• 대한치과보철학회지
• /
• 제61권4호
• /
• pp.257-267
• /
• 2023

목적. 이 연구의 목적은 치의학 교육을 위한 프로토타입 로봇 시뮬레이터를 제작하고, 하악운동을 시뮬레이션 할 수 있는지 여부를 테스트하며, 치과실습 중 자극에 대한 시뮬레이터의 반응 가능성을 평가하는 것이었다. 재료 및 방법. 가상 시뮬레이터 모델은 cone-beam computed tomography (CBCT) 데이터를 사용하여 경조직을 구획화한 후 제작되었다. 시뮬레이터의 프레임은 polylactic acid (PLA) 소재를 사용하여 3D 프린팅 되었으며, 덴티폼과 실리콘 얼굴 스킨을 장착하여 모델을 형성하였다. 서보 액추에이터는 시뮬레이터의 움직임을 제어하는데 사용되었고, 다양한 센서들로 시뮬레이터의 반응을 생성하였다. 수위 센서가 반응하는 물의 양을 측정하기 위해 수위테스트가 수행되었다. 또한, 컴퓨터 시뮬레이션과 실제 모델을 통해 시뮬레이터의 하악운동과 하악운동 범위를 테스트하였다. 결과. 프로토타입 로봇 시뮬레이터는 작동 장치, 전기 장치가 있는 상반신, 턱관절을 포함하는 머리 및 덴티폼으로 구성되었다. 시뮬레이터의 턱관절은 회전 및 병진 운동을 구현하면서 2자유도를 구동할 수 있었다. 수위 테스트에서 수위 센서의 특정 임계값은 10.35 ml였다. 컴퓨터 시뮬레이션과 실제 모델 모두에서 인간의 움직임을 모방하였고, 시뮬레이터의 하악운동 시 개구범위는 50 mm였다. 결론. 효율성과 안정성을 개선하기 위해서는 더 많은 발전이 필요하지만, 본 상반신 프로토타입의 시뮬레이터는 향후 치과실습 교육에 잠재적으로 유용할 것으로 기대된다.

• 생물정신의학
• /
• 제3권2호
• /
• pp.222-239
• /
• 1996

ALDH-I 활성군과 비활성군에서 음주후 정신운동성 수행 및 주관적 평가에 미치는 영향을 비교하였다. 사교적 음주에 상응하는 4종류의 알콜(0.25, 0.5, 0.75, 1.0g/kg)을 투여한 결과 비활성군이 활성군에 비해 보다 부정적인 평가를 하였다. 이는 특히 고용량의 알콜(0.75 및 1.0g/kg)을 투여시 분명하였다. 이러한 결과는 비활성군이 활성군에 비해 알콜에 대한 민감성이 주관적인 판단과 객관적인 수행에서 모두 더 높다는 사실을 반영한다.

• 대한음성학회:학술대회논문집
• /
• 대한음성학회 2000년도 7월 학술대회지
• /
• pp.235-240
• /
• 2000

In the age of global communication, more human exchange is extended at the grass-roots level. In the old days, language policy and language planning was based on one nation-state with one language. But high waves of globalizaiton have allowed extended human flow of exchange beyond one's national border on a daily basis. Under such circumstances, homogeneity in Japan may not allow Japanese to speak and communicate only in Japanese and only with Japanese people. In Japan, an advisory report was made to the Ministry of Education in June 1996 about what education should be like in the 21st century. In this report, an introduction of English at public elementary schools was for the first time made. A basic policy of English instruction at the elementary school level was revealed. With this concept, English instruction is not required at the elementary school level but each school has their own choice of introducing English as their curriculum starting April 2002. As Baker, Colin (1996) indicates the age of three as being the threshold diving a child becoming bilingual naturally or by formal instruction. Threre is a movement towards making second language acquisition more naturalistic in an educational setting, developing communicative competence in a more or less formal way. From the lesson of the Canadian immersion success, Genesee (1987) stresses the importance of early language instruction. It is clear that from a psycho-linguistic perspective, most children acquire basic communication skills in their first language apparently effortlessly and without systematic and formal instruction during the first six or seven years of life. This innate capacity diminishes with age, thereby making language learning increasingly difficult. The author, being a returnee, experienced considerable difficulty acquiring L2, and especially achieving native-like competence. There will be many hurdles to conquer until Japanese students are able to reach at least a communicative level in English. It has been mentioned that English is not taught to clear the college entrance examination, but to communicate. However, Japanese college entrance examination still makes students focus more on the grammar-translation method. This is expected to shift to a more communication stressed approach. Japan does not have to aim at becoming an official bilingual country, but at least communicative English should be taught at every level in school Mito College is a small two-year co-ed college in Japan. Students at Mito College are basically notgood at English. It has only one department for business and economics, and English is required for all freshmen. It is necessary for me to make my classes enjoyable and attractive so that students can at least get motivated to learn English. My major target is communicative English so that students may be prepared to use English in various business settings. As an experiment to introduce more communicative English, the author has made the following syllabus design. This program aims at training students speak and enjoy English. 90-minute class (only 190-minute session per week is most common in Japanese colleges) is divided into two: The first half is to train students orally using Graded Direct Method. The latter half uses different materials each time so that students can learn and enjoy English culture and language simultaneously. There are no quizes or examinations in my one-academic year program. However, all students are required to make an original English poem by the end of the spring semester. 2-6 students work together in a group on one poem. Students coming to Mito College, Japan have one of the lowest English levels in all of Japan. However, an attached example of one poem made by a group shows that students can improve their creativity as long as they are kept encouraged. At the end of the fall semester, all students are then required individually to make a 3-minute original English speech. An example of that speech contest will be presented at the Convention in Seoul.