• Nutrition Research and Practice
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• v.15 no.6
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• pp.732-746
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• 2021

BACKGROUND/OBJECTIVES: This study examined the differences in psychosocial factors and eating behaviors by the stages of change (SOC) in nutrition management among elementary and middle school athletes. SUBJECTS/METHODS: Subjects were young athletes recruited from the athletic clubs of 10 organizations. Subjects responded to a survey questionnaire, and data on 167 athletes were analyzed. Subjects were grouped into the pre-action or action stage in nutrition management. The χ² test, t-test, analysis of covariance, and correlation analysis were used in data analysis. RESULTS: Athletes in the action stage (62.3%) compared to the pre-action stage, showed a higher self-efficacy (P < 0.01), and felt more confidence in performing specific eating behaviors (P < 0.05 to P < 0.01). Those in the action stage had more favorable beliefs regarding nutrition (P < 0.001) and agreed less strongly on the specific misconceptions/disadvantages of nutrition (P < 0.01) than those in the pre-action stage. Eating behaviors (P < 0.001) and subscales of the eating behaviors (P < 0.05 to P < 0.01) also differed significantly by the SOC group. Place of eating dinner (P < 0.05) and the person who prepares dinner (P < 0.05) showed significant differences by the SOC group. The relationship of self-efficacy, beliefs regarding nutrition, and eating behaviors to the SOC differed by sports type. Beliefs for football athletes, self-efficacy, and beliefs for baseball athletes were correlated significantly with the SOC, whereas all 3 variables were related to the SOC for handball and other athletes. CONCLUSIONS: This study showed differences in psychosocial factors and eating behaviors between the pre-action and action stages. Nutrition education should include strategies to help young athletes modify their beliefs, mainly misconceptions/disadvantages of nutrition, increase self-efficacy, and adopt specific and desirable eating behaviors. Nutrition education might employ different strategies considering the sports type that student-athletes participate.

• Korean Journal of Community Nutrition
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• v.13 no.1
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• pp.34-45
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• 2008

For the correct dietary habit and balanced dietary intake of aged people, the nutrition management that fits to the dietary behavior change stage has to be accomplished. In order to do so, in this paper, we chose 175 women that are aged more than 65 years old who are rural long life community residents and surveyed the dietary intake for 2 days including a twice depth interview and the 24 hour recall method. Also, for the sake of our aim, using the transtheoretical model, the dietary behavior change stage group was divided into the contemplation stage group, the preparation stage group, the action stage group and the maintenance stage group. The results are as follows: In the intake amount of protein (p < 0.01), vitamin $B_1$ (p < 0.05) and vitamin $B_6$ (p < 0.05), the intake amount of these nutrients in the action stage group and the maintenance stage group were significantly larger than the intake amount in the contemplation stage group and the preparation stage group. The nutrition evaluation according to the dietary behavior change stage, the ratio of subjects who took insufficient amount of energy, protein, vitamin A, and vitamin C were low as the dietary behavior change stage was upgraded. The subjects of maintenance stage group were most likely to consume vegetables more than once a day, and consume fruits and milk and milk products more than 5 times/week. MAR [13], MAR [10] and MAR [4] of subjects in the action stage group and the maintenance stage group were significantly higher than MAR [13], MAR [10] and MAR [4] of subjects in the contemplation stage group and the preparation stage group (p < 0.001). From the above results, there were differences of nutrient intakes according to the dietary behavior change stage. Therefore, it is considered that the intervention for the dietary behavior motivation induction has to be advanced before accomplishing the individually fitting intervention at the time of nutrient management intervention.

• Korean Journal of Mathematics
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• v.7 no.1
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• pp.71-77
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• 1999

We show that if the stable rank of $B^{\alpha}$ is one, then the stable rank of B is less than or equal to the order of G for any action of a finite group G. Also we give a short proof to the known fact that if the action of a finite group on a $C^*$-algebra B is saturated then the canonical conditional expectation from B to $B^{\alpha}$ is of index-finite type and the crossed product $C^*$-algebra is isomorphic to the algebra of compact operators on the Hilbert $B^{\alpha}$-module B.

• Journal of the Korean Mathematical Society
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• v.48 no.2
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• pp.301-309
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• 2011

Let R = $Mat_2(F)$ be the ring of all 2 by 2 matrices over a finite field F, X the set of all nonzero, nonunits of R and G the group of all units of R. After investigating some properties of orbits under the left (and right) regular action on X by G, we show that the graph automorphisms group of $\Gamma(R)$ (the zero-divisor graph of R) is isomorphic to the symmetric group $S_{|F|+1}$ of degree |F|+1.

• International Journal of Control, Automation, and Systems
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• v.6 no.2
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• pp.282-287
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• 2008

In distributed mobile robot systems, autonomous robots accomplish complicated tasks through intelligent cooperation with each other. This paper presents behavior learning and online distributed evolution for cooperative behavior of a group of autonomous robots. Learning and evolution capabilities are essential for a group of autonomous robots to adapt to unstructured environments. Behavior learning finds an optimal state-action mapping of a robot for a given operating condition. In behavior learning, a Q-learning algorithm is modified to handle delayed rewards in the distributed robot systems. A group of robots implements cooperative behaviors through communication with other robots. Individual robots improve the state-action mapping through online evolution with the crossover operator based on the Q-values and their update frequencies. A cooperative material search problem demonstrated the effectiveness of the proposed behavior learning and online distributed evolution method for implementing cooperative behavior of a group of autonomous mobile robots.

• KSII Transactions on Internet and Information Systems (TIIS)
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• v.12 no.5
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• pp.2327-2347
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• 2018

Human actions can be recognized from depth sequences. In the proposed algorithm, we initially construct depth, motion maps (DMM) by projecting each depth frame onto three orthogonal Cartesian planes and add the motion energy for each view. The body part of the action (BPoA) is calculated by using bounding box with an optimal window size based on maximum spatial and temporal changes for each DMM. Furthermore, feature vector is constructed by using BPoA for each human action view. In this paper, we employed an ensemble based learning approach called Rotation Forest to recognize different actions Experimental results show that proposed method has significantly outperforms the state-of-the-art methods on Microsoft Research (MSR) Action 3D and MSR DailyActivity3D dataset.

• ETRI Journal
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• v.44 no.2
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• pp.327-338
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• 2022

Classification models for human action recognition require robust features and large training sets for good generalization. However, data augmentation methods are employed for imbalanced training sets to achieve higher accuracy. These samples generated using data augmentation only reflect existing samples within the training set, their feature representations are less diverse and hence, contribute to less precise classification. This paper presents new data augmentation and action representation approaches to grow training sets. The proposed approach is based on two fundamental concepts: virtual video generation for augmentation and representation of the action videos through robust features. Virtual videos are generated from the motion history templates of action videos, which are convolved using a convolutional neural network, to generate deep features. Furthermore, by observing an objective function of the genetic algorithm, the spatiotemporal features of different samples are combined, to generate the representations of the virtual videos and then classified through an extreme learning machine classifier on MuHAVi-Uncut, iXMAS, and IAVID-1 datasets.

• Journal of Korean Physical Therapy Science
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• v.12 no.4
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• pp.43-55
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• 2005

This study was performed to investigate the effects of low-power Helium Neon Infra Red(He-Ne IR)laser irradiation and exercise on the regeneration of experimentally cut sciatic nerve in rats. The thrity Sprague-Dawley adult mail rats were assigned to the 6 groups : normal group(1), injured control groups(2), experimental groups(3). There was made artificial injured in the sciatic nerve of rats the each experimental laser group and exercise group were treated from 3 days after being injured for the 5 minutes(laser group), 10 minutes(exercise group), and 15 minutes(exercise and laser group) everyday during 2 weeks. There were measured the changes of amplitude of compound muscle action potential and histological change by the light microscopy on the sciatic nerve injured rats. The results obtained as follows : 1. In the control groups, the regeneration were slowly and slightlly progressed to compared with the experimental groups. Inflammation were much more observed, and fibrous adhesion was also observed around the sutured region of the cut sciatic nerve. 2. The amplitude of compound muscle action potential in the experimental groups were significantly increased to the injured control groups at 1 week(p<.05). The compound muscle action potential of the exercise and lased group was significantly decreased to be similar to normal group at 2 weeks(p<.05). 3. In histologic finding, in the experimental groups were observed the proliferation of the schwann cells, the infiltration of inflammatory cells and the extent of destruction at adjacent tissue were remarkably decreased on the 2 weeks. From these experimental results, it may be suggested that the laser and exercise were effected the heeling process of peripheral nerve injuried rats.

• Journal of the Korean Society of Physical Medicine
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• v.5 no.3
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• pp.395-404
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• 2010

Purpose : The object of this study was to examine the effect of motor learning on brain activation depending on the method of motor learning. Methods : The brain activation was measured in 9 men by fMRI. The subjects were divided into the following groups depending on the method of motor learning: actually practice (AP, n=3) group, action observation (AO, n=3) group and motor imagery (MI, n=3) group. In order to examine the effect of motor learning depending on the method of motor learning, the brain activation data were measured during learning. For the investigation of brain activation, fMRI was conducted. Results : The results of brain activation measured before and during learning were as follows; (1) During learning, the AP group showed the activation in the following areas: primary motor area located in precentral gyrus, somatosensory area located in postcentral gyrus, supplemental motor area and prefrontal association area located in precentral gyrus, middle frontal gyrus and superior frontal gyrus, speech area located in superior temporal gyrus and middle temporal gyrus, Broca's area located in inferior parietal lobe and somatosensory association area of precuneus; (2) During learning, the AD groups showed the activation in the following areas: primary motor area located in precentral gyrus, prefrontal association area located in middle frontal gyrus and superior frontal gyrus, speech area and supplemental motor area located in superior temporal gyrus and middle temporal gyrus, Broca's area located in inferior parietal lobe, somatosensory area and primary motor area located in precentral gyrus of right cerebrum and left cerebrum, and somatosensory association area located in precuneus; and (3) During learning, the MI group showed activation in the following areas: speech area located in superior temporal gyrus, supplemental area, and somatosensory association area located in precuneus. Conclusion : Given the results above, in this study, the action observation was suggested as an alternative to motor learning through actual practice in serial reaction time task of motor learning. It showed the similar results to the actual practice in brain activation which were obtained using activation of mirror neuron. This result suggests that the brain activation occurred by the activation of mirror neuron, which was observed during action observation. The mirror neurons are located in primary motor area, somatosensory area, premotor area, supplemental motor area and somatosensory association area. In sum, when we plan a training program through physiotherapy to increase the effect during reeducation of movement, the action observation as well as best resting is necessary in increasing the effect of motor learning with the patients who cannot be engaged in actual practice.

• The Journal of Korean Physical Therapy
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• v.22 no.6
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• pp.43-51
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• 2010

Purpose: This study examined the influence of visuomotor congruency on learning a relative phase relationship between a single joint movement and an external signal. Methods: Participants (N=5) were required to rhythmically coordinate elbow flexion-extension movements with a continuous sinusoidal wave (0.375 Hz) at a $90^{\circ}$ relative phase relationship. The congruent group was provided online feedback in which the elbow angle decreased (corresponding to elbow flexion) as the angle trajectory was movingup, and vice versa. The incongruent group was provided online feedback in which the elbow angle decreased as the angle trajectory was moving down, and vice versa. There were two practice sessions (day 1 and 2) and each session consisted of 6 trials per block (5 blocks per session). Retention tests were performed 24 hours after session 2, and only the external sinusoidal wave was provided. Repeated ANOVAs were used for statistical analysis. Results: During practice, the congruent group was significantly less variable than the incongruent group. Phase variability in the incongruent group did not significantly change across blocks, while variability decreased significantly in the congruent group. In retention, the congruent group produced the required $90^{\circ}$ relative phase pattern with significantly less phase variability than the incongruent group. Conclusions: Congruent visual feedback facilitates learning. Moreover, the deprivation of online feedback does not affect the congruent group but does affect the incongruent group in retention.