• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.22 no.2
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• pp.63-70
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• 2022

Although 2D Object detection has been largely improved in the past years with the advance of deep learning methods and the use of large labeled image datasets, 3D object detection from 2D imagery is a challenging problem in a variety of applications such as robotics, due to the lack of data and diversity of appearances and shapes of objects within a category. Google has just announced the launch of Objectron that has a novel data pipeline using mobile augmented reality session data. However, it also is corresponding to 2D-driven 3D object detection technique. This study explores more mature 2D object detection method, and applies its 2D projection to Objectron 3D lifting system. Most object detection methods use bounding boxes to encode and represent the object shape and location. In this work, we explore a stochastic representation of object regions using Gaussian distributions. We also present a similarity measure for the Gaussian distributions based on the Hellinger Distance, which can be viewed as a stochastic Intersection-over-Union. Our experimental results show that the proposed Gaussian representations are closer to annotated segmentation masks in available datasets. Thus, less accuracy problem that is one of several limitations of Objectron can be relaxed.

• Journal of the Korean Chemical Society
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• v.65 no.4
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• pp.268-278
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• 2021

The purpose of this study is to subdivide responsive teaching types proposed in the previous study in order to observe the change in the responsive teaching types in teacher educational programs, and to identify factors that impede changes in responsive teaching types. To this end, an educational program including introduction of responsive teaching, case analysis of responsive teaching, individual assignments and group discussions on facilitator type educational scenarios is provided for chemistry teachers who participated in a chemistry education course established in a graduate school of education. Based on previous research, when the teacher's teaching method was analyzed as evaluator, transfer, guide and facilitatore, a type that could not be classified was observed. In this study, responsive teaching types were added by adding two types: explorer and interpreter. In addition, through individual assignments and group discussion data, we could observe the factors that hinder teachers' responsive teaching changes. The obstacles that impede the change to responsive teaching were classified into teacher factors, student factors, and environmental factors. Among the obstacles, teacher factors include a belief in teacher-led instruction, a belief in the role of a teacher as a transfer of knowledge, a belief that the curriculum should be followed, a lack of understanding of the teacher about students, and a lack of the teacher's ability to lead student-led expansion. The student factor was distrust of the student's competence. Also, as an environmental factor, there was an educational environment such as multi-students class. Effective teacher education on responsive teaching can be achieved only when the perception related to these obstacles can be removed.

• Journal of Popular Narrative
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• v.26 no.4
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• pp.215-237
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• 2020

This paper is written to introduce and review Shinji Matsunaga's The Aesthetics of Video Games which published in Japan in 2018. Shinji Matsunaga has studied video games from a philosophical and aesthetic perspective. In The Aesthetics of Video Games, he took video games as a hybrid form of traditional games. Shinji Matsunaga particularly notes that video games can design human behaviors and experiences. From this point of view, he tries to construct a theoretical framework that will be able to describe the ways of signification in games and fiction respectively. In previous studies, video games have been mainly discussed in the context of cultural studies and entertainment culture in Japan. The Aesthetics of Video Games is distinguished from the previous studies in the following points. First, The Aesthetics of Video Games pioneered the method of studying video games in art theory. Second, it established various types of relationships with video games and traditional aesthetic concepts. Third, this book connects new concepts that emerged in the age of artificial intelligence to video games as an aesthetic action. Through this work, not only video games were discussed academically, but also the fields of aesthetics and art were expanded. The Aesthetics of Video Game is like a collection of philosophical concepts for video games. Through this book, it can be said that the path for artificial intelligence to approach human secrets is closer than before.

• Journal of the Korean Society of Radiology
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• v.83 no.2
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• pp.284-292
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• 2022

To provide high-quality training to residents in a rapidly changing medical environment, it is very important to improve the annual training curriculum centered on competency and ensure that training hospitals maintain an environment suitable for training. The Korean Society of Radiology (KSR) has been steadily improving the training system and has suggested the improvement of the training system by strengthening the competency-based evaluation and faculty development. Currently, KSR was selected for the second annual training curriculum systematization construction project in July 2021, and developed entrustable professional activities, core competencies, and assessment guidelines required by the construction project. Therefore, the development process and assessment guidelines will be introduced to residents and the faculty.

• 대한공업교육학회지
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• v.35 no.2
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• pp.70-81
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• 2010

The purpose of this study is to introduce formation 'International framework curriculum for a Master Degree for TVET teachers and lectures' to present implications about fostering Chinese vocational teachers and to analyze the contents related to it. In 2004, UNFSCO composed formation International framework curriculum for a Master Degree for TVET teachers and lectures ("framework curriculum") to improve the ability of professionals in the vocational education and training fields including teachers and training leaders as well as to promote international academic exchange. Universities which introduce the framework curriculum should form specialized committee and carry out education considering the specific situation including other universities' situation, students' ability, educational certification system, etc. The framework curriculum should include the latest trends of the development of international vocational education science and carry out united educational learning between several internal or external high schools. UNFSCO tries to promote the development of educational learning and study of basic departments of vocational education such as vocational educational learning theory, vocational science, etc through the framework curriculum and to improve knowledge of vocational educational teachers and realize specialization of them. The number of universities that established the master's degree of vocational education in China is approx. 20 and the number of students that they collect every year. As for the plans of the master's degree of vocational teachers in each university, the courses about the practical problems like educational courses and educational learning are insufficient. But the framework curriculum thinks that educational learning of application theory is more important and emphasizes practice about the specific area and educational learning much more. Utilization of preceding experiences of advanced countries has the important meaning in search of models that foster Chinese vocational teachers and departmental system. The framework curriculum implies several useful points in installment of majors and educational process of the process that fosters Chinese vocational teachers.

• 대한공업교육학회지
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• v.34 no.2
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• pp.128-160
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• 2009

Narratively I have described interactions between two teachers performing an introduction to the engineering class with various situations such as place, teacher, student and subject. I have specifically illuminated a three-dimensional narrative inquiry space embracing the culture of the university, the college of engineering and the ABEEK(Accreditation Board of Engineering Education of Korea)program. The result of the study is as follows: First, in order to stimulate the students' motivation, the teachers have to make not only their class PowerPoint slides match the size of the classroom, but the content of the slides must be condensed with core concepts. They also should utilized some video clips to empower students' interest in the subject within their classrooms. Second, the teachers should do various class activities in the classroom. Instead of spending most of the class time with his/her explanation, it would be advantageous for the teachers to allow the students to perform a task in class. Third, the teachers should ask their students about assignments which are helping students' understanding of the subject and planning of their future. Lastly, the teachers need to design the mid-term and the final tests inducing the students' motivation. Those tests also must test students' creativity and insight of the subject. Thus, the test should consist of an interpretive exercise and an essay type of item thus reducing the multiple choice types of items. There are several limitations to the study. First it is difficult to generalize what we found here because it is a case study. Second, we could not study in depth the effect of the interaction between the two teachers who were performing the introduction to the engineering course during the academic semester. Third, this study just probed into the difficulties of teaching the course. Hence, we have to understand more by focusing on each issue such as adapting to a new learning environment as a student from abroad, a practical experience boosting the students' interest in the introduction to the engineering course, also a practical experience on process based learning-versus result based learning, and an effective management of the student team presentation etc.

• Journal of Science Education
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• v.34 no.2
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• pp.225-236
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• 2010

The purpose of this study is to analyze and evaluate the Cyber Home Learning contents of Earth science area in the basic course of the $10^{th}$ grade. For this purpose, we applied the 'Cyber Home Study Content Quality Control Tool' presented in Elementary Secondary Education e-Learning Quality Management Guidelines (Ver.2.0)' of Korea Education & Research Information Service(2008). The results of Cyber home learning contents analysis are as follow: First, it was presented that the study guide introduced the contents which should be studied for one class, properly. And it was not analyzed that the diagnosis assesment was not completed in the initiative study; Second, it was possible to study choosing the contents fitting the learner's level of learning in the main study, it was comprised of about 10 minutes. Third, it was performed without feedback for incorrect answers in the learning assessment, just the number of wrong questions. And the learning arrangement present the important contents learned in that class, summarizing and arranging again. The results of evaluating the contents in Cyber Home Learning are as follows: First, in evaluation section of instructional design, many text materials which were so difficult for learners to read were explained, being provided. Besides, the systematic structures leaves much to be desired, in view of learners' learning experience, contents, and environment. And in evaluation section of learning contents, the error of contents caused the learning contents not to appear, the amount of learning in each section was found too much. Second, in evaluation section of the strategy for Teaching and Learning, when we mention the strategy of Self Directed Learning, the environment to make learners search for information free and self-study possible was not possessed well. And in evaluation section of interaction, it was found that a simple click caused the learning to go on. Third, in evaluation section of evaluating, it was evaluated that there was wanting in consistency in learning aims, contents, evaluation contents.

• Journal of The Korean Association For Science Education
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• v.18 no.4
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• pp.463-472
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• 1998

Biotechnology is the process of using biological system for the production of materials. Genetic engineering, a subset of biotechnology, is the process of altering biological systems by the purposeful manipulation of DNA It is a new field in biology and no topic in biology is more likely to impact our personal lives and is therefore more worthy of our attention and understanding. The purpose of this study was to investigate students' understanding of the concepts of biotechnology, and a test tool which is made up of 20 basic questions was developed for the study. The subject of this study was high school students and the sample size was 486. In order to find out the source of students' misunderstanding, we also analysed high school textbooks and teachers were given the same tool applied to students. Two-way ANOVA was used for the analysis. Major findings of this study are as following; 1. Mean score of students was 41, and there was a significant difference between the scores of boys and girls(p<0.05). Female students scored higher than male students. The variables "region" and "major" had no significant influence. 2. Students' the most misunderstood concepts were "monoclonal antibody" and "gene cloning". Many students thought that a plamid DNA originally has a useful DNA in it, which is apparently wrong. 3. Mean score of teachers was 82, and the variabes of gender and career did not have statistically significant influence on the result(p>0.05). 4. Teachers got the lowest scores on the concepts of "gene therapy", "the accomplishment of biotechnology in agriculture and medicine", and "plasmid DNA". The results of item analysis implied that teachers' misunderstanding might be a part of the sources of students' misunderstaning. 5. Out of 18 basic concepts selected in the study, only 10 concepts were explained well enough in most textbooks. The results of item analysis indicated that textbooks also could be a part of the source of students' misunderstanding.

• Journal of Pharmaceutical Investigation
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• v.30 no.4
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• pp.299-307
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• 2000

생물학적 동등성 시험은 동일 성분을 동량 함유한 제제가 유사조건에서 투여되었을 경우 그 유효성분이 전신순환혈이나 작용부위에서 유용하게 되는 속도 및 양에 큰 차이가 없음을 입증하는 시험이다. 즉 이미 제조허가 되어 시판중인 의약품과 동일한 품목의 제조허가를 받기 위한 경우이거나 생체이용률이 동일함을 증명하기 위해 실시하는 시험이다. 우리 나라에서는 1989년 1월 1일 이후 허가된 전문의약품으로서 신약과 동일한 의약품, 패취제제, 제제개선을 통해 흡수율을 높이는 경우에 생물학적 동등성 시험을 하도록 의무화하고 있다. 미국 FDA는 1975년 6월 생체이용률, 생물학적 동등성에 관한 규제안을 발표하였고, 우리 나라에서도 1988년 10월에 생물학적 동등성 시험 기준을 제정하였다. 유럽에서는 1991년 12월 CPMP(Committee for Proprietary Medicinal Products)에 의해 최초로 "생체이용률 및 생물학적 동등성에 대한 가이드라인"이 채택되었다. 그후 전문가 회의를 거쳐 규정 전반에 관한 것과 일반적 항목에 대한 검토가 이루어져 최종 개정된 가이드라인이 만들어졌다. 현재 in vivo 생체 이용률을 비교하는 생물학적 동등성 시험의 중요성이 증대되고 있고, 국제적으로도 각 국가별 생물학적 동등성 시험의 평가방법이나 기준설정에 대한 연구가 다양하게 이루어지고 있다. 또한 ICH에서도 생물학적 동등성 시험의 국제적 조화를 위한 시도가 이루어지고 있다. 우리 나라의 현행 생물학적 동등성 기준은 1998년 개정된 것을 사용하고 있으나 국제적 발전 추세에 맞추어 기준의 제고를 모색하고 있다. 그 일환으로 유럽의 "의약품의 생체이용률 및 생물학적 동등성 시험 가이드라인"을 소개하고자 한다., globunlin II의 두 component로 분리(分離)되었고 oryzenin은 시료(試料) 육우(陸羽) 132호(號), 등판(藤坂) 5호(號), 관산(關山) 재건(再建)에서는 oryzenin I, oryzenin II, oryzenin III의 3 component를 분리(分離)하였고 팔달(八達), 진흥(振興), 서광(瑞光), 은방주(銀坊主), 다마금(多摩錦), Pin Galw56의 6시료(試料)에서는 oryzenin II, oryzenin III의 2 component만 분리(分離)하였다. 3. 각(各) fraction을 여지전기영동(濾紙電氣泳動)하여 각(各) component의 농도곡선(濃度曲線)에 의해 함량(含量)을 구(求)한 결과(結果) albumin 0.26%, globulin I, 0.35%, globulin II, 0.32%, prolamin, 0.41%, oryzenin I, 0.30%, oryzenin II, 2.23%, oryzenin III, 2.66%이었다.미국의 경우 3일 이내 전화나 FAX로 보고하고, 10일이내 문서로써 보고하도록 되어 있다. 이러한 임상적 안전성 자료 관리에 대한 신속 보고 정의 및 기준에 대해서는 ICH에서도 논의가 되어 Step 4까지 다다르고 있으므로 앞으로 각 국에서의 적용만 남아있는 상태이고 보면 신약의 개발과 더불어 임상시험에서의 부작용등의 안전성 자료 관리에 대한 중요성은 더욱 강조될 것이다.공하는 음식의 섭취정도에도 영향을 주고 있으므로 학생들에게 학부모와 전담교사 및 학교영양사는 학생들에게 이상적인 아침식사에 대한 교육은 물론이고 아침식사를 실천할 수 있도록 다양한 방안에 대해 함께 연구해야 하겠다. 정부차원에서 학교급식에 아침식사 프로그램을 도입할

• The Korean Journal of Gastroenterology
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• v.72 no.6
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• pp.325-328
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• 2018

위마비증(gastroparesis)이나 만성 구역 구토 증후군(chronic unexplained nausea and vomiting)으로 인한 구역과 구토에 대한 치료는 일반적으로 사용하는 위장관 촉진제에 만족스럽지 못한 경우가 많고, 여러 부작용으로 인하여 장기적으로 사용하기 어려워 보다 효과적인 치료 방법이 필요하다. 최근 미국에서 발표된 본 연구는 위마비증이나 연관 증후군 환자에서 구역과 구토 증상을 줄이기 위한 aprepitant(neurokinin-1 receptor antagonist) 치료의 효과를 분석한 것으로, 향후 일반적인 치료에 불응성 위마비증 환자에서 새로운 약제 사용을 시도해볼 수 있어 소개하고자 한다. 본 Aprepitant for the Relief of Nausea (APRON) 연구는 기질적 질환을 배제하기 위하여 최근 2년 이내 위내시경이 정상이며, 적어도 6개월 이상 조기 포만감(early satiety), 식후 만복감(postprandial fullness), 팽만감(bloating) 그리고 명치부 통증(epigastric pain)을 유발하는 증상과 함께 만성적인 구역이 있는 18세 이상의 성인 중 4시간의 위배출 검사를 시행받은 환자를 대상으로 하였다. 객관적인 지표로 0점에서 45점까지 보이는 9-증상 Gastroparesis Cardinal Symptom Index(GCSI)가 2주 이상 총 21점 이상이며, 0-100 mm의 visual analog scale (VAS)의 7일간의 구역 증상 평균 25 mm 이상인 환자를 대상으로 하였다. 일주일에 3일 이상 narcotics를 사용하였거나 와파린이나 pimozide, terfenadien, astemizole, cisapride를 복용하였던 환자, 2배 이상으로 간 효소 수치상승을 보이거나 Child-Pugh score 10점 이상, aprepitant에 알레르기를 보이는 환자는 제외되었다. 그렇지만 metoclopramide나 erythromycin을 안정적으로 사용 중인 환자는 제외되지 않았다. 위배출 검사는 2시간에서 60% 이상 남아 있거나 4시간에서 10% 이상 남아 있는 경우에 지연된 것으로 정의되었으며, 지연된 위배출 검사 결과 자체는 환자의 등록 기준에 포함되진 않았다. 등록 기준에 포함된 환자는 1:1로 무작위 배정되어 하루 한 번 125 mg의 aprepitant 복용군과 위약군으로 나누어져 연구가 진행되었으며, 약제 복용 4주간 2주 간격으로, 그리고 복용 후 2주 뒤까지 구역 증상의 호전 정도와 약제 안전성을 확인하였다. 이러한 효과를 판정하기 위하여 환자가 방문하는 동안 GCSI를 포함한 Patient Assessment of Upper GI Symptoms (PAGI-SYM), Gastrointestinal Symptom Rating Scale, daily VAS, daily diary version of the GCSI 그리고 정신 측정 도구와 삶의 질 도구인 Patient health Questionnaire 15와 Short Form 36 version이 측정되었다. 구역에 대한 aprepitant와 위약의 치료 효과의 일차적 판정은 이전 항암 요법에 대한 aprepitant 연구와 같이 28일 평균 VAS 25 mm 미만이거나 치료 전 7일간의 VAS와 비교하여 28일 치료 기간 동안 25 mm 이상 감소한 경우로 정의하였고, 이차 결과는 구역의 매일 시간, 치료 중 구역이 없는 날짜의 퍼센트, PAGI-SYM score의 개선 등으로 확인하였다. 2013년 4월부터 2015년 7월까지 총 126명의 환자가 등록되어 aprepitant군 63명, 위약군 63명으로 무작위 배정되었다. 전체의 57%인 72명에서 위배출 지연이 보였으며, 나머지 43%에서는 정상 또는 빠른 위배출 소견을 보여 만성적으로 설명할 수 없는 구역과 구토에 포함된 환자군으로 확인되었다. 또한 29%에서 당뇨를 가지고 있었으며, 8%에서 수면제를 사용하고 있었다. 최종적으로 aprepitant군은 59명, 위약군은 63명이 연구를 끝까지 종료하였다. 일차 결과에서 aprepitant 군 46%, 위약군 40%의 구역 호전을 보여 두 치료군 간에 통계적으로 의미 있는 차이는 보이지 않았다(상대 위험도 1.2, 95% CI: 0.8-1.7; p=0.43). 그러나 일차 분석의 두 가지 척도(28일 평균 VAS 25 mm 미만과 기저 VAS보다 평균 28일 VAS의 25 mm 이상 감소)를 모두 함께 고려한 민감도 분석에서는 aprepitant군이 37% (22/59)로 위약군의 17%(11/63)에 비하여 통계적으로 의미 있는 구역의 호전을 보였다(상대 위험도 2.1, 95% CI: 1.1-4.1; p=0.01). 또한 이차 분석을 살펴보면 aprepitant군에서 PAGI-SYM 중증도 지수로 확인하였을 때, 구역(1.8 vs. 1.0; p=0.005)과 구토(1.6 vs. 0.5; p=0.001)의 중증도 및 매일 구역 시간의 감소를 보였고, 28일 동안 구역이 없는 날짜의 퍼센트 증가 소견을 보였다. 다른 이차 결과 분석에서 aprepitant군이 PAGI-SYM 중증도 지수의 GCSI 종합 점수(1.3 vs. 0.7; p=0.001), 상당한 증상호전, 구역 구토의 세부 점수, 팽만감 세부 점수 그리고 위식도 역류 증상 점수에서 호전을 보였고, 매일 일기로 표현한 daily diary version of the GCSI에 상복부 통증 중증도, 전체 증상 그리고 Gastrointestinal Symptom Rating Scale의 종합 점수에서 호전을 보였다. 연구 중 발생한 부작용은 주로 경증과 중등도 정도의 부작용이 주로 발생하였지만, aprepitant군(35% vs. 17% 위약군, p=0.04)에서 더 많이 발생하였다. 결론적으로 위마비증 또는 위마비증 유사 증후군으로 인한 만성 구역 및 구토 환자의 무작위 시험에서 aprepitant는 VAS 점수를 통한 주요 결과를 분석하였을 때는 구역의 중증도를 호전시키지 못하였지만 다른 이차적 결과에 대해서는 위약군에 대하여 호전 소견을 보였다. 따라서 aprepitant에 효과적인 반응을 보이는 위마비증 환자를 감별하는 추가 임상시험이 필요할 것으로 판단된다.