• Journal of Forest and Environmental Science
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• v.24 no.3
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• pp.175-179
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• 2008

Forestry education in vocational high schools is one of the fundamental keys for achieving sustainable forest management. However, support systems for forestry education have not been well developed in Japan. Forest research institutes, which have accumulated relevant information, should have sufficient ability to develop new educational programs in this field. This study examined the possibility of support systems for forestry technical education by a research institute. Educational programs for vocational high schools were developed, and the programs were examined for their practical applications through a workshop for these teachers. We set the following five requirements for the programs: They should 1) incorporate new contents related to sustainable forest management, 2) be based on forestry education textbooks, 3) meet recent demands of the schools and society, 4) allow participants to learn through actual practice and experience, and 5) utilize readily available teaching materials. With these criteria, we developed the following two educational programs: (a) Forest management program to teach advanced techniques, (b) A timber-program to teach about biomass resources. The workshop was held on July $28^{th}$, 2007 with ten teachers attending. The programs were very interesting, who gave them high average evaluation of 4.6 on a scale of 1 to 5. Only a few issues need to be resolved before classroom instruction can begin, such as making wood structure easier to understanding for some teachers, and obtaining base maps of school forests. In conclusion, forest research institutes can effectively support forestry education by providing and implementing programs based on scientific information.

• Journal of Information Processing Systems
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• v.14 no.3
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• pp.751-770
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• 2018

Web applications are indispensable in the software industry and continuously evolve either meeting a newer criteria and/or including new functionalities. However, despite assuring quality via testing, what hinders a straightforward development is the presence of defects. Several factors contribute to defects and are often minimized at high expense in terms of man-hours. Thus, detection of fault proneness in early phases of software development is important. Therefore, a fault prediction model for identifying fault-prone classes in a web application is highly desired. In this work, we compare 14 machine learning techniques to analyse the relationship between object oriented metrics and fault prediction in web applications. The study is carried out using various releases of Apache Click and Apache Rave datasets. En-route to the predictive analysis, the input basis set for each release is first optimized using filter based correlation feature selection (CFS) method. It is found that the LCOM3, WMC, NPM and DAM metrics are the most significant predictors. The statistical analysis of these metrics also finds good conformity with the CFS evaluation and affirms the role of these metrics in the defect prediction of web applications. The overall predictive ability of different fault prediction models is first ranked using Friedman technique and then statistically compared using Nemenyi post-hoc analysis. The results not only upholds the predictive capability of machine learning models for faulty classes using web applications, but also finds that ensemble algorithms are most appropriate for defect prediction in Apache datasets. Further, we also derive a consensus between the metrics selected by the CFS technique and the statistical analysis of the datasets.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.18 no.1
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• pp.10-15
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• 2007

Probably the three most important components to a comprehensive evaluation of patients with attention-deficit hyperactivity disorder (ADHD) are the clinical interview, the medical examination, and the completion and scoring or behavior rating scales. Teachers and other school personnel are often the first to recognize that a child or adolescent might have ADHD, and often play an important role in the help-seeking/referral process. A diagnostic evaluation for ADHD should include questions about ADHD symptoms, other problems including alcohol and drug use, family history of ADHD, prior evaluation and treatment for ADHD. Screening interview or rating scales as well as interviews should be used. When it is feasible, clinicians may wish to supplement these components of the evaluation with objective assessments of the ADHD symptoms, such as psychological tests. These tests are not essential to reaching a diagnosis, however, or to treatment planning, but they may yield further information about the presence and severity of cognitive impairments that could be associated with some cases of ADHD. Screening for intellectual ability and academic achievement skills is also important in determining the presence of comorbid developmental delay or loaming disabilities. The number and type of symptoms required for a diagnosis of ADHD vary depending on the specific subtype. To receive a diagnosis of ADHD, the person must be experiencing significant distress or impairment in daily functioning, and must not meet criteria for other mental disorders which might better account for the observed symptoms such as mental retardation, autism or other pervasive developmental disorders, mood disorders, anxiety disorders. This report aims to suggest a practice guideline of assessment and diagnosis for children and adolescents with ADHD in Korea.

• Journal of Convergence for Information Technology
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• v.10 no.12
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• pp.146-155
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• 2020

This study was to evaluate the usefulness of gamma glutamyl transferase (GGT) as a surrogate marker predicting metabolic syndrome. 7,155 non obese men over the age of 20 were studied as subjects. The criteria for diagnosing MetS were the National Cholesterol Education Program - Third Adult Treatment Panel (NCEP-ATP III). The risk of developing MetS according to GGT was conducted logistic regression analysis, and the ROC (receiver operating characteristic) curve was obtained to confirm GGT ability to predict the risk of MetS. Regardless of age and body mass index, MetS had a 7.09 times higher risk of onset in the fourth quartile than in the first quartile of GGT (p<0.001). The AUC (area under the curve) of GGT for the diagnosis of MetS was 0.715, and the cutoff value of GGT was 40.0 U/L, the sensitivity was 65.0%, and the specificity was 70.2%. Therefore, GGT is considered to be a useful diagnostic index for diagnosing MetS.

• KIPS Transactions on Software and Data Engineering
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• v.4 no.1
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• pp.9-18
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• 2015

Software Reliability Growth Models (SRGMs) are useful for determining the software release date or additional testing efforts by using software failure data. It is not appropriate for a SRGM to apply to all software. And besides a large number of SRGMs have already been proposed to estimate software reliability measures. Therefore selection of an optimal SRGM for use in a particular case has been an important issue. The existing methods for selecting a SRGM use the entire collected failure data. However, initial failure data may not affect the future failure occurrence and, in some cases, it results in the distorted result when evaluating the future failure. In this paper, we suggest a method for selecting a SRGM based on the evaluation goodness-of-fit using partial data. Our approach uses partial data except for inordinately unstable failure data in the entire failure data. We will find a portion of data used to select a SRGM through the comparison between the entire failure data and the partial failure data excluded the initial failure data with respect to the predictive ability of future failures. To justify our approach this paper shows that the predictive ability of future failures using partial data is more accurate than using the entire failure data with the real collected failure data.

• Journal of the Korean Society of Safety
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• v.25 no.6
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• pp.34-39
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• 2010

The purpose of this study is to suggest objective evaluation model as a plan to utilize as opportunity in establishing judgment standard of mutual inspection criteria and to upgrade inspection ability by reviewing and analyzing level of danger and importance in advance based on inspection results of inspection institutions regarding tower cranes used in construction fields. Tower crane is a mechanical device transporting construction supplies and heavy materials to places over 20~150M high from the ground for the period ranging from a short time of 2~3 months to two years after being installed in construction sites in vicinity of buildings or structures and is an important facility indispensable for construction sites. However, since use period after installation is short and professional technical ability of technicians working on-site about of tower crane is poor, systematic and quantitative safety management is not carried out As a part of researches on procedure of RBI(Risk Based Inspection) possible to apply to Knowledge Based System based on knowledge and experiences of experts as well as to tower cranes for solving these problems, quantitative RPN(Risk Priority Number) was applied to RPN utilizing technique of FMEA(Failure Mode and Effect Analyses). When general RBI 80/20 Rule was applied parts with high level of risks were found out as wire rope, hoist up/down safety device, reduction gear, and etc. However, since there are still many insufficient parts as risk analyses of tower crane were not established, it is necessary for experts with sufficient experiences and knowledge to supplement active RBI techniques and continuous researches on tower cranes by sharing and setting up data base of important information with this study as a starting point.

• Asian Pacific Journal of Cancer Prevention
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• v.16 no.6
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• pp.2527-2530
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• 2015

Background: The cancer of the prostate risk assessment (CAPRA) score has been defined to predict prostate cancer recurrence based on the pre-clinical data, then pathological data have also been incorporated. Thus, CAPRA post-surgical (CAPRA-S) score has been developed based on six criteria (prostate specific antigen (PSA) at diagnosis, pathological Gleason score, and information on surgical margin, seminal vesicle invasion, extracapsular extension and lymph node involvement) for the prediction of post-surgical recurrences. In the present study, biochemical recurrence (BCR)-free probabilities after open retropubic radical prostatectomy (RP) were evaluated by the CAPRA-S scoring system and its three-risk level model. Materials and Methods: CAPRA-S scores (0-12) of our 240 radical prostatectomies performed between January 2000-May 2011 were calculated. Patients were distributed into CAPRA-S score groups and also into three-risk groups as low, intermediate and high. BCR-free probabilities were assessed and compared using Kaplan-Meier analysis and Cox proportional hazards regression. Ability of CAPRA-S in BCR detection was evaluated by concordance index (c-index). Results: BCR was present in 41 of total 240 patients (17.1%) and the mean follow-up time was $51.7{\pm}33.0$ months. Mean BCR-free survival time was 98.3 months (95% CI: 92.3-104.2). Of the patients in low, intermediate and high risk groups, 5.4%, 22.0% and 58.8% had BCR, respectively and the difference among the three groups was significant (P = 0.0001). C-indices of CAPRA-S score and three-risk groups for detecting BCR-free probabilities in 5-yr were 0.87 and 0.81, respectively. Conclusions: Both CAPRA-S score and its three-risk level model well predicted BCR after RP with high c-index levels in our center. Therefore, it is a clinically reliable post-operative risk stratifier and disease recurrence predictor for prostate cancer.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.14 no.1
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• pp.81-94
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• 2003

Objectives：Developmental reading disorder is a condition which manifests significant developmenttal delay in reading ability or persistent errors. About 3-7% of school-age children have this condition. The purpose of the present study was to validate the diagnostic values of Word/Nonword Reading Test and Letter-Symbol Discrimination Task for the purpose of overcoming the caveats of Basic Learning Skills Test. Methods：Sixty-three reading-disordered patients(mean age 10.48 years old) and sex, age-matched 77 normal children(mean age 10.33 years old) were selected by clinical evaluation and DSM-IV criteria. Reading I and II of Basic Learning Skills Test, Word/Nonword Reading Test, and Letter-Symbol Discrimination Task were carried out to them. Word/Nonword Reading Test：One hundred usual highfrequency words and one hundred meaningless nonwords were presented to the subjects within 1.2 and 2.4 seconds, respectively. Through these results, automatized phonological processing ability and conscious letter-sound matching ability were estimated. Letter-Symbol Discrimination Task：mirror image letters which reading-disordered patients are apt to confuse were used. Reliability, concurrent validity, construct validity, and discriminant validity tests were conducted. Results：Word/Nonword Reading Test：the reliability(alpha) was 0.96, and concurrent validity with Basic Learning Skills test was 0.94. The patients with developmental reading disorders differed significantly from normal children in Word/Nonword Reading Test performances. Through discriminant analysis, 83.0% of original cases were correctly classified by this test. Letter-Symbol Discrimination Task：the reliability(alpha) was 0.86, and concurrent validity with Basic Learning Skills test was 0.86. There were significant differences in scores between the patients and normal children. Factor analysis revealed that this test were composed of saccadic mirror image processing, global accuracy, mirror image processing deficit, static image processing, global vigilance deficit, and inattention-impulsivity factors. By discriminant analysis, 87.3% of the patients and normal children were correctly classified. Conclusion：The patients with developmental reading disorders had deficits in automatized visuallexical route, morpheme-phoneme conversion mechanism, and visual information processing. These deficits were reliably and validly evaluated by Word/Nonword Reading Test and Letter-Symbol Discrimination Task.

• Journal of Gifted/Talented Education
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• v.13 no.4
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• pp.65-94
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• 2003

The purpose of this study is to acquire the information on the current situation of students' selection process in order to renovate the system of picking up the students. As a first step of the study, we examined the validity of the factors of the single-out system such as qualification and the process for the application and the standards and proceeding of the selection. Then we analysed the result of the entrance examination of Hansung Science Highschool in 2002. The analysis was on the correlation between the result of entrance examination and the achievement in the school and the decision of the course after graduation. To know on the achievement of the students, we investigated the records of regular tests and asked the teachers' opinion in math and science classes. As a result, we gained the following points: First, the present single-out system has a danger of excluding students who are much talented in science and math field because it is based on students' achievements in middle schools; Second, the new selection system should consider the character and attitude of the applicants in addition to their knowledge; Third, the continuous observation of the teacher in middle school should be an important factor of the picking up system; Fourth, more questions requiring divergent thinking ability and inquiry skill should be developed as selective examination question. Also examination questions should cover the various contents from mathematics to science, and do not affect pre-learning; Finally, the system of present letting all students stand in one line should be changed into that of letting students in various lines. We can consider using multi-step selection system.

• Journal of Korean Home Economics Education Association
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• v.24 no.2
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• pp.117-134
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• 2012

The purpose of this study was to identify the stage of concern, the level of use, and the innovation configuration of Home Economics teachers regarding creativity and personality education in Home Economics(HE) classes. The survey questionnaires were sent through mails and e-mails to middle-school HE teachers in the whole country selected by systematic sampling and convenience sampling. Questionnaires of the stages of concern and the levels of use developed by Hall(1987) were used in this study. 187 data were used for the final analysis by using SPSS/window(12.0) program. The results of the study were as following: First, for the stage of concerns of HE teachers on creativity and personality education, the information stage of concerns(85.51) was the one with the highest response rate and the next high in the following order: the management stage of concerns(81.88), the awareness stage of concerns(82.15), the refocusing stage of concerns(68.80), the collaboration stage of concerns(61.97), and the consequence stage of concerns(59.76). Second, the levels of use of HE teachers on creativity and personality education was highest with the mechanical levels(level 3; 21.4%) and the next high in the following order: the orientation levels of use(level 1; 20.9%), the refinement levels(level 5; 17.1%), the non-use levels(level 0; 15.0%), the preparation levels(level 2; 10.2%), the integration levels(level 6; 5.9%), the renewal levels(level 7; 4.8%), the routine levels(level 4; 4.8%). Third, for the innovation configuration of HE teachers on creativity and personality education, more than half of the HE teachers(56.1%) mainly focused on personality education in their HE classes; 31.0% of the HE teachers performed both creativity and personality education; a small number of teachers(6.4%) focused on creativity education; the same number of teachers(6.4%) responded that they do not focus on neither of the two. Examining the level and type of performance HE teachers applied, the average score on the performance of creativity and personality education was 3.76 out of 5.00 and the mean of creativity component was 3.59 and of personality component was 3.94, higher than standard. For the creativity education, openness/sensitivity(3.97) education was performed most and the next most in the following order: problem-solving skill(3.79), curiosity/interest(3.73), critical thinking(3.63), problem-finding skill(3.61), originality(3.57), analogy(3.47), fluency/adaptability(3.46), precision(3.46), imagination(3.37), and focus/sympathy(3.37). For the personality education, the following components were performed in order from most to least: power of execution(4.07), cooperation/consideration/just(4.06), self-management skill(4.04), civic consciousness(4.04), career development ability(4.03), environment adaptability(3.95), responsibility/ownership(3.94), decision making(3.89), trust/honesty/promise(3.88), autonomy(3.86), and global competency(3.55). Regarding what makes performing creativity and personality education difficult, most HE teachers(64.71%) chose the lack of instructional materials and 40.11% of participants chose the lack of seminar and workshop opportunity. 38.5% chose the difficulty of developing an evaluation criteria or an evaluation tool while 25.67% responded that they do not know any means of performing creativity and personality education. Regarding the better way to support for creativity and personality education, the HE teachers chose in order from most to least: 'expansion of hands-on activities for students related to education on creativity and personality'(4.34), 'development of HE classroom culture putting emphasis on creativity and personality'(4.29), 'a proper curriculum on creativity and personality education that goes along with students' developmental stages'(4.27), 'securing enough human resource and number of professors who will conduct creativity and personality education'(4.21), 'establishment of the concept and value of the education on creativity and personality'(4.09), and 'educational promotion on creativity and personality education supported by local communities and companies'(3.94).