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악관절 교정과 한방치료를 병행한 특발성 척추측만증 치험 3례
이영준 ( Young Jun Lee ),박단서 ( Darn Seo Park ),원재균 ( Jae Kyun Won ),권영달 ( Young Dal Kwon ),송용선 ( Yung Sun Song ) 한방재활의학과학회 2007 한방재활의학과학회지 Vol.17 No.3
Objectives:This study is designed to report the effectiveness of idiopathic scoliosis with treatment of temporomandibular joint disorder (TMJD).Methods:The therapies were Functional Cerebrospinal Technique (FCST), acupuncture treatment, Sacro-occipital Technique (SOT) and Chuna.We measured Cobb`s angle, Visual Analog Scale (VAS), questionnaire of TMJD and Patient Global Assessment (PGA) before and after treatment.Results:After treatment, we confirmed these improvements:One case, the Cobb`s angle correctability was 29% and the VAS was not changed, the other case, the Cobb`s angle correctability was 73% and the VAS was changed from 7~8 to 0~1, another case, the Cobb`s angle correctability was 34% and the VAS was changed from 8~9 to 0~3.Conclusions:These results suggest that FCST effective for idiopathic scoliosis.However, Randomized controlled trial of FCST will be concluded in well-designed research.
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李英埈 釜山敎育大學 1991 부산교육대학 논문집 Vol.27 No.1
The purpose of this study is to present the data useful for the development of early childhood education programs in Korea. The study was primarily dependent upon document analysis for its methodology. Resources and information related to seven programs-Kamii-DeVries program, Weikart program, Human Development program, Bereiter-Englemann program, Montessori program. Bank-street program, DARCEE program were gathered for the study. Each program was analyzed and compared one another, being divided into five dimensions; the theoretical foundation for pragram development, goals and objectives, contents, methods and parents involvement. At the end of each dimension, summaries of anslysis and comparison are presented in the graphic format, Through the analysis of these programs, it was shown that those programs have disagreements not only in the theoretical foundation but also in the purposes, contents, and mathods. Instead of such disagreements, however, it was found that these programs have several tendencies in common. Basing upon that, what are suggestible to development of early childhood education programs in Korea can be discussed as follows. 1) Each program has consistent flow in the purposes, contents, and methods according to it's explicit viewpoint about the learning process and child development. As the theoretical foundation, Piaget's cognitive development theory has much influences on the programs. 2) Although cognitive development is emphasized in the purpose and objectives, socio-emotionai development is considered simultaneously with that. As the basis to the teaching method, education must begin from the child's present level, 'individualized teaching approach.' Therefore individual learning and small group teaching are emphasized. 3) There are differences not in the kinds of actions and experiences presented in the programs but in the implementation process of that. In other words, the same kind of activity or experience is provided for the different objectives in the different programs. Recognizing the importance of the parents and home in the child development and education, active parent education and involvement are implemented for maximizing and sustaining the effect of the program. 4) The importance of educational environment in early childhood is recognized and the teacher is regarded as the most important factor. The attention is paid for the Disadvantaged Children and their home. Public financial support and constant estimating study are following so as to develop programs and early childhood education should be considered as the expansion to the primary grades of Elementary School. 5) The kindergarten curriculum of the Ministry of Education of Korea (revised in 1987) was by the expansion movement of early childhood education. In terms of being one of the efforts to provided the opportunities for the Disadvantaged Children, it can be related to the basic position of early childhood education programs of U.S.A. developed after 1960. It can be said to be categorized into the Child-Develooment program model. But it does not provied the concrete contents or methods. It provide the principles only. So, the development of various kinds of program models based upon the explicit theoretical rationales is needed. 6) On one result of analyzing each program of early childhood programs, the emphasis on parents education was laid for the efficiency of each program of them. So the activity model for parents education was presented by the researcher. On the result of analyzing each program of the focuss on the cognitivity development was found, so that the detail learning activity matching the cognitivity development for early children was organized after researching the subdivided model of learning object about logic-mathematical thinking which is core in the content of cognitivity development field in the kindergarten Curriculum of the Ministry of Education.
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웹 기반 학습에 있어서의 상호작용적 자기조절학습 전략 연구
한건우,김영식,이영준 한국컴퓨터교육학회 2004 컴퓨터교육학회 논문지 Vol.7 No.5
최근 웹 기반 학습의 우수성이 크게 대두되고 여러 방면의 연구들이 진행되고 있으나 학습자의 주도적인 참여를 요구하기 때문에 이를 극복하려는 연구가 필요하다. 본 연구에서는 기존의 웹 기반 학습 시스템이 가지고 있는 결함을 보완하기 위해서 학습 환경을 촉진시키기 위한 자기조절학습 전략을 개발하였다. 자기조절학습 전략은 일반적이고 추상적인 내용으로 구성되어 있어 이를 구체적으로 구현하기 위한 하위 전략들을 도출한다. 또한 좀 더 체계화된 시스템 개발을 위해 하위 전략 요소에 대한 상호작용적 설계를 하여 보다 진보된 웹 기반 학습 시스템을 구축하고 이를 검증하였다. Many web-based learning systems have been developed and used widely. Most of the researches on web-based learning systems assume learners' active participation in the learning activity. However, learners do not always actively participate in the learning. This paper presents a novel self-regulated learning strategy to create a learning environment that encourages learner's active participation. We have derived sub-strategies that can be implemented as a web-based system. The derived sub-strategies have been implemented as an advanced web-base system and are verified by an empirical study.
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