• The Journal of Korean Physical Therapy
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• v.15 no.2
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• pp.75-84
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• 2003

The purpose of this study was to review of mechanism and application methodology about mental practice. The mental practice is symbolic rehearsal of physical activity in the absence of any gross muscular movements. Human have the ability to generate mental correlates of perceptual and motor events without any triggering external stimulus, a function known as imagery, Practice produces both internal and external sensory consequences which are thought to be essential for learning to occur, It is for this reason that mental practice, rehearsal of skill in imagination rather than by overt physical activity, has intrigued theorists, especially those interested in cognitive process. Several studies in sport psychology have shown that mental practice can be effective in optimizing the execution of movements in athletes and help novice learner in the incremental acquisition of new skilled behaviors. There are many theories of mental practice for explaining the positive effect In skill learning and performance. Most tenable theories are symbolic learning theory, psyconeuromuscular theory, Paivio's theory, regional cerebral blood flow theory, motivation theory, modeling theory, mental and muscle movement nodes theory, insight theory, selective attention theory, and attention-arousal set theory etc.. The factors for influencing to effects of mental practice are application form, application period, time for length of the mental practice, number of repetition, existence of physical practice.

• Journal of Korean Society for Quality Management
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• v.44 no.1
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• pp.121-138
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• 2016

Purpose: Financial institute employees have various education programs for enhancing customer satisfaction. The purpose of this study is to explore critical factors that affect the service commitment in the financial institution and to propose the implication for employee's service involvement. Methods: This study is intended to identify how service quality of education, servicescape, and learning motivation affect the service commitment. The research model proposed in this study is tested via a survey of 322 employees for financial institution employees. Results: This study shows that tangibles, reliability, assurance and ambient condition, physical structure, symbolic artifacts and internal motivation, extrinsic motivation significantly influence education satisfaction. Tangibles, reliability and ambient condition, physical structure, symbolic artifacts and internal motivation significantly influence affective service orientation and that tangibles, reliability, assurance and extrinsic motivation significantly influence altruistic service orientation. It also verifies that education satisfaction affective service orientation, and altruistic service orientation positively affect service commitment. Conclusion: This study suggests critical factors to promote service commitment in the financial institute. It has focused on not only the service quality of education program, but also servicescape and learning motivation as the meaningful factors for increasing the employee's service involvement.

• International Journal of Advanced Culture Technology
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• v.8 no.2
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• pp.176-183
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• 2020

This study inquired about the convergence learning program for childhood based on Erikson's play theory and design education for children's behavior development. I analyzed the convergence learning programs of Summer Camps in the Pacific Science Center, Galileo Learning. The contents of the programs show the most used imaginary and symbolic contents that represent the real-world problems which are related design thinking process. The curriculums and structure of the programs are based on the design thinking method and K-12 theory. The visual thinking method and the applications are used for expressing their creativity and approaching the technical skills easily. The play concept theory is an affirmative way to strengthen the children's psychological and social development. Therefore, the convergence learning program should integrate the design thinking process and apply the play concept theory for supporting and developing the children's behavior.

• Steel and Composite Structures
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• v.43 no.3
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• pp.293-309
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• 2022

Accurate design models for predicting the shear resistance of headed studs in solid concrete slabs are essential for obtaining economical and safe steel-concrete composite structures. In this study, symbolic regression with genetic programming (GPSR) was applied to experimental data to formulate new descriptive equations for predicting the shear resistance of studs in solid slabs using both normal and lightweight concrete. The obtained GPSR-based nominal resistance equations demonstrated good agreement with the test results. The equations indicate that the stud shear resistance is insensitive to the secant modulus of elasticity of concrete, which has been included in many international standards following the pioneering work of Ollgaard et al. In contrast, it increases when the stud height-to-diameter ratio increases, which is not reflected by the design models in the current international standards. The nominal resistance equations were subsequently refined for use in design from reliability analyses to ensure that the target reliability index required by the Eurocodes was achieved. Resistance factors for the developed equations were also determined following US design practice. The stud shear resistance predicted by the proposed models was compared with the predictions from 13 existing models. The accuracy of the developed models exceeds the accuracy of the existing equations. The proposed models produce predictions that can be used with confidence in design, while providing significantly higher stud resistances for certain combinations of variables than those computed with the existing equations given by many standards.

• Proceedings of the KIEE Conference
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• 2005.10b
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• pp.155-157
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• 2005

We propose a new category of hybrid multi-layer neural networks with hetero nodes such as Fuzzy Set based Polynomial Neurons (FSPNs) and Polynomial Neurons (PNs). These networks are based on a genetically optimized multi-layer perceptron. We develop a comprehensive design methodology involving mechanisms of genetic optimization and genetic algorithms, in particular. The augmented genetically optimized HFPNN (namely gHFPNN) results in a structurally optimized structure and comes with a higher level of flexibility in comparison to the one we encounter in the conventional HFPNN. The GA-based design procedure being applied at each layer of HFPNN leads to the selection of preferred nodes (FPNs or PNs) available within the HFPNN. In the sequel, two general optimization mechanisms are explored. First, the structural optimization is realized via GAs whereas the ensuing detailed parametric optimization is carried out in the setting of a standard least square method-based learning. The performance of the gHFPNNs quantified through experimentation where we use a number of modeling benchmarks-synthetic and experimental data already experimented with in fuzzy or neurofuzzy modeling.

• The Mathematical Education
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• v.45 no.2 s.113
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• pp.177-189
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• 2006

This study focuses on the analysis of prospective elementary teachers' representation of trapezoid area and teacher educator's reflecting in the context of a mathematics course. In this study, I use my own teaching and classroom of prospective elementary teachers as the site for investigation. 1 examine the ways in which my own pedagogical content knowledge as a teacher educator influence and influenced by my work with students. Data for the study is provided by audiotape of class proceeding. Episode describes the ways in which the mathematics was presented with respect to the development and use of representation, and centers around trapezoid area. The episode deals with my gaining a deeper understanding of different types of representations-symbolic, visual, and language. In conclusion, I present two major finding of this study. First, Each representation influences mutually. Prospective elementary teachers reasoned visual representation from symbolic and language. And converse is true. Second, Teacher educator should be prepared proper mathematical language through teaching and learning with his students.

• Proceedings of the IEEK Conference
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• summer
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• pp.427-434
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• 2004

In this paper, we present a overview of content-based image retrieval (CBIR) systems: its results and its problems. We propose our CBIR system currently based on color and texture. From the CBIR systems. we discuss the way to add semantic values in image retrieval systems. There are 3 ways for adding them: concept definition, machine learning and man-machine interaction. Along with this we introduce our preliminary results and discuss them in the goal of reaching semantic retrieval. Different result representation schemes are presented. At last, we present our work to build a complete annotated image database and our image annotaion program.

• The Journal of Korea Institute of Information, Electronics, and Communication Technology
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• v.17 no.4
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• pp.229-235
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• 2024

Recent years have seen active research on methods for efficiently processing and interpreting large volumes of data in the fields of artificial intelligence and machine learning. One of these data processing technologies, Vector Symbolic Architecture (VSA), offers an innovative approach to representing complex symbols and data using high-dimensional vectors. VSA has garnered particular attention in various applications such as natural language processing, image recognition, and robotics. This study quantitatively evaluates the characteristics and performance of VSA methodologies by applying five VSA methodologies to the MNIST dataset and measuring key performance indicators such as encoding speed, decoding speed, memory usage, and recovery accuracy across different vector lengths. BSC and VT demonstrated relatively fast performance in encoding and decoding speeds, while MAP and HRR were relatively slow. In terms of memory usage, BSC was the most efficient, whereas MAP used the most memory. The recovery accuracy was highest for MAP and lowest for BSC. The results of this study provide a basis for selecting appropriate VSA methodologies depending on the application area.

• Korean journal of communication and information
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• v.42
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• pp.7-43
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• 2008

In this paper, a new viewpoint and practical education method were presented on educational culture related to today's religions and media. For this purpose, this paper considered the theories of religious media pedagogic and the concept of symbo1ic didactics relating to religious symbols in popular culture. In this paper, a total of eight cases of applying symbolic didactics were developed using the example of "The Da Vinci Code", based on the theoretical framework of religious media education and symbolic didactics. For this, the education methods and contents of religious media education were integrated with the teaching plan model of "action and development oriented media education". In order for this education to be applied effectively, experimental studies have to be carried out verifying the learning effects regarding this education. In particular, education for teachers who will tarry out this education is needed. This is because, in media education, the efficiency of education is significantly affected by the capacity of the one who is teaching.

• The Journal of Korean Philosophical History
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• no.35
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• pp.415-443
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• 2012

The moral instruction expresses and conveys a abstract objects so called moral. And it pursues occurrence of moral meaning contained a emotion. In these respects, there is a resemblance between moral instruction and artistic symbolic language. Meanwhile, the poetry are a typical form of artistic symbolic language, and especially poetic symbolism is a representative and possible way that expresses accepting a meaning of abstract objects. Then a moral instruction needs to be poetic symbolism. The poetic symbolism that a moral instruction intends to resemble is a linguistic expression, but at the same time that is a expression beyond a linguistic limitation for conveying the metaphysical meaning. For this, the poetic symbolism reveals visible and concrete vehicles that imply invisible and metaphysical tenor. At this point, poetic symbolism is characterized with sameness, implicitness, polysemy, context, allness. The poetic symbolism having these characters appears personal symbol of poet as combined with creative imagination, and is experienced poetic meaning as combined with creative imagination of reader. The moral instruction as a poetic symbolism offers learning experience similar to poetic experience. The moral instruction as a poetic symbolism would be constructed not a logical or prosaic explain but symbolic form that can draw various moral meaning. For this construction, first, we might find a symbolic media for materialization of teaching contents. Second, moral teaching should be constructed to be searching moral meaning of symbolic media. Third, moral teaching should be constructed to be interpreting moral meaning of symbolic media. When teacher can construct moral instruction as possible as similar to poetic symbolism, student can learn moral meaning combined with emotion through their response and interpretation to the teaching. It is very similar to good poem that is sympathized and accommodated poet's theme by reader.