• Journal of the Korean Dietetic Association
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• v.13 no.1
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• pp.84-93
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• 2007

This study was carried out to see the effect of individualized diet education on the improvement of blood glucose level according to the changes of nutrient intake with the subjects of 25 people. Among 25 people who participated in diabetic education program held in Chilgok-gun public health center, Gyeongbuk, there were 15 diabetic patients(3 males and 12 females) and 10 healthy people(2 males and 8 females) and after the diet education, the results were as follows. As for clinical characteristics, the diabetic group tended to have slightly higher blood pressure than the control group, especially diastolic blood pressure of diabetic group was higher than the control group with a significant level(p<0.05). Blood glucose level measured 2 hours after the meal was higher in the diabetic group than the control group with significant level(p<0.0001). For the clinical characteristic changes before and after the diet education, the blood glucose level in the diabetic group reduced significantly(p<0.01). For the daily diet intake, intake of fat in the diabetic group increased significantly compared to the one before the education(p<0.05). When comparing the ratio of carbohydrate: protein: fat, it was changed from 72.9 : 16.2 : 12.9 before the education to 63.8 : 15.1 : 21.1 after the education. From the above results, it is necessary to perform the diet education which carries out in the health center for diabetic patients with individualized goal by stepwise way rather than as one time try, and by developing the diabetic education media which is appropriate for the patients.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.3
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• pp.807-825
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• 2010

Educational interest has been paid to ADHD students. Because of being easily distracted, lacking concentration, and committing hyperactive acts, they lag much behind other students in academic grades and their teachers have many difficulties in teaching them. This study aims to provide a case of enhancing an ADHD student's fraction-related achievement. To do this, we investigated his mathematical abilities in a preliminary study, devised an individualized teaching for the fractions unit, and applied them to him. And analyzing the results from observations and interviews of the student we can induce the following results: First, the ADHD student showed such types of errors in relation to fraction as lack of the concept of dividing into equal parts, lack of the concept of numerator and denominator, and errors in adding or subtracting fractions anc mixed fractions whose denominators were the same. And secondly, the fraction-related achievements of the ADHD student have improved thanks to the systematic teaching plan based on the accurate understanding of his academic gap relative to other students, his learning attitude, and his time difference. In addition, this study suggests several implications for ADHD students' learning of fractions.

• The Journal of Korean Association of Computer Education
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• v.10 no.6
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• pp.79-89
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• 2007

The advent of e-Learning paradigm requires a various type of e-Learning models and systems which are appropriate to support effective teaching-learning process. Accordingly, the teaching-learning system using the Internet and the intelligent tutoring system(ITS) in e-Learning environment has attracted a fair amount of critical attention. However there is a wide gap between infrastructure of a present educational site and the u-learning environment. Therefore, in this paper, an ITS teaching-learning model is proposed and system is developed for a school environment, which is based on a learner's cognitive structure and applies a concept of u-Learning, and then is verified for validity. X-Neuronet, the developed system, offers a method of representing a learner's cognitive structure so as to apply the method for the efficient individualized learning.

• Journal of The Korean Association of Information Education
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• v.6 no.1
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• pp.42-52
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• 2002

For an effective listening to music, a repeated listening to music should be possible without any restriction of time and space as well as to music for a music class and the various multi-media learning materials for listening to music is required. However, an individualized and repeated listening is difficult and an individualized listening materials are lacking. To solve these problems, learning system for listening to music in elementary school sharing learning materials required for it and including learning factors of listening to music is required. Therefore, this study analyzes learning factors of listening to music in elementary school and the learning system for listening to music is designed and developed to make elementary students have their own active listening to music and feel achievement and confidence by teacher's evaluation of their writings after listening to music and experience a joyful musical activity. And it is applied to elementary school.

• Nutritional Sciences
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• v.5 no.2
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• pp.75-83
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• 2002

A case-controlled, 12 week follow-up, study was designed to investigate the effect of dietician-delivered medical nutrition therapy (MNT) on the nutritional status and quality of life in hemodialysis patients. Subjects were recruited at Kyung-Hee Medical Center and were randomly assigned to two groups : the control and the MNT group. The MNT group received individualized MNT for 12 weeks. The results were as follows: 1) The mean ages of the control (n = 20) and MNT (n = 24) groups were 50.6 $\pm$ 14.8 and 45.7 $\pm$ 14.0 years, and the mean durations of dialysis were 2.3 $\pm$ 2.3 and 1.7 $\pm$ 1.9 years, respectively. The interdialysis weight gain of the subjects was higher than that recommended. 2) The indicators of the subjects nutritional status showed that S to 25% of the subjects had some degree of malnutrition, with most of them in the mild malnutrition category. 3) After 12 weeks of the experiment, the percentage of the ideal body weight (% IBW) of the control group decreased, but that of the MNT group increased. Changes in other anthropometric parameters in both groups during the study period were not significantly different. 4) At the beginning of the study, the 54% of the MNT group consumed more than 28 kcal/kg body weight/day and 50% consumed more than 1.0g protein/kg body weight/day. However, these percentages rose to 71% and 75%, respectively, after 12 weeks of the individualized MNT. 5) The serum albumin and blood urea nitrogen (BUN) levels of the control group decreased significantly artier 12 weeks of the experiment, while those of the MNT group did not change. 6) After 12 weeks of individualized MNT, the mean score of nutrition knowledge and total mean score of quality of life (QL) of the MNT group were significantly higher than that of th\ulcorner control group. Body pain and social functioning scores of the MNT group were significantly higher than those of the control group. The positive effect of individualized MNT on the hemodialysis patients consisted of their improved nutritional status, nutritional knowledge, and the quality of life. These results suggest that individualized MNT continuously performed by a dietitian can be helpful for hemodialysis patients. However, larger and longer term studies are needed to confirm these positive effects of MNT. In addition, the development of nutritional education programs for MNT is needed to increase the positive impact of MNT.

• Journal of muscle and joint health
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• v.30 no.3
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• pp.218-229
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• 2023

Purpose: This study aimed to assess and compare the effectiveness of various fall prevention interventions in hospitals through a network meta-analysis. Methods: A network meta-analysis was conducted using the "netmeta" package in R software (v4.1), employing a frequency method. Odds ratios of fall rates and injurious fall rates were utilized to confirm the effects of interventions for fall prevention. Comparative rankings of these interventions were determined using cumulative probability (P-score). Results: Comparative rankings via cumulative probability (P-scores) revealed individualized education as the most effective intervention for fall incidence (P-Score 87.8%). Followed by fall-preventing sensors (60.9%), multicomponent interventions (47.4%), usual care (33.2%), and environmental modification (20.7%). For fall-related injuries, individualized education ranked highest (P-Score 97.1%), followed by multicomponent interventions (76.0%), usual care (47.6%), environmental modification (24.2%), and fall-preventing sensors (5.1%). Conclusion: This study provides valuable insights into the relative effectiveness of diverse interventions in preventing fall incidence through network meta-analysis. The findings aim to support nurses in making informed decisions when implementing fall prevention strategies in clinical practice.

• Journal of Korean Home Economics Education Association
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• v.8 no.2
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• pp.29-41
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• 1996

In this research, researcher will examined the theoretical background of open education. Based on the result of the development of the suggested guidelines for a home economics teaching/learning program, researcher concludes that in order for the teaching/learning programs based on open education to be efficiently acieved in the classroom environment-organization at the middle school the following reform measures must accompany these programs. First, in order for the special characteristics of open education, i.e., individualized and small group study, to be effectively achieved, it is necessary to improve the physical classroom environment-organization. Second, the two class hours per week currently allotted for home economics are not sufficient to convey the information in the textbook. In order to reach objectives of teaching home economics according to open education a guarantee of a few more class hours is demanded. Third, in order to successfully achieve teaching/learning programs following open education, it is necessary for home economics teachers to make efforts to develop educational materials, and to engage in ongoing research and inservice training. For this to occur, measures must be taken to reduce the workload of teachers.

• International Journal of Advanced Culture Technology
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• v.9 no.4
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• pp.274-281
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• 2021

In the field of artificial intelligence education, discussions on the direction of artificial intelligence education are actively underway, and it is necessary to establish a foundation for future information education. It is necessary to design a creative convergence teaching-learning and evaluation method. Although AI experience coding education has been applied, the evaluation stage is insufficient. In this paper, we propose an evaluation system that can verify the validity of the proposed education model to find a way to supplement the existing learning module. The core components of this proposed system are Assessment-Factor, Self-Diagnosis, Item Bank, and Evaluation Result modules, which are designed to enable system access according to the roles of administrator, instructors and learners. This system enables individualized learning through online and offline connection.

• 대한공업교육학회지
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• v.30 no.2
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• pp.33-44
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• 2005

The purpose of this study is to suggest plans to improve the industrial high school through the inquiry of Competency-Based Education(CBE). The suggestions are as followings: (1) Selection and organization of the educational contents of industrial high school must be based on job analysis. (2) Instructional objectives must be defined as a performance objective and enabling objectives. (3) Instruction must be individualized in method, the instructional contents must be organized in the unit of module. (4) Evaluation system must be not knowledge based but performance-based. (5) Physical Environment of work shop must be organized based on facilities, equipments and machines abstracted by job analysis. (6) Competency-Based Teacher Education(CBTE) program is required to train competent teachers in practice.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.19 no.3
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• pp.689-696
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• 2015

In this study, a learning system based on smart learning is proposed so that students with learning disabilities can learn the effective use of meta-cognitive to solve problems arising during the learning process. The features of the proposed system are as follow. First, it is possible to achieve students' individualized learning by use of smart devices and smart education system. Second, it is possible to provide the constant repetition learning for students. Third, students can improve their achievement using the proposed app. The proposed smart education system using meta-cognition was applied to some learning disabilities students. The following results were obtained. First, the disabled students could have an interest in learning math and improve confidence. Second, the student's mathematical problem-solving skills have improved. Third, students' individualized and self-directed learning was achieved.