Pilot Study About the Effects of the Soma Experiencing Motion (Soma e-Motion) Program on Interoceptive Awareness and Self-Compassion

Mi-Sun Lee(Mi-Sun Lee),Sun Je Kim(Sun Je Kim),Jeong-Ho Chae(Jeong-Ho Chae),Soo-Young Bhang(Soo-Young Bhang),Mimi Lee(Mimi Lee),Hyeong Beom Kim(Hyeong Beom Kim),Hyu Jung Huh(Hyu Jung Huh) 대한신경정신의학회 2023 PSYCHIATRY INVESTIGATION Vol.20 No.3

Objective The purpose of this study was to examine the effects of the Soma experiencing motion (Soma e-motion) program on interoceptive awareness and self-compassion among novices. Methods A total of 19 adults (clinical group=9, non-clinical group=10) participated in the intervention. Psychological and physical changes after program were qualitatively analyzed using in-depth interviews. The Korean Multidimensional Assessment of Interoceptive Awareness (K-MAIA) and the Korean version of the Self-Compassion Scale (K-SCS) were used as quantitative measures. Results The non-clinical group showed statistically significant differences in the K-MAIA scores (z=-2.805, p<0.01) and K-SCS scores (z=-2.191, p<0.05); however, the clinical group showed no significant differences (K-MAIA: z=-0.652, p>0.05; K-SCS: z=-0.178, p>0.05). According to the in-depth interviews, the results of the qualitative analysis were categorized into five dimensions (psychological and emotional, physical, cognitive, behavioral, and aspects participants found challenging and needs improvement). Conclusion The Soma e-motion program was feasible for improving interoceptive awareness and self-compassion in the non-clinical group. However, further research is needed to investigate the clinical efficacy of the Soma e-motion program for clinical group.

Protocol for Systematic Review of Controlled Trials of Korean and Chinese Herbal Treatments for Stroke

Lee, Ju-Ah,Choi, Tae-Young,Lee, Myeong Soo,Ko, Mimi,Kang, Byoung-Kab,Liu, Huan,Jiang, Jun-Jie,Li, Yuan-Yuan Korean AcupunctureMoxibustion Medicine Society 2017 Korean Journal of Acupuncture Vol.34 No.4

Background: Many stroke patients receive traditional medical care in Korea and China. Stroke patients comprise the largest proportion of inpatients in traditional Korean medicine and traditional Chinese medicine hospitals. The purpose of this study is to identify the types and effects of Chinese medicine widely used in China and Korea, and to apply them to future studies of stroke. Methods: Nine Korean and Chinese databases will be surveyed for clinical studies of herbal medicines for stroke, published between the inception of the database and August 2017. Clinical studies of decoctions or modified decoctions will be included without restriction on study type. The frequencies and patterns of formulas or single herb usage and the any type of herbal medicine utilization will be analyzed. Dissemination: The results of the systematic review will be published in a peer-reviewed journal and disseminated electronically and in print. Updates of the review will be conducted to inform and guide healthcare practices.

Toxicity Assessment of Aluminum Oxide Nanoparticles in Lung of SD rats

Mimi Lee,Jung-Taek Kwon,Gyun-Baek Seo,Eunhye Jo,Ilseob Sim,Hyun-Mi Kim,Pilje Kim,Kyung-Hee Choi 한국실험동물학회 2012 한국실험동물학회 학술발표대회 논문집 Vol.2012 No.8

미국에서의 자국사 교육 학년별 내용 조직 분석

李美薇(Lee, Mimi) 역사교육연구회 2013 역사교육 Vol.126 No.-

The scope and sequence has been one of the most discussed issues in the research and the development of the National History Standards in South Korea. With a purpose to take the discussion one step further, this study analyzes and seeks implication from the scope and sequence of the US history content standards from three states: California, Michigan, and Iowa. The three standards come from different backgrounds and, naturally, demonstrate a wide variations in scope and sequence reflecting the diverse ways of organizing US history content in the States. The analysis focuses on the logics each state used selecting a certain organization. In addition, whether a state treats US history as a single course divided by grade level and/or whether a state employs the Expanding Horizons approach was discussed in detail. The study then discusses implications for the revision and the development of Korean National History Standards.

역사 속 소수자 수업, 무엇을 가르칠 것인가?

李美薇(Lee, Mimi) 역사교육연구회 2014 역사교육 Vol.129 No.-

This study analyzed changes in textbook accounts, state content standards, and six lesson plans on the topic of Japanese American Internment with a purpose to shed light on historical minorities instruction in Korea. Textbook accounts of major publishers and state content standards, overall, demonstrated more similarities than differences. The six lesson plans also bore similarities in that they all utilized primary sources; however, there was a sharp difference in the number and kinds of primary sources each lesson used. The analysis of essential questions of each lesson plan revealed a huge difference in what the lessons intended to teach. Such difference, in part, originated from who developed lessons and why. Yet, the most notable difference was shown how directly the lesson made connection between the Japanese American Internment and students’ present lives. The reasons that brought differences in lesson plans in contrast to similarities demonstrated in textbooks and content standards were traced to “history wars” from the 1990s and current education reform efforts. The implications for Korean history education are discussed.

초등 『사회』교과서 어휘 분석 및 개선 방안 연구

이미미(Mimi Lee) 한국사회과교육연구학회 2016 사회과교육 Vol.55 No.2

본 연구는 2009개정 교육과정에 따른 초등학교 『사회』 교과서에 사용된 어휘를 분석하고 이로부터 사회과 학습 향상을 위한 어휘 개선 방안을 모색하였다. 교과서 어휘 분석은 2단계로 나누어 진행하였다. 1단계에서는 초등 『사회』 교과서 전체 어휘를 어휘다양도 중심으로 분석하고, 2단계에서는 학습 내용과 밀접한 연관을 지닌 학습 용어를 분석하였다. 어휘다양도 분석에서는 전통적 지표인 TTR과 보정 지표인 RTTR을 함께 사용하여 얼마나 다양한 어휘가 교과서에 사용되었는지를 살폈다. 7차 교육과정에 따른 『사회』 교과서, 미국 초등 사회과 교과서 4종, 2009개정 교육과정에 따른 『국어』, 『수학』, 『과학』 단원의 어휘다양도와 2009개정 초등 『사회』 교과서의 어휘다양도를 비교하였다. 교과내용과 밀접한 연관을 지니는 용어 분석을 위해서는 3가지 기준에 따라 학습 용어를 선정하고, 단원별 학습 용어 어휘망을 작성하여 분석하였다. 분석 결과, 2009개정 교육과정에 따른 초등학교 『사회』교과서의 어휘다양도는 미국 사회과 교과서 4종보다 높았고, 동일 교육과정에 따른 『국어』, 『수학』, 『과학』에 비해서도 높게 나타나 학습자에게 인지적 부담을 줄 가능성이 상대적으로 높게 나타났다. 학습 용어 분석 결과, 역사 영역에서 다른 영역의 3.0-4.6배에 달하는 학습 용어가 활용되고 있음과, 학습 용어의 하나인 해설이 되어 있는 어휘의 활용과 제시방식을 체계화할 필요성을 확인하였다. 분석 결과에 기초하여 교과서 어휘 개선방안 3가지를 제시하였다. This study analyzed the elementary social studies textbooks(grades 3-6) developed under the 2009 Korean National Curriculum. The first level analysis focused on the lexical variation which can be calculated using Type-Token Ratio(TTR) and Root Type-Token Ratio(RTTR). The current elementary social studies textbooks were compared to the US elementary social studies textbooks, past elementary social studies textbooks, and current Korean, mathematics, and science textbooks. The second level analysis selected instructional words, which are closely related to social studies teaching and learning. The lexical variation analysis revealed current social studies textbooks’ higher values in RTTR compared to the US social studies and other subject matter in Korea. The analysis of instructional words demonstrated the peculiarity of history units in both the number of words used and the level of words. The need for more systematic approach in introducing and explaining vocabulary was noted. The strategies to improve textbook vocabulary use were discussed based on the analysis results.

중요한 역사 내용이란?

李美薇(Mimi Lee) 역사교육연구회 2015 역사교육 Vol.135 No.-

Since there are countless historical facts, figures, and dates in history, it is imperative that we carefully select content for students to learn in schools. However dire the need is, the systemic research on historical content selection here in Korea is scant at best. This is a review of research on selecting historically significant content with a purpose to rekindle the interest in the topic area. The study reviewed the most representative studies that center around the topic in the field of history, education, and history education respectively. The analysis results revealed that approaches of historians and those of curriculum theorists in the field of education are different and the approaches embraced in history education is closer to those of curriculum theorists. Among the tens of curriculum theories available, textbooks in Korean history education highlight Hilda Taba’s criteria in selecting content. However, these criteria are not widely used in a actual curriculum development whether it is at the national or classroom level. what defines the national curriculum movement in 2010’s is the drive for selecting Haksim(핵심) which translates to more important content. Yet the important content here confounds ‘basic’ and ‘core’ content. Based on the analysis results, the need for more methodical research on historical content selection is called for and the directions for future studies are discussed.

활동·사료·탐구 중심 역사 수업을 견인하는 교사 요인 탐색

李美薇(Lee, Mimi) 역사교육연구회 2020 역사교육 Vol.154 No.-

The innovation in teaching and learning history has been a long sought goal. With recent educational policies emphasizing learner-centered learning combined with efforts from outstanding master teachers, we have been witnessing several noticeable reforms in classroom history instruction over the past decade. However, it is hard to assume that these innovations are widespread. In bringing transfomations to history classrooms, more studies focus on teacher factors nowadays. With a goal to investigate how these teacher factors relate to lesson transformations, this study interviewed 24 middle school history teachers on their ideas about three teacher factors known to have effects on lesson planing and enactment: teaching experiences, teacher’s perspective on history as a discipline, and teacher’s perspective on history as subject matter. The study found that middle school history teachers recognized that teaching experience was closely linked to the increase in teachers’ knowledge on students as learners of history. This knowledge aspect asssociated with teaching experience could help foster more effective history teachers in pre-service teacher preparation period. The study also found that teachers often thought that history as a discipline and history as subject matter had more differences than commonalities; further they anticipated that history as subject matter needs more distance from the discipline. Teachers’ perspectives towards subject matter affect lesson planning and enactment; therefore, further studies are called for the analysis how these perspectives originated and how these can enhance history instruction.

예비교사에게 사료란 무엇인가?:객관성, 사실, 그리고 증거

李美薇(Lee, Mimi),朴芝媛(Park, Jee-won) 역사교육연구회 2017 역사교육 Vol.144 No.-

The use of historical sources have been highlighted in history education as a way to move history lessons beyond fact memorization. With the focus on historical sources, the concept of evidence, as well as the skills of reading historical sources, has been emphasized in the literature and recent studies explored how students read, understand, and evaluate historical sources. However, teachers’ perception on what counts as historical sources has not been much explored. Since teachers design and enact history lessons selecting sources and creating activities, it is crucial to understand how teachers conceptualize historical sources. This study analyzed 160 preservice teachers’ perceptions on what counts as historical sources based on survey data. The results demonstrated that preservice teachers used four criteria in evaluating historical sources: ① pictures of past, ② facts, ③ media, ④ the way the given resource was constructed and the value of the given resource. When evaluating historical sources, preservice teachers showed reliance on naïve objectivity and their understanding of media was closely related to this notion of objectivity. It was not easy to locate sophisticated level of understanding of historical sources as evidence. Based on the results, we discuss possible future research topics and ways to improve preservice teachers’ conceptual understanding of evidence.

샘 와인버그(정종복·박선경 역) 『내 손안에 스마트폰이 있는데 왜 역사를 배워야 할까?』(휴머니스트, 2019)

李美薇(Lee, Mimi) 역사교육연구회 2022 역사교육 Vol.161 No.-