• Restorative Dentistry and Endodontics
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• v.35 no.2
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• pp.80-87
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• 2010

The purpose of this study was to compare the different canal irrigation methods to prevent the formation of precipitate between sodium hypochlorite (NaOCl) and chlorhexidine (CHX). Extracted 50 human single-rooted teeth were used. The root canals were instrumented using NiTi rotary file (Profile .04/#40) with 2.5% NaOCl and 17% EDTA as irrigants. Teeth were randomly divided into four experimental groups and one control group as follows; Control group: 2.5% NaOCl only, Group 1: 2.5% NaOCl + 2% CHX, Group 2: 2.5% NaOCl + paper points + 2% CHX, Group 3: 2.5% NaOCl + preparation with one large sized-file + 2% CHX, Group 4: 2.5% NaOCl +95% alcohol+ 2% CHX. The teeth were split in bucco-lingual aspect and the specimens were observed using Field Emission Scanning Electron Microscope. The percentages of remaining debris and patent dentinal tubules were determined. Statistical analysis was performed with one-way analysis of variance (ANOVA). Energy Dispersive x-ray Spectroscopy was used for analyzing the occluded materials in dentinal tubule for elementary analysis. There were no significant differences in percentage of remaining debris and patent tubules between all experimental groups at all levels (p > .05). In elementary analysis, the most occluded materials in dentinal tubule were dentin debris. NaOCl/CHX precipitate was detected in one tooth specimen of Group 1. In conclusion, there were no significant precipitate on root canal, but suspected material was detected on Group 1. The irrigation system used in this study could be prevent the precipitate formation.

• The Journal of Korean Society for School & Community Health Education
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• v.4
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• pp.117-139
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• 2003

The purpose of this research lies in presenting logical viability for the measures that curtail access to lewd Internet contents by middle school students amidst the reality in which lewd contents are circulated freely through the Internet, a medium that the middle school students find most easy to access. In order to establish right form of awareness towards sex, this research identified the ways they access the lewd Internet contents, their reaction after the exposure to those contents, their knowledge of sex, their concerns regarding sex and their accessibility to sexual activities in order to conduct a comparative analysis on the relationship between lewd Internet contents and their awareness of sex. First, realities of accessing lewd Internet contents and reactions according to the demographics of middle school students There isa significant difference in the experience of accessing lewd Internet contents in terms of gender. Mostly, male students tend to access the contents more. As for the way they access the lewd Internet contents, both male and female students replied that they access through spam mail of lewd nature. Thus, measures to address this problem are needed urgently. As to when they first accessed the lewd contents, most of the research subjects replied that they accessed either in elementary school period or in the early middle school period. This shows that most of the students got exposed to lewd contents even before they could establish positive, correct awareness of sex. Thus, there is a risk that they may formulate wrong kind of sexual awareness. Accordingly, it is necessary to develop measures through focused sex education. Students are divided into two groups according to the time they spend on the contents averagely: those who spend over one hour and those who spend less than an hour on the lewd contents. If the students spending longer hours are not to be checked and properly guided, it may lead to increasing cases of sexual delinquencies due to their wrongly formed awareness of sex. When the question of existence(non-existence) of guardian was addressed, students with both parents tend to access the lewd Internet contents in a more diverse manner and tend to access more compared to those students from single parent or no-parent families. Accordingly, guardians need to pay attention to how their children are using the Internet. Second, awareness of sex depending on the middle school students' demographics In case of sexual knowledge, middle school students shows relatively high level of knowledge. In particular, female students are found more knowledgeable than male students, and the students in upper years are more knowledgeable as well. As a result, this research recommends that the students in lower years should be guided with more basc and detailed information, while those in upper years need to be taught to form and express their own thoughts and attitudes and to build up independence on this matter. In case of worries about sex, both male and female students don't worry too much about it. However, male students are more concerned about sex than female students in a more diverse ways. As for the differences by academic year, concerns for sex increase, as students get older. Accordingly, sex education that helps establish sound perception of the opposite sex and that focuses on the etiquettes that one must adhere to at the presence of the opposite sex need to be conducted against middle school students. In case of accessibility to sex, male students manifest higher tendency than female students. As for the differences by academic year, those in the first and second years show higher accessibility than those in their third year. In general, younger students tend to be more open-minded toward sex. Accordingly, students in lower academic years need to undergo basic knowledge oriented sex education, whereas those in upper academic years need to undergo discussion centered sex education where they subject to questions regarding their attitude and opinion. Third, relationship between the reactions after the exposure to the lewd Internet contents and their awareness of sex As the frequency of contact with lewd Internet contents increases, awareness of sex increases as well. Thus, the lewd Internet contents contribute to the increase in students' concern for sex as well as increase in accessibility to sex, which eventually become barriers to students' establishment of a healthy perception of sex. Reactions to sex after the exposure to lewd Internet contents and awareness of sex indicate a significant correlation. However, negative correlation is manifested with knowledge of sex. Thus, it is possible to know that the greater access to lewd Internet contents does not necessarily translate into increase in knowledge of sex. However, the study showed there is a correlation between concerns for sex and the level of accessibility to sex. In more detail, the more reactions to the contents they show, the more concerns for sex they have and the more positively they take acceptability to sex. Moreover, it is necessary to develop necessary measures since textbooks today do not include measures needed to address the lewd Internet contents. Given the above findings, it is necessary to continue to complement structural measures in order to prevent easy access of lewd Internet contents by middle school students. Moreover, it is necessary to be considerate of the students so that they themselves can form a healthy Internet culture and grow up within positive framework for the sex education.

• Journal of the Korean Crystal Growth and Crystal Technology
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• v.24 no.4
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• pp.176-182
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• 2014

We intended to prepare $Mg_3Sb_2$ compound bodies through solid state reactive sintering after cold-pressing mixtures of elementary Mg and Sb powders and investigated the crystal phases of the sintered bodies according to Mg/Sb mole ratios and reaction temperatures. The $Mg_3Sb_2$ bodies sintered at the temperatures of 773~843 K showed typical crystalline phases of $Mg_3Sb_2$ compounds, but their diffraction angles in XRD patterns were slightly different along with the vertical axis of the bodies obtained. All the bottom parts of the sintered $Mg_3Sb_2$ bodies were composed of the typical crystalline phases of $Mg_3Sb_2$ compounds and their diffraction angles were completely in accord with those of the ${\alpha}-Mg_3Sb_2$ phase, when Mg : Sb = 3.15 : 1.85 at 823 K, or when the Mg moles were greater than or equal to 3.10 at 843 K. It was considered that the slightly remaining Mg phases were formed by precipitation from ${\alpha}-Mg_3Sb_2$ phases during the solidification process of liquid phase.

• Clean Technology
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• v.20 no.4
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• pp.398-405
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• 2014

In the treatment of spent high energetic materials, the issues such as environmental pollution, safety as well as working capacity should be carefully considered and well examined. In this regard, incineration has been recommended as one of the most promising processes for the disposal of such explosives. Due to the fact that high energetic materials encompass various types and their different characteristics, the technology development dealing with various materials is not an easy task. In this study, rigorous modeling and dynamic simulation was carried out to predict dynamic physico-chemical phenomena for research department explosive (RDX). Plug flow reactor was employed to describe the incinerator with 263 elementary reactions and 43 chemical species. Simulation results showed that safe operations can be achieved mainly by controlling the reactor temperature. At 1,200 K, only thermal decomposition (combustion) occurred, whereas increasing temperature to 1,300 K, caused the reaction rates to increase drastically, which led to ignition. The temperature further increased to 3,000 K which was the maximum temperature recorded for the entire process. Case studies for different operating temperatures were also executed and it was concluded that the modeling approach and simulation results will serve as a basis for the effective design and operation of RDX incinerator.

• Journal of the Korean Society of Food Science and Nutrition
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• v.12 no.4
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• pp.316-322
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• 1983

In order to obtain elementary data of enzymatic browning of apples and apple products and to examine effectively inhibitory method of browning, we extracted polyphenol oxidase (EC 1.10.3.1) from apple (Ralls Janet) and investigated its general properties. The optimum conditions for the enzyme reaction were pH 6.0 and temperature of $30^{\circ}C$. The enzyme was very stable at pH 4.0, and at the range of pH 5.0-9.0 its activity was above 80% compared with pH 4.0. The enzyme was very stable by heating at $40^{\circ}C$ for 1 hour, and almost 50% of enzyme activity was lost by heating at $60^{\circ}C$ for 30 minutes. The polyphenol oxidase activity was enhanced by the addition of $Cu^{2+}$ and $Mn^{2+}$, respectively, meanwhile $Na^+$, $Hg^{2+}$ and $Co^{2+}$ inhibited the enzyme activity. The enzyme activity was greatly decreased in the presence of inhibitors such as cysteine, sodium metabisulfite and ascorbic acid. The polyphenol oxidase greatly catalyzed the oxidation of o-diphenols such as chlorogenic acid and catechol, which suggests that main substrate of polyphenol oxidase is o-diphenol compounds.

• Journal of Food Hygiene and Safety
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• v.36 no.3
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• pp.257-263
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• 2021

For this survey, PCR (polymerase chain reaction) testing was conducted using 14 species-specific primers to monitor the labeling of allergy-causing substances in various foods. Sixty samples from stationary stores near elementary schools and imported confectionery shops were tested, including snacks, candies, and chocolate. Allergens of milk, wheat, eggs, tomatoes, almonds and peanuts were detected in 30 cases (50.0%). In addition, many products were detected as either containing unlabeled substances or not showing allergen-related information and labeling in Korean. In order to ensure that consumers are able to purchase products safely and securely, a system for thorough guidance and monitoring of allergen-related labeling by domestic manufacturing and processing companies and import-related companies is required.

• Journal of the Korean Chemical Society
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• v.66 no.2
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• pp.124-135
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• 2022

The purpose of this study was to analyze the chemisry education contents of South Korea and North Korea for understanding chemistry education of North Korea. Chemistry education in South and North Korea was investigated in terms of learning period and learning quantaty. Especially, what content North Korea learned prior to South Korea and what contents learned more were analyzed. The subjects of this study were South Korean 2015 revised National Science Curriculum and North Korean science textbooks in Kim Jong-un era. The North Korean textbooks analyzed are 'Nature' for North Korean elementary school 3, 'Natural Science' for North Korean middle school 1 and 2, and 'Chemistry' for North Korean high school 1 and 2. The analysis results are as follows. First, the content elements to be learned in advance in North Korean textbooks were density, oxidation and reduction, battery, and atomic weight. Second, the content elements additionally learned in North Korean textbooks include separation of mixtures, fuels, oxidation and reduction, metals, organic and inorganic substances, metals and non-metal oxides and hydroxides, inorganic substances used as fertilizers, nutritional substances, and salt reaction and utilization, atomic orbitals, hybridization of orbitals, coordination bonds and complexes. As a future research task, a qualitative analysis of the elements of North Korean chemistry, the activities of textbooks, and an experimental analysis were proposed.

• Journal of Korean Academy of Nursing
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• v.26 no.2
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• pp.257-270
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• 1996

Studies on menstruation have focused only on menstruation itself and menstrual disorders. The menstruating girls or women have been neglected. So, the purpose of this study was to understand menstrual experience of adolescent girls in their perspective and build a theory on it, The specific purpose of this study were to find initial reaction of the girls, their strategies to adapt to menstruation. consequences of their efforts, influencing factor, and patterns of experience. The subjects of this study were eleven adolescent girls who experienced menarche three months to twenty-six months before the interview time. They were selected purposively. Their ages were in range of twelve and sixteen. One of them was a elementary school girl, three high school girls, and seven middle school girls. Two girls were handicapped because of cerebral palsy. All of them had some knowledge about menstrual physiology and hygiene during menstruation. Data were collected from September, 1994 to July, 1995. Data collection ＆ analysis were done according to the grounded theory methodology by Strauss ＆ Corbin(1990). Data collecting method was the long interviews and observation. Each interview took from 1 hour to 2 hours. Interview were tape-recorded and transcribed later by author. Data were analyzed immediately after interviews. Based on the results of previous interview, next interview were planned until gathered data reached the saturation point. Results were as follows. One hundred and six concepts were found. Those concepts were grouped into twenty eight categories and then fourteen higher categories. Twenty eight categories were as follows. “want to hide”, “bewildered”, “sense of burden”, “sense of heterogeneity”. “gladness”. “sense of superiority”, “negative empathy”, “positive empathy”, “limited hygenic control”, “sense of timing”, “lack of knowledge”, “lack of support”, “advance knowledge”, “informational support”, “emotional support”, “endurance”, “prayer”, “disclosing”, “avoidance”, “diversion”, “sense of powerlessness”, “discovery of sex identity”, “sense of maturation”, “sense of stability”, “acceptance of menstruation ”. fourteen higher categories were as follows. “negative feeling”, “posive feeling”, “exchange of feeling”, “limited hygenic control”, “sense of timing”, “accumulated experience”, “dysmenorrhea”, “level of knowledge”, “need for support”, “perceived support”, “sharing of feeling”, “self-control”, “passive acceptance”, “active acceptance”. The core category was “emotional shaking”, which consisted of “positive feeling” and “negative feeling”. “Emotional shaking”comes up to every adolescent girls experiencing menarche, independently of any contextual conditions, and its dimension has two directions : positive one and negative one. Its influencing factors were time of menarche, advance knowledge, support from the significant persons, expression and self-regulation. Even if they showed different process of adaptation to menstruation, general process of adaptation were as follows : 1. stage of emotional shaking 2. stage of acceptance 3. stage of internalization of the menstrual experience. Seven patterns existed on the process of adaptation to menstruation after menarche. Those are as follows. 1. If girls thought their menarche came too early and they had not much knowledge on menstruation, they had a kind of negative feeling. If they did not get enough support and dysmenorrhea superimposed, they came to accept menstruation passively. 2. If girls had menarche too early. they had negative feeling, even though they had enough advance knowledge. But support helped them accept menstruation easily. 3. If girls had menarche too early, they had negative feeling, even though they had enough advance knowledge on menstruation. But by experiencing subsequent menstruations and disclosing feeling, they began to accept menstruation. 4. If girls had menarche too lately and they had enough advance knowledge on menstruation. they had positive feeling. If dysmenorrhea superimposed later, their feeling turned in to negative one. But they came to accept menstruation positively by disclosing feeling and getting support. 5. If girls had menarche too early, they had negative feeling, even though they had enough advance knowledge on menstruation. In addition to this. if dysmenorrhes superimposed while they did not get enough support, they felt powerless and came to accept menstruation passively. 6. If girls had menarche too early and did not get enough advance knowledge, they had negative feeling. But disclosing feeling and support made them get sense of homogeneity and began to accept menstruation. 7. If girls had handicap, they had negative feeling, even though they had enough advance knowledge and menarche was late. But Menarche made them get feel sexual identity. Their limited hygenic control and negative empathy from their mothers made them accept menstruation passively. To let adolescent girls take their menstrual experience as a part of their lives forming a positive sense of feminine identity, it needs qualified teaching and, support and deep concern of the significant others. Nurses including school nurses should try to develop an educational program, which include menstrual physiology. hygiene during menstrual period, meaning of menstruation and impact of menstruation on the development of female sexual identity.