• Journal of Korean Library and Information Science Society
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• v.38 no.4
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• pp.145-165
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• 2007

In this study, the information literacy educational program currently used by Korean universities was applied to foreign ones and its educational effect was analyzed and their degree of satisfaction and demands were understood. As a result, the educational effect was shown, but the average knowledge of academic information used still remained low, but the satisfaction degree of education for information literacy was high, which means that such education is absolutely needed for foreign students. The analyzed results and contents carried out in the experiment will be very helpful for designing a differentiated information literacy educational program for foreign students.

• Clinical and Experimental Reproductive Medicine
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• v.39 no.4
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• pp.187-192
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• 2012

Heterotopic pregnancy is rare event and the risk is increased with assisted reproductive technology procedures. Heterotopic cervical pregnancy is even more unusual. We report a rare case of heterotopic cervical pregnancy that was managed successfully. A 36-year-old women who conceived by IVF-ICSI was diagnosed with heterotopic cervical pregnancy. She visited the emergency room with vaginal bleeding at 5 weeks of gestation and underwent careful intracervical gestational sac reduction with forceps under abdominal guidance the next day. The postoperative course was uneventful and with regular check-ups, the intrauterine pregnancy (IUP) progressed unremarkably through 41 weeks with delivery of a healthy newborn. We reviewed a total of 37 cases of heterotopic pregnancy that have been reported in the English language literature. There have been many attempts to eliminate the cervical embryo while preserving the IUP, and complete cervical evacuation is important in order to avoid infection, bleeding, and premature birth.

• Korean Journal of Oriental Medicine
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• v.14 no.2
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• pp.75-80
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• 2008

Background: Qigong is one energy-healing intervention used to prevent and cure ailments and to improve health through regular practice. Although Qigong-neither itself nor its postulated mechanism of action-are within the paradigm of modern Western medical science. effects on the human body could be possible. Objectives: This study aims to review the bibliography, biological responses and therapeutic effects of Qigong. In the process, this review grasp trends in this field of studies and direct further researches into the right direction. Method: The computerized Korean databases were searched from their respective inception up to January 2008. The search terms used were 'Qi', 'Qigong', 'Doin', 'training', 'bioenergy', 'life nurturing' and random or Korean language terms related to qigong. Several specialized journals were also manually searched for relevant articles. Result: Since the 1990s, Qigong papers in the Korean Literature have been increased. Clinical research studies are among the most control design study. Research subjects are less patient than the general public. The most common treatment disease was Musculo-skeletal disorder. Conclusions: The depth study for the each Qigong is needed. Specifically, I think it should be a clinical studies and qualified research methods for evaluation are needed.

• Journal of Biosystems Engineering
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• v.21 no.2
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• pp.123-133
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• 1996

An automatic drum seeder was developed to improve the seeding operation. It consisted of a conveyor to transfer seedling trays, a seed-hopper to supply seeds, a drum to drop seeds on the tray, and an air blower to remove extra seeds. A photo sensor was used to detect the transfer of seedling trays, and its signal was fed into microcomputer which operated a stepping motor driving the drum. The seeds were adhered to the surface of drum by vacuum pressure, and were dropped into tray cells by compressed air. An air connection unit was devised to alternate between vacuum pressure and compressed air. A control program for the system, written in C language, could operate the drum at the given number of revolutions and revolutions per minute. The results showed that the air connection unit could operate well and the seeds were dropped satisfactorily into tray cells. In case of cabbage and perilla seeds, which are regular and spherical shape, the missing rate was low and the single seeding rate was more than 97%. Low missing rate and high multiple seeding rate were observed in lettuce seeds which have narrow ends with tight weight. The missing rate of pepper seed was very high because of heavy weight and irregular shape. To improve the performance of the seeder, adjustment of vacuum pressure based upon shape and weight of the seeds, careful selection of the material of drum, maintenance of consistent air blower pressure, and replacement of stepping motor to DC motor are recommended.

• English Language & Literature Teaching
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• v.15 no.4
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• pp.177-197
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• 2009

This study investigated the effects of dictation practice, in terms of listening proficiency and the use of listening strategy. The research was implemented for 15 weeks with 89 freshmen and sophomores at a Korean university. The subjects were divided into an experimental group and a control group. All conditions were the same in both groups, except that the experimental group had dictation practice on a regular basis in their listening classes through one semester. For the purpose of the study, two research questions were set; 1) Does dictation practice improve listening proficiency? 2) What are the differences in the use of listening strategies between the two groups? Does dictation practice make the participants use different listening strategies? A sample TOEIC listening test was conducted as a pre-test and post-test. A questionnaire was used to find out the differences in the use of listening strategies between the two groups. The results of this study reveal that there was no statistically difference in improvement between the two groups; however, the experimental group scored much higher on the post-test than the pre-test compared with the control group. In regard to listening strategies, among 6 listening strategies, the use of metacognitive listening strategies had a significant difference between the two groups. On the basis of the results, the study suggested some guidelines for dictation practice in EFL listening classes and called for more studies on its effects.

• English Language & Literature Teaching
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• v.16 no.3
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• pp.231-251
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• 2010

This study was designed to identify students' perceptions and attitudes towards dictation practice in English listening classes and investigate the relationships among 5 factors with regard to dictation practice: participation, usefulness, interest, motivation, and confidence. For the study, the research was implemented for 15 weeks with 41 Korean university students. The subjects had dictation practice in their English listening classes on a regular basis for one semester. At the end of the semester, a questionnaire was used to find out students' perceptions and attitudes towards dictation practice. For the analysis of the subject's responses, first, a descriptive analysis was administered. After that, a correlation analysis was done to explore what the relations among 5 factors were. Results indicated that most students actively participated in the class, and they regarded dictation as a very useful practice in their listening classes. Also, the dictation practice motivated students not only for English listening but also for overall English studying. However, more than two third students showed low interest and confidence in the class. As for the correlations among 5 factors, there were very strong correlations between usefulness and motivation, usefulness and confidence, interest and motivation, interest and confidence, and confidence and motivation. Based on the results, some implications were presented and some guidelines for effective dictation practice were suggested.

• Journal of Korean Academy of Nursing
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• v.34 no.4
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• pp.617-624
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• 2004

Purpose. Korean American women have twice the rate of cervical cancer than white women and demonstrate low rates in participation in cervical cancer screening. This study was to describe the perceptions about cervical cancer and factors related to cervical cancer screening among Korean American women. Method. Focus group methods. Results. Five themes emerged. First, knowledge about cervical cancer; misconceptions about cervical cancer, its causes, reproductive anatomy and the treatment Second, perceived meanings of having cervical cancer; most of the women felt that cervical cancer represented a loss of femininity and existential value of woman-hood. Third, knowledge about cervical cancer screening; regular medical check-ups were necessary for early detection and prevention of cervical cancer. Forth, experiences and perceived meanings of cervical cancer screening; the participants expressed their feelings; embarrassment, fear, shame and shyness. Fifth, practices of cervical cancer screening; various intervals in participating in cervical cancer screening. But they mentioned several deterrents, language, insurance, time constraint, embarrassment, fear of the screening results, misbelief about susceptibility, lack of health prevention behavior, and lack of information written in Korean. Conclusion: Results emphasize the critical need for culturally appropriate health education to encourage participation of Korean American women in cervical cancer screening.

• Journal of the Korea Society of Computer and Information
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• v.20 no.2
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• pp.149-156
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• 2015

In this paper, we propose a Korean sentence symbol preprocessor for a SSML (speech synthesis markup language) supported speech synthesis system in order to improve the quality of the synthesized result. After the analysis of Korean Wikipedia documents, we propose 8 categories for the meaning of sentence symbols and 11 regular expression for the classification of each category. After the development of a Korean sentence symbol preprocess system we archived 56% of precision and 71.45% of recall ratio for 63,000 sentences.

• Journal of the Speleological Society of Korea
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• no.88
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• pp.1-7
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• 2008

Recently, it is one of very interest technology of Human Computer Interaction(HCI). Nowadays, it is easy to find out that, for example, inside SF movies people has talking to computer. However, there are difference between CPU language and ours. So, we focus on connecting to CPU. For 30 years many scientists experienced in that technology. But it is really difficult. Our project goal is making that CPU could understand human voice. First of all the signal through a voice sensor will move to BCD (binary code). That elevator helps out people who wants to move up and down. This product's point is related with people's safety. Using a PWM for motor control by ATmega16, we choose a DC motor to drive it because of making a regular speed elevator. Furthermore, using a voice identification module the elevator driven by voice sensor could operate well up and down perfectly from 1st to 10th floor by PWM control with ATmega16. And, it will be clearly useful for high-rise vertical shift with voice recognition sensor driven.

• Proceedings of the KSPS conference
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• 1997.07a
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• pp.176-178
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• 1997

To make a long story short I made up my mind to experiment with a multimedia approach to my classroom presentations two years ago because my ways of giving instructions bored the pants off me as well as my students. My favorite ways used to be sometimes referred to as classical or traditional ones, heavily dependent on the three elements: teacher's mouth, books, and chalk. Some call it the 'MBC method'. To top it off, I tried audio-visuals such as tape recorders, cassette players, VTR, pictures, and you name it, that could help improve my teaching method. And yet I have been unhappy about the results by a trial and error approach. I was determined to look for a better way that would ensure my satisfaction in the first place. What really turned me on was a multimedia CD ROM title, ELLIS (English Language Learning Instructional Systems) developed by Dr. Frank Otto. This is an integrated system of learning English based on advanced computer technology. Inspired by the utility and potential of such a multimedia system for regular classroom or lab instructions, I designed a simple but practical multimedia language learning laboratory in 1994 for the first time in Korea(perhaps for the first time in the world). It was high time that the conventional type of language laboratory(audio-passive) at Hahnnam be replaced because of wear and tear. Prior to this development, in 1991, I put a first CALL(Computer Assisted Language Learning) laboratory equipped with 35 personal computers(286), where students were encouraged to practise English typing, word processing and study English grammar, English vocabulary, and English composition. The first multimedia language learning laboratory was composed of 1) a multimedia personal computer(486DX2 then, now 586), 2) VGA multipliers that enable simultaneous viewing of the screen at control of the instructor, 3) an amplifIer, 4) loud speakers, 5)student monitors, 6) student tables to seat three students(a monitor for two students is more realistic, though), 7) student chairs, 8) an instructor table, and 9) cables. It was augmented later with an Internet hookup. The beauty of this type of multimedia language learning laboratory is the economy of furnishing and maintaining it. There is no need of darkening the facilities, which is a must when an LCD/beam projector is preferred in the laboratory. It is headset free, which proved to make students exasperated when worn more than- twenty minutes. In the previous semester I taught three different subjects: Freshman English Lab, English Phonetics, and Listening Comprehension Intermediate. I used CD ROM titles like ELLIS, Master Pronunciation, English Tripple Play Plus, English Arcade, Living Books, Q-Steps, English Discoveries, Compton's Encyclopedia. On the other hand, I managed to put all teaching materials into PowerPoint, where letters, photo, graphic, animation, audio, and video files are orderly stored in terms of slides. It takes time for me to prepare my teaching materials via PowerPoint, but it is a wonderful tool for the sake of presentations. And it is worth trying as long as I can entertain my students in such a way. Once everything is put into the computer, I feel relaxed and a bit excited watching my students enjoy my presentations. It appears to be great fun for students because they have never experienced this type of instruction. This is how I freed myself from having to manipulate a cassette tape player, VTR, and write on the board. The student monitors in front of them seem to help them concentrate on what they see, combined with what they hear. All I have to do is to simply click a mouse to give presentations and explanations, when necessary. I use a remote mouse, which prevents me from sitting at the instructor table. Instead, I can walk around in the room and enjoy freer interactions with students. Using this instrument, I can also have my students participate in the presentation. In particular, I invite my students to manipulate the computer using the remote mouse from the student's seat not from the instructor's seat. Every student appears to be fascinated with my multimedia approach to English teaching because of its unique nature as a new teaching tool as we face the 21st century. They all agree that the multimedia way is an interesting and fascinating way of learning to satisfy their needs. Above all, it helps lighten their drudgery in the classroom. They feel other subjects taught by other teachers should be treated in the same fashion. A multimedia approach to education is impossible without the advent of hi-tech computers, of which multi functions are integrated into a unified system, i.e., a personal computer. If you have computer-phobia, make quick friends with it; the sooner, the better. It can be a wonderful assistant to you. It is the Internet that I pay close attention to in conjunction with the multimedia approach to English education. Via e-mail system, I encourage my students to write to me in English. I encourage them to enjoy chatting with people all over the world. I also encourage them to visit the sites where they offer study courses in English conversation, vocabulary, idiomatic expressions, reading, and writing. I help them search any subject they want to via World Wide Web. Some day in the near future it will be the hub of learning for everybody. It will eventually free students from books, teachers, libraries, classrooms, and boredom. I will keep exploring better ways to give satisfying instructions to my students who deserve my entertainment.