• International Journal of Computer Science & Network Security
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• v.22 no.12
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• pp.13-18
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• 2022

In the post-information era, most of technologies have a visual part, or at least some functions related to visualization. It is also one of the popular means of presenting materials in education area. However, despite its popularity, the impact of visualization on the effectiveness of learning still remains controversial. Even more controversial is its usefulness in developing creativity, which is one of the most important skills for today's employee. The authors considered the use of visualization as a tool for the development of children's creativity on the example of learning video games, in particular, ClassCraft to distinguish features that, from the point of view of psychology, may lead to developing creativity even being not useful for educational purposes. It is concluded that video games useful for learning may have features, that are inappropriate in formal educational context, but important to develop creative thinking.

• Journal of the Korean Society of Floral Art and Design
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• no.41
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• pp.155-169
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• 2019

This study aims at analyzing educational effects of the horticultural picture books, which are depending on B.S. Bloom's taxonomy of educational objectives. After collecting various horticulture-related picture books, this study classified them by the B.S bloom's educational taxonomy. There were objectives of the cognitive domain, objectives of the affective domain, psychomotor domain in plants and gardening activities. And the cognitive domain, affective domain, psychomotor domain subdivided into the sub-region can learn from the horticulture picture books to teach the unique characteristics could be found. To know the teachers' perceptions of the effectiveness of using picture books in the horticulture class, questionnaire were analyzed from the survey. As a result, by Bloom's educational taxonomy area they preferred children's books. Teacher think that fairy tale books promote the interest of the children and have the advantage of fostering creativity. In addition, an easy point to get in school, lack of hours in the effective education to help horticulture that was expected. The cognitions of most effective storytelling method of horticulture picture book was story immersion. And the effective activity after reading picture book was drawing picture. Also, the most effective teaching materials was a real-life picture.

• Pediatric Gastroenterology, Hepatology & Nutrition
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• v.3 no.1
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• pp.1-8
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• 2000

Purpose: This study was undertaken to evaluate the clinical features and complication such as esophageal stricture in children with corrosive esophagitis. Methods: We retrospectively reviewed medical records of 31 children who accidentally ingested corrosive materials and visited to emergency room of Chonnam National University Hospital from Jan. 1992 to Dec. 1999. Twenty-one children were examined by upper gastrointestinal (UGI) endoscopy to evaluate location and severity of caustic injury. Results: 1) Among 31 patients, there were 20 males and 11 females and the ratio of male to female was 2:1. Average age at diagnosis was 2.3 years (12 months to 9.8 years). Twenty-seven (87.1%) patients were accidentally ingested vinegar. 2) Initial presenting symptoms were dysphagia (54.8%), vomiting (48.3%), chemical burn on lips and skin (45.2%), excessive salivation (45.2%), coughing and respiratory grunting (32.3%) and aspiration pneumonia (9.8%). 3) UGI endoscopic examination showed caustic injury in 17 children: grade I in 8, grade II in 7 and grade III in 2. The region of caustic injury was proximal esophagus in 5, distal esophagus in 3, entire esophagus in 9 and stomach in 6. 4) Corrosive esophageal strictures developed in 6 children (19.4%) and gastric outlet stricture in 1 (3.2%). All of them showed grade II or III caustic injury on endoscopic examination. Conclusion: The development of esophageal stricture was related to the severity of the caustic injury. Early UGI endoscopic examination in caustic ingestion seems to be useful for prediction of development of caustic stricture.

• School Mathematics
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• v.12 no.3
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• pp.353-370
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• 2010

The purpose of this study was threefold: (1) to select the components of spatial ability that could be associated with the implementation of a polycube task, embody the selected components of spatial ability as learning elements and develop the prototype of polycube teaching-learning materials applicable to gifted education, (2) to make a close analysis of the development process of the teaching-learning materials to ensure the applicability of the prototype, (3) to give some suggestions on the development of teaching-learning materials geared toward mathematically gifted classes. The findings of the study were as follows: As for the first purpose of the study, relevant literature was reviewed to make an accurate definition of spatial ability, on which there wasn't yet any clear-cut explanation, and to find out what made up spatial ability. After 13 components of spatial ability that were linked to a polycube task were selected, the prototype of teaching-learning materials for gifted education in mathematics was developed by including nine components in consideration of children's grade and level. Concerning the second purpose of the study, materials for teachers and students were separately developed based on the prototype, and the materials were modified and finalized in light of when selected students exerted their spatial ability well or didn't in case of utilizing the developed materials in class. And then the materials were finalized after being finetuned two times by regulating the learning type, sequence and degree of learning difficulty. Regarding the third purpose of the study, the polycube task performed in this study might not be generalizable, but there are seven suggestions on the development process of teaching-learning materials.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.6
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• pp.418-430
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• 2017

This study examined the process, difficulties and understanding of making teaching materials by investigating the pre-service early childhood teachers' experience of making such materials. The results of the study would help in the design direction and methods of education for pre-service teachers in how to make materials. A total of 30 university students, who took the course of 'Early Childhood Educational Materials and Research Method' in B university, participated in the study. At the exploration stage, the pre-service teachers utilized the teacher guidance of Nuri curriculum, major books, internet materials, and their observation experiences in kindergartens. At the planning stage, they considered chiefly the children's interest and level, explored materials sufficiently, and selected the production method carefully. At the production stage, they performed basic hard work to prevent rework and tended to stick to the basics beyond their initial ambition as the work progressed. The difficulties that they faced, feeling pressured, were making materials based on their imagination without experiencing much from the infants, feeling embarrassed when things did not progress as planned, and feeling a sense of loss when comparing with other friends. Through these difficulties, the importance of precise planning, executing the process thoroughly, and repeatedly checking and reviewing the entire process of making textbooks and materials were realized. In addition, there is a need to search for a better development direction for the effective development of teaching textbooks and materials.

• The Journal of Korean Society for School & Community Health Education
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• v.1 no.1
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• pp.61-82
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• 2000

The purpose of this study was to find out the general problems of school food service and to explore a way to improve it, by examining elementary school teacher's consciousness and attitude toward it that gave a big impact on children's development of food habit. For attaining the purpose, the following research questions were posed : 1) What's elementary school teacher attitude toward school food service management? 2) What's elementary school teacher attitude toward school food service effect on children? 3) What's elementary school teacher opinion about how to develop school food service? The subjects of study were 328 male or female teachers who served at elementary school in urban and rural area, including eup, myon, or farming and fishing villages, Kyonggi province. A questionnaire survey was conducted over them. The conclusions were as follows: 1) Teacher Attitude Toward School Food Service Management Concerning food service place, the subjects were more satisfied at food service room(73.3%) than at classroom(23.0%). They responded that food service room was more effective, than classroom, for food transportation, distribution and post-arrangement. Their satisfaction at food service place was significantly different. The older teachers considered personnel management and cooking room's sanitary management to be more efficient, and their age made a significant difference to their consciousness of these things. Many teachers(63.1%) thought the measures to prevent and manage group food poisoning were relatively efficient. The male teachers expressed more affirmative view on the efficiency of school food expense management and menu preparation than female teachers, and there was a significant disparity between male and female teachers. 2) Elementary School Food Service Effect School food service was thought to be very effective for physical growth(74.1%) and physical strength improvement(70.1%). Teachers at smaller school revealed more affirmative response toward school food service effect on correcting an unbalanced diet, and older teachers considered its effect on nutrition knowledge acquisition and learning outcome to be more great. Teachers at larger school put less value on its effect on table manners, and school size produced a significant difference. The number of teachers who thought school food service generally raised parent concern and support for school(36.6%) was a little more than that of teachers who didn't think so(15.2%). And the number of teachers who didn't consider its effect on improving parent food life to be good(29.3%) was slightly more than that of teachers who did. 3) School Food Service Reform Measure What's most urgently needed for better school food service management appeared to be an expansion of facilities concerned, followed by more effective food distribution and transport, cooking room's better sanitary management, more successful food poisoning prevention and management, more effective food expense management, and an increase of food service personnel in the order named. The most effective means of school food service education was found to be a creation of link system to family, followed by a development of school food service education program, a development of teaching materials, an insertion of school food service in curriculum, and teacher education in the order named.

• Journal of the korean academy of Pediatric Dentistry
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• v.24 no.4
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• pp.805-812
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• 1997

Despite dentistry's attempts to improve the dental health of the public and to minimize the effects of caries, many children still present with extensive destruction of primary anterior teeth. One of dentistry's most challenging tasks is to repair these teeth with restoration which are durable, retentive, and esthetic. Esthetic restoration can often be achieved with polycarbonate crowns, strip crowns, conventional S-S crowns, open-faced S-S crowns, commercially veneered S-S crowns. But, all of these have limitation. Advances in restorative materials and metal-bonding procedures have made possible new restorative techniques that combine the advantages of S-S crowns with the cosmetics of composite restoration methods. The described technique of bonding composite to trimmed and fitted S-S crowns offers many advantages over other techniques currently used to restore primary anterior teeth. 1. If S-S crowns are accurate trimmed and contoured, good retention of crowns is achieved. 2. The patient time required is similar to that of conventional S-S crowns. 3. Good esthetics and high bond strengths are achieved. 4. It is possible to use this veneering technique intraorally on crowns that have fractured veneers.

• Korean Journal of Bronchoesophagology
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• v.13 no.2
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• pp.50-56
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• 2007

Background and Objectives: Laryngotracheal stenosis and its reconstruction in children is a highly challenging field to airway surgeons, and the way of stenting after a reconstructive surgery is still controversial. The aims of this study were to analyze the single institutional experiences of laryngotracheal reconstruction (LTR) in the pediatric patients with laryngotracheal stenosis and to compare the outcomes of single-stage LTR (SSLTR) with conventional two-stage LTR (TSLTR) in these patients. Materials and Methods: Medical records of 14 children (mean age 4.1 years) were reviewed, who received 20 LTR including 6 revisions for their moderate to severe subglottic stenosis and/or combined posterior glottic stenosis. Of these 20 LTR, tracheostoma was temporarily maintained after LTR in 12 cases (TSLTR) or not in the other 8 cases (SSLTR). Results: Overall decannulation rate of LTR that were performed before and after the year of 2003 was 40% (4/10) and 70% (7/10) respectively. Decannulation rate was 42% (5/12) in TSLTR group and 75% (6/8) in SSLTR group (P = 0.197). Mean interval to decannulation after LTR was 9.8 months and 7.2 days in TSLTR and SSLTR groups respectively (P = 0.004). A number of additional touch-up procedures that were required after LTR was 4 in TSLTR and 2.7 in SSLTR group (P = 0.238). Major complication rate was similar in both groups (33% in TSLTR and 38% in SSLTR, P = 0.910). Conclusion: A laryngotracheal reconstruction in children is a technically demanding procedure and its outcome is largely dependent on the surgeon's experience. Albeit there was a tendency that SSLTR ofters a higher decannulation rate, less additional touch-up procedures and similar complication rates, a shorter interval to decannulation after LTR was the only advantage that was confirmed as statistically significant in this study.

• Korean Journal of Childcare and Education
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• v.7 no.4
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• pp.301-324
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• 2011

The purpose of this study was to examine the perception of the childcare teachers regarding accreditation procedures and feasibility of the second accreditation index according their past participation in the accreditation process. The objects were 193 childcare teachers working at child care centers that were accredited using the initial accreditation index. The collected data was analyzed using frequency, percentile, $X^2$, and t-test. The major findings are as follows: First, childcare teachers without accreditation experience perceived 'continuing education of child care center directors and teachers' to be the most important for quality maintenance after successful accreditation. In contrast, childcare teachers with accreditation experience placed the most importance on 'childcare teachers' motivation and continuing enrollment'. Second, childcare teachers with accreditation experience perceived higher feasibility in the subcategories of 'art activity materials' in the category of child care environment, 'providing operation policies and information of child care teachers', 'care for children', and 'employment contract' in the operation & management category, 'sanitary management of food, cooking and feeding', 'care of sick or injured child', 'health management of children and childcare teachers', 'snacks for children' in the category of health and nutrition and 'safe procedures for handing over children' in the category of safety. In general, childcare teachers with accreditation experience perceived higher feasibility of the second accreditation index in all categories.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.17 no.1
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• pp.51-59
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• 2006

Objectives : Present study compared the characteristics in Rorschach responses and Sandplay between ADHD and normal children group. Method : ADHD (excluded inattention type & emotional problem) group and normal group was composed of 10 children respectively. All of them were controlled by Intelligence Quotation. Rorschach responses were scored by Exner system and compared by t-test. For sandplay work, the time was measured and photo was taken. Results : 1) ADHD group showed that the reaction time in Rorschach was significantly fast and they easily failed to recall the responses. The statical significances are 3r+ (2)/R, X-%, Xu%, (2), AG, Afr, SCZI, Wsum 6, FD, Zd, Blends, a. 2) ADHD group showed that the reaction time in Sandplay was significantly fast, they used low materials (total numbers of toy, vehicles) and the work was less coordinated. Conclusion : This results suggest that ADHD children are apt to react, think and coordinate impulsively. Also, Sandplay could be used fur diagnostic method as Rorschach test.