• Journal of Engineering Education Research
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• v.15 no.5
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• pp.54-59
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• 2012

It is reported that the constructivistic learning method (CLM) enhances the understanding of the students in the learning process, especially in engineering classes. In CLM-based classes, the students can take the initiative in the learning process, which is called the student-centered model of the learning process. This is different from the traditional learning method based on the teacher-centered model, where a teacher plays the central role in the learning process of students. The authors have applied the method of CLM to one of the Engineering classes, namely production planning and inventory control (PPIC) class for undergraduate students. The PPIC class provides multimedia-based study materials and factory visits as well as regular lecture sections to cover the whole subject of inventory control theory and practice. In the review sessions, students are divided into several groups, and question-and-answer discussions were actively carried out among these groups under the support of the teacher as a facilitator. It was observed that the student engagement in the class was very active compared to the conventional lecture-based classes. As for further support of students understanding on the subject, simulation-based materials are also under study for the class. This paper presents the review of case study of CLM-based PPIC class and discusses the feasibility of simulation-based study materials for further improvement of the class.

• Journal of Korean Academy of Nursing
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• v.36 no.2
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• pp.286-298
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• 2006

Purpose: This study was to develop an online 'alternative therapy and health promotion' class for university students and to evaluate its changes. Method: The online class was developed based on the Instructional Systems Development(ISD) model and model of Web-Based Instruction(WBI) developmental process. This was a quasi-experimental, one group pretest-posttest design. The subjects of this study were 130 students in 3 universities, and they were provided the cyber class for 16 weeks. Data was analyzed by descriptive and plural answer statistics, and paired t-test. Results: The cyber class was developed in five steps : analysis, design, data collection and reconstruction, programing and publishing, and evaluation. The results of program evaluation were positive, which included learning 3.47. system 3.57, and learning satisfaction 3.64 on the scale of 5. The posttest scores of cognition and reliability of alternative therapy were higher than pretest scores. The posttest score of health promoting lifestyle(t=-5.051, p=.000) and perceived health status(t=2.979, p=.003) were significantly higher than those of the pretest. Conclusion: These results suggest that the cyber class is a positive method in increasing a cognition, reliability of alternative therapy, and is effective to improve a health promotion lifestyle and perceived health status for the university students.

• The korean journal of orthodontics
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• v.42 no.1
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• pp.23-31
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• 2012

Objective: The purpose of this study was to determine the soft tissue thickness of male and female orthodontic patients with different skeletal malocclusions. Methods: Soft tissue thickness measurements were made on lateral cephalometric radiographs of 180 healthy orthodontic patients with different skeletal malocclusions (Class I: 60 subjects, Class II: 60 subjects, Class III: 60 subjects). Ten measurements were analyzed. For statistical evaluation, one-way ANOVA and Kruskal-Wallis tests were performed. Least significant difference (LSD) and Dunnet T3 post hoc tests were used to determine the individual differences. Results: Soft tissue thicknesses were found to be greater for men than for women. Statistically significant differences among the skeletal groups were found in both men and women at the following sites: labrale superius, stomion, and labrale inferius. The thickness at the labrale superius and stomion points in each skeletal type was the greatest in Class III for both men and women. On the other hand, at the labrale inferius point, for both men and women, soft tissue depth was the least in Class III and the greatest in Class II. Conclusions: Soft tissue thickness differences among skeletal malocclusions were observed at the labrale superius, stomion, and labrale inferius sites for both men and women.

• Journal of muscle and joint health
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• v.5 no.1
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• pp.110-119
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• 1998

In an effort to obtain preventive, diagnostic and therpeutic medical and exercise training information of rheumatoid arthritis as well as to provide pertinent data to be used in development of exercise program for the management of rheumatoid arthritis, this study was conducted by using literature review. Because RA is a disease that involves both joints and muscles, its activity in the different functional classes influences the patient's ability to exercise. A patient in Functional Class 1 may perform any type of exercise because the disease involvement has not yet reached major importance. Exceptions may include hard physical exercise, running, and individual racket sports. In almost all cases, bicycle exercise is possible. Patients in Functional Class 2 and a few in Class 3 can perform most types of exercise (especially cycling, walking, heated pool exercise and even jogging) in low activity phases of RA. Although a few patients in Functional Class 3 can walk, jog, and perform similar types of exercise, most persons in this class can swim or exercise on a bicycle if the type of exercise, its intensity, and its range of motion are modified according to the patient's anatomic and pathologic conditions. Most patients in Functional Class 4 are not able to carry out complicated movements. We conclude that physical training for persons with RA has physical, psychological, and social consequences that are clearly beneficial. We recommend training be one part of the many involved in the complicated treatment of RA.

• The Mathematical Education
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• v.55 no.3
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• pp.299-316
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• 2016

The abilities for 21st learners have recently changed and learners' engagement is emphasized. In flipped classroom, students learn the prerequisite concepts of the lecture online in advance and perform various types of activities based on interaction and engagement. As students in flipped classroom construct knowledge actively, students' engagement is very important. Therefore, I conducted a research of flipped mathematics class to help teachers to better understand students' engagement in flipped mathematics class. The flipped mathematics class was conducted for about 3 weeks with 29 middle school students and one teacher. Video and audio recordings, completed student worksheets and interview data were collected and analyzed using the qualitative method. The results of this study showed that students' engagement is influenced by diverse factors. Engagement factors were categorized by teacher factors, community factors, material factors, tasks and strategy factors, classroom culture factors. Each factor facilitates or suppresses behavioral, emotional, cognitive, agentic engagements, and sometimes several factors are related. The results of this study increase understanding of engagement through the example of a case study on flipped mathematics class.

• International Journal of Advanced Culture Technology
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• v.7 no.4
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• pp.49-55
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• 2019

In the age of information, newly produced knowledge is mostly written in English. Therefore, there has been a strong demand for English language learning in the EFL context. However, most EFL learners possess a lack of interest and motivation in the text-based reading class. In this educational context, film is one of the most widely used materials in English reading classes considering that modern learners are predominantly familiar with various audiovisual materials. The purpose of this study is to investigate how Korean EFL learners experienced in the film-based reading class. Specifically, this study aims to analyze the EFL students' perceptions about the class and learning strategies that they used during the class. In order to comprehensively interpret the EFL learners' experiences in the classroom, a coding system consisting of five categories was developed: report, emotion, reflection, evaluation, future plans. The results of data analysis showed that the use of movies in English reading classes had positive effects on reading comprehension and inference of word meaning. The most frequently used learning strategies were affective strategies which helped them control their emotion, attitude, motivations and values, whereas memorization strategies were rarely used. In this respect, this study suggests that the use of movies in the EFL reading classroom encourage students' attention and help them obtain and activate schema which is useful in gaining a better understanding of text-based reading materials.

• Journal of Korean Society of Industrial and Systems Engineering
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• v.37 no.1
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• pp.1-8
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• 2014

This paper proposes an emotion classifier from EEG signals based on Bayes' theorem and a machine learning using a perceptron convergence algorithm. The emotions are represented on the valence and arousal dimensions. The fast Fourier transform spectrum analysis is used to extract features from the EEG signals. To verify the proposed method, we use an open database for emotion analysis using physiological signal (DEAP) and compare it with C-SVC which is one of the support vector machines. An emotion is defined as two-level class and three-level class in both valence and arousal dimensions. For the two-level class case, the accuracy of the valence and arousal estimation is 67% and 66%, respectively. For the three-level class case, the accuracy is 53% and 51%, respectively. Compared with the best case of the C-SVC, the proposed classifier gave 4% and 8% more accurate estimations of valence and arousal for the two-level class. In estimation of three-level class, the proposed method showed a similar performance to the best case of the C-SVC.

• Journal of Power Electronics
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• v.18 no.1
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• pp.277-288
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• 2018

Wireless inductive power transfer (IPT) technology is used in many applications today. A compact and high-frequency primary side inverter is one of the most important parts of a WPT system. In this study, a modified class EF-type voltage-fed multi-resonant inverter has been proposed for WPT application at a frequency range of 85-100 kHz. Instead of an infinite input choke inductor, a resonant inductor is used to reduce loss and power density. The peak voltage stress across the MOSFET has been reduced to almost 60% from a class-E inverter using a passive clamping circuit. A simple yet effective design procedure has been presented to calculate the various component values of the proposed inverter. The overall system is simulated using MATLAB/SimPowerSystem to verify the theoretical concepts. A 500-W prototype was built and tested to validate the simulated results. The inverter exhibited 90% efficiency at nearly perfect alignment condition, and efficiency reduced gradually with the misalignment of WPT coils. The proposed inverter maintains zero-voltage switching (ZVS) during considerable load changes and possesses all the inherent advantages of class E-type inverters.

• Communications for Statistical Applications and Methods
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• v.28 no.6
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• pp.595-610
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• 2021

Recently a few articles have derived robust first-order rotatable and D-optimal designs for the lifetime response having distributions gamma, lognormal, Weibull, exponential assuming errors that are correlated with different correlation structures such as autocorrelated, intra-class, inter-class, tri-diagonal, compound symmetry. Practically, a first-order model is an adequate approximation to the true surface in a small region of the explanatory variables. A second-order model is always appropriate for an unknown region, or if there is any curvature in the system. The current article aims to extend the ideas of these articles for second-order models. Invariant (free of the above four distributions) robust (free of correlation parameter values) second-order rotatable designs have been derived for the intra-class and inter-class correlated error structures. Second-order rotatability conditions have been derived herein assuming the response follows non-normal distribution (any one of the above four distributions) and errors have a general correlated error structure. These conditions are further simplified under intra-class and inter-class correlated error structures, and second-order rotatable designs are developed under these two structures for the response having anyone of the above four distributions. It is derived herein that robust second-order rotatable designs depend on the respective error variance covariance structure but they are independent of the correlation parameter values, as well as the considered four response lifetime distributions.

• Cross-Cultural Studies
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• v.25
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• pp.549-596
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• 2011

This paper aims to introduce some useful multimedia freewares, and also support Chinese instructor with discussing how to operate them for instructional design of multimedia language learning class. For this aims, this paper consists of three parts: First, instructional design. This part is focused to what kind of instructional model to be based on, for example, Dick & Carey model, ADDIE model, ASSURE model etc. This part introduces these models, and modifies ADDIE and ASSURE model to D.D.A.I.E.S and S.S.A.U.R.E.S as 'A(nalysis)' in these model may apply to the next 'D(evelopment)' on ADDIE, 'S(elect Methods, Media and Materials)' on ASSURE in the practical Chinese class. Second, Programme: What to use. This part is focused to what kind of free software we can use. In the web site online, there are huge free softwares so we usually hesitate to select and also don't know how to operate even though selected one of them. This part, accordingly, introduces ten of useful freewares and compares each other in terms of usefulness for Chinese instructors. Third, Programme: How to use. It is of no use just to know what to use but not to know how to operate, so this part describes how to use freewares like a kind of manual in detail as far as possible. In conclusion, we hope more Chinese instructors to learn and use more useful freewares for designing the better multimedia Chinese class by this paper.