• Korean Journal of Psychosomatic Medicine
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• v.29 no.1
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• pp.58-66
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• 2021

Objectives : The purpose of this study is to compare the psychosocial characteristics of patients diagnosed with functional gastrointestinal disorder (FGID) by classifying them into irritable bowel syndrome (IBS), functional dyspepsia (FD), functional constipation (FC), functional heartburn (FH) groups, and overlap group (two or more functional diseases) and to examine the factors associated with the quality of life (QoL) of patients with FGID. Methods : A total of 144 patients who were diagnosed with FGID were selected as the subjects. The demographical factors were investigated; Korean-Beck Depression Inventory-II (K-BDI-II), Korean-Beck Anxiety Inventory (K-BAI), Korean version of Childhood Trauma Questionnaire (K-CTQ), Multi-dimensional Scale of Perceived Social Support (MSPSS), Korean Version of Connor-Davidson Resilience Scale (K-CD-RISC), and World Health Organization Quality of Life Assessment Instrument Brief Form (WHOQOL-BREF) were used to evaluate the psychosocial factors. Results : TThe overlap group had a significantly higher K-BDI-II score (F=11.09, p<0.001) and K-BAI score (F=8.93, p<0.001) compared to other groups. In childhood trauma, the IBS patients had a difference in emotional neglect (F=2.54, p=0.04) than the FD patients. The QoL of FGID patients had a negative correlation with depression (r=-0.196, p<0.01), anxiety (r=-0.235, p<0.01), and childhood trauma (r=-0.222, p<0.01), and a positive correlation with social support (r=0.512, p<0.01) and resilience (r=0.581, p<0.01). Conclusions : Overlap group had a higher level of depression and anxiety, and the IBS patient group had a higher level of emotional neglect than the FD patient group in terms of childhood trauma.

• Korean Journal of Psychosomatic Medicine
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• v.31 no.2
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• pp.108-117
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• 2023

Objectives : Somatic symptom disorder (SSD) is characterized by the manifestation of a variety of physical symptoms, but little is known about differences in autonomic nervous system activity according to symptom severity, especially within patient groups. In this study, we examined differences in heart rate variability (HRV) across symptom severity in a group of SSD patients to analyze a representative marker of autonomic nervous system changes by symptoms severity. Methods : Medical records were retrospectively reviewed for patients who were diagnosed with SSD based on DSM-5 from September 18, 2020 to October 29, 2021. We applied inverse probability of treatment weighting (IPTW) methods to generate more homogeneous comparisons in HRV parameters by correcting for selection biases due to sociodemographic and clinical characteristic differences between groups. Results : There were statistically significant correlations between the somatic symptom severity and LF (nu), HF (nu), LF/HF, as well as SD1/SD2 and Alpha1/Alpha2. After IPTW estimation, the mild to moderate group was corrected to 27 (53.0%) and the severe group to 24 (47.0%), and homogeneity was achieved as the differences in demographic and clinical characteristics were not significant. The analysis of inverse probability weighted regression adjustment model showed that the severe group was associated with significantly lower RMSSD (β=-0.70, p=0.003) and pNN20 (β=-1.04, p=0.019) in the time domain and higher LF (nu) (β=0.29, p<0.001), lower HF (nu) (β=-0.29, p<0.001), higher LF/HF (β=1.41, p=0.001), and in the nonlinear domain, significant differences were tested for SampEn15 (β=-0.35, p=0.014), SD1/SD2 (β=-0.68, p<0.001), and Alpha1/Alpha2 (ß=0.43, p=0.001). Conclusions : These results suggest that differences in HRV parameters by SSD severity were showed in the time, frequency and nonlinear domains, specific parameters demonstrating significantly higher sympathetic nerve activity and reduced ability of the parasympathetic nervous system in SSD patients with severe symptoms.

• Journal of Korean Medical classics
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• v.32 no.3
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• pp.31-45
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• 2019

Objectives : This paper aims to suggest alternative interpretations to previous ones of 'Daedong-eo-Hyeobui(大同於協義)' and 'Gakrip-eo-Cheonri(各立於擅利)' in the chapter 'Theories on Nature and Conduct(性命論)' in Donguisusebowon(東醫壽世保元) which have been found to be inadequate. Methods : Previous interpretations were thoroughly examined, then evaluated based on the narrative form and logical probability of the Donguisusebowon(東醫壽世保元). Afterwards, correct interpretations of the contents were suggested based on the context of the chapter 'Theories on Nature and Conduct(性命論).' Results & Conclusions : Of 'Daedong-eo-Hyeobui(大同於協義)', Daedong(大同) should be interpreted as 'to gather largely' instead of 'all the same.' Hyeobui(協義) should be interpreted as 'to submit willingly' and not 'to cooperate to Ui(義).' In the case of 'Gakrip-eo-Cheonri(各立於 擅利)', Gakrip(各立) means for people of same minds to rise against evil individually while Cheonri(擅利) refers to the evil of coveting for gains individually. There are other cases where existing interpretations have been erroneous other than the suggested examples, which prompts thorough re-evaluation of the text.

• 대한상한금궤의학회지
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• v.12 no.1
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• pp.71-80
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• 2020

Objective : The purpose of this study was to report the improvement of a patient with tinnitus treated by herb-formulae medication based on Shanghanlun provisions. Methods : According to a disease pattern identification diagnostic system based on Shanghanlun provisions, a patient was diagnosed with Taeyang-byung, 40th provision and was administered Socheongryong-tang herbal medication for 45 days. The numeric rating scale (NRS) was used to estimate the response. Results : The NRS score changed from 10 to 0 and the tinnitus disappeared by 40th provision of Socheongryong-tang selected according to Shanghanlun provisions. Conclusions : This case report suggests that the two words in the 40^th provision of Shanghanlun, '表不解, 水氣'(exterior do not release, water qi) indicate a close relationship between economic difficulty and stuffiness of being in water, which affect tinnitus in this case.

• 대한상한금궤의학회지
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• v.13 no.1
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• pp.145-153
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• 2021

Objective : This study aimed to report the improvement of a patient with anorexia by treatment with Jinmu-tang (Hyunmu-tang) based on the disease pattern identification diagnostic system (DPIDS) of the Shanghanlun provisions. Methods : We evaluated the progress of symptoms, patient compliance, and presence of side effects after the patient was administered Jinmu-tang. The clinical response was estimated according to the number of meals a day, the size of meals, the number of complaints of abdominal pain in a week, and a Likert scale. Results : According to the DPIDS, the patient was diagnosed according to provision 316 with soyinbing. After administration of Jinmu-tang for 45 days, the number of meals a day and the size of meals increased, the number of complaints of abdominal pain in a week decreased, and the Likert scale score decreased from 3 to 0. Conclusions : This case report suggests that the word "腹痛" (abdominal pain) in the 316th Shanghanlun provision indicates anxiety about abdominal pain, which affected anorexia in this case.

• Journal of The Korean Association For Science Education
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• v.44 no.2
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• pp.179-194
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• 2024

The aim of this study was to explore how a novice science teacher's epistemological framing, characterized from her modeling instruction, evolved over time. We observed that the teachers' framing changed over time, as she collaborated with researchers to plan, facilitate, and reflect on a series of lessons to support students' small-group scientific modeling. We tried to understand how such experiences contributed to the changes in her framing. One 8th grade science teacher with two years of teaching experience participated in the study. The teacher collaborated with researchers for four months to co-plan and facilitate 18 lessons that included small-group scientific modeling. She also engaged in cogenerative reflection on the lessons for 13 times. All of her lessons and reflections were video-recorded, transcribed, and qualitatively analyzed for the purpose of the study. Our findings showed that the teacher's epistemological framing, characterized from her interactions with students during modeling lessons, evolved during the study period: transitioning from an emphasis on students merely "filling in blanks" to prioritizing "constructing personal reasoning" and ultimately to focusing on the "social construction of scientific reasoning." The teacher's perception about what students are capable of changed, as she observed students during the modeling lessons, and this led to the shifts in her framing. Furthermore, through her engagement in planning, implementing, and reflecting on modeling lessons with researchers, she came to recognize the value of student collaboration in knowledge-building processes. These results can offer implications for supporting and studying teachers' epistemological framing and modeling-based teaching by partnering with them.

• Education of Primary School Mathematics
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• v.11 no.1
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• pp.39-57
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• 2008

The purpose of this study is to affirm what influences the lessons applied by reorganizing the ratio-graph unit of level 6-A on the basis on Realistic Mathematics Education(RME) give on mathematical scholastic achievements and mathematical preferences.In order to achieve the purpose of this study, the experimental study was exerted by making two classes of 6 grades in J elementary school located in Gumi city, Gyeongbuk province as subjects. In this study, test of degree of the mathematics learning ability of student, multiple-choice test and descriptive test of the learning dispositions of student were exerted and the results were t-test officially. The results and the conclusions of this study were as follows: First, the results acquired by officially t-test the levels of the mathematics learning ability of student of the group taught by lessons according to the teaching materials reorganized on the basis of RME and the group taught by lessons according to the 7th curriculum show a meaningful difference(p=.007). This means that the lessons according to the teaching materials reorganized on the basis of RME showed meaningful influences on the improvement of degree of the mathematics learning ability of student. Second, the results acquired by officially t-test the learning dispositions of student multiple-choice test of the group taught by lessons according to the teaching materials reorganized on the basis of RME and the group taught by lessons according to the 7th curriculum show a meaningful difference. Especially in the factors of 'mathematical will'(p=.017) and 'mathematical value'(p=.029) were meaningful differences. Also in the descriptive test of the learning dispositions of student, the experimental class showed that it had the potential possibility to have more positive attitudes meaningfully in comparison with the compared class. This means that the lessons according to the teaching materials reorganized on the basis of RME showed meaningful influences on the learning dispositions of student.

• Journal of the Korean earth science society
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• v.22 no.5
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• pp.360-376
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• 2001

This qualitative research investigated in-service science teachers' perceptions about cooperative learning and their perceived barriers in implementing cooperative learning in their classrooms. The underlying premise for cooperative learning is founded in constructivist epistemology. Cooperative learning (CL) is presented as an alternative frame to the current educational system which emphasizes content memorization and individual student performance through competition. An in-depth interview was conducted with 18 in-service science teachers who enrolled in the first-class teacher certification program during 2001 summer vacation. These secondary school teachers's interview data were analyzed and categorized into three areas: teachers' definition of cooperative learning, issues with implementing cooperative learning in classrooms, and teachers' and students' responses towards cooperative learning. Each of these areas are further subdivided into 10 themes: teachers' perceived meaning of cooperative learning, the importance of talk in learning, when to use cooperative learning, how to end a cooperative class, how to group students for cooperative learning, obstacles to implementing cooperative learning, students' reactions to cooperative learning, teachers' reasons for choosing (not choosing) student-centered approaches to learning/teaching, characteristics of teachers who use cooperative learning methods, and teachers' reasons for resisting cooperative learning. Detailed descriptions of the teachers' responses and discussion on each category are provided. For the development and implementation of CL in more classrooms, there should be changes and supports in the following five areas: (1) teachers have to examine their pedagogical beliefs toward constructivist perspectives, (2) teacher (re)education programs have to provide teachers with cooperative learning opportunities in methods courses, (3) students' understanding of their changed roles (4) supports in light of curriculum materials and instructional resources, (5) supports in terms of facilities and administrators. It's important to remember that cooperative learning is not a panacea for all instructional problems. It's only one way of teaching and learning, useful for specific kinds of teaching goals and especially relevant for classrooms with a wide mix of student academic skills. Suggestions for further research are also provided.

• Korean Journal of Psychosomatic Medicine
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• v.24 no.2
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• pp.191-199
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• 2016

Objectives : Despite the increased popularity of highly caffeinated beverages, there is little research examining psychiatric adverse effects. The purpose of this study was to investigate the relationships among pattern of highly caffeinated beverage intake and depressive symptom, suicidal ideation, suicidal plan, suicidal attempt in Korean adolescents. Methods : The data was obtained from the 2014 Korean Youth's Risk Behavior Web-based Study by Korea Centers for Disease Control & Prevention. All participants conducted web-based questionnaire survey. Chisquare test and multiple logistic regression analysis were performed to determine the association among highly caffeinated beverage intake pattern, depressive symptom, suicidal ideation, suicidal plan and suicidal attempt adjusting for differences in age, gender, academic achievement, socioeconomic status. Results : A total of 71,638 participants were enrolled in this study. Depressive symptom, suicidal ideation, suicidal plan and suicidal attempt were significantly more frequent in the group with presence of highly caffeinated beverage intake within 1 week than in non-drinker group(p<0.01). Highly caffeinated beverage intake was significantly associated with suicidal attempt(OR=1.99 ; 95% CI, 1.77-2.22). In addition, depressive symptom, suicidal ideation, suicidal plan and suicidal attempt were significantly more common in the group with heavy-drinker who exceed recommended daily intake dose of caffeine than in the group with light-drinker(p<0.01). Heavy drinking of caffeinated beverage was significantly associated with suicidal attempt(OR=4.05 ; 95% CI, 3.02-5.43). Conclusions : We found that highly caffeinated beverage intake was related to more frequent depressive symptom, suicidal ideation, plan, attempt in adolescents. Also, caffeine intake which exceed recommended daily intake dose identified the predictor of suicidal attempt. Our result suggested that clinicians need to be aware of the possible psychiatric adverse effects of highly caffeinated beverage in vulnerable population including young adolescents.

• Korean Journal of Psychosomatic Medicine
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• v.24 no.2
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• pp.227-235
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• 2016

Objectives : The aims of this study were to know the frequency of cognitive dysfunction among patients with autoimmune thyroid disorders, and to reveal influencing factors on it, especially to clarify association with autoimmune thyroid antibodies. Methods : From sixty-five female patients with autoimmune thyroid disorders, demographic data were obtained by structured interview. Their cognitive funtions were measured using the MMSE-K and the MoCA-K tests. Depression was evaluated by the K-HDRS. Results : 1) Among patients with autoimmune thyroid disorders, 7.69% of them were below 24 on the MMSE-K, while 10.77% were below 22 on the MoCA-K. The frequency of cognitive deficit was not significantly different according to having positivity to antimicrosomal antibodies or not. 2) The antimicrosomal antibody-positive patients had significantly higher antithyroglobulin antibody titers, antimicrosomal antibody titers, and TSH concentration, while had significantly lower free T4 levels(p<0.05, respectively). 3) The total scores of the MMSE-K and the MoCA-K had significant correlation with age, marital status, antithyroglobulin antibody titers and K-HDRS(p<0.05, respectively). 4) The regression analysis revealed that variables such as age, education, autoimmune thyroid antibodies, thyroid function and depression did not influence on cognitive function of patients with autoimmune thyroid disorders. Conclusions : Our results could not support that cognitive function of patients with autoimmune thyroid disorders had correlation with autoimmune thyroid antibodies.