• 대한치과교정학회지
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• 제21권2호
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• pp.325-340
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• 1991

There are evidences that occlusal splint therapy is critical to diagnose hidden akeleto-occlusal disharmonies in malocclusion patients and capable of enhancing stability after orthodontic treatment. In addition, evidences have implicated occlusal splint therapy in condylar positional changes during TMJ disorder treatment. In view of these evidences, this study was performed to investigate the effect of occlusal splint therapy on condylar positional changes in malocclusion patients and the possible clinical application of the occlusal splint as an additional orthodontic tool. For this study, 8 Angle's Class I malocclusion patients, who had centric occlusion-centric relation discrepancy within 1.0 mm and had no clinical symptoms of TMJ disorder, were selected as control group. And 22 malocclusion patients who had centric occlusion-centric relation discrepancy over 1.0 mm were selected and subdivided as Class I Malocclusion group, Class II div. 1 malocclusion group, Class II div. 2 malocclusion group, Open bite group, and Mandibular asymmetry group. For each subject the occlusal splint with mutually protected type of occlusal scheme was applied for 3 months. Condylar positions in centric relation and centric occlusion were measured using Panadent articulators and Panadent condylar position indicator (CPI) before and after occlusal splint therapy. On the basis of this study, the following conclusions might be drawn: 1, In control group, Class II div. 2 malocclusion group, and mandibular assymetry group, there were no significant differences in condylar positions before and after occlusal splint therapy. 2. In Class I malocclusion group, condyles were moved $0.27{\pm}0.45mm$ forward (p < 0.05) and $0.98{\pm}0.25mm$ upward (p < 0.01) after occlusal splint therapy. 3. In Class I malocclusion group, condyles were moved $0.24{\pm}0.21mm$ backward (p < 0.05) and $1.01{\pm}0.33mm$ upward (p < 0.01) after occlusal splint therapy. 4. In open bite group, condyles were moved $1.24{\pm}0.30mm$ upward (p < 0.01) after occlusal splint therapy. 5. In both control and experimental groups, there were no significant differences in lateral condylar positions before and after occlusal splint therapy.

• 대한지구과학교육학회지
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• 제12권1호
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• pp.54-63
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• 2019

본 연구는 P광역시 소재 M초등학교 5학년 48명을 대상으로 소집단 토의 토론을 강조한 메이커 수업이 초등학생들의 과학 수업 동기 및 과학적 태도에 어떤 영향을 미치는가를 알아본 것이다. 본 연구의 수행을 위해서 5학년 한 개 반 24명을 연구 집단으로, 또 다른 한 개 반 24명을 비교집단으로 선정하여 연구 집단에게는 10차시의 소집단 토의 토론을 강조한 메이커 수업을 실시하였고, 비교집단에게는 교육과정에 의한 일반 과학 수업 10차시를 실시하였다. 본 연구의 결론은 다음과 같다. 첫째, 첫째, 소집단 토의 토론 기반 메이커 수업이 초등학생들의 과학수업 동기에 통계적으로 유의미한 영향을 미치는 것으로 나타났다. 둘째, 소집단 토의 토론을 강조한 메이커 수업이 초등학생들의 과학적 태도에 통계적으로 유의미한 영향을 미치는 것으로 나타났다. 셋째, 소집단 토의 토론 기반 메이커 수업에 대한 참여 학생들의 의견을 분석한 결과 수업에 대한 만족도, 흥미도, 참여도에 있어서 대부분의 학생들로부터 높은 점수를 받았다. 이러한 점으로 미루어 볼 때, 소집단 토의 토론 수업은 초등학생들의 과학 수업 동기 및 과학적 태도를 함양하는데 도움이 된다는 사실을 알 수 있다.

• 한국식품조리과학회지
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• 제27권5호
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• pp.611-623
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• 2011

The goal of this study was to understand the reasons for learning about Korean herbal food by examining the actual conditions in a Korean herbal food course during lifestyle education. The general characteristics of the people learning about or working with the food as well as the correlations between the examined factors were analyzed, focusing on each person's dietary lifestyle. We divided the class participants into five dietary lifestyle groups by analyzing their scores. Group 1 was the"taste-seeking type", group 2 was the "quality-seeking type", group 3 was the"economy-seeking type", group 4 was the"convenience and economy-seeking type", and group 5 was the"convenience and health-seeking type". A person with a cooking career was considered to have more experience with Korean herbal food. The highest motivation for Korean herbal food education was for professional reasons, and the class that was most appreciated was learning about Korean traditional herbal foods. The highest satisfaction for the class was based on the instructor's knowledge, followed by food tastes, foodstuffs, educational materials, and the facilities superintendent. Satisfaction with the class tuition and practical utilization was relatively low.

• 한국초등과학교육학회지:초등과학교육
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• 제28권4호
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• pp.415-424
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• 2009

This study was performed to reveal the effects of a science experience class, in which children of low-income family(LIF) were involved. The children's science inquiry skills, science-related attitude, self-esteem and self-competence were investigated before and after the science experience class. Not only 61 children in LIF but also 75 ordinary ones participated in the class and the tests to collect the data, and interviews in which 9 children of each group participated were conducted as well. The results are as follows. First, through the science experience class, the children in LIF's average point of science inquiry skills increased meaningfully, but ordinary children's did not. Second, the science attitude's points of both increased meaningfully. Third, the children in LIF's average self-esteem point increased meaningfully, but the ordinary group's did not. Fourth, the children in LIF' self-competence increased meaningfully, but the other's did not. The children from both groups were influenced positively by the science experience class. Especially, compared with ordinary children, the children in LIF who have fewer chances of science experience than other children were more positively influenced m every aspect of this study.

• 대한치과교정학회지
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• 제28권5호
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• pp.751-761
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• 1998

악교정 수술이 꼭 필요한 골격성 제 III급 부정교합환자의 측모두부방사선 사진상의 특징을 알아보기 위하여, 골격성 제III급 부정교합으로 진단받고 수술예정이거나 수술을 시행한 7-17세의 남녀 37명을 실험군으로 하고, 정상교합을 가진 8-13세의 남녀 56명을 정상군으로 하여, 두 군을 비교분석한 바, 다음과 같은 결론을 얻었다. 1. Prepubertal Group내에서의 실험군과 정상군의 비교에서 ANS-U1/Me-L1, Mx. Length/Mn. Length, S-N/Go-Me, Wits, ANB, SN-Pog, IMPA, Facial Convexity, APDI 항목에서 유의차가 있었다. 2. Pubertal Group 내에서의 실험군과 정상군의 비교에서 ANS-U1/Me-L1, S-Go/N-Me, Mx. Lenth/Mn. Length, S-N/Go-Me, Wits, Saddle Angle, SNB, ANB, SN-Pog, IMPA, Interincisal Angle, Facial Convexity, APDI 항목에서 유의차가 있었다. 3. 골격성 제 III급 부정교합의 특성을 나타내는 항목들 중 Prepubertal Group과 Pubertal Group간에는 95% 유의수준에서 Mx. Length/Mn. Length, APDI 외에 다른 항목에서는 유의한 차이가 없었다. 4. 실험군에서 골격성 제 III급 부정교합의 특성을 나타내는 항목들 중 Saddle Angle과 SNB, SN-Pog와 SNB, ANB와 Facial Convexity항목 사이의 상관관계가 가장 높게 나타났다.

• 대한수학회보
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• 제47권6호
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• pp.1205-1211
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• 2010

In the present article, we investigate the possibility of a real-valued map on the space of tuples of commuting trace-class self-adjoint operators, which behaves like the usual trace map on the space of trace-class linear operators. It turns out that such maps are related with continuous group homomorphisms from the Milnor's K-group of the real numbers into the additive group of real numbers. Using this connection, it is shown that any such trace map must be trivial, but it is proposed that the target group of a nontrivial trace should be a linearized version of Milnor's K-theory as with the case of universal determinant for commuting tuples of matrices rather than just the field of constants.

• Journal of Oral Medicine and Pain
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• 제26권2호
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• pp.147-156
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• 2001

The purpose of this study was to identify the difference of vertical movement of mandible according to Angle's molar relationship and by skeletal factors affect to vertical movement of mandible. 172(age ranged from 20 to 30) subjects who go to college within territory of Kwangju city without any experience of temporomandibular disorder, extraction and orthodontic treatment. were selected for this study. The subjects were classified into class I(male:30, female:49), class II(male:18, female:24) and class III(male:18, female:33) according to Angle's molar relationship. The distance was measured between incisal edge of maxillary and mandibular central incisor and between bottom of central fossa of maxillary and mandibular 1st molar with ruler. The arch length and width were measured on the diagnostic cast. Cephalometrics were taken and then traced. Landmarks were identified and analyzed. 1. Maximal interincisal opening of male is larger than that of female in class I, class II and class III. Among each group maximal interincisal distance is the largest in class III. Maximal intermolar distance of male is superior to that of female in class I, class II, and class III, but there is no siginficant difference among them. 2. On maximal opening movement of Angle's classification class I and class II, total mandibular length, mandibular ramal length, madibular inferior border length and upper arch width were important variables and facial length, upper arch length and lower arch length had negative relationship to that. On maximal opening movement of Angle's class III, the upper arch length, the lower arch length and anterior facial length were important variables especially when compared with class I and II, and upper arch width had negative relationship. These results suggest that maximal opening movement is affected by facial morphology in all classes, but each group is affected by different facial skeletal variables. Accordingly, facioskeletal variables might be considered as diagnosis and treatment to improve the amount of mouth opening.

• 대한치과교정학회지
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• 제19권3호
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• pp.67-78
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• 1989

This study was designed to investigate the difference of teeth and craniofacial complex between normal occlusion and Angle's Class II, div. 1 malocclusion in Korean children. The sample was divided into 2 groups, the 66 subjects with normal occlusion and 96 subjects with Angle's Class II, div. 1 malocclusion in both sexes. The results obtained were as follows: 1. No significant differences were observed in ant. cranial base length & cranial flexure (saddle) angle) between normal occlusion & Angle's Class II, div. 1 malocclusion group, but posterior cranial base length of Class II, div. 1 malocclusion group was larger than that of normal occlusion group. 2. No significant difference was observed in the anteroposterior position of Maxilla to cranial base between two groups, but mandibular position in Class II, Div. 1 malocclusion was posterior and interior to that of normal occlusion. 3. The length of maxilla (ANS-PSN) was larger in Class II, div. 1 malocclusion than normal occlusion. The length of mandibular body (Go-Me) was nor different between Class II, div. 1 malocclusion and normal occlusion. 4. Maxillary incisor position of Class II, div. 1 malocclusion to cranial base was more protrusive than that of normal occlusion, but there was no difference in mandibular incisor position between two groups.

• 대한지구과학교육학회지
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• 제5권3호
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• pp.267-275
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• 2012

The purpose of this study is to find out the effect of the role-playing analogy activity-based class on the academic achievement in science and the science process skills of elementary school students. One experimental group and one control group of 4th grade students were selected to perform a prior investigation on the academic achievement in science and the science process skill. Then the experimental group attended science lessons that were based on the role-playing analogy activity and the control group attended the traditional science lessons based on the text book and teacher's guide. After conducting lessons, a post investigation was performed for each group and the results were analyzed to produce the following conclusions. First, the role-playing analogy activity class was more effective to improve students' academic achievements than the traditional science class. And the role-playing analogy activity class was more effective to learners in the high-level group, which made a scores above the average in prior investigation on the academic achievement, whereas it was little effective to those in the low-level group. Second, the role-playing analogy activity class was effective to enhance students' science process skills than the traditional science class. And the role-playing analogy activity class was more effective to the learners' in the high-level group than those in the low-level group.

• 한국가정과교육학회지
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• 제8권1호
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• pp.51-57
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• 1996

The purpose of this study were to examine the difference of the effect of CAI and students’attitude to Home Economics Class through CAI. 120 girl students of the first year were chosen at B middle school in Daegu. Among them each 30 students were classified into 4 groups； High Intelligence group/Individual learning pattern, High Intelligence group/Small group learning pattern, Low Intelligence group/Individual learning pattern, Low Intelligence group/Small group learning pattern. The task of learning was “management of washing”Unit of the second grade. The data were processed with Cronbach’s ${\alpha}$, t-test, ANOVA by SPSS/PC(sup)+. The research findings are as follows： 1. In the verification of CAI Learning effect according to student group pattern, there is no difference between Individual learning pattern and Small group learning pattern in Achivement and Retention of learning. 2. In the verification of CAI Learning effect according to student intelligence level, there is no difference between High Intelligence group and Low Intelligence group in Achivement and Retention of learning. 3. The result of students’attitude to Home Economics Class verificated is an follows. (1) Individual learning pattern is more attensive than Small group learning pattern, but there is no difference in Intelligence level. (2) Low Intelligence group is more positive than High Intelligence group, and Small group learning pattern is more positive than Individual learning pattern in a view of Home Economics Class after using CAI.