• Journal of Science Education
• /
• v.32 no.2
• /
• pp.71-86
• /
• 2008

The purpose of this study was to apply After-school programs related to sub-chapter 'The Change of Weather', and thereby to investigate the effect of After-school program on science-related attitude and learning achievement of students, and interaction between treatment methods and students' learning ability. The subjects of study consisted of 2nd grade students of sixty four students in high school. Sixty four students were divided into two categories by experimental and control groups on the basis of midterm examination before teaching treatment. The experimental groups have received four After-school programs including making models of a weather front, measurement of wind, measurement of temperature and the dew point, making a three-dimensional weather chart which were developed by researcher for six times. The control groups have received the instruction through the conventional teaching methods. Seventy questions within seven frameworks of TOSRA have been used in this study as an evaluation instrument of science-related attitude. Learning achievement has been evaluated using an instrument developed by researcher. The scores of both pre-test and post-test were estimated by ANCOVA. The results of this study can be summarized as follows. (1) After-school programs were more effective in progressing the three categories of science related attitude of high school students i.e. pleasure of science class(p<.05), reception of scientific attitude(p<.01), attitude about a science research(p<.05) than conventional teaching methods. (2) Experimental groups showed statistically significant improvement on learning achievement than control groups(p<.05). (3) The effect of treatment methods on students' learning ability has been improved in experimental groups more positively than control groups(p<.05). High level students in experimental groups showed significant improvement on learning achievement than low level students according to the representing profile plot. But there were no significant interaction between treatment methods and students' learning ability(p>.05) In conclusion, the After-school programs have positive effect on the improvement of science related attitude and learning achievement.

• Journal of Chest Surgery
• /
• v.38 no.5 s.250
• /
• pp.357-365
• /
• 2005

Background: Patients with mitral regurgitation (MR) in the setting of coronary artery disease have a dismal long-term prognosis whether treated medically or surgically. Moreover, the optimal management of moderate ischemic MR at the time of coronary artery bypass grafting (CABG) remains the subjects of controversy. Thus, the present retrospective study was undertaken to determine whether mitral valve surgery for moderate ischemic MR at the time of CABG would be preferable to CABG alone in terms of clinical outcome. Material and Method: Between January 1997 and December 2003, 34 patients with moderate (Gr 3/4) ischemic MR underwent CABG alone (Group I, n=23) or CABG plus mitral valve surgery (Group II, n=11). Operative mortality, long-term survival and echocardiographic parameters were used to evaluate the efficacy of mitral valve surgery in patients with moderate ischemic MR. The mean follow-up durations of each group were $69.3\pm4.3$ months and $53.1\pm4.9$ months respectively. Result: There was no hospital mortality in both groups. There was one case of late mortality in Group I. The mean number of bypass graft was similar ($3.8\pm1.2\;vs\;3.7\pm1.3$ respectively). Cardiopulmonary bypass time was longer in group II (p=0.014). In group II, all of the patients received mitral annuloplasty using ring. On immediate postoperative echo-cardiogram, mitral regurgitation was reduced more in group II (p=0.002). Echocardiogram performed at last follow-up state showed no difference except the grade of MR between the two groups. Actuarial survival of both groups at 5 years was similar ($95.5\%\;vs\;100\%$, p=0.48). Conclusion: This study shows that in selected patients with moderate ischemic MR, CABG without mitral valve surgery might be sufficient. However, patients with low EF and NYHA functional class pre-operatively had tendency of significant residual MR, so mitral valve surgery should be necessary in these patients, and moreover, MR severity and left ventricle volume decreased more in mitral valve surgery group. Therefore, more large-scale studies are necessary to determine these effects on the ventricular function and long-term survival.

• Journal of Science and Technology Studies
• /
• v.18 no.2
• /
• pp.135-179
• /
• 2018

How do robots interact with the elderly? In this paper, we analyze the contexts of interaction between robots and the elderly and the role of mediators in initiating, facilitating, and maintaining the interaction. We do not attempt to evaluate the robot's performance or measure the impact of robots on the elderly. Instead, we focus on the circumstances and contexts within which a robot is situated as it interacts with the elderly. Our premise is that the success of human-robot interaction does not depend solely on the robot's technical capability, but also on the pre-arranged settings and local contingencies at the site of interaction. We select three television shows that feature robots for the elderly and one "dementia-prevention" robot in a regional healthcare center as our sites for observing robot-elderly interaction: "Grandma's Robot"(tvN), "Co-existence Experiment''(JTBC), "Future Diary"(MBC), and the Silbot class in Suwon. By analyzing verbal and non-verbal interactions between the elderly and the robots in these programs, we point out that in most cases the robots and the elderly do not meet one-to-one; the interaction is usually mediated by an actor who is not an old person. These mediators are not temporary or secondary components in the robot-elderly interaction; they play a key role in the relationship by arranging the first meeting, triggering initial interactions, and carefully observing unfolding interactions. At critical moments, the mediators prevent the interaction from falling apart by intervening verbally or physically. Based on our observation of the robot-elderly interaction, we argue that we can better understand and evaluate the human-robot interaction in general by paying attention to the existence and role of the mediators. We suggest that researchers in human-robot interaction should expand their analytical focus from one-to-one interactions between humans and robots to human-robot-human interactions in diverse real-world situations.

• Korean Journal of Health Education and Promotion
• /
• v.16 no.2
• /
• pp.137-155
• /
• 1999

The purpose of this study was to assess the effect of sex education on knowledge and attitude related to sex. The subjects were taken from by 199 students in 3 classes from 1st grade in H girl's junior high school as the study group, and 2 classes from 1st grade in S girl's junior high school as control group. During the survey period(September 21, 1998 to September 30, 1998), 6 times in terms of one-hour class for sex education were taught to the study group. A pre-test was executed on September 19, 1998 and the post-test on September 30. The findings were as follows. 1. According to the research, 20.1％ of the subjects have experienced sex education from parents and 89.9％ from teacher. They have mostly obtained the sex-related information from teachers(59.8％), following movie, radio, TV, or video tape(40.7％), friends(35.2％), reading materials such as books, cartoons, news papers and magazines(31.7％), parents(15.6％), siblings(7.0％), PC(1.5％) and telephone service(1.5％). 2. 27.1％ of the subjects reported that they had sex-related worry concerning from friendship with the opposite sex, following physiological phenomenon(31.5％), sex violence(11.1％), physical characteristics(7.4％), VD and contraception(5.6％), sexual impulse(5.6％), pregnancy and delivery(5.5％), and sexual behaviour(3.7％). The research showed that the adolescents usually solved their problems through the consultation with theifriends(44.4％). However, 16.7％ of the subjects were turned out not to request any solution. The other minor routes to settle their problems were written materials such as books, magazines(13.0％), parents(13.0％), movie, radio, TV, or video tape(5.5％), acquainted female elders(3.7％) and teachers(3.7％). 3. The most interesting part regarding sex was the friendship with the opposite sex(61.8％), following adolescent's emotion(55.8％), physiological differences between two genders(52.8％), AIDS(48.7％), VD(46.7％), pregnancy(45.2％), contraception(45.2％), abortion(41.7％), intercourse(41.7％), masturbation(41.2％), sex violence(41.2％) and genital structure and secondary sexual characteristics(28.6％). 4. In regard to characteristics of the subjects influencing sex-related knowledge, the higher educational career of mother, living with at least either parent and the experience of sex education by teachers were statistically significant factors(p〈0.05). 5. In regard to characteristics of the subjects influencing attitudes toward sex, the experience of sex education by parents or teachers was a statistically significant factor(p〈0.05). 6. The analysis of knowledge score comparing results before and after sex education showed that control group's score decreased from 12.5 to 12.44 while the study group's score increased from 12.33 to 21.31, which was statistically significant(p〈0.001). 7. The analysis of the attitude scores before and after sex education showed that the control group's score slightly increased from 55.57 to 56.36, while the study group's score increased from 54.79 to 61.95, which was statistically significant(p〈0.001). 8. The level of sex-related concerns of the study group after sex education marked both the increase in some items and the decrease in others. 9. Most instructive session among the sex education was the third “to be a good friend to the opposite sex”(27.0％).

• The korean journal of orthodontics
• /
• v.38 no.2
• /
• pp.104-120
• /
• 2008

Purpose: The purpose of this study was to assess the hard and soft tissue changes associated with mandibular bilateral sagittal split osteotomy and genioplasty. Methods: This is a retrospective study of 40 patients who underwent either bilateral sagittal split osteotomy for mandibular setback (BSSO group, n = 20) or in combination with advancement genioplasty (Genio group, n = 20). Lateral radiographs, were taken before and immediately after surgery, and at least 6 months after surgery. Results: Comparing hard and soft tissue changes between the BSSO group and Genio group, there were significant differences in the lower incisor, soft tissue B point (B'), and soft tissue Pogonion (Pg') (p < 0.5). The mean ratio of hard and soft tissue changes for B/B', Pg/Pg', and Menton/soft tissue Menton after surgery in the BSSO group was 0.997, 0.965, and 1.022 respectively, and 0.824, 0.602, and 0.887 respectively in the genio group. Significant differences were found between the two groups. There were significant differences in lip thickness (B-B', Pg-Pg') in the Genioplasty group between pre and postsurgery, but not in the BSSO group. Pogonion to Labrale inferior and B' had a correlation coefficient of 0.833, 0.922, respectively for the BSSO group, and 0.775, 0.799 for the Genio group. Conclusions: The results indicate that there is a significant difference between bilateral sagittal split osteotomy with or without genioplasty in the lower facial esthetics values. The combination of mandibular setback and genioplasty had a smaller change in soft tissue thickness of the symphysis area after surgery than that of mandibular setback only.

• Journal of Korean Home Economics Education Association
• /
• v.16 no.4 s.34
• /
• pp.9-26
• /
• 2004

The purposes of this study are to develop and apply the student activity centered career exploring program and to verify effectiveness on the students' career maturity level. The subjects of this study were 137 students. 4 classes of a middle school in Jinju. They were divided into two groups, the experimental group and the control group. For experiment, the career exploring program was input to the experimental group for 14 class hours. The results of this study are as follows: 1. The student activity centered career exploring program applied to the unit $\ulcorner$The Choice of Career and Job Morals$\lrcorner$ was effective in raising the attitude of the career maturity level. As the result of verifying the differences. there was a statistically significant difference between the experimental group and the control group in the planning quality and the attitude of works. 2. The student activity centered career exploring program applied to the unit $\ulcorner$The Choice of Career and Job Morals$\lrcorner$ was effective in raising the ability field of the career maturity level. The experimental group showed more statistically meaningful differences in the knowledge of jobs, the information exploring, and the self-understanding than the control group. Consequently. the effects of the student activity centered career exploring program on the career maturity level in the unit $\ulcorner$The Choice of Career and Job Morals$\lrcorner$. all the fields of the career maturity level showed the statistically meaningful differences except the independence quality of the attitude field and the decision making of the ability field. So it is concluded that the experiment program elevated the students' career maturity level. However. as the result of analysing independent sample t-test of the pre-test and the post-test. the program was ineffective in the independence quality and the decision making. When this career exploring program is applied to the unit $\ulcorner$The Choice of Career and Job Morals$\lrcorner$. it is recommended to strengthen the activities to cultivate the independence quality and the decision making power.

• The korean journal of orthodontics
• /
• v.39 no.1
• /
• pp.18-27
• /
• 2009

Objective: The purpose of this study was to understand the differences in masseter muscle(MM) between the shifted and non-shifted sides in facial asymmetry patients, and the changes shown by MM after mandibular surgery. Methods: Pre- and post-operative CT scans were performed on 12 Class III patients with facial asymmetry who were treated by intraoral vertical ramus osteotomy and 10 subjects with normal occlusion. Using the V-works 4.0 program(Cybermed, Seoul, Korea), 3-dimensional images of the mandible, and MM were reconstructed, and evaluated. Results: In the asymmetry group, the MM angle between the shifted and non-shifted sides was only significantly different(p<0.05). Compared with normal occlusion, the asymmetry group showed a significantly smaller volume and maximum cross-sectional area in both sides of MM(p<0.05). After mandibular surgery, the angle of MM(p<0.01) and differences in angle between the shifted and non-shifted sides of MM(p<0.05) were significantly decreased. The thickness in the maximum cross-sectional area was significantly increased(p<0.01). After surgery, MM in facial asymmetry patients was similarly changed to those in the normal occlusion group except for widths. Conclusions: MM in facial asymmetry was definitely different from those in normal occlusion. However, this study suggests that MM changed symmetrically in conjunction with the mandible after proper mandibular surgery.

• Journal of Gifted/Talented Education
• /
• v.25 no.6
• /
• pp.837-856
• /
• 2015

The purpose of this study was to examine the effects of ill-structured problem solving program on the social self-efficacy, democratic citizenship, and meta-cognition of the scientifically gifted high school students and provide an opportunity to consider how to improve students' social self-efficacy, democratic citizenship, and meta-cognition when comprehensive character education has been emphasized in science programs for gifted students. The subjects consisted of 17 students(10th graders) and 19 students(11th graders) who were participated in a science gifted program in a Korean high school located in Seoul and pre-examination on their social self-efficacy, democratic citizenship, and meta-cognition was conducted. After applying 12-class-time of ill-structured problem solving program, post-examination on their social self-efficacy, democratic citizenship, and meta-cognition was conducted and student's self-essay about program was also conducted. Paired t-test was used to analyze the data collected and students's self-essays were also analyzed. The results of this study were as follows: First, the findings showed that ill-structured problem solving program developed students' social self-efficacy and especially showed a significant improvement in asking for help. Second, they also showed that ill-structured problem solving program raised students' democratic participation especially in a democratic function. Third, in terms of meta-cognition, ill-structured problem solving program also played a positive role. The result of analyzing students' essays also showed students' positive perception on the program. The findings of the present study suggested that ill-structured problem solving program should be taken into consideration when developing a science program for scientifically gifted high school students.

• Journal of Korean Philosophical Society
• /
• no.123
• /
• pp.137-185
• /
• 2018

This article aims to deconstruct the mechanism of male domination that constantly reproduces the hegemonic class of men. In order to overcome misogyny, we should no longer deny the ontological dimension of the reality of women's oppressions and the pre-eminence of the material condition of women's existence. In addition, the possibility of the category of women as a modality of resistance should be taken into consideration. First, I will highlight the correlation between penis and phallus according to which the phallus refers to the penis which is malleable and fragile and which disappears without being castrated by the external factor. From here we could deduce the fragility and imperfection, the non-absoluteness of the phallic order. Secondly, I will analyze the mechanism of penis-narcissism, which is the modality of the constitution of the individual identity of man. The penis is not only a physiological organ, but a site of self-estimation and the validity of the succession of power and authority of the father's law. With this penis-narcissism, man is constituted as a hegemonic body that can let itself go without worrying about the reactions of others. Thirdly, I will focus on the mechanism of the penis-cartel which is the modality of the formation of the collective identity. The penis-cartel is reinforced by the mutual affirmation of the superiority of men among themselves, but also by the permission and the tacit agreement of their absurdity and lack of rationality and corruption. Because the privilege of men is not monopolized by a small part of the elite, but is consciously and unconsciously shared by all men who are part of the hegemonic and collective category. In order to deconstruct the penis-narcissism and the penis-cartel, it is necessary to demonstrate that the penis is not a self-sufficient body, nor a closed and impermeable body, but that it is a porous body where the organ serves both ejaculation and urinary ejection. The penis is a porous body that is at once the site of sublimity and degradation, purity and impurity. In addition, the penis is no longer an all-powerful and aggressive organ, but it is a malleable and fluid flesh that constantly changes its shape. Linked to a phallus-organ that is the notion of Jacques-Alain Miller, it is a site of deficiency and vulnerability that is not the axis of the penis-cartel. It is through the notion of the double porosity of the penis and the phenomenology of the flesh of the penis, I try to provide the modality of undoing the reproductive mechanism of predatory masculinity. Because this would be an effective strategy to overcome misogyny.

• Journal of vocational education research
• /
• v.36 no.2
• /
• pp.95-121
• /
• 2017

The vocational competency development training teacher must complete the training course for the training of vocational competency development training instructor and get the qualification of the vocational competency development training teacher from the Ministry of Employment & Labor with the criteria set by the Presidential Decree. Therefore, it can be said that H_university 's educational performance, which is the only vocational competency development training teacher in Korea and that plays a role of mass production in the labor market, has a great influence on vocational competency development training. The purpose of this study is to identify the problems through the analysis of actual condition of vocational competency development training education based on CIPP model, Furthermore, it was aimed to suggest improvement plan of qualification training education. In order to accomplish the purpose of the research, the present situation of the training course for the vocational competency development training teacher training students was grasped. And We conducted a survey to draw out the improvement plan and utilized the results of 173 copies. We conducted interviews by selecting eight subjects for in-depth analysis and Understand the details of the results of the surveys conducted. As a result of the study, positive responses were obtained from the educational objectives and educational resources in the context factors. On the other hand, there were negative opinions about the curriculum reflecting the learner and social needs. In the input factors, positive opinions were derived from the educational objectives and training requirements. However, there were many negative opinions about the achievement of the learner's educational goals. In addition, there were many negative opinions of online contents education. In the process factors, positive evaluation was high in class related part, learner attendance management, and institutional support. However, negative opinions were drawn on the comprehensive evaluation of qualification training period, and the learner's burden due to lack of learning period appeared to be the main reason. In the factor of calculation, Positive opinions were derived from the applicability of the business curriculum for training courses for training teachers who are in charge of education and training in industry occupations. However, there were negative opinions such as learning time, concentration of learning, and communication of instructors. Based on the results of the study, suggestions for improving the operation of vocational competency training teacher qualification training are as follows. First, it is necessary to flexibly manage the training schedule for the weekly training course for vocational competency development training teachers. Second, it is necessary to seek to improve the online education curriculum centered on consumers. Third, it is necessary to seek access to qualification training for local residents. Fourth, pre - education support for qualified applicants is required. Finally, follow-up care of qualified trainees is necessary.