• Journal of The Korean Association of Information Education
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• v.24 no.2
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• pp.201-214
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• 2020

Big data is gradually expanding in diverse fields, with changing the data-related legislation. Moreover it would be interest in big data education. However, it requires a high level of knowledge and skills in order to utilize Big Data and it takes a long time for education spends a lot of money for training. We study that in order to define Universal Big Data used to the industrial field in a wide range. As a result, we make the paradigm for Big Data education for college students. We survey to the professional the Big Data definition and the Big Data perception. According to the survey, the Big Data related-professional recognize that is a wider definition than Computer Science Big Data is. Also they recognize that the Big Data Processing dose not be required Big Data Processing Frameworks or High Performance Computers. This means that in order to educate Big Data, it is necessary to focus on the analysis methods and application methods of Universal Big Data rather than computer science (Engineering) knowledge and skills. Based on the our research, we propose the Universal Big Data education on the new paradigm.

• The Journal of Korean Academy of Sensory Integration
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• v.13 no.1
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• pp.45-56
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• 2015

Purpose : This study aimed to critically analyze published research papers in Journal of Korean Academy of Sensory Integration and to investigate the research field and trends. Methods : Types of studies, research trends, levels of evidence, participants, funding sources and research areas were analyzed and described by using 97 selected studies published between 2003 and 2014. Results : Every 5 years, the most frequent type of study was experimental research. The numbers of experimental studies and review studies have been increasing. The most frequent level of evidence was one group non-randomized study, followed by case reports. The highest percentage of participants were children with disability and the most common diagnoses were pervasive developmental disorder, developmental delay and intellectual disabilities. Most of the participants was elementary school students and the most frequent sample size was below 10. The percentage of research grant from Korean Academy of Sensory Integration has been over 50% since 2008. The research areas focusing on the standardized assessments were mostly sensory modulation, interaction and development and the non-standardized assessments were behavior observation and clinical observation. Conclusion : Higher level of studies and comprehensive research methods will be needed. The standardized assessment tools with the high sensibility on sensory integration which developed in the domestic need to be developed. Thus, it will be able to contribute to the evidence based practice in occupational therapy.

• Journal of the Korean earth science society
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• v.28 no.7
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• pp.789-802
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• 2007

This study investigated pre-service elementary teachers' understanding of the basic concepts of and their attitudes toward astronomy in Korea and Japan. The survey instrument called the Astronomy Diagnostic lest (ADT) that was developed by the Collaboration for Astronomy Education Research (CAER) in 1998 was used and modified to tailor to the two countries' contexts, including 12 items written in the two languages, Korean and Japanese. The attitudes toward astronomy were examined by the Survey of Attitudes toward Astronomy (SATA), which was developed by Zeilik et al. in 1999. Cronbach's alpha of this sample of the study was 0.69, while the reliability of SATA was 0.87. All the pre-service elementary teachers in both Korea and Japan showed a low-level understanding of the basic concepts of astronomy. 38% of Korean pre-service elementary teachers had correct answers to the questions regarding the basic conceptions of astronomy, while 37% of Japanese participants had correct answers to them. Although there was no statistically significant difference between Korean and Japanese pre-service elementary teachers, Korean teachers scored higher than Japanese participants in SATA. A significant difference, however, was revealed in the categories of cognitive competence and value of the attitudes toward astronomy (p <.05). In addition, it was found that both Korean and Japanese pre-service elementary teachers scored less than 40% about the basic concepts of astronomy and that they obtained lower scores than the US college students with regard to the attitudes toward astronomy.

• Korean Journal of Cognitive Science
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• v.22 no.3
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• pp.255-270
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• 2011

The purpose of this study was to examine the effects of nonspecific and specific cue on decision making during situation awareness. Participants were 36 male college students who were randomly assigned to one of three groups: (1) nonspecific situation awareness, (2) specific situation awareness, and (3) a control group. Every participant was in the level 3-4.5 according to American National Tennis Level Program. Participants were asked to watch tennis single defence, single offence, double defence rally and when the screen stops, they were required to push the button(left, middle, or right) appropriate for the ball's direction to return as soon as possible. The experiment was designed to be analyzed for group(3)${\times}$condition(3)${\times}$area(7) using three-way ANOVA. The dependent variables were reaction time, accuracy rate, and amplitude and latency of P300. The result showed that the latency of the nonspecific situation awareness group and the specific situation awareness group was shorter and their amplitudes were higher than the control group. Fz, Cz, Pz were prominent among areas, and the single defence condition was more prominent than the single offence and the double defence condition. As a result of the study, it can be suggested that the information about situation awareness provided beforehand directly affects the brain's information processing. In addition, it shows that ERP can be a useful index for studying situation awareness.

• Journal of Korean Ophthalmic Optics Society
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• v.16 no.2
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• pp.179-186
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• 2011

Purpose: This study aimed to compare and assess changes of visual functions in viewing an anaglyph 3D image. Methods: Visual functions were examined before and after viewing a 2D image and an anaglyph 3D image with red-green glasses on seventy college students (mean age = 22.29${\pm}$2.19 years). Visual function tests were carried out for von Graefe phoria test, accommodative amplitude test by (-) lens addition, negative relative accommodation (NRA) and positive relative accommodation (PRA) test, negative relative convergence (NRC) and positive relative convergence (PRC) test, accommodative facility, and vergence facility test. Results: Assessment of the visual functions indicated that near exophoria and accommodative amplitude were reduced after viewing a 3D image, and although there were small changes in relation to these findings, NRC and PRC showed tendencies to increase and decrease at near, respectively. There were no significant changes with NRA and PRA, and accommodative and vergence facility were shown to have improved. Conclusions: Changes of visual functions were more in the 3D image than the 2D image, especially at near than distance. Particularly, the improvement of accommodative and vergence facility could be related to an effect of subsequent accommodation and vergence shift to have stereopsis in the 3D image. These results indicate that an anaglyph 3D image may, to some extent, be the effect of vision training such as anaglyphs.

• Journal of Korean Biological Nursing Science
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• v.5 no.1
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• pp.13-22
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• 2003

The purpose of this study was to investigate and analyze current educational requirements related to genetics curriculum(from June 2002 to September 2002) established at nursing institutions and to provide the basic data for the development of genetics science program at the undergraduate. Subjects of this study were comprised of twenty-three colleges of nursing in 4-year baccalaureate and thirty colleges in 3-year diploma programs. The results of this study were as follows : 1) 32 colleges offer courses related to genetics. 29 among 32 colleges have that integrated. Three schools have established completely independent courses of genetics. 21 colleges do not have any courses dealing with genetics. 2) The contents of courses related to genetics include: Congenital abnormalities, chromosomal aberrations, congenital metabolic disease, prenatal diagnosis and genetic counseling, genes and chromosomes, immune genetics, blood type and genetics, rule of genetics, variation in gene expression, the map of the human gene, gene linkage genetics, interaction of genes, single inheritance in order and genetic biochemistry. 3) For course credit, 14colleges(48.3%) offered at most 1 credit per course. The grade of student who can take the course, 51.7% were in their second year while 37.9% were in their third year. The majors of nursing faculty who taught the course were nursing(51.7%) and basic nursing science(17.2%). 4) As far as the need of opening the courses related to genetics, 36 colleges(67.0%) have made a 'need', 12 schools(22.6%) state 'dose not need'. 711e reason for need were the following development of bio engineering, increase number of patients who are related to genetics, recognition of the need in clinical nursing. 7 schools(13.2%) agreed to offer independent course in genetics but 39 schools(73.6%) are in disagreement with that. When the school offers the course with other courses, 27 schools(50.0%) are opening basic nursing science and 14 schools(26.4%) are opening nursing as an integrated courses. If the name of course was either genetic nursing(34.0%) or genetics(28.3%), the credits for the course was one or 2 credits. 33 schools(62.3%) students were in the first or second years. 41 schools(84.9%), the majors of the faculty who had taught the course were either basic nursing science(35.8%), nursing(28.3%) or basic medicine(24.5%). The contents of the course should include in that order: Chromosome aberrations, prenatal diagnosis and genetic counseling, congenital metabolic disease, congenital abnormalities, genes and chromosomes, the rules of genetics, immune genetics, interaction of genes, variation in gene expression, etc. The results and discussions of the study indicate that the entire curriculums need to be investigated with respect to contents of education, nursing curriculums and name of courses because of the increasing need of knowledge related to genetics in the clinical practice.

• Science of Emotion and Sensibility
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• v.13 no.1
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• pp.207-214
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• 2010

The aim of this study was to investigate upper and lower limb muscle activity using EMG(electromyogram) sensors while walking and identify normal gait pattern using FSR(force sensing resistor) sensor. Fifteen college students participated in this study and their EMG and FSR signal were measured during stopping and walking trials. EMG signals from upper(pectoralis major and trapezius) and lower limbs(rectus femoris, biceps femoris, vastus medialis, vastus lateralis, semimembranosus, semitendinosus, soleus, peroneus longus, gastrocnemius medialis, and gastrocnemius lateralis) were obtained using the surface electrodes. FSR measured pressures on 8 areas of the sole of the foot during walking. EMG results showed that all muscle activities except for vastus lateralis and semimembranosus during walking had higher amplitudes than stopping. Additionally, muscle activities associated with stance and swing phase during walking were identified. Results on FSR showed that stance and swing phases were detected by FSR signals during a gait cycle. Eight gait phases－initial contact, loading response, mid stance, terminal stance, pre swing, initial swing, mid swing, and terminal swing- were classified.

• KIPS Transactions on Software and Data Engineering
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• v.3 no.10
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• pp.451-456
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• 2014

The correlations between electroencephalographic (EEG) spectral power and emotional responses during affective sound clip listening are important parameters. Hemispheric asymmetry in prefrontal activation have been proposed in two decades ago, as measured by power value, is related to reactivity to affectively pleasure audio stimuli. In this study, we designed an emotional audio stimulus experiment in order to verify frontal EEG asymmetry by analyzing Event-related Spectral Perturbation (ERSP) results. Thirty healthy college male students volunteered the stimulus experiment with the standard IADS(International Affective Digital Sounds) clips. These affective sound clips are classified in three emotion states, high pleasure-high arousal (happy), middle pleasure-low arousal (neutral) and low pleasure-high arousal (fear). The analysis of the data was performed in both theta (4-8Hz) and alpha (8-13Hz) bands. ERSP maps in the alpha band revealed that there are the stronger power responses of high pleasure (happy) in the right frontal lobe, while the stronger power responses of middle-low pleasure (neutral and fear) in the left frontal lobe. Moreover, ERSP maps in the theta band revealed that there are the stronger power responses of high arousal (fear and happy) in the left pre-frontal lobe, while the stronger responses of low arousal (neutral) in the right pre-frontal lobe. However, the high pleasure emotions (happy) can elicit greater relative right EEG activity, while the low and middle pleasure emotions (fear and neutral) can elicit the greater relative left EEG activity. Additionally, the most differences of theta band have been found out in the medial frontal lobe, which is proved as the frontal midline theta. And there are the strongest responses of happy sounds in the alpha band around the whole frontal regions. These results are well suited for emotion recognition, and provide the evidences that theta and alpha powers may have the more important role in the emotion processing than previously believed.

• Journal of Digital Convergence
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• v.9 no.6
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• pp.399-410
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• 2011

The purpose of this study was to develop cooperative learning model by utilizing mind practice to build mutual understandings and reliability among team members at the early stage of cooperative learning model That is to say, mind practice was applied to make the team members understanding one another and building the member's mutual confidences. The study was performed by dividing into two stages. First, the draft of mind practice based on cooperative learning model was proposed by performing a literature survey and a case study. Second, the draft model was applied to actual classrooms. And the draft was modified and developed to the final model on the basis of the draft model's strength and improvement founded during the procedure of the actual application. This draft model was implemented to 46 students who were the sophomore of department of education and enrolled the profession class of "Education methodology and Education engineering" at J college in J city for 5 weeks. From the implementation result of the model, it was obtained that there was the positive reaction on applying mind practice to the beginning stage of cooperative learning. Adding of "Re-building team" step in the original steps was suggested. The final model was modified and issued based on the research result. In summary, it was concluded that cooperative learning model based on mind practice could not only provide the harmonious interactions among team members at the step of "building the team members" but also have a positive effect on refreshing learning atmosphere of the team.

• Journal of Digital Convergence
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• v.14 no.11
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• pp.459-467
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• 2016

This study was conducted to evaluate and identify what factors influence the satisfaction of the users for the fast-growing social network game based on the mobile. To this end, we looked around the variable product characteristic factor, quality and the consumer characteristic factor, user self-determination. Also we surveyed 211 male and female college students. The first finding was that all the sub-factors of the quality factor had positive effects on the satisfaction of the mobile social network games. The second finding was that all the sub-factors of the self-determination factor had positive effects on the satisfaction of the mobile social network games. The third finding was that only the sub-factors of quality had positive relative effects on the satisfaction of the mobile social network games, in the order of playfulness, usability, functionality from the most to the least. The findings of this study are expected to offer meaningful and practical suggestions for the development of high quality game contents for the user convenience, as well as the academic significance, the expansion of game-related area of research through the break from the traditional research trends, technology and engineering point of view and from the PC-based online game.