• Journal of Institute of Control, Robotics and Systems
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• v.6 no.7
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• pp.568-577
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• 2000

In this paper for an object grasped by a robot hand to work in stiffness control domain we first investigate the number of fingers for successful stiffness modulation in the object operational space. Next we propose a new compliance control method for robot hands which consist of two steps. RIFDS(Resolved Inter-Finger Decoupling Solver) is to decompose the desired compliance characteristic specified in the op-erational space into the compliance characteristic in the fingertip space without inter-finger coupling and RIJDS(Resolved Inter-Joint Decoupling Solver) is to decompose the fingertip space without inter-finger coupling and RIJDS(Resolved inter-Joint Decoupling Solver) is to decompose the compliance characteristic in the finger-tip space into the compliance characteristic given in the joint space without inter-joint coupling. Based on the analysis results the finger structure should be biominetic in the sense that either kniematic redundancy or force redundancy are required to implement the proposed compliance control scheme, Five-bar fingered robot hands are used as an illustrative example to implement the proposed compliance control method. To show the effectiveness of the proposed compliance control method simulations are performed for two-fingered and three-fingered robot hands.

• Journal of Food Hygiene and Safety
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• v.25 no.2
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• pp.133-142
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• 2010

This study was performed to investigate awareness of hand washing, hand washing behavior, and the levels of indicator microorganisms on hands of food handlers who work in the food court and cafeteria of a university campus. The three methods used were questionnaire survey by interview, direct observation in restrooms, and microbiological examination according to the Food Code of Korea. A positive attitude toward hand washing compliance was reported by the responded food handlers; however, improper hand washing and poor hand hygiene of the food handlers were recognized by the unnoticed direct observation. Significant differences were found between the questionnaire survey and the direct observation (p < 0.05) in hand washing compliance after using the toilet, duration of hand washing, use of hand washing agent, washing different parts of the hands, hand-drying method, temperature of water, and method of turning off the water. Samples taken from their hands before work showed higher level of standard plate count, total and fecal coliforms, and Escherichia coli than those taken after washing with water. After washing hands with antiseptic liquid soap, the bacterial populations including Staphylococcus aureus on hands were dramatically reduced. This study indicates that there is a remarkable difference between the food handlers' awareness of hand washing and their hand washing behavior. Poor hand washing compliance and hand hygiene were indicated by the positive results of total and fecal coliforms, E. coli, and S. aureus on hands of some food handlers. The findings of this study suggest that the hand hygiene of the food handlers need to be improved. More training/education on hand washing and hand hygiene of the food handlers should be necessary.

• Journal of The Korean Association For Science Education
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• v.24 no.1
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• pp.129-145
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• 2004

Since science was first taught in schools, maybe during the 18th century, school science education has experienced many substantial changes in its goals and nature over the period. The historical changes are usually referred to by some key terms, like, mechanics' institutes, object lessons, heuristics, general science, inquiry, STS, misconceptions. To characterize these changes, science educators frequently use some slogan-like analogies, referring to parts of the human body to indicate the movement of science education during a particular period of time: for example, 'Hands-On' for inquiry movement during 1960s-70s, 'Minds-On' for constructivist movement during 1980s-90s. In this paper, we briefly summarize the overall historical development of science education in Britain, then further expand the analogies to cover the overall process, that is, Ears-On ${\to}$ Eyes-On ${\to}$ Hands-On ${\to}$ Minds-On. To illustrate future directions of the 21st century, we propose a new analogy, 'Hearts-On', and also discuss the meanings and implications of a 'Hearts-On' analogy by illustrating how this new paradigm can be applied to reflect various current trends of science education, particularly in Korea. In addition, a parallel historical change between school science and science museums & centres is discussed.

• The Journal of the Convergence on Culture Technology
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• v.6 no.2
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• pp.397-407
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• 2020

This study was conducted to investigate the effects that simulation-based hands-on training, the core competence of nursing students, have on the students' nunchi problem solving ability, and resilience. The results showed that taking notice, a subordinate variable of nunchi significantly increased and problem-solving ability and its subordinate variables, problem recognition, information gathering, analytical skill, diffuse thinking, decision making, planning, execution and risk taking, evaluation, and feedback significantly increased. Also, resilience and its subordinate variables, control, positivity, and social skills significantly increased. Since these results imply that simulation-based hands-on training can strengthen the core competencies of nursing students, a foundation should be provided for the development of on-site hands-on training modules.

• International conference on construction engineering and project management
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• 2022.06a
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• pp.484-491
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• 2022

A paradigm shift in teaching modular construction in higher education and K-12 is proposed as a means to increase the future adoption of the modular construction technique. To this effect, a new education module is presented to STEM educators. This education module is based on LEGOs and directed towards educators in the architecture, engineering, and construction (AEC) industry. The main objectives of the education module are to increase interest and knowledge of modular construction, acknowledge the benefits of using 3D design with 4D scheduling, and create a simulating hands-on educational opportunity. The education module is designed to allow participants to experience a hands-on simulation of modular construction and stick-built construction through building a LEGO project. Participants are challenged to find the advantages and disadvantages in both construction systems first-hand and record their findings. Results are presented from the preliminary testing of this education model on a group of construction management students at the University of Nevada, Las Vegas. Overall, the survey results showed that the LEGO education module was successful at achieving the project's three main objectives: 1) increasing the participants' interest and knowledge of modular construction through an interactive project; 2) increasing the participants' understanding of the benefits of 3D design with 4D scheduling over the use of 2D drawings; and 3) creating a simulating hands-on educational opportunity to help participants compare modular construction to stick-built construction. In the end, this proposed a new LEGO education module addressing the problems identified from this study with more participants.

• Fashion & Textile Research Journal
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• v.13 no.3
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• pp.353-363
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• 2011

The purpose of this study was to deduce factors organization of brand equity for the exclusive imported brand by Department Store and to analyze it's influence on the performance. Subjects for the quantitative study, quota sampling was adopted in the areas where the subject brands were in place, and 452 questionnaires (141 of hands-on staff, 311 of consumers) were analyzed. The data were analyzed by using factors and reliability analysis, the independent sample t-test, and multiple regression analysis. The results were as follows; 1. The examining the effect of asset evaluation attributes of imported brands(GAP, ZARA) monopolized by certain department stores on business achievement and consumer attitude, it turned out that business achievement in hands-on staff's asset evaluation in view of business entity had meaningful difference according to the contract types of the brand, and that business achievement according to hands-on staff's evaluation and consumer attitude according to consumers' evaluation were different according to the brand asset value. 2. The examining the effect of consumer attitude according to consumers' evaluation, it turned out that preference had meaningful effect on both store preference and intention of re-purchase, while as to ZARA, image had meaningful effect on store preference and intention of re-purchase, and reliability on store preference.

• Journal of The Korean Association of Information Education
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• v.18 no.4
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• pp.575-584
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• 2014

Lately, as the importance of software and the software education has been emphasized, the studies on ways of teaching programming to elementary students have been actively progressed. However, most of undergraduates as prospective elementary teachers who will be in charge of teaching programming at the elementary schools have a lack of interest in programming education as well as of the understanding of basic programming principles. Therefore, this study investigated how programming education using hands-on robot and scratch affected learning motivation and academic achievement of preliminary teachers. The comparison of results of two programming educations shows that the programming education using hands-on robot revealed statistically significant difference in learning motivation and academic achievement.

• Transactions on Electrical and Electronic Materials
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• v.17 no.5
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• pp.280-288
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• 2016

Microelectronic product consumers may already be expecting another paradigm shift with smarter phones over smart phones, but the current status of microelectronic manufacturing engineering education (MMEE) in universities hardly makes up the pace for such a fast moving technology paradigm shift. The purpose of MMEE is to educate four-year university graduates to work in the microelectronics industry with up-to-date knowledge and self-motivation. In this paper, we present a comprehensive curriculum for a four-year university degree program in the area of microelectronics manufacturing. Three hands-on experienced-based courses are proposed, along with a methodology for undergraduate students to acquire hands-on experience, towards integrated circuits (ICs) design, fabrication and packaging, are presented in consideration of manufacturing engineering education. Semiconductor device and circuit design course for junior level is designed to cover how designed circuits progress to micro-fabrication by practicing full customization of the layout of digital circuits. Hands-on experienced-based semiconductor fabrication courses are composed to enhance students’ motivation to participate in self-motivated semiconductor fab activities by performing a series of collaborations. Finally, the Microelectronics Packaging course provides greater possibilities of mastered skillsets in the area of microelectronics manufacturing with the fabrication of printed circuit boards (PCBs) and board level assembly for microprocessor applications. The evaluation of the presented comprehensive curriculum was performed with a students’ survey. All the students responded with “Strongly Agree” or “Agree” for the manufacturing related courses. Through the development and application of the presented curriculum for the past six years, we are convinced that students’ confidence in obtaining their desired jobs or choosing higher degrees in the area of microelectronics manufacturing was increased. We confirmed that the hypothesis on the inclusion of handson experience-based courses for MMEE is beneficial to enhancing the motivation for learning.

• Journal of Korean Elementary Science Education
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• v.28 no.4
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• pp.495-506
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• 2009

The purposes of the study were to examine the effect of 'Hands-on Science Class at School' program on students' scientific attitude and interest, and to investigate the satisfaction differences by students, lecturers, and local operating organizations respectively. For this study, 1,054 students from 1st to 6th grade participated in the national-wide survey, while they engaged in the program activities during 3 months. 496 students participated in scientific attitude test and 558 students answered to scientific interest test. For the program satisfaction survey, 689 out of 1,054 students, 363 lecturers and 55 local operating organizations also participated. The data show that 'Hands-on Science Class at School' program gave positive influences on students' scientific attitude improvement. The program also had considerable effects on increasing students' interest toward science as well. The satisfaction survey results showed that students' satisfaction with the program was significantly higher than lecturers'. The educational implications are discussed.

• Proceedings of the IEEK Conference
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• 2002.06c
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• pp.13-16
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• 2002

This paper proposes a method to track hand gesture and to recognize the gesture pattern using Kalman filter and continuous dynamic programming (CDP). The positions of hands are predicted by Kalman filter, and corresponding pixels to the hands are extracted by skin color filter. The center of gravity of the hands is the same as the input pattern vector. The input gesture is then recognized by matching with the reference gesture patterns using CDP. From experimental results to recognize circle shape gesture and intention gestures such as “Come on” and “Bye-bye”, we show the proposed method is feasible to the hand gesture-based human -computer interaction.