• PNF and Movement
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• v.13 no.4
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• pp.181-188
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• 2015

Purpose: This study aimed to examine the effects of proprioceptive neuromuscular facilitation (PNF) lower extremity patterns combined with elastic bands applied to stroke patients diagnosed with hemiplegia through self-training using the non-paralyzed side approach and the paralyzed side approach, and to investigate the differences in the effects. Methods: Nine chronic stroke patients who were being treated not more than twice a week at H, K, R, and C hospitals located in Gangwon-do, performed self-training for 16 minutes, two times per day for four weeks between August and October 2015. The subjects' balance ability was measured using the Tetrax stability index, the weight distribution index, the Berg Balance Scale (BBS), and the Timed Up and Go (TUG) test before the experiment and four weeks later. Among the statistical methods, paired t-tests were conducted for intra-group comparison of the measurements taken before and after the experiment, and independent t-tests were conducted for inter-group comparison of the ex post facto values. The statistical significance level was set to 0.05. Results: When the lower extremity patterns were applied to the non-paralyzed side group and the paralyzed side group, significant intra-group differences were observed for the Tetrax stability index, the weight distribution index, the Berg Balance Scale (BBS), and Timed Up and Go (TUG) tests (p<0.05); however, the inter-group comparisons showed no significant differences. Conclusion: The non-paralyzed side approach was found to be easy for patients to participate in and it also affected the patients' paralyzed side. Although the paralyzed side approach produced good exercise effects in a short period of time, it could result in adverse effects, such as a decrease in motivation and self-confidence. Therefore, these approaches are considered to be more effective when they are selectively applied depending on the purpose of the intervention and the degree of a patients' participation.

• Journal of The Korean Association For Science Education
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• v.32 no.4
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• pp.760-774
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• 2012

The purpose of this study was to analyze the characteristic of the linguistic interaction according to leadership type of the leader in the scientific inquiry activity groups and examine how leadership factors affect the linguistic interaction within a group. In this investigation, leaders among 12 elementary school students were chosen by considering results of the leadership diagnosis that tested 3 leadership factors: vision and promotion, assignment responsibility, and decision-making. The members of the groups were organized according to scientific inquiry ability and academic achievement; the groups were assigned to perform scientific inquiry activities. The linguistic interaction was largely divided into the cognitive domain and the affective domain for analysis. According to the results, the frequency of linguistic interaction within a group sorted by leadership type is more influenced by the cognitive domain than the affective domain. The highest frequency of linguistic interaction appeared within the group that had vision and promotion type leader. Assumedly, the vision and confidence of the vision and promotion type leader produced such an outcome. While solving the assignments, linguistic interaction in all three groups had more cognitive domain than affected domain. Linguistic interaction in cognitive domain displayed only low level of linguistic interaction in relation to the experiment itself: high level of linguistic interaction barely occurred. In the case of affected domain, active participation appeared more frequently than maintaining the mood: Interactions related to restricting the group members actions to solve the assignment appeared more frequently than those for maintaining the mood.

• The Journal of the Korea Contents Association
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• v.15 no.11
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• pp.658-671
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• 2015

The present study explores the effect of blended action learning program on the improvement of the self-directed learning skills of university students. For this, students in the college of education at D University located in the capital area were selected to form 30 students of the experimental group and 30 of the control group. The average age of the subjects is 22.3. They are students in the $2^{nd}$ to $4^{th}$ year of university and the demographic background is relatively homogeneous. The experiment was conducted in the Sociology of Education class (a teacher training course). The self-directed learning skills were pre-tested at the beginning of the term. After that, the experimental group had the class with blended action learning program, and the control group had the class with action learning program. The post-test was carried out at the end of the term. For data analysis, ANCOVA was carried out to compare the scores on post-test of the two groups in consideration of the scores on the pre-test. The results show that first, for the improvement of self-directed learning skills of university students, blended action learning program is more effective than action learning program. Second, in the class for learners with lower degree of cognition and experience, blended action learning program was more effective than action learning program. Third, in terms of management of learning resources and utilization of learning strategies, both action learning program and blended action learning program were not effective. In summary, for improvement of the self-directed learning skills of university students, action learning program, which is a learning method focused on learner's participation and practice, is more effective than the traditional collective lecture among diverse teaching methods. Yet in consideration of the elementary level of university students in terms of intelligence and experience, active use of blended action learning program is required.

• Journal of Digital Convergence
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• v.12 no.1
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• pp.467-473
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• 2014

The purpose of this study is to monitor the physiological changes by measuring EEG, blood pressure, heart rate, etc after applying progressive relaxation technique to university archery players in order to verify the effect of progressive relaxation through respiration, and, ultimately, improve an athlete's archery performance. This study chose 13 female archery athletes. The EEG, blood pressure, and heart rate of the athletes were measured before applying Jacobson's progressive relaxation technique for 12 weeks, during which the EEG, blood pressure, and heart rate were measured 3 times a week after 15 to 20 minutes of training before every measurement. We used the SPSS18.0 program for technical analysis to check the general features of the athletes and carried out the paired t-test to examine the changes made to the EEG, blood pressure, and heart rate of a single test group before and after the experiment. All statistical level of significance was maintained at ${\alpha}=0.5$. The results are as follows. First, after 12 weeks of appliance, between the targets' relative ${\alpha}$ wave and ${\beta}$ wave, the relative ${\alpha}$ wave showed a statistically significant increase while the relative ${\beta}$ wave showed no changes. Second, after 12 weeks of appliance, in terms of blood pressure, the systolic pressure showed no changes while the diastolic pressure showed a statistically significant change. Third, there was no statistically significant change to the heart rate. In conclusion, progressive relaxation through breathing has a positive effect on the archery athletes.

• Journal of The Korean Association For Science Education
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• v.35 no.1
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• pp.109-119
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• 2015

In this study, we investigated how the scientific problem-finding ability of pre-service teachers is improved through open-situation scientific problem-making activity. We organized two experimental groups and a control group by degree of participation. The 1st experimental group is an actively participating class, while the 2nd experimental group is a passively participating class. We developed and applied a worksheet for training in problem-making. The pre-service teachers filled in the worksheet for problem-making once a week for seven weeks, then the lecturer gave feedback for every worksheet. We developed and applied a problem finding test in an open-situation to measure their problem finding ability at pre- and post-training. As a result of the training, problem level and diversity improved for pre-service teachers through continuous problem-making activities and feedback. The 1st experiment group significantly improved on the quality and quantity of problems. Especially in the originality, elaboration, verifiability, and variables' category, the 1st experimental group significantly improved compared to the control group and the 2nd experimental group. On the other hand, the quality and quantity of problems of the 2nd experimental group decreased. These results provide a basis for correlation between training attitude and improvement of problem-finding ability. Based on the result of this study, continuous problem-making training and feedbacks are helpful in improving the problem-finding ability of pre-service teachers.

• Journal of The Korean Society of Grassland and Forage Science
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• v.34 no.4
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• pp.283-287
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• 2014

This experiment was conducted to determine methane production and emission factors for a range of roughage diets fed to Hanwoo cows at a level of maintenance energy requirement. Seven cows were fed mixed hay only, 12 cows were fed mixed hay containing 30~50% rice straw and 6 cows were fed a mixed hay diet supplemented with 1.0 kg of wheat bran. Each cow was placed in a metabolic crate for 10 consecutive days, including last 7 days for sampling of feces and urine. At the end of the sampling period, the cows were transferred to an open-circuit respiration chamber for 24 consecutive hours. Methane conversion rate (5.5~6.2%, mean value = 5.8%) and emission factor (33.6~38.6 kg/head/year, mean value = 35.2) were not significantly affected by the diets although the mixed hay only diet resulted in 11 and 15% higher respective rates than the other two. However, in light of the many assumptions that forage with good quality might reduce methane production, additional experiments should be required for participation in the greenhouse gas emission trading system.

• Journal of Science Education
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• v.33 no.1
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• pp.44-55
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• 2009

The research is aimed at investigating the development and application of high school biology classes utilizing discourse-typed inquiry learning program fitted with POE, and the corresponding effect on student's academic achievement and attitude toward science. 4 classes of 11th graders in a general high school located in Busan were selected as subjects. Biology I, 'Circulation' unit was lectured for 4 weeks (6 classes), and the experimental group underwent classes utilizing discourse-typed inquiry learning program fitted with POE. The control group was taught identical major learning contents, but based on the learning objectives and research activities provided by Biology I textbook. As a result of application, first, the discourse-typed inquiry learning program fitted with POE exhibited positive consequences of linking previously acquired knowledge and the new learning attained through experiments, as well as not only improving the students' problem solving capacity through diverging questions from the teachers to drive the students' higher-level contemplation, but also enhancing student academic achievement by assisting their logical thinking. Second, POE-fitted discourse-typed inquiry learning program rendered presupposing session of the experiment that resulted in drawing learners' attention in advance, and incited active participation in the learning process through solving the contradiction between what was actually observed and what was expected, which eventually proved to lay out positive impact on students' attitude toward science.

• Journal of Broadcast Engineering
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• v.19 no.5
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• pp.665-676
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• 2014

As the Learning Model (offered major course) of the connected program between high school and college, we conducted a customized education model for second grade high school students with regard to IT. Being based on the latest major trend and practical training within a given period this model has derived the high level of interest and participation from the students. First of all, the first program has focused on the theory and practice. In case of the theory lecture, the new knowledge and practical experiences attracted students' interests. Secondly, the second program mainly consisted of practical training. The basic knowledge through first learning program enabled the students to follow the second course for advanced experiences as well as the variety of new technology. Finally, the survey and evaluation were carried out on the students who finished programs. Most of the students gave answers that both the theory classes and customized practical training were helpful in finding their major and career exploration. The Learning Model of the connected program between high school and college showed that it can be useful not only to extract students' potential ability and good talent but also for university selection and career choices.

• Journal of Intelligence and Information Systems
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• v.26 no.4
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• pp.149-171
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• 2020

The period at university is to make decision about getting an actual job. As our society develops rapidly and highly, jobs are diversified, subdivided, and specialized, and students' job preparation period is also getting longer and longer. This study analyzed the log data of college students to see how the various activities that college students experience inside and outside of school might have influences on employment. For this experiment, students' various activities were systematically classified, recorded as an activity data and were divided into six core competencies (Job reinforcement competency, Leadership & teamwork competency, Globalization competency, Organizational commitment competency, Job exploration competency, and Autonomous implementation competency). The effect of the six competency levels on the employment status (employed group, unemployed group) was analyzed. As a result of the analysis, it was confirmed that the difference in level between the employed group and the unemployed group was significant for all of the six competencies, so it was possible to infer that the activities at the school are significant for employment. Next, in order to analyze the impact of the six competencies on the qualitative performance of employment, we had ANOVA analysis after dividing the each competency level into 2 groups (low and high group), and creating 6 groups by the range of first annual salary. Students with high levels of globalization capability, job search capability, and autonomous implementation capability were also found to belong to a higher annual salary group. The theoretical contributions of this study are as follows. First, it connects the competencies that can be extracted from the school experience with the competencies in the Human Resource Management field and adds job search competencies and autonomous implementation competencies which are required for university students to have their own successful career & life. Second, we have conducted this analysis with the competency data measured form actual activity and result data collected from the interview and research. Third, it analyzed not only quantitative performance (employment rate) but also qualitative performance (annual salary level). The practical use of this study is as follows. First, it can be a guide when establishing career development plans for college students. It is necessary to prepare for a job that can express one's strengths based on an analysis of the world of work and job, rather than having a no-strategy, unbalanced, or accumulating excessive specifications competition. Second, the person in charge of experience design for college students, at an organizations such as schools, businesses, local governments, and governments, can refer to the six competencies suggested in this study to for the user-useful experiences design that may motivate more participation. By doing so, one event may bring mutual benefits for both event designers and students. Third, in the era of digital transformation, the government's policy manager who envisions the balanced development of the country can make a policy in the direction of achieving the curiosity and energy of college students together with the balanced development of the country. A lot of manpower is required to start up novel platform services that have not existed before or to digitize existing analog products, services and corporate culture. The activities of current digital-generation-college-students are not only catalysts in all industries, but also for very benefit and necessary for college students by themselves for their own successful career development.

• Progress in Medical Physics
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• v.26 no.2
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• pp.93-98
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• 2015

The purpose of this study is to see the usefulness of lead apron for critical organs near the breast under examining. For clinical experiment, 30 female volunteers who agreed to their participation in the experiments, were chosen and divided into two groups, 15 in group A and 15 in group B respectively. group A is to see whether each side of breast under mammography affects to other side glandular on the critical organs is same, because it is not allowed to scan the both breast for same person or to scan repeatedly. Group B is to see the effectiveness of lead apron during the mammography of right breast. Glass dosimeters were placed on the thyroid, the contralateral breast, and lower abdomen where near the breast during examining. The average glandular doses on the surface in mammography of the thyroid gland, the contralateral breast, the lower abdomen were 0.0692 mGy, 0.6790 mGy, and 0.0122 mGy, respectively, which was an extremely low level of glandular dose. In group B, as to the thyroid gland, average dose was decreased from 0.0922 mGy to 0.0158 mGy. The average dose of contralateral breast was decreased from 0.8575 mGy to 0.0286 mGy. The average doses of lower abdomen was decrease 0.0150 mGy to 0.0173 mGy. As to the lower abdomen, dose decreased from 0.0150 mGy before the use of an apron down to 0.0173 mGy after the use. As p-value was under 0.05, statistically significant difference was observed between the two groups. Wearing an apron can have the protective effects on the thyroid gland up to 20 times lower than not wearing one. Besides, it is also necessary to protect the other breast during the examination by wearing one.