• PNF and Movement
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• v.6 no.2
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• pp.31-38
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• 2008

Purpose: The purpose of this study were to overview the effect of exercise on neural plasticity and the proteins related to neural plasticity. Results: Exercise increased levels of BDNF(brain-derived neurotrophic factor), Insulin-like growth factor-I (IGF-I), Synapsin, Synaptophysin, VEGF(vascular endothelial growth factor) and other growth factors, stimulate neurogenesis, increase resistance to brain insult and improve learning and mental performance. These proteins improved synaptic plasticity by directly affecting synaptic structure and potentiating synaptic strength, and by strengthening the underlying systems that support plasticity including neurogenesis, metabolism and vascular function. Conclusion: Exercise-induced structural and functional change by these proteins can effect on functional movement, cognition in healthy and brain injured people and animals.

• Journal of the Korean Home Economics Association
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• v.35 no.1
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• pp.221-236
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• 1997

Koreans who put a high value on confucian ethics traditionally have considered sex problems as taboo. Being faced with western liberal and hedonic culture that comes with waves of industrialization our younger generation who has grown in cultural backgrounds of confucianism has had mental confusion. Due to higher standards of living physical growth has quickened but mental growth has not reached there instead. Because of lureand trouble which come from this problem related with sex this is considered as a social problem. In this research through judgement which the most effective way that can solve adolescence sex problems is systematic sex education teaching method for desirable sex education is presented asfollowing First some supplement and desirable direction of sex education were proposed through the analysis of eight currently using home economics texbooks. A lesson plan was proposed using CAI program which was developed by authors with assistance of professional computer programmers. The CAI program includes following curriculum contents: 1concepts of sex This study ultimately aimed to let students develop desirable attitude and perspective on value regarding adolescence and sex, For this goal of research another lesson plan was proposed fostering classroom group discussion.

• PNF and Movement
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• v.14 no.3
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• pp.237-244
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• 2016

Purpose: This case report examines the influence of proprioceptive neuromuscular facilitation (PNF) combined with a dynamic neuromuscular stabilization approach on balance in patients with cerebellar atrophy. Methods: The target subject of this case report was a 34-year-old woman who was informed of the purpose of this research and voluntarily agreed to participate in it. The case report conformed to research ethics based on the Helsinki Declaration. The target subject was confirmed to have cerebellar atrophy from an unknown cause in 2009 and was diagnosed with slight ataxia. At that time, she could carry out daily activities without physical therapy. On May 19, 2015, she suffered both a subdural hemorrhage (SDH) and subarachnoid hemorrhage (SAH) in a traffic accident. She was urgently moved to the emergency room and managed by nonsurgical treatment, and then, the cerebellar atrophy and ataxia gradually deteriorated. To evaluate the patient's balance capacity before and after intervention, the trunk impairment scale (TIS), trunk impairment scale (OLST) during eye-closing/opening, timed up and go test (TUG), and visual analogue scale (VAS) were conducted. The PNF intervention program was executed for 30 min, four times a week, for three weeks. Results: The TIS and OLST during eye-closing/opening were improved by as much as a point, by 8.15 s and 6.21 s, respectively, after applying the PNF program. TUG and VAS decreased by 1.33 s and 3 points, respectively, after intervention. According to the result, the OLST during eye-closing/opening and VAS improved remarkably in comparison with those before intervention. Conclusion: As the final result of the case report, PNF intervention combined with DNSA more effectively improved the static balance capacity, such as the OLST during eye-closing/opening and VAS, compared to the dynamic balance capacity. In addition, the intervention duration and period of the exercise program are recommended to be more than 1 h a day for four weeks considering the learning ability of a patient with cerebellar atrophy.

• Therapeutic Science for Rehabilitation
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• v.10 no.1
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• pp.37-52
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• 2021

Introduction : Oral motor function is basic function of sensory exploration, feeding, and communication, that develops from the fetal stage to childhood. Problems with oral motor function result in difficulty within handling food in the oral cavity, decreased swallowing and feeding skills, difficulty with communication, and problems with oral hygiene. To treat these symptoms, oral motor therapy is provided for normalizing sensory adaptation in the oral cavity, and increasing postural control, oral movement and oral motor function. Discussion : The oral motor facilitation technique (OMFT) was developed for increasing general and integrated oral motor function based on the following: 1) understanding orofacial muscular physiology; 2) a comprehensive approach to sensory·adaptation·behavior·cognition; 3) sensorimotor stimulation by a manual approach; 4) motor control and motor learning theory. The OMFT is a new evidence-based treatment protocol, for children and adults with neuromuscular and oral motor problems. Conclusion : The goal of this article is to provide a theoretical background for OMFT development and the basic concept for the clinical application of OMFT. We hope that this article will help oral motor therapy experts to provide effective therapy in a more professional way.

• Therapeutic Science for Rehabilitation
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• v.10 no.1
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• pp.53-61
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• 2021

Introduction : OMFT is a therapeutic technique based on sensorimotor, motor control and motor learning, and its major goal is to improve oral motor function. The oral motor conceptual hierarchical development is divided into 5 steps: 1) sensorimotor, 2) movement integration, 3) structural movement, 4) functional oral motor, and 5) comprehensive oral motor. Discussion : The OMFT consists of 3 techniques, 10 categories, and 50 sub-item. 1) Warming up technique: 2 categories, 12 sub-item, warming up by sensory awareness and adaptation, therapy situation adaptation, neck movement; 2) Key point technique: 7 categories, 30 sub-item, oral motor facilitation and increasing chewing skill by direct stroke of oral structures such as the face, lips, cheeks, gum, jaws, and tongue; 3) Application technique: 1 category, 8 sub-item, facilitate food intake and swallowing. Conclusion : The goal of this article is to introduce 3 techniques, 50 sub-item of OMFT, as a comprehensive oral motor therapy method, for application to clients. This article provides information that will help oral motor specialists in treating clients with oral motor problems more effectively and professionally.

• Physical Therapy Korea
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• v.10 no.3
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• pp.17-27
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• 2003

Repetitive transcranial magnetic stimulation (rTMS) modulates cortical excitability beyond the duration of the rTMS trains themselves. Depending on rTMS parameters, a lasting inhibition or facilitation of cortical excitability can be induced. Therefore, rTMS of high or low frequency over motor cortex may change certain aspects of motor learning performance and cortical activation. This study investigated the effect of high and low frequency subthreshold rTMS applied to the motor cortex on motor learning of sequential finger movements and brain activation using functional MRI (fMRI). Three healthy right-handed subjects (mean age 23.3) were enrolled. All subjects were trained with sequences of seven-digit rapid sequential finger movements, 30 minutes per day for 5 consecutive days using their left hand. 10 Hz (high frequency) and 1 Hz (low frequency) trains of rTMS with 80% of resting motor threshold and sham stimulation were applied for each subject during the period of motor learning. rTMS was delivered on the scalp over the right primary motor cortex using a figure-eight shaped coil and a Rapid(R) stimulator with two Booster Modules (Magstim Co. Ltd, UK). Functional MRI (fMRI) was performed on a 3T ISOL Forte scanner before and after training in all subjects (35 slices per one brain volume TR/TE = 3000/30 ms, Flip angle $60^{\circ}$, FOV 220 mm, $64{\times}64$ matrix, slice thickness 4 mm). Response time (RT) and target scores (TS) of sequential finger movements were monitored during the training period and fMRl scanning. All subjects showed decreased RT and increased TS which reflecting learning effects over the training session. The subject who received high frequency rTMS showed better performance in TS and RT than those of the subjects with low frequency or sham stimulation of rTMS. In fMRI, the subject who received high frequency rTMS showed increased activation of primary motor cortex, premotor, and medial cerebellar areas after the motor sequence learning after the training, but the subject with low frequency rTMS showed decreased activation in above areas. High frequency subthreshold rTMS on the motor cortex may facilitate the excitability of motor cortex and improve the performance of motor sequence learning in normal subject.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.28 no.4
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• pp.321-340
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• 2017

The purpose of this study is to design a teaching model applying a problem-based learning model and to analyze the educational benefits that students felt. This study initiated a problem-based learning model from an analysis of existing studies. Through the consultation of experts, the scenario was modified. The problem was designed according to the design stage activity (problem analysis, PBL class suitability judgment, contents analysis, learner analysis, environment analysis, PBL operating environment decision, PBL class) and Strategic Design (problem situation design, learning resource design, Facilitation design, operational strategy design, evaluation design, PBL operating environment design). Based on the initial scenarios, the researcher analyzed the results of the problem - based learning through learners' reflective diaries. The researcher was able to confirm that the critical thinking and creativity were improved in the first PBL problem situation, and the method for smooth communication and cooperation was utilized. The results on analyzing the effects of education about the first problem-based learning and students' opinions about modification will be used for the second revision and supplement of the course design. This study introduces a case of PBL course development and expects further application and research.

• The Journal of Korean Physical Therapy
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• v.27 no.4
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• pp.214-220
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• 2015

Purpose: The purpose of this study was to investigate the availability of software for rehabilitation with the Kinect sensor by presenting an efficient algorithm based on machine learning when classifying the motion data of the PNF pattern if the subjects were wearing a patient gown. Methods: The motion data of the PNF pattern for upper extremities were collected by Kinect sensor. The data were obtained from 8 normal university students without the limitation of upper extremities. The subjects, wearing a T-shirt, performed the PNF patterns, D1 and D2 flexion, extensions, 30 times; the same protocol was repeated while wearing a patient gown to compare the classification performance of algorithms. For comparison of performance, we chose four algorithms, Naive Bayes Classifier, C4.5, Multilayer Perceptron, and Hidden Markov Model. The motion data for wearing a T-shirt were used for the training set, and 10 fold cross-validation test was performed. The motion data for wearing a gown were used for the test set. Results: The results showed that all of the algorithms performed well with 10 fold cross-validation test. However, when classifying the data with a hospital gown, Hidden Markov model (HMM) was the best algorithm for classifying the motion of PNF. Conclusion: We showed that HMM is the most efficient algorithm that could handle the sequence data related to time. Thus, we suggested that the algorithm which considered the sequence of motion, such as HMM, would be selected when developing software for rehabilitation which required determining the correctness of the motion.

• Educational Technology International
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• v.7 no.2
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• pp.93-106
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• 2006

The knowledge-based society increasingly demands professionals possessing essential knowledge, and the ability to use this knowledge effectively in their work settings. In response to the requirement for these professionals, PBL is a promising educational method. This paper suggests an educational development program for faculty to implement problem-based learning(PBL). To implement PBL at the higher educational level, there is a need for a systemic approach. First, a well-designed educational plan for PBL is necessary. Before implementing PBL, both the instructor and the students should be prepared. Faculty members should be well informed on the characteristics of PBL, effective tutoring or facilitation skills, and how to design problems reflecting features of their own academic subject areas. Students also have to know the characteristics of PBL. Both of these groups need to be trained through workshops rather than through lectures. Second, a phase of design and implementation of PBL is necessary. PBL methods may seem to be intuitive and even unstructured because a problem is, in nature, unstructured and authentic. However, a closer look at PBL reveals that it is complex, carefully designed, and highly structured activity. Therefore, if it is poorly and incompletely designed, PBL can be a frustrating and exhausting experience for students and faculty members. Well-designed PBL can be an exhilarating and rewarding experience for both of them. Third, a phase of sharing PBL experiences is important: faculty members who have implemented PBL are required to share their experiences to help others enhance tutoring skills, and acquire practical information of students, contents, and what happened during PBL, and to develop PBL model in a specific domain. Based on the developed PBL model in a specific domain, PBL can be expanded and stabilized at the university level.

• Journal of The Korean Association of Information Education
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• v.5 no.2
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• pp.240-257
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• 2001

Although many attempts have been made to use the Internet for educational purposes, not many attempts have achieved their goals. Such failure is mainly due to the lack of understanding on the way to use the Internet. The goal of this research is to investigate the potentiality of the Project-Based Learning approach using the Internet(NetPBL) and the ways to utilize the NetPBL. The NetPBL can be utilized through various activities such as keypals, mentoring, use of resources, cooperative learning, publishing, survey and data analysis, cooperative problem solving, simulation, and social action. Such diversity of the NetPBL can create a problem-based, context-based and learner-centered environment, which takes various types of the Internet use. In spite of such potentiality, little is known on how to implement the NetPBL. On this point, this research attempts to synthesize instructional strategies to implement the NetPBL at the macro and the micro level. At the macro level, instructional process is divided into four steps such as plan, preparation, implementation and closure, and some instructional suggestions are made for each step. At the micro level, detailed instructional strategies are suggested for the facilitation of self-directed learning and cooperative learning.