• The Journal of the Convergence on Culture Technology
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• v.4 no.4
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• pp.309-316
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• 2018

In this study, we propose a 3D virtual reality based presentation training system to help implement the virtual presentation environment, such as the real world, to present it confidently in the real world. The proposed system provided a realistic and highly engaging presentation and interview environment by analyzing the speakers' voice and behavior in real time to be reflected in the audience of the virtual space. Using HMD and VR Controller that become 6DOF Tracking, the presenter can change the timing and interaction of the virtual space using Kinect, and the virtual space can be changed to various settings set by the user. The presenter will look at presentation files and scripts displayed in separate views within the virtual space to understand the content and master the presentation.

• Restorative Dentistry and Endodontics
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• v.46 no.1
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• pp.12.1-12.9
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• 2021

Objectives: The present study aims to compare the obturation quality of 2 confluence confirmation techniques in artificial maxillary first premolars showing Vertucci type II root canal configuration. Materials and Methods: Thirty artificial maxillary premolars having Vertucci type II root canal configuration were made. They were divided into 3 groups according to the confluence confirmation technique as follows. Gutta-percha indentation (GPI) group (confluence confirmation using a gutta-percha cone and a K file); electronic apex locator (EAL) group (confluence confirmation using K files and EAL); and no confluence detection (NCD) group. In the GPI group and the EAL group, shaping and obturation were performed with the modified working length (WL). In the NCD group, shaping was performed without WL adjustment and obturation was carried out with an adjusted master cone. Micro-computed tomography was used before preparation and after obturation to calculate the percentage of gutta-percha occupied volume (%GPv) and the volume increase in the apical 4 mm. Data were analyzed using 1-way analysis of variance and post hoc Tukey's test. Results: Statistically significant difference was not found in terms of the %GPv from the apex to apical 4 mm. However, the NCD group showed a statistically significant volume increase compared with the EAL group (p < 0.05). Conclusions: In terms of gutta-percha occupied volume, no significant difference was observed among the 3 groups. Confluence confirmation using an EAL in teeth with Vertucci type II configuration showed less volume increase during canal shaping compared with no confluence confirmation.

• Journal of Dental Rehabilitation and Applied Science
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• v.36 no.1
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• pp.29-40
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• 2020

Purpose: The purpose of this study was to compare the accuracy of impression taking method using the encoded healing abutment, scan body and pick-up impression coping with different implant angulations. Materials and Methods: Master model was fabricated by 3D printer and three implants were placed into the model with 0°, 10° and 20° mesial angulation. The abutments were secured to each implants and master model was scanned to make a reference model. Group P model was fabricated using pick-up impression copings and model was scanned after securing the abutments. Encoded healing abutment (Group E) and scan body (Group S) were secured on the master model and digital impression was taken using intraoral scanner 15 times each. Each STL files of test groups were superimposed with reference model using best fit alignment and root mean square (RMS) value was analyzed. Results: The RMS values were lowest in Group P, followed by Group S and Group E. Group P showed significant difference with Group S and E (P < 0.05) while there was no significant difference between Group S and E. Correlation between implant angulation and RMS value was significant in Group E (P < 0.05). Conclusion: The pick-up impression coping method showed higher accuracy and there was no significant difference in accuracy between the healing abutment and the scan body. The clinical use of the encoded healing abutment is possible, but it should be used with caution in the case of angulated implant.

• Journal of Information Management
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• v.19 no.1
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• pp.50-72
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• 1988

The data base is a basis for the Management Information Systems (MIS) and Technical Data Packages(TDPs) are one of the key factors in the research and development activities. Most research institutes has been developed their own MIS and also MIS for the IDP has been advanced and applied in the various area. However, MIS and it's operation of the drawings and TDPs generated from researches and developments should be developed further more. In this study, we studied on the creation of data base of MIS related to the drawings, specifications and TDPs based on general concepts and priciple of MIS and data base. And finally, mentioned a design of data base consisting of drawing, specifications and related TDPs which are applied to MIS. To help to understand this system, it is presented, that three master files and six variable files were created, as a experimental data base, according to the "TOTAL" of CYBER computer system and two other user programs and it's outputs after computer run. It is expected that results of this study could be useful for TDP MIS enhancement through improvement of this study and new user program development.

• Korean journal of food and cookery science
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• v.8 no.2
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• pp.137-145
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• 1992

A computer-assisted microbiological quality assurance program was developed based on HACCP data obtained from a 500 bed general hospital by assessing time and temperature conditions and microbiological qualities of six categories of menu items according to the process of food product flow. The purpose of the study was to develop a computer-assisted microbiological quality assurance program in order to simplify the assessment procedures and to provide a maximum assurance to foodservice personnel and the public. A 16-Bit personnel computer compatible with IBM-PC/AT was used. The data base files and processing programs were created using dBASE III plus packages. The contents of the computerized system are summarized as knows: 1. When the input program for hazard analysis runs, a series of questions are asked to determine hazards and assess their severity and risks. Critical control points and monitoring methods for CCPs are identified and saved in Master file. 2. Output and search programs for hazard analysis are composed of 6 categories of recipe data file list, code identification list, and HACCP identification of the specific menu item. 3. When the user selects a specific category of recipe from 6 categories presented on the screen and runs data file list, a series of menu item list, CCP list, monitoring methods list are generated. When the code search program runs, menu names, ingredients, amounts and a series of codes are generated. 4. When the user types in a menu item and an identification code, critical control points and monitoring methods are generated for each menu item.

• Restorative Dentistry and Endodontics
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• v.43 no.3
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• pp.30.1-30.12
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• 2018

Objectives: To evaluate sealing ability of root canals obturated with bioceramic-impregnated gutta percha cone (BCC) or gutta percha (GP), with bioceramic sealer (BCS) or AH Plus (AH; Dentsply-Maillefer), in roundly-prepared canals using matched single-cone technique, based on bacterial leakage test, and to analyze obturation quality using micro-computed tomography (CT) analysis. Materials and Methods: Ninety-two distobuccal roots of maxillary molars were prepared using nickel-titanium files to apical size 40/0.06. The roots were divided into 4 groups (n = 20) that were obturated with a master cone and sealer: GP/AH, BCC/AH, GP/BCS, and BCC/BCS. Bacterial leakage model using Enterococcus faecalis was used to evaluate sealing ability for 60-day period. Obturated samples from each group (n = 4) were analyzed using micro-CT. Results: All groups showed bacterial leakage at 20%-45% of samples with mean leakage times of 42-52 days. There were no significant differences in bacterial leakage among the groups. Micro-CT showed minimal gaps and voids in all groups at less than 1%. Conclusions: In roundly-prepared canals, the single cone obturation with BCC/BCS was comparable to GP/AH for bacterial leakage at 60 days.

• The Journal of Art Theory & Practice
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• no.10
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• pp.183-202
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• 2010

The term "philosophizing art" was coined by Arthur Danto, who tried to define new forms of art, especially Andy Warhol's pop art appeared in New York after 1960's, which could not be explained by traditional concept of "representation". As Danto said "the term 'philosophizing art' is unclear, whether art discusses philosophical issues or art is the object of philosophic discussions", it does not seem like Danto himself had a specific idea when he used this term. The background for Danto coining this term derives from the fact that the old art concept such as denotation and connotation could not fully explain phenomenalistic aspects of concept art which appeared frequently at that time. Many articles in his book "philosophizing art", in which many of his criticism are included, mainly say that art begins philosophizing by dealing with not mimesis or representation but concepts. According to his argument, the history of western art, which has been consisted of mimesis and representation, has come to end when art is about physically embodied with meaning. Of course, as Danto say so, what goes to end is not art itself, but the narrative of art. It means master narrative saying art should be shown different from nature or artificial daily product is over. Danto could not find principals of mimesis and representation which had been main logic in the western art history, when he saw Andy Warhol's Brillo Boxes at Stable Gallery, New York in 1964. Danto questioned "if we can not distinguish Brillo box's artistic aspects visually from other factory-made products, how can we distinguish art from non-art", By answering those questions, he discovered two facts which made him realize the end of Art: One is there is no special way in which works of art have to be shown or has to exist. Therefore, art history has proven that commercial boxes, trashes and files of underwear can be a work of art. The other is we have fully recognized it at the end of 20thcentury. Danto confessed that through Brillo Boxes, he realized the works of art are decided by something can not be seen by eyes, not by distinguished differences by looking at it. This thesis is trying to show personal understanding about art, philosophy and discourses surrounding them and to figure out how Dante opened a new world to art criticism by using new definitions such as 'end of art' and 'philosophizing art' which Danto used to explain inner aspects of art.

• Journal of Technologic Dentistry
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• v.40 no.4
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• pp.217-224
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• 2018

Purpose: The aim of this study was to evaluate accuracy of three type complete mandibular denture of before and after polymerization. Methods: Mandibular edentulous model was selected as the master model. 15 study models were made by Type IV stone. Wax complete mandibular dentures were produced by the denture base and artificial teeth. Before and after curing, STL files were obtained using a blue scanner. By superimposing the digitized complete mandibular denture data(after curing) with the CAD-reference(before curing) three-dimensionally, visual fit-discrepancies were drawn by calculating the root mean square (RMS) and visualized on a color-difference map. Each calculated RMS-value was statistically analyzed by 1-way analysis of variance(ANOVA) (${\alpha}=.05$). Results: Mean(SD) RMS-values was OM group $88.98(6.10){\mu}m$, BM group $82.35(13.46){\mu}m$, BDM group $77.83(9.46){\mu}m$. The results of the 1-way ANOVA showed no statistically significant differences in the RMS values of the Three groups for the material (P > .241). Conclusion : Deformation of artificial teeth position was observed in all groups after resin polymerization. But the values, all group were within the clinically acceptable range. The values of BDM group showed the least deformation than the other two groups.

• Journal of Dental Rehabilitation and Applied Science
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• v.36 no.4
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• pp.242-253
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• 2020

Purpose: The aim of this study was to compare the accuracy of dies fabricated using 3D printing system to conventional method and to evaluate overall volumetric changes by arranging the superimposed surfaces. Materials and Methods: A mandibular right first molar from a dental model was prepared, scanned and fabricated with composites of polyetherketoneketone (PEKK). Master dies were classified into 4 groups. For the conventional method, the impression was taken with polyvinylsiloxane and the impression was poured with Type IV dental stone. For the 3D printing, the standard die was scanned and converted into models using three different 3D printers. Each of four methods was used to make 10 specimens. Scanned files were superimposed with the standard die by using 3D surface matching software. For statistical analysis, Kruskal-Wallis test and Mann-Whitney U test were done (P < 0.05). Results: Compared to the standard model, the volumetric changes of dies fabricated by each method were significantly different except the models fabricated by conventional method and 3D printer of Stereolithography (P < 0.05). The conventional dies showed the lowest volumetric change than 3D printed dies (P < 0.05). 3D printed dies fabricated by Stereolithography showed the lowest volumetric change among the different 3D printers (P < 0.05). Conclusion: The conventional dies were more accurate than 3D printed dies, though 3D printed dies were within clinically acceptable range. Thus, 3D printed dies can be used for fabricating restorations.

• Proceedings of the KSPS conference
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• 1997.07a
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• pp.176-178
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• 1997

To make a long story short I made up my mind to experiment with a multimedia approach to my classroom presentations two years ago because my ways of giving instructions bored the pants off me as well as my students. My favorite ways used to be sometimes referred to as classical or traditional ones, heavily dependent on the three elements: teacher's mouth, books, and chalk. Some call it the 'MBC method'. To top it off, I tried audio-visuals such as tape recorders, cassette players, VTR, pictures, and you name it, that could help improve my teaching method. And yet I have been unhappy about the results by a trial and error approach. I was determined to look for a better way that would ensure my satisfaction in the first place. What really turned me on was a multimedia CD ROM title, ELLIS (English Language Learning Instructional Systems) developed by Dr. Frank Otto. This is an integrated system of learning English based on advanced computer technology. Inspired by the utility and potential of such a multimedia system for regular classroom or lab instructions, I designed a simple but practical multimedia language learning laboratory in 1994 for the first time in Korea(perhaps for the first time in the world). It was high time that the conventional type of language laboratory(audio-passive) at Hahnnam be replaced because of wear and tear. Prior to this development, in 1991, I put a first CALL(Computer Assisted Language Learning) laboratory equipped with 35 personal computers(286), where students were encouraged to practise English typing, word processing and study English grammar, English vocabulary, and English composition. The first multimedia language learning laboratory was composed of 1) a multimedia personal computer(486DX2 then, now 586), 2) VGA multipliers that enable simultaneous viewing of the screen at control of the instructor, 3) an amplifIer, 4) loud speakers, 5)student monitors, 6) student tables to seat three students(a monitor for two students is more realistic, though), 7) student chairs, 8) an instructor table, and 9) cables. It was augmented later with an Internet hookup. The beauty of this type of multimedia language learning laboratory is the economy of furnishing and maintaining it. There is no need of darkening the facilities, which is a must when an LCD/beam projector is preferred in the laboratory. It is headset free, which proved to make students exasperated when worn more than- twenty minutes. In the previous semester I taught three different subjects: Freshman English Lab, English Phonetics, and Listening Comprehension Intermediate. I used CD ROM titles like ELLIS, Master Pronunciation, English Tripple Play Plus, English Arcade, Living Books, Q-Steps, English Discoveries, Compton's Encyclopedia. On the other hand, I managed to put all teaching materials into PowerPoint, where letters, photo, graphic, animation, audio, and video files are orderly stored in terms of slides. It takes time for me to prepare my teaching materials via PowerPoint, but it is a wonderful tool for the sake of presentations. And it is worth trying as long as I can entertain my students in such a way. Once everything is put into the computer, I feel relaxed and a bit excited watching my students enjoy my presentations. It appears to be great fun for students because they have never experienced this type of instruction. This is how I freed myself from having to manipulate a cassette tape player, VTR, and write on the board. The student monitors in front of them seem to help them concentrate on what they see, combined with what they hear. All I have to do is to simply click a mouse to give presentations and explanations, when necessary. I use a remote mouse, which prevents me from sitting at the instructor table. Instead, I can walk around in the room and enjoy freer interactions with students. Using this instrument, I can also have my students participate in the presentation. In particular, I invite my students to manipulate the computer using the remote mouse from the student's seat not from the instructor's seat. Every student appears to be fascinated with my multimedia approach to English teaching because of its unique nature as a new teaching tool as we face the 21st century. They all agree that the multimedia way is an interesting and fascinating way of learning to satisfy their needs. Above all, it helps lighten their drudgery in the classroom. They feel other subjects taught by other teachers should be treated in the same fashion. A multimedia approach to education is impossible without the advent of hi-tech computers, of which multi functions are integrated into a unified system, i.e., a personal computer. If you have computer-phobia, make quick friends with it; the sooner, the better. It can be a wonderful assistant to you. It is the Internet that I pay close attention to in conjunction with the multimedia approach to English education. Via e-mail system, I encourage my students to write to me in English. I encourage them to enjoy chatting with people all over the world. I also encourage them to visit the sites where they offer study courses in English conversation, vocabulary, idiomatic expressions, reading, and writing. I help them search any subject they want to via World Wide Web. Some day in the near future it will be the hub of learning for everybody. It will eventually free students from books, teachers, libraries, classrooms, and boredom. I will keep exploring better ways to give satisfying instructions to my students who deserve my entertainment.