• Journal of KIISE:Computing Practices and Letters
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• v.6 no.2
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• pp.135-149
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• 2000

Most of prior works on testing parallel programs have concentrated on how to guarantee the reproducibility by employing event traces exercised during executions of a program. Consequently, little work has been done to generate test cases, especially, from specifications produced from software development process. In this research work, we devise the techniques for deriving test cases automatically from the specifications written in Message Sequence Charts(MSCs) which are widely used in telecommunication areas and develop the testing environment for performing module testing of parallel programs with derived test cases. For deriving test cases from MSCs, we have to uncover the causality relations among events embedded implicitly in MSCs. For this, we devise the methods for adapting vector time stamping to MSCs, Then, valid event sequences, satisfying the causality relations, are generated and these are used as test cases. The generated test cases, written in TTCN, are translated into CHILL source codes, which interact with a target module to be tested and test the validity of behaviors of the module. Since the testing method developed in this research work extracts test cases from the MSC specifications produced front telecommunications software development process, it is not necessary to describe auxiliary specifications for testing. In audition adapting vector time stamping generates automatically the event sequences, the generated event sequences that are ones for whole system can be used for individual testing purpose.

• Journal of dental hygiene science
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• v.9 no.2
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• pp.225-230
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• 2009

This study executed questionnaire 388 high school boy students in Jeolla-bukdo Namwon from June 9, 2008 to 20th prepares basic data about boy student's oral health behavior, and examines closely the connection factor and plans oral health promotion. Questionnaire distributed getting classroom teacher's cooperation and reclaimed through classroom teacher after make questionnaire by students. The collected data executed Chi-square test and descriptive statistics using SPSS program and the result is as following. 1. Response that responded that students of 61.1% are 2 times in toothbrushing number of times on 1 day, and appeared by thing which 69.1% does toothbrushing most much after way in the morning, and cleans up and down by toothbrushing method was the most by 36.6%. A student of only 8.5% was using auxiliary oral hygiene devices. 2. The oral medical examination and treatment engine use experience rate was 93.6%, and students of 82.9% do treatment as reason by last oral medical examination and treatment use purpose and did coming to help. The 1 year within use experience rate was 47.7%, and students of 77.1% were satisfied for medical examination and treatment. 3. Toothbrushing frequency of smoked students appeared low compared to students woo do not smoke, and students, who do drinking, was expose toothbrushing number by 3 limes compared to students who do not. 4. The activity limitation experience rate by oral disease was 16.0%, and the year absence experience rate was 5.2%, and the studies achievement hindrance experience rate appeared by 13. 1%. As a result, is considered to strengthen on-time oral medical examination and oral health education, and need prevention and policy of early treatment putting first.

• Journal of the Korean Society of Radiology
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• v.13 no.4
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• pp.613-621
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• 2019

The purpose of this study is to evaluate the effectiveness of supportive devices which are for minimizing the patient's movement during lower extremity angiography and to verify image quality of phantom by analyzing of Mask image, DSA image and Roadmap image into SNR and CNR. As a result of comparing SNR with CNR of mask image obtained by DSA technique using the phantom alone and phantom placed on the supportive devices, there was no significant difference between about 0~0.06 for SNR and about 0~0.003 for CNR. The study showed about 0.11~0.35 for SNR and 0.016~0.031 for CNR of DSA imaging by DSA technique about only water phantom of the blood vessel model and the water phantom placed on the device. Analyzing SNR and CNR of Roadmap technique about water phantom on the auxiliary device (hardboard paper, pomax, polycarbonate, acrylic) and water phantom alone, there was no significant difference between 0.02~0.05 for SNR and 0.002~0.004 for CNR. In conclusion, there was no significant difference on image quality by using supportive devices made by hardboard paper, pomax, polycarbonate or acryl regardless of whether using supportive devices or not. Supportive devices to minimize of the patient's movement may reduce the total amount of contrast, exam-time, radiation exposure and eliminate risk factors during angiogram. Supportive devices made by hardboard paper can be applied easily during angiogram due to advantages of reasonable price and simple processing. It is considered that will be useful to consider cost efficiency and types of materials and their properties in accordance with purpose and method of the study when the operator makes and uses supportive devices.

• Journal of the Korean Institute of Landscape Architecture
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• v.46 no.6
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• pp.75-84
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• 2018

The inclusive playground is a playground where disabled children and non-disabled children can play together, not a playground for the disabled. It started with the change of social awareness of the citizenship rights of disabled people in the 1960s and the resulting playgrounds. Since then, inclusive playgrounds have been developed in many countries, and these are organized in the form by guidelines. In Korea, social interest in inclusive playgrounds is increasing, but there are no systematic guidelines in Korea, and the application of overseas cases or guidelines is limited. The purpose of this study is to classify the concept of inclusive playgrounds and design guidelines, that were previously presented in inclusive playground design guideline of various countries and analyze the characteristics of, design scope, and design principles, and provide a basic framework for creating guidelines. The purpose of the design guideline was to present specific numerical values to the inclusive playground design guidelines, to link with academic research and industrial products, to present pursuit values, and to expand the value of pursuing design methods. The contents were covered by scope, conceptualization, principles of design and design process, design guidelines, and checklists. Most of the guideline covers specific autonomous governments or countries that can apply the related systems or laws, but the composition of the detailed contents is different. The guiding value of inclusive playgrounds presented in each guideline is not a playground for the disabled but a playground for all, and some guidelines refer to the difficulty in playgrounds considering non-disabled children. Based on these concepts, design guidelines are presented in each guideline. Improving the accessibility in design principles is a common theme and adds to the principles of safety, independence, convenience, and playability. None of the guidelines do not provide design guidelines. Although there is a difference in the degree and method of specificity provided by each of the guidelines, the design guidelines can be generally summarized as space, copper line, and unit facilities. As mentioned in many guidelines, an inclusive playground is not only a playground for children with disabilities. Therefore, in the design guidelines, it is also important to the support play of children with disabilities and to induce inclusive play. The design guidelines presented in the guideline can be rearranged into three stages of 'supporting the play of children with disabilities', 'securing the dimensions and materials of spaces and facilities', 'adding auxiliary devices' and 'designing new facilities'. There are three design guidelines for inducing inclusive play. First, by creating various difficulty levels and intersecting spaces, children with various abilities can play with each other, and at the same time, they can interact witheach other. Second, all children can cooperate and play without distinction between children with disabilities and non-disabled children. Finally, the guardian provides the conditions for efficient support so that the disabled child can fully enjoy the inclusive playground.