http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
권미은(Mi Eun Kwon),최낙천(Nak Cheon Choi) The Research and Information Service 2011 남부대학교 논문집 Vol.11 No.-
이 연구는 2009년부터 2011년까지 유치원 특수교사 임용시험 문제의 경향성을 분석하여 새롭게 전환된 임용시험 출제형태에 따라 향후 시행되어야 할 임용후보자 선정 경쟁시혐의 방향성을 재정립하는데 도움을 주고자 한다. 이러한 연구목적에 따라 교육인적자원부 고사 유치원 특수학교 교사 자격취득을 위한 기본이수과목과 교육학적 내용지식 (PCK)을 근거로 임용시험 제도가 바뀌어진 2009년부터 2011년까지의 임용시험 출제 문항을 분석하였다 그 결과 기본이수과목들과 관련된 임용시험 출제경향은 특수교육 일반교과목 중에서는 특수교육학 장애유형 관련 교고F목에서는 의사소통장애 특수교육 유치관련 교과목에서는 유아교육과정이 가장 많은 비중을 차지한 교과목이었다. 그러나 기본이수과목에 포함되지 않은 교과영역의 출제가 있었고, 특수학교 유치관련 교과목에서는 유치원교육과정에 편중되어 일반영유아 발달이나 실기교과목의 문제가 출제가 되지 않았다. 또한 교육학적 내용지식 (PCK)의 개념에서는 구체적인 교과내용, 장애학생의 구체적인 특성, 구체적인 수업상황을 제시하는 출제문항이 기존의 문제유형에 비해서 구체성이 확장되었지만 여전히 교과내용이나 장애학생의 특성은 구체적으로 제시되고 있지 못하고 있었고 구체적인 수업상황에서는 통합학급 수업상황이 가장 많이 출제되었다. 이에 따라 교원 임용시험이 기존의 단순한 암기중심의 양적인 지식을 선별하는 잣대가 아닌 교사의 질적인 전문성을 반영하도록 출제방향에 대한 계속적인 평가와 개선이 이루어져야 할 칠요가 있다.
저칼륨혈증과 횡문근융해증으로 발현한 원발성 알도스테론증 1예
박기홍,김수경,조은빈,정희정,최낙천,권오영,임병훈,함종렬,박기종,Park, Kee Hong,Kim, Soo-Kyung,Cho, Eun Bin,Jeong, Heejeong,Choi, Nack-Cheon,Kwon, Oh-Young,Lim, Byeong Hoon,Hahm, Jong Ryeal,Park, Ki-Jong 대한임상신경생리학회 2016 Annals of Clinical Neurophysiology Vol.18 No.1
Primary aldosteronism is one of the most common cause of secondary hypertension and can be accompanied with hypokalemia. Rhabdomyolysis with hypokalemia in primary aldosteronism has been rarely reported. We describe a patient of primary aldosteronism who presented with limb-girdle type weakness.
유아교육학 전공연계를 통한 고등학생의 자원봉사활동이 청소년 활동역량 및 진로성숙도에 미치는 효과
신수경(Shin, Su-kyung),최낙천(Choi, nag-cheon) 학습자중심교과교육학회 2017 학습자중심교과교육연구 Vol.17 No.20
본 연구에서는 유아교육학 전공연계를 통한 고등학생 자원봉사활동이 청소년 활동역량과 진로성숙도에 미치는 효과를 분석하여 청소년의 다양한 자원봉사활동의 참여 유도 및 지도방안 구축을 위한 기초자료로 활용할 수 있도록 함에 그 목적이있다. 본 연구는 G시에 위치한 N, S, K 고등학교 3학년 재학 중이며 유아교육과 진학을 희망하는 고등학생 13명을 대상으로 2016년 7월 4일부터 9월 24일까지 12주동안 1주에 3시간씩 총 36시간을 유아교육학 전공연계 자원봉사활동을 실시하였다. 유아교육학 전공연계 자원봉사활동 실시 전․후 사전․사후 검사를 통해 자료를 수집하였으며, 수집된 자료는 대응표본 t-검증을 활용하여 분석하였다. 본 연구 결과, 첫째, 유아교육학 전공연계를 통한 고등학생의 자원봉사활동은 청소년 활동역량의 하위요인 중 ‘자아역량’, ‘문제해결역량’, ‘성취동기역량’, ‘대인관계역량’, ‘리더쉽역량’,‘시민성역량’을 비롯하여 전체적인 청소년 활동역량 증가시키는데 긍정적인 효과가 있는 것으로 나타났다. 둘째, 유아교육학 전공연계를 통한 고등학생의 자원봉사활동은 진로성숙도에 긍정적인 효과를 미치는 것으로 나타났다. 위와 같은 연구결과는 청소년 자원봉사활동에 대한 다양한 활동영역에서의 참여 유도 및 지도방안 구축을 위한 기초자료로 활용될 수 있을 것이라 사료된다. The purpose of this study lies in analyzing the effects of volunteer activities of high school students on the youth activity capacity and career maturity degree through the linkage of early childhood education major, and utilizing it as basic data for inducing participation of various youth volunteer activities of youth and building guidance plans. This study was conducted for 13 high school students who are in the 3rd grade of N, S, K high schools located in G city and want to go on to study early childhood education, and was conducted from July 4 to September 24, 2016 with the total number of 48 hours of volunteer activities linked with early childhood education major for 12 weeks, 3 hours a session per week. The results of analyzing collected data using the matching sample t‐test are as follows. First, the volunteer activities of high school students through the linkage of early childhood education major were found to have a positive effect on increasing overall youth activity capabilities, including sub‐factors of youth activity capabilities such as ‘self competence , ’problem solving ability , ‘achievement motive competence , ‘interpersonal competence , ‘leadership competency, and ‘citizenship competence.’ Second, high school students volunteer activities through the linkage with early childhood education major were found to have a positive effect on career maturity degree. It is believed that the results of this study can be used as basic data for inducing participation and guidance in various activity areas of youth volunteer activities.
Jihoon Kang,김성은,박홍균,조용진,김준엽,이건주,박종무,박광열,이경복,이수주,Ji-Sung Lee,이준영,Ki Hwa Yang,Ah Rum Choi,Mi Yeon Kang,최낙천,Philip B. Gorelick,배희준 대한의학회 2020 Journal of Korean medical science Vol.35 No.41
Background: To track triage, routing, and treatment status regarding access to endovascular treatment (EVT) after acute ischemic stroke (AIS) at a national level. Methods: From national stroke audit data, potential candidates for EVT arriving within 6 hours with National Institute of Health Stroke Scale score of ≥ 7 were identified. Acute care hospitals were classified as thrombectomy-capable hospitals (TCHs, ≥ 15 EVT cases/year) or primary stroke hospital (PSH, < 15 cases/year), and patients' initial routes and subsequent inter-hospital transfer were described. Impact of initial routing to TCHs vs. PSHs on EVT and clinical outcomes were analyzed using multilevel generalized mixed effect models. Results: Out of 14,902 AIS patients, 2,180 (14.6%) were EVT candidates. Eighty-one percent of EVT candidates were transported by ambulance, but only one-third were taken initially to TCHs. Initial routing to TCHs was associated with greater chances of receiving EVT compared to initial routing to PSHs (33.3% vs 12.1%, P < 0.001; adjusted odds ratio [aOR], 2.21; 95% confidence interval [CI], 1.59–2.92) and favorable outcome (38.5% vs. 28.2%, P < 0.001; aOR, 1.52; 95% CI, 1.16–2.00). Inter-hospital transfers to TCHs occurred in 17.4% of those initially routed to a PSH and was associated with the greater chance of EVT compared to remaining at PSHs (34.8% vs. 7.5%, P < 0.001), but not with better outcomes. Conclusion: Two-thirds of EVT candidates were initially routed to PSHs despite greater chance of receiving EVT and having favorable outcomes if routed to a TCH in Korea. Process improvement is needed to direct appropriate patients to TCHs.
박윤,최낙천 조선대학교 학생지도연구소 2005 生活指導硏究 Vol.24 No.-
This study is to investigate the relationship between personality types and stress coping types of teachers. In this study. PFQ was performed for 115 teachers to find their personality types and the stress coping style was scaled for their ways of stress coping. The teachers' personality styles are divided into introversion vs. extroversion: stableness vs. unstableness: tender-mindedness vs. tough-mindedness: dependence vs. independence: low superego vs. high superego: and low creativity vs. high creativity. Stress coping style was sub-scaled into 9 styles: aggressive coping styles-assertive. strategic and positive: coping styles y emotional relaxation. self-motivation. tension releasing. wishful thinking: coping style by avoidance-self-rebuking. abnormal activity, pursuing social acceptance. The relationship between the personality styles and stress coping styles was investigated. 1 First. introvert-extrovert personality styles show differences in the aggressive stress coping styles-assertive and positive coping: the stress coping by emotional relaxation-tension releasing: and coping style by avoidnace-pursuing social acceptance. In theses. the extrovert uses the above sub-scaled stress coping styles than the introvert does. Second, for the second personality types, the group with stable personalirty uses the positive coping styles while the one with unstableness would use the negative coping styles more. Third, for the tender-and tough-mindedmess, the former group uses strategic, tension releasing and wishful thinking coping styles more than the latter group. Fourth, the independence group uses aggressive and emotional relaxation stress copting styles more than the dependent group. Fifthe, for the weak and strong superego groups, which are divided by the strength of their super egos, the teachers with strong superego use assertive, strategic, and wishful thinking styles to cope with stresses effectively. Sixth, there is no significant fifference in stress coping style for the low and high creativity groups. In conclusion, the extrovert. stable, tender-mindedness. independent, and strong superego teachers cope with stresses more effectively.