한국형 심리적 응급처치 교육프로그램을 이용한 재난정신건강 지원 인력 양성 교육의 효과

박해인,최선우,최윤경,박수현,유성은,백명재,김희국,현진희,석정호 대한신경정신의학회 2020 신경정신의학 Vol.59 No.2

Objectives This study aimed to develop a Korean version of psychological first aid training program (K-PFA) and examine the education effect on trainees. Methods This study enrolled 485 subjects who completed both K-PFA and study surveys. In addition to mental health professionals, subjects with various ages and educational backgrounds were included to examine the education effects of the capabilities in conducting PFA and understanding acute phase disaster mental health (DMH). Results Both mental health professionals and non-professionals improved their understanding of acute-phase DMH intervention and their perceived capabilities in conducting PFA. Conclusion The development of a DMH intervention-training program adapted to Korean domestic circumstances and culture represents a significant step towards a comprehensive and individualized intervention for disaster survivors.

A Case of Vanishing Bile Duct Syndrome after Drug-Induced Liver Injury Caused by Pelubiprofen

박해인,김하연,이시은,이윤석,방수민,이영선 연세대학교의과대학 2020 Yonsei medical journal Vol.61 No.12

Vanishing bile duct syndrome (VBDS) is a rare disease characterized by ductopenia and cholestasis, and is linked to immunologicaldamage to the bile duct system. VBDS can be triggered by infection, ischemia, autoimmune diseases, adverse drug reactions,and humoral factors associated with malignancy. A few cases of VBDS associated with nonsteroidal anti-inflammatory drug-relateddrug-induced liver injury (DILI) have been reported. Here, we report a case of a 29-year-old patient who developed DILI thatprogressed to VBDS after the administration of pelubiprofen.

동기 유발 전략 기반 피드백이 초등 영어 쓰기 동기와 쓰기 능력에 미치는 영향

박해인 경인교육대학교 교육연구원 2019 교육논총 Vol.39 No.3

The purpose of this study is to enhance 4th grade primary school students' writing motivation and writing competence by providing feedback based on motivation-promoting strategies. It is important to encourage students' writing motivation as students fear writing, and motivation plays a key role in learning English. This study utilized Keller (2010)'s ARCS motivational model, which consists of attention (A), relevance (R), confidence (C), and satisfaction (S) to plan, execute, and retrospect on learning. 18 students participated in the study by drafting 5 times and revising 4 times. Feedback was constructed based on the motivational model and its strategies. To explore the impact of motivational feedback, students' pre- and post- motivation survey and writing were collected. Also, 5 students were selected to investigate the effect of motivational feedback more in depth. The results of this study were as follows. First, giving feedback considering the 4 motivational factors significantly improved learners' writing motivation and their writing. Therefore, English writing teachers should consider using motivation enhancing feedback strategies to meet the needs of students and to assist young learners' writing. Second, level-adjusted indirect feedback was adequate for students' writing. Even 4th grade primary school students could successfully understand and apply indirect feedback. If feedback is appropriated, there is a possibility that students can understand and utilize both direct and indirect feedback. Third, positive feedback should be fully taken into consideration. These results suggest that providing feedback based on motivation encouraging model and its strategies is an effective way to enhance English writing motivation and writing competence. 본 연구는 초등 4학년 학습자에게 동기를 유발하는 피드백을 제공하여 영어 쓰기 학습을 촉진하는데 그 목적이 있다. 동기를 고려하여 피드백을 제공하기 위하여 Keller(2010)가 제시한 ARCS 동기 유발 모형을 활용하였다. 우선 영어 쓰기 동기를 지원하기 위하여 연구에 참여하는 초등 4학년 학습자 18명의 동기를 분석하였다. 다음으로 주의 집중, 관련성, 자신감, 만족감과 같은 4가지 범주에서 각각 2개의 하위 범주로서 지각적 각성, 탐구적 각성, 친밀성, 목적 지향성, 학습요건, 성공의 기회, 내재적 강화, 외재적 보상으로 총 8개 범주를 고려하여 피드백을 제공하였다. 자료는 9회에 걸쳐서 작성한 쓰기 결과물, 설문 및 면담을 통하여 수집하였다. 특히 초점 분석 대상자 5명을 선정하여 동기 및 쓰기 수행의 구체적인 양상을 분석하였다. 연구 결과는 다음과 같다. 첫째 동기를 유발하는 피드백을 제공한 결과, 학생의 영어 쓰기 동기가 향상되었으며 쓰기 수준도 통계적으로 유의미하게 향상되었다. 즉 본 연구의 피드백 방식이 동기 유발뿐만 아니라 쓰기 수행에도 긍정적인 영향을 미쳤다. 둘째 이해가능하게 제공한 간접 피드백이 동기 유발에 효과적이었다. 간접 피드백의 수준을 조절하여 학생들이 쉽게 이해하고 적용할 수 있었다. 셋째 긍정적인 피드백은 쓰기 동기를 유발하는데 중요한 역할을 한다는 점을 확인했다. 학습자들이 자신의 글에 대한 교사의 긍정적인 반응에 민감하게 반응한 점으로 미루어 볼 때, 동기를 유발하기 위하여 긍정적인 피드백도 함께 활용하는 것이 효과적이다. 이러한 연구 결과를 바탕으로 영어 쓰기 학습 동기를 고려하여 피드백을 제공하는 방안을 제안한다.

Effect of Oral Contraceptives on Rheumatoid Arthritis in Korean Menopausal Women: A Nationwide Study

박해인,정한샘,홍순준,송관규,정재현 대한내과학회 2017 대한내과학회 추계학술대회 Vol.2017 No.1

Cultural Differences in Event Construal: Evidence from Monolingual and Bilingual Speakers

박해인 한국응용언어학회 2017 응용 언어학 Vol.33 No.3

According to cross-cultural psychology research, East Asians and Westerners perceive and evaluate the world in different ways. While East Asians are inclined to follow a broad perceptual or conceptual field and to be concerned with relationships between objects, Westerners are more likely to concentrate on a focal object and its properties. Ample evidence is now available that shows that these cross-cultural differences may yield differences in cognitive processes (Nisbett, 2010; Nisbett & Miyamoto, 2005). However, research into cultural influences on cognition to date has largely focused on examining monolingual speakers, and less is known about how cross-cultural influences affect bilingual cognition. Therefore, in the present study, an attempt was made to examine how Korean-English bilinguals, sampled at varying levels (n = 80), interpreted event scenes in comparison to Korean and English monolinguals (n = 15 each). Participants were asked to describe four event scenes, which could afford multiple perceptual interpretations. The event descriptions by the Korean and English monolinguals revealed typical East Asian and Western cognitive styles, respectively, to interpret and describe event scenes. Furthermore, the pattern of the event construal of the bilinguals did not completely match that of either monolingual group, suggesting that they have been influenced by both East Asian and Western modes of thought when interpreting and describing event scenes.

어른

朴海璿(박해선) 관훈클럽 2004 관훈저널 Vol.45 No.2

元曉의 障碍理論

박해당(朴海鏜,) 한림대학교 태동고전연구소 1992 泰東古典硏究 Vol.8 No.-

How do speakers of different languages differ in the encoding of complex motion events?

박해인 경희대학교 언어정보연구소 2020 언어연구 Vol.37 No.1

Languages vary considerably in how they encode motion. Research (Slobin 2004; Talmy 1985, 2000) has shown that inter-typological differences are found in the frequency of encoding (high vs. low) as well as in the locus of encoding (main verb vs. satellite). Based on these typological differences, cross-linguistic influence (CLI) research has sought to examine the impact of language typology on the processes and outcomes of second language (L2) learning. While research in this area has been fruitful in the past decade, the majority of studies (Cadierno and Ruiz 2006; Daller, Treffers-Daller, and Furman 2011; Park 2019) have centered on investigating the encoding of path and manner of spontaneous motion events. To expand our understanding of how different components of a motion event get selected and sequenced for verbalization, the current study compared encoding patterns of complex motion events by three different language groups (Korean speakers, n=15, English speakers, n=15, Korean learners of English, n=80). Complex motion events comprised three components of motion (i.e., path, manner, and cause), and participants’ descriptions were elicited using a video description task. The results indicated that monolingual speakers exhibited both universal and language-specific encoding patterns, and that English as a Foreign Language (EFL) learners’ motion event descriptions in the L2 displayed L1-based patterns as well as unique characteristics that are specific to EFL learners. In addition, EFL learners’ English-like encoding patterns of complex motion events were largely predicted by L2 productive vocabulary scores.

시설재배 고추의 부위별 Carbendazim의 잔류형 변화

박해인,이동규,이민호,이윤형,김정한,황재문,이미경 한국농약과학회 2010 한국농약과학회 학술발표대회 논문집 Vol.2010 No.4

과학영재학교 학생들의 정보요구 및 정보이용행태에 관한 연구

박해인,이지연 한국정보관리학회 2023 정보관리학회지 Vol.40 No.2

본 연구는 과학영재학교 재학생을 대상으로 심층면담을 실시하여 정보요구와 정보이용행태를 분석하는데 목적이 있다. 선행연구를 바탕으로 연구를 설계하고, 전국 8개의 과학영재학교 중 6개 학교에 재학 중인 10명의 학생들을 대상으로 반구조화된 면담을 진행하여 정보요구와 정보이용행태 전반을 탐색하였다. 과학영재학교 학생들의 정보요구를 교과 활동과 교과 외 활동 영역으로 확인할 수 있었고, 학생들의 주요 관심 주제인 수업 및 학습, 연구 활동에서의 정보이용행태를 ISP 모형 기반으로 살펴보았다. 정보 이용의 전 과정에서 선호정보원을 파악하고, 이를 종합하여 과학영재학교 학생들의 정보이용행태의 특이점과 시사점을 논의하였다. 본 연구는 영재학교 도서관 연구를 위한 기초자료로 사용되며, 과학 주제 분야에 심화적인 관심과 재능이 있는 학생들을 위한 서비스를 제공하기 위한 자료로도 활용할 수 있는 점에서 그 의의를 찾을 수 있다.