• Journal of The Korea Institute of Healthcare Architecture
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• v.27 no.3
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• pp.27-37
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• 2021

Purpose: The purpose of this study is to compare the changes in hospital accreditation evaluations, the changes in hospital building design guidelines, and the development of design indicators for reducing medical accidents in the state-of-the-art healthcare providers. Methods: The changes and tools were carefully investigated and compared that had been taken place and used in the building certification standards, design guidelines, and patient safety design standards to reduce accidents in the United States and the United Kingdom. Results: First, medical accidents are recognized as multiple defense layers rather than personal ones, and a public reporting and learning system is created, reporting the accidents in question publicly and suggesting ways to improve them based on the data at a time. Second, for the accreditation institute that secures the service quality of medical institutions, detailed standards for patient safety are continuously updated with focus on clinical trials. The United States is in charge of the private sector, but on the other hand the United Kingdom is in charge of the public sector. Third, the design guidelines are provided as web-based tools that complement various guidelines for patient safety, and are improved and developed as well. Fourth, detailed approaches are continuously developed and provided to secure patient safety and reduce medical accidents through appropriate research, evidence-based design and strict evaluations. Implications: When medical institutions make efforts to strength patient safety methods through valid design standards, accidents are expected to decrease, whereby hospital finances are also to be improved. A higher level of medical quality service will sure be secured through comprehensive certification evaluation.

• Journal of Yeungnam Medical Science
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• v.24 no.2
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• pp.148-153
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• 2007

Background : Computer- and web-based simulation methods help students develop problem solving and decision making skills. In addition, they provide reality based learning to the student clinical experience with immediate medical feedback as well as repetitive training, on-site reviews and case closure. Materials and Methods : Seventy-five third-year medical students participated in a two-week simulation program. The students selected four modules from eight modules as follows: airway and breathing 1, cardiac arrest 1, cardiac arrhythmia 1, and chest pain 1, and then selected the first case within each of the modules. After 2 weeks, a pass score was obtained and the data analyzed. The average pass score of over 70% was considered a passing grade for each module. If the student did not pass each module, there was no score (i.e., pass score was zero). In addition, when at least one of the four modules was zero, the student was not included in this study. Results : Seventy-five students participated in the simulation program. Nineteen students were excluded based on their performance. The final number of students studied was 56 students (74.7%). The average scores for each module 1 to 4 were 86.7%, 85.3%, 84.0%, and 84.0%, and the average obtained pass score was 88.6 for the four modules in all 56 students. Conclusion : Medical simulation enabled students to experience realistic patient situations as part of medical learning. However, it has not been incorporated into traditional educational methodology. Here we describe the introduction and the development of various simulation modules and technologies for medical education.

• Journal of KIISE:Software and Applications
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• v.29 no.1_2
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• pp.42-52
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• 2002

Information extraction(IE) is a process of recognizing and fetching particular information fragments from a document. In previous work, most IE systems generate the extraction rules called the wrappers manually, and although this manual wrapper generation may achieve more correct extraction, it reveals some problems in flexibility, extensibility, and efficiency. Some other researches that employ automatic ways of generating wrappers are also experiencing difficulties in acquiring and representing useful domain knowledge and in coping with the structural heterogeneity among different information sources, and as a result, the real-world information sources with complex document structures could not be correctly analyzed. In order to resolve these problems, this paper presents an agent-based information extraction system named XTROS that exploits the domain knowledge to learn from documents in a semi-structured information source. This system generates a wrapper for each information source automatically and performs information extraction and information integration by applying this wrapper to the corresponding source. In XTROS, both the domain knowledge and the wrapper are represented as XML-type documents. The wrapper generation algorithm first recognizes the meaning of each logical line of a sample document by using the domain knowledge, and then finds the most frequent pattern from the sequence of semantic representations of the logical lines. Eventually, the location and the structure of this pattern represented by an XML document becomes the wrapper. By testing XTROS on several real-estate information sites, we claim that it creates the correct wrappers for most Web sources and consequently facilitates effective information extraction and integration for heterogeneous and complex information sources.

• Proceedings of the KSPS conference
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• 1997.07a
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• pp.176-178
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• 1997

To make a long story short I made up my mind to experiment with a multimedia approach to my classroom presentations two years ago because my ways of giving instructions bored the pants off me as well as my students. My favorite ways used to be sometimes referred to as classical or traditional ones, heavily dependent on the three elements: teacher's mouth, books, and chalk. Some call it the 'MBC method'. To top it off, I tried audio-visuals such as tape recorders, cassette players, VTR, pictures, and you name it, that could help improve my teaching method. And yet I have been unhappy about the results by a trial and error approach. I was determined to look for a better way that would ensure my satisfaction in the first place. What really turned me on was a multimedia CD ROM title, ELLIS (English Language Learning Instructional Systems) developed by Dr. Frank Otto. This is an integrated system of learning English based on advanced computer technology. Inspired by the utility and potential of such a multimedia system for regular classroom or lab instructions, I designed a simple but practical multimedia language learning laboratory in 1994 for the first time in Korea(perhaps for the first time in the world). It was high time that the conventional type of language laboratory(audio-passive) at Hahnnam be replaced because of wear and tear. Prior to this development, in 1991, I put a first CALL(Computer Assisted Language Learning) laboratory equipped with 35 personal computers(286), where students were encouraged to practise English typing, word processing and study English grammar, English vocabulary, and English composition. The first multimedia language learning laboratory was composed of 1) a multimedia personal computer(486DX2 then, now 586), 2) VGA multipliers that enable simultaneous viewing of the screen at control of the instructor, 3) an amplifIer, 4) loud speakers, 5)student monitors, 6) student tables to seat three students(a monitor for two students is more realistic, though), 7) student chairs, 8) an instructor table, and 9) cables. It was augmented later with an Internet hookup. The beauty of this type of multimedia language learning laboratory is the economy of furnishing and maintaining it. There is no need of darkening the facilities, which is a must when an LCD/beam projector is preferred in the laboratory. It is headset free, which proved to make students exasperated when worn more than- twenty minutes. In the previous semester I taught three different subjects: Freshman English Lab, English Phonetics, and Listening Comprehension Intermediate. I used CD ROM titles like ELLIS, Master Pronunciation, English Tripple Play Plus, English Arcade, Living Books, Q-Steps, English Discoveries, Compton's Encyclopedia. On the other hand, I managed to put all teaching materials into PowerPoint, where letters, photo, graphic, animation, audio, and video files are orderly stored in terms of slides. It takes time for me to prepare my teaching materials via PowerPoint, but it is a wonderful tool for the sake of presentations. And it is worth trying as long as I can entertain my students in such a way. Once everything is put into the computer, I feel relaxed and a bit excited watching my students enjoy my presentations. It appears to be great fun for students because they have never experienced this type of instruction. This is how I freed myself from having to manipulate a cassette tape player, VTR, and write on the board. The student monitors in front of them seem to help them concentrate on what they see, combined with what they hear. All I have to do is to simply click a mouse to give presentations and explanations, when necessary. I use a remote mouse, which prevents me from sitting at the instructor table. Instead, I can walk around in the room and enjoy freer interactions with students. Using this instrument, I can also have my students participate in the presentation. In particular, I invite my students to manipulate the computer using the remote mouse from the student's seat not from the instructor's seat. Every student appears to be fascinated with my multimedia approach to English teaching because of its unique nature as a new teaching tool as we face the 21st century. They all agree that the multimedia way is an interesting and fascinating way of learning to satisfy their needs. Above all, it helps lighten their drudgery in the classroom. They feel other subjects taught by other teachers should be treated in the same fashion. A multimedia approach to education is impossible without the advent of hi-tech computers, of which multi functions are integrated into a unified system, i.e., a personal computer. If you have computer-phobia, make quick friends with it; the sooner, the better. It can be a wonderful assistant to you. It is the Internet that I pay close attention to in conjunction with the multimedia approach to English education. Via e-mail system, I encourage my students to write to me in English. I encourage them to enjoy chatting with people all over the world. I also encourage them to visit the sites where they offer study courses in English conversation, vocabulary, idiomatic expressions, reading, and writing. I help them search any subject they want to via World Wide Web. Some day in the near future it will be the hub of learning for everybody. It will eventually free students from books, teachers, libraries, classrooms, and boredom. I will keep exploring better ways to give satisfying instructions to my students who deserve my entertainment.

• Journal of KIISE:Software and Applications
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• v.28 no.2
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• pp.179-191
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• 2001

Comparison shopping is a merchant brokering process that finds the best price for the desired product from several Web-based online stores. To get a scalable comparison shopper, we need an agent that automatically constructs a simple information extraction procedure, called a wrapper, for each semi-structured store. Automatic construction of wrappers for HTML-based Web stores is difficult because HTML only defines how information is to be displayed, not what it means, and different stores employ different ways of manipulating customer queries and different presentation formats for displaying product descriptions. Wrapper induction has been suggested as a promising strategy for overcoming this heterogeneity. However, previous scalable comparison-shoppers such as ShopBot rely on a strong bias in the product descriptions, and as a result, many stores that do not confirm to this bias were unable to be recognized. This paper proposes a more scalable comparison-shopping agent named MORPHEUS. MORPHEUS presents a simple but robust inductive learning algorithm that antomatically constructs wrappers. The main idea of the proposed algorithm is to recognize the position and the structure of a product description unit by finding the most frequent pattern from the sequence of logical line information in output HTML pages. MORPHEUS successfully constructs correct wtappers for most stores by weakening a bias assumed in previous systems. It also tolerates some noises that might be present in production descriptions such as missing attributes. MORPHEUS generates the wrappers rapidly by excluding the pre-processing phase of removing redundant fragments in a page such as a header, a tailer, and advertisements. Eventually, MORPHEUS provides a framework from which a customized comparison-shopping agent can be organized for a user by facilitating the dynamic addition of new stores.

• The Journal of the Korea Contents Association
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• v.12 no.12
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• pp.489-498
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• 2012

This paper consists of two parts: In the first part, we describe our work to build hierarchical knowledge base of digital library patron's research interests and learning topics in various scholarly areas through analyzing well classified Electronic Theses and Dissertations (ETDs) of NDLTD Union catalog. Journal articles from ACM Transactions and conference web sites of computing areas also are added in the analysis to specialize computing fields. This hierarchical knowledge base would be a useful tool for many social computing and information service applications, such as personalization, recommender system, text mining, technology opportunity mining, information visualization, and so on. In the second part, we compare four grouping algorithms to select best one for our data mining researches by testing each one with the hierarchical knowledge base we described in the first part. From these two studies, we intent to show traditional verification methods for social community miming researches, based on interviewing and answering questionnaires, which are expensive, slow, and privacy threatening, can be replaced with systematic, consistent, fast, and privacy protecting methods by using our suggested hierarchical knowledge base.

• Knowledge Management Research
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• v.21 no.3
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• pp.177-195
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• 2020

The social consciousness on fake reviews has triggered researchers to suggest ways to cope with them by analyzing contents of fake reviews or finding ways to discover them by means of structural characteristics of them. This research tried to collect data from blog posts in Naver and detect habitual patterns users use unconsciously by variables extracted from blogs and blog posts by a machine learning model and wanted to use the technique in predicting fake reviews. Data analysis showed that there was a very high relationship between the number of all the posts registered in the blog of the writer of the related writing and the date when it was registered. And, it was found that, as model to detect advertising reviews, Random Forest is the most suitable. If a review is predicted to be an advertising one by the model suggested in this research, it is very likely that it is fake review, and that it violates the guidelines on investigation into markings and advertising regarding recommendation and guarantee in the Law of Marking and Advertising. The fact that, instead of using analysis of morphemes in contents of writings, this research adopts behavior analysis of the writer, and, based on such an approach, collects characteristic data of blogs and blog posts not by manual works, but by automated system, and discerns whether a certain writing is advertising or not is expected to have positive effects on improving efficiency and effectiveness in detecting fake reviews.

• 한국정보교육학회:학술대회논문집
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• 2010.08a
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• pp.143-149
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• 2010

Although importance of music education for the mentally retarded children is realized, it is hard to improve study effects for those children with the existing music education methods due to cognitive disorders of the children. In the paper, we propose a system to improve music cognition ability of the mentally retarded children. The system is designed based on the existing MMCP theory. Our system has the following characteristics. First, the system can improve cognitive, physical, social and emotional development as well as development of music cognition ability. Second, the individualized music education is possible for the children. Third, more active and interactive education is possible.

• Journal of Korean Library and Information Science Society
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• v.40 no.1
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• pp.433-449
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• 2009

The purpose of this study is to find out the factors which have interrupted Library Assisted Instruction in various schools' libraries and to analyze the factors by the tools and to propose the solutions to the obstacles for the desired Library Assisted Instruction. For doing this, some experimental processes had been made: firstly, to make the analysis model based on HPT for the improvement of the real LAI, secondly, to apply the model to LAI, to draw out the problems and to analyze them, and to propose the solutions. As the results of this study, the 5 solutions are presented; 1) LAIs should have the obvious and concrete teaching&learning objectives. 2) The supporting systems for LAI like the web community ought to be prepared. 3) External motivation systems, that is, teachers and teacher-librarians' performance assessment with LAI participation rate per year, should be developed. 4) The various, practical LAI programs should be developed. 5) The obscure refusal of teachers & teacher-librarians to LAI should be disappeared and the directors of schools should be confident of the LAI's educational, positive effects.

• Journal of Digital Convergence
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• v.15 no.10
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• pp.419-428
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• 2017

This study investigates whether the use of smartphone and Facebook in the classroom induces students' active participation in their reading activities and what are the points to be considered when ICT-based English reading class is designed. Students in an English course, Practical English listening and reading, did their reading activities using their own smartphones and posted the results of the activities on Facebook. Smartphone was used primarily for web-browsing and Facebook as LMS. The pre-questionnaire was conducted to be referred to for designing activity tasks. The post-questionnaire and the interview with 10 students were conducted to identify how students perceive their class. The research results showed that the use of ICT induced students' active participation in their learning. As for the points to be considered, narrowing down the range of class activities, slowing down the pace of the class, explaining enough the goals and the steps of the activities, considering adopting campus LMS, and preparing solutions for cyberloafing were suggested.