• Journal of Oral Medicine and Pain
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• v.31 no.4
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• pp.365-373
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• 2006

This study suggested correction of excessive mouth opening or maximum occlusal contact to analyse occlusal contact time, occlusal contact number and force through evaluation of occlusal pattern in policemen with temporomandibular disorders. The community of policemen influence on temporomandibular disorder's development and progress due to other condition of mouth opening and maximal occlusal contact. Repeated training or changes of usual life style may cause imbalance of stomatognathic system including the masticatory muscle, then develop or aggravate pain of temporomandibular joints and associated structures. This study uses T-scan II system(Tekscan Co., USA) for evaluation on occlusal pattern may influence temporomandibular disorders, and then the subjects take a sensor at 20 mm opening for maximal occlusal contact force. The policemen with temporomandibualr disorders get more long time on maximum contact timing, more short on end contact timing, and more force on end contact force than general society's. So they get closure of mouth with more short time and more force, then transfer remaining load to temporomandibular joint. There are no statistically significances between affected side and occlusal pattern of occlusal contact time and force. There are Left -right dental arch imbalances seems on Rt. dental arch if affected side is right and Lt. dental arch if affected side is left. In above results, It's worth due consideration that policemen with temporomandibular disorders get more smooth mandibualr movement and less force on maximal occlusal contact position.

• Smart Media Journal
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• v.5 no.2
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• pp.15-23
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• 2016

In this paper we propose the depth-poselets using body-part-poses and also propose the method to recognize the gesture. Since the gestures are composed of sequential poses, in order to recognize a gesture, it should emphasize to obtain the time series pose. Because of distortion and high degree of freedom, it is difficult to recognize pose correctly. So, in this paper we used partial pose for obtaining a feature of the pose correctly without full-body-pose. In this paper, we define the 16 gestures, a depth image using a learning image was generated based on the defined gestures. The depth poselets that were proposed in this paper consists of principal three-dimensional coordinates of the depth image and its depth image of the body part. In the training process after receiving the input defined gesture by using a depth camera in order to train the gesture, the depth poselets were generated by obtaining 3D joint coordinates. And part-gesture HMM were constructed using the depth poselets. In the testing process after receiving the input test image by using a depth camera in order to test, it extracts foreground and extracts the body part of the input image by comparing depth poselets. And we check part gestures for recognizing gesture by using result of applying HMM. We can recognize the gestures efficiently by using HMM, and the recognition rates could be confirmed about 89%.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.14 no.1
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• pp.229-238
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• 2013

The aim of this study is to evaluate university canadian paddlers' iso-kinetic muscle function and provide training advices. Eight university paddlers with a 8.5 years career participated in this study. Inbody 720, biodex system III, biodex stabilizer system and THP 2 are used to investigate body component, muscle function(peak torque, average power and work fatigue), agility and dynamic balance. Iso-kinetic muscle function around shoulder, thorax and knee are measured. And then bilateral and unilateral muscle imbalance are calculated at each joint. Results of this study are as follows; University canadian paddlers' BMI average is 24.90 $kg/m^2$ and percent body fat is 12.23%. Reaction time average was 324 msec and balance score at each leg are below 2.0. A3, A4, A5, A6, A8 are needed to train shoulder muscle strength and power. A1, A2, A7, A8 are needed to strengthen shoulder muscle endurance. A2, A5, A8 are needed to train thorax muscle strength and power. A1, A8 are needed to strengthen thorax muscle endurance. Most of paddlers' reciprocal muscle balance ratio on thorax and knee are out of normal range. A2, A3, A4, A8 are needed to train abdominal strength and A3, A5, A6, A7, A8 are needed to train hamstring strength.

• Korean Journal of Social Welfare
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• v.51
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• pp.63-91
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• 2002

This article investigates 170 mental health social workers in order to find out the current status and influencing factors on linking services. The social workers of this study work at different kinds of mental health organizations(mental hospitals, mental health centers, mental rehabilitation facilities, mental residential facilities). The result from the research were 1) the degree of linking services is low, and the primary type of coordination is sharing of information and client referrals. The fund-raising and joint project cases are very poor. 2) based on personal and organizational characteristics, there arc significant differences between respondents' sex, education level, job-related status, experience in mental health field, mental health licence(personal factors), location, type of organization, and type of primary client(organizational factors). 3) the factors affecting service coordination among mental health social workers are experience in mental health field, current job-related experience(personal factors), education, location of organization, type of organization, and history of organization(organizational factors). Finally, the research recommends that establishment of cooperation system, service delivery system, and information network is needed in order to enhancing the function of service coordination among mental health social workers. Also, mental health professional associations and agencies should provide opportunity of discussion and training for mental health social workers, and develop the institutional devices to expand the content and type of service coordination.

• Journal of the Korea Convergence Society
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• v.10 no.4
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• pp.165-173
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• 2019

Recently, a variety of programs for elementary school students that utilize play in their curricula are supported. In this study, we are trying to draw up ways to activate play education based on the elements necessary for the play education to be effectively provided on the field and the current operational status. In order to achieve the research goal, nine participants of play experts and parents were selected for the focus group interview (FGI). The FGI consist of five questions: (1) opinions on the establishment and joint operation of the organization to support play and parents' education; (2) opinions based on experience in participating in existing training programs; (3) activation plan of play & education program; (4) competencies required by members of the organization; (5) evaluation of program for quality improvement. Through the FGI survey, we drew ideas for the operation of play & education programs to promote positive growth and support systemic programs of both preschoolers and elementary students. In order for play & education to be active in the field of education, a center where play & education and parents' education can be conducted at the same time should be established and operated so that the education can be integrated with play. Based on these findings, we proposed follow-up research in the direction of achieving specific goals and enhancing the quality of play education.

• Journal of Korean Elementary Science Education
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• v.37 no.4
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• pp.402-415
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• 2018

This study aims to inquire into the U. S. elementary school teachers' storylines for science teaching methods, scientific knowledge and interactions with students. As research subjects, two American elementary school teachers, named Christina and Melissa, were selected. As test tools, this study adopted Storyline Test and semi-structured interviews. Firstly, in regard to the science teaching method, Christina evaluated that she gradually improved her science teaching skills up to positive 6 points, starting from 2 points in the first year of teaching career, while Melissa sustained a stable state with 5 points in the 9th year of teaching career, starting from 1 point in the first year of teaching career. It was found that both the teachers had more confidence in their science teaching methods by participating in various training programs. Secondly, Christina evaluated her scientific knowledge in the first year of teaching career as 4 points, but evaluated her present scientific knowledge as stable as 6 points since she started studying teaching materials actively, discussing with other teachers and having more ability of application through science class integrated with other school subjects, in the 7th year of her teaching career. On the other hand, Melissa evaluated her scientific knowledge in the first year of teaching career as 1 point since she did not exactly know what to teach elementary school students, but in the 6th year of teaching career, she sustained a stable state with points through joint-activities with other teachers. It was found that chances to research with other teachers had important effect on both the teachers' confidence in scientific knowledge. Thirdly, in regard to interactions with students in science class, Christina said that she did not have any interaction with students when instructing inquiry activities in the first year of teaching career, but since the 10th year of her teaching career, she had sustained a stable state with 6 points through active interaction with students, by leading learning projects and science competitive exhibitions, etc. On the other hand, Melissa evaluated her interaction with students in the first year of teaching career as 1 point because her class was reading-oriented, but since the 9th year of teaching career, she had sustained a stable state with 6 points so far, by developing inquiry activity strategies to improve interaction with students. Overall, it was found that inquiry activities played a central role in improving both the teachers' interaction with students.

• Journal of Korean Library and Information Science Society
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• v.52 no.4
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• pp.103-126
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• 2021

This study aims to propose a plan to restructure libraries as a complex space for education and culture for 19 public libraries belonging to the Chungcheongnam-do Office of Education. For the purpose of this, case surveys and user surveys of complex facilities of domestic and foreign public institutions were conducted. Based on the findings, a space restructuring strategy was suggested by dividing the library space into the following ways: a space to learn (a comprehensive data room, a theme data inquiry room, a future classroom, a blended learning center, a STEAM training room, and an online lecture learning room), a space to express (a foyer, a maker room, a digital media creation room and an online lecture production room), a space to share (a club room, a group study room, a well-being complex culture space, a convenient living space, rest area, and a browsing area), and a space to enjoy (a performance-thought playground, infant and child archives, a digital virtual experience room, a specialized alcove room, and an outdoor reading room). In addition, a restructuring model of public libraries belonging to the Office of Education was proposed, such as a leading model, a basic model, a joint model, and a minimum model, in consideration of the size of the building, the size of the library, and the level of service and space.

• 지역과문화
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• v.7 no.2
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• pp.57-84
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• 2020

The Literature Museum Network aims to realize the legislative purpose of the Literature Promotion Act and achieve balanced development of local literature centers across the country. In the Literature Museum Network, the literature museum network support center will be established by region to take charge of cooperation projects between local literature centers, which will be the culmination of the National Literature Museum of Korea. It is intended to test-run various projects planned by the Munhakwan Network Support Center to create derivative contents, or to establish a regional hub literature center in charge of education and other affairs of the literature museum's workforce. If the existing metropolitan administrative districts are used to form zones, the entire country can be organized into four zones. They include the Seoul-Gyeonggi Literature Museum Network (23 local literature centers), the Gangwon Chungcheong Literature Museum Network (32 local literature centers), the Yeongnam Literature Museum Network (30 local literature centers), and the Honam Jeju Literature Museum Network (22 local literature centers). One literature museum network support center will be established for each region and one local literature center will be selected as the hub literature center. The Literature Hall Network Support Center is in charge of collecting and managing literary materials, developing contents and programs, promoting and foreign cooperation, etc. The hub literature museum will be in charge of pilot operation of content and programs, training and education of experts in the literature museum, and running joint storage facilities. This structural system and efficient operation of the literature museum network will ultimately provide an opportunity for the formation of cultural governance in which the power and public nature of the establishment of literary promotion infrastructure are secured.

• International Journal of Computer Science & Network Security
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• v.22 no.9
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• pp.75-82
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• 2022

Analyzing the psychological and pedagogical literature, we found the researchers' interest in the problem posed. The concept of "culture of professional communication» is considered, which is interpreted as the level of realization of creative abilities, exchange of messages, organization of mutual understanding, mutual knowledge in the process of professionally directed interaction between subjects, in which interpersonal relationships arise, manifest and form. The concept of "professional culture of communication of a teacher" is interpreted. The motives that are socially significant in the professional communication of the teacher are highlighted. The necessity of forming a culture of professional communication among students, in particular by means of information technologies in the present, is clarified. The interactive component of professional communication is considered. The types of interactions between people in everyday life (ritual and entertainment interaction, joint purposeful activity, no interaction, game and interpersonal interaction) are identified. Traditional and specific forms and methods of teaching are written out. All interactive technologies carried out by means of information technologies are conventionally divided into four groups, depending on the form of educational activity appropriate for their use (pair (work of the subject with the teacher or peers one on one by means of Information Technologies); frontal (the teacher simultaneously teaches a group of subjects by means of Information Technologies); group or cooperative (all subjects teach each other by means of Information Technologies); individual (independent work of the subject using Information Technologies)). In the higher education institution, future specialists should learn knowledge, acquire skills on the basic rules of the culture of professional communication and methods of interaction and their effective use, which is possible with the use of Information Technologies. Recommendations for optimal professional communication have been developed that help you express your thoughts easily and beautifully, and conduct a dialogue in a relaxed and harmonious way.

• Journal of the Society of Disaster Information
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• v.17 no.4
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• pp.794-801
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• 2021

Purpose: The effectiveness of the transport vehicle management system of the Chemical Substances Control Act will be studies and used as basic data for future system improvement plans. Method: After the enforcement of the Chemical Substances Control Act, the effectiveness for the transport vehicle management system was studies by comparing the transport plan, guidance and inspection status, safety training completion management, ect., and the reduction rate of chemical accidents. Results: The average number of chemical accidents in transport vehicles nationwide is 20 each year. And It is decreasing with the stabilization of the Chemical Substances Control Act('15.1.1). The first reason for the decrease in chemical accidents is the increase in submission of transport plans. Second, as the guidance and inspection rate increased every year, the shipper company's management of transport companies was naturally strengthened. Finally, it is judged that chemical accident caused by transport vehicles decrease through safety education. Conclusion: The current tranport vehicle management system of the Chemical Substances Control Act is effective. However, further research is needed to improve the practical and efficient transport vehicle management system.