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자기공명영상으로 진단된 장막하 자궁근종에 의한 Pseudo-Meigs 증후군: 증례 보고
박현진,정승은,이재문,이교영,한구택,한성태 대한영상의학회 2002 대한영상의학회지 Vol.47 No.6
저자들은 골반 종양 환자에서 동반된 복수와 흉수 그리고 혈청 CA-125의 수치의 증가로 임상적으로 악성양상을 보였으나, 자기공명영상으로 자궁근종의 특징적인 신호강도를 보여 진단 가능하였던 pseudo-Meigs 증후군을 보고하고자 한다. We report a case of pseudo-Meigs syndrome due to a large subserosal leiomyoma in a patient with a high serum carcinogenic antigen 125 level. Initial clinical examination suggested disseminated malignant disease though the typical signal characteristics of leiomyoma, seen at MR imaging, led to the diagnosis of pseudo-Meigs syndrome.
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박현진,김지윤,유병희,문성수,한덕희,강신주 대한신장학회 1991 Kidney Research and Clinical Practice Vol.10 No.3
Hypophosphatemia is a relatively common findings in hospitalized patients, especially severe hypophos- phatemia has been associated with significant morbidity. We reviewed severe hypophosphatemic patients who admitted in National Medical Center between January, 1989 and December, 1989. The following results were obtained. 1) The incidence of hypophosphatemia was 9.6%(364 of 2762) and 44 patients (3.3%) showed severe hypo-phosphatemia. 2) Contributing causes were intravenous glucose administration, antacids treatment, diarrhea and fasting in order of frequency. 3) Other electrolytes abnormalities were hypocal- cemia (54.5%), hypomagnesemia (57.2%), hyponatremia (31.8%) and hypokalemia (27.3 %). 4) Fifteen patients (34.1%) with severe hypophos-phatemia showed abnormal renal function. 5) The odds ratio for developing the severe hypophos- phatemia was 43.1 (95% confidence interval 2.9 to 623.6) in patients with diabetic ketoacidosis, 30.1 (10.8 to 83.8) in septic patients, 9.9 (1.2 to 82.6) in alcoholics, and 9.2 (l. 1 to 75.7 ) in malnourished patients. 6) Overall mortality of patients with severe hypo-phosphatemia was 27.3% (12 of 44). From the above results, we conclude that severe hypophosphatemia is a relatively common finding in hospitalized patients, especially in those with certain medieal conditions (diabetic ketoacidosis, septicema, aicoholics & malutrition). It is associated with significant excess morbidity.
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박현진 초등교육학회 2019 初等敎育學硏究 Vol.26 No.2
본 연구는 교사 협력문화가 최근 우리나라 교육 현장에 특징적으로 나타나고 있는 교사학 습공동체와 교사소진에 어떠한 영향을 미치는지 파악하는데 목적을 두고 있다. 이를 위하여 2018년 8월부터 9월까지 8주 동안 전국의 초등학교 교사를 대상으로 설문조사를 실시하였다. 수집된 307부의 자료에 대하여 상관분석, 단순회귀분석, 다중회귀분석으로 분석하였다. 연구 결과 교사 협력과 교사학습공동체 간에는 정적 상관관계가 있었으며, 교사 협력은 교사학습 공동체 수준에 유의한 정적 영향을 미치고 있었다. 특히 교사 협력의 하위 요인 중 전문적 동료학습 기회, 목표 공유 및 지원체제, 인간적인 관계, 학교장 리더십이 교사학습공동체 수 준에 영향을 주었다. 또한 교사 협력과 교사소진 간에는 부적 상관관계가 있었으며, 교사 협 력은 교사소진에 유의한 부적 영향을 미치는 것으로 나타났다. 특히 교사 협력의 하위 요인 중 인간적인 관계, 학교장 리더십, 부정적 상호작용이 교사소진에 영향을 주었다. 이러한 결 과는 교사학습공동체의 수준을 높이거나 교사소진 문제를 해결하기 위해 교사 협력의 특정한 요인들이 활용될 수 있음을 시사한다. This study aims to analyze the influence of the teacher collaboration toward the teachers learning community and teacher burnout. The results are as follows. First, grand mean of teacher collaboration is 3.78 points in five-point scale, so exceeds the general level. Cognitive level by sub factors of teacher collaboration by background variables has a meaningful difference according to working period and an experience working at an innovation school. Second, grand mean of teachers’ professional learning community is 3.72 points in five-point scale, so is higher than the general level. Cognitive level by sub factors of teachers’ professional learning community by background variables has a meaningful difference according to working period and an experience working at an innovation school. Third, grand mean of teachers’ burnout is 2.50 points in five-point scale, so is lower than the general level. Cognitive level by sub factors of teachers’ burnout by background variables has a meaningful difference according to working places, working period and a position as a homeroom teacher. Forth, there is a positive relationship between teacher collaboration and teachers’ professional learning community. Teacher collaboration has a meaningful and positive effect on teachers’ professional learning community. The effects of teacher collaboration on teachers’ professional learning community have 70.8% of explanation power. Fifth, there is a negative relationship between teacher collaboration and teachers’ burnout. Teacher collaboration has a meaningful and negative effect on teachers’ burnout. The effects of teacher collaboration on teachers’ burnout have 18.1% of explanation power.
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