• 국제물리치료학회지
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• 제10권1호
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• pp.1687-1694
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• 2019

Background: Although cranial electrotherapy stimulation (CES) is reported to have positive effects on mental functions such as depression and sleep improvement, detailed studies regarding awakening, attention and concentration among brain waves reflecting brain activity are lacking. Objective: To examine the effects of cranial electrotherapy stimulation (CES) on various electroencephalograms (EEGs) reflecting brain activities. Design: Randomized controlled clinical trial (single blind) Methods: This study selected 30 healthy adult women in their 20s who volunteered for this experiment. A total of 30 subjects were randomly assigned to three groups (Sham group, 0.5 Hz CES group, and 100 Hz CES group). EEGs were measured before and after the single CES, and the results were compared and analyzed. Results: The relative theta, alpha, and gamma waves indicated no significant differences in the interaction effects between time and group. The relative fast alpha wave only showed significant differences in the interaction effects between time and group in P4. The relative slow beta wave only indicated statistically significant differences in the interaction effects between time and group in T3 and T4. The relative mid and fast beta waves showed statistically significant differences in the interaction effects between time and group in all areas. Conclusions: These results suggest that a CES of 0.5 Hz awakens consciousness and has a positive influence on brain activity, while a CES of 100 Hz has a positive influence on thinking activity accompanying mental load during concentrating on one subject.

• International Journal of Computer Science & Network Security
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• 제22권4호
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• pp.47-52
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• 2022

The current study investigates how student-teacher interaction can be developed through task-based teaching in undergraduate students' Saudi teaching and learning context. An experiment was conducted for five weeks on 85 male undergraduate students at a Saudi public university based in Jeddah, Saudi Arabia. The study investigated different types of student-teacher interaction through task-based teaching (speaking activities). The results revealed that the experimental group (43 students) evinced much more enthusiasm, willingness, engagement and readiness in their inclass participation than their peers in the control group (42 students). The student-teacher interaction also helped students to be more responsive to general and specific topics in speaking activities. The study recommends that decision-makers in education make student-teacher interaction part of the student's monthly assessment. It also recommends that more efforts be made to foster the awareness of students, teachers, and parents awareness of the academic and non-academic importance of interaction. One final recommendation of the research is that student-teacher interaction should be more emphasized and integrated into the school curriculum and adopted as a critical teaching strategy.

• Structural Engineering and Mechanics
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• 제20권5호
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• pp.575-587
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• 2005

Using the nonlinear load transfer function for pile side soil and the linear load transfer function for pile end soil, a combined approach of the incremental load transfer matrix method and the approximate differential equation solution method is presented for the nonlinear analysis of interaction between flexible pile group and soil. The proposed method provides an effective approach for the solution of the nonlinear interaction between flexible pile group under rigid platform and surrounding soil. To verify the accuracy of the proposed method, a static load test for a nine-pile group under a rigid platform is carried out. The finite element analysis is also conducted for comparison purposes. It is found that the results from the proposed method match very well with those from the experimental test and are better in comparison with the finite element method.

• 지역사회간호학회지
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• 제29권3호
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• pp.300-309
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• 2018

Purpose: This study aims to investigate the effects of intervention using the therapeutic robot, PARO, on the cognition, emotion, problem behavior, and social interaction of elderly people with dementia. Methods: A nonequivalent control group pretest-posttest design was used. A total of 33 elderly people with dementia living in a nursing home facility participated in the study, with 17 in the experimental group and 16 in the control group. The intervention program with PARO was administered twice a week for 6 weeks, for a total of 12 sessions. Data were collected before and after intervention, using a questionnaire, direct observation, and video recording. Results: There were statistically significant differences in positive emotions and problem behaviors between the groups. The experimental group demonstrated a significant improvement in social interaction. Conclusion: PARO intervention can be utilized as an effective nursing intervention to increase positive emotions and social interaction, as well as decrease problem behaviors, in elderly people with dementia living in nursing home facilities.

• 대한감각통합치료학회지
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• 제10권1호
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• pp.21-31
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• 2012

목적 : 본 연구는 형제그룹 감각통합치료가 전반적 발달장애 아동의 사회적 상호작용에 미치는 효과에 대해서 알아보고자 한다. 연구방법 : 전반적 발달장애 진단을 받은 만 7~8세 아동 2명을 대상으로 2011년 7월부터 9월까지 총 8주간 형제그룹 감각통합치료를 실시하였다. 개별실험연구방법(single subject research design) 중 A-B-A' 설계를 사용하였으며, 기초선 A 3회기, 중재기 B 16회기, 기초선 A' 3회기로 총 22회기를 적용하였다. 사회적 상호작용의 질은 기초선 A와 A'기간에 ESI(Evaluation Social Interaction)를 통하여 측정하였다. 사회적 상호작용의 빈도는 기초선 기간에는 중재가 없는 상태에서 측정하였으며, 중재기간에는 매 중재 후 10분간의 자유놀이를 비디오로 촬영하여 등간기록법(interval recording)을 통해 측정하였다. 결과 : 대상 아동 모두에게서 중재 후 사회적 상호작용의 질은 통계적으로 유의한 향상을 보였다. 또한 매 회기 중재 후 실시한 자유놀이에서 대상 아동 모두 기초선 A의 평균과 2표준편차 밴드 이상인 값들이 두 개 이상 연속으로 나타나 사회적 상호작용의 빈도에서도 통계적으로 유의한 변화가 나타났다. 결론 : 형제그룹 감각통합치료가 전반적 발달장애 아동의 사회적 상호작용에 긍정적인 효과가 있음을 확인하였다. 따라서 임상에서 전반적 발달장애 아동에게 사회적 상호작용 향상을 위한 치료방법으로써 형제그룹 감각통합치료를 효과적으로 적용할 수 있을 것이다.

• Child Health Nursing Research
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• 제7권1호
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• pp.21-34
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• 2001

The impact of childhood experience has lifelong significance on subsequent health and development. Especially, the experience of infant is mostly affected by the quality of parental care and rearing environment. But the new mothers usually do not know what to do because of the lack of experience in these days. Therefore, an educational program regarding maternal role would be necessary. This study was conducted to evaluate the effectiveness of the maternal role education program for mother-infant interaction, child-rearing environment, and infant development. Non-equivalent control group time-series design was used, and Barnard's mother-infant interaction model was used as a conceptual framework of this study. The subjects were the healthy infants weighing over 2,500gm at birth, whose gestational age was more than 37 weeks, and their mothers. The final sample consisted of 19 mother-infant dyads for intervention group and 18 dyads for control group. Data were collected from March 15th to September 3rd in 1999. For the intervention group, programmed education which focused on mother-infant interaction, breast feeding, and infant care was provided before discharge. Telephone counselling was provided within one week after discharge. Home visiting for maternal role education was provided twice, one month and three months postpartum. For the control group, home visiting was also conducted but only for data collection. The data were analyzed using chi-square test and t-test to test the equivalence of two groups, and the effectiveness of intervention program was determined with repeated measure ANCOVA and t-test. The results were as follows: 1. Significant differences were found in mother-infant interaction between two groups(p=.000). It indicates that intervention program was effective in improving mother- infant interaction. In subscale analysis, four out of six subscale showed significant differences between the groups: sensitivity to cues (p=.000), social-emotional growth fostering (p=.000), cognitive growth fostering(p=.000) in mothers, and responsiveness to caregiver (p=.019) in infants. 2. The difference in the mean score of childrearing environment (HOME) between the intervention group and control group was significant(p=.003). When each subscale of HOME was examined individually, intervention group showed significantly higher scores in the diversity of stimulation(p=.000), and mother's involvement(p=.001). 3. Three-month-Infants of the intervention group showed higher GQ in the Griffiths mental development scale(p=.026). In subscale analysis, significant differences were found in the personal-social(p=.005), and the hearing and speech(p=.003). In conclusion, the maternal role education program proved to be effective in promoting the mother-infant interaction, organizing the childrearing environment, and fostering the infant development. These results are very meaningful that we found maternal role education necessary for normal infants' mothers, and that nurses can make a great contribution in promoting health of infants and mothers.

• 한국초등과학교육학회지:초등과학교육
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• 제32권4호
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• pp.415-422
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• 2013

The purpose of this study was to investigate the effects of scientific program for gifted elementary students using metacognition on learning-flow and lingual interaction. For the purpose, the two classes for elementary science of P Institute for Gifted Education located in Pusan were assigned to experimental and control groups, respectively. The experimental and controls groups received eight sessions applying a program for scientifically gifted students using metacognition and same program without using it, respectively. The learning-flow test and the lingual interaction observed among students and between teacher and students pre and post program were compared and analyzed. The results shows that there was no significant difference between pretest and posttest in experimental group, indicating that learning-flow is not a construct obtained by short-term using of metacognition. For the lingual interactions, however, the amounts of conversation and the ratio of high level conversation in experimental group were 1.6 and 1.5 times higher than those in control group. This suggests that the lingual interaction may be varied among classes even with same experiments, by instruction method. The lingual interaction is not active in control group where the experimental results may be obtained easily only with sincere attitude while, in experimental group, questions using metacognition and providing intellectual stimulation is continuously presented, leading to high level of lingual interaction, therefore it is considered that the development of scientific program for gifted elementary students using these advantages is needed.

• 대한토목학회논문집
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• 제14권2호
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• pp.343-354
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• 1994

본 연구에서는 군말뚝에서 말뚝의 상대적인 위치에 따라 다른 downdrag 하중분포를 발생시키는 그룹효과를 이론적인 해석과 수치해석을 통하여 연구 검토하였다. 3차원 비선형 유한요소 해석으로 말뚝 간격과 개수에 따른 군말뚝에서의 상호작용계수를 산정하였다. 연구결과 그룹안의 개개 말뚝들은 단독말뚝에 비해서 말뚝 간격에 따라 현저한 상호작용계수의 변화를 보였다. 또한 본 논문에서 제안된 방법에 의한 그룹안에서 말뚝들의 위치에 따른 downdrag 하중산정을 계산예를 통하여 그 외 여러 해석적인 방법들과 비교 검토하였다.

• 영어어문교육
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• 제15권3호
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• pp.171-198
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• 2009

The current study explored a pedagogical possibility of utilizing magic as a source of communicative tasks for young learners in developing their English speaking proficiency. Fifteen primary school students participated in the study, which consisted of a 17-week period of task-based English instruction and data collection. The participants were instructed to accomplish various types of magic task through collaborative group interaction. The data collected for the study pertained to the students' linguistic outputs, interactions in group and attitudes to English learning. They were analyzed for how magic tasks affect the students' English proficiency developments and group interactions. The study results suggested the significant improvement in the students' English speaking proficiencies. They revealed that magic tasks contributed to a) enhancing the motivation to speak in English, b) stimulating the creative and problem-solving processes, and c) providing the sufficient opportunity to repeat and internalize the target expressions. The study results also indicated that the students' satisfaction with their group members and tasks seemed to have positive influences on their interactions in group and English proficiency development. Further discussion and pedagogical implications are provided as well as the study limitations.

• 한국과학교육학회지
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• 제20권3호
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• pp.353-363
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• 2000

본 연구에서는 4개 소집단의 학생간 토론 양상을 조사하였다. 소집단 토론 과정에서 나타나는 언어적 상호작용을 녹음 및 녹화한 후, 기록 원고를 작성하고, 분석하였다. 개별 진술, 상호작용 단위, 에피소드 수준의 분류들을 개발하였다. 개별 진술 분석에서 학생들의 이전 성취도와 지식 구성 과정 기여도 사이에는 뚜렷한 관계가 없었다. 상호작용 단위 분석에서는 부분 참여형 상호작용과 대칭적 상호작용이 상대적으로 많이 발견되어 학생간의 상호작용이 부분적이고 피상적인 것으로 나타났다. 또한, 에피소드 분석에서는 제시된 의견의 수용이나 부분적인 정교화 유형이 가장 흔히 나타났고, 변증법적인 대화는 드물었다.