http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
A Communication Device for Disabled with Slight Movement Capabilities
Yoshio FUKUDA,Motohiro TANAKA,Shunji MOROMUGI,Takakazu ISHIMATSU 한국과학기술원 인간친화 복지 로봇 시스템 연구센터 2003 International Journal of Assistive Robotics and Me Vol.4 No.4
A communication device for seriously disabled people with slight movement capabilities is proposed. This device has been developed mainly for patients suffering from ALS or a cerebral infarction. They often have communication difficulties due to the disorders of muscular functions. The key features of this device are; it is wearable, and it detects the eyebrow movements. These features lead to convenient installation of sensor on the patient"s body, unlike the conventional systems. Adaptive communication software is also incorporated. A feature of this software is that the arrangement and size of the button and window on the display can be optimized depending on the user"s physical ability. In the field test, the proposed device has demonstrated its capability in helping seriously disabled people to improve their communication abilities.
Yoshio Nikawa,Akira Ishikawa 한국전자파학회JEES 2010 Journal of Electromagnetic Engineering and Science Vol.10 No.4
Recent development of magnetic resonance imaging (MRI) equipment enables interventional radiology (IVR) as diagnosis and treatment under MRI usage. In this paper, a new methodology for magnetic resonance (MR) scanner to apply not only diagnostic equipment but for treatment one is discussed. The temperature measuring procedure under MR is to measure phase shift of T₁, which is the longitudinal relaxation time of proton, for the position inside a sample material with the application of pulsed RF for heating inside the sample as artificial dielectrics. The result shows the possibility to apply MR as temperature measuring equipment and as a heating equipment for applying such as hyperthermia heating modality.
Yoshio Hirayasu,Shin-Ichi Sato,Norifumi Shuto,Miwa Nakano,Teruhiko Higuchi 대한신경정신의학회 2017 PSYCHIATRY INVESTIGATION Vol.14 No.1
Objective: The aim of the present study was to perform a subgroup analysis of data from a phase II global, multi-center, randomized, double-blind, placebo-controlled study to evaluate the efficacy and safety of bitopertin, a glycine reuptake inhibitor that activates N-methyl- D-aspartate receptors by increasing the concentration of glycine in the synaptic cleft, in Japanese and non-Japanese patients with schizophrenia and predominant negative symptoms. Methods: Patients with schizophrenia and predominant negative symptoms on one or two antipsychotic drugs, including atypical antipsychotic drugs (olanzapine, risperidone, quetiapine, aripiprazole, and paliperidone) as the primary treatment, received bitopertin (10, 30, or 60 mg/day) or placebo once daily for 8 weeks as an add-on treatment. Efficacy was assessed using the Positive and Negative Syndrome Scale (PANSS) negative symptom factor score (NSFS). Results: The efficacy of bitopertin (10 mg and 30 mg) was similar between Japanese and non-Japanese patients. In the bitopertin 60-mg group, no difference from the placebo group was observed in Japanese or non-Japanese patients. The response to placebo was lower in Japanese patients, and there was a trend towards a greater difference in the change in PANSS NSFS between the placebo group and the 10- mg and 30-mg groups among Japanese patients. The safety profile of bitopertin was favorable in Japanese and non-Japanese patients. Conclusion: According to this subgroup analysis from a global phase II study of bitopertin, there was no difference in terms of efficacy and safety between Japanese and non-Japanese patients.
敎室文化の多樣化と「いい授業」觀 -韓國の日本語學習者が考える「いい授業」-
( Yoshio Nakagawa ),( Takuma Nagahama ),( Kaori Ishii ) 한국일본어교육학회 2011 日本語敎育 Vol.55 No.-
日本語學習者にとっての「いい授業」とはどんなものであろうか。もし、「いい授業」が存在するなら、日本語敎員養成課程では、それができる敎員を養成し、すでに敎壇に立っている全ての日本語敎員もそれを目指さなければならない。現在、日本語敎育現揚を取り卷く狀況は、敎授方法はもとより、授業中の敎師の役割觀や授業觀においても變化しつつある。このような狀況において、「いい敎師」、「いい授業」に關する考えも敎授スタイルによって異なってくるであろう。また、敎師が考える「いい授業」が學習者にとっての「いい授業」であるとは限らない。敎師がよかれと考えたものが、學習者には求められていないものであるカもしれないのである。そして、敎師にさまざまなビリ―フがあるように「いい授業」に對する價値觀は、學習者の國籍やニ―ズ·文化(すなわち敎室文化)等によって異なり、敎師の考える授業觀を學習者に押しつけるのは理にそぐわない。この觀点からわれわれは、今回、韓國の學習者を對象とした調査硏究を實施オる。韓國の日本語學習者にとっての「いい授業」とはどのようなものか、アンケ―ト調査をもとにその認識やビリ―フについて考察していく。ここでの知見は、日本語敎育のあり方を示すとともに日本語敎員養成への示唆を與えるものとなろう。