• Journal of Engineering Education Research
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• v.7 no.3
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• pp.44-50
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• 2004

We introduce an introductory engineering education course for engineering majors and non-engineering majors. This course does not require any previous knowledge and experience on engineering. It requires strong curiosities and imaginations on current and future society we live in, where technology is inseparable ingredient. Course encourages attendees to explore fundamental issues of engineering: what is proper technology and what are proper ways of exercising engineering, issues dealt in soft engineering. Since course topics cover many aspects of technology, traditional learning methods fail to be successful and efficient. Various efficient learning methods have been proposed and implemented. We utilize various interactive tangible media, which include simulated thought experiments and physical media experiences. About twenty (20) episodes in short film format are produced based on scenario written according to related issues selected. Physical media like interactive robots are introduced for attendees' stimulated experiences. We summarize our exciting experiments on interactive teaching experiences at Pusan National University which include on/off-line interactions, assignments, projects, and evaluations.

• Journal of Korean Neurosurgical Society
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• v.39 no.4
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• pp.265-270
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• 2006

Objective : Microvascular decompression[MVD] at root exit zone[REZ] of the facial nerve has been largely popularized and it has become the standard treatment for patients with hemifacial spasm[HFS]. This sturdy is performed to evaluate the efficacy of MVD over the course of time. Methods : From 1994 to 2003, 50 patients with HFS who underwent MVD were followed up for more than 6 months. We retrospectively analyzed results with medical records and telephone researches. Results : The mean age of patients at the time operation was 57.6 years and 84% of the patients were female. The mean duration of follow-up after operation was 3.4 years [range $0.5{\sim}7.8\;years$]. One day after MVD, 54% of patients had complete relief of spasm immediately. Continuous improvements of HFS were observed during the follow-up period and these improvements were statistically significant with time (P< 0.05). Until 6 months after operation, complete relief of spasm was observed in 84% of patients. The delayed relief of spasm was observed in 35.7% of our patients who experienced complete relief. Conclusion : The efficacy of MVD in HFS is improves with time. Continuous follow-up evaluations for the duration of more than at least 6 months after MVD are important for the decision of its clinical results because delayed relief of spasms occurs.

• Journal of Gifted/Talented Education
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• v.25 no.6
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• pp.857-879
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• 2015

This study investigated the relationships among middle school students' perceptions on the roles of online tutor, their deep learning, achievement, and overall evaluation of learning experiences in the context of inquiry based online gifted mathematics and science learning. For this purpose, 249 middle school students who took online course were surveyed about their perceptions on the degree to which their tutor performed the roles as an online tutor. The students were also asked about the activities which indicate deep learning approaches and overall course experiences such as the level of satisfaction, understanding and engagement in the course. The regression analyses were conducted to examine the relationships of students' perceptions on the roles of online tutor, deep learning, achievement, and overall course experiences. The results first showed that the roles of online tutor which affects students' deep learning approach such as high-order learning, integrative learning, reflective learning were the role as a subject matter and evaluation expert. Among the sub variables of deep learning approach the variable that was related to students' overall achievement was the use of high-order learning strategy. Second, the achievement in inquiry task was related to the role of tutor as a guide of learning process and method. Third, students' overall course evaluations such as the level of satisfaction, understanding and engagement were not related to any role of tutor.

• Journal of The Korean Association For Science Education
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• v.41 no.6
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• pp.519-531
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• 2021

This study investigates the science teacher identity of pre-service science teachers (PSTs) in the context of a teaching practice course. Twenty-two PSTs who took the 'Biological Science Lab. for Inquiry Learning' course at the College of Education participated in this study. Artifacts created during the course were collected, and the teaching practices and reflections were recorded and transcribed. In addition, semi-structured interviews were conducted with nine PSTs, recorded, and transcribed. We found the science teacher identity was not well revealed at the beginning of the course. Authoritative discourse appeared in the early oral reflections of PSTs, indicating that the PSTs perceived oral reflection activities as 'evaluation activities for teaching practice'. This perception shows that pre-service teachers participate in teaching practice courses as students attending a university, performing tasks and receiving evaluations from instructors. After the middle of the course, discourses showing the science teacher identity of the PSTs were observed. In the oral reflection after the middle part, dialogic discourses often arose, showing that the PSTs perceive the oral reflection activities as a 'learning activity for professional development'. In addition, in the second half, discourse appeared to connect and interpret one's experience with the teacher's activity, indicating that the PSTs perceive themselves as teachers at this stage. In addition, the perception of experimental classes was expanded through the course. During the course, the practice of equalizing the authority of the participants, providing a role model for reflection, and experiencing various positions from multiple viewpoints in the class had a positive effect on the formation and continuation of the teacher identity. This study provides implications on the teacher education process for teacher identity formation in PSTs.

• Archives of Plastic Surgery
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• v.47 no.2
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• pp.165-170
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• 2020

Background Perforator mapping has been well described in the literature. Once the suprafascial plane is reached, the course of perforators is considered constant. However, the surgeon must be aware of whether an anastomosis exists between perforators superficially to the fascia, in order to choose the best vessel upon which to base the reconstruction. Our retrospective in vivo anatomical study of lower leg perforator flaps presents the first description of variations in the suprafascial path of perforators, which may influence preoperative flap design. Methods An anatomical study of lower limb perforators was performed on 46 nonconsecutive patients who were referred to our department from June 2012 to October 2018. Reconstruction with perforator-based propeller flaps was planned for each of the patients. In total, 72 perforators were preoperatively identified and surgically isolated. The suprafascial course of each perforator was reported. Results During suprafascial surgical exploration, branching patterns were observed in four perforators. These perforators had been classified as single vessels in the preoperative ultrasonographic analysis. However, after surgical dissection, distal converging branches were noted in two of them. Conclusions Our study is the first description in the literature of suprafascial converging perforators, which might constitute an obstacle to planned reconstruction procedures. Despite the accuracy of preoperative evaluations, anatomical variations were present. Knowledge of suprafascial perforator variations may help surgeons to choose the correct perforator upon which to base a planned flap.

• Journal of the Korea Institute of Military Science and Technology
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• v.22 no.3
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• pp.341-352
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• 2019

LTV(Light Tactical vehicle) operating in our military requires higher levels of performance and durability to withstand harsher conditions than ordinary vehicles, as they must travel on both rough-train and off-road as well as on public roads. Recently, developed light tactical vehicle is developed by a variety of test evaluations in order to satisfy ROC(Required Operational Capability) by the requirement military group. However, there is no standardized driving test condition for satisfying the durability performance of Korean tactical vehicle. Therefore, this study aims to provide basic data to establish reliable driving test conditions by analyzing the maneuver conditions and the driving data in order to select the representative drive course required. To do this, we analyzed the future operational environment, the area of operation analysis and the driving information of light tactical vehicle.

• Journal of Practical Engineering Education
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• v.12 no.2
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• pp.255-264
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• 2020

In the database design course, the team project is a very important process to develop students' database design competencies. In order to carry out team projects smoothly, active interaction between students and the professor as well as collaboration among team members are very important. However, a full uncontacted class was suddenly decides in the first semester of 2020, it was questionable whether it would be possible to effectively manage this course, where team projects to construct database take up a big portion. However team projects were able to proceed without major problems through interaction using real-time video media such as zoom, and discussions, quizzes, and Q&A supported by the online education support system (LMS), and online presentations, mutual evaluations, and so on. This paper shares the experience of managing engineering team projects in uncontacted classes and based on three surveys introduces desirable improving directions of this instruction and some suggestions to improve uncontacted classes overall.

• International Journal of Knowledge Content Development & Technology
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• v.1 no.2
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• pp.43-51
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• 2011

Recently, increasing demand for teacher professional development and significant advances in information and communication technologies has led to a proliferation of online professional development. In spite of online professional development's popularity and advantages, research indicates that there is a concern of considerably high dropout rates of online learners. Therefore, to reduce the dropout rates of the learners, this paper is designed to help teachers identify professional development opportunities that are tailored to their needs as well as successfully complete these learning experiences. To achieve the purpose of the study, the paper explores the considerations for evaluating the characteristics of online learners and online professional development. Using these evaluations, this paper provides practical strategies for helping elementary and secondary education teachers successfully complete online professional development without dropping out an online course.

• Journal of Chest Surgery
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• v.19 no.2
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• pp.352-357
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• 1986

Congenital cystic adenomatoid malformation [CCAM] of the lung is a rare but often fatal congenital lung bud anomaly that causes acute respiratory distress in the newborn infants. In those who survive infancy and early childhood, its clinical manifestations are not unusual to detect. Recently we experienced two children with CCAM; one with coughing and high fever, another without any symptom On case I, the patient was a 9 year-old female, and was suffered from coughing and high fever since 15 days before. Medical treatment was failed and then, exploratory thoracotomy was performed under the impression of loculated empyema. Finally, a right lower lobectomy was done with a satisfactory postoperative course. On case II, the patient was a 12 year-old female, and admitted for evaluation of known large pulmonary cyst which was checked at the outpatient clinic. Preoperative evaluations gave no more informations, so obliteration of cysts was performed with open biopsy. Two patients with CCAM are described in Korean Univ. Medical Center.

• Proceedings of the KAIS Fall Conference
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• 2011.05b
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• pp.645-647
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• 2011

본 논문에서는 좋은 수업에 대한 전문대학 현장에서 학습자들 인식을 살펴봄으로써 전문대학 교육에 주는 시사점을 찾아보고자 하였다. 특히 강의평가의 주관식 문항을 분석하여 좋은 강의의 개념과 가이드 라인을 제시하고자 하였다. 질적 분석을 통하여 나타나 결과를 정리해 보면 첫째, 몰입할 수 있는 수업, 둘째, 공정한 평가로 동기유발을 할 수 있는 수업, 셋째, 교수와 학생, 학생과 학생의 원활한 상호작용이 있는 수업, 넷째, 교수자의 열정을 느낄 수 있는 수업을 좋은 강의로 인식하고 있었다. 이와 같은 연구 결과는 강의개선안 및 강의평가 방안 개발에 실질적으로 기여할 수 있다는데 의의가 있다.