• The Journal of Korean Association of Computer Education
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• v.15 no.3
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• pp.25-35
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• 2012

This research has a purpose to help academic high school students to choose their own career by developing an examination that distinguishes between liberal arts and natural sciences. Besides an aptitude test, I identified the necessity of a tool for distinguishing liberal arts and natural sciences, using an examination tool that uses puzzles to distinguish liberal arts and natural sciences and conducted the first examination. On the basis of the result of the first examination I made the second examination test, and the algorithm. After conducting the second examination to a variety of target subjects, like academic high school students, university students, and graduate students through the second examination paper and algorithm for distinguishing liberal arts and natural sciences, competent results have been deducted.

• Proceedings of the KIEE Conference
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• 2009.07a
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• pp.1992_1993
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• 2009

뇌의 활동전위를 측정하여 원하지 않게 형성된 두뇌의 성향을 뇌파를 조절하여 치료하는 뉴로피드백과 임상적으로 유용하게 사용하고 있고 두뇌의 이상을 일련의 검사를 통해 판단하기 위한 도구인 신경심리검사를 함께 사용하면서 시너지효과를 낼 수 있도록 하는 프로그램을 개발하였다. 신경심리검사는 최초 14개의 컨텐츠로 설계했지만 컨텐츠 추가를 쉽게 할 수 있도록 했고 뉴로피드백을 동시에 할 수 있도록 구성하였다.

• Journal of The Korean Association of Information Education
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• v.18 no.1
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• pp.1-11
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• 2014

As the development of the information society, our lives enriched and became more convenient. However it leads to the dysfunction. These dysfunctions appear especially to teenagers. Information Ethics education should be strengthened in order to solve these problems. However experts in the subject of Information Ethics are lacking. The goal of this study is to find some factors of professionalism of teachers responsible for Information Ethics education and to develop an assessment tool. In this study, we find some factors of professionalism of Information Ethics teachers, make some preliminary questions and select some of them by discussing with experts. Through a preliminary and main inspection we analyze the reliability and validity of the questions and develop the final questions. To practically use the assessment tool, we consisted the standards table. This assessment tool can be used for evaluation an Information Ethics teacher's ability, used as the basic materials for improving it and suggested making some systematic curriculums for teacher's training.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.5
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• pp.423-432
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• 2021

This study developed a scale to measure college students' perceived stress levels for adverse life events that may occur in their daily lives and confirmed its validity and reliability. The scale was developed in accordance with DeVellis' scale development guidelines. Data were collected from 1,242 students of a local university in 2020. The collected samples were randomly separated into two groups (A, B). Group A (N=620) was tested for an initial examination of the performance, exploratory factor analysis, multitrait-multimethod matrix, criterion-related validity, and reliability of each item; and verified with group B (N=622) for confirmatory factor analysis and reliability re-test. As a result, the final scale of 33 items and eight factors were developed. The KMO values were 0.92, and Bartlett's spherical test was significant (χ²=12532.42, p<.001); the number of factors with initial eigenvalues of 1.0 or higher was eight; the cumulative factor loadings of 71.5% and the commonality of each item was 0.56 or higher. The reliability of the scale was Cronbach's alpha 0.94; sub-factors' Cronbach's alpha was 0.78 to 0.90. Therefore, these findings suggest that the scale developed in this study would be useful for measuring the stress levels of daily life for college students.

• Communications of Mathematical Education
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• v.32 no.4
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• pp.455-475
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• 2018

The purpose of this study is to investigate characteristics of pre-service teachers' cognition about learning through the use of technology by employing a teacher education program in the use of technology-friendly flipped classroom. For this purpose, 45 pre-service teachers participated in the study and they completed both pre- and post-surveys including questions about Technology Adopter Category Index(TACI) and Technological Pedagogical Content Knowledge(TPACK). They were also asked to write self-reflections on mathematics softwares(Geometer's Sketch Pad(GSP), Geogebra, Cabri 3D). Results show that the teacher education program in the use of technology-friendly flipped classroom affected pre-service teachers' cognitions of TACI and TPACK, and they perceived that technology integration helped students' mathematics learning process. Findings from this study indicate that ideas about how to develop a technology-friendly teacher education program are more specified..

• Therapeutic Science for Rehabilitation
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• v.11 no.1
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• pp.69-85
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• 2022

Objective : This study aimed to develop a Comprehensive Oro-Facial Function Scale (COFFS) that can evaluate oro-facial function in patients with dysphagia. Methods : To verify the item composition and reliability of the COFFS, preliminary items were collected by selecting and analyzing four previous studies, and the Content Validity Ratio (CVR) was derived through a second survey of experts. Cronbach's 𝛼 was calculated for the internal validity of the evaluation items, and the test-retest reliability and inter-rater reliability were calculated using the internal classification coefficients (ICC). Results : The content validity ratio of all items was 0.67; in the case of Cronbach's 𝛼 value for each domain, 0.849 for communication domain, -0.224 for the oro-facial structure and shape, 0.831 for the ability to perform orofacial movements, and 0.946 for mastication and swallowing function. The test-retest reliability was 0.974 and the inter-rater reliability was 0.937, showing high reliability. Conclusion : In this study, the evaluation tool of COFFS was finally selected from 34 items in four areas and developed on a 3-5 point scale according to the evaluation items. In future studies, additional research is needed to prove its validity through correlation with other evaluation tools that measure oro-facial function.

• Journal of The Korean Association For Science Education
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• v.39 no.3
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• pp.363-377
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• 2019

This study reveals the aspects of subjectivity in the test results in a science-specific aspect when assessing science-related affective characteristic through self-report items. The science-specific response was defined as the response that appear due to student's recognition of nature or characteristics of science when his or her concepts or perceptions about science were attempted to measure. We have searched for cases where science-specific responses especially interfere with the measurement objective or accurate self-reports. The results of the error due to the science-specific factors were derived from the quantitative data of 649 students in the 1st and 2nd grade of high school and the qualitative data of 44 students interviewed. The perspective of science and the characteristics of science that students internalize from everyday life and science learning experiences interact with the items that form the test tool. As a result, it was found that there were obstacles to accurate self-report in three aspects: characteristics of science, personal science experience, and science in tool. In terms of the characteristic of science in relation to the essential aspect of science, students respond to items regardless of the measuring constructs, because of their views and perceived characteristics of science based on subjective recognition. The personal science experience factor representing the learner side consists of student's science motivation, interaction with science experience, and perception of science and life. Finally, from the instrumental point of view, science in tool leads to terminological confusion due to the uncertainty of science concepts and results in a distance from accurate self-report eventually. Implications from the results of the study are as follows: review of inclusion of science-specific factors, precaution to clarify the concept of measurement, check of science specificity factors at the development stage, and efforts to cross the boundaries between everyday science and school science.

• Proceedings of the Korea Information Processing Society Conference
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• 2006.05a
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• pp.207-210
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• 2006

소프트웨어 프로덕트 라인 공학은 공통성과 가변성 식별을 통해 소프트웨어 재사용을 극대화시키는 접근방법으로 이를 지원하는 특성모델 작성도구에 대한 연구가 다수 진행되고 있다. 하지만 FODA 방식의 특성다이어그램을 지원하는 도구들은 특성다이어그램과 추가적인 특성제약사항을 분리하여 명세하기 때문에, 특성모델의 이해와 두 명세 사이의 일관성 보장이 어렵다. 따라서 본 논문에서는 UML을 이용하여 특성다이어그램에 추가적인 특성제약사항을 함께 표현함으로써 특성모델의 이해를 돕고, UML 특성다이어그램의 작성규칙 검사를 통하여 일관성을 보장하는 도구를 제안한다. 이를 기반으로 한 UML 특성모델 편집기를 통하여 개발자는 보다 쉽게 특성모델링을 수행하고, 일관성 있는 특성모델을 작성할 수 있다.

• Proceedings of the Korea Information Processing Society Conference
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• 2015.04a
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• pp.384-387
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• 2015

하이퍼바이저를 이용한 가상화 검사(Virtual Machine Introspection)의 하나인 Gibraltar[2]는 자동으로 무결성 명세서를 생성할 수 있고, 보안 위협이 높아지고 있는 데이터 영역에 대해서도 방어가 가능하다는 점에 존재하는 어떤 보안 도구보다 효과적인 시스템으로 여겨지고 있다. 본 연구에서는 루트킷 탐지 도구인 Gibraltar를 Linux/ARM 3.14 버전에서 구현하고, 커널 메모리 자료 구조 추출 자동화 툴을 개발함으로써 기존 연구의 문제점을 해결하여 성능을 개선하였다. 이를 바탕으로 향후 Gibraltar 연구의 추가 개선 방향을 제시한다.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.13 no.1
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• pp.129-138
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• 2002

Objectives：In order to treatment guideline of ADHD, present clinical practise of child psychiatrists and their opinion of optimal intervention were evaluated. Methods：Structured questionnaire items about diagnostic workup, drug choice of 5 different situations according to different co-morbid disorders, and non - pharmacological treatment were applied to 32 child psychiatrists working at university and general hospital. we compared the data with Texas Algorithm Project guideline. Results：(1) Intelligence Test, Sentence Completion Test, sustained attention test, and Conner's questionnaire were the basic routine test that must be performed. (2) Main trend of medication in this study was not different from TAP guideline. (3) In case of co-morbid tic disorder, first recommending drug is still psychostimulant in the TAP guideline. But in this study initial psychostimulant prescription was not main trend. (4) In case of MPH non-response co-morbid disruptive behavior disorder, MPH medication combined with other drug were more common than switching to other drug as suggested the TAP guidelines. (5) In non-pharmacological treatment, most child psychiatrists reported the importance of parent management. Conclusion：There were some difference in medication trend in this study compared with TAP guideline. Further study and conference are needed for experts consensus in Korea.