• 한국보건간호학회지
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• 제19권1호
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• pp.74-94
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• 2005

The purpose of this study was to compare the effect of education between CAI(Computer Assisted Instruction) and lectures for smoking cessation among male students who attended vocational high schools. Conducted from February 24th to April 26th, 2003, the study design was quasi-experimental with nonequivalent control group pretest-posttest design. The study subjects were 60 male students in K vocational high school in Daegu city, who were present smokers and had more than 7.0 ppm concentration level of carbon monoxide. Thirty students were randomly chosen as the experimental group which applied CAI education method for smoking cessation. The other 30 students served as the control group which received lecture education method of 40 minutes on four consecutive days. CAI education for smoking cessation was composed of ready-made individual learning contents, counseling by using cyber-communication, writing a letter to stop smoking, and writing a written agreement for smoking cessation. Lecture education for smoking cessation was composed of a ready-prepared lecture for the group, writing a letter to stop smoking, and writing a written agreement for smoking cessation. To measure smoking related knowledge, Jeong Ree Roh(1996)'s smoking related knowledge scale$(Cronbach's\;{\alpha}=0.84)$ was modified and used by the researcher. To measure smoking related attitude, Jeong Ree Roh(1996)'s smoking related attitude scale$(Cronbach's\;{\alpha}=0.91)$ was modified and used by the researcher. Smoking related knowledge scale's Cronbach's $\alpha$ was 0.83 in the pilot study and 0.93 in this study. Smoking related attitude scale's Cronbach's a was 0.80 in the pilot study and 0.98 in this study. To determine the smoking amount, the number of cigarettes smoked per day was checked. The concentration level of CO in the exhaled breath was measured (Micro CO Cat. No. MCO2, UK). Data was analyzed by $x^2-test$, t-test, repeated measures ANOVA. simple main effects, and time contrast test with SPSS/Win 11.0 program. The results of this study were as follows: 1. The first hypothesis. that 'Smoking-related knowledge score in the experimental group by using CAI education for smoking cessation will be higher than that in the control group by using lecture education for smoking cessation', was not supported. 2. The second hypothesis, that 'Smoking-related attitude in the experimental group by using CAI education for smoking cessation will be higher than that in the control group by using lecture education for smoking cessation'. was supported(F=6490.79. p=0.000). 3. The third hypothesis. that 'Smoking amount in the experimental group by using CAI education for smoking cessation will be less than that in the control group by using lecture education for smoking cessation'. was supported. 1) The third-1st sub-hypothesis. that 'The number of cigarettes smoked per day in the experimental group by using CAI education for smoking cessation will be less than that in the control group by using lecture education for smoking cessation'. was supported(F=134.19. p=0.000). 2) The third-2nd sub-hypothesis. that 'The concentration level of CO by ppm per one exhaled breath in the experimental group by using CAI education for smoking cessation will be lower than that in the control group by using lecture education for smoking cessation"' was supported(F=268.55. p=0.000). From the above results. CAI education can be an effective intervention to improve smoking-related knowledge and attitude. and to reduce the number of cigarettes smoked per day and the concentration level of CO by ppm per one exhaled breath. Lecture education can be effective to improve smoking-related knowledge. In the future, when CAI education and lecture education for smoking cessation are applied on the school nursing field. the students can gain a comprehensive understanding of smoking cessation, changes in smoking-related knowledge. smoking-related attitude and reducing smoking amount. Furthermore, CAI education for smoking cessation could be developed as an individual self initiative program and could give a guideline to apply CAI education for smoking cessation in other field.

• 한국운동역학회지
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• 제29권1호
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• pp.33-41
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• 2019

Objective: This study aimed to investigate the effect of diminished plantar sensation in Y-balance test between chronic ankle instability (CAI) patients versus Healthy individuals. Method: A total of 90 subjects and CAI group (N=45) (age: $24.49{\pm}2.52yrs$, height: $173.53{\pm}8.20cm$, weight: $69.62{\pm}12.92kg$) and healthy group (N=45) (age: $24.85{\pm}2.70yrs$, height: $170.27{\pm}7.70cm$, weight: $66.04{\pm}11.60kg$) participated in this study. Participants were tested on the anterior (ANT), posterolateral (PL), and posteromedial (PM) reach directions of the Y-Balance Test before and after a 10-minute of plantar cutaneous sensation application using ice ($2^{\circ}C$). Normalized reach distances were measured 3 times each direction. Results: We observed a decrease in reach-distance scores for the reach directions after diminished plantar cutaneous sensation in all reach directions (p<.01). Also, we observed a decrease in reach-distance scores for the PL, and PM reach directions between groups (p<.05). Conclusion: Our results indicated that dynamic postural control was adversely affected immediately after diminished plantar cutaneous sensation between CAI group and healthy group. Future research may suggest that determine the studies involving more realistic dynamic movement, such as walking or running, landing.

• 한국초등과학교육학회지:초등과학교육
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• 제19권1호
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• pp.15-28
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• 2000

This study is intended to develop a CAI program on the topic of flowing rivers and to investigate how 4th grade students' concepts of it change through this program. The CAI program is made using the GREAT II copyright tool based on a typical 4th grade science Korean textbook. This program consists of 5 sections, which are introduction, rain waters, running waters, river waters, and activity. All contents are animated. Students are 30 4th grade students. One instrument is used how to investigate the concept change of the flowing rivers. The instrument is called the Identification of Flowing River Concept Test(IFRCT, Appendix), which is of a two-tier type and has 8 items. Data are collected before and after the instruction using this program. Data are classified as a scientific model, a naive model, or a "no" model, based on criteria used by Vosniadou(1989). Data are compared. The results show that 4th grade students after the instruction using this program hold a more scientific model on the flowing rivers, than before the instruction using this program. Therefore, the author urges science teachers to use the CAI program to teach students about the flowing rivers.

• 한국운동역학회지
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• 제31권3호
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• pp.168-175
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• 2021

Objective: To investigate the static and dynamic analysis of ankle joint complex between subjects with chronic ankle instability (CAI) and healthy controls. Method: A total of 38 subjects and CAI group (N=19) and healthy control (N=19) participated in this first study. Variables that were measured in this study were as follows: 1) Subtalar joint axis inclination and deviation 2) Rearfoot angle 3) Navicular drop test 4) Heel alignment view in alignment analysis. Intra Correlation Coefficient (ICC) is used for reliability. A secondary 17 subjects are recruited including 9 of CAI and healthy for gait analysis between group. Lower extremity sagittal, frontal, and transverse kinematics were measured. All data were analyzed to ensemble curve analysis. Results: 1) There were statistically significant differences in standing rearfoot, navicular drop, heel alignment view, subtalar joint (STJ) inclination and deviation. 2) Only in sagittal, meaningful difference is showed during walking in gait analysis. Conclusion: Morphological problem can affect ankle sprain in aspect of structure with no relation to compensation of neuromuscular.

• The Journal of Korean Physical Therapy
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• 제28권6호
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• pp.376-380
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• 2016

Purpose: This study was to investigate the short-term effects of spiral taping (ST) on performance on the star excursion balance test (SEBT) in individuals with unilateral chronic ankle instability (CAI). Methods: This study was single-group pre - post measures experimental design. The subjects with CAI were 39 (range, 20-31 years; male 16, females 23) were enrolled in the study. The discomfort had in unilateral ankle and Cumberland ankle instability score was 19.56 (${\pm}3.29$). Spiral tape (a width of 3 mm) was applied $3{\times}4$ cross shape on medial malleolus, lateral malleolus and dorsal of talocural joint of unstable ankle. SEBT was measured baseline and 30 min later in stable ankle and unstable ankle. Results: SEBT showed significantly improved after applying the ST (p<0.05, ES=0.74) on unstable ankle. In comparison the difference of stable and unstable ankle, between the pretest and posttest were significant differences (p<0.01, ES=1.88). Conclusion: These results indicated that ST improves performance on the SEBT. Therefore, it suggests that ST may be a suitable intervention to dynamic balance in patients with CAI.

• 한국전문물리치료학회지
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• 제28권3호
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• pp.200-207
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• 2021

Background: Postural control deficit is a major characteristic in patients with chronic ankle instability (CAI). Elastic ankle tapings are commonly used to facilitate postural control in patients with CAI as well as prevent relapse of a lateral ankle sprain. However, equivocal evidence exists concerning the effect of elastic ankle taping on postural control. Objects: This study aimed to evaluate the effects of elastic ankle tapings using kinesio taping (KT) and dynamic taping (DT) on static and dynamic postural control in patients with CAI. Methods: Fifteen subjects with CAI were participated in this study. The participants performed tests under three conditions (barefoot, KT, and DT). Static postural control was evaluated using the one-leg standing test (OLST) and dynamic postural control using the modified Star Excursion Balance Test (mSEBT). One-way repeated-measures analysis of variance was used to compare center of pressure (CoP) data and normalized mSEBT reach distances among the three conditions (with α = 0.05). Results: The CoP parameters (path length, ellipse area, and mean velocity) of the OLST significantly decreased on applying KT and DT compared with those when barefoot. The normalized reach distances in the anteromedial (AM), medial (M), and posteromedial (PM) directions of the mSEBT significantly increased with DT compared to that in the control condition. Further, the higher reach distances with KT compared with those in the control condition were obtained in the M and PM directions of the mSEBT. No significant differences were identified in any of the OLST and SEBT parameters between the two different taping applications. Conclusion: KT and DT improved static postural control during the OLST compared with the control condition. Moreover, these tapes improved dynamic postural control during the mSEBT compared to the control. Therefore, elastic ankle tapings are useful prophylactic devices for the prevention and treatment of ankle sprain in people with CAI.

• 한국과학교육학회지
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• 제10권1호
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• pp.1-8
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• 1990

컴퓨터를 학교교육(學校敎育)에서 다루어야 할 부분(部分)은 컴퓨터의 발전사(發展史), 사회적영향(社會的影響), 사회적(社會的)문제 등과 같은 컴퓨터 인식수준(認識水準)( computer awareness )과 프로그래밍, 시뮬레이션, 그래픽, 문제해결(問題解決) 펙케이지 등과 같은 컴퓨터 리터러시( computer literacy )가 있다. 박성익, 1988) 이 중에서 문제해결(問題解決)팩케이지가 CAI 인데 이를 위해서는 코스웨어가 중요하고 코스웨어를 위해서는 저작자(著作者) 언어(言語)가 반드시 있어야 한다. 이 저작자(著作者) 언어(言語)는 코스설계(設計) 지원(支願), 코스입력지원(入力支願), 코스 디버그 지원(支願), 코스 편집(遍輯) 지원(支願), 코스자료(資料) 작성지원(作成支願), 평매(評賣)지원 등이 가능해야 한다. (중산화언(中山和彦), 1987) 그러나 우리나라에서는 이 저작자(著作者) 언어(言語)가 없어 CAI 연구(硏究)에 제약을 받아 훌륭한 프로그램이 작성(作成)되지 못하고 있다. 본 연구(硏究)도 저작자(著作者) 언어(言語)를 사용한 것이 아니고 BASIC 언어(言語)를 사용한 것이기 때문에 많은 제약이 있어 일반화(一般化) 하기에는 다소 문제(問題)가 있다. 이상의 연구(硏究) 결과(結果)를 요약하면 다음과 같다. 1. 일반물이학(一般物理學) 력학단원(力學單元)의 CAI 학습목표(學習目標)를 제시하였다. 2. 사전평가(事前評價) 20문항, 개별학습(個別學習) 90문항, 최종평가(最綜評價) 20문항을 개발(開發)하였다. 3. BASIC 언어(言語)로 주프로그램, 사전평가(事前評價) 루틴, 개별학습(個別學習) 루틴, 최종평가(最終評價) 루틴으로 응성(鷹成)된 프로그램을 개발(開發)하였다. (63,000번으로 구성) 4. 개발(開發)된 프로그램으로 20명의 학생(學生)에게 적용(適用)해본 결과(結果)는 학습능솔(學習能率)이 현저히 향상(向上)됨을 보여주었다. 5. 수년간(數年間) 시행(施行)하면서 수정(修正)하는 일은 앞으로의 과제(課題)이다.

• 한국전문물리치료학회지
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• 제22권1호
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• pp.1-8
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• 2015

The purpose of this study was to compare the change in electromyography (EMG) activity in the gluteus maximus (G-max) and the gluteus medius (G-med) in subjects with and without chronic ankle instability (CAI) during three functional postures. Twenty four females were recruited for this study. Subjects were assigned into two groups: with CAI ($n_1=12$) and without CAI ($n_2=12$). The assessment postures were rotational squat, one leg stand above a gradient and crossed leg-sway. Electromyographic activities of the G-max and the G-med were recorded using surface EMG and was normalized using the maximal voluntary isometric contraction elicited using a manual muscle testing. Independent t-test was used to determine the statistical differences between two groups during the three functional postures. The comparisons of the three posture between two groups were performed using a one-way repeated analysis of variance. A Bonferroni adjustment used for post hoc analysis. The activation of EMG on G-max performing the one leg stand above a gradient and crossed leg-sway in subjects with CAI is significantly higher than normal group (p<.05). The activation of EMG on the G-max during the rotational squat was significantly increased, compared to those of the one leg stand above a gradient and crossed leg-sway (p<.05). The activation of EMG on G-med performing three exercise at CAI is significantly higher than normal group (p<.05). The activation of EMG on the G-med during the crossed leg-sway was significantly increased, compared to the rotational squat (p<.05). This study provides valuable information for clinician who research CAI.

• 한국복합재료학회:학술대회논문집
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• 한국복합재료학회 2005년도 춘계학술발표대회 논문집
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• pp.71-75
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• 2005

For the damage tolerance improvement of conventional laminated composites, stitching process have been utilized for providing through-thickness reinforcements. 2D preforms were stacked with S-2 glass plain weave and S-2 glass MWK (Multi-axial Warp Knit) L type. 3D preforms were fabricated using the stitching process. All composite samples were fabricated by RTM (Resin Transfer Molding) process. To examine the damage resistance performance the low speed drop weight impact test has been carried out. For the assessment of damage after the impact loading, specimens were examined by scanning image. CAI (Compressive After Impact) tests were also conducted to evaluate residual compressive strength. Compared with 2D composites, the damage area of 3D composites was reduced by 20-30% and the CAI strength showed 5-10% improvement.

• 한국과학교육학회지
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• 제19권2호
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• pp.266-274
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• 1999

본 연구에서는 협동적인 CAI와 개별적인 CAI가 중학생들의 과학 개념, 학업 성취도, 수업 환경에 대한 인식, 그리고 학습동기에 미치는 효과를 조사하였다. 중학교 3개 학급을 대상으로 분자 운동 단원에 대해 5차시 동안 협동적 CAI, 개별적 CAI, 전통적 수업을 실시하였다. 분석 결과 개념, 수업 환경에 대한 인식, 학습동기 검사에서 협동학습 집단의 평균이 전통적 수업 집단에 비해 유의미하게 높았으며, 개념의 파지 검사에서 협동학습 집단의 개념 이해도가 더 높게 나타났다. 또한, 개념의 파지 및 학습동기 검사에서 수업 처치와 사전 성취 수준 사이의 상호작용 효과가 있었다. 이에 대한 교육학적 함의를 논의하였다.