http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
李昌周(Chang Ju Lee),朴聖德(Sung Duk Park),姜世潤(Sae Yoon Kang),李德鏞(Duk Yong Lee) 대한정형외과학회 1968 대한정형외과학회지 Vol.3 No.4
A paralytic hip with subluxation or dislocation in the child may be treated by a long leg brace with ischial seat hip fusion, muscle or tendon transfer, or more recently hy Pemberton's or Salters osteotomy. 19 cases of such hips, encountered at Seoul National University Hospital during the 5 year period from. April 1964 to November 1968, has been treated one way or the other by the reporters. In our experience a combination of muscle or tendon transfer or transfers and an arthoplasty of Pemberton or Salter type can be carried out at the same settings. We also believe that such combined procedures result in better and more permanent rehabilitation of the hip than either muscle or tendon transfer or arthroplasty alone and often can eliminate ischial seat braces and the need for hip fusion. and thus a flail hip can be functionally salvaged.
유아수학능력 향상을 위한 프로그램 및 활동의 효과에 관한 메타분석
김은정(Kim, Eun-Jung),박성덕(Park, Sung-Duk),김경철(Kim, Kyung-Chul) 한국열린유아교육학회 2012 열린유아교육연구 Vol.17 No.2
본 연구는 메타분석 방법을 활용하여 유아수학능력 향상을 위한 프로그램 및 활동의 효과를 분석하고, 이를 바탕으로 유아수학능력 향상 프로그램 및 활동의 발전방안을 제시하는데 있다. 이와 같은 목적을 달성하기 위하여 2002년에서 2011년 사이 발표된 국내 관련 연구 32편을 대상으로 총 35개의 효과크기를 산출하였다. 연구 결과 유아수학능력향상 프로그램 및 활동의 전체 효과크기는 .93으로, 매우 큰 효과가 있는 것으로 나타났다. 또한 범주형 조절변인에 따른 효과차이를 분석한 결과 연령, 평가도구, 기관유형, 프로그램 및 활동의 접근유형, 출판변인에 따라 효과크기에 유의미한 차이가 있는 것으로 나타났다. 마지막으로 연속형 조절변인인 학급의 크기 및 처치기간이 효과크기와 어떠한 관계가 있는지 메타회귀분석을 실시한 결과 처치기간과 유의미한 정적 관계가 발견되었다. 본 연구의 결과를 종합하면, 유아수학능력 향상 프로그램 및 활동은 유아의 수학능력에 큰 효과가 있었으며, 유아교육현장에서 이러한 활동들이 더 잘 이루어지기 위해서는 유아의 특성 및 다양한 조절변인들이 고려되어야 한다는 결론을 내릴 수 있다. The purpose of this study was to examine the effects of early childhood mathematics programs and activities, which were geared toward improving the mathematics ability of preschoolers. The meta -analysis was used and it was an attempt to suggest some of the right directions for the development of early childhood mathematics programs and activities. The Relevant domestic studies that were conducted between 2002 and 2011 were analyzed, and 35 effect sizes were selected. The overall effect size of the programs and activities geared toward improving mathematics ability was .93, which indicated that they produced huge effects. As a result of analyzing any possible differences in effect size according to the nominal moderating variables, there were significant gaps according to age, evaluation tool, types of institution, types of approach, and publication variables. Finally, a meta- regression analysis was carried out to determine the relationship of effect size to class size and the period of program or activity that was continuous moderating variables, and there was a significant positive relationship between the effect size and the period of the program or activity. Based on the findings of the study, it"s concluded that the early childhood mathematics programs and activities geared toward improving the mathematics ability of preschoolers had great effects on the mathematics ability of preschoolers, and that the characteristics of preschoolers and a wide variety of moderating variables should all be taken into account in order to produce better effects in the sector of early childhood education.
Hereoitary Osteo-Onycho Dystrophy(HOOD)(Nail-Patella Syndrome) 의 1例
河權益(Kwon Ick Ha),朴聖德(Sung Duk Park),石世一(Sae Il Suk) 대한정형외과학회 1968 대한정형외과학회지 Vol.3 No.4
HOOD is a syndrome affecting mainly nails, elbows, pelvis and knees, and inherited as mendelian dominant trait which is probably mediated by a single mutant autosomal gene with variable expressivity. The name of HOOD was first used by Roeckerath in 1951, and was first described by Little in 1897. This syndrome has many synonyms such as Nail-Patella Syndrome. Fong's Syndrome, Iliac Horns Syndrome. Onycho Arthro-Osteodysplasia, Hereditary Onycho-Osteo Arthrodysplasia, Etc. The authors experienced a succesful surgical treatment of recurrent dislocation of patella in 13 years old girl of HOOD. Survey was carried out on her family and found 6 positive cases among 11 members.
유아 마음이론 발달을 위한 교육활동의 효과에 대한 메타분석
윤민아(Yun, Min-a),김호(Kim, Ho),박성덕(Park, Sung-Duk) 한국열린유아교육학회 2017 열린유아교육연구 Vol.22 No.1
본 연구는 메타분석 기법을 활용하여 유아 마음이론 발달을 위한 교육활동의 효과를 총체적으로 검토하고 주요 조절변인들의 효과를 분석해보고자 하였다. 이와 같은 목적을 달성하기 위하여 2005년에서 2016년 사이 발표된 국내 관련 연구 32편을 대상으로 동질성 검정 후 랜덤효과모형을 적용하여 효과크기를 산출하였다. 연구 결과 유아 마음이론 발달을 위한 교육활동의 효과크기는 .74로, Cohen의 효과크기 기준으로 큰 효과크기를 나타내었다. 또한 종속변인별 효과 차이를 분석한 결과 마음이론 표준과제 유형에 따른 유의미한 차이는 없었으나 교육활동유형, 교수매체유형, 대상연령에 따라 효과크기에 유의미한 차이가 있는 것으로 나타났다. 본 연구의 결과를 종합하면 유아 마음이론 발달을 위한 교육활동은 유아의 마음이론 발달에 큰 효과가 있었으며, 이러한 효과는 다양한 조절변인들에 따라 이질적이라는 것을 알 수 있었다. 유아교육현장에서 유아 마음이론 발달을 돕는 교육활동들이 더 잘 이루어지기 위해서는 교육활동유형 및 교수매체유형 등 다양한 조절변인들이 고려되어야 한다는 결론을 내릴 수 있다. This study examined the effects of education activities on the development of the theory of mind of young children using a meta-analysis and aimed to analyze how key moderating variables work. To this end, the study investigated the homogeneity of 32 relevant studies which were released in Korea between 2005 and 2016 and as a next step, it applied a random effects model to extract effect size. The result are as follows. Effect size of education activities on development of theory of mind of young children was determined to be .74 and in the light of Cohen"s Interpretation Standard for effect size, the effect size was determined to be large. In addition, findings of the research on effects differences classified by dependent variables revealed that even though there were no significant differences by standard task types of theory of mind, it was still observed that types of education activities, teaching materials and target age would lead to significant differences in effect size. Based on the results of the research, the study results suggest that education activities for development of theory of mind of young children are satisfactorily effective and that such effects would be different depending on various moderating variables. The study suggests that in order to make education activities to help the development of the theory of mind of young children work better in the field of early childhood education, diverse moderating variables such as types of education activities and, teaching materials should be considered.