• Journal of Veterinary Clinics
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• v.28 no.1
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• pp.122-127
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• 2011

A 5-year old, intact male, Cocker spaniel dog was referred with paraplegia and loss of deep pain perception. Physical, neurological examinations, radiography, and computed tomography were evaluated. Based on the clinical examinations, the dog was diagnosed with severe disc herniation ($L_2$ to $L_3$ intervertebral disc space). On the next day of presentation (6 days after loss of deep pain perception), hemilaminectomy was performed. After decompression of spinal cord and removal of herniated disc materials, $1{\times}10^6$ canine allogenic adipose tissue-derived mesenchymal stem cells (MSCs) diluted by $50{\mu}l$ saline were directly applied to the injured site of the spinal cord. Ten weeks of follow-up after surgery, full recovery of deep pain perception and motor function were evaluated in both hind limbs. Based on the result, we suggest that the transplantation of allogenic adipose tissue-derived MSCs to dogs with spinal cord injuries could be a considerable method to expect better clinical outcomes in veterinary practice.

• MALSORI
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• no.63
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• pp.1-21
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• 2007

Locus equation scatterplots for [bilabial stop + vowel] syllables were obtained from 16 non-native speakers of English and Russian. The results indicated that both Russian speakers of English and English speakers of Russian exhibited modifications towards respective L2 norms in slopes and y-intercepts. All non-native locus equations generated exhibited linearity. Accordingly, the basic results reported in [17] were reverified by securing a larger subject base. More experienced speakers displayed better approximations to L2 norms than less experienced speakers, indicating the necessity of perception- and articulation-related learning for allophonic variations due to adjacent phonetic environments.

• Journal of the Korean Society of Costume
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• v.55 no.7 s.98
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• pp.101-113
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• 2005

The purpose of this research was to identify the perception maps of Imported make-up brands and advertising images by analyzing their ads in periodicals from 2004 S/S. A self-administered questionnaire included seven adjectives to describe the brand and advertising images of the imported make-up products. Data was analyzed by using the KYST, CORAN, and SPSS programs, the positioning through Multi-Dimensional Scaling. The results of the research were as follows: 1. The perception of the brand images of Chanel, Chiristian Dior, and Lancome was the highest. The advertising images of Clinique and Bourjois were the highest and that of Shiseido was the lowest. 2. The respondents perceived Christian Dior and Chanel to be similar in the brand image factors of good quality, sophistication and uniqueness. Christian Dior, Chanel, and Lancome were all perceived similarly in their degree of familiarity and level of stimulation.

• English Language & Literature Teaching
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• v.16 no.1
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• pp.19-40
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• 2009

Teacher written feedback on student compositions has received tremendous attention in second language (L2) writing research. Notwithstanding the importance of understanding both teachers' and students' perspectives on the feedback process, much of the feedback research has only looked into one-side of the story - adopting either the teacher's or the student's perspective. The current study is an attempt to look into both sides of the story by examining the types of written feedback that students prefer, the extent to which students' preferences and teachers' actual feedback practice overlap, and the extent to which student perceptions of teacher feedback coordinate teacher self-reflections on their feedback practice. Three English composition classes (3 teachers and 46 students) at a university participated in this study. It analyzed student and teacher data from questionnaires and teacher written feedback on student compositions. The results showed that students' preference for feedback on global and local issues varied across the three composition classes. This is partly a consequence of how students perceived the type of feedback that their teachers practiced. Teacher self-reflection on and student perception of teacher written-feedback generally coordinated. These findings are discussed in light of how contextual factors affect learner perception of teacher written feedback and underscore the need for examining students' reactions to feedback and teacher self-reflection.

• Speech Sciences
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• v.6
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• pp.197-217
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• 1999

In a noisy class, the acoustic-phonetic features of the teacher and the perceptual features of learners are changed comparison with a quiet environment. Acoustical analyses were carried out on a set of French monosyllables consisting of 17 consonants and three vowel /a, e, i/, produced by 1 male speaker talking in quiet and in 50, 60 and 70 dB SPL of masking noise on headphone. The results of the acoustic analyses showed consistent differences in energy and formant center frequency amplitude of consonants and vowels, $F_1$ frequency of vowel and duration of voiceless stops suggesting the increase of vocal effort. The perceptual experiments in which 18 undergraduate female students learning French served as the subjects, were conducted in quiet and in 50, 60 dB of masking noise. The identification scores on consonants were higher in Lombard speech than in normal speech, suggesting that the speaker's vocal effort is useful to overcome the masking effect of noise. And, with increased noise level, the perceptual response to the French consonants given had a tendency to be complex and the subjective reaction score on the noise using the vocabulary representative of 'unpleasant' sensation to be higher. And, in the point of view on the L2(second language) acquisition, the influence of L1 (first language) on L2 examined in the perceptual result supports the interference theory.

• English Language & Literature Teaching
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• v.17 no.1
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• pp.81-99
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• 2011

The role of corrective feedback (CF) has long been discussed in the field of second language acquisition. It has been claimed that CF enables learners to notice the problems in their second language (L2) production. However, it should not be assumed that learners always adequately interpret teachers' responses to their problematic utterance as correction. Especially when feedback is provided in an implicit way, the possibility that CF goes unnoticed should not be excluded. In this regard, the study aims to investigate how learners perceive teachers' corrective feedback in English classrooms in Korea. The study focuses particularly on examining the relationship between type of feedback and target linguistic content with learner interpretation of teacher corrective intention. Nine classrooms were observed and videotaped. Forty-five students and nine teachers participated in stimulated recall interviews. Their comments were analyzed to document the learners' perception and the teachers' intention of feedback. It was found that learner perception of teacher corrective intention was at its greatest when feedback was provided explicitly and was focused on morphological errors.

• Journal of Gifted/Talented Education
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• v.12 no.1
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• pp.97-115
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• 2002

The purpose of this study were to examine:(l)gifted middle school students'perception about Support fr~mpe ople around them, (2)the types of social support, (3)the number of support, and (4)the relationships among the factors above and the students' adjustment to school life The results obtained were as follows. On the whole, gifted middle school students obtained social support and their adjustment to school of life was higher than that of average students'. The rriore the students perceived support and help around them, the more they adjusted to their schlml life. The better important relationship was that of teachers' support and the student.,' adjustment to shool life. Namely, when the students perceived their teacher(support, their adjustment to a new school was greater. This study brmrght to atterltion that the teachers' understanding of the gifted students' specific character. In addition, a close relationship between teachers and the students was to be encouraged.

• Journal of the Korean Home Economics Association
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• v.41 no.9
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• pp.135-148
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• 2003

The purpose of this study was to examine the effect of clothing colors, clothing styles on women's body image perception. The experimental design was 2${\times}$2${\times}$9(perceiver's gender ${\times}$clothing styles${\times}$clothing colors) factorial design with between-subjects design. Subjects were 320 college students in the metropolitan area of Seoul. Perceiver's gender, clothing styles, and clothing colors gave a significant influence on the 3 variables of shoulder, the upper half of the body, and bust. Shoulder and the upper half of the body had an interaction effect by clothing styles and clothing color. Perceiver's gender gave a significant influence on hip size, length of leg, height, clothing styles did a significant influence on hip size, length of leg, height, and slender figure. Clothing colors gave a significant influence on length of leg, height, and slender figure. Length of leg and slender figure had an interaction effect by perceiver's gender and clothing styles. Hip size had an interaction effect by perceiver's gender and clothing color. Hip size had an interaction effect by clothing styles and clothing color. The results of this study support that coloration of clothing and clothing style affects perception of stimulus persons wearing apparel.

• Archives of Plastic Surgery
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• v.46 no.3
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• pp.248-254
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• 2019

Background No head to head comparison is available between surgical lip lifting and upper lip filler injections to decide which technique yields the best results in patients. Despite the growing popularity of upper lip augmentation, its effect on societal perceptions of attractiveness, successfulness and overall health in woman is unknown. Methods Blinded casual observers viewed three versions of independent images of 15 unique patient lower faces for a total of 45 images. Observers rated the attractiveness, perceived success, and perceived overall health for each patient image. Facial perception questions were answered on a visual analog scale from 0 to 100, where higher scores corresponded to more positive responses. Results Two hundred and seventeen random observers with an average age of 47 years (standard deviation, 15.9) rated the images. The majority of observers were females (n=183, 84%) of white race (n=174, 80%) and had at least some college education (n=202, 93%). The marginal mean score for perceived attractiveness from the natural condition was 1.5 points (95% confidence interval [CI], 0.9-2.18) higher than perceived attractiveness from the simulated upper lip filler injection condition, and 2.6 points higher (95% CI, 1.95-3.24) than the simulated upper lip lift condition. There was a moderate to strong correlation between the scores of the same observer. Conclusions Simulated upper lip augmentation is amenable to social perception analysis. Scores of the same observer for attractiveness, successfulness, and overall health are strongly correlated. Overall, the natural condition had the highest scores in all categories, followed by simulated upper lip filler, and lastly simulated upper lip lift.

• English Language & Literature Teaching
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• v.12 no.4
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• pp.31-68
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• 2006

The present research investigates the acquisition of the English locative alternation by Korean EFL learners, which poses a learnability paradox, taking Pinker's framework of learnability theory as its basis. It addresses two questions (1) how lexical knowledge is represented initially and at different levels of interlanguage development and (2) what kinds of difficulty Korean learners find in the acquisition of English locative verbs and their constructions. Three groups of learners at different proficiency levels with a control group of English native speakers are examined by two instruments: elicited production task and grammaticality judgment task. According to different levels of proficiency, the learners exhibit gradual sensitivity to a change-of-state meaning and obtain complete perception of the meanings of locative verbs (manner-of-motion and change-of-state) and their constructions. Overgeneralization errors are observed in their performance. The errors are due to misinterpretations of particular lexical items in conjunction with the universal linking rules. More fundamental cause of difficulty is accounted for by partial use of learning mechanisms, caused by insufficient L2 input.