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김종형 ( Jong Hyung Kim ),오지선 ( Ji Seon Oh ),김동민 ( Dong Min Kim ),허성재 ( Seong Jae Huh ),임경훈 ( Kyung Hun Lim ),도기원 ( Gi Won Do ),홍순형 ( Soon Hyung Hong ),최승원 ( Seung Won Choi ) 대한류마티스학회 2010 대한류마티스학회지 Vol.17 No.1
Periorbital edema is a rare manifestation of systemic lupus erythematosus (SLE). We describe here a patient with bilateral periorbital edema as a presenting symptom of SLE. A 23-year-old woman was admitted for a sudden onset of severe periorbital edema that developed 7 days previously. On the basis of the malar rash, arthritis of the right hand and left wrist, leukopenia, proteinuria and the positive anti-nuclear and anti-dsDNA antibodies, she was diagnosed with SLE. Kidney biopsy revealed lupus nephritis (WHO class IV). After treatment with high dose of steroids, intravenous cyclophosphamide and daily hydroxychloroquine, her symptoms resolved, including the periorbital edema. She was discharged with prescriptions for prednisolone and hydroxychloroquine and she remains well.
Lipsky의 일선관료제 모형을 적용한 초등학교 과정중심평가 정책집행 분석
최재원(Choi, Jae-Won),김도기(Kim, Do-gi) 한국교육행정학회 2020 敎育行政學硏究 Vol.38 No.5
이 논문은 Lipsky의 일선관료제 모형을 활용하여 2015개정교육과정의 전면 시행과 함께 도입된 과정중심평가가 일선관료인 현장의 교사들에 의해 어떻게 운영되고 있는지를 분석하는데 그 목적이 있다. 분석 결과 교사들의 직무환경은 Lipsky가 제시한 일선관료의 직무환경과 일치하였다. 과정중심평가에 대한 모호한 법규와 규정, 행정업무와 각종 사업으로 인한 자원과 시간의 부족, 교육과정 재구성과 학생의 정의적 영역에 대한 평가에 대한 권위의 위협, 그리고 과정중심평가 집행 과정과 결과에 대한 평가의 어려움이라는 특징이 나타났다. 이러한 직무환경으로 인해 교사들의 과정중심평가 집행과정에서 용어의 재정의를 통한 단순화, 교과별·활동별 평가 유형을 결정하여 운영하는 정형화, 과정중심평가 자체에 대한 회피 등의 대응기제가 나타나고 있음을 알 수 있었다. 이러한 연구결과를 통해 과정중심평가를 집행하는 데 Lipsky의 일선관료제 모형이 적용되고 있음을 발견하였고, 효과적인 정책집행에 대해 제언하였다. The purpose of this paper is to analyze how the Process-Focused Assessment, introduced with the full implementation of the 2015 revised education course by utilizing Lipsky"s Street-Level Bureaucracy model, is being operated by teachers in the field, which is the Street-Level Bureaucrat. According to the analysis, the job environment of the teachers was consistent with the job environment of the Street-Level Bureaucracy suggested by Lipsky. It was characterized by ambiguous laws and regulations on Process-Focused Assessment, lack of resources and time due to administrative work and various projects, threat of authority over curriculum reconstruction and assessment of students" affective areas, and difficulty in assessing the process and results of Process-Focused Assessment. Due to this work environment, it was found that in the course of the teachers" course of Process-Focused Assessment, there were mechanisms for responding to the simplification through redefining the terms, stereotyping the types of assessment by subject and activity, and avoiding the process-oriented evaluation itself. Through these findings, we found that Lipsky"s Street-Level Bureaucracy model was applied to the execution of Process-Focused Assessment, and suggested suggestions for policy implementation.