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허미화 한국초등교육학회 1997 초등교육연구 Vol.11 No.1
타인의 조건이나 정서적 상태를 이해하고 공유하는 능력인 공감은 본질상 생물학적으로 결정된 인간의 능력이다. 그러나 연령의 증가에 따른 공감의 발달은 환경에 내재하는 사회적 요소들의 영향을 받으며, 부모나 교사의 훈육 방식에 의해 좌우된다. 아동의 공감력 발달에 기여하는 사회화 요소들 가운데는 안정된 영아-엄마의 애착관계, 부모의 애정적 보살핌, 공감적 모델의 존재, 타인들과의 유사점 지각하기, 비경쟁적인 환경의 조성, 그리고 긍정적인 자아개념의 형성 등이 있다. 부모의 권유적 훈육도 아동의 공감력 발달에 기여하는 것으로 밝혀졌다. 한편 타인에 대하여 높은 공감력을 보여주는 아이들이 그렇지 않은 아이들에 비해 보다 친사회적으로 행동한다는 즉 공감과 친사회행동의 정적인 상관관계에 대한 주장은 많은 연구물들에 의해 지지되고 있다. 그러나 공감이 죄책감을 강화시키고 각성된 죄의식이 친사회행동을 낳는다는 주장에는 논란의 여지가 남아있다. Empathy, interpreted as a faculty to understand and share other's condition or emotional state, is the innate capacity that is biologically determined in every human being. However, the development of empathy along with ages of children is influenced by the social factors in their circumstances, and largely depends on the discipline techniques used by their parents and teachers. Among the factors of socialization contributing to the development of empathy in children, secure infant-mother attachmant, parental affection, availability of empathic models, perception of similarity to others, discouragement of interpersonal competition, and formation of a positive self-concept are important. It is also indicated that the inductive discipline technique chosen by parents promotes the development of empathy in children. Additionally, many research findings are supportive that children highly empathic to others act more prosocially than other children, that is, empathy and prosocial behavior are positively correlated. However, it is still disputable that the empathy reinforces the guilty feeling and then the aroused guiltness draws prosocial behavior.
허미화,김희경,이한상,김지연,안진석,임영혁,박연희 대한내과학회 2019 The Korean Journal of Internal Medicine Vol.34 No.5
Background/Aims: We conducted a retrospective analysis of the clinical activity of fulvestrant in postmenopausal women with hormone receptor-positive, human epidermal growth factor receptor 2 (HER2)-negative metastatic breast cancer (MBC) previously treated with endocrine therapy and/or chemotherapy. Methods: We reviewed the medical records of all patients with MBC treated at Samsung Medical Center between January 2009 and August 2016. Patients received fulvestrant 250 mg intramuscularly every 28 days (from January 2009 to November 2010) or 500 mg intramuscularly every 28 days (from December 2010 to August 2016). Tumor responses were assessed every 8 weeks and at the end of treatment, as well as when disease progression was suspected. Results: A total of 84 patients were included in this study. A median of two previous endocrine treatments had been performed; 79% of the patients had received two or more endocrine treatments. Forty-five patients (54%) had been treated with chemotherapy for MBC before the fulvestrant treatment course. Visceral metastasis was found in 49 patients (58%). The estimated median progression-free survival and overall survival were 4.4 months (95% confidence interval [CI], 3.4 to 5.5) and 32.5 months (95% CI, 17.6 to 47.4), respectively. The disease control rate was 40.5% (95% CI, 30.5 to 51.5); partial response was observed in 16% of the patients and stable disease was observed in 25% of the patients. The most frequently reported adverse reactions were mild-to-moderate grade myalgia (10.5% of the patients), injection site pain (7%), and fatigue (7%). Fulvestrant was generally well tolerated. Conclusions: Fulvestrant showed encouraging clinical activity and favorable feasibility in postmenopausal women with MBC who had been treated with multiple endocrine therapies and/or cytotoxic chemotherapies.
허미화 한국초등교육학회 1993 초등교육연구 Vol.7 No.1
이 연구는 유치원과 학령초기 아동들의 책임행동성향을 증진하기 위한 교수학습방법을 고찰하고자 하는 목적에서 행해졌다. 문헌연구를 통해 훈련, 본보이기, 권유방법 등이 검토되었고, 현장연구는 뉴욕시에 위치한 기독교 학교에서 실행되었다. 현장연구자료는 1992년 1월부터 6월까지 28차례에 걸친 학교방문에서, 관찰법, 면접법, 설문지법, 조사법 등을 통해 수집되었다. 질적 연구로써, 발견사항의 전반적인 묘사와 해석을 중심으로 하는 귀납적 방법을 사용하였다. 연구결과, 교사들이 어린 학생들에게 책임행동성향을 격려하기 위하여 사용하는 것들로써 훈련, 간접적 지시, 본보이기, 권유 방법 등을 발견하였다. 본보이기가 특히 효과적인 방법으로서 다른 방법들의 효율성 여부에 깊은 영향을 미쳤으며, '어떤 방법'으로 가르치느냐만큼 '어떤 사람'이 가르치느냐가 책임행동성향의 증진에 중요함을 보여주었다. This study is concerned with that education seeks to develop tendencies to behave responsibly in young children. A Christian school was chosen as the research site. A kindergarten (KG) and a first-grade (FG) class - 2 teachers and 22 children - were used as subjects. This study concentrated on four questions: 1) What are the teachers' definitions of responsibile behavior?: 2) What kinds of responsible behavior do the teachers emphasize in their classrooms?: 3) What methodologies do the teachers adopt for developing tendencies to behave responsibly in children?: and 4) What kinds of responsible behavior do the children demonstrate in the classroom? This study made use of observations, interviews, a survey, and a questionnaire. The significant findings were: 1. During interviews, the teachers identified 8 behavioral characteristics (BCs) as responsible, whereas 7 BCs and 4 BCs were emphasized respectively by the KG and FG teachers during observations. 2. Both teachers used the methodologies of discipline, indirect directive, modeling, and induction, and combined these single methodologies as discipline and modeling, discipline and induction, and modeling and induction. 3. The discipline methodology was most frequently used by both teachers. Indirect directive was recurrently observed in the FG teacher. Induction was often used alone or combined with discipline by the KG teacher. As a modeling effect, behavioral patterns of the teachers were consistantly mirrored by their students.