http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
- 中文 을 입력하시려면 zhongwen을 입력하시고 space를누르시면됩니다.
- 北京 을 입력하시려면 beijing을 입력하시고 space를 누르시면 됩니다.
RISS 인기검색어
- 검색키워드
- 저자 : Nwe Nwe Htun (검색결과 3 건)
- 무료
- 기관 내 무료
- 유료
-
Nwe Nwe Htun,Than Nu,Tun Zaw Oo 순천대학교 교육과학연구소 2023 현장수업연구 Vol.4 No.1
This study aimed to investigate the effectiveness of the Reflection-Based Interactive Teaching (RBIT) approach on students’ reading comprehension achievement in Myanmar. RBIT means applying the interactive teaching approach in Oo and Habók's (2020) reflective teaching model for reading comprehension based on planning, acting, reflecting, and evaluating. 458 grade-10 students from Myanmar were selected as participants in this study by applying the randomized cluster trial. The quasi-experimental research design was applied together with some analyses such as structural equation modeling by the AMOS software, item-difficulty index by the Quest program, inferential statistics (t-tests and effect sizes), and some reliability/validity measures. The findings showed a significant difference between the experimental group with the treatment with the RBIT and the control group without the RBIT approach. Furthermore, it was also found that teachers' reflections had no significant effects on students' appreciative reading comprehension. This study is of great importance for teachers and students from the field of English Language Teaching (E.L.T). This study aimed to investigate the effectiveness of the Reflection-Based Interactive Teaching (RBIT) approach on students’ reading comprehension achievement in Myanmar. RBIT means applying the interactive teaching approach in Oo and Habók's (2020) reflective teaching model for reading comprehension based on planning, acting, reflecting, and evaluating. 458 grade-10 students from Myanmar were selected as participants in this study by applying the randomized cluster trial. The quasi-experimental research design was applied together with some analyses such as structural equation modeling by the AMOS software, item-difficulty index by the Quest program, inferential statistics (t-tests and effect sizes), and some reliability/validity measures. The findings showed a significant difference between the experimental group with the treatment with the RBIT and the control group without the RBIT approach. Furthermore, it was also found that teachers' reflections had no significant effects on students' appreciative reading comprehension. This study is of great importance for teachers and students from the field of English Language Teaching (E.L.T).
-
Yi Yi Htun,Nwe Nwe Than,Htar Kyi Swe 대한이식학회 2020 Korean Journal of Transplantation Vol.34 No.1
Background: Renal transplant is an effective treatment option for end-stage kidney disease and tacrolimus is one of the most commonly used immunosuppressant drugs in renal transplant patients. Tacrolimus is a substrate of cytochrome P450 3A5 (CYP3A5), and a narrow therapeutic index and large inter-individual variability. The objective of this study was to determine the frequency of CYP3A5*3 polymorphism and its effect on the pharmacokinetics of tacrolimus in post-renal transplant patients at Mandalay General Hospital. Methods: Three different genotypes of CYP3A5 were determined by polymerase chain reaction-restriction fragment length polymorphism in 54 post-renal transplant recipients. Tacrolimus trough concentrations (Ctrough) were measured by enzyme multiplied immunoassay technique following method validation. The apparent clearance (CL/F) was calculated from measured Ctrough. Results: The frequency of CYP3A5*1 allele was 0.24 and that of CYP3A5*3 allele was 0.76 in the study sample. There were a total of 33 CYP3A5 non-expressors (patients with CYP3A5*3/*3 genotype) and 21 CYP3A5 expressors (patients with CYP3A5*1/*1 or CYP3A5*1/*3 genotype), respectively. CL/F was significantly lower in the non-expressor group than in the expressor group (mean±standard deviation, 12.53±5.28 vs. 21.22±5.95 L/hr; P<0.001). The mean Ctrough and concentration dose ratio (C/D) for tacrolimus in CYP3A5 non-expressors were significantly higher than those in CYP3A5 expressors (Ctrough, 7.14±2.56 vs. 5.92±1.76 ng/mL; C/D, 6.92±4.11 vs. 2.89±1.85 ng/mL/mg), respectively (P<0.05). Conclusions: In this study, 76% of the Myanmar renal transplant recipients carried the CYP3A5*3 allele that was associated with lower functional activity of the CYP3A5 enzyme a lower CL/F of tacrolimus in these Thus, CYP3A5 polymorphism influences the pharmacokinetics of tacrolimus, which may affect the pharmacological response to tacrolimus.
-
A Comparative Study of Educational System Reformation in the Philippines and Myanmar
Krizia Magallanes,Nwe Nwe Htun,장수연(Jang, Suyeon),정제영(Jae Young Chung) 한국비교교육학회 2021 比較敎育硏究 Vol.31 No.5
[연구목적] 이 연구는 필리핀과 미얀마에서 진행된 학제개편이 이루어지는 과정에 대해서 비교 분석을 함으로써 정책적 시사점을 도출하는 것을 목적으로 한다. 필리핀과 미얀마는 최근 초중등교육의 학제를 12년제로 개편하였다. 교육개혁의 과정에서 나타난 문제점과 개선방안에 대해 심층적인 분석을 시행하였다. [연구방법] 교육개혁의 추진 과정에서 나타나는 변동의 과정을 정책주기이론(Policy Cycle Theory)을 활용하여 분석하였다. 정책을 분석하기 위하여 다양한 정부의 공식 문서, 출판물, 그리고 연구자료를 통해 문헌분석의 방법을 활용하였다. [연구결과] 필리핀과 미얀마에서 이루어진 교육개혁의 과정을 분석한 결과 다음과 같은 내용을 제시하였다. 첫째, 정부가 교육개혁의 과정에서 일어나는 갈등관계를 해결하기 위해서는 이해관계자와의 협의과정이 매우 중요하다는 점을 확인하였다. 둘째, 공립학교와 달리 사립학교에 대해서는 혁신의 과정에서 더 많은 자율성이 부여될 필요가 있다. 셋째, 교육개혁의 과정에서 교사의 전문성을 높이기 위한 노력이 필요하다. [결론] 필리핀과 미얀마의 학제개편 과정을 분석한 결과 교육제도의 혁신을 위해서는 구상에서 실현까지 많은 시간과 비용이 소요된다는 것을 파악하였다. 결론적으로 성공적인 교육개혁을 위해서는 실제 이루어진 사례 분석을 통해 문제를 사전에 해소하려는 정책적 노력이 필요할 것이다. [Purpose]The purpose of this study is to draw policy implications by comparatively analyzing the process of academic reorganization in the Philippines and Myanmar. These two countries recently reformed their elementary and secondary education system to a 12-year system. An in-depth analysis was conducted on the problems and improvement measures during the process of education reform. [Method]The process of change in the education reform was analyzed using Policy Cycle Theory. To analyze the policy, the literature analysis method was used for the government official documents, publications, and research data. [Results]As a result of analyzing the educational reform process in the Philippines and Myanmar, the following information was presented. First, the consultation process with stakeholders is essential for the government to resolve conflicts arising in the process of education reform. Second, unlike public schools, private schools need to be given more autonomy in the process of innovation. Third, in the process of educational reform, efforts are needed to enhance the professionalism of teachers. [Conclusion]As a result of analyzing the school system reform process in the Philippines and Myanmar, it was found that it takes a lot of time and money to innovate the education system from conception to implementation. especially in the case of developing countries. In conclusion, for successful educational reform, policy efforts to solve problems in advance through actual case analysis will be required.
RISS
스콜라연관 검색어 추천
이 검색어로 많이 본 자료
활용도 높은 자료
