• 대한정형외과스포츠의학회지
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• 제7권1호
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• pp.8-14
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• 2008

Elbow joint injuries during exercise mostly occur by repeated stress to the joint than direct trauma. A pitcher who uses his arm above his head is most likely to be injured. So learning the right way to exercise and gaining the strength by maturating the body are essential for diminishing the chance of injury. On lateral ulnar tendon injury, which is most commonly injured area on elbow joint, pitchers generally complain of pain in arm movement above head and reduction of velocity, accuracy, and number of pitching. When there is pain on upper arm in harsh using, the stress fracture must be thought and epicondylar physis fracture of medial arm can occur by repeated abduction stress and contraction of flexors on forearm on children with immature skeleton. Osteochondritis dissecans of capitullum occur in young athletes who use there upper limb continuously lifting weights and gym work. And stress of abduction-extension includes damage of soft tissue and bone components, post medial crush syndrome, lateral ulnar ligament injury, extensor-abductor injury, stress of radius- capitullum are in this category.

• 한국멀티미디어학회논문지
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• 제22권4호
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• pp.432-442
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• 2019

Most current human action recognition methods based on deep learning methods. It is required, however, a very high computational cost. In this paper, we propose an action change detection method to reduce repetitive human action recognition tasks. In reality, simple actions are often repeated and it is time consuming process to apply high cost action recognition methods on repeated actions. The proposed method decides whether action has changed. The action recognition is executed only when it has detected action change. The action change detection process is as follows. First, extract the number of non-zero pixel from motion history image and generate one-dimensional time-series data. Second, detecting action change by comparison of difference between current time trend and local extremum of time-series data and threshold. Experiments on the proposed method achieved 89% balanced accuracy on action change data and 61% reduced action recognition repetition.

• Journal of Ginseng Research
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• 제23권2호
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• pp.115-121
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• 1999

에탄올 단기 투여로 유발되는 기억획득의 손상에 대한 홍삼 조 사포닌 성분을 비롯한 수종의 뇌기능개선 후보약물의 급성 및 연속 투여 작용을 검토하였다. 에탄올 급성 투여로 유발된 학습획득 손상 흰쥐에 GABA신경 억제 성 약물인 picrotoxin 급성 투여시 에탄올 투여 흰쥐의 학습획득 손상 작용은 유의성 있는 개선효과를 나타내었으나 diazepam, acetyl-L-carnitine 및 apomoiphie투여 군은 현저한 영향을 미치지 않았다. 급성 홍삼 total saponin 투여군은 에탄올 투여 흰쥐의 학습획득 손상을 유의성 있게 억제하였으며 7일간의 연속 투여에 의해 그 효과가 현저하게 증가하였다. 급성 및 연속 deprenyl투여군은 모두 유의성 있는 억제 작용을 나타내었으나 protopanaxatriol, protopanaxadiol 및 centrophenoxine 투여 군은 모두 현저한 억제작용을 나타내지 않았다. 급성 piracetam 투여 및 연속 N-methyl-D-glucamine투여 군은 유의성 있는 억제효과를 나타내었다. 한편, 에탄올 투여 희쥐의 학습획득 손상에 대한 홍삼 total saponin 연속 투여효과는 ${\alpha}-methyl-전 처치에 의해 유의성 있게 차단되었으나 N-methyl-D-glucamine 연속투여에 의한 억제효과는 부분적으로 차단되었으며, 연속 depreny의 효과는 용량에 따라 차단 또는 증강되는 등 전혀 다른 효과를 나타내었다. 이러한 결과는 에탄올 급성 투여 흰쥐의 학습획득 손상은 picrotoxine, 홍삼 조사포닌, N-methyl-D-glucamme및 deprenyl의 급성 또는 연속 투여가 효과적이며 홍삼 조 사포닌과 N-methyl-D-glucamine 및 deprenyl의 연속 투여 효과는 뇌중 도파민 신경활성에 미치는 영향이 상위함을 나타내고 있다. 따라서 에탄올 급성투여 흰쥐의 학습획득 손상은 일차적으로 뇌중 GABA 신경활성의 억제에 기인하며 이차적으로 도파민신경활성과의 균형의 중요성을 시사하고 있다.

• 의학교육논단
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• 제17권1호
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• pp.33-38
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• 2015

During the education reform in 2009, the Catholic University of Korea College of Medicine (CUMC) adopted body systems as the basis for structuring basic medical education. After running the new program for 5 years, we need to evaluate the program by comparing it with nationwide standards. This study was designed to evaluate the coverage of our basic medical education program by comparing it with the assessment items of the medical licensing examination for physicians in the Republic of Korea. We built a relational database populated with 3,017 learning outcomes from all the courses on basic medical education. We tagged each learning outcome according to 2 criteria: 206 physician encounters and 9 outcome domains. A majority of the learning outcomes were in the domains of 'knowledge' and 'critical thinking'. In addition, we repeated the categorization process with 584 assessment items of the medical licensing examination in the Republic of Korea and compared them with the categorization results of the learning outcomes. Among the 206 physician encounters, we found that outcomes on family violence and sexual violence were missing in the learning outcomes of CUMC. Eighty-two physician encounters were associated with more than one outcome domain, and 96 physician encounters were covered in more than one course. Twenty-one physician encounters were repeated in 5 or more courses and 34 physician encounters had outcomes categorized into 3 or more domains. Thus, we showed that the 2-way categorization could be applied to the comparison and evaluation of two different education formats.

• 한국정보통신학회논문지
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• 제26권12호
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• pp.1832-1837
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• 2022

대학교에서 컴퓨터 관련 학과를 졸업하거나 관련된 직업을 갖지 않은 자를 말하는 비전공자의 SW교육에서 교양교육을 접하는 학습자는 처음 접하는 SW 개발환경과 이해, 전공과의 관련성, 융합 사고능력 등의 어려움을 겪게 된다. 교양교육에서 비전공 학습자의 어려움을 보완하고자 비교적 쉽게 접근할 수 있는 소프트웨어를 활용하여 SW교육 초보자에게 적용할 수 있는 시연 중심모델을 활용하였다. 실생활에서 사용되는 애플리케이션과 문제해결의 논리적 흐름을 파악할 수 있도록 교수자의 시연과 학습자의 모방을 통한 반복적인 구현과 학습자의 학습 만족도와 성취도를 높이기 위한 학습지표를 결합한 융합 SW 교수법을 제안하였다. 본 논문에서 제안한 교수학습법을 적용한 실험에서 SW 교육의 학습 효과, 학업 성취도, 학습 만족도, 교수학습법 측면을 평가할 때 의미 있는 결과를 보였다.

• 한국간호교육학회지
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• 제21권2호
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• pp.266-275
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• 2015

Purpose: The aim of this study was to evaluate the effect of student question-centered lessons for bi-directional faculty-student communication. Methods: This study performed one-group pretest-posttest design; participants were university students majoring in health science (nursing 58, physical therapy 45) in city C. Data was collected and the program was conducted from March 3 to June 14, 2014. Measurements employed were the ARCS model of motivational design, self-assertiveness, learning satisfaction, and interpersonal relationship. Data was analyzed through frequency statistics, descriptive statistics, and repeated measurement of one-way analysis of variance with the SPSS 19.0 program. Results: In this student question-centered lesson participants exhibited significant enhanced satisfaction in terms of learning motivation, learning satisfaction, self-assertiveness, behavioral assertiveness, general assertiveness, and sensibility regarding interpersonal relationships. Conclusion: The results suggest that student question-centered lessons are applicable to a variety of subjects. Also, for comparative purposes, a faculty-centered lesson will be undertaken.

• 기본간호학회지
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• 제16권4호
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• pp.438-448
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• 2009

Purpose: To examine the results of PBL classes for sophomore nursing students during one semester. Method: Self-reflection journals and class evaluation questionnaires were collected from 121 nursing students and analyzed. Results of class evaluation questionnaires were analyzed using mean scores, SD, frequencies and percentages. Significant statements were derived by repeated review of the self-reflection journals by the researchers. Results: The statements, 'Understanding of PBL' 'Improvement of human relationships' 'Expansion of nursing knowledge' 'Excellency in nursing class and application of nursing skills in nursing practices' and 'Improvement of learning ability and attitude during classes' were derived from the self-reflection journals. Analysis of class evaluation questionnaires showed the following scores: prerequisite of PBL (3.0/4), role of facilitator (3.48/4) and satisfaction with PBL learning (3.31/4). Also some complaints such as lack of adequate references in the library, and confusion in at the beginning of PBL were noted. Conclusion: PBL was effective. Using the results of the study for planning a more effective PBL class syllabus is recommended.

• 방송공학회논문지
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• 제26권7호
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• pp.844-854
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• 2021

Semi-supervised learning (SSL) and few-shot learning (FSL) have shown impressive performance even then the volume of labeled data is very limited. However, SSL and FSL can encounter a significant performance degradation if the diversity gap between the labeled and unlabeled data is high. To reduce this diversity gap, we propose a novel scheme that relies on an autoencoder for generating pseudo examples. Specifically, the autoencoder is trained on a specific class using the available labeled data and the decoder of the trained autoencoder is then used to generate N samples of that specific class based on N random noise, sampled from a standard normal distribution. The above process is repeated for all the classes. Consequently, the generated data reduces the diversity gap and enhances the model performance. Extensive experiments on MNIST and FashionMNIST datasets for SSL and FSL verify the effectiveness of the proposed approach in terms of classification accuracy and robustness against adversarial attacks.

• 한국잠사곤충학회지
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• 제51권2호
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• pp.114-118
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• 2013

본 연구에서는 소리곤충인 왕귀뚜라미를 이용한 체험학습프로그램을 개발하여 초등학생에게 적용함으로써 학습성취도의 변화를 알아보고자 하였다. 연구의 대상은 서대문자연사박물관에서 운영 중인 교육프로그램을 신청한 초등학교 2-3학년생 123명이었다. 총 7회에 걸쳐 동일한 검사지를 통해 사전 및 사후 학습 성취도 검사를 실시하였다. 그 결과 학습 성취도는 사전검사보다 사후검사결과에서 평균점수가 높게 나왔으며, 대응표본 t-test 결과 통계적으로도 유의한 것으로 나타났다. 따라서 소리곤충을 이용한 체험학습프로그램의 적용은 학생들의 학습 성취도를 향상 시키는데 매우 효과적임을 확인할 수 있었다. 이를 통해 교육현장에서는 다양한 형태의 체험학습프로그램의 개발과 적용이 가능해져 보다 체계적인 프로그램이 적극적으로 활용될 수 있을 것으로 기대된다.

• 한국산업보건학회지
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• 제33권2호
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• pp.156-170
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• 2023

Objectives: This study conducted practical training to improve the proper usage of personal protective equipment(PPE), which greatly impacts workplace safety and health management. Personal protective equipment education was conducted through active participation, without theoretical modules, and aimed to identify the effects of repeated practical education and determine ways to increase participant satisfaction. Methods: Study data were analyzed using the IBM SPSS Statistics ver.29 software. First, participants' general characteristics were analyzed with frequency analysis. Second, the normality and equality of variances (Leven's test) were tested for the dependent variables prior to statistical analyses to determine the use of parametric tests. In general, normality is assumed when the sample size is 30 or more per the central limit theorem (Park et al., 2014). As our sample size of health management workers was 43, normality can be assumed. However, to ensure rigor of the study, we examined skewness and kurtosis. The results confirmed that the data were normally distributed. Third, the effects of repeated PPE training were analyzed using paired t-tests. Fourth, differences in satisfaction with PPE training according to the safety and health job position and safety and health certification were analyzed with t-test and Welch's t-test. For parameters that did not meet the assumption of equal variances, the Welch's t-test was performed. Results: Repeated PPE training improved the educational outcomes, and the improvements were significant in the 1st and 2nd respiratory PPE and safety and hygiene PPE training evaluations (p<.001). In terms of safety and health job position, repeated training led to improvements in educational outcomes, with significant improvements observed among supervisors and specialized health management institution workers in the 1st and 2nd training evaluations (p<.005). In terms of safety certification, repeated training led to improvements in educational outcomes, with significant improvements observed among both certified and non-certified individuals (p<.005). Regarding satisfaction with PPE training according to safety and health job positions, specialized health management institution workers showed greater satisfaction than supervisors, with significant differences in the satisfaction for expertise of lecture, work relevance, and lecturer's attitude (p<.001). Regarding satisfaction with PPE training according to safety and health certification, satisfaction was higher among certified individuals, with significant differences in satisfaction for work relevance and lecture attitude (p<.05) Conclusions: PPE education should be recommended to be provided as practical training. Repeated training can enhance educational outcomes for individuals with inadequate knowledge and understanding of PPE prior to education. For individuals with high levels of pre-existing knowledge and understanding of PPE, the results show that various training experiences should be provided to enhance their satisfaction. Therefore, it suggests that the workplace should actively seek educational media and methods to acquire expertise and skills in wearing personal protective equipment and improve the ability to use