• 한국사회복지학
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• 제59권2호
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• pp.115-142
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• 2007

현직 사회복지사를 대상으로 하는 훈련 프로그램은 현장의 실천내용을 담고 있어야 한다. 이를 실현하기 위해서는 먼저 사회복지사가 실제로 어떤 과업을 수행하고 동시에 과업을 수행하기 위해 어떤 역량(KSA)이 필요한지를 파악하여 이를 훈련에 반영해야 하는 것이다. 본 연구에서는 사회복지사의 실천과업과 역량을 파악하기 위해 사회복지관에 근무하는 전국의 사회복지사 중 340명을 표본추출하여 실천현장에서 활용되는 111개의 실천과업과 업무에 필요한 89개의 지식 기술 능력(KSA)을 가지고 직무분석을 실시하였다. 분석결과, 사회복지사의 실천영역은 '직접서비스', '지역사회서비스', '조직전략 및 인적자원관리', '간접서비스' 영역으로 분류되고, 각 영역별로 중요한 실천과업들이 선정되었다. 동시에 실천현장에서 요구되는 지식, 기술, 능력이 중요도, 필요도, 보유수준 등에 따라 우선순위로 제시되었다. 이상의 결과를 통해 본 연구에서는 사회복지사 훈련 프로그램 내용개발을 위한 제안들을 제시하였다.

• 보건교육건강증진학회지
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• 제25권2호
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• pp.31-46
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• 2008

The purpose of this research is to increase adults' quality of life by improving oral health. Total 572 people participated in this study in Young-Nam area. Survey research method was used to measure various tools of participants' general index, subjective view of oral health status, oral health knowledge, oral health practice, dietary pattern, OHIP-14, THI, QOL for analyzing the effect on quality of life. The result of the study is summarized as follows; 1. Oral health knowledge has positive effects on oral health practice (0.442), dietary pattern(0.343). Diet has positive effects on OHIP-14(0.187) and OHIP-14 has significant positive effects on THI(0.564). THI also has positive effects on QOL(0.380). But oral health practice index has slight effects on OHIP-14(0.056). 2. Indirect effect indexes on QOL are OHIP-14(0.214), diet(0.040), oral health knowledge(0.019), oral health practice(0.012) listed in order of effect size, and the biggest direct effect on QOL is from THI(0.308). The result of this study shows oral health and total health are important to improve the quality of life. And the knowledge about oral health dietary pattern should be important to improve oral health. But, even with high level of oral health knowledge, the oral health practice is at low level. Health education developing program should be needed. It is required to present basic data which represent adults with national view by extracting groups using sample probability methods as of next task of this study.

• 한국전문물리치료학회지
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• 제23권4호
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• pp.16-26
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• 2016

Background: Deficiencies in the ability to maintain balance are common in elderly. Augmented feedback such as knowledge of results (KR) can accelerate learning and mastering a motor skill in older people. Objects: We designed this study to examine whether one session of Wii-Fit game with self-regulated KR is effective for elderly people, and to compare the effect of two different timings of self-regulated KR conditions. Methods: Thirty-nine community-dwelling elders, not living in hospice care or a nursing home, participated in this study. During acquisition, two groups of volunteers were trained in 10 blocks of a dynamic balancing task under the following 2 conditions, respectively: (a) a pre-trial self-regulated KR ($n_1=18$), or (b) a post-trial self-regulated KR ($n_2=21$). Immediate retention tests and delayed retention tests of balancing performance were administered in 15 minutes and 24 hours following acquisition period, respectively. Results: In both groups, significant improvements of balancing performances scores were observed during the acquisition period. Regardless of the group, mean of balancing performance scores on retention tests were well-maintained from the final session. There were no significant differences between groups in balancing performance scores during the acquisition period (p>.05); however, the post-trial self-regulated KR group exhibited significantly higher balancing performance scores in both the immediate retention test and delayed retention test than that of the pre-trial self-regulated KR group (p<.05). Conclusion: Therefore, subjects who regulated their feedback after a dynamic balancing task, during the acquisition period, experienced more efficient motor learning during the retention period than did subjects who regulated their feedback before a dynamic balancing task. Accordingly, in case of presenting the KR of motor learning in clinical settings to elders who reduced dynamic balance abilities, the requesting time of KR is imperative according to self-estimation processes as well as types of KR and practice.

• The Journal of Korean Physical Therapy
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• 제21권1호
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• pp.65-71
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• 2009

Purpose: Numerous investigators demonstrated that adaptative changes were induced by motor skill acquisition in the central nervous system. We investigated the changes of neuroelectric potential following motor learning with serial reaction time task in young healthy subjects, using electroencephalography (EEG). Methods: Twelve right-handed normal volunteers were recruited, who have no history of neurological dysfunction and were given to written the informed consent. All subjects were assigned to flex to extend the wrist joint or flex the thumb for pressing the matched button as quickly and accurately as possible, when one of five colored lights was displayed on computer screen (red, yellow, green, blue, white). EEG was measured, whenfive types simulations ware presented randomly with equal probabilities of 20% in total 200 times at the pre and post test. And they were scheduled for 30 minutes practice session during two consecutive days in the laboratory. Results: The results showed that the reaction time at the post test was significantly reduced, compared to one of the pre test in serial reaction time task. In EEG map analysis, the broaden bilateral activation tended to be changed to the focused contralateral activation in the frontoparietal area. Conclusion: These findings showed that acquisition of motor skill led to product more fast motor execution, and that motor learning could change cortical activation pattern, from the broaden bilateral activation to the focused contralateral activation. Thus we concluded that the adaptative change was induced by motor learning in healthy subjects.

• 대한지역사회영양학회지
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• 제2권4호
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• pp.593-604
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• 1997

The job characteristics and competencies of 285 dietitians in employee foodservices were investigated by worker-oriented job analysis methodology. The purposes of this study were to : a) determine the knowledge, abilities, skills and other characteristics(KASO, hereafter) needed for dietitians in two types of employee foodservice groups(self-operated vs. contracted) and b) the analysis of the degree of frequency and importance and entry requirements of KASO items listed below : their degree of frequency, the level of importance and their function as entry requirements. The 134 KASO items would be divided into 12 task categories. The questionnaire was mailed to 250 dietitians who are members of The Korean Dietetic Association Practice Group in self-operated foodservices(hereafter group A) and 250 dietitians who are employed in contracted foodservice companies(hereafter group B). Completed questionnaires were received from 285 dietitians(121 in self-operated, 164 in contracted) ; with a response rate of 57%. Statistical data analysis was completed using the SPSS/win and the SAS/win packages. The results of this study can be summarized as follows. 1) Analysis of the degree of frequency, importance and entry requirements of 134 KASO items in group A showed a high priority(score〉4.0) placed on 14 items in relation to dietetic tasks and 9 items in relation to human attributes, whereas in group B 19 items in relation to dietetic tasks and 11 items in relation to human attributes. 2) Comparing responses about the KASO items in the 12 task categories, there was a significant difference between the two sample groups with regard to degree of frequency : group A scored 3.29, group B scored 3.50(p〈0.01). With regard to importance of KASO items in 12 task categories, group A scored 3.78 and group B scored 3.88 showing no significant differences. With to entry requirements of KASO items in 12 task categories, group A scored 3.29 and group B scored 3.46 showing a significant difference(p〈0.05). (Korean J Community Nutrition 2(4) : 593-604, 1997)

• Journal of Information Science Theory and Practice
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• 제8권4호
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• pp.55-66
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• 2020

The purpose of this study is to examine the relationship between collaborative information seeking and users' learning style preferences and their experience of information systems. The study investigates the role of four different factors including learning style, task complexity, and user experience in collaborative information seeking in digital environments. Sixty participants (30 pairs) were randomly chosen from volunteer graduate students of Kharazmi University (Iran). Participants completed Kolb's learning style questionnaire and a user experience questionnaire and then performed two information seeking tasks (one simple and one difficult) in a lab setting. They could exchange information with their partners or a librarian using Skype. The sessions were recorded using Camtasia. The results showed that with an increase in task difficulty, collaborative information seeking activities increased and more interactions with partners and the librarian occurred. The number of executive help-seeking requests was higher than the number of instrumental help-seeking requests. This research confirms that learning style is related to the way users interact with the digital library and help seeking. The research showed that in difficult tasks, the differences among users with different learning styles become more evident, and that generally interactions increase in more difficult tasks. Among the learning styles, the accommodating style had the highest number of relationships with collaborative information seeking variables. Most of the statistically significant relationships between users' prior computer experience and collaborative information seeking variables were related to the time variable.

• 대한물리의학회지
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• 제5권3호
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• pp.395-404
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• 2010

Purpose : The object of this study was to examine the effect of motor learning on brain activation depending on the method of motor learning. Methods : The brain activation was measured in 9 men by fMRI. The subjects were divided into the following groups depending on the method of motor learning: actually practice (AP, n=3) group, action observation (AO, n=3) group and motor imagery (MI, n=3) group. In order to examine the effect of motor learning depending on the method of motor learning, the brain activation data were measured during learning. For the investigation of brain activation, fMRI was conducted. Results : The results of brain activation measured before and during learning were as follows; (1) During learning, the AP group showed the activation in the following areas: primary motor area located in precentral gyrus, somatosensory area located in postcentral gyrus, supplemental motor area and prefrontal association area located in precentral gyrus, middle frontal gyrus and superior frontal gyrus, speech area located in superior temporal gyrus and middle temporal gyrus, Broca's area located in inferior parietal lobe and somatosensory association area of precuneus; (2) During learning, the AD groups showed the activation in the following areas: primary motor area located in precentral gyrus, prefrontal association area located in middle frontal gyrus and superior frontal gyrus, speech area and supplemental motor area located in superior temporal gyrus and middle temporal gyrus, Broca's area located in inferior parietal lobe, somatosensory area and primary motor area located in precentral gyrus of right cerebrum and left cerebrum, and somatosensory association area located in precuneus; and (3) During learning, the MI group showed activation in the following areas: speech area located in superior temporal gyrus, supplemental area, and somatosensory association area located in precuneus. Conclusion : Given the results above, in this study, the action observation was suggested as an alternative to motor learning through actual practice in serial reaction time task of motor learning. It showed the similar results to the actual practice in brain activation which were obtained using activation of mirror neuron. This result suggests that the brain activation occurred by the activation of mirror neuron, which was observed during action observation. The mirror neurons are located in primary motor area, somatosensory area, premotor area, supplemental motor area and somatosensory association area. In sum, when we plan a training program through physiotherapy to increase the effect during reeducation of movement, the action observation as well as best resting is necessary in increasing the effect of motor learning with the patients who cannot be engaged in actual practice.

• 재활치료과학
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• 제8권1호
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• pp.41-50
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• 2019

목적: 본 연구의 목적은 건강한 성인을 대상으로 양측상지기능 훈련을 통해서 활성화 되는 대뇌 연결성에서 상상 훈련과 신체적 수행 간에 차이가 있는지를 알아보고자 한다. 연구방법: 연구 대상자는 건강한 성인 1명으로 상상훈련과 신체적 수행 시 EEG 측정이 이루어졌다. 양측상지기능 훈련은 대칭 과제와 비대칭 과제로 구성되었다. 대칭 과제는 양손으로 박스를 잡고 동시에 위의 선반으로 올렸다가 다시 내려놓는 과제이고, 비대칭 과제는 한 손으로 병을 잡고 다른 한 손으로 뚜껑을 여는 과제였다. EEG 전극은 Fp1, Fp2, F3, F4, T3, T4, P3 및 P4에 부착되었다. 데이터 분석은 EEG 전극 쌍 간의 상관 분석을 위해 Cross-Line Mapping을 사용하였다. 결론: 본 연구 결과 대칭 및 비대칭의 양측 상지 과제에서 대뇌 연결성 패턴은 운동과 감각 영역에서 유사한 패턴을 가지는 것으로 나타났다. 또한 본 연구를 통해 양측상지기능 훈련 시 상상훈련보다 신체적 수행에서 대뇌 연결성이 더 높은 상호상관을 갖는다는 것을 확인하였다.

• 융합보안논문지
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• 제15권3_2호
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• pp.53-58
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• 2015

경호무도의 연구는 철학, 사학, 교육학, 사회학, 심리학, 생리학, 트레이닝학, 운동역학, 경호실무의 9가지의 학문영역으로 분류할 수 있다. 경호무도학의 향후 발전과제를 위해서는 첫째, 경호무도의 이론과 실제의 연구이다. 우선 경호무도가 당면한 현장에서 활용할 수 있는 이론연구가 이루어져야 하고, 이 연구물들이 교재발간은 물론 다양한 교육채널을 통해 공유하는 것이 필요하다. 둘째, 무도종목의 특성과 연계연구가 이루어져야 한다. 각 종목별 특성에 맞는 트레이닝 방법과 각 종목별 경호무도로서 강점과 약점을 파악하여 연구하면서 보완해 나간다면 경호무도가 더욱 발전할 것이라고 사료된다. 셋째, 학문의 자립성을 위한 연구가 이루어져야 한다. 경호무도의 연구 분야는 9가지 학문영역으로 도출되었고, 과학적이고, 체계적인 학문으로 발전해야 한다. 이러한 경호무도가 지속적으로 연구가 이루어진다면 경호무도학의 학문적 자립성이 이루어 질 것이라고 사료된다.

• 종양간호연구
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• 제11권2호
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• pp.155-162
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• 2011

Purpose: The purpose of this study was to examine the actual care costs paid to Korean Oncology Advanced Practice Nurses (KOAPN). Methods: We collected data using a group discussion and questionnaire identified 115 tasks from job descriptions developed by the Korean Accreditation Board of Nursing. Forty-two KOAPN working at three university hospitals in Seoul were asked to evaluate each task as to type and whether the cost is paid or not. They were also asked to indicate the tasks in urgent need of development of a care cost with high priority. Results: Only five tasks (4.3%) related to treatment and complication related interventions or education were paid, and they were paid only once during the entire treatment period and were not covered by national health insurance. It was approved as a medical fee by health insurance review & assessment service. Furthermore, the names of the authority (doctor) and the actual provider (nurse) of the prescriptions were different for three of those tasks. Most of the suggested tasks needing development of care costs were actions specifically performed by nurses (physical-psychosocial-spiritual assessment, independent nursing interventions). Conclusion: KOAPN are currently paid for few tasks. To maximize the utilization of KOAPN, the establishment of a clear rational payment system directly related to their actual activities is needed.