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Peritonsillar Involvement in Pyoderma Gangrenosum associated with Ulcerative Colitis
변유미,이준,이상준,박철진,윤나라,김영대,박찬국,김만우 대한장연구학회 2014 Intestinal Research Vol.12 No.2
Peritonsillar abscess is a common deep throat infection. Early diagnosis and prompt, appropriate management of a peritonsillarabscess prevents mortality. A 45-year-old woman on steroids for an ulcerative colitis (UC) exacerbation presented with sorethroat and multiple skin ulcers on her left forearm and right foot. Computed tomography of the neck revealed a peritonsillar abscess. Gram staining and culture of the abscess were negative, and a skin biopsy suggested pyoderma gangrenosum (PG). Thefinal diagnosis was peritonsillar involvement of steroid-refractory PG-associated UC. The patient showed a complete responseto infliximab. Here, we report a case of successful infliximab treatment for peritonsillar involvement of steroid-refractory PG associated UC.
류마티스관절염 환자의 혈청 내 항GPI 항체의 임상적 의의
변유미 ( Yu Mi Byeon ),김상현 ( Sang Hyon Kim ),박성환 ( Sung Hwan Park ) 대한류마티스학회 2007 대한류마티스학회지 Vol.14 No.4
Objective: Anti-glucose-6-phosphate isomerase (GPI) antibody (Ab) is known to be arthritogenic in K/BxN mice. Anti-GPI Ab is present in some patients with rheumatoid arthritis (RA), but their clinical manifestations are not clearly elucidated. The purpose of this study was to evaluate whether GPI serves as a specific autoantigen in patients with RA and to investigate the relationship of anti-GPI Ab with clinical parameters of RA. Methods: Sera were collected from 54 patients with RA, 15 patients with osteoarthritis (OA) and 28 healthy controls. The samples were tested by enzyme-linked immunosorbent assay (ELISA) using human recombinant GPI as antigen. Patients with RA were classified according to rheumatoid factor (RF) positivity, the presence of RA shared epitope (SE), the presence of extraarticular manifestations, and evidence of bony erosive changes. Results: Serum levels of anti-GPI Ab were higher in patients with RA than controls (1599.46±1022.48 versus 344.82±223.16 AU, p<0.001), and the levels of patients with OA were also higher than controls (1161.47±917.44 versus 344.82±223.16 AU, p<0.01). In RA, there were no significant difference in anti-GPI Ab levels according to RF positivity, the presence of RA SE, the presence of extraarticular manifestations, and evidence of bony erosive changes. Conclusion: Our results suggest that anti-GPI Ab may not be RA specific Ab and not related to the severity of RA.
초임유아교사의 교직적응 지원을 위한 디지털 스토리텔링 기반 멘토링의 교육적 의미
변유미 ( Byun Yoo Mi ),조형숙 ( Cho Hyung-sook ) 한국어린이문학교육학회 2016 어린이문학교육연구 Vol.17 No.3
본 연구는 연구자가 멘토가 되어 사립유치원에 근무하고 있는 5명의 초임유아교사들을 대상으로 3개월 동안 디지털 스토리텔링을 기반으로 하여 초임유아교사의 교직적응을 지원하는 멘토링을 실시하였다. 이러한 디지털 스토리텔링의 기반 멘토링 과정에서 나타나는 초임유아교사의 경험을 살펴보고 그러한 경험이 갖는 교육적 의미를 탐색해 보았다. 이러한 목적에 따른 구체적인 연구 문제는 다음과 같다. 첫째, 초임교사의 교직적응을 위한 디지털 스토리텔링은 활용한 멘토링과정은 어떻게 이루어지는가? 둘째, 초임유아교사의 교직적응은 위한 디지털 스토리텔링 멘토링과정에서의 교육적 의미는 무엇인가? 에 대한 질문에 대한 대답은 얻기 위해 12주 동안 질적 연구를 수행하였다. 연구 결과 디지털 스토리텔링이 초임유아교사의 심리적 안정과 교직생활에 효율적으로 적응할 수 있도록 심리적ㆍ정서적 역할을 한다는 것을 보여 주었다. 본 연구에서는 초임유아교사의 교직적응의 향상을 위해서는 교직문화를 이해하고 전문적인 지원에 앞서 심리적 안정감이 밑받침되어야 하는 것을 보여주며 이러한 역할을 효과적으로 수행하기 위해서는 디지털 스토리텔링이 적합 한다는 것을 시사하고 있다. This study examined the impact of mentoring based on Digital Storytelling as an induction program component aimed to improve new teachers’ emotional support as well as their professional support. The 12-week mentoring program was done with one researcher as the mentor and six new early childhood teachers as the mentees. The results are as follows. First, five early childhood teachers expressed their emotions and personal experiences through digital storytelling. Second, the mentoring program based on digital storytelling emphasized emotional support rather than professional support. Third, digital storytelling’s accessibility enables the teachers to convey a point of view, a dramatic question or emotional content via the storyteller’s voice, soundtrack, and pacing as well as using just enough content to tell the story without overloading the viewer. Fourth, the mentor’s role was more psychological rather than professional. Furthermore, the digital storytelling, a short weekly journal and an interview process created an atmosphere for both the mentor and mentees for reflection. Mentees completely opened up to the mentor; thus, the mentor was able to understand their levels of stress and anxiety. Finally, the suggested mentoring program incorporates the idea that one program does not fit all early childhood teachers and implications in teacher education and policies are also discussed.