• 한국환경교육학회지:환경교육
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• 제23권4호
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• pp.1-14
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• 2010

The purpose of this study is to find the meaning of the good class, and based on this, situation of environmental education in high school is researched. Through those above processes, desirable direction of the environment class is suggested. For this study, we are trying to reflect the characteristics of environmental education on the general good classes, and from this, the meaning of good environment class is known. Moreover, for this study, we choose environment classes from four high schools leading by environment major teacher. From those four classes, we analyzed these things: educational situation of environment class, teachers' interviews. All of these are for analyzing environment class with the view of good environmental class. A well-formed environment class manifests the features of environment education in all aspects of teaching and learning process, including learning objectives, learning materials, procedures, and evaluations. Furthermore, it should be 'student-centered' class in which active interaction among the learners or between the instructor and the students is considered most important. Students are not the passive receiver, but rather, they actively participate in the learning process by reorganizing the knowledge as they experience and become independent learners who are actively involved in the problem-solving process. In this way, we can generate a great deal of students' interest and motivation, which in turn makes the class interesting, enjoyable, full of energy and still effective. If there is the class reflecting the factors of environmental education above good class' ways, it will be the good environment class. In the current situation of environment class, the rate of student's class participation and study activity was low. This tendency is not too different between four groups except students' support to teachers. This result means that learners' will to participate in their classes actively is not high. Moreover, about 46.3% of students did not understand some parts of new knowledge and about the parts, students' solution was 'does nothing' and the rate was also so high. Teachers tried to make their class with considering students' interest, and focusing their learner's real life. However, learners are all general education high school students, so teachers have aversion about making their students heavy activities.

• 한국심리학회지 : 문화 및 사회문제
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• 제24권1호
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• pp.101-130
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• 2018

사회계층이 인간의 삶에 미치는 지대한 영향으로 인해 서구 심리학에서는 사회계층에 대한 연구가 활발히 이루어지고 있다. 하지만 국내 심리학계에서는 심화되고 있는 사회계층화 현상에도 불구하고 학문적 관심은 미비하였으며, 그 개념이나 측정 또한 사회학에서 사용하는 방식을 그대로 차용하고 있는 실정이다. 본 연구에서는 사회계층 연구의 중요성과 관심을 환기시키기 위해 사회계층이 무엇이며, 어떻게 측정할 것인가에 대한 기초적인 물음을 다루었다. 이를 위해 사회계층 측정과 관련된 다양한 이론적 배경을 살펴보고, 사회계층의 동의어로 사용되는 사회경제적 지위(SES)를 서로 비교하였다. 또한 사회계층 측정 방식을 객관적 사회계층과 주관식 사회계층으로 나누어 각 접근의 특성과 주요 사용 지표를 개관하였다. 마지막으로 국내 심리학에서 발표된 사회계층을 다룬 연구들을 수집, 검토함으로써 현재 사회계층 연구의 현황을 파악하였다. 대상 논문 총 23편 중 65.2%가 객관적 사회계층 지표를 사용하였으며 주로 사용된 지표는 학력, 소득, 직업순이었다. 주관적 사회계층이 사용된 연구는 7편으로 모두 사회계층 정체성 측정 방식을 사용하였으며, 사회계층을 언급하는 용어로는 총 7가지로 밝혀졌다. 이러한 검토결과를 토대로 향후 연구에서는 사회계층 변인에 대한 보다 직접적 연구가 필요하다는 것, 사회경제적 지위보다 '사회계층'을 사용함으로써 용어의 통일성을 기하고, 객관적 지표와 주관적 사회계층 측정에 있어 유의점 등을 제안하였다.

• 대한치과교정학회지
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• 제25권3호
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• pp.299-310
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• 1995

이 연구의 목적은 교정치료시 제2대구치의 위치변화를 알아보기 위함이다. 이를 위하여 제1대구치까지 banding하여 교정치료를 완료한 성인환자 64명을 Class I 발치군 15명, Class I 비발치군 12명, Class II 13명, Class III 14명으로 4개의 군으로 분류하고 치료전후의 두부방사선 계측사진을 분석하였다. 이 연구로부터 얻어진 결과는 다음과 같다. 1. Class I 발치군에서 하악 제2대구치는 제1대구치보다 적은 정출과 더 많은 원심경사를 보였고, 상악 제2대구치는 제1대구치와 유사한 정출과 근심경사를 보였다. 2. Class I 발치군에서 하악 제2대구치는 제1대구치에 비해 함입되고 유사한 원심경사를 보였으며, 상악 제2대구치는 제1대구치와 비슷하게 정출되었다. 3. Class II군에서 하악 제2대구치는 제1대구치에 비해 적은 정출을 보였고, 상악 제2대구치는 제1대구치보다 많은 정출을 보였다. 4. Class III군에서 하악 제2대구치는 제1대구치와 유사한 정출과 더 많은 원심경사를 보였으며, 상악 제2대구치는 제1대구치에 비해 적은 정출을 보였다. 5. 제2대구치 위치변화에 대한 각 군간의 비교시 FH plane에서 상악 제2대구치 치근 분기점까지 거리 변화는 Class I 발치군과 Class II, Class I 발치군과 Class III군에서 차이를 보였으며, 구개평면과 교합평면에 대한 상악 제2대구치의 각도 변화는 Class I 발치군과 Class III군에서 차이를 보였으며, 하악평면에 하악 제2대구치 치근분기점까지 거리변화는 Class I 발치군과 비발치군, Class I 비발치군과 Class II군, Class I 비발치군과 Class III군에서 차이를 보였으며, 하악 평면과 교합평면에 대한 하악 제2대구치의 각도 변화는 각 군간에 차이를 보이지 않았다.

• 한국항해항만학회지
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• 제39권3호
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• pp.165-172
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• 2015

Dynamic Positioning System(DPS)은 그 신뢰성 및 redundancy(대체) 시스템에 따라 IMO 및 각 선급에서 3개의 class(등급)로 나누고 있다. IMO MSC/Circ 645에 의하면 DPS는 Class 1, 2, 및 3로 나누고 있으며 등급이 높을수록 좀 더 신뢰성 있고 안전하게 DP 선박을 운용할 수 있다. 국내에서 많은 DP Class 선박들이 건조되고 있는 상황에서 DP Class 1선박의 개조를 통해서 DP Class 2로 변경하거나 DP Class 2선박을 신조 또는 중고선으로 구입하는 경우 무엇을 검토하고 확인해야 하는지에 대한 구체적인 실무 자료가 부족하고, DP Class 1선박을 Class 2로 변경하여 다시 매도하는 새로운 산업분야의 개척에 있어 국내 사례를 바탕으로 한 연구가 필요할 것으로 판단된다. 이에 본 연구에서는 DP Class 1선박을 DP Class 2 선박으로 변경하기 위해서는 어떠한 IMO 및 선급의 DP class 요건의 충족이 필요하며 이를 위해서 어떠한 설비의 변경 및 추가가 필요한지를 국내에서 있었던 실제 사례를 통해서 연구해 보았다. DP 선박 Class 변경을 위해서는 FMEA를 통해서 파악되는 DP 선박의 동력 시스템, thruster 시스템 및 제어 시스템 3가지의 주요 시스템에 대체(redundancy)기능을 갖추어야 한다. 동력 시스템은 단일의 발전기, 배전반등에 문제가 발생해도 DP 기능을 유지할 수 있어야 하며, 더불어 PMS기능을 갖추고 있어야 한다. thruster 시스템은 단일의 고장이 발생하더라도 선박의 Surge, Sway 및 Yaw를 남은 thruster 시스템으로 자동 제어 할 수 있어야 한다. 각종 제어 시스템, PRS 및 센서는 여러개를 설치하여 단일의 장비고장에도 DP 기능을 유지 할 수 있어야 한다.

• 대한치과기공학회지
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• 제42권4호
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• pp.394-401
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• 2020

Purpose: The present study is an analysis of the extents of class satisfaction of college students who had applied the design thinking technique to capstone design class. Methods: The experimental method involved an analysis of 122 cases of data where advance and post replies were performed for the subject by students who had applied the design thinking technique and students who had not. The students involved had attended the capstone design class as a junior in the Department of Dental Technology at D University. Results: In the satisfaction with performance process of the capstone design class, five questions among nine had a high positive rating, while all eight questions on the satisfaction with performance methods had a high negative rating. Among ten questions on subjective learning outcomes, six showed a high positive rating. After the application of the design thinking class method, all mean values of the group with the application were higher than the group with no application in satisfaction with performance process, satisfaction with performance method, and subjective class outcomes. Hence, the design thinking class did have positive effects on the students' improvement of class. Conclusion: Based on the results of the study, it is implied that the considerations about diverse class composition methods and operation methods capable of improving the students' satisfaction are needed for efficient operation of the capstone design class.

• 대한치과교정학회지
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• 제16권1호
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• pp.107-118
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• 1986

This study was designed to investigate the variation of mandibular pattern and cranial base and their association in the craniofacial malocclusion. The material was the 165 cephalometric radiographs taken from craniofacial malocclusion. The sample was devided into two groups by age child group aged from 10 to 13 years and adult group aged over 18 years, and each group was devided into 3 types of malocclusion; class I, Class II div. 1 and Class III malocclusion. Child group consist of 35 samples and adult group consist of 20 samples in each malocclusion type. Various angular and linear measurements on the cephalometric radiographs were recorded and statistically analyzed. The results of the study were as follows; 1. The cranial base angle was largest in Class II div. 1 malocclusion and smallest in Class III malocclusion 2. The anterior cranial base length was largest in Class II div. 1 malocclusion but posterior cranial base length did not show statistical difference. 3. The mandibular body length of Class III malocclusion was larger than those of Class I and Class II div. 1 malocclusion in the adult group but did not shown difference in the child group. The ramus height of Class III malocclusion was larger than those of Class I and Class II div. 1 malocclusion in the child and adult group, but there were no difference between Class I and Class II div. 1 malocclusion. 4. The mandibular position was showed low correlation with the cranial base angele.

• 대한치과교정학회지
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• 제10권1호
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• pp.45-53
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• 1980

This study was based on the study models of 32 subjects with normal occlusion, 40 with Class I malocclusion, 32 with Class II, Division 1 malocclusion and 38 with Class III malocclusion, aged 12 to 20 years (mean age 16.4 years). The purpose of present study was to define the difference between normal and malocclusion groups in maxillary dental arch and palate. On the basis of findings of this study, the following results were obtained. 1. The intermolar widths and the intercanine widths in Class II, Div. 1 malocclusion group were smaller than in normal occlusion group significantly. 2. The arch lengths measured in both Class I and Class II, Div.1 malocclusion groups were larger than in normal occlusion group. 3. The palates in Class I and Class II, Div. 1 malocclusion groups were longer and narrower than in normal occlusion, but the palates in Class III malocclusion group were shorter than in normal occlusion group significantly. 4. The palatal depths measured at level 1 in Class III malocclusion group were significantly higher than in normal occlusion and in Class II, Div. 1 group they were significantly higher than in normal occlusion at level 2 and 3. 5. The measurements of palatal areas at various levels showed no significant difference between malocclusion and normal occlusion groups. 6. The palatal indies 1 (palatal length / palatal width) measured in both Class I and Class II, Div. 1 malocclusion groups were significantly greater than in normal occlusion and the palatal indice 2 (palatal depth at level 1/palatal width) measured in all malocclusion groups are greater than in normal occlusion. 7. It was determined from findings of this study that the measurements of maxillary dental arch and palate were influenced to a considerable extent by the molar relationship.

• 대한치과교정학회지
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• 제14권2호
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• pp.233-239
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• 1984

The author studied on the tongue position, tongue space and intermaxillary space at 4 groups; normal occlusion 30 cases, Angle's Class I bimaxillary protrusion 29 cases, Angle's Class II malocclusion 26 cases, Angle's Class III malocclusion 26 cases. This study used the data from cephalometric films of female subject aged from 16 to 23 years. Following results were obtained; 1. Dorsal height in Angle's Class III malocclusion was greater than normal occlusion. 2. Anterior Intermaxillary Height in Angle's Class I bimaxillary protrusion and Angle's Class III malocclusion was greater than normal occlusion. 3. Tongue space in Angle's Class I bimaxillary protrusion was greater than normal occlusion. 4. The ratio of the tongue space to the intermaxillary space (T.S./I.S.) in Angle's Class II malocclusion was greater and the ratio in Angle's Class III malocclusion is lesser than normal occlusion.

• 한국초등과학교육학회지:초등과학교육
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• 제29권4호
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• pp.427-440
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• 2010

The purpose of this study is to develop a science writing teaching strategy, and to apply it to the fourth-graders in elementary science classes. We examined its effect on their motivation, attitude, and understanding of science concept. For the research fourth grade children were grouped into three classes: an experimental class A of 27 children, an experimental class B of 24 and a comparative class of 27. All of them are from H elementary school in Seoul, Korea. Experimental class A learned science writing with a newly developed strategy while experimental class B learned science writing in a traditional method. Comparative class did not learn science writing. As a result, class A showed positive changes on students' science motivation, attitude, and understanding of science concept. In addition, class B with even one science writing task for a chapter had higher achievement in the understanding of science concept than the comparative class had.

• Imaging Science in Dentistry
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• 제46권2호
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• pp.117-125
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• 2016

Purpose: This study evaluated and compared interradicular distances and cortical bone thickness in Thai patients with Class I and Class II skeletal patterns, using cone-beam computed tomography (CBCT). Materials and Methods: Pretreatment CBCT images of 24 Thai orthodontic patients with Class I and Class II skeletal patterns were included in the study. Three measurements were chosen for investigation: the mesiodistal distance between the roots, the width of the buccolingual alveolar process, and buccal cortical bone thickness. All distances were recorded at five different levels from the cementoenamel junction (CEJ). Descriptive statistical analysis and t-tests were performed, with the significance level for all tests set at p<0.05. Results: Patients with a Class II skeletal pattern showed significantly greater maxillary mesiodistal distances (between the first and second premolars) and widths of the buccolingual alveolar process (between the first and second molars) than Class I skeletal pattern patients at 10 mm above the CEJ. The maxillary buccal cortical bone thicknesses between the second premolar and first molar at 8 mm above the CEJ in Class II patients were likewise significantly greater than in Class I patients. Patients with a Class I skeletal pattern showed significantly wider mandibular buccolingual alveolar processes than did Class II patients (between the first and second molars) at 4, 6, and 8 mm below the CEJ. Conclusion: In both the maxilla and mandible, the mesiodistal distances, the width of the buccolingual alveolar process, and buccal cortical bone thickness tended to increase from the CEJ to the apex in both Class I and Class II skeletal patterns.