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조영증강 초음파 진단에서 파라미터 영상 생성 및 개선 기법
김신해 ( Shin-hae Kim ),이은림 ( Eun-lim Lee ),조은비 ( Eun-bee Jo ),김호준 ( Ho-joon Kim ) 한국정보처리학회 2017 정보처리학회논문지. 소프트웨어 및 데이터 공학 Vol.6 No.4
This paper proposes image processing techniques that improve usability and performance in a diagnostic system of the contrast-enhanced ultrasonography. For a methodology for visualizing diagnostic parameter data in an ultrasonic medical image, an expression of transition time data with successive pixel values and a method of generating a lesion diagnostic parameter image with four categorized values are presented. We also introduce a MRF-based image enhancement technique to eliminate noises from generated parametric images. Such parametric image generation technique can overcome the difficulty of discriminating dynamic change in patterns in the ultrasonography. The technique clarifies the contour of the region in the original image and facilitates visual determination of the characteristics of the lesion through four colors. With regard to this MRF-based image enhancement, we define the energy function of consecutive pixel values and develop a technique to optimize it, and the usability of the proposed theory is examined through experiments with medical images.
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학습장애 연구에 관한 최근 동향 분석 : 국내 자료를 중심으로 focused on the learning disability all research in Korea
이은림 한국정서학습장애아교육학회 1998 정서ㆍ행동장애연구 Vol.14 No.2
본 연구는 최근 15년간 국내 학습장애 관련 선행 연구들을 Kirk가 분류한 학습장애 분류인 발달적 학습장애와 학업적 학습장애로 나누어 각 장애영역별 중재방법, 집단 하위유형, 표집방법, 진단 및 판별도구, 측정도구 및 측정치별로 분류하여 전체 동향을 분석해 보았다. 발달적 학습장애 영역에는 정보처리, 지각, 인지양식 관련 자료와 인지, 정서·행동 관련 자료, 교수-학습전략 및 상위인지 관련 자료를 포함시켰고, 학업적 학습장애 영역에는 읽기 및 독해, 수학 관련 자료를 포함시켜 분석하였다. 표집방법, 진단 및 판별도구에 따른 자료분석 결과 첫째, 학습장애를 가장 효율적으로 기술하고, 정확하게 예언할 수 있는 학습장애 하위집단 분류 연구의 필요성, 둘째, 학습장애 중재 방법에서 전략 훈련 외 신경심리적, 심리교육적, 사회행동적 변인들이 통합된 학령전 아동부터 발달기 아동 전체를 고려한 측정도구 개발의 필요성, 셋째, 기대-성취도간 격차 방법을 고려하여 학습장애를 선별할 때의 지능수준 준거 문제, 넷째, 쓰기영역 연구의 필요성, 다섯째, 학습장애 세계적 동향 연구의 필요성 등이 논의되었다. This study was intended to analysis research trends in learning disability. It surveyed Korean journals from 1984 to 1998 as well as other related masters', degrees' theses. There are two research analyses as Kirk classfied to the learning disability. One is the developmental learning disability and it contains information processing, perception, cognitive style, cognition, emotion, behaviour, teaching-learning strategy and meta-cognition. This position focused academic readiness skills to accomplish learning performances. The other is a academic learning disability and it contains reading, reading comprehension, writing, mathematics. The result of analyzing the journals and theses were as follows: 1. As an attempt to understand the major deficits, function, theoretical concepts in learning disabilities, researchers need to be regarding the approach of cognitive, neuropsychological, social-behavioral domain with learning disability in advance. 2. It is urgent thing to develop diagonostic testing and assesment with learning disability for preschool children because most of them were made for elementary and middle school. 3. KEDI-WISC and Primary Learning Test of Skills were commonly used in domestic research as learning disability diagnostic assessment, but children's IQ criterion for survey is different. It seems therefore we shall study more and more. 4. It contains reading, reading comprehension, mathematics, writing areas in academic learning disability. However we didn't find writing disability research in domestic research. We need to research this area furthermore. 5. I think this research is limited in Korean jouranals and theses, so we have to analysis and compare korean and foreign research of learning disability to know the world trends.
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언어지도와 병행한 미술치료가 주의력 결핍 과잉행동 아동의 공격행동 및 부적응 행동에 미치는 영향
최은영,이은림,이근매,문장원 한국정서학습장애아교육학회 2000 정서ㆍ행동장애연구 Vol.16 No.2
The purpose of this study was to investigate the effect of art therapy along with language instruction that affect maladaptive behavior of ADHD child. One ADHD child participated in this case study. This language program was carried out their 50 minutes per time, once/twice a week, the art therapy program 50 minutes per time, once a week, parent counselling 10 minutes, every session. The pre/post test design was used to evaluate the effectiveness of the art therapy along with language instruction program. The results were in facilitating performance of receptive / expressive language, reducing aggressive and maladaptive behavior.
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