• Fashion & Textile Research Journal
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• v.19 no.1
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• pp.40-48
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• 2017

In this study, the impact of the fashion design education on the brain wave and the psychological change of the senior females and its change was intended to analyze. 16 senior females were selected as a subject and the brain wave and the psychology were analyzed before and after the educational program of 4 hours a day for total 3 weeks. Out of the brain wave, the increase of alpha wave represents the mental stability and the comfortable state and its decrease represents the tension and stress. On the contrary, the increase of beta wave represents the tension and the excitation. In the brain wave analysis results, the alpha wave was increased and the beta wave was decreased after the design education program, through which it is deemed that the design education would help to increase the psychological stability and to decrease the tension and the stress in the senior females. In the results of analyzing the psychological test, while the test results for 4 senior females were shown as anxious out of 16 senior females, the BAI score was decreased to 'minor anxiety' after the education and the BAI score was decreased except 2 subjects, through it is deemed that the fashion design education would help to reduce the anxiety in the senior females and it seems that it is coincided with the beta wave analysis results.

• Journal of Korean Home Economics Education Association
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• v.33 no.2
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• pp.153-172
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• 2021

The purpose of this study is to develop the Empathy Education Program by employing the brain-based education principle in home economics education. For this purpose, the study used the "ADDE" (Analysis, Design, Development, and Evaluation) method to develope a Empathy Education Program for middle-school students. Analysis from previous literature derived that four principles of brain-based empathy education in home economics education: 1) understanding through imitation; 2) inference through imagination; 3) interaction through experience, and 4) internalization through practice. Based on these brain-based four principles and three components of empathy, a total of 15 lessons were designed and developed for the educational program for middle-school students, "FEEL" (For Empathy Education & Learning). The contents of this program were selected from the analysis of the 2015-revised technology and home economics education curriculum and textbooks. Results from expert evaluation of the validity and feasibility of the program showed that this program is highly valid with an average validity score of 4.88 and 0.98 for the validity index ("CVI"). This study is meaningful in that it can be effectively employed in the middle school free-year policy system. Also, this study contributes to shedding light on the possibility of combining empathy education with home economics education by presenting newly presented elements of empathy and brain-based education principles in home economics education.

• KSII Transactions on Internet and Information Systems (TIIS)
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• v.5 no.10
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• pp.1770-1782
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• 2011

A brain-computer interface (BCI) is a communication system that translates brain activity into commands for computers or other devices. In other words, BCIs create a new communication channel between the brain and an output device by bypassing conventional motor output pathways consisting of nerves and muscles. This is particularly useful for facilitating communication for people suffering from paralysis. Due to the low bit rate, it takes much more time to translate brain activity into commands. Especially it takes much time to input characters by using BCI-based typewriters. In this paper, we propose a brain-operated typewriter which is accelerated by a language prediction model. The proposed system uses three kinds of strategies to improve the entry speed: word completion, next-syllable prediction, and next word prediction. We found that the entry speed of BCI-based typewriter improved about twice as much through our demonstration which utilized the language prediction model.

• The Journal of Korean Physical Therapy
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• v.29 no.5
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• pp.259-264
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• 2017

Purpose: This study examined the effects of a positioning education program through the brochure or oral explanations for the parents of premature infants with a brain lesion and investigated the satisfaction level of physical therapy of parents of premature infants with a brain lesion. Methods: Forty parents of premature infants with a brain lesion participated in this study. The recruited premature infants were randomized into groups A (n=20) and B (n=20) for the purpose of the positioning education method through brochure or oral explanations. The level of satisfaction and recognition for the positioning education program was investigated by the parents of 12 month old infants. The gross motor function, measure-88, was examined at three months, six months, nine months, and twelve months of the corrected age. Results: No significant differences in the recognition of the position education program, level of satisfaction of the environment, and the attitude of the therapist were noted (p>0.05). Significantly high levels of satisfaction with the program of group B given the brochure were noted. The gross motor function measure-88 was also similar in both groups (p<0.05). Conclusion: This study suggests that the parents were satisfied with the positioning education program of the brochure. The differences in educational methods did not affect the development of premature infants.

• Journal of the Korean Data and Information Science Society
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• v.20 no.3
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• pp.541-550
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• 2009

This research attempted to find out any implications for strategies to design and develop the connections between the activities of the brain function and the fields of English learning (dictation, word level, speaking, word memory, listening). Thus, in developing the brain based learning model for the English education, attempts need to be made to help learners to keep the whole brain toward learning. On this point, this study indicated the significant results for the exclusive brain location and the brainwaves on the each English learning field by the quantitative EEG analysis. The results of this study presented the guidelines for the balanced development of the left brain and the right brain to train the specific site of the brain connected to the English learning fields. In addition, whole brain training model is developed by the quantitative EEG data not by the theoretical learning methods focused on the right brain training.

• Cartoon and Animation Studies
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• s.36
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• pp.217-236
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• 2014

This study is a literature analytical process for studying the drawing teaching methods considering the professional characteristics of animation and a principle analytical process for studying the perspective that when teaching methods that consider the function, learning and creative mechanisms of the brain are applied, the animation drawing ability will be effectively increased. In recent years, as an alternative discussion on the educational method of each field, study results applied with brain-based learning principles are being presented. This is not only being applied and implemented for art and drawing education but as overall educational alternatives. On the other hand, animation drawing requires artistic literacy and at the same time requires comprehensive teaching methods that can train the structural knowledge, cognitive sensation and communication method but such professional teaching methods are insufficient. Therefore, the principle of effective education is seen through the brain mechanism and the principle of demonstrating the creativity and learning by the brain is analyzed. In addition, through the fundamental relationship on the picture drawing and the function of the brain, the relationship of the drawing and the brain is identified. As a result, not only for the left brain that observes the cognitive information which can draw the structure and shapes but the right brain which is directly related to the drawing should be developed, but in order to express the creativity, teaching methods that can understand the mechanism of comprehensive brain where physical and psychological factors are expressed should be also developed. It is because the animation drawing education is teaching the methods for demonstrating the characteristics of artistic creativity required for the drawing ability. This process will not only be a foundation for identifying the difference against the previous animation drawing teaching methods, and the brain-based principles will be selected as the core strategic definition for designing the strategy and methodological model of future education.

• Journal of The Korean Association For Science Education
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• v.30 no.5
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• pp.647-667
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• 2010

The purpose of this study was to develop a brain-based analysis framework for evaluating teachinglearning program in science. To develop the framework, this study categorized educational constructs of the teachinglearning programs into one of three teaching-learning factors: cognition, motive, and emotion, using previous studies on science program. Ninety-three articles on the brain functions associated with science program were analyzed to extract brain activation regions related to the three educational constructs. After delineating the brain activation regions, we designed the brain function map, "the CORE Brain Map." Based on this brain map, we developed a brain-based analysis framework for evaluating science teaching-learning program using R & D processes. This framework consists of the brain regions, the bilateral dorsolateral prefrontal cortex, the bilateral ventrolateral prefrontal cortex, the bilateral orbitofrontal cortex, the anterior cingulate gyrus, the bilateral parietal cortex, the bilateral temporal cortex, the bilateral occipital cortex, the bilateral hippocampus, the bilateral amygdala, the bilateral nucleus accumbens, the bilateral striatum and the midbrain regions. These brain regions are associated with the aforementioned three educational factors; cognition, motivation, and emotion. The framework could be applied to the analysis and diagnosis of various teaching and learning programs in science.

• Journal of Digital Convergence
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• v.15 no.5
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• pp.79-88
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• 2017

The purpose of this study was to identify the difference of creativity according to the type of brain dominance for deveoping pre-service early childhood teachers's creativity teacher education program. The subjects of this study were 210 pre-service early childhood teachers. The tests were conducted by using the Herrmann' BDI and TTCT: verbal. The study have applied Pearson product-moment correlation to find out relation between the type of brain dominance and creativity, and used multi-variate analysis to find out the difference of creativity according to the type of brain dominance. The results of the study are as follow; first, the upper left brain, lower left limb, and right brains had no relation to fluency, flexibility, originality and overall linguistic creativity. The lower right limb showed a positive correlation with fluency, flexibility, originality, and overall linguistic creativity. Second, the lower left, upper right lower, and lower right limb dominant teachers showed higher fluency, flexibility, originality and overall linguistic creativity than upper left neural dominant teachers. The result of analyzing the language creativity according to the type of brain dominance of the pre-service early childhood teachers will be used as a suggestion to develop the brain-based creativity teacher education program.

• Journal of The Korean Association For Science Education
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• v.26 no.4
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• pp.568-580
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• 2006

The purpose of this study was to investigate the brain activities by 4-types of Generating Process of Scientific Emotion (GPSE) in the hypothesis-generating biological phenomena by using fMRI. Four-types of GPSE were involved in the Basic Generating Process (BGP), Retrospective Generating Process (RGP), Cognitive Generating Process (CGP) and Attributive Generating Process (AGP). For this study, we made an experimental design capable of validating the 4-types of generating process (e.g. BGP, RGP, CGP and AGP), and then measured BOLD signals of 10 pre-service teachers' brain activities by 3.0T fMRI system. Subjects were 10 healthy females majoring in biology education. As a result, there were clear differences among 4-types of GPSE. Brain areas activated by BGP were at right occipital lobe (BA 17), at left thalamus and left parahippocampal gyrus, while in the case of RGP, at left superior parietal lobe (BA 8, 9), at left pulvinar and left globus pallidus were activated. Brain areas activated by CGP were the right posterior cingulate and left medial frontal gyrus (BA 6). In the case of AGP, the most distinctively activated brain areas were the right medial frontal gyrus (BA 8) and left inferior parietal lobule (BA 40). These results would mean that each of the 4-types of GPSE has a specific neural networks in the brain, respectively. Furthermore, it would provide the basis of brain-based learning in science education.

• The Journal of Korean Academic Society of Nursing Education
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• v.26 no.1
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• pp.36-46
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• 2020

Purpose: This study was conducted to develop and implement an education program based on the Whole Brain Model for novice nurses, and to evaluate its effects on work performance, interpersonal skills and self-efficacy. Methods: A pretest-posttest quasi-experimental design was used with an experimental group (n=20) and a control group (n=21). The experimental group participated in an education program based on the Whole Brain Model for seven sessions over 4 weeks. An independent t-test, χ²-test, and Mann-Whitney U test were performed to analyze the data. Results: There were statistically significant differences in work performance (p=.015), interpersonal skills (p=.014) and self-efficacy (p=.021) between the experimental and the control group. Conclusion: This program was an effective learning strategy to enhance nursing competence for novice nurses. The novice nurses who participated this program were able to reflect deeply on themselves, improve interpersonal skills, and induce whole-brain integrated thinking in learning how to solve the problems caused by changes in patient conditions that can be experienced in clinical practice. Therefore, this program can be recommended for regular continuing education for novice nurses.