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Lee Yun Woo,Lim So Yun,Lee Ji-Hyang,Lim Joon Seo,Kim Miseo,Kwon Seonhee,Joo Jiyeon,Kwak Sun Hee,Kim Eun Ok,Jung Jiwon,Kwon Hyouk-Soo,Kim Tae-Bum,Kim Sung-Han,Bae Seongman 대한의학회 2021 Journal of Korean medical science Vol.36 No.21
We conducted a prospective, mobile-based survey on the self-reported adverse reactions in healthcare workers (HCWs) who received both doses of the BNT162b2 mRNA vaccine. Of the 342 HCWs who completed the two-dose vaccination, 265 (77.5%) responded to the survey at least once. Overall, the rates of adverse reactions were higher after the second dose compared with the first dose (89.1% vs. 80.1%, P = 0.006). The most common systemic reactions were muscle ache (69.1%), fatigue (65.7%), headache (48.7%), chills (44.2%), and fever (32.1%), and were notably more common after the second dose vaccine as well. We also noted a sex difference in which the frequency of adverse reactions after the second dose of the vaccine was significantly higher in females, which was not observed after the first dose. The rates of adverse reactions were lower in older age groups, and the rates and severities of the adverse reactions decreased during the 3-day period following vaccination.
위키 기반 협력적 글쓰기가 수정 유형, 상호작용 유형 및 쓰기 결과물에 미치는 영향
박미서(Miseo Park),김신혜(Shinhye Kim) 현대문법학회 2021 현대문법연구 Vol.110 No.-
The present study set out to investigate the effects of wiki-mediated collaborative writing on types of revision, group interaction, and writing products. For the purpose of the study, nine high school students participated in a wiki-mediated writing project creating a school history book for three months as part of their extracurricular activities. The participants were divided into three groups and their writings on the wiki site were analyzed to identify types of revision and patterns of group interaction. The final essays were evaluated based on an analytical writing assessment rubric. The results showed that the participants put more emphasis on form-focused revisions rather than meaning-focused revisions. Three different interaction patterns were observed: no explicit interaction, cooperative, and collaborative interaction. The collaborative interaction group showed more frequent wiki revisions, resulting in a better writing product. Despite the limited generalizability of the results due to its small number of participants, the study provides new insights on the possibility of utilizing wiki in teaching writing in high school English class. The results suggest that teachers need to pay attention to grouping and designing tasks to facilitate active group interaction in collaborative writing.