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Enterovirus 71 Brainstem Encephalitis Presenting with Pulmonary Hemorrhage and Acute Heart Failure
이명숙(Myoung Sook Lee),김은희(Eun Hee Kim),이윤정(Yun Jeong Lee),오기원(Ki Won Oh),이경연(Kyung Yeon Lee) 대한소아신경학회 2014 대한소아신경학회지 Vol.22 No.3
Enterovirus 71 has been recognized as being highly central nervous system (CNS) involved and presents with diverse neurologic manifestations. Brainstem encephalitis is the most common neurologic manifestation of CNS involvement by enterovirus 71, and manifests myoclonus, ataxia, tremor, and autonomic dysfunction such as pulmonary hemorrhage. Here we report a 31-month-old girl with enterovirus 71 brainstem encephalitis presenting with pulmonary hemorrhage and acute heart failure. The patient was admitted to emergency department of our hospital due to high-grade fever, vomiting, myoclonus, and tremor 4 days after hand, foot and mouth disease. Four hours after admission, the patient presented with pulmonary hemorrhage and acute heart failure. CSF analysis demonstrated white blood cell 60/mm3, red blood cell 1/mm3, protein 43.0 mg/dL, and glucose 149 mg/dL. Despite aggressive management including intravenous immunoglobulin, milrinone and empirical antimicrobial therapy, the patient died due to uncontrolled pulmonary hemorrhage and shock in 15 hours after admission at emergency department. In stool specimen obtained from the patient, enterovirus 71 (subgenotype C4a) was detected. This case suggests that an early diagnosis of central nervous system involvement in patient with enterovirus 71 infection is vital because brainstem encephalitis resulting from enterovirus 71 infection can rapidly progress to the critical state of disease.
경기지역 중학생의 식행동실태 및 학업관련 인자와의 관계
이명숙(Lee, Myoung Sook),현화진(Hyun, Wha Jin),송경희(Song, Kyung Hee) 한국영양학회 2018 Journal of Nutrition and Health Vol.51 No.5
본 연구는 2011년 7월 4일부터 2011년 8월 24일까지 중학생들의 식행동 실태와 식행동과 학업관련 인자의 관계를 분석하고자 경기지역의 일부 중학교의 남자 중학생 295명, 여자 중학생 285명을 대상으로 설문지 조사 방법을 통하여 학업관련 인자와 식행동을 조사하여 분석하였다. 연구대상자들의 수면시간은 6 ~ 8시간 미만이 71.3%로 많았고, 학교 외 공부시간은 2 ~ 4시간 미만이 가장 많았다. 과외, 학원 공부에 대한 스트레스에서는 ‘거의 받지 않는다’가 가장 많았으며 남학생이 여학생 보다 스트레스를 더 많이 받고 있었다. 중학생들의 식습관 점수는 ‘과일을 매일 먹습니까?’ ‘아침은 매일 규칙적으로 먹습니까?’의 점수가 높았고, ‘식사를 할 때는 식품 배합을 생각해서 먹습니까?의 점수가 가장 낮았다. 평균 식습관 점수는 남학생 3.69 ± 0.67점 여학생은 3.62 ± 0.67점으로 중간정도 수준으로 양호한 것으로 나타났다. 식습관에서 남학생들은 ‘우유를 매일 마십니까?, 여학생들은 ‘과일을 매일 먹습니까?’에서 높은 점수를 나타내었다. 중학생의 하루 평균 식사횟수는 3회하는 학생이 가장 많았고 한 끼 식사에 걸리는 시간은 10 ~ 20분 걸리는 학생이 가장 많았으며, 남학생이 여학생보다 한 끼 식사에 걸리는 시간이 짧았다. 식사가 규칙적인편인 학생이 가장 많았으며 간식 섭취 횟수는 하루 1 ~ 2회가 가장 많았다. 학업관련인자에 따른 식행동 실태에서는 학교 외 공부시간이 2시간 이상인 학생들이 2시간 미만 공부하는 학생에 비해 식습관 점수가 높았고, 학교외 공부시간 2시간 미만인 학생이 2시간 이상 공부하는 학생에 비해 2끼를 먹는 비율이 유의적으로 높게 나타났다. 수면시간이 증가할수록, 하루 평균 공부시간이 많은 학생일수록 식사를 규칙적으로 하는 비율이 증가하였다. 이상의 결과를 종합하면, 조사대상 중학생들은 대체로 적정 시간의 수면을 취하고 있었고, 전체적으로 학생들의 과외, 학원 공부에 대한 스트레스 정도는 크지 않은 것으로 나타났다. 식습관은 중간 이상의 점수였으며, 하루 3끼니의 식사를 하고 식사가 규칙적인 학생들이 많았다. 또한 학생들의 수면시간과 학교 외 공부시간이 식습관 점수와 식행동에 관련성을 보였다. 따라서 본 연구 대상자들의 식습관이 비교적 양호하고, 학업 관련 스트레스도 크지 않게 나타난 것은 매우 다행스럽다고 할 수 있다. 그러나 식습관이 수면시간과 학교 외 공부시간 등의 학업관련 인자와 관련성을 보였으므로, 특히 학업 부담으로 인한 학업관련 인자들의 문제를 가지고 있는 학생들에게 더 많은 관심을 가지고, 학생들이 규칙적인 식습관을 형성할 수 있도록 올바른 식행동에 대한 교육이 이루어져야 하겠다. Purpose: This study was conducted to examine the status of dietary behavior and its association with study-related factors in middle school students. Methods: Study-related factors, dietary habit score and dietary behaviors were surveyed by questionnaire and then analyzed. A total of 580 students in some middle schools in Gyeonggi-do participated in this study. Collected data were analyzed using SPSS for windows Ver. 22.0. Results: 71.3% of the subjects slept for 6 ~ 8 hours, and the studying time outside of school was the highest (2 ~ 4 hours). The highest score for stress from studying by private lessons or academies was ‘seldom stressed’, with higher stress being observed in male students than female students. The average dietary habit score was 3.69 in male students and 3.62 in female students. The highest average time for meal eating was 10 ~ 20 minutes, with shorter times being observed for male students than female students. Eating meals was regular in most students and the highest number of snack eating was 1 ~ 2 times a day. For dietary behaviors by study-related factors, students with more than 2 hours of studying time outside of school showed higher dietary habit scores than those with less than 2 hours, who showed significantly higher rates of eating 2 meals a day. As the sleeping hours and daily average studying hours increased, the rate of regular meal eating increased significantly. Conclusion: The students showed good, above average dietary behaviors, but gender differences in study-related factors and dietary behaviors. Moreover, the sleeping hours and the studying time outside of school were correlated with dietary habit scores and dietary behaviors. Thus, continuous and systematic education for proper dietary behavior is needed along with greater interest in students with problems of study-related factors, particularly those due to study burden.
소집단 실험활동에서 나타난 중학생 질문 - 응답의 유형과 빈도
이명숙 ( Myoung Sook Lee ),조광희 ( Kwang Hee Jo ),송진웅 ( Jin Woong Song ) 한국과학교육학회 2004 한국과학교육학회지 Vol.24 No.2
This study investigated the types and frequencies of student-student questioning (SSQ) in a small group activities, 5 in one group or 2 in one group, during school experiments. Five girls of seventh grade were observed during school experiments and interviewed afterward. Between students, information-type questions were asked more frequently than thought-type questions. Most of the information-type questions were procedural ones and most of the thought-type questions were comprehension ones. However, thought-type questions did not make further discussion in the activities. The rate of answers in the case of 2 in one group was higher than that of 5 in one group. Moreover, the similar tendency was found when we investigated the rate of helpful question-answers. In a pair, lower achiever usually asked questions, not answered as much as in 5 in one group, and higher achiever answered. The frequency of SSQ in a pair was relatively low when there was a big difference of science achievements between pair members. In conclusion, information-type questions were asked more frequently than thought-type questions during school experiments and the rate of helpful question-answers was higher when group members was fewer.