, general education teachers recognized the need for environmental adaptation and instructional groupings adaptation better than those special education teachers. Such difference was statistically significant. Similarly, the recognition of general education teachers in terms of the use of instructional groupings and environmental adaptation was significantly higher. In contrast, the recognition of special education teachers in terms of the use of instructional contents adaptation was significantly higher. Fourth, a significant difference was noted between the need for and use of instructional adaptation for students with disabilities. Specifically, the use of instructional adaptation was found to be less significant than the need for instructional adaptation. Based on the results of this study, the following suggestions were drawn: First, various instructional adaptation strategies that can be used in actual class situations should be developed. Second, a curriculum for multi levels should be developed based on instructional contents or evaluation methods. Third, an effective communication or cooperation system should be established to narrow the difference in the recognition of instructional adaptation between the two groups. Fourth, the development procedure for instructional adaptation should be studied to select an effective and appropriate adaptation for each students with disabilities. Finally, administrative support should be provided to enhance the use of instructional adaptation. Follow-up research based on this study is recommended.
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