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철분 결핍성 빈혈이 어린이의 인지도 및 신경계 발달에 끼치는 영향
Walter, Thomas 대한영양사협회 1999 대한영양사협회 학술지 Vol.5 No.2
When iron deficiency anemia ensues during the first 2 years of life it has been associated with delayed psychomotor development and changes in behavior. These effects have been shown to persist after several months of iron therapy, despite complete correction of iron nutritional measures. Moreover, it is still uncertain whether or to what extent they are reversible after a extended period of observation, since the long term prospective follow-up studies reported to date, show the persistence of cognitive deficits at 5~6 and at 10 years of age in those who during infancy had anemia. The inherent difficulties of identifying intervening variables in the complex field of mental development, coupled in some cases with suboptimal design have prevented significant progress in the investigation of iron deficiency. However, two studies, one conducted in Costa Rica (Lozoff et al, 1987) and the other in Santiago, Chile (Walter, et al 1989), taking into careful consideration the potential pitfalls confirm conclusions arising from previous work. The Santiago study was performed in association with a field trial of fortified infant foods. One hundred ninety-six healthy, full-term infants were assessed with the Bayley scales of infant development(Bayley, 1969) at 12, 121/2 and 15 months of age. The Costa Rica study enrolled 191 12 to 23 month-old otherwise healthy infants with diverse iron status. The infants were divided into groups ranging from most to least iron deficient.
Walter Dawson 서울대학교 교육연구소 2010 Asia Pacific Education Review Vol.11 No.1
This paper examines private tutoring systems in three East Asian countries (Japan, South Korea, and Cambodia) with the purpose of examining the relationship between those systems and formal education systems. The study of private tutoring systems in each nation can be used to reveal the inadequacies of the formal education system in meeting the ideal of equal opportunity of education in relation to high-stakes examinations. In each nation, the private tutoring system functions as a "shadow education market" to absorb unmet demand for additional education in a parasitic relationship with the formal system. Governments have enacted various policies to respond to the growing private tutoring systems which have proven largely ineffective and often led to further expansion. Pedagogical and curricular practices in the private tutoring systems have functioned to increase "anxiety" and "insecurity" in regard to the formal education system with the purpose of expanding the market. Studies of mass schooling systems and equal opportunity are incomplete without due consideration toward the role of the private tutoring system. Efforts toward education policy-making and reform to further the ideal of equal opportunity of education must be informed by such research on private tutoring.