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김세련,김종욱 관동대학교 의과대학 의과학연구소 2005 關東醫大學術誌 Vol.9 No.1
Polycystic ovary syndrome (PCOS) is a heterogenous and a common disorder in the women of reproductive age. In these women the ovary seems to be the primary site of endocrine abnormalities, especially hyperandrogenism. Insulin resistance and hyperinsulinism, the main causes of PCOS, augment hyperandrogenism. There are evidences for underlying genetic causes for PCOS and several candidate genes are suggested. But a lot of thing in genetics still remain to be elucidated. The pathophysiology of PCOS appears to be multifactorial and polygenic and adverse health consequences such as cardiovascular disease, diabetes mellitus, and endometrial cancer are related with PCOS. So, treatment methods should be multiple and individualized.
김세련(Kim, Se-Ryun) 대한일어일문학회 2017 일어일문학 Vol.75 No.-
The aim of this paper is to examine how the tasks for the learner studying seven kinds of textbook are handled to realize learner-centered teaching -learning activity and the most significant part is culture education under the current curriculum, especially the Korean-Japanese tasks for understanding different culture. Analysis target is the current seven kinds of high school text book 1. I investigated three domains ; first, cultural contents are covered independently, second, cultural contents are specified in learning objective, third, the content of the tasks and types are well organized. Analysis result shows that (1) there is a culture introduction column in the current seven kinds of high school text book apart from language function. (2) six kinds of textbooks consist of language function and culture except E textbook, which suggest “learning objective” with 84.5% on average. It reveals that such a result has greatly improved compared to Kim Se Ryun(2013)"s rate of goal suggestion that was 57% in 2007 revised textbook. (3) the single tasks and comparative tasks coexist and the rate of Korean-Japanese comparative tasks 67.1%, life culture area 63.8%, tradition and pop culture area 36.2%. Kim Se Ryun(2013)"s 2007 revised textbook leaned to life culture area 5.9% while the small deviation is in the current textbook. I also found that the way to suggest the tasks varied according to textbooks and every unit. (4) the way to suggest the tasks are ‘~let"s investigate’, ‘~let"s compare’, ‘~let’s research and present’, which contribute to develop learner"s independent and comprehensive judgement in the task-centered learning. This result seems to reflect learner-centered discussion rather than teacher-centered knowledge delivery. However, the lack of specified experiental activity is unfortunate. I think the most important part in the class is the textbook, which should be well organized in the domain of learning objective and the tasks under the current curriculum. In addition to, in the light of mutual of cultural education, the higher tasks should be established to attract learner"s motive and so many ways must be invented to meet learner"s needs. I expect that this research will be great helpful in developing future textbook.
Kim, Hye Ryun,Shim, Hyo Sup,Chung, Jin‐,Haeng,Lee, Young Joo,Hong, Yun Kyoung,Rha, Sun Young,Kim, Se Hoon,Ha, Sang‐,Jun,Kim, Se Kyu,Chung, Kyung Young,Soo, Ross,Kim, Joo Hang,Cho, Byoung C Wiley Subscription Services, Inc., A Wiley Company 2012 Cancer Vol.118 No.3
<P><B>Abstract</B></P><P><B>BACKGROUND:</B></P><P>The objectives of this study were to determine the proportions of major oncogenic alterations and to examine survival in genotype‐specific subsets of never‐smokers with nonsmall cell lung cancer (NSCLC).</P><P><B>METHODS:</B></P><P>The authors concurrently analyzed mutations in the epidermal growth factor receptor (<I>EGFR</I>) and v‐Ki‐<I>ras</I>2 Kirsten rat sarcoma viral oncogene homolog (<I>KRAS</I>) genes and investigated anaplastic lymphoma kinase (<I>ALK</I>) gene rearrangements in samples from 229 never‐smokers with NSCLC. <I>ALK</I> rearrangements were identified by fluorescent in situ hybridization and were confirmed by immunohistochemistry. Mutations in <I>EGFR</I> (exons 18 to 21) and <I>KRAS</I> (codons 12 and 13) were determined by direct sequencing.</P><P><B>RESULTS:</B></P><P>Of 229 tumors, the frequency of <I>EGFR</I> mutations, <I>ALK</I> rearrangements, <I>KRAS</I> mutations, and no mutations (wild type [WT]) in any of the 3 genes (<I>WT/WT/WT</I>) was 48%, 8.3%, 3.5%, and 40.2%, respectively. All genetic alterations were mutually exclusive. The median progression‐free survival after treatment with EGFR tyrosine kinase inhibitors (TKIs) was 12.8 months, 6.3 months, 2.1 months, and 1.6 months in patients with <I>EGFR</I> mutations, the <I>WT/WT/WT</I> genotype, <I>KRAS</I> mutations, and <I>ALK</I> rearrangements, respectively. In a Cox regression model, the adjusted hazard ratio for the risk of disease progression after treatment with EGFR TKIs was 0.59 (95% confidence interval [CI], 0.40‐0.87; <I>P</I> = .008) for patients with <I>EGFR</I> mutations, 4.58 (95% CI, 2.07‐10.15; <I>P</I> < .001) for patients with <I>ALK</I> rearrangements, and 4.23 (95% CI, 1.65‐10.8; <I>P</I> = .003) for patients with <I>KRAS</I> mutations. Overall survival also differed significantly among genotypes.</P><P><B>CONCLUSIONS:</B></P><P>To the authors' knowledge, this was the largest comprehensive and concurrent analysis to date of 3 major oncogenic alterations in a cohort of East Asian never‐smokers with NSCLC. Because survival outcomes differed among genotypes, and drugs that target specific alterations currently are available, genetic profiling to identify genotype‐specific subsets can lead to successful treatment with appropriate kinase inhibitors. Cancer 2012;. © 2011 American Cancer Society.</P>
( Se Ryun Kwon ),( Chun Soo Kim ),( Ki Hong Kim ) 한국어병학회 2002 한국어병학회지 Vol.15 No.2
Effects of stress-induced suppression of humoral immunity on scuticociliate killing activity of olive flounder plasma were investigated, Changes in glucose level, alternative complement activity and lysozyme activity of plasma by handling stress were anal
학습스타일에 관한 고찰 -한국인 일본어 학습자에 대한 앙케이트 조사를 통하여-
김세련 ( Se Ryun Kim ),아키하타카코 ( Akiha Takako ) 한국일어일문학회 2014 日語日文學硏究 Vol.88 No.1
외국어 습득의 성공과 관련되는 요인으로 연령, 적성, 동기, 학습스타일, 성격등의 학습자 요인들을 들 수 있다. 또한 그 중에서도 학습스타일은 외국어교육의 코스디자인에 있어서 매우 중요한 것이라고 생각된다. 학습스타일에 관한 연구는 구미에서는 활발하게 이루어지고 있지만, 일본어 학습자가 많은 아시아권에서는 연구가 비교적 적고, 한국에 있어서도 일본어 학습자에 대한 실증적연구는 거의 보이지 않는다. 따라서 본 연구에서는 한국의 일본어 학습자의 학습스타일을 살펴보기 위하여 Willing(1988)의 설문지를 이용한 앙케이트 조사를 실시하여 인자분석 및 분산분석을 통하여 분석하였다. 먼저, 학습자의 회답을 인자분석을 통하여 분석한 결과, 세 가지의 인자「기본적 학습활동」,「독습형 학습활동」,「협동형 학습활동」이 추출되었다. 이세 가지 인자에 대하여 학습 레벨별에 따른 차이가 있는지를 살펴보기 위해 피험자간의 일원 분산분석을 실시한 결과,「기본적 학습활동」과「독습형 학습활동」에서 유의한 차이가 있었다.「기본적 학습활동」에 대해서는 히라가나 학습부터 시작하는 SJP1 학습자보다 학습이 진행된 SJP2, SJP3, SJP4의 학습자가 더 좋아하는 것으로 나타났고,「독습형 학습활동」에 대해서는 SJP1의 학습자보다 SJP3, SJP4의 학습자가 더 좋아하는 것으로 나타났다. 또한, 계열별에 따른 차이가 있는지를 살펴보기 위하여 동일한 분산분석을 실시한 결과,「독습형 학습활동」에서만 유의한 차이를 보였으며, 인문사회과 학대학, 상경대학, 의생명과학대학, 디자인대학의 학생보다 공과대학 학생들이 더 좋아하는 것으로 나타났다. Learner factors such as age, aptitude, motivation, learning style, personality are considered as factors related to successful foreign language learning. Above all, learning style is considerably regarded main factor in course design of foreign language learning. Research on learning style is actively studied in western society but, the research is less conducted in Asian countries on which many Japanese language learners exist and there is few empirical study about Japanese language learner in Korea. In this research, we conducted investigation by using Willing’s(1988) questionnaire in oder to reveal Japanese language learning style in Korea and analyzed by factor analysis and analysis of variance. As a consequence of analyzing student’s answer along with factor analysis, three factors such as “Basic learning style”, “Self-learning style”, “Cooperative learning style” were extracted. As a result of one-way analysis of variance to clear learning level difference about these three factors, significant differences were shown in “Basic learning style” and “Self-learning style” and, in “Basic learning style”, it became clear that SJP2, SJP3, SJP4 learner more answered “like” than SJP1 student who started to study in “Hiragana learning”. Furthermore, as a consequence of analyzing same “analysis of variance” to clarify whether difference exists along with affiliation difference, significant difference was shown in only “Self-learning style” and engineering college student more answered “like” than college of liberal arts student, college of administration student, college of medicine student, and college of design student.