• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.13 no.1
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• pp.15-23
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• 2002

Knowledge regarding the resilience factors and risk factors of the childhood trauma on the developental trajectory is in its infancy due to the lack of prospective follow-up studies in the childhood trauma and limited understanding of the complex reciprocal interactions between childhood trauma, develop-ent and various aspects of children's environment. These difficulties in the conceptual framework and research methods in the childhood trauma are partly reflected in the inconsistencies, even controversies, of the results in the childhood trauma researches. Despite these difficulties, common aspects of the risk factors and resilience of the childhood trauma on the development can be identified from the previous studies. The resilience to the negative outcome on the development by childhood trauma includes：sex female before puberty, male after puberty or infancy), high socioeconomic status, no organic problem, easy temperament, no previous experience with early loss or separation, younger age at the trauma, better problem solving capacity, high self-esteem, internal locus of control, high coping skills, ability to identify interpersonal relationships, ability to play, sense of humor, having capable parents, having a warm relaionship with at least one of the parents, high education and participating in the organized religious activities. These commonalities of the results suggest that risk and resilient factors of the childhood trauma are interdependent, each factor has multiplicity in the impacts on the children's development according to the developmental stage of the child, family and children's other environment, trauma and stressor have diverse effects according to their intensity and risk and resilience factors could have synergistic or antagonistic effects to each other. To develop comprehensive understanding on the relationship between childhood trauma and developmental psychopathology, risk and resilience factors and to develop effective and efficient prevention and intervention, research on the effect of the stress on the neurodevelopment, on the individual differences of the response to the trauma including genetic factors and constitution, and on the brain plasticity should be accompanied in the future.

• Journal of Korean Tunnelling and Underground Space Association
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• v.19 no.1
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• pp.95-107
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• 2017

In this study, a preliminary study was undertaken for development of a tunnel incident automatic detection system based on a machine learning algorithm which is to detect a number of incidents taking place in tunnel in real time and also to be able to identify the type of incident. Two road sites where CCTVs are operating have been selected and a part of CCTV images are treated to produce sets of training data. The data sets are composed of position and time information of moving objects on CCTV screen which are extracted by initially detecting and tracking of incoming objects into CCTV screen by using a conventional image processing technique available in this study. And the data sets are matched with 6 categories of events such as lane change, stoping, etc which are also involved in the training data sets. The training data are learnt by a resilience neural network where two hidden layers are applied and 9 architectural models are set up for parametric studies, from which the architectural model, 300(first hidden layer)-150(second hidden layer) is found to be optimum in highest accuracy with respect to training data as well as testing data not used for training. From this study, it was shown that the highly variable and complex traffic and incident features could be well identified without any definition of feature regulation by using a concept of machine learning. In addition, detection capability and accuracy of the machine learning based system will be automatically enhanced as much as big data of CCTV images in tunnel becomes rich.

• Journal of the Korean Society of Food Science and Nutrition
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• v.44 no.9
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• pp.1339-1346
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• 2015

In a previous study, baekseolgi with xylitol or sucralose was comparable to baekseolgi with sugar in terms of all sensory characteristics. However, the hardness of sucralose baekseolgi increased considerably during storage while that of xylitol baekseolgi remained unchanged. To improve the physical limitations observed in sucralose baekseolgi, a combination of sucralose and xylitol were substituted for sugar when preparing baekseolgi (SL0~SL100, SLn; baekseolgi where sugar was replaced with n% sucralose and 100-n% xylitol based on relative sweetness to sugar). All SLn baekseolgi samples were not significantly different from sugar baekseolgi in terms of sensory properties. The moisture content was not different between sugar and xylitol baekseolgi (SL0), but decreased significantly as the amount of sucralose increased (P<0.01), which correlated with cohesiveness of baekseolgi. Texture profile analysis revealed that hardness of SLn baekseolgi increased without any noticeable change in moisture content after storage at $4^{\circ}C$ for 7 days. In addition, the hardness after storage was the highest in sucralose baekseolgi (SL100), which was comparatively lower in SL0~SL80 containing xylitol presumably due to the hygroscopic characteristics of xylitol. In particular, SL20 was found to be comparable to sugar baekseolgi in terms of moisture and cohesiveness during storage. The results showed that the combination of xylitol and sucralose could be a potential sugar substitute in terms of not only sensory characteristics but also physicochemical properties.

• Sleep Medicine and Psychophysiology
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• v.7 no.2
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• pp.96-101
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• 2000

Objectives: Through comparing sleep variables and autonomic activities among three shifts in shift workers, the authors intended to clarify which shift is most tolerable and to identify the characteristics of their psychological and physical problems. This study is also expected to help shift workers to adapt themselves to their work more effectively. Methods: Fifty one shift workers took part in this study. They were working in a rapidly rotating system in which they worked for 3 days in one shift with one day off between each shift. Based on a sleep diary, sleep latency (SL), sleep period time (SPT), and number of wake after sleep onset (NWASO) were estimated and compared among the three shifts. In assessing sleepiness, Epworth sleepiness scale (ESS) and visual analogue scale (VAS) were used. To evaluate mood states among the three shifts, profile of mood states (POMS) was administered. Heart rate variability (HRV), and the level of adrenaline and noradrenaline were measured to assess autonomic activities. HRV included low frequency power (LF), high frequency power (HF), and LF/HF. Results: SPT was significantly lengthened during the evening shift and SL was shortened during the night shift. The workers showed a drop in alertness at wake-up during morning shift and a drop in alertness at work during night shift. During night shift the subjects complained of physical fatigue and cognitive decline. Comparison of HRV showed that parasympathetic activity was most prominent during the evening shift. Secretion of adrenaline and noradrenaline decreased during the evening shift, though statistically not significant. Conclusion: We found that the evening shift was most tolerable among the three shifts. It is recommended that morning light exposure be done during the morning shift and nocturnal light exposure during the night shift.

• The Korean Journal of Elementary Counseling
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• v.6 no.1
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• pp.141-169
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• 2007

One of the most common feelings in everyday life is anger. Anger plays an important role in activating emotional energy and increasing intolerance when confronted with hardships, frustration and improper treatments. And it provides us with controlling interpersonal behavior, organizing internal, physiological, psychological process and various adaptive functions. If anger is not properly expressed, it brings about offensive attitude, leading to not only physical impairment but also anxiety in interpersonal relations and maladaptive to everyday life. For elementary school students, frequent quarrels, abusive words and defiant attitude toward adults are also caused by students' anger. Therefore, students' anger is one of the most difficult problems to be dealt with not only psychologically but also in elementary schools. In this respect, after investigating frequently experienced anger- inducing situations and inventing anger-inducing situation questionnaire, we postulated specific situations changing irrational belief into rational one. Based on these situations, we accounted for how to cope with anger inducing factors and change irrational belief into rational one, introducing several strategies needed to control anger, invented cognitive behavioral anger control program and tried to clarify the relationship between anger inducing experience and anger regulation ability. In order to derive usual anger-inducing situations, we made 180 students with fifth and sixth grade to record the reason why he/she got angry, mood, thought, behavior and result. Through this process, we could derive 47 situations bringing about anger and prepared anger-inducing situation questionnaire. It can be divided into 3 anger inducing situations by using factor analysis into 500 elementary students of fifth and sixth grade. Cognitive behavioral anger control program used in this study consists of 13 sessions. From first to fifth session, it is composed of 10 anger control methods to make students be aware of and control their anger. From sixth through thirteenth session, the relationship between irrational belief and anger inducing is introduced is focused on how irrational belief is changed into rational one. To examine the effects of the program, high anger students and the students lacking anger control are selected. Thirty students through pre-test using anger-inducing questionnaire and anger control ability questionnaire are taught the goals and procedures. Volunteer students and students with parents' consent allocated to experimental group (12 students) and the rest of the students are control group (12 students). Cognitive Behavioral Anger Control Program are applied every 50 minutes twice a week for 7 weeks and 4 weeks before and after this program, anger-inducing situation questionnaire and anger control ability questionnaire are practiced. Data collected in this study analyzed by SPSS and Kwakstat. In the middle of this program, quarterly reports and satisfaction measuratings were evaluated to examine whether there is verbal and non-verbal behavior change and students feel satisfied with the program. The results of this study are as follows: First, Cognitive-behavioral anger control program used in this study effectively reduced anger experience and lasted for 4 weeks. Second, cognitive behavioral anger control program increased students' ability to control anger inducing situations and also effective for 4 weeks. And its effect on verbal and non-verbal behaviour was very impressive Students come to realize that irrational belief is the cause of their anger and actively apply cognitive-behavioral anger control technique to themselves as well. Students became improved in their peer relations and felt confident in everyday life. The overall evaluation of this program can be listed as follows; "very satisfactory (91.67%)", "satisfactory (8.33%)", "very helpful (91.67%)", "helpful (8.33%). In this study we first investigated several anger-inducing situations and invented anger-inducing situation questionnaire and then applied cognitive behavioral anger control program in order to control their. anger and not to experience it. By creating workbooks and manuals this method can easily be used in school education settings.

• Journal of Science Education
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• v.36 no.2
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• pp.381-393
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• 2012

This study was analyzed that what kind of elements for STEAM, except scientific commonsense, are contained in 2009 revised chemistry textbooks I for high school students. So first, elements of STEAM in textbooks were examined by following three sections; by publishing company, each unit and area of textbook. For reference, new sub-elements of STEAM were set because existing elements of STEAM is incongruent with current textbooks. As a result, most chemistry textbooks included elements of STEAM properly for inter-related learning with the other fields. Every textbook had its unique learning methods for utilizing elements of STEAM and they were unified as one way. Depending on textbooks, learning methods were little bit different from the others. Also, detailed elements of STEAM contained in textbooks were classified just 14 types. And they were even focused on a few elements according to sort of textbook. Thus, it seemed that there was a certain limitation of current education of STEAM in chemistry Field. By the unit, according to the curriculum, contained elements of STEAM were different. Almost all elements of STEAM were located in I section. Consequently, it is difficult to include elements of STEAM if mathematics or history were not existed in curriculum. Lastly, by the area, most of all elements of STEAM were included in reference section. Almost all elements of STEAM were focused on art and culture. Thus, STEAM was used for utilization about chemical knowledge in substance. Otherwise, convergence training for approach method was not enough in chemical knowledge.

• Journal of Gifted/Talented Education
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• v.24 no.4
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• pp.509-541
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• 2014

There was a great need to consider a core competency-based approach as a new direction of the science education for gifted students according to the value and vision of the 21st century knowledge-based societies. Therefore we developed a core competency model of scientist and examined its validity as a prerequisite for a core competency-based education of science gifted students. In order to this, the survey was conducted after developing questionnaire through the theoretical review of the various resources such as paper, book, and newspaper articles and the qualitative analysis of the behavioral event interview, and then an exploratory factor analysis was performed to validate the factor structure based on the results of the survey. The results revealed that the core competency model with the 5 cluster units of competency and the 15 core competencies was potentially constituted. And the reliability, convergent validity, and discriminant validity of the core competency model were verified through the confirmatory factor analysis. The cognitive cluster consisted of 5 competencies and they were as follows: creative, comprehensive, exploratory, analytical, and conceptual thinking competency. The achievement-orientation cluster consisted of 3 competencies and they were as follows: initiative, preparation & problem solving, and strategic influence competency. The scientific attitude cluster consisted of 3 competencies and they were as follows: flexible thinking & attitude, passion for research, and views about science competency. The personal effectiveness cluster consisted of 2 competencies and they were as follows: diverse experiences and global attitude competency. Finally, the networking cluster consisted of 2 competencies and they were as follows: personal understanding and communication competency. Findings were expected to provide the basic data for developing programs and establishing strategies based on the core competency as well as introducing the core competency model of scientist to science education for gifted students effectively.

• The Korean Journal of Nuclear Medicine Technology
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• v.14 no.2
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• pp.65-76
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• 2010

Purpose: he use of PET scanners and the number of patient in Korea have been increased for recent several years dramatically. For this reason, technologists have more possibilities to be exposed to the radiation. The hospitals using PET scanners should make an effort to reduce the radiation exposure dose. The purpose of this study was to evaluate the radiation exposure does when using radiation shielding devices. The evaluation was performed through questionnaire survey and experiment. Materials and Methods: First, the technologists who had experience working in PET center in 2008-2009 were surveyed with questionnaire and TLD Figures, personal opinion of utilization of radiation shielding devices are analyzed. Second, we measured the shielding rate of shielding devices which have been using in PET study procedures. We divided the procedures into four steps; distribution, moving, injection of $^{18}F$-FDG and patient setup. Results: First, the results of this survey, using of L-block+Syringe shield, L-block, Syringe shield, No shield during the injection, were each 58.5%, 20%, 9%, 12.3%. The TLD values according to utilization of radiation shield, using both L-block+Syringe Shield and L-block showed the lower TLD values, and Syringe shield only or No shield showed the higher TLD values. Second, the results of experiments according to PET study procedures measured the shielding rates as follows. The shielding rates during the distribution using L-block, L-block+Apron shield were measured 97.4%, 97.7%. The shielding rates during the $^{18}F$-FDG delivery to the injection room using mobile Syringe shield, Syringe holder, Syringe shield carrier were each 81.7%, 98.9%, 99.7%. The shielding rates during the injection using Syringe shield, L-block, L-block+Syringe shield were measured each 51.9%, 98.3%, 98.7%. The shielding rates of Apron were measured in each 30, 60, 90, 120, 150 cm distance. The measurement were each 16.9%, 14.2%, 16.6%, 17.1%, 18.1%, 18.6%. Conclusion: The most effective method for radiation shielding is to using L-block during the $^{18}F$-FDG distribution and Syringe shield carrier during in moving $^{18}F$-FDG. For the $^{18}F$-FDG injection, L-block+Syringe shield have to be used. The shielding effect of Apron has shown average 16.4%. According to the survey of questionnaire, the operators recognized well risk of the radiation exposure but, tended ignore in working. The radiation dose according to recognition of radiation exposure risk was not relevant. but radiation dose according to utilization of radiation shield lower the more use it. The main reason of no use of shielding devices is cumbersome, 55% of the respondents answered. I'm sure, by use of radiation shield in all PET procedure, radiation exposure will be reduced considerably.

• Journal of the Korean Society of Food Science and Nutrition
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• v.39 no.11
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• pp.1595-1603
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• 2010

The present study was conducted to investigate the effect of dietary grape pomace on lipid metabolism and hepatic morphology of rats fed a high fat diet. The high fat diet contained additional 15% lard to AIN 93-based diet. Male Sprague-Dawley rats were fed experimental diets containing 5% grape pomace for 4 weeks. Serum activities of glutamic-oxaloacetic transaminase (GOT) and glutamic-pyruvic transaminase (GPT) were not changed by high fat and grape pomace feeding. Serum concentration of triglyceride in rats fed a high fat diet was decreased significantly by dietary grape pomace. Hepatic concentrations of total lipid, total cholesterol and triglyceride were reduced in grape pomace groups with a high fat diet. Fecal concentrations of total cholesterol and triglyceride were increased in grape pomace groups with a high fat diet. The fecal content of coprostanol was not different among the groups. Dietary grape pomace increased the fecal excretion of cholesterol and coprostanone in rats fed a high fat diet. The fecal excretion of bile acid was not affected by feeding grape pomace in rats fed a high fat diet. Light micrographs of liver tissue revealed lipid droplets were increased by a high fat diet, but dietary supplementation of grape pomace tended to alleviate such changes.

• Journal of Gifted/Talented Education
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• v.13 no.1
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• pp.65-80
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• 2003

The purpose of this study was to investigate the Asynchronous development of young gifted children by parents' perception. Total 3 groups of 145 subjects from age 30 months to 6 years 10 months old young gifted children's parents participated. The major findings were as follows: (1) The mean developmental characteristics was at a high average level. The developmental subscales tended to be high. The level of verbal understanding/expression tended to be high. It reared as followed; intellectual capacity, emotional maturity, visual-motor coordination, morality, self-behavior control, emotion control, physical development, social development, peer relationship, leadership ability. (2) There were significant differences between intellectual capacity, verbal understanding /expression and physical, social development, self-behavior control, emotion control. There were significant differences between physical development, self-behavior control and emotion control as children got lower. There were significant differences between verbal understanding/expression and visual-motor coordination as children got older. There were significant differences between social development, peer relationship and self-behavior control, emotion control as children got older. Also, there were significant differences between leadership ability and self-behavior control, emotion control as children got older. There were significant differences between morality and self-behavior control as children got older. These findings suggested that young gifted children were in the special needs because of the developmental differences.