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손목형 혈압계 방식의 Beat-by-Beat 혈압 측정에 관한 실험적 연구
김동규(Dong-Gue Kim),조재걸(Jaegeol Cho) 대한전기학회 2024 전기학회논문지 Vol.73 No.9
In hospitals, continuous blood pressure is measured by inserting of a catheter into a blood vessel, which is an accurate technique, but leads to damaged blood vessels. To address this drawback, the Volume-Clamping method was introduced as an alternative approach for non-invasive and continuous blood pressure measurement. However, this approach employs complex PID control algorithms for finger cuff, leading to high costs and bulky apparatus. Therefore, we propose a beat-by-beat blood pressure monitoring system in the form of a wrist sphygmomanometer, wherein the pressure-volume relationship of the radial artery is determined through oscillometric measurements. Beat-by-beat blood pressures are estimated based on the artery pressure-volume relationship and artery volume variations obtained from the wrist cuff. Research findings indicate that the errors in systolic and diastolic blood pressure are -3.4 ± 7.6[mmHg], -3.7 ± 5.3[mmHg] respectively, meeting the standards set by the Association for the Advancement of Medical Instrumentation(AAMI). This system has the potential to be reproduced using a simple mechanism involving a solenoid valve, transforming it into a wrist blood pressure sphygmomanometer that offers convenient blood pressure monitoring not only within medical facilities but also in daily life.
보편적 학습설계 기반 웹 읽기이해 프로그램이 읽기곤란학생의 읽기이해력에 미치는 효과
우정한 ( Woo Jeong-han ),김동규 ( Kim Dong-gue ),김영걸 ( Kim Yong-gull ),김용욱 ( Kim Yong-wook ) 대구대학교 한국특수교육문제연구소 2019 특수교육저널 : 이론과 실천 Vol.20 No.2
Students with reading difficulties have difficulties in reading compared to their peers in elementary school, which makes it difficult in academic and everyday life. Therefore, it is necessary to provide early reading interventions before these difficulties become more serious. The purpose of this study is to investigate how the web reading comprehension program based on the universal design for learning(UDL) principle affects students' reading comprehension abilities. The subjects of this study were three elementary students with reading difficulties in 3 grade. The experimental design was multiple baseline across subjects and the program was administrated for 21 sessions. This study was analyzed reading comprehension abilities by pre-post test and intervention period test. The result of this study was as follows: First, as the intervention session progressed, students' reading comprehension abilities were improved gradually. Second, post-test results were improved than pre-test, and the web reading comprehension program based on universal learning design was effective in improving students' reading comprehension abilities. Based on these results, suggestions for students' reading comprehension instruction were suggested.