• Journal of the Korean Society for information Management
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• v.39 no.1
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• pp.91-117
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• 2022

The number of depressed patients in Korea and around the world is rapidly increasing every year. However, most of the mentally ill patients are not aware that they are suffering from the disease, so adequate treatment is not being performed. If depressive symptoms are neglected, it can lead to suicide, anxiety, and other psychological problems. Therefore, early detection and treatment of depression are very important in improving mental health. To improve this problem, this study presented a deep learning-based depression tendency model using Korean social media text. After collecting data from Naver KonwledgeiN, Naver Blog, Hidoc, and Twitter, DSM-5 major depressive disorder diagnosis criteria were used to classify and annotate classes according to the number of depressive symptoms. Afterwards, TF-IDF analysis and simultaneous word analysis were performed to examine the characteristics of each class of the corpus constructed. In addition, word embedding, dictionary-based sentiment analysis, and LDA topic modeling were performed to generate a depression tendency classification model using various text features. Through this, the embedded text, sentiment score, and topic number for each document were calculated and used as text features. As a result, it was confirmed that the highest accuracy rate of 83.28% was achieved when the depression tendency was classified based on the KorBERT algorithm by combining both the emotional score and the topic of the document with the embedded text. This study establishes a classification model for Korean depression trends with improved performance using various text features, and detects potential depressive patients early among Korean online community users, enabling rapid treatment and prevention, thereby enabling the mental health of Korean society. It is significant in that it can help in promotion.

• The Journal of the Convergence on Culture Technology
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• v.9 no.3
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• pp.471-480
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• 2023

The purpose of this study is to confirm the effect of recording online classes and real-time video classes on other behaviors, lecture satisfaction, and lecture flow in during the COVID-19 period. Data were collected and analysis using a structured questionnaire from May 20th to June 4th in 2021 for 550 nursing students in the D University. As a result of the study, it was found that there were more others behaviors in record online classes than in real-time online classes (t=-2.00, p=.046), lecture satisfaction(t=-1.54, p=.124) and lecture flow in real-time online classes it was higher in the record online classes (t=-.63, p=.529), but it was not statistically significant. However, the 2nd year students who participated in the two types of online classes showed statistically significantly higher lecture satisfaction (t=13.55, p=.000) and lecture flow(t=4.48, p=.004). And 4 th grade students of others behaviors was statistically significantly lower (t=4.68, p=.003). In the multiple regression analysis, the main factor affecting lecture flow was lecture satisfaction, and the explanatory power of the model was 55.1% in record online classes (F=128.49, p <.01), and in real-time classes 47.2%(F=77.24, p<.01). In the future, research should be conducted to confirm the difference between the two types of online classes of the same instructor and the difference in other things, lecture satisfaction, and class commitment that appear after applying learner-centered learning.

• The Journal of the Convergence on Culture Technology
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• v.9 no.6
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• pp.627-636
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• 2023

This study was conducted to lay the basis of the need of the self-directed learning ability, critical thinking, communicative ability, problem solving skills for nursing students by confirming the effect of problem based learning classes of nursing students. The data collection period was from March 1 to June 7, 2022. It was provided problem based learning classes to 165 nursing students located at B city. Problem based learning classes were conducted at total of 14 times, and 100 minutes/time. The collected data were analyzed using the frequency and percentage, Cronbach's α, mean and standard deviation with the SPSS Win 21.0 program, and the effectiveness verification of problem based learning classes was analyzed with a paired t-test. As a result of the effectiveness of the problem based learning class, the self-directed learning ability(t=-2.08, p=.039), critical thinking(t=-2.49, p=.014), communicative ability(t=-4.90, p<.001), problem solving skills(t=-4.84, p<.001) of nursing students who took 14 weeks of problem based learning was enhanced. Based on the results of this study, by applying it in various ways to first-year nursing students, it will be possible to use them to improve their competence, major satisfaction, and adapt to college life.

• Korean Journal of Environmental Biology
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• v.41 no.3
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• pp.298-307
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• 2023

The annual reproductive cycle of two species, Upogebia major (de Haan 1841) and Austinogebia wuhsienweni (Yu 1931), of the female mud shrimp from the west coast of Korea was investigated using histology. The collected samples were divided into adult and juvenile groups to understand the mature period of age class based on the carapace length(CL). Juvenile Upogebia(CL<25mm) were mostly inactive gonad with early (62%-100%) and late (10%-38%) development stages during the year, whereas the adult shrimp showed a seasonal pattern of gonad maturation(CL≥25 mm). The early and late developmental stages of oocytes were observed in adult Upogebia from November to March and mature eggs appeared from April to October. In adult Ausitnogebia (CL≥15 mm), fully grown oocytes were consistently observed during the study period, in which the ripe stage was found between January and June. On the other hand, most juvenile Austinogebia (CL<15 mm) maintained an immature state in the gonad. Both species of the mud shrimp reproduced from ovigerous females in the adult population and their egg-bearing period was distinguished from January to April for U. major and from July to September for A. wuhsienweni.

• Journal of the Korea Society for Simulation
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• v.32 no.4
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• pp.27-39
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• 2023

This study aimed to develop SSTPBL (Student-led Simulation with Team and Problem-Based Learning), whichcombines TBL and PBL with a student-led method to strengthen knowledge application, nursing diagnosis ability, and collaboration ability among the core competencies of nurses. Then, SSTPBL was applied to nursing students, and the results were assessed. The data was collected from September 15, 2022, to December 21, 2022, with structured questionnaires and focus group interviews with 51 fourth-year nursing students at a university in A City. The collected data were analyzed using SPSS version 25.0 and topic analysis. As a results, it was effective in simulation experience satisfaction(t = 3.51, p < .01), vSim experience satisfaction(t = 3.50, p < .01), preparation as a prospective nurse(t = 3.73, p < .01), learning self-efficacy(t = 3.87, p < .01), collaborative self-efficacy (t = 4.30, p < .01), problem-solving ability(t = 5.26, p < .01), educational satisfaction(t = 3.54, p < .01), digital health equity(t = 2.18, p < .05). Through the qualitative data's topic analysis, six main topics were derived. The main topics were 'similar to clinical practice', 'difficulty in immersion', 'learning through others', 'learning through self-reflection', 'improving confidence through new experiences' and 'new teaching methods'. Based on the results of this study, it is expected that SSTPBL can be used in various ways as a new training method for prospective nurses in the face of growing clinical practice restrictions after the pandemic.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.17 no.4
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• pp.127-142
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• 2022

According to social change, entrepreneurship education at university is drawing attention as a means to cultivate convergent creative competency required by the times. Currently, the number of entrepreneurship education at university is increasing every year, and quantitative expansion is taking place, but quality advancement of education remains a task. In this context, this study conducted an action research with the aim of revitalizing entrepreneurship education and upgrading quality, and developing a entrepreneurship education program suitable for general elective courses operated by universities. In the process of the study, first, through literature analysis related to entrepreneurship education at university, educational contents and teaching methods of entrepreneurship education were confirmed. Based on this, the IPA analysis was used to analyze the educational needs of students for entrepreneurship education contents and design a program that reflects this. The designed program was applied and operated to the entrepreneurship education of A University, and improvements were derived and improved by analyzing the opinions of learners in the action research process. The entrepreneurship education program developed through this study was composed as follows. The necessity of entrepreneurship education at the beginning of the lecture is sufficiently presented, and the knowledge necessary for start-up, including idea discovery and business model design, is delivered through theoretical lectures by teacher-centered method. In the second half of the lecture, students with similar interests are gathered into teams and learner-centered practical activities are operated. The contents of the activities include information on idea discovery, business model design, business plan and pitching. Practical activities for each team are conducted during class hours, and the professor advice on difficulties for each team.

• The Mathematical Education
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• v.63 no.3
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• pp.549-571
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• 2024

As digital·AI-based teaching and learning is emphasized, discussions on the educational use of generative AI are becoming more active. This study analyzed the mathematical performance of ChatGPT 4, Claude 3 Opus, and Gemini Advanced on solving examples and problems from five first-year high school math textbooks. As a result of examining the overall correct answer rate and characteristics of each skill for a total of 1,317 questions, ChatGPT 4 had the highest overall correct answer rate of 0.85, followed by Claude 3 Opus at 0.67, and Gemini Advanced at 0.42. By skills, all three models showed high correct answer rates in 'Find functions' and 'Prove', while relatively low correct answer rates in 'Explain' and 'Draw graphs'. In particular, in 'Count', ChatGPT 4 and Claude 3 Opus had a correct answer rate of 1.00, while Gemini Advanced was low at 0.56. Additionally, all models had difficulty in explaining using Venn diagrams and creating images. Based on the research results, teachers should identify the strengths and limitations of each AI model and use them appropriately in class. This study is significant in that it suggested the possibility of use in actual classes by analyzing the mathematical performance of generative AI. It also provided important implications for redefining the role of teachers in mathematics education in the era of artificial intelligence. Further research is needed to develop a cooperative educational model between generative AI and teachers and to study individualized learning plans using AI.

• Journal of Chest Surgery
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• v.38 no.10 s.255
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• pp.675-679
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• 2005

Background: Clinical reports on replacement of all three (AV + MV + TV) valves are rare. Material and Method: From January 1992 to December 2003, 38 patients received triple valve replacement (aortic, mitral, tricuspid) at Yonsei Cardiovascular Center. Mean age of patients was $49.5\pm10.7 (28\~69)$ years, and 24 patients $(63.1\%)$ were female. Rheumatic valve disease was the most common cause of operation (n=37). Preoperative New York Heart Association functional class were II in 4, III in 24 and IV in 10. Fifteen patients (group 1) received triple valve replacement at their first operation. Twenty three patients (group 2) received one or more operations before tricuspid valve replacement (TVR). Seven patients received tricuspid valve annuloplasty at first operation and received TVR later. Result: Six patients died at hospital after operation $(15.8\%)$ and all these patients were in group 2. All patients in group I survived and were discharged. Three patients $(9.4\%)$ died during follow up periods. Most of the survivors had improved functional class (I in 22, II in 8, III in 1, IV in 1). During follow up period, there were 4 valve related complications. The 10-year survival rate was $68.8\%$ and survival rate for free from valve related event at 10 years was $85.5\%$. Conclusion: After triple valve replacement, most patients showed improvement of symptoms. And during follow up period, valve related complications and survival were acceptable. Therefore, if indicated, triple valve replacement is recommended before the patients' conditions get worse.

• Journal of Chest Surgery
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• v.39 no.8 s.265
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• pp.611-618
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• 2006

Background: There have been controversies whether mitral valvular surgery is necessary in the patients with moderate ischemic mitral regurgitation undergoing coronary artery bypass grafting. The purpose of this study is to evaluate the long term clinical results of patients with moderate ischemic mitral regurgitation. Material and Method: Between January 1992 and February 2005, 44 patients with moderate ischemic mitral regurgitation underwent coronary artery bypass grafting. Concomitant mitral valvular procedure was performed in 20 patients (group 1) and isolated coronary artery bypass grafting was performed in 24 patients (group 2). There were no significant difference between groups except cardiopulmonary bypass time (p<0.01). Postoperative follow up duration was $30.1{\pm}29.6$ months and last follow up echocardiographic examination was performed at $21.2{\pm}28.0$ months. Result: There was no difference in operative mortality between groups (group 1 vs group 2, 15.0% vs 8.3%, p=0.493). Grade of mitral regurgitation ${(0.81{\pm}0.91\;vs\;1.50{\pm}0.05,\;p=0.046)}$ and reduction in regurgitation grade ${(1.75{\pm}0.93\;vs\;0.70{\pm}1.26,\;p=0.009)}$ were different between two groups. But there were no significant differences in left ventricular ejection fraction ${(34.1{\pm}11.4%\;vs\;41.6{\pm}12.9%)}$, left ventricular end systolic volume ${(118.2{\pm}63.9\;ml%\;vs\;85.6{\pm}281\;ml)}$, New York Heart Association functional class ${(2.1{\pm}0.2\;vs\;2.4{\pm}1.2)}$ and 5 year survival rate ${(85{\pm}8%\;vs\;82{\pm}8%)}$. There was no risk factor for operative mortality and the only risk factor for late death was preoperative atrial fibrillation (p=0.042). There was no significant correlation between mitral valvular surgery and late death. Conclusion: Concomitant mitral valvular procedure in patients with moderate ischemic mitral regurgitation undergoing coronary artery bypass grafting had no significant positive effect on survival and ventricular function compared with isolated coronary artery bypass grafting. Prospective randomized study may be needed to evaluate the necessity of concomitant mitral procedure and to find more effective method for the improvement of ventricular function.

• Journal of the Korean earth science society
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• v.21 no.2
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• pp.103-115
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• 2000

The ability-grouping is the essence of the seventh educational curriculum, applied to school from year 2000, and its enriched-supplementary type will be carried out for science course. This study examines the effect of the enriched-supplementary ability-grouping within class to student's academic achievement and the attitude, related to science. Thus we developed teaching and learning methods with intellectual level about the subject of 'Water Circulation and Weather Change' in Middle-School Science 2. Then we tested 152 eighth graders who were divided into the experimental and control groups. The experimental one was taught through the ability-grouping for about six weeks, while the control through conventional lecture. The improvement of the experimental group in academic achievement was more effective than that of the control, and particularly to below-average students who ranked in lower thirty percent. The experimental one got more negative change in domain 'Science as a Subject, and in subdomain 'Anxiety in Science Lesson'. While outstanding students who ranked in upper thirty percent showed a significant positive change in subdomain 'Satisfaction in Teaching Method, the below-average were negatively changed in subdomain 'Anxiety in Science Lesson'. The current ability-grouping was suitable for the improvement of academic achievement, but not for the general attitude related to science. In order to enhance the ability-grouping effect in science education, we need to additionally consider student's interest and concern in grouping, and develop various teaching and learning methods together with proper textbook contents.