• Journal of The Korean Association of Information Education
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• v.22 no.2
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• pp.205-212
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• 2018

As a way to improve the software education ability of the pre - service teachers, we conducted programming learning using two types of programming tools (Python and Scratch) at the regular course time. In programming learning, various types of errors, which are factors that continuously hinder interest, achievement and creativity, were collected and analyzed by type. By using the analyzed data, it is possible to improve the ability of pre-service teachers to cope with the errors that can occur in the software education to be taught in the elementary school, and to improve the learning effect. In this study, logic error (37.63%) was the most frequent type that caused the most errors in programming in both conventional language that input text and language that assembles block. In addition, the detailed errors that show a lot of differences in the two languages are the errors of Python (14.3%) and scratch (3.5%) due to insufficient use of grammar and other errors.

• 재활복지
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• v.18 no.4
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• pp.295-314
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• 2014

The purpose of this study was to supply the baseline data for auditory rehabilitation in the field through error type and rate of the phoneme which the hearing impaired feel difficulty to discriminate. Thirty participants with sensorineural hearing loss heard KCPT lists through recorded voice by male and female to get the data about error type and KCPT score accordance with talker's gender. In the initial consonant test list, /ㄷ/, /ㅂ/, /ㅃ/, /ㅉ/, /ㅌ/ showed more than 30% error rate while /ㄱ/and /ㄷ/ showed in final consonant test list. The most common error type was the initial consonant substitution or the final consonant substitution for the initial or final consonant test lists. Talker's gender effect was not signigicant showing no statistical difference between the scores when compared results from male voice and female voice. It means that KCPT can be used regardless of talker's gender in clinics.

• Annual Conference on Human and Language Technology
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• 1990.11a
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• pp.24-31
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• 1990

표본자료에 있는 정보표시는 그 표본에 있는 모든 자료의 내용을 상실하지 않도록 하기 위해서 필요하다. 그러한 정보표시는 또한 자료들의 구분을 명확히 하여 자료의 저장과 정보검색 목적으로 사용된다. 본 연구에서는 이러한 텍스트 정보표시의 잘못 쓰여진 오류의 검출과 수정 그리고 이러한 분류표시를 이용하여 방대한 표본자료를 정보표시별로의 화일처리와 필요한 정보에 관한 검색 시스템에 관하여 기술한다.

• Proceedings of the KGS Conference
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• 2003.05a
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• pp.207-210
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• 2003

지리학적 정보는 지구의 표면이나 가까이에 나타나는 현상과 사상에 대한 정보로서 정의된다(Goodchild et al., 1999). 지리학에서, 이러한 지리학적 정보는 특정한 현상을 연구하기 위한 공간자료로 이용되는데, 이는 공간적 패턴을 통해 유형화된다. 이러한 공간자료는 현지답사를 통해 수집ㆍ분석되며, 관찰자의 주관적 판단, 기술적인 오류로 인해, 오차의 필연적 발생 가능성을 안고 있다(Maffini, 1989; Bolstad, 1990; Dunn, 1990; Keeler, 1991). (중략)

• Journal of radiological science and technology
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• v.38 no.4
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• pp.375-381
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• 2015

Digital Radiography is a big part of diagnostic radiology. Because uncorrected digital radiography image supported false effect of Patient's health care. We must be manage the correct digital radiography image. Thus, the artifact images can have effect to make a wrong diagnosis. We report types of occurrence by analyzing the artifacts that occurs in digital radiography system. We had collected the artifacts occurred in digital radiography system of general hospital from 2007 to 2014. The collected data had analyzed and then had categorize as the occurred causes. The artifacts could be categorized by hardware artifacts, software artifacts, operating errors, system artifacts, and others. Hardware artifact from a Ghost artifact that is caused by lag effect occurred most frequently. The others cases are the artifacts caused by RF noise and foreign body in equipments. Software artifacts are many different types of reasons. The uncorrected processing artifacts and the image processing error artifacts occurred most frequently. Exposure data recognize (EDR) error artifacts, the processing error of commissural line, and etc., the software artifacts were caused by various reasons. Operating artifacts were caused when the user didn't have the full understanding of the digital medical image system. System artifacts had appeared the error due to DICOM header information and the compression algorithm. The obvious artifacts should be re-examined, and it could result in increasing the exposure dose of the patient. The unclear artifact leads to a wrong diagnosis and added examination. The ability to correctly determine artifact are required. We have to reduce the artifact occurrences by understanding its characteristic and providing sustainable education as well as the maintenance of the equipments.

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.1
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• pp.123-148
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• 2014

The purpose of this study is to figure out the perceptional characteristics of mathematically gifted elementary students by comparing the mathematical reasoning ability and errors between mathematically gifted elementary students and non-gifted students. This research has been targeted at 63 gifted students from 5 elementary schools and 63 non-gifted students from 4 elementary schools. The result of this research is as follows. First, mathematically gifted elementary students have higher inductive reasoning ability compared to non-gifted students. Mathematically gifted elementary students collected proper, accurate, systematic data. Second, mathematically gifted elementary students have higher inductive analogical ability compared to non-gifted students. Mathematically gifted elementary students figure out structural similarity and background better than non-gifted students. Third, mathematically gifted elementary students have higher deductive reasoning ability compared to non-gifted students. Zero error ratio was significantly low for both mathematically gifted elementary students and non-gifted students in deductive reasoning, however, mathematically gifted elementary students presented more general and appropriate data compared to non-gifted students and less reasoning step was achieved. Also, thinking process was well delivered compared to non-gifted students. Fourth, mathematically gifted elementary students committed fewer errors in comparison with non-gifted students. Both mathematically gifted elementary students and non-gifted students made the most mistakes in solving process, however, the number of the errors was less in mathematically gifted elementary students.

• Korean Journal of Remote Sensing
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• v.31 no.2
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• pp.51-64
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• 2015

We improved the MODerate resolution Imaging Spectroradiometer (MODIS) land cover map over the Asia-Oceania region through the reclassification of the misclassified pixels. The misclassified pixels are defined where the number of land cover types are greater than 3 from the 12 years of MODIS land cover map. The ratio of misclassified pixels in this region amounts to 17.53%. The MODIS Normalized Difference Vegetation Index (NDVI) time series over the correctly classified pixels showed that continuous variation with time without noises. However, there are so many unreasonable fluctuations in the NDVI time series for the misclassified pixels. To improve the quality of input data for the reclassification, we corrected the MODIS NDVI using Correction based on Spatial and Temporal Continuity (CSaTC) developed by Cho and Suh (2013). Iterative Self-Organizing Data Analysis (ISODATA) was used for the clustering of NDVI data over the misclassified pixels and land cover types was determined based on the seasonal variation pattern of NDVI. The final land cover map was generated through the merging of correctly classified MODIS land cover map and reclassified land cover map. The validation results using the 138 ground truth data showed that the overall accuracy of classification is improved from 68% of original MODIS land cover map to 74% of reclassified land cover map.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.3
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• pp.885-905
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• 2010

This study questions that mathematical evaluations strive to memorize fragmentary knowledge and have an objective test. To solve these problems on mathematical education We did descriptive test. Through the descriptive test, students think and express their ideas freely using mathematical terms. We want to know if that procedure is correct or not, and, if they understand what was being presented. We studied this because We want to analyze where and what kinds of faults they committed, and be able to correct an error so as to establish a correct mathematical concept. The result from this study can be summarized as the following; First, the mistakes students make when solving the descriptive tests can be divided into six things: error of question understanding, error of concept principle, error of data using, error of solving procedure, error of recording procedure, and solving procedure omissions. Second, students had difficulty with the part of the descriptive test that used logical thinking defined by mathematical terms. Third, errors pattern varied as did students' ability level. For high level students, there were a lot of cases of the solving procedure being correct, but simple calculations were not correct. There were also some mistakes due to some students' lack of concept understanding. For middle level students, they couldn't understand questions well, and they analyzed questions arbitrarily. They also have a tendency to solve questions using a wrong strategy with data that only they can understand. Low level students generally had difficulty understanding questions. Even when they understood questions, they couldn't derive the answers because they have a shortage of related knowledge as well as low enthusiasm on the subject.

• Progress in Medical Physics
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• v.26 no.2
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• pp.112-117
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• 2015

In order to establish the quality control on patient safety following the guideline presented by American Association of Physicists in Medicine (AAPM) TG-100 committee, we aim to analyze the modes based on errors occurred during treatment of patients at the radiation oncology department at Yeungnam University Hospital and establish a quality control guideline for patient safety when patient-centered radiation treatment is conducted. We aim to analyze the errors that can occur during radiation treatment at the radiation department, and assess the frequency of error, the severity of error affecting patients, and probability of proceeding without noticing error, with scores. The places where errors can take place were divided into CT simulation treatment room, treatment planning room, and treatment room for the analysis. In CT simulation treatment room, an error from using the immobilization device showed the highest Risk Priority Number (RPN) value of 60, and an error from simulation treatment information input showed the lowest of 6. In treatment planning room, an error from selecting the radiation dose calculation model showed the highest RPN value of 168, and an error of patient treatment start date showed the lowest of 36. In treatment room, a Table Bar error showed the highest RPN value of 252, a weight change error showed 190, and a Pillow error showed the lowest of 24.

• The Journal of the Korea Contents Association
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• v.14 no.8
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• pp.476-484
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• 2014

The purpose of this study was to investigate the characteristics of reading, writing fluency of the underachieving children and stuttering children and school-aged children and frequency of errors. The participants were 15 underachieving children and 15 stuttering children and 15 school-aged children without disabilities. All participants were required to conduct reading, writing, speaking tasks. First, work for the reading tasks were different among the underachieving children and stuttering children and school-aged children. Second, writing tasks were not different among the groups in the writing fluency, but it was lacking in accuracy, which is stuttering, speaking fluency as well as their language fluency is suggesting the need for diagnosis and intervention. Third, this type of errors of writing tasks is showed higher levels of ommission, substitution, grammatical errors in the underachieving children group. The therapy of reading of stuttering also consider a treatment program that can be configured in the combined writing tasks.