Prediction of sleep disturbances in korean rural elderly through longitudinal follow up

Objectives: Sleep disturbance is a very rapidly growing disease with aging. The purpose of this study was to investigate the prevalence of sleep disturbances and its predictive factors in a three-year cohort study of people aged 60 years and over in Korea. Methods: In 2012 and 2014, we obtained data from a survey of the Korean Social Life, Health, and Aging Project. We asked participants if they had been diagnosed with stroke, myocardial infarction, angina pectoris, arthritis, pulmonary tuberculosis, asthma, cataract, glaucoma, hepatitis B, urinary incontinence, prostate hypertrophy, cancer, osteoporosis, hypertension, diabetes, hyperlipidemia, or metabolic syndrome. Cognitive function was assessed using the Mini-Mental State Examination for dementia screening in 2012, and depression was assessed using the Center for Epidemiologic Studies Depression Scale in 2012 and 2014. In 2015, a structured clinical interview for Axis I psychiatric disorders was administered to 235 people, and sleep disturbance was assessed using the Pittsburgh Sleep Quality Index. The perceived stress scale and the State-trait Anger Expression Inventory were also administered. Logistic regression analysis was used to predict sleep disturbance by gender, age, education, depression score, number of coexisting diseases in 2012 and 2014, current anger score, and perceived stress score. Results: Twenty-seven percent of the participants had sleep disturbances. Logistic regression analysis showed that the number of medical diseases three years ago, the depression score one year ago, and the current perceived stress significantly predicted sleep disturbances. Conclusion: Comorbid medical disease three years previous and depressive symptoms evaluated one year previous were predictive of current sleep disturbances. Further studies are needed to determine whether treatment of medical disease and depressive symptoms can improve sleep disturbances.ope

다문화 환경 교육(MCEE) 내용 요소 분석틀 개발 및 초등학교 3·4학년군 과학 교과서 분석을 중심으로

학위논문(석사) -- 서울대학교대학원 : 사범대학 과학교육과(지구과학전공), 2023. 2. Sonya Nichole Martin.Science education is receiving new demands beyond learning about scientific knowledge or scientific methods. The Ministry of Education is asking science education to incorporate cross curricular learning topics. In particular, multicultural education and environmental education, one of the topics of cross curricular learning, are becoming increasingly important in society due to the rapid progress toward today's multicultural society and the climate change crisis. In order to respond to these demands, this study explored whether multicultural education and environmental education can be handled simultaneously within science education. In particular, it was considered values education in that both multicultural education and environmental education are education that foster specific values and lead to changes in attitudes and practices. Therefore, the common content elements shared by multicultural education and environmental education were set as the common values shared by the two education, and the possibility of coexistence of values education in science education was explored by examining how much it was included in science textbooks. To this end, the study was largely conducted in two stages. In the first stage of the study, multicultural environmental education content element analysis framework(hereinafter referred to as the MCEE analysis framework) was developed to extract common content elements of multicultural education and environmental education. To this end, the 2015 revised secondary environmental curriculum achievement standards were analyzed using the multicultural content element analysis framework of Cho et al.(2009) to explore the intersection point of multicultural education and environmental education. After that, by conducting a literature analysis related to multicultural education, environmental education, and multicultural environmental education, the basis for core elements to be added to the MCEE analysis framework was identified. In order to verify the applicability of the MCEE analysis framework, one publisher of science textbook of 3-4 grade elementary school was preliminarily analyzed. Finally, face validity and content validity were secured through expert validate procedures. The research results derived in the first stage of the study are as follows. The MCEE analysis framework consists of the common content elements of multicultural education and environmental education, that is, the content elements of multicultural environmental education(hereinafter referred to as MCEE content element). Specifically, MCEE analysis framework consists of core elements, sub elements, and detailed questions, and core elements correspond to five categories: identity, diversity, human rights and equality, interdependence and coexistence, and participation. In the second stage of the study, seven publishers of science textbooks of 3-4 grade elementary school were analyzed using the developed MCEE analysis framework and the results were compared. For textbook analysis, qualitative content analysis method and quantitative content analysis method were used at the same time. Textbook analysis data was compared and analyzed by publisher, core elements and sub elements, and grade, and the analysis results were qualitatively interpreted and critically evaluated in this process. The research results derived in the second stage of the study are as follows. The MCEE content element is significantly included in the science textbooks of the 3-4 grade elementary school. However, there was an imbalance in the quantity and quality of the core and sub elements included. In addition, it was confirmed that it was necessary to reconsider how to properly reflect the elements in the science textbook. Nevertheless, it was found that MCEE content element can be sufficiently reflected while maintaining the current textbook composition through best practices in which MCEE content elements are appropriately reflected already. Thus, this research concludes that values education is possible within science education. This study shows that it is possible to incorporate MCEE content element as values into science education. This will be meaningful in that it becomes a way to respond to the policy demands of the curriculum for science education and to expand the scope of science education. In addition, it suggests the possibility of field application of the research results in that it derived the possibility of connecting science education and values education by focusing on textbooks used as a major educational medium in the educational field. Based on this study, additional efforts in various levels are required to expand the horizon of science education to values education. For example, when constructing science textbook, the perception and practice of including MCEE content element should be supported. In addition, it is necessary to develop a science education program that reflects MCEE content element and provide opportunities for prospective and incumbent teachers and students who are the subjects of education to experience them.과학교육은 과학 지식 또는 과학적 방법에 대한 학습을 넘어 새로운 요구를 받고 있다. 특히 교육부는 과학교육에 범교과 학습 주제를 접목할 것을 요청하고 있다. 범교과 학습 주제 중 하나인 다문화교육과 환경교육은 오늘날 다문화 사회로의 급속한 전진과 기후 변화 위기에 따라 사회적으로도 그 중요성이 점차 커지고 있다. 본 연구는 이러한 요구에 응답하기 위해 과학교육 안에서 다문화교육과 환경교육을 동시에 다룰 수 있는지를 탐색하였으며, 다문화교육과 환경교육이 모두 특정한 가치를 함양하도록 하고 이를 통해 태도와 실천의 변화를 이끌고자 한다는 점에서 가치교육이라고 보았다. 따라서 다문화교육과 환경교육이 공유하는 공통 내용 요소를 두 교육이 공유하는 공통 가치로 설정하고 이것이 과학 교과서에 얼마나 포함되어 있는지를 살펴봄으로써 궁극적으로 과학교육에서 가치교육의 공존 가능성을 탐색하였다. 이를 위해 크게 2단계로 연구를 진행하였다. 연구 1단계에서는 다문화교육과 환경교육의 공통 내용 요소를 추출할 수 있는 다문화 환경 교육 내용 요소 분석틀(이하 MCEE 분석틀)을 개발하였다. 이를 위해 먼저 2015 개정 중등 환경과 교육과정 성취기준을 조영달 등(2009)의 다문화적 내용 요소 분석틀을 활용하여 분석하고, 다문화교육과 환경교육의 교차 지점을 탐색하였다. 이후 다문화교육, 환경교육, 다문화 환경 교육 관련 문헌 분석을 수행함으로써 분석틀에 추가해야 할 핵심 요소의 근거를 확보하였다. 분석틀의 적용 가능성을 검증하고자 초등학교 3·4학년군 과학 교과서 1종을 예비 분석하였다. 마지막으로 전문가 타당도 검증을 거쳐 안면 타당도와 내용 타당도를 확보하였다. 연구 1단계에서 도출한 연구 결과는 다음과 같다. MCEE 분석틀은 다문화교육과 환경교육의 공통 내용 요소(이하 MCEE 내용 요소)로 구성된다. 구체적으로는 핵심 요소, 하위 요소, 세부 질문으로 이루어져 있으며, 핵심 요소는 정체성, 다양성, 인권과 평등, 상호의존성과 공존, 참여로 총 5가지이다. 연구 2단계에서는 개발한 MCEE 분석틀을 활용하여 초등학교 3·4학년군 과학 교과서 7종을 분석하고 그 결과를 비교하였다. 교과서 분석을 위해 질적 내용분석 방법과 양적 내용분석 방법을 동시에 활용하였다. 교과서 분석 자료를 출판사별, 핵심 요소 및 하위 요소별, 학년별로 비교 분석하였으며, 이 과정에서 분석 결과를 질적으로 해석하고 비판적으로 평가하였다. 연구 2단계에서 도출한 연구 결과는 다음과 같다. MCEE 내용 요소는 초등학교 3·4학년군 과학 교과서상에 상당히 포함되어 있다는 것이다. 그러나 포함되어 있는 핵심 요소 및 하위 요소의 양과 질에는 불균형이 존재하였으며, 반영시의 적절성에 대해 재고해 볼 필요가 있었다. 그럼에도 불구하고, MCEE 내용 요소가 다채롭고 적절하게 반영된 우수 사례를 근거로 하여 현재의 과학 교과서의 구성 형식과 내용을 유지하면서도 MCEE 내용 요소를 충분히 반영할 수 있다는 결론을 내릴 수 있었다. 이는 과학교육 안에서 가치교육이 가능하다는 결론으로 귀결된다. 본 연구는 과학교육에 MCEE 내용 요소, 즉 가치를 접목시키는 것이 가능하다는 것을 보여준다. 이는 과학교육에 대한 교육과정의 정책적 요구에 응답하는 하나의 방안이 된다는 점과 과학교육의 범위를 확장한다는 점에서 의미가 있을 것이다. 또한, 교육 현장에서 주요한 교육 매체로 활용되는 교과서를 중심으로 연구하여 과학교육과 가치교육의 연결 가능성을 모색했다는 점에서 연구 결과의 현장 적용 가능성을 시사한다. 본 연구를 토대로 과학교육의 지평을 가치교육으로까지 넓히기 위해서는 여러 차원에서의 노력이 추가로 요구된다. 예를 들어, 과학 교과서를 구성할 때 MCEE 내용 요소를 포함시키려는 인식과 실천이 뒷받침되어야 할 것이다. 또한, MCEE 내용 요소를 반영한 과학교육 프로그램을 개발하고, 이를 교육의 주체인 예비 및 현직 교사와 학생들이 경험할 수 있는 기회를 제공해야 할 것이다.제 1 장 서론 1 제 1 절 연구의 필요성 및 목적 1 1. 연구의 배경과 필요성 1 2. 연구의 목적 5 3. 연구의 한계점 6 제 2 절 연구 문제 7 제 3 절 용어의 정의 8 1. 가치교육 8 2. 다문화교육 9 3. 환경교육 9 4. 다문화 환경 교육 10 5. 다문화 환경 교육 내용 요소 11 제 2 장 이론적 배경 12 제 1 절 과학교육 12 1. 과학교육에서의 가치교육 12 2. 과학교육에서의 다문화교육 20 3. 과학교육에서의 환경교육 23 제 2 절 다문화교육과 환경교육 28 1. 다문화교육의 재개념화 28 2. 가치교육으로서의 다문화교육 29 3. 가치교육으로서의 환경교육 31 제 3 절 다문화 환경교육 34 제 3 장 연구 방법 40 제 1 절 연구 방법의 개요 40 제 2 절 연구 방법 43 1. 내용분석 연구 43 2. 타당도 검증 46 제 3 절 연구 절차 50 1. MCEE 분석틀 개발 절차 50 1) 2015 개정 중등 환경과 교육과정 분석 50 2) 문헌 분석 55 3) 과학 교과서 예비 분석 59 4) 전문가 타당도 검증 62 2. MCEE 분석틀을 활용한 교과서 분석 절차 66 1) 초등학교 3·4학년군 과학 교과서 분석 66 2) 교과서 분석 결과 비교 및 해석과 비판적 평가 71 제 4 장 연구 결과 및 논의 72 제 1 절 MCEE 분석틀 개발 72 1. 2015 개정 중등 환경과 교육과정 분석을 통한 1차 개발 72 2. 문헌 분석을 통한 2차 개발 79 3. 과학 교과서 예비 분석을 통한 3차 개발 88 4. 타당도 검증을 통한 최종안 개발 92 제 2 절 MCEE 분석틀을 활용한 교과서 분석 96 1. 초등학교 3·4학년군 과학 교과서 분석 96 1) A 교과서 분석 결과 96 2) B 교과서 분석 결과 98 3) C 교과서 분석 결과 101 4) D 교과서 분석 결과 102 5) E 교과서 분석 결과 104 6) F 교과서 분석 결과 106 7) G 교과서 분석 결과 108 2. 초등학교 3·4학년군 과학 교과서 분석 결과 비교 110 1) 출판사별 분석 결과 비교 110 2) 핵심 요소 및 하위 요소별 분석 결과 비교 121 3) 학년별 분석 결과 비교 124 제 3 절 교과서 분석 결과 해석 및 비판적 평가 126 1. 교육과정 성취기준 반영의 유연성에 대한 해석 및 평가 127 2. MCEE 내용 요소 반영의 적절성에 대한 해석 및 평가 128 3. MCEE 내용 요소 반영의 가능성에 대한 해석 및 평가 130 제 5 장 결론 134 제 1 절 연구 결과 요약 134 제 2 절 연구의 한계점 137 제 3 절 과학교육에의 함의 140 제 4 절 과학교육을 위한 제언 142 참고문헌 145 부록 167 2015 개정 중학교 환경과 교육과정 분석 결과 167 2015 개정 고등학교 환경과 교육과정 분석 결과 172 전문가 타당도 검사 의뢰서 179 Abstract 207석

Factors Associated with Cognitive Function in Breast Cancer Patients Complaining Cognitive Decline

Objectives : Cognitive complaints are reported frequently after breast cancer treatments. The causes of cognitive decline are multifactorial, a result of the effect of cancer itself, chemotherapy, and psychological factors such as depression and anxiety. However, cognitive decline does not always correlate with neuropsychological test performance. The purpose of this study was to examine the relationship of subjective cognitive decline with objective measurement and to explore associated factors of cognitive function in breast cancer survivors. Methods : We included 29 breast cancer survivors who complain cognitive decline at least 6 months after treatment and 20 age-matched healthy controls. Neuropsychological tests were performed in all participants. Multivariable regression analysis evaluated associations between neuropsychological test scores and psychological distress including depression and anxiety, also considering age, education, and comorbidity. Results : There were no statistically significant differences in neuropsychological test performances. However, the breast cancer survivors showed a significantly higher depression(p=0.002) and anxiety(p<0.001) than the healthy controls did. Among the cancer survivors, poorer executive function was strongly associated with higher depression(${\beta}=-0.336$ 수식 이미지, p=0.001) and anxiety(${\beta}=-0.273$ 수식 이미지, p=0.009), after controlling for age, education, and comorbidity. In addition, poorer attention was also significantly related with depression(${\beta}=-0.375$ 수식 이미지, p=0.023) and anxiety (${\beta}=-0.404$ 수식 이미지, p=0.013). Conclusions : The results of this study showed the discrepancies between subjective complaints and objective measures of cognitive function in breast cancer survivors. It suggests that subjective cognitive decline could be indicators of psychological distress such as depression and anxiety.ope

자외선/페놀에 의해 생성된 수화전자에 의한 PFOS의 분해 및 공존 물질의 영향

학위논문 (석사)-- 서울대학교 대학원 : 공과대학 건설환경공학부, 2019. 2. 최정권.1900년대 중반부터 과불화화합물의 넓은 산업적 사용으로 인해 환경 매질 내의 과불화화합물이 빈번하게 검출되고 있다. 과불화화합물은 환원전위가 낮은 탄소-불소 결합을 다수 가지고 있어 매우 안정되어 있으며 자연적 분해가 어려운 특성 때문에, 이의 효과적인 처리가 필요하다. 과불화화합물 처리 방식 중 광분해 방식은 도입이 간편하며 태양 에너지를 이용할 수 있다. 따라서, 과불화화합물의 보다 효율적인 처리를 위해 광분해 방식의 연구가 많이 진행되어 왔다. 기존의 광분해 방식은 물속에 다른 첨가물을 첨가하여 자외선을 조사, 이에 발생된 수화전자로 과불화화합물을 분해시키는 방식으로 이루어져 있다. 하지만, 새로 첨가된 물질이 또 다른 오염원으로 작용될 수 있는 단점이 있다. 따라서 본 연구는 물속에 다른 화학 물질을 첨가하지 않고 과불화화합물을 처리할 수 있는 방식을 고안하고, 이의 효율성을 분석하고자 수행되었다. 수화전자 공여 물질로 기존의 수계에 널리 분포하고 있는 페놀류 물질을 사용하였으며, 대상 과불화화합물로 대표적이며 많은 과불화화합물의 최종 대사 산물로 알려진 PFOS (perfluorooctanesulfonic acid)를 사용하였다. 첫 번째로 자외선/페놀 방식으로 PFOS를 분해할 수 있는지 확인하였고, 두 번째로 여러 페놀류 물질의 PFOS 분해 효율을 분석하였다. 그 결과, 자외선/페놀 방식은 PFOS를 분해할 수 있었으며, 실험에 사용된 여러 페놀류 물질 중 페놀이 가장 효율적으로 PFOS를 분해할 수 있는 것을 확인하였다. 세 번째로, 여러 물속의 공존 물질이 자외선/페놀 방식에 미치는 영향을 확인하였다. pH가 높을수록, 용존 산소의 농도가 낮을수록, 질산염의 농도가 낮을수록, 유기 탄소의 농도가 낮을수록 PFOS가 빠르게 분해되는 것을 확인하였으며 염소 이온의 농도는 큰 영향을 미치지 않는 것을 확인하였다. 마지막으로, 인공폐수 유출수 조건에서 PFOS의 분해를 확인하였고, 24시간 이내에 97% 이상의 PFOS가 분해됨을 확인하였다. 본 연구에서 실험된 자외선/페놀 방식을 통하여 PFOS를 분해할 수 있고, 이를 적용하기 위해 여러 가지 요인들이 미치는 영향에 대해 분석할 수 있었다. 따라서, 이 방식의 직접적인 적용에 대해 뒷받침할 수 있을 것으로 판단된다.Since mid-1900s, perfluorinated compounds has frequently detected in environmental media due to its broad industrial use. Perfluorinated compounds are highly stable because it has a large number of carbon-fluorine bonds with a low reduction potential and is difficult to decompose. Therefore, its effective treatment is required. Of the perfluorinated compound treatment methods, the photolysis method is easy to introduce and there is a possibility to use solar energy. Therefore, many researches on photolysis methods have been conducted for more efficient treatment of perfluorinated compounds. Conventional photolysis methods consist of adding other additives in water like iodide and decomposing perfluorinated compounds by the generated hydrated electrons. However, there is a drawback that newly added material can act as another source of contamination. Therefore, this study was conducted to analyze the effectiveness of the method for treating perfluorinated compounds without adding other chemicals to the water. We used PFOS(perfluorooctanesulfonic acid), which is known as the final metabolite of perfluorinated compound and representative perfluorinated compound. First, it was confirmed that PFOS could be decomposed by UV/phenol method. Second, PFOS decomposition efficiency of various phenolic compounds was analyzed. As a result, UV/phenol method was able to decompose PFOS, and among the various phenolic compounds used in the experiment, it was confirmed that phenol can decompose PFOS most efficiently. Third, the effects of water constituents on UV/phenol system were examined. It was confirmed that PFOS was decomposed rapidly as the pH was higher, the concentration of dissolved oxygen was lower, the concentration of nitrate was lower, the concentration of organic carbon was lower, and the concentration of chlorine ion did not have a significant effect. Finally, the decomposition of PFOS was confirmed under synthetic wastewater effluent conditions and over 97% of PFOS was decomposed within 24 hours. PFOS can be decomposed by the UV/phenol method, and the effects of various factors on the application of PFOS were analyzed. Therefore, we can support the direct application of this method.제 1 장 서론 1 제 1 절 연구의 배경 1 제 2 절 연구의 목적 5 제 3 절 연구의 범위 6 제 2 장 문헌 연구 7 제 1 절 과불화화합물 7 1. 과불화화합물의 특성 및 유해성 7 2. 기존 과불화화합물 처리 방식 9 제 2 절 광환원(Photoreduction) 11 1. 광화학적 방식의 이점 11 2. 고도 환원 공정 12 제 3 장 실험재료 및 방법 15 제 1 절 실험 재료 15 1. PFOS(Perfluorooctanesulfonic acid, 과불화옥탄술폰산) 15 2. 페놀류 물질 16 3. 기타 실험 재료 18 제 2 절 PFOS 정량분석 방법 19 제 3 절 광분해 실험 21 제 4 장 실험결과 및 분석 24 제 1 절 페놀 농도에 따른 PFOS 광분해 24 제 2 절 페놀류 물질에 따른 PFOS 광분해 26 제 3 절 pH에 따른 PFOS 광분해 29 제 4 절 음이온 농도에 따른 PFOS 광분해 32 제 5 절 NOM 농도에 따른 PFOS 광분해 35 제 6 절 용존산소 농도에 따른 PFOS 광분해 37 제 7 절 인공폐수 조건에서의 PFOS 광분해 39 제 5 장 결론 40 참고문헌 42 Abstract 48Maste

Validation of the Korean version of Center for Epidemiologic Studies Depression Scale-Revised(K-CESD-R)

Objectives : The Center for Epidemiologic Studies Depression scale-Revised is a recently revised scale which has been reported as a valid tool for the assessment of depressive symptoms. It encompasses cardinal symptoms of depression described in the Diagnostic and Statistical Manual of Mental disorders, fourth edition. In this study, we assessed the reliability, validity and psychometric properties of the Korean version of the CESD-R(K-CESD-R). Methods : Forty-eight patients diagnosed as major depressive disorder, dysthymia, depressive disorder NOS according to the DSM-IV criteria using Mini International Neuropsychiatric Interview and 48 healthy controls were enrolled in this study. They were assessed with K-CESD-R, K-MADRS, PHQ-9, KQIDS-SR, STAI to check cross-validation. Statistical analyses were performed using calculation of Cronbach's alpha, Pearson correlation coefficient, Principal Component Analysis, ROC curve and optimal cut-off value. Results : The Cronbach's alpha of K-CESD-R was 0.98. The total score of K-CESD-R revealed significantly high correlations with those of K-MADRS, PHQ-9, KQIDS-SR(r=0.910, 0.966 and 0.920, p<0.001, respectively). Factor analysis showed two factors account for 76.29% of total variance. We suggested the optimal cut-off value of K-CESD-R as 13 according to analysis of the ROC curve which value sensitivity and specificity both equally. Conclusions : These Results showed that the K-CESD-R could be a reliable and valid scale to assess depressive symptoms. The K-CESD-R is expected as a useful and effective tool for screening and measuring depressive symptoms not only in outpatient clinic but also epidemiologic studies.ope

A Validation Study of the Korean-Version of the Personal and Social Performance Scale

Objective：Personal and social performance scale (PSP) has been reported as useful tool for the assessment of functioning in the psychiatric population. The authors wanted to assess the reliability and validity of the Korean version of the PSP (K-PSP). Methods：One hundred ten patients, including out-patients and in-patients, diagnosed as schizophrenia and schizoaffective disorder according to the DSM-IV criteria were participated in the study. Subjects were assessed with K-PSP, Positive and negative syndrome scale (PANSS), Global assessment functioning scale (GAF),and Clinical global impression-severity (CGI-S) to evaluate cross-validation. Statistical analysis was done by the calculation of Cronbach’s alpha, Pearson correlation coefficient. Resutls：The Cronbach’s alpha coefficient of K-PSP was 0.79. The correlations of each domain of K-PSP with the total score of K-PSP were statistically significant (r= -0.46~-0.84, p＜0.001). The inter-rater reliabilities of the total score of K-PSP was 0.79 (p＜0.001) and individual score (r=0.775~0.783, p＜0.001) relatively high. The total score of K-PSP showed a meaningful correlations with those of PANSS (r=-0.60, p＜0.001), GAF (r=-0.71, p＜0.001) and CGI-S (r=0.60, p＜0.001). Conclusion：The K-PSP is the useful tool for assessment of functioning in the psychiatric population. So K-PSP can be widely used in the clinical practice and psychiatric studies.ope

The Reliability and Validity of the Korean Version of Medication Adherence Rating Scale

Objective : Finding out patient’s non-adherence to medication is an important work for treating schizophrenia. The Medication Adherence Rating Scale is a self-report form, which can simply measure medication adherence in psychosis. We evaluated the reliability and validity of the Korean version of Medication Adherence Rating Scale (KMARS). Methods : Eighty-one individuals with schizophrenia completed the self-administered questionnaires including KMARS, Brief Adherence Rating Scale (BARS), Korean version of Drug Attitude Inventory-10 (KDAI-10) and Korean version of Medication Adherence Questionnaire (KMAQ). Psychometric properties of the KMARS were analyzed. Results : The KMARS has an acceptable internal consistency (α=0.71). The KMARS total scores are moderately correlated with BARS (r=0.44, p<0.01), KDAI-10 (r=0.55, p<0.01) and KMAQ (r=0.62, p<0.01). As the result of factor analysis, the structure of the KMARS is different from original scale, but the KMARS can assess not only adherence behavior but also subjective response to medication. Among the questions item 5, “I take my medication only when I am sick”, should be used carefully, because it has ambiguous meaning in Korean. Conclusion : KMARS is a simple and reliable tool for measuring medication adherence in psychosis.ope

T.O.V.A. PROFILES OF CLINICALLY REFERRED CHILDREN WITH SYMPTOMS OF INATTENTION

Objective：This study aims to investigate the cognitive characteristics of clinically referred children with symptoms of inattention, cach as having ADHD, tic disorder, and emotional disorder. Methods：65 boys(38 with ADHD, 17 with Tic disorder, and 10 with Emotional disorder) were individually assessed using the KEDI-WISC(FIQ, VIQ, PIQ) and T.O.V.A.(errors of omission, errors of commission, reaction time, variability, anticipatory response, multiple response), and the results of those tests were analyzed. Results：There was significant difference among three diagnostic groups of the VIQ of KEDIWISC and the reaction time of T.O.V.A. after the correction of the effect of age difference. Conclusion：The findings suggest that the reaction time of T.O.V.A. might be the useful variable to differentiate the ADHD from other psychiatric disorders and the effect of age and IQ difference should be considered carefully to diagnose in clinical setting.ope

The Clinical Approaches to Learning Disorder for Primary Physicians

It is not uncommon for children and adolescents with learning disabilities to have neurologically based disorders and other associated psychosocial problems. Those children have learning disorder need systematic psychiatric and neuropsychological evaluations for proper managements. Moreover many educational test instruments and special educational literatures use an information processing model for understanding learning and learning disabilities. Any learning disorders can involve more than one area in various dysfunctional processes; input disabilities (visual and auditory perceptions, and other sensory integrations), integration disabilities (sequencing, abstraction, and organization), memory disabilities, and output disabilities (language and motor). Individuals with learning disability require appropriate interventions, whether they are clinical or educational. They must be screened primarily by family physicians, pediatricians, and psychiatrists, and have psychosocial supports for themselves and their family, and then be referred to child and adolescent psychiatrists for optimal treatment planning and multimodal managements.ope

[특별강연]동아시아의 미래, 역사분쟁을 넘어서

고마바 캠퍼스에서 대학원생들을 대상으로 평소에 일본학생들에게 하고 싶었던 얘기를 할 수 있었던 것은 나에게 귀중한 기회였다. 초청해 주신 다카하시 데쓰야(高橋哲也) 선생과 나까지마 다까히로(中島隆博) 선생, 기타가와 사끼코(北川東子)선생, 히데 이시구로(ひて石黑) 선생 네 분께 다시 한번 감사한다. 수업 중에 학생들이 강의를 열심히 듣고 진지한 질문을 많이 해 주어 큰 보람을 느꼈다. 내 강의의 주제는 UTCP(The University of Tokyo, Center for Philosophy)의 역사, 법, 폭력이란 프로젝트에 맞추어 근대한일관계사에서의 법과 폭력으로 정했으며, 이 강의를 통해 강조한 것은 다음과 같다. 즉 일본은 한국을 식민지로 통치하는 동안 근대화 시켜 주었다고 하지만 실제로는 한국의 자력 근대화의 기회를 박탈했던 것이며, 한국병합에 대해서도 일본측에서는 합법이란 주장이 많으나 실제로는 절차상의 탈법이 여러 번 저질러지고 무력으로 한국측을 위협해서 조약을 강제 체결했기 때문에 조약 자체가 성립한 것이라고 보기 어려운 점이 많다는 것을 조약문 하나하나를 함께 보면서 얘기했다