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박정미,최병욱,정우상,Park, Jung-Mi,Choi, Byung-Ok,Jung, Woo-Sang 대한한방내과학회 2001 대한한방내과학회지 Vol.22 No.3
Objectives: We were to assess the effectiveness of combined therapy of Oriental Medicine and Western Medicine on acute stroke. Methods: We selected acute middle cerebral artery territory infarction subjects, within 3 days after stroke onset, who had never have any type of stroke history before. The subjects, admitted to department of Oriental Medicine, received combination therapy of western medical treatment including thrombolytic, anticoagulant, or antiplatelet agents and oriental medical treatment including acupuncture and herbs medication. The other subjects, admitted to department of Neurology, received only modern western medical treatment. The National Institute of Health Stroke Scale (NIHSS) was checked at admission, 1 week and 2 weeks later to assess neurologic improvement. The Modified Barthel Index (MBI) was checked 1 week and 2 weeks after admission to motor function recovery. Results: Comparing the NIHSS between baseline and 1 week later, the combination therapy group showed more improvement than the single-treated with anticoagulants group. However, there was no significant difference between the two groups, comparing 1 week and 2 weeks later with the NIHSS and the MBI. Conclusions: Combination therapy have more beneficial effect on acute stage of stroke.
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초급 한국어 학습자를 위한 다독(Extensive Reading) 수업 방안 연구
박정미 한국문학언어학회 2025 어문론총 Vol.104 No.-
This study applies the concept of “Reading to Learn” to implement an “Extensive Reading” program for beginner Korean learners in an academic classroom setting. “Reading to Learn” is a pedagogical approach that supports international students in their transdisciplinary studies and is particularly effective when applying “Extensive Reading” in classroom contexts. An “Extensive Reading” program tailored to beginner learners was designed from the “Reading to Learn” perspective and implemented over a 10-session, 5-week period in a step-by-step format. This study explores the applicability of “Extensive Reading” within the Korean language curriculum and provides useful guidelines for designing reading classes for beginner learners grounded in “Reading to Learn.” The findings are summarized in two key points: First, the “Reading to Learn” perspective effectively clarifies the learning goals behind Korean reading instruction and strengthens learners’ motivation to complete tasks. Second, “Extensive Reading” for “Reading to Learn” supports not only Korean language acquisition but also broader subject learning. Therefore, “Extensive Reading” can serve as a pedagogical alternative in Korean language education, functioning as a transdisciplinary instructional strategy.
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