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池在懃,韓董洙,金相仁,李濟九 中央醫學社 1965 中央醫學 Vol.8 No.3
An autopsy case of a two year old male with acute stem-cell leukemia wa. described and discussed its nosologic entity and pathology. The heart weighed 155 grams (Korean normal 2 year old male 55 grams), and= showed massive diffuse leukemic infiltration throughout the entire thickness, especially in the right heart including endocardium of interventricular septum, Pericardial sac contained 15 c,c,of whitish turbid fluid, The type cell is relatively large and mononuclear. The nucleus is oval or spheroid with dense and abundant_ chromatin. Cytoplasm is also abundant, having slightly basophilic stainability. The lungs weighed 250 grams (normal 185 grams) together. Scattered leukemic infiltration was rather patchy in distribution along the peribronchiolar areas. The liver weighed 700 grams(normal 481 grams). Microsopically, leukemic cells mainly infiltrated in the periportal spaces, showing no recognizable neoplastic: replacement of intralobular sinusoids and hepatic cell cords. The spleen weighed 80 grams (normal 38, 4 grams). Microscopically, marked reticuloendothelial hyperplasia and follicular hypertrophy with large active germinal centers were noted. Trabecular veins and periarteriolar spaces were also actively involved. The kidneys weighed 400 grams together (normal 82 grams), They bulged on the cut surface and showed widespread petechial or ecchymotic hemorrhages in cortex and medulla. Microscopically, interstitia were quite packed with neoplastic cells. The lymphncdes were generally enlarged in slight degree, measuring up to 1 cm, in maximum cross, ard all were wholly or partly infiltrated by leukemic cells. The bone marrow was diffusely involved by leuckemic cells. The brain, however was exceptionally devoid of leukemic involvement, weighing 1350 grams (normal 1030 grams) with some evidence of edema.
문장제에 대한 이해정도가 문제해결력 신장에 미치는 영향에 대한 연구 : 중학교 방정식과 부등식 단원을 중심으로
지재근,오세열 한국학교수학회 2000 韓國學校數學會論文集 Vol.3 No.1
The purpose of this thesis is that the students understand the sentence stated math problems closely related to the real life and adapted the right solving strategies try to find the solution to a problem. The following research problem were proposed. 1.How repeated thinking lessons develop the understanding of problems and influence the usage of correct problem solving strategies and extensions of problem solving. 2.There are how much differences of achievement for each type of sentence stated problems by using comparative analysis of upper class, intermediate class, and lower class for each level between the experimental and comparative classes. In order to conduct this research the classes were divided into three different level-upper class, intermediate class and lower class. Each level include an experimental class and a comparative class. The two classes (experimental class and comparative class) of the same level were tested on the basis of class division record with the experimental class repeated learning papers for two weeks were used to guide the fixed thinking algorism for each sentence stated math problems. Eight common problems were chosen from a variety of textbooks : number calculation problems, velocity-distance-time problems, the density of a mixture, benefit problems, distribution problems, problems about working, ratio problems, the length of a figure problems. After conducting this research experiment, The differences in achievement level between the experimental class and comparative class, were compared and analyzed through achievement tests made from the achievement test papers with seven problems, which were worth seventy points (total score). The conclusions of this thesis able as follows: Firstly, learning activities through the usage of repeated learning papers for each level class produce an even development of achievement level especially in the case of the upper class learners, they have particular differences (between experimental class and comparative class) compared to the intermediate level and lower classes. Secondly, according to the analysis about achievement development each problems, learners easily accept the strategies of solution through the formula setting up to the problem of velocity-distance-time, and to the density of the mixture they adapted the picture drawing strategies interestingly. However each situation requires a variety of appropriate solution strategies. Teachers will have to employ other interesting solution strategies which relate to real life.