• Journal of Fisheries and Marine Sciences Education
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• v.29 no.3
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• pp.847-856
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• 2017

The purpose of this study was to develop a teaching model to improve teaching demonstration competence of pre-service Fisheries and Marine teachers through class consulting. The results were as follows: First, the results of a survey on perception of 19 pre-service teachers showed that most of them did not know exactly about the teaching demonstration. Second, a teaching model through class consulting was developed in four stages: Preparation for class, doing lesson, watching lesson, reflecting class. Third, the developed lessons model was applied for 6 weeks, but it was hard to expect much change just for 6 weeks. If discussions about the content of the lesson plan are haven during prior class consulting, this will be helpful for pre-service teachers in making the real teaching plan. The class performer have to write a report on class analysis because it is necessary to try systematic analysis on teaching demonstration.

• Journal of Information Technology Applications and Management
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• v.29 no.1
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• pp.29-45
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• 2022

The Fourth Industrial Revolution era requires people to have the ability of integrated thinking, critics, sensitivity, and creativity in an integrated manner. Therefore, teaching methods are expected to become more suitable for the trend. In this belief, current teacher-leading education method should move to students' self motivating one and consist of programs in which students voluntarily involve. In this reason, this study suggests FPBL educational method model that is combines project-based learning with flipped learning by analysing preceding research and digital painting tool class was designed by applying it. As a result of applying the designed class model to the class, all of the class satisfaction, effectiveness, and interaction were evaluated positively. Problems such as limitations of project classes due to non-face-to-face classes, large amount of learning before class, and reduced concentration during class were found. Therefore, when the FPBL class model is conducted non-face-to-face, it will be necessary to further strengthen the role of the instructor, provide lecture videos summarizing the core contents, and improve concentration by providing active participation and fun using various digital tools. The result of the study looks significant by confirming the possibility of applying FPBL model not only in design education but also other educational settings.

• The Korean Journal of Health Service Management
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• v.11 no.1
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• pp.131-142
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• 2017

Objectives : This study aimed to examine to relevance of socioeconomic class recognition and subjective health status of injured workers. Methods : We used data collected over 3years by the Panel Study of Worker's Compensation Insurance(PSWCI; 2015). Data was analyzed using the chi-square test and logistic regression using SPSS ver. 22.0 to verify the relevance between the socioeconomic class recognition and general characteristics of injured workers. Results : First, the income groups of first class, second class and third class were analyzed as being of lower socioeconomic class status, and the income group four class and five class was analyzed as being the middle-ower the socioeconomic class status. Second, the better the subjective health status, higher the perception of socioeconomic class status, as analyzed by Model 1 using only the parameters of socioeconomic status recognition and Model 2 and Model 3 using income class and general characteristics. Conclusions : Health and industrial accident policies are needed to improve awareness of socioeconomic class status of injured workers.

• Journal of The Korean Astronomical Society
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• v.52 no.6
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• pp.217-225
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• 2019

We apply a modified Convolutional Neural Network (CNN) model in conjunction with transfer learning to predict whether an active region (AR) would produce a ≥C-class or ≥M-class flare within the next 24 hours. We collect line-of-sight magnetogram samples of ARs provided by the SHARP from May 2010 to September 2018, which is a new data product from the HMI onboard the SDO. Based on these AR samples, we adopt the approach of shuffle-and-split cross-validation (CV) to build a database that includes 10 separate data sets. Each of the 10 data sets is segregated by NOAA AR number into a training and a testing data set. After training, validating, and testing our model, we compare the results with previous studies using predictive performance metrics, with a focus on the true skill statistic (TSS). The main results from this study are summarized as follows. First, to the best of our knowledge, this is the first time that the CNN model with transfer learning is used in solar physics to make binary class predictions for both ≥C-class and ≥M-class flares, without manually engineered features extracted from the observational data. Second, our model achieves relatively high scores of TSS = 0.640±0.075 and TSS = 0.526±0.052 for ≥M-class prediction and ≥C-class prediction, respectively, which is comparable to that of previous models. Third, our model also obtains quite good scores in five other metrics for both ≥C-class and ≥M-class flare prediction. Our results demonstrate that our modified CNN model with transfer learning is an effective method for flare forecasting with reasonable prediction performance.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2010.10a
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• pp.634-637
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• 2010

This paper suggests the design of MVC model for an authorization tool of UML class diagram. In the design of MVC model, it is designed to define view, controller and model and perform the individual role of each component. The View represents GUI and the Controller is responsible for data input and output and the Model is to handle the business logic. The MVC model design for an authorization tool of class diagram gives the role independently and tries to be flexible with system by dividing into the suitable features of each component.

• Smart Media Journal
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• v.10 no.1
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• pp.79-87
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• 2021

In recent years research on automatic font generation with machine learning mainly focus on using transformation-based methods, in comparison, generative model-based methods of font generation have received less attention. Transformation-based methods learn a mapping of the transformations from an existing input to a target. This makes them ambiguous because in some cases a single input reference may correspond to multiple possible outputs. In this work, we focus on font generation using the generative model-based methods which learn the buildup of the characters from noise-to-image. We propose a novel way to train a conditional generative deep neural model so that we can achieve font style control on the generated font images. Our research demonstrates how to generate new font images conditioned on both character class labels and character style labels when using the generative model-based methods. We achieve this by introducing a modified generator network which is given inputs noise, character class, and style, which help us to calculate losses separately for the character class labels and character style labels. We show that adding the character style vector on top of the character class vector separately gives the model rich information about the font and enables us to explicitly specify not only the character class but also the character style that we want the model to generate.

• The korean journal of orthodontics
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• v.45 no.3
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• pp.113-120
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• 2015

Objective: This study compared occlusal contact areas of ideally planned set-up and accomplished final models against the initial in class I and II molar relationships at finishing. Methods: Evaluations were performed for 41 post-orthodontic treatment cases, of which 22 were clinically diagnosed as class I and the remainder were diagnosed as full cusp class II. Class I cases had four first premolars extracted, while class II cases had maxillary first premolars extracted. Occlusal contact areas were measured using a three-dimensional scanner and RapidForm 2004. Independent t-tests were used to validate comparison values between class I and II finishings. Repeated measures analysis of variance was used to compare initial, set up, and final models. Results: Molars from cases in the class I finishing for the set-up model showed significantly greater contact areas than those from class II finishing (p < 0.05). The final model class I finishing showed significantly larger contact areas for the second molars (p < 0.05). The first molars of the class I finishing for the final model showed a tendency to have larger contact areas than those of class II finishing, although the difference was not statistically significant (p = 0.078). Conclusions: In set-up models, posterior occlusal contact was better in class I than in class II finishing. In final models, class I finishing tended to have larger occlusal contact areas than class II finishing.

• Journal of Engineering Education Research
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• v.22 no.5
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• pp.13-19
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• 2019

It is important to encourage students who are having difficulty learning mathematics and majors due to lack of basic knowledge, and encourage them to improve their academic performance by focusing on and participating in class. The purpose of this study is to confirm the applicability of the Jigsaw Method by analyzing the change of the learner's academic achievement and the attitude of the learner's mathematics by applying the Jigsaw Model. During the four weeks, the Jigsaw Model was applied to 30 experimental students and the instructor-led lectures were given to 36 students in the comparative group. As a result of the study, it was confirmed that the average of the experimental groups applying the Jigsaw model was higher than the average of the comparative group in the lecture class. The results of the survey showed that the Jigsaw Model increased class concentration and participation, helped self - directed learning, and had high learning satisfaction.

• Journal of Fisheries and Marine Sciences Education
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• v.28 no.5
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• pp.1478-1491
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• 2016

This study has designed to find out the effects of a project-based flipped learning model at universities on the self-directed learning ability, the self-leadership, and the learning competency. For the study, two procedures were performed. First, a flipped learning model for a project-based learning was developed on the basis of the literature reviews. The flipped learning model has three different steps: the pre-class, the in-class, and the post-class. In the pre-class, instructors provide mini-core courses using various technologies for learners outside the class. The in-class is the step to check whether learners prepare their learning or not. Also, in this step, the in-death learning and the teaching-learning process by interaction between instructors and learners would be performed. In the post-class, learners would be able to sustain the extended learning to develop the learning tasks and activities after flipped learning class. Through this step, the learners could be experienced integrated thinking and application, documentation and management, as well as sharing and spread of their learning. Second, the effectiveness of the developed flipped learning model on the self-direction, the self-leadership, and the learning competency was examined. The quantitative research method and the qualitative research method were used for this study. The results indicated that the flipped learning model showed improvement on the self-direction, the self-leadership, and the learning competency.

• Korean Journal of Clinical Laboratory Science
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• v.50 no.2
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• pp.164-169
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• 2018

The development of teaching models to strengthen practical education and actively participate in the classes of students is now required in recent education situations. This study examined the participation and satisfaction level of students' classes after applying a teaching model-integrated hospital and school laboratory (named L2L). A total of 33 students who took the subject of a clinical microbiology experiments were involved in this study. Each group representative participating in a pre-class field exercise in the hospital microbiology laboratory was asked to conduct the experiment. After applying the L2L teaching models, the academic self-efficacy ($2.87{\pm}0.58{\rightarrow}3.38{\pm}0.55$), class participation ($2.60{\pm}0.92{\rightarrow}3.62{\pm}0.78$), and class satisfaction ($2.48{\pm}1.01{\rightarrow}3.85{\pm}0.87$) increased significantly (P<0.05). This means that pre-class field exercises created interest in the student's class and boosted self-confidence, leading to increased participation and satisfaction for the class. In conclusion, the L2L teaching model is an effective teaching method to enhance the practical training for preliminary clinical laboratory technologists.