http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
수술후 통증에 대한 경막외 Morphine과 용량에 따른 Droperidol 효과
염건영(Gun Young Yeom),이승균(Sung Kyun Lee),서재 대한통증학회 1991 The Korean Journal of Pain Vol.4 No.1
N/A During the past decade the use of epidural opioids for treatment of chronic as well as postopera- tive pain has increased Epidural droperidol significantly reduced the side effects of epidural mor- phine without any appreciable toxicity, except possibly sedation. The purpose of this study was to assess the side effects and potentiation of analgesia of epidural morphine by dose-related droperidol The results were as follows: 1) Duration of analgesia and pain score ' There was no significant difference between morphine and dose-related droperidol groups. 2) Pruritus: Droperidol did not affect the incidence of pruritus with epidural morphine (P>0.05). 3) Nausea and vomiting: Significantly fewer patients experienced nausea and vomiting (16.7%) with droperidol 2.5mg(P<0.001). 4) Hypotensive episode Hypotension occurred in the groups with droperidol 1.25 mg (27. 8%) and 2. 5mg(33.3%). 5) Sedation: It there was increased severity and incidence of sedation with dose related epidural droperidol. 6) Respiratory depression: There was no patient with respiratory depression in the morphine or droperidol group. 7) Extrapyramidal symptoms and others: There was no extrapyramidal symptom in the group with morphine and 0. 25 mg droperidol, but 3 patients in the group with l.25 mg droperidol and 5 pa- tients in the group with 2. 5 mg droperidol how extrapyramidal symptoms. One patient in droperidol 2. 5 mg developed suspicious NMS. It is suggested that the use of epidural droperidol to reduce the side effects of morphine may not be appropriate.
체육수업중 교사의 상호작용 행동이 수업평가에 미치는 영향
최경범,최영인,염건영,류기성 한국스포츠리서치 2004 한국 스포츠 리서치 Vol.15 No.5
The purpose of this study was to re-examine the effectiveness of teacher interaction behaviors on student learning products using two different kinds of experimental teaching units(E,T.U.). In one E.T.U., two teachers instructed respectively "vault activity units" to 5th grade classes of elementary schools with the same objectives, contents, methods and similar Environments. In such controlled conditions, we intervened with teacher A to perform active interaction behaviors(especially feedback behaviors to individual motor learning). On the other hand, teacher B was not intervened concerning interaction behaviors. In these practices, teacher A performed interaction behaviors 2 times more than teacher B. As a result, the average scores of student formative Evaluation to physical Education were significantly higher in teacher A's class than teacher B's class. In the other E.T.U., the same teacher instructed "volleyball activity units" to 2 different classes of the 9th grade in a junior high school, Instructional conditions with 2 classes were Equally controlled without teacher interaction behaviors. In the model C class, we intervened with the teacher to perform active interaction behaviors especially with individual student motor learning. In the model D class, the teacher was not intervened with performance of interaction in their motor learning, but to give advices about learning how to learn, in order to facilitate their spontaneous learning. As a result, the teacher in model C class performed interaction behaviors 3 times more than in the model D class. The average scores of student formative evaluation were also significantly higher in the model C class than the model D class. Thus, it seemed that the effectiveness of teacher interaction behaviors for student motor learning in physical education class suggested by previous research was confirm through these results of these E.T.U. studies.