• The Journal of Korean Physical Therapy
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• v.18 no.4
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• pp.41-50
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• 2006

Purpose: The purpose of this study was to determined that the efficacy and comfort of iontophoretic transdermal delivery of lidocaine by comparison of local anesthetic duration, sensory threshold, pain threshold and pain tolerance levels according to four different cleansing regimes. Methods: Forty healthy volunteers were randomly assigned to four groups; oil cleansing group, lotion cleansing group, solution cleansing group and alcohol cleansing group. All subjects were received lidocaine iontophoresis on the forearm using direct current with 4 mA for 10 minutes. All subjects were measured the duration of local anesthesia after lidocaine iontophoresis, also evaluated the sensory threshold, pain threshold and pain tolerance level during iontophoresis. For comparisons of the efficacy and the sensory characteristics of iontophoresis within the groups, an one-way ANOVA was used. Results: The duration of local anesthesia were found significant difference between groups (p<0.001). The anesthetic duration in solution and alcohol cleansing groups were significantly longer than oil and lotion cleansing group by post hoc (p<0.05). Statistically significant difference were noted in respect to all sensory characteristics such as sensory threshold, pain threshold and pain tolerance between groups (p<0.001). The sensory threshold in solution and alcohol cleansing group were significantly lower than oil and lotion cleansing group by post hoc using Duncan multiple range test (p<0.05). The pain threshold and pain tolerance in solution and alcohol cleansing group were significantly higher than oil and lotion cleansing group by post hoc (p<0.05). Conclusion: These results demonstrated that cleansing regimes have affected the efficacy and discomfort of iontophoretic transdermal delivery of lidocaine. These findings indicate that cleansing agents without oil ingredient contributed to more comfort, and more successful achievement of the iontophoretic transdermal delivery.

• The Journal of the Korea Contents Association
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• v.11 no.12
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• pp.986-997
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• 2011

The purpose of this study is to verify the cognitive theory of Multimedia learning in a Smart Pad environment. Specifically, the viability of the multimedia principle and individual difference principle was tested for this study. To accomplish this, participants were divided into two groups based on their prior knowledge level (high/low), and members of each group were given one of two Smart Pad based programs, one text-based and the other text and image based. Results indicate that the use of images and the interaction between image use and prior knowledge did not have a significant effect on cognitive load levels. However, there were significant effects on learning achievement. This study implies that when developing Smart Pad based learning content, the small screen size compared to PC monitors, types and functions of images, and learning objectives should be considered.

• Journal of the Korean Society of Systems Engineering
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• v.11 no.2
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• pp.1-11
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• 2015

During the industrial plant system life cycle, required technologies are developed and assessed to analyze their performance, risks and costs. The assessment is called technology readiness assessment (TRA) and the measure of readiness is called technology readiness level (TRL). The TRL consists of 9 levels and through the TRL assessment, the technology to be developed and its components are assigned to their appropriate TRL. TRL assessment should be performed in each life cycle stages to monitor the technology readiness and analyze the potential risks and costs. However, even though the concept of TRL has been largely adopted by numerous organizations and industry, direct and clear assignment of target TRL for each life cycle stage has been overlooked. Direct mapping/assignment of target TRL for each life cycle has benefits as follow: (1) the technical risks condition of each life cycle stage can be better understood, (2) cost incurred if the technology development is failed can be analyzed in each life cycle stage, and (3) more effective decision making because the technology readiness achievement for each life cycle stages is agreed beforehand. In this paper, we propose a steel-making plant system life cycle and TRL assignment to each of the system life cycle stage. By directly assigning target TRL for each life cycle stages, we look forward to a more coordinated (in terms of exit criteria) and highly effective (in terms of technical risks identification and eventually prevent project failure) technology development and assessment processes.

• Journal of The Korean Association of Information Education
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• v.21 no.5
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• pp.487-495
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• 2017

The flipped learning is an inverted teaching model where students learn the basic concepts using short videos at home and then come to class to enable effective practice and interactions among teachers and students. However, due to the students' lack of self-regulated competence, most students have difficulties of comprehending the instructional materials out of class by themselves. In this paper, we develop an interactive app for active flipped learning in the mathematics courses in the elementary schools. We examine the effectiveness of the active flipped learning on learners groups with different achievement levels in learning 4th grade mathematics concepts in the elementary schools. The pretest and posttest survey results show that the proposed flipped learning approach has better performance compared to the traditional flipped learning approach.

• Journal of the Korean Chemical Society
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• v.61 no.3
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• pp.104-111
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• 2017

In this study, we analyzed verbal interactions in small group science learning using smart devices by the level of prior achievement. Four heterogeneous groups at a coed high school in Seoul participated. Verbal interactions during small group science learning were audio- and video-taped, transcribed, and analyzed. Verbal interactions were analyzed at the levels of a turn and an interaction unit. The results revealed that the frequencies of verbal interactions were high in task category, especially at information explanation, information question, and reflection on standards subcategories. Furthermore, the frequencies of high-level students at direction explanation, reflection on standards and progress subcategories were higher than those of low-level students, and the frequencies of low-level students at direction question and information explanation subcategories were higher than their counterpart. In the analyses of the interaction units, the frequencies in symmetric elaborated interaction were high, especially at cumulative and evaluative subcategories.

• Journal of Korean Elementary Science Education
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• v.32 no.4
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• pp.545-556
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• 2013

The purpose of this research was to enhance the understanding of scientific thinking of $5^{th}$ graders of elementary school through conducting investigative analyses on the students' associations with regard to illustrations on science textbooks and to provide basic data that are needed for the teachers teaching science in classrooms to reorganize textbook illustrations suitable to the realities of science contents and realms. In order to achieve the research purposes, subject $5^{th}$ grade students were asked to write down what they associated with the illustrations on the matter part of the $5^{th}$ science textbooks of elementary school: among 14 illustrations, a half of them were after lessons and other half from before lessons. The types of students' learning goal statements according to Bloom's taxonomy of educational objectives were compared with the learning objectives provided in teachers' guide. The differences between before and after lessons in associated words which students used responding to given illustrations were investigated. Students' responses were analyzed in terms of how their associations were consistent with what their preference of learning objectives would be as well. Students variables including their achievement levels and gender were used as group variables in order to locate their effects on differences in their associations before and after the lessons. It was found that students manipulated the given illustrations more variously with more explanations before the lessons than after. After the lessons students tended to describe the illustrations more homogeneously and made theirs stick on the given direction by the textbooks. The implications for how school teaching affected to students' perception was made.

• Preventive Nutrition and Food Science
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• v.14 no.3
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• pp.208-213
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• 2009

The achievement of maximal peak bone mineral density (BMD) in early life is one of the most important strategies for the prevention of osteoporosis, which is affected by nutritional status. However, it has been reported that young Korean women do not consume the optimal levels of nutrients because of the frequent practice of body weight reduction. Therefore, this study was conducted to investigate the relationship between nutrient intakes and BMD in young Korean women. Bone mineral density was measured at the lumbar spine by dual-energy X-ray absorptiometry. Information on health status, lifestyle and physical activity was obtained by questionnaire. Dietary intake was ascertained from a 3-day dietary record. The study sample included 112 Korean women aged 20$\sim$39 yr. In accordance with the energy intake of subjects, individuals who had an energy intake that was greater than 80% of the Korean Dietary Reference Intake (KDRI) were assigned to the control group (Control), while those who had an energy intake lower than 80% of the KDRI were assigned to the low intake group (LI). The intake of all nutrients in the LI group was significantly lower than that of the Control. Control subjects also showed nutrient intakes higher than the KDRI, except for Ca and folate. However, LI subjects showed intakes of energy, fiber, Ca, Fe, K, Zn, vitamin A, vitamin B1, vitamin B2 and folate that were lower than the KDRI. The BMD of the lumbar spine in LI subjects was significantly lower than that of the Control subjects. These results suggested that lower nutrient intake has a negative impact on BMD in young women.

• The Journal of Korean Association of Computer Education
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• v.15 no.3
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• pp.71-80
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• 2012

The purpose of this study is to find out the changing trajectory of online game use as the development of early adolescences. It is also to explore whether the self-control has a current and a lag effect on the game use while development of students. We found these results: (a) There is a statically significant individual variability in initial levels and rates of change in online game use over time. The change of trajectory is declined. (b) Boys also have higher rate of the change in using game than girls over time. (c) Both initial state and changing rate of online game use affects negatively the academic achievement. (d) Current effect always supports, but lag effect does not support except the period from last elementary school grade to middle school grade as explanations for the developmental relation between self-control and online game use in young adolescents.

• Korean Journal of Child Studies
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• v.33 no.6
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• pp.187-205
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• 2012

In this study, 150 previous studies of young children's challenging behavior, conducted over the past 10 years, from 2003 to 2012, were selected. These studies were in relation to young children both with and without disabilities, and they were thus used for the purposes of comparative analysis. The major findings are as follows. First, research on challenging behavior not only of young children with disabilities but also of those without disabilities has been an increasing trend from 2008. While most studies of those without disabilities were based on observations by parents or teachers using a variety of tools, studies regarding those with disabilities mainly used single-subject research methods using an operational definition. Second, the bulk of the studies of young children without disabilities were focused on interaction between various children's internal variables and a variety of parent-related variables related to the occurrence of challenging behavior. In comparison, studies of young children with disabilities were focused excessively on direct intervention after the occurrence of problems. Regarding those without disabilities, the interaction between children's temperament, internal variables, and their mothers' parenting behavior, external variables were the main areas of interest for these researchers. There is clearly a growing need for more active research aimed at the prevention of challenging behavior. Challenging behavior in early childhood has an influence not only on each child's present and future academic achievement levels and their quality of life but also on the quality of instruction in classroom available to all children.

• Journal of the Korea Convergence Society
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• v.10 no.12
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• pp.205-213
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• 2019

Since 2011, when the Korean government initiated STEAM education in schools, many STEAM programs have been developed and many researches on STEAM education have been published in Korea. This meta-analysis examined the effectiveness of STEAM education by calculating effect sizes using statistics from 177 studies that reported their efforts in examining the effectiveness of STEAM programs. The findings of this study are the followings: 1)the total mean effect size of STEAM education is above medium level(effect size=.69). 2)Mean effect sizes of all four effect factors are above medium level, .58-.74. Mean effect sizes are .65 for STEAM interests, .74 for STEAM capacity, .63 for STEAM academic achievement, and .58 for STEAM careers. 3)The mean effect size of STEAM education in middle schools is significantly higher than in other school levels. This result suggests that STEAM education is more effective in middle schools.