• Clinical and Experimental Pediatrics
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• v.52 no.6
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• pp.713-716
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• 2009

Facial palsy as the presenting symptom of leukemia is very rare, especially in acute myeloid leukemia. A review of the medical literature identified reports on 8 children with AML who had facial paralysis as the presenting sign. Whole brain irradiation (WBI) has been applied in most cases. We present the cases of 3 such children. Achieving a remission without WBI, the patients underwent stem cell transplantations (SCTs). Two patients remain event-free 52 months and 62 months after allotransplants. Facial palsy was the harbinger of leukemic relapse in one case after autotransplant. This patient is disease-free 59 months after unrelated SCT rescue. Facial palsy persisted in 2 cases. Allogeneic SCT without WBI may be an effective therapy in patients presenting with facial palsy. A brief review of the literature is presented here.

• Asian Pacific Journal of Cancer Prevention
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• v.16 no.7
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• pp.2889-2894
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• 2015

Background: To investigate the impact of the breast size, shape, maximum heart depth (MDH), and chest wall hypotenuse (the distance connecting middle point of the sternum and the length of lung draw on the selected transverse CT slice) on the volumetric dose to heart with whole breast irradiation (WBI) of left-sided breast cancer patients. Materials and Methods: Fifty-three patients with left-sided breast cancer undergoing adjuvant intensity-modulated radiotherapy (IMRT) were enrolled in the study. The primary breast size and shape, MHD and DCWH (chest wall hypotenuse) were contoured on radiotherapy (RT) planning CT slices. The dose data of hearts were obtained from the dose-volume histograms (DVHs). Data were analyzed by one-way analysis of variance (ANOVA), Student's t-test and linear regression analysis. Results: Breast size was independent of heart dose, whereas breast shape, MHD and DCWH were correlated with heart dose. The shapes of breasts were divided into four types, as the flap type, hemisphere type, cone type and pendulous type with heart mean dose being $491.8{\pm}234.6cGy$, $752.7{\pm}219.0cGy$, $620.2{\pm}275.7cGy$, and $666.1{\pm}238.0cGy$, respectively. The flap type of breasts shows a strong statistically reduction in heart dose, compared to others (p=0.008 for V30 of heart). DCWH and MHD were found to be the most important parameters correlating with heart dose in WBI. Conclusions: More attention should be paid to the heart dose of non-flap type patients. The MHD was found to be the most important parameter to correlate with heart dose in tangential WBI, closely followed by the DCWH, which could help radiation oncologists and physicsts evaluate heart dose and design RT plan in advance.

• Journal of the Korean Institute of Intelligent Systems
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• v.16 no.1
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• pp.43-48
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• 2006

The educational system has been changed owing to Web, which is most actively used on internet and has the characteristics of providing suitable environments for implementing constructivism study theory. WBI(Web Based Instruction), web-mediated teaching form for students at a long distance, has the advantages of possible interact between instructors and learners, offering a great variety of learning materials, and overcome the spatiotemporal restriction. This paper focuces on the construction of learning surroundings where the learner-centered, active learning can be done by design and Implementation of web based instruct system providing a sham examination with an item pool system. The web based Self-directed Learning system for word processor qualifying exams on this paper, can be mentioned as a real item pool that the question is not setting each time by the instructors but can be reused by reference on item pool bank, designed the number of question. It helps the learner Self-directed Learning study with evaluation during the web based instruct process and immediate feedback. It also provides the chance to research some similar using keyword. To sum up, this system can amplify the efficiency of study.

• Progress in Medical Physics
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• v.30 no.3
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• pp.65-73
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• 2019

Purpose: We evaluated the motion-induced dosimetric effects on the field-in-field (FIF) technique for whole-breast irradiation (WBI) using actual patient organ motion data obtained from cine electronic portal imaging device (cine EPID) images during treatment. Materials and Methods: Ten breast cancer patients who received WBI after breast-conserving surgery were selected. The static FIF (SFIF) plan involved the application of two parallel opposing tangential and boost FIFs. To obtain the amplitude of the internal organ motion during treatment, cine EPID images were acquired five times for each patient. The outside contour of the breast (OCB) and chest wall (CW) contour were tracked using in-house motion analysis software. Intrafractional organ motion was analyzed. The dynamic FIF (DFIF) reflecting intrafractional organ motion incorporated into the SFIF plan was calculated and compared with the SFIF in terms of the dose homogeneity index (DHI_90/10) for the target and V₂₀ for the ipsilateral lung. Results: The average motion amplitudes along the X and Y directions were 1.84±1.09 mm and 0.69±0.50 mm for OCB and 1.88±1.07 mm and 1.66±1.49 mm for CW, respectively. The maximum motion amplitudes along the X and Y directions were 5.53 and 2.08 mm for OCB and 5.22 and 6.79 mm for CW, respectively. Significant differences in DHI_90/10 values were observed between SFIF and DFIF (0.94 vs 0.95, P<0.05) in statistical analysis. The average V₂₀ for the lung in the DFIF was slightly higher than that of the SFIF in statistical analysis (19.21 vs 19.00, P<0.05). Conclusion: Our findings indicate that the FIF technique can form a safe and effective treatment method for WBI. Regular monitoring using cine EPID images can be effective in reducing motion-induced dosimetric errors.

• Journal of the Korean association of regional geographers
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• v.4 no.2
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• pp.201-217
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• 1998

This paper examined the strategy of experiential learning on Web-based cyberspace for constructive education of social studies. The results as follows : The first, constructivism has brought the paradigm shift in traditional principles of teaching and learning, constructivism is not a theory about teaching, it is a theory about knowledge and learning, learning is understood as a self-regulated process of resolving inner cognitive conflicts that often become apparent through experience, collaborative discourse, and reflection. It is proper for constructive education of social studies to carry out from cognitive constructivism to socio-cultural constructivism, from socio-cultural constructivism to cognitive constructivism and co-constructivism, considering the aim or objectives of social studies education. The second, Web-based Instruction(WBI) can provide learners for constructive environments which can be proper for teaching and learning. WBI was suggested as the best medium for constructive education of social studies in the information age. WBI must design teaching and learning so that may not be teacher-centered, if teacher-centered, it is not constructivism. The third, Web-based cyberspace is the proper mediated experience fields for experiential learning to effectively study regions or space because of overcoming distance fractions through the time-space convergence, it actualize the constructive education of social studies in the space age.

• The KIPS Transactions:PartA
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• v.8A no.4
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• pp.517-522
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• 2001

The appearance of web technology has accelerated a role of the development of the multimedia technology, the computer communication technology and the multimedia application contents. And serveral researches of WBI (Web-based Instruction) system have combined the technology of the digital library and LOD. Recently WBI (Web-based Instruction) model which is based on web has been proposed in the part of the new activity model of teaching-learning. And the demand of the customized coursewares which is required from the learners is increased, the needs of the efficient and automated education agents in the web-based instruction are recognized. But many education systems that had been studied recently did not service fluently the courses which learners had been wanting and could not provide the way for the learners to study the learning weakness which is observed in the continuous feedback of the course. In this paper we propose "Design of Multi-agent System for Course Scheduling of Learner-oriented using Weakness Analysis Algorithm". First proposed system monitors learner's behaviors constantly, evaluates them, and calculates his accomplishment. From this accomplishment the multi-agent schedules the suitable course for the learner. And the learner achieves a active and complete learning from the repeated and suitable course.le course.

• Proceedings of the Korea Multimedia Society Conference
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• 2000.04a
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• pp.219-222
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• 2000

일반적으로 WBI가 제공하는 시간과 장소를 초월하는 가상의 공간속에서 웹 환경에서 하이퍼미디어 기술을 도입하여 학습자가 학습에 대한 선택의 자유를 가지고 자기 나름대로 학습의 상황을 수시로 점검하고, 평가할 수 방법을 가지고 학습자가 학습에 대해 책임을 가지고 학습자 자신의 인지 구조를 최대한 반영하는 개별화 교수-학습 환경을 제공하고자한다. 개발된 Cyber Class는 LCPG 모델을 기반으로 하는 학습진행 및 학습평가 알고리즘을 제공하고 학습자 개개인의 특성에 맞는 재학습 메커니즘을 제공한다.

• Proceedings of the Korea Multimedia Society Conference
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• 2001.11a
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• pp.724-729
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• 2001

웹기반 수업(Web-Based Introduction: WBI)은 학습자의 지식이나 능력을 향상시키기 위하여 의도적인 상호작용을 웹을 통해 전달하는 활동으로서 자기주도적학습을 가능하게 하고 통시적 커뮤니케이션 통로를 제공하며 다양한 학습 지원 도구를 제공한다. 따라서 본 연구는 시간과 공간의 제약을 받지 않고 학습자가 원하는 시간에 원하는 시간만큼 학습할 수 있는 인격강의시스템을 현장에 도입하여 수업운영에 효과적으로 활용하고자 한다.

• 한국디지털정책학회:학술대회논문집
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• 2004.05a
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• pp.277-288
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• 2004

컴퓨터를 통한 원격교육의 등장은 학습자에게 다양한 능력을 요구하고 이러한 것들이 성공적인 학업을 이루는 중요한 열쇠가 된다. 이런 시대적 흐름에 따라 학습자에게 요구되는 능력 중 하나가 자기조절 학습 (Self - Regulated Learning)이다. 이에 본 연구는 자기조절학습 (Self - Regulated Learning)을 지원하는 웹기반 학습 (WBI) 시스템에 대하여 연구하였다. 자기조절학습은 매우 긍정적인 학습효과를 제공할 뿐 아니라, 세분화된 학습절차에 의한 학습 구조를 가지며 절차마다 구분된 공간이 필요하므로 웹에 적용하기에 적절하다. 따라서, 본 연구에서는 자기조절학습 모형을 웹에 접목시킨 학습시스템을 개발한다.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2003.10a
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• pp.982-985
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• 2003

본 연구에서는 현재 이루어지고 있는 웹기반 교육방법을 분석 연구하여 웹상에서 실습과목을 학습하는데 있어 효율적인 WBI 코스웨어를 설계하였다. 또한 멀티미디어 저작도구를 이용하여 학습 효과를 최대화할 수 있는 학습 방법을 제시하고 코스웨어를 제작할 때 적용함으로써 기능적인 측면에서 일방적으로 지식을 전달, 주입하는 단순한 학습에 치우치지 않고 수요자인 학습자가 스스로 학습을 주도하여, 능동적이고 창의적인 자기 주도적 학습 환경의 개발로 효과적이고 체계적인 개인 학습을 할 수 있도록 학습 환경을 조성해 준다.