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삶의 깊이를 다시 한번 생각해본다 주름살과 보톡스 이야기
이현영 인구보건복지협회 2004 가정의벗 Vol.37 No.3
누구나 아름워지고자 하는 욕구가 있다. 보톡스는 미인이 만들어 준 일등공신이다. 그러나 지나친 남용과 부작용의 문제와 함께 인위적인 방법으로 없앤다는 점에서 개성보다 일률적인 미의 기준을 선호하게 되지 않을까 우려되기도 한다. 삶의 길이를 느끼게 하고 독특한 멋을 가진 주름살에 대한 의미를 다시 한번 생각해 봐야 할 것이다.
이현영,김상훈,소금영 대한마취통증의학회 2011 Korean Journal of Anesthesiology Vol.61 No.1
Background: A microemulsion propofol causes a high incidence of pain during intravenous injection. In this study,we investigated the effect of ramosetron on pain induced by microemulsion propofol injection. Methods: After prospective power analysis and institutional review board approval, a total of 200 ASA I and II patients undergoing general anesthesia were divided into 4 groups. They received one of the following intravenously after tourniquet application on the forearm 1 min before induction of anesthesia using microemulsion propofol; normal saline (Group N, n = 50), lidocaine 20 mg (Group L, n = 50), ramosetron 0.3 mg (Group R, n = 50) and lidocaine 20 mg plus ramosetron 0.3 mg (Group LR, n = 50) diluted into a 5 ml solution. The occlusion was released after 30 seconds and microemulsion propofol was injected over 10-15 seconds. The patients were observed and asked immediately if they had pain in the arm, and their responses were assessed. Results: The incidence of pain in groups N, L, R and LR was 96%, 76%, 60% and 38%, respectively (P < 0.008). Two patients in Group LR (4.0%) and nine in Group R (18.0%) had moderate to severe pain, which was significantly lower than pain in Groups N (84.0%), L (40.0%) and R (P < 0.008). Conclusions: Pretreatment with ramosetron 0.3 mg with or without lidocaine 20 mg with a tourniquet on the forearm 30 seconds before the injection of microemulsion propofol is more effective than lidocaine 20 mg or normal saline in preventing pain from a microemulsion propofol injection.
자동차 진동 에너지 변환을 위한 압전 에너지 하베스팅에 관한 연구
이현영,김광원,예지원,우수현,이건,이승아,정성록,정선혜,김호성,남가현,조윤영,최한승,류정호 한국전기전자재료학회 2021 전기전자재료학회논문지 Vol.34 No.6
Energy Harvesting is a technology that can convert wasted energy such as vibration, heat, light, electromagnetic energy, etc. into usable electrical energy. Among them, vibration-based piezoelectric energy harvesting (PEH) has high energy conversion efficiency with a small volume; thus, it is expected to be used in various autonomous powering devices, such as implantable medical devices, wearable devices, and energy harvesting from road or automobiles. In this study, wasted vibration energy in an automobile is converted into electrical energy by high-power piezoelectric materials, and the generated electrical energy is found to be an auxiliary power source for the operation of wireless sensor nodes, LEDs, etc. inside an automobile. In order to properly install the PEH in an automobile, vibration characteristics includes frequency and amplitude at several positions in the automobile is monitored initially and the cantilever structured PEH was designed accordingly. The harvesting properties of fabricated PEH is characterized and installed into the engine part of the automobile, where the vibration amplitude is stable and strong. The feasibility of PEH is confirmed by operating electric components (LEDs) that can be used in practice.
이현영 대한철학회 2020 哲學硏究 Vol.155 No.-
The purpose of this writing is to clarify the ‘linguistic edifying philosophy’ of R. Rorty who is opposed to the existing objective philosophy of ‘experiential educational philosophy’, ‘edification’, and ‘growth’ of the pragmatic philosopher J. Dewey. Also, it emphasizes that there is sufficient value to extend the edifying philosophy of Rorty in the area of music education. In addition, I will focus on Rorty’s concept of ‘self-creation’ and ‘contingency’ of and his edifying philosophy in the field of music education. Rorty’s edifying philosophy is certainly linguistic philosophy which develops a focus on the language. Rorty is not someone who had done great work in the area of music like Dewey so previous research dealing Rorty in the area of music has rarely been conducted. There is no absolute truth to Rorty and Dewey. The purpose which the writer ultimately pursues through fusion music education is not to find musical truth; it is for the student to grow as a creative cultural person, communicating through music as an intervention in life. The writer considers that the educational theory of the writer which Rorty and Dewey emphasize is similar to planning ‘self-creation’ and ‘self-growth’. After checking the experiential educational theory and linguistic edifying theory of Dewey and Rorty in chapters 2 and 3 of this writing, it will be extended to fusion music education as edification and growth in chapter 4. Through this writing, it is anticipated to have an instance of cross discipline research by extending to music, going beyond the methods where the linguistic edifying philosophy of Rorty is approached, being limited to the linguistic area. 이 글의 목적은 기존의 객관주의 철학에 반대하는 로티(R. Rorty)의 ‘언어적 교화철학(linguistic edifying philosophy)’이 실용주의 철학자 듀이(J. Dewey)의 ‘경험론적 교육철학(experiential educational philosophy)’과 ‘교화(edification)’와 ‘성장(growth)’의 맥락에서 매우 유사함을 밝히는 것이다. 더불어 로티의 ‘자아창조(self-creation)’와 ‘우연성(contingency)’ 개념에 주목해 그의 교화철학을 음악교육 영역에 확장시켜 볼 것이다. 로티의 교화철학은 언어를 중심으로 전개되고 있는 언어적 철학임에는 틀림이 없다. 그리고 로티는 듀이처럼 음악 분야에 있어 큰 업적을 남긴 인물은 아니다. 따라서 지금까지 로티를 음악 영역과 함께 다루는 선행 연구는 거의 이루어지지 않았다. 로티와 듀이에게 있어서 절대적 진리란 없다. 필자가 융합 음악교육을 통해 궁극적으로 추구하는 목적 또한 음악적 진리만을 찾는 것이 아니다. 즉 학생들이 삶 속에서 음악을 매개로 소통하며 창의적인 문화인으로 성장하는 것이다. 이러한 필자의 교육관이 로티와 듀이가 강조하는 ‘자아창조(self-creation)’와 ‘자기 성장(self-growth)’을 도모하는 것과 매우 유사하다고 판단한다. 이 글의 2, 3장 에서는 듀이와 로티의 경험론적 교육철학과 언어적 교화철학에 대해 구체적으로 살펴본 후, 4장에서 이를 성장과 자아창조로서의 융합 음악교육에 확장시켜볼 것이다. 이 글을 통해 로티의 언어적 교화철학을 언어의 영역에만 국한시켜 접근하는 방법에서 벗어나 음악의 영역으로 확장시켜봄으로써 영역횡단 연구의 일례가 되기를 기대한다.