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A Synergy Effect of Combination of Acupoints in Cocaine Take
전현정,이봉효,이경민,김재수,이윤규,이지혜,정태영,양재하,윤성순,김홍유,최성훈,한창현,임성철,Jeon, Hyeon-Jeong,Lee, Bong-Hyo,Lee, Kyung-Min,Kim, Jae-Su,Lee, Yun-Kyu,Lee, Ji-Hye,Jung, Tae-Young,Yang, Chae-Ha,Yoon, Seong-Shoon,Kim, Hong-Yu,Cho The Korean Acupuncture Moxibustion Medicine Societ 2010 대한침구의학회지 Vol.27 No.2
목적 : 침술은 한국과 같은 동아시아에서 잘 알려진 효과적인 치료법이며 정신 이상을 포함한 다양한 질환의 치료에 사용되어 왔다. 서양에서 침술은 유용한 보완대체의학으로서 각광을 받고 있다. 본 연구는 침술이 코카인 섭취를 줄이는 데에 있어서 효과가 있는지, 또 경혈의 복합 처방이 단일 경혈에 비해 더 효과적인지 여부를 알아보고자 계획되었다. 방법 : 본 실험에서는 270~300 그램의 웅성 흰쥐에게 FR 1 프로그램에서 먹이를 자가 섭취하도록 훈련시켰다. 동물이 3일 연속 3시간 이내에 100개의 먹이를 섭취하면 수술을 하였다. 복강주사로 마취를 시킨 뒤 오른쪽 경정맥으로 관을 삽입하고 천으로 고정시켰다. 회복기를 끝낸 동물은 매일 1시간 동안 FR 3 프로그램으로 코카인을 섭취하도록 훈련 받았다. 3일 연속 섭취량이 일정하면 다음날 한의사가 1분간 침 처치를 하였다. 대조군은 침 자극을 제외하고 똑 같은 조건으로 하였다. 결과 : 신문혈은 코카인 섭취를 줄였으나, 다른 경혈은 그렇지 못하였다. 더구나 신문과 태연을 같이 자침한 경우 단일 경혈에 비해 약간 더 억제하는 효과를 보였다. 그럼에도 불구하고 침술이 식욕에는 별다른 영향을 주지 않았다. 결론 : 이러한 연구 결과는 침술이 적어도 어느 정도 코카인 남용 치료에 있어서 유용하며 경혈을 복합으로 사용하는 것이 단독 사용보다 더 우수할 수 있음을 제시한다.
자기회귀교차지연모형과 잠재성장모형을 활용한 종단매개효과 검증
전현정(Jeon, Hyeon-Jeong),정혜원(Chung, Hyewon) 한국청소년정책연구원 2016 한국청소년연구 Vol.27 No.2
본 연구의 목적은 부모의 부정적 양육방식, 삶의 만족, 학교생활적응의 시간경과에 따른 변화과정을 분석하여 변인들의 변화양상을 설명하고, 부모의 부정적 양육방식과 학교생활적응 관계에서 삶의 만족의 종단적 매개효과를 검증하는 것이다. 이를 위해 한국 아동·청소년 패널조사(KCYPS) 자료의 중학교 3학년부터 고등학교 2학년까지를 추적 조사한 중1 자료 3∼5차년도 데이터를 자기회귀교차지 연모형과 잠재성장모형을 활용해 분석하였다. 분석결과 첫째, 자기회귀교차지연모형의 결과, 중학교 3학년부터 고등학교 2학년까지 학생이 지각한 부모의 부정적 양육방식과 삶의 만족, 학교생활적응은 시간이 경과함에도 각각을 안정적으로 예측하는 것으로 나타났다. 둘째, 잠재성장모형의 분석결과, 중학교 3학년 시기의 학생이 지각한 부모의 양육방식이 부정적일수록 학생의 삶의 만족도는 낮았으며, 삶의 만족이 낮을수록 학교생활적응이 낮았음을 알 수 있었다. 마지막으로 부모의 부정적 양육방식과 학교생활적응 사이에 자녀가 느끼는 삶의 만족의 종단매개효과가 존재함을 확인할 수 있었다. 본 연구의 결과들을 바탕으로 하여 연구의 시사점과 제한점 및 후속연구에 대한 제안 등을 논의하였다. The purpose of this paper was to analyze the longitudinal mediation effects of life satisfaction on the influence of parenting styles to school life adaptation. For this purpose, autoregressive cross-lagged modeling and latent growth modeling was used and were adapted to the data taken from the Korean Children and Youth Panel Survey(KCYPS), Wave III (9th grade) to Wave V (11th grade). The findings of the current study were as follows. First, the results from autoregressive cross-lagged modeling showed that the previous student perceptions of parenting styles, life satisfaction, and school life adaptation had a significant effect on subsequent student perceptions of parenting styles, life satisfaction, and school life adaptation. Second, the results from latent growth modeling indicated that students whose perceptions of negative parenting styles were highly represented, had low life satisfaction in the 9th grade. Additionally, the students whose perceptions of negative parenting styles was highly represented, had low life satisfaction in the 9th grade. Finally, life satisfaction had a significant mediating effect on the influence of parenting styles to school life adaption. The implications of the findings of the current study and suggestions for future research were also discussed.
고혈압 임부에서 24 시간 활동 중 혈압 측정의 임상적 유용성
전현정(Hyeon Jeong Jeon),고병성(Byeong Seong Ko),곽남주(Nam Ju Kawk),김도형(Do Hyeong Kim),배장환(Jang Hwan Bae),김동운(Dong Woon Kim),남기병(Gi Byoung Nam),조명찬(Myeong Chan Cho),정은환(Eun Hawn Jeong) 대한내과학회 1998 대한내과학회지 Vol.55 No.1
Objectives: In the third trimester hypertensive pregnancies, we would like to evaluate effects of white coat hypertension, severity of hypertension and diurnal variation of blood pressure on the fetal outcome by using 24-hour ambulatory blood pressure monitoring. Methods: Hypertensives(n=50) and normotensives (n=14) in the third trimester of the pregnancy underwent 24-hour ambulatory blood pressure monitoring. We excluded hypertensives(n=5) who became pre-eclampsia patients. Hypertensives(n=45) were classified as white coat hypertensives(n=14, mean ambulatory blood pressure <139/87mmHg) and sustained hyprtensives(n=31). Sustained hypertensives(n=31) were divided as moderate to severe hypertensives(n=5, systolic blood pressure ≥160 mmHg or diastolic blood pressure ≥100mmHg ) and mild hypertensives(n=26). Sustained hypertensives were also divided into two grwps which had diurnal variation of blood pressure or not. To exclude effects of hypertension severity, effects of diurnal variation wane evaluated in hypertensives with similar mean arterial blood pressure. Gestational age, body weight, body weight for gestational age were used as parametars of the fetal outcome. Results : 1) The prevalence of white coat hypertension was 28%(14/50). 2) There were no significant differences in the fetal outcome between normotensives(n=14) and white coat hypertensives(n=14). 3) Body weight of fetus and body weight for gestational age in moderate to severe hypertensives(n=5) were less than those of mild hypertensives(n=26), but gestational age was not significantly different between two groups. 4) Body weight of fetus and body weight for gestational age in sustained hypertensives without diurnal variation(n=10) were less than those with diurnal variation(n=8), but gestational age was not significantly different between two groups. 5) All hypertensives who became pre-eclampsia (n=5) were severe hypertensives and had no diurnal variation of blood pressure. Conclusion: White coat hypertension in the third trimester was quite often and did not affect on the fetal outcome. The more severe hypertension and/or absence of diurnal variation of blood sure caused poor fetal outcome. Patients who became pre-eclampsia were severe hypertensives and had no diurnal variation of blood pressure. Ambulatory blood pressure monitoring may have several roles in the antenatal management of hypertenison.
전현정 ( Hyun Jeong Jeon ),강현석 ( Hyeon Suk Kang ) 한국교육철학회 2011 교육철학 Vol.44 No.-
The purposes of this study is to understand the concepts and needs of the narrative thinking style and to provide the basic lines of narrative-oriented curriculum reconstruction and diverse options for the reconstruction. For those purposes, the research tasks are as follows.: First, the theoretical base of narrative and curriculum reconstruction are discussed. Second, the basic matters of narrative-based curriculum reconstruction is investigated based on the teacher`s narrative and individual and practical knowledge. Third, based on the two tasks above, three lines of narrative-based curriculum reconstruction are constructed. Using the interpretive framework to decide which perspective would be taken in analyzing the curriculum throughout all the stages of curriculum reconstruction, three lines were summarized as follows.: First, the curriculum potential is the implementing the value of curriculum itself and refers to the strategy to perceive and conceive the capacity of curriculum materials differently according to the teachers` individual knowledge. Second, the curriculum interpretation is meaning making of curriculum and focuses on the construction of the meanings of each curriculum material differently according to the teachers` individual knowledge and experience. Third, action research will exert meaningful impacts on the teachers` reflection on their own lessons and their improvement efforts, as well as the curriculum reconstruction.
대안적 초등교육과정 개발 방향 탐색 -Egan의 이야기 형식 모형을 중심으로-
전현정 ( Hyun Jeong Jeon ),강현석 ( Hyeon Suk Kang ) 한국초등교육학회 2009 초등교육연구 Vol.22 No.1
The purpose of this paper is to recognize the problem with existing curriculum and to seek for the alternatives. The existing curriculum valued logical and rational thinking above everything else obstructing students for their overall development and holistic growth along with an inordinate knowledge-centered, learning by rote education. In response to theses problems, many scholars including Bruner and Egan emphasized that emotional value should be considered no less than intellectual value in students` growth, and the education should assume the role. Regarding a story, it`s the most basic means for people to express and deliver their thinking. Especially, Egan developed a curriculum in where a story form is used to induce students` intellectual curiosity and to use their imagination and creativeness. The story form-based curriculum holds significance such as exceeding the limit of conventional curriculum which made much of separate course, learning fields and progressive curriculum which introduced only realities of life and offering a humanized curriculum which will enable the children to have motivation to sympathize and to want to learn through the stories which reflect well human intend, hope, emotion. The alternative curriculum model targets to deviate from the view of mechanical and passive attitude of teachers toward learners and to bring up the learners that able to communicate forming and constructing their own knowledge actively. In that aspect, story form-based curriculum model is an alternative for the present curriculum and a way it should head for.