• Journal of radiological science and technology
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• v.31 no.4
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• pp.337-346
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• 2008

A questionaire survey was conducted for patients who had been examined at the Department of Radiology to investigate the items that need to be improved. Brainstorming was also conducted by team members to suggest the tactics that can efficiently perform the QI activity by selecting the most frequently answered topics for the reduction of waiting time of x-ray examination. From September 2006 to November 2007, number of patients before and after conducting QI was compared for 3 months by each category differentiated by types of detailed causes. A patient case was set as one shooting for one patient. After conducting QI, the waiting cases before conducting QI were evaluated for the method of improvement for 3 month through the QI team discussion and conducted by following the improvement method for the next 1 month and the waiting cases were measured and the difference before and after the QI activity was compared in percentage. 1. When patient waiting cases were compared before and after conducting QI activity against the causes of repetition, it resulted in 3.9% of reduction effect. 2. When patient waiting cases were compared before and after conducting QI activity against the causes for the lack of guiding, it resulted in 1.1% of reduction effect. 3. When patient waiting cases were compared before and after conducting QI activity against the causes of miss-inputting prescription, it resulted in 1.1% of reduction effect. 4. When patient waiting cases were compared before and after conducting QI activity against the causes for emergency patients, patients with acute pain and discomfort patients, it resulted in 12.0% of reduction effect. 5. When patient waiting cases were compared before and after conducting QI activity against the causes for shooting overlapping of outpatients and hospitalized patients, it resulted in 4.7% of reduction effect. There are many factors to reduce the patient waiting cases in radiography. The first step is for radiology department to find these factors through QI, to improve them, which is the reason why the QI team is organized to perform the QI activities.

• Journal of The Korean Association For Science Education
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• v.36 no.1
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• pp.15-28
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• 2016

The purpose of this study is to investigate the changes of students' modeling ability in terms of 'meta-modeling knowledge' and 'modeling practice' through co-construction of scientific model. Co-construction of scientific model instructions about astronomy were given to 41 middle-school students. The students were given a before and after instruction modeling ability tests. The results show that students' 'meta-modeling knowledge' has changed into a more scientifically advanced thinking about models and modeling after the instruction. Students were able to be aware that 'they could express their thoughts using models', 'many models could be used to explain a single phenomena' and 'scientific models may change' through co-construction modeling process. The change in the 'modeling practice' of the students was divided into four cases (the level improving, the level lowering, the high-level maintaining, the low-level maintaining) depending on the change of pre-posttest levels. The modeling practice level of most students has improved through the instruction. These changes were influenced by co-construction process that provides opportunities to compete and compare their models to other models. Meanwhile, the modeling practice level of few students has lowered or maintained low level. Science score of these students at school was relatively high and they thought that the goal of learning is to get a higher score in exams by finding the correct answer. This means that students who were kept well under traditional instruction may feel harder to adapt to co-construction of scientific model instruction, which focuses more on the process of constructing knowledge based on evidences.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.14 no.5
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• pp.2329-2337
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• 2013

This study was done objected to the chronic stroke patients in order to evaluate change in brain wave activity and cognitive performance when Neurofeedback training. The subjects were over 6 months ago in chronic stroke patients screened-test through the 20 patients, 10 persons in each group were randomly placed. This was carried out in 4 weeks in total, with control group(n=10) on general physical therapy and experimental group(n=10) on general physical therapy along with Neurofeedback training. The general physical therapy was applied 5 times a week, 30 minutes at once, Neurofeedback training was applied as equally as the general physical therapy, which makes 20 times in total. To learn about the effect before the training, after training, and 2 weeks after the training in electric physiological measurement method of the brain, electroencephalogram(EEG) to examine challenges by calculating the absolute spectrum power for standard EEG change(%), followed by evaluation with clinical assessment tool MMSE-K, Stroop Test, Digit Span Test. As a result of comparing the change in brain wave through EEG, after training and 2 weeks after training showed that absolute ${\alpha}$-power and absolute ${\beta}$-SMR power of experimental group have increased and absolute ${\theta}$-power decreased significantly compared to experimental group I. Moreover, the MMSE-K score in trial appraisal has increased significantly, and the error in Stroop Test and Digit Span Test has decreased significantly. such results, with the chronic stroke patient's brain wave control, Neurofeedback training was determined to improve the cognitive performance. this study suggests a new training possibility of stroke patients by identifying the training effects of Neurofeedback training that trains the brain directly with brain wave control.

• Journal of Science Education
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• v.42 no.1
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• pp.49-65
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• 2018

Astronomy is the subject that can easily draw students' interest in studying science, therefore plays an important role in developing scientific core competence. However, it is difficult to develop spatial thinking that is required in understanding astronomical concepts through the classroom lessons. Planetarium, along with the science museum, is one of the most representative informal educational institution where astronomical concepts can be taught beyond time and space constraints. In this study, we developed the astronomy education program that is operated in the planetarium and applied the program to the elementary, middle and high-school students to investigate the effects of the planetarium lesson compared to the classroom lesson. The duration of this research was about 8 months, and the number of the students involved is 761, including participants of the 1 night and 2 days camps in the Daegu National Science Museum. The newly developed planetarium lesson is comparable to the previous classroom lesson of which topics are cardinal points, constellation, and the rotation of the earth. Test items were developed to evaluate the understanding of the astronomical concepts. The study was conducted based on the pre- and post-test with non-equivalent groups design comparing classroom and planetarium lessons. The results of this study are as follows. First, planetarium lesson is more effective for understanding astronomical concepts such as the cardinal points, earth's rotation, and the constellation than classroom lesson. Second, planetarium has a positive effect irrespective of gender and previous knowledge. Third, planetarium for high school students has the same effect as additional observation activities followed by the classroom instruction. Therefore, planetarium can be used as an alternative, effective tool when night observation is not available. In summary, planetarium is an effective tool that helps students to understand the astronomical concepts.

• Korean Journal of Veterinary Research
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• v.34 no.4
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• pp.745-757
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• 1994

Superovulatory treatment with exogenous gonadotropins adversely affects the uterus through the disruption of the delicate balance of ovarian steroids (estrogens, progestins, androgens). To examine the uterine effects of this treatment, 189 rats were given 4IU, 20IU or 40IU pregnant mare',s serum gonadotropin(PMSG) at 28 days of age and sacrificed every 24h until day 10(D10) post injection. Long term uterine effects were examined in 12 rats treated with 4IU or 40IU PMSG and killed on D30. Adult rat uteri were examined to provide a reference for comparisons. Morphological and histological changes of control (4IU) uteri mimicked those of the adult on a comparable time-course form D2 to D5. Administration of superovulatory doses(20IU, 40IU) of PMSG produced stromal hypertrophy by D2 and focal papillary hyperplasia of the luminal epithelia by D3. Levels of $17{\beta}$-estradiol following 20IU and 40IU PMSG treatment were significantly(p<0.05, p<0.005) elevated above those of controls after D1. Androgen levels of both groups(20IU, 40IU) significantly p<0.05, p<005 increased from baseline on D1 and were maximum between D2 and D3. In the 20IU PMSG group, the hyperplasia gradually regressed after D3 and was absent by D10. The hyperplasia in the 40IU PMSG group, however, had become extensive by D6. It is suspected that preceding elevated levels of estrogen may be responsible for this progressive change. On D 4, the levels of $17{\beta}$-estradiol reached a maximum, which was significantly(p<0.001) greater than both the controls and 20IU PMSG-treated rats. Between D6 and D10, the hyperplasia in 40IU PMSG-treated rats partially regressed. Examination of uteri from D30 revealed no evidence of the hyperplasia. It is suggested that previous exposure to high levels of estrogen and androgens, secondary to superovulation, is possible cause for the observed hyperplasia.

• Journal of Korean Society of Coastal and Ocean Engineers
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• v.19 no.5
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• pp.492-501
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• 2007

Coastal disasters have become one of the most important issues in every coastal country. In Korea, coastal disasters such as storm surge, sea level rise and extreme weather have placed many coastal regions in danger of being exposed or damaged during subsequent storms and gradual shoreline retreat. A storm surge is an onshore gush of water associated with a tow pressure weather system, typically in typhoon season. However, it is very difficult to predict storm surge height and inundation due to the irregularity of the course and intensity of a typhoon. To provide a new scheme of typhoon damage prediction model, the scenario which changes the central pressure, the maximum wind radius, the track and the proceeding speed by corresponding previous typhoon database, was composed. The virtual typhoon scenario database was constructed with individual scenario simulation and evaluation, in which it extracted the result from the scenario database of information of the hereafter typhoon and information due to climate change. This virtual typhoon scenario database will apply damage prediction information about a typhoon. This study performed construction and analysis of the simulation system with the storm surge/coastal inundation model at Masan coastal areas, and applied method for predicting using the scenario of the storm surge.

• Journal of the Korean Society of Earth Science Education
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• v.9 no.3
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• pp.309-322
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• 2016

This study was conducted to investigate the effect of science based on question-centered Havruta learning on the logical thinking and the science related attitude of elementary students. The number of participants were 93, 4 classes of 4th graders in G elementary school in C city. The experimental group, 2 classes including 46 participants, took science lessons based on question centered Havruta learning while the comparative group, 2 classes including 47 participants, took teacher-driven lessons using teacher's guidebook. Pre and post tests were done before and after executing lessons to assess the changing in each group's logical thinking and the science related attitude. And targeting experimental group, a perception survey toward Havruta learning was carried out and the results were arranged. The results of this study can be summarized as follows: First, the pre and post test results of logical thinking revealed that the experimental group showed higher improvement compared to the comparative group and the difference was meaningful. This implies that question centered Havruta classe has the effect of improving students' logical thinking. Second, from the pre and post test results of the science related attitude, we saw that the experimental group showed higher improvement compared to the comparative group and the difference was meaningful. This confirms that question centered Havruta class has the effect of improving students' science related attitude. Third, the survey regarding perspectives of experimental group students toward Havruta learning showed that students had a high satisfaction level.

• Journal of Korean Home Economics Education Association
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• v.25 no.4
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• pp.63-77
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• 2013

The purpose of this study is to develop the home economics-relevant program on Korean traditional culture for adolescents from multicultural families for them for experience it directly, set up ego-identity and improve social adaptability. Further, we checked the effectiveness and efficiency of the developed program. First we developed the program composed of a total of 12 sessions based on experiencing Korean culture. It consists of largely 5 madang(parts) centered on themes such as Eowool madang, Hangeul madang, Play madang, Cooking madang and hostory madang. We ran the developed program for 3 months targeting a total of 18 persons composed of the adolescents from multicultural families and their mothers residing in S city of eastern area of Jeonnam province. We measured the participants' ego-identity, social adaptibility and participation satisfaction to examine the effectiveness of the program. The results of pre-test, post-test and satisfaction which are evaluation instruments used in this program are as follows. First, it appeared that the self-identity of the adolescent of multicultural families inceased by 0.30 from average score of 3.03 before the participation in the program to 3.33 after the participation. Social adaptability increased by 0.30 from average 3.11 before the participation to 3.41 after the participation. Second, in the program participation satisfaction, it appeared that first the middle satisfaction marked average 3.30 which exceeded median value at 3.00, meaning a little high satisfaction, whereas the final satisfaction had an averagescore of 4.03, which means a big satisfaction concerning the program participation. The results indicated that the home economics-relevant program was effective in improving the ego-identity and social adaptability of adolescents from multicultural families and supporting a role of as a member of Korean family.

• Journal of The Korean Association For Science Education
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• v.21 no.1
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• pp.89-101
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• 2001

The purpose of this study was to develop the elementary school science instructional material for nurturing students' creativity and to analyze the effects of this material on the changes of students' creativity. This material was composed of student's worksheet and a teacher's guidebook, in which are relevant to the elements of creativity and creative activities that can be applied to elementary science curriculum of 5th and 6th grades. Student's worksheets include various creative activities: imagination, guided imagery, experimental activity, mind mapping as wrap-up, and 'let's think' as an extended activity, game, puzzle, making a cartoon, to be, role playing, and so on. These materials were applied to 5th grade science class, 156 students. They were divided into two groups: the treatment group to which developed material was applied and the control group which was a traditional lecture-centered class. After this material had been applied for 3 months, students of both groups took a test of creativity. Interviews and observation were also carried out with three level groups (higher, medium and lower level) which were divided within the treatment group based on their creativity score. The results of this study were as follows: The treatment group showed higher score on creativity than that of control group(p<0.01). In the result of interviews and observation, the students of the higher and the medium level accomplished their tasks by themselves better than those on lower level.All of them took an interest in visual activity. In a wrapping-up step, the higher level students made mind map more systematically and the medium students improved as time goes on, but low level students feel constrained. In totally, they used various expression methods and were interested in making drawings and cartoons creatively.

• Journal of The Korean Association For Science Education
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• v.36 no.5
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• pp.757-768
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• 2016

This study developed an SSI (Socio-Scientific Issue) discussion program that applies a creative technique called six thinking hats, and then investigated the differences in argumentation patterns and effects on the decision-making abilities of each character feature of students between SNS debate and existing face to face debate. There were three SSI themes - Designer Babies, embryonic stem cell study, and legitimacy of abortion. Students were divided into two groups, the debate group using SNS and face to face debate group. The character patterns of students were divided to 'extraversion,' 'agreeableness,' and 'conscientiousness' through test sheets for character features for each student. Both groups were educated for creative discussion methods using six thinking hats and then, the class progressed. As a result of analyzing argumentation patterns used in SNS debate and face to face debate, the most used argumentation pattern was the "cause pattern." But comparing to face to face debate, other patterns (mark, inference, authority, motive) were also used in SNS debate. The study analyzed three factors of decision-making ability for each character feature of students such as complexity, perspectives, and inquiry. As a result, for 'complexity' factor, there was a significant difference between SNS debate group and face to face debate group only in the student group of Agreeableness. For 'perspectives' factor, there were significant differences between SNS debate group and face to face debate group in all three characters. Finally, for inquiry, there were no significant differences between SNS debate group and face to face debate group in all three characters. Accordingly it would be necessary to apply SNS debate using the six thinking hats in SSI education to enhance perspectives.