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Health Indicators Related to Disease, Death, and Reproduction
최정빈,기모란,권호장,박보영,배상혁,오창모,천병철,오경재,이영훈,이태용,정해관,최보율,박정한,박수경 대한예방의학회 2019 예방의학회지 Vol.52 No.1
One of the primary goals of epidemiology is to quantify various aspects of a population’s health, illness, and death status and the determinants (or risk factors) thereof by calculating health indicators that measure the magnitudes of various conditions. There has been some confusion regarding health indicators, with discrepancies in usage among organizations such as the World Health Organization the, Centers for Disease Control and Prevention (CDC), and the CDC of other countries, and the usage of the relevant terminology may vary across papers. Therefore, in this review, we would like to propose appropriate terminological definitions for health indicators based on the most commonly used meanings and/or the terms used by official agencies, in order to bring clarity to this area of confusion. We have used appropriate examples to make each health indicator easy for the reader to understand. We have included practical exercises for some health indicators to help readers understand the underlying concepts.
성공적인 Flipped Learning을 위한 수업컨설팅 요소 및 절차연구
최정빈,강승찬 한국공학교육학회 2016 공학교육연구 Vol.19 No.2
The purpose of this study is to identify core elements required of instruction consulting and to develop a systematic consulting procedure for successful Flipped Learning. The main contents of this study to achieve its purpose are as follows. First, core elements required of consulting are deduced by analyzing cases of instruction implemented with Flipped Learning. Second, consulting procedure is constructed based on core consulting elements of Flipped Learning. Based on the study results, the 3P process is suggested as the elements and procedure of instruction consulting for Flipped Learning. The 3P process has the following characteristics. The first stage Preparation involves guiding students to have an objective viewpoint about the lesson beginning with building a relationship with the instructor. Also, a lesson plan and source materials for lesson are selected and developed. The second stage Performance involves implementing lesson coaching oriented towards cooperative problem-solving to find better direction. The last stage Post-review involves introspection necessary for continuous quality improvement of lessons. The validity of the instruction consulting elements for Flipped Learning applied to deduce the aforementioned results has been verified after specialist review and field application.
공과대학의 Flipped Learning 교수학습 모형 개발 및 교과운영사례
최정빈,김은경 한국공학교육학회 2015 공학교육연구 Vol.18 No.2
Recently, there has been an increasing interest in ‘Flipped Learning,’ an IT-based learner-centered teaching-learning method correspondingto meet the paradigm of the future education. For smooth Flipped Learning, there are three steps in total: a pre-class should precede;then, in the structure of classes in the classroom, in-class learning among peer learners should be done; and lastly, the operation ofa post-class should be done. For successful Flipped Learning, class elements in each step should be designed with a time difference,interconnected so as to achieve a single educational objective. However, it was found that there was a limitation in that the teaching-learningmodel of the preceding Flipped Learning consisted of the order of analysis, design, development, implementation and evaluation asgeneral procedures, so it would not sufficiently consider the situations of Flipped Learning only. On this background, this thesis proposesa differentiated Flipped Learning model for mastery learning in a subject of an institute of technology as a model of systematic instructionaldesign and presents a case of a class applied to an actual subject of computer engineering.
최정빈,장지연,안윤석,박수경 대한예방의학회 2018 Journal of Preventive Medicine and Public Health Vol.51 No.6
Objectives: The objective of this study was to assess the relationship between systolic and diastolic blood pressure (SBP, DBP) and the risk of death from specific causes other than cardiovascular diseases. Methods: We calculated the risk of specific death by SBP and DBP categories for 506 508 health examinees in 2002-2003 using hazard ratios (HRs) and 95% confidence intervals (CIs) in a Cox proportional hazards model. Results: Compared to normal levels (SBP <120 or DBP <90 mmHg), stage I systolic and diastolic hypertension (SBP 140-159, DBP 85-89 mmHg, respectively) were associated with an increased risk of death from diabetes mellitus, alcoholic liver disease, and renal failure (HR, 1.83; 95% CI, 1.51 to 2.22; HR, 1.24; 95% CI, 1.06 to 1.46; HR, 2.30; 95% CI, 1.64 to 3.21; HR, 1.67; 95% CI, 1.27 to 2.20; HR, 1.99; 95% CI, 1.41 to 2.81; HR, 1.31; 95% CI, 0.99 to 1.73, respectively), but a decreased risk of death from intestinal pneumonia (HR, 0.64; 95% CI, 0.42 to 0.98; HR, 0.59; 95% CI, 0.39 to 0.91). Only stage II systolic hypertension (SBP ≥160 mmHg) was associated with an increased risk of death from pneumonia, liver cirrhosis, and intestinal ischemia (HR, 1.54; 95% CI, 1.19 to 1.98; HR, 1.46; 95% CI, 1.00 to 2.15; HR, 3.77; 95% CI, 1.24 to 11.40, respectively), and stage I and II diastolic hypertension (SBP 140-159 and ≥160 mmHg) were associated with an increased risk of death from intestinal ischemia (HR, 3.07; 95% CI, 1.27 to 7.38; HR, 4.39; 95% CI, 1.62 to 11.88, respectively). Conclusions: An increase in blood pressure levels may alter the risk of death from certain causes other than cardiovascular diseases, a well-known outcome of hypertension, although the mechanism of these associations is not well documented.